REFERENCES
Arikunto, Suharsimi dan Safruddin A.J., Cepi. (2014). Evaluasi Program Pendidikan: Pedoman Teoritis Praktis bagi Mahasiswa dan Praktisi Pendidikan. Jakarta : Rineka Cipta.
Bachman, L. and A.D, Cohen. (1998). Interfaces Between Second Language Acquisition and Language Testing Research. Cambridge : Cambridge
University Press.
Bennett, W.A. (1968). Aspects of Language and Language Teaching. London : Cambridge University Press.
Brumfit, C. and Carter. (1986). Literature and Language Teaching. Oxford : Oxford
University Press.
Cassidy, S. (2006). Learning Style and Student Self-Assesment Skill. Retrieved from http://emeraldinsight.com/0040-0912.htm. Accessed on March 5th, 2016
11.13 am.
Creswell, J.W. (2014). Research Design. Los Angeles : SAGE Publications Inc.
Fleming, N. (2016). VARK : A Guide to Learning Styles. Retrieved from
http://vark-learn.com/introduction-to-vark/the-vark-modalities. Accessed on April
15th, 2016 10:49 am.
Fleming, N. & D, Baume. (2006). Learning Styles Again : VARKing up the right
tree!. Educational Developments, SEDA Ltd. Issue 7.4. Nov. 2006. p4-7. Habrovanska, Z. (2014). The Mutual Influence of an Adult Learner and a Beginning
Harefa, Y. (2009). Foundation Course in English Teaching Methods. Medan : USU
Press.
Istiana. (2014). Psikologi Pendidikan. Medan : UMA Press.
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford : Oxford University Press.
Nunan, D. (2003). Practical English Language Teaching. Singapore : Mc Graw Hill.
Prawira, P.A. (2014). Psikologi Pendidikan dalam Perspectif Baru. Yogyakarta :
Ar-Ruzz Media.
Saadi, I.A. (2012). An Examination of the Learning Styles of Saudi Preparatory School Students who are High or Low in Reading Achievement. A thesis
for the degree of Doctor of Philosophy to Victoria University :
Unpublished.
Schmeck, R. R. (1988). Learning Strategies and Learning Style. New York : Plenum
Press.
Sims, R. R. & S, J. Sims. (1995). The Importance of Learning Styles. London :
Greenword Press.
Susanto, A. (2013). Teori Belajar dan Pembelajaran di Sekolah Dasar. Jakarta:
Prenadamedia Group.
CHAPTER III
METHOD OF RESEARCH
3.1 Research Design
The writer used quantitative method in this research. According to Creswell
(2014 : 155) says, “Quantitative is numeric description of trends, attitudes or
opinions of a population by studying a sample of that population. From the result of
sample, the researcher generalizes or draws and identifies the inferences to the
population or sample. It is to test the impact of a treatment on an outcome.” From
that, the writer used quantitative method because the writer examined the
characteristics of student’s learning style accurately with the help of VARK
questionnaire and then determined the most suitable teaching methods whether there
are enhancement result or not in processing the learning outcomes based on before
and after using the most suitable teaching methods based on VARK and the writer
wants to compare the result of test viewed on scores, pre test and post test.
The writer designed the teaching method based on the student’s result of
VARK questionnaire in determining the student’s learning style. If they are include
visual learning style, the writer uses maps, charts, graphs, diagrams, brochures,
highlighters in different color/font and pictures in teaching methods. If they are
include aural learning style, the writer designs the teaching methods by discuss the
topics with students and teacher, use a tape recorder, use stories and jokes, debates,
arguments, conversations, seminars, music and the key are always talking and
speaking and also questioning and answering. If they are include read/write learning
style, the writer uses lists, essays, reports, textbooks, printed handouts, web pages
presentations. And last, if they are include kinesthetic learning style, the writer uses
field trips, trial and error, doing things practically (physical activity), examples,
laboratories and collecting of samples in teaching methods.
The writer also designed the various of the teaching methods based on eight
teaching methods by Larsen-Freeman (2000) that applied as suited from the result of
the student’s learning style.
3.2 The source of data
There are two kinds of source of data, primary source of data and secondary
source of data to support of this thesis. The primary source of data are collected from
the sample is the writer’s private course, Haddist Cherya, a junior high school
student who studies at Private Junior High School Al- Musabbihin live at Tasbih
Residential block YY no. 56 Setiabudi that the writer classified the student into one
of four types in learning style based on VARK questionnaire.
The secondary source of data is found from various sources like books,
e-books and internet which have relation to the problem in this thesis. The writer are
also marked and rewrote some opinions, statements and theories from some experts
related in language learning, language teaching, psychology education and testing
and learning outcomes.
3.3 Techniques of Collecting Data
Collecting data is the process of gathering and measuring information on the
variables of interest in an established systematic fashion that enables to answer the
research questions statement, hypotheses and evaluation outcomes. There are the
1. Questionnaire
The questionnaire that the writer used is from Fleming’s web (
www.vark-learn.com), the VARK questionnaire Version (7.8). It consists of the student’s
learning style. It aims to know what methods should be used by the writer during
teaching-learning process. The data are totally 16 questions which can choose more
than 1 answer in 1 question depends on the student’s perception if the student think
both of the answers represent what on the student’s mind is if they were in that
condition or position.
2. Tests
The tests are formed in written (multiple choice) and verbal-spoken (orally).
Tests are the measurement in teaching method that used and related to learning
outcomes. The tests related to the English materials that the writer has taught. The
writer used pre test and post test to know there are enhancement as the student’s
learning outcomes.
3. Scores
Scores is a summary of the evidence contained in an examinee’s responses to the
items of a test that are related to the constructs being measured. In this thesis, the
writer determined the student’s learning style based on the VARK questionnaire
scoring chart and also gave the scores related pre test and post test to know there are
Question a category b category c category d category
1. K A R V
2. V A R K
3. K V R A
4. K A V R
5. A V K R
6. K R V A
7. K A V R
8. R K A V
9. R A K V
10. K V R A
11. V R A K
12. A R V K
13. K A R V
14. K R A V
15. K A R V
16. V A R K
The VARK Questionnaire Scoring Chart Source : http://vark-learn.com
The student must answer 16 questions which can choose more than 1 answer
in 1 question. VARK questionnaire has a certain pattern in formed answering
questions like the tables above. The criteria of student’s learning style have been
determined in the tables. The students must circle as suited their answer. If the
the number of question. And also if the students choose to answer b, c or d, the
students must circle the column a category appropriates with the number of question.
The students can circle more than one if a single answer does not match in student’s
perception and ignore the question that does not comply with student’s answers but
the total of blank answers must at least just two questions because more than that
will make the results become ambiguous. Then, the writer counted the number of
each of the VARK letters that the student has circled to get the preference of
student’s VARK learning style category.
The writer also gave the scores in pre test and post test to know the student’s
learning outcomes scores. The writer gave 40 questions in pre test and post test with
almost the same patterns of questions. The scores that the writer used are :
Interval Letter Predicate
81 – 100 A Excellent
61 – 80 B Good
41 – 60 C Average
21 – 40 D Below average
< 20 E Poor
The criteria of the scores
Source : Arikunto dan Cepi (2014 : 35)
3.4 Techniques of Analyzing Data
The data was collected by doing field research with case study method. In
doing the research, the writer analyzed and showed the relation of using VARK
reliable and applicable in determining the most suitable teaching method based on
the result of student’s VARK questionnaire by divided the learners into one of four
types in learning style and showed the result of the tests before and after using the
most suitable teaching methods viewed in learning outcomes scores whether there
are enhancement or not.
There are the steps of the writer was done in analyzing data as follows :
1. Gave pre test to the student and showed the result.
2. Collected the data from the result of the student’s VARK questionnaire in
answering 16 questions from www.vark-learn.com.
3. Identified what the student’s learning style based on the result of the student’s
VARK questionnaire.
4. Designed the most suitable teaching methods for the student related the English
materials based on the student’s VARK.
5. Gave post test related the English materials has taught to the student.
6. The writer collected the student’s answers.
7. Compared the result of the tests before and after using the most suitable teaching
CHAPTER IV
ANALYSIS AND FINDINGS
4.1 Analysis of Teaching-Learning Process
4.1.1 Profile of the student
As we know before, the more activities from the parents make them prefer to
choose and send their children into some courses. It aims to prepare and complete
their children’s knowledge about the lessons. Mostly of the parents prefer to choose
and take their children into part of private courses. Their parents have the reason to
their children become focus and freely to accept the lessons without feeling any
boundaries and limiting to talk. Mostly of children feel hard to get their
concentration if they learn together in a big or small groups because they are feeling
no chance and any limiting to talk and feeling ignored among any other students so
they choose to join in private class that the teacher can come in their home.
The writer made a research on the writer’s private course student about
English teaching method according to the student’s preference of learning style with
using VARK questionnaire. Here, the writer observed the teaching-learning activities
on the writer’s private course student, Haddist Cherya P.R, a junior high school
student grade 8 at Private Junior High School Al-Musabbihin, Tasbih Residential,
Medan.
To support the techniques and methods in English teaching-learning process,
there are some facilities that help the teacher to get succeed in teaching the learners
to understand the target language that is English. The writer’s guidance are VARK
eight the techniques and methods of teaching-learning based on Larsen-Freeman in
which approaching in the student’s preference of learning style.
4.1.2 Research Day
The research day was on June 30, 2016. At 1 o’clock, the writer was already
in the student’s home. The writer was assisted by VARK questionnaire to determine
the student’s learning style, the writer also brought some kind of the materials from
home during the teaching day are like the videos that related to the lesson will be
teach, pictures and posters that can hang on the wall. The research was carried out for
seven days in a row.
In the first day, the writer wanted to know the student’s preference of
learning style, then in this day, the writer brought VARK questionnaire that has been
determined, those are 16 questions. The student can circle more than one if a single
answer does not match in the student’s perception, and can leave blank to the
questions just for two questions limitedly. There are the patterns in fulfilling to
answer the questions.
Question a category b category c category d category
1. K A R V
2. V A R K
3. K V R A
4. K A V R
5. A V K R
6. K R V A
8. R K A V
9. R A K V
10. K V R A
11. V R A K
12. A R V K
13. K A R V
14. K R A V
15. K A R V
16. V A R K
The VARK Questionnaire Scoring Chart Source : http://vark-learn.com
In question number 1, You are helping someone who wants to go to your airport, the center of town or railway station. You would:… On this question, the
student answered b (tell her the directions) that means the answer b is the category of
aural/auditory.
Question number 2, A website has a video showing how to make a special
graph. There is a person speaking, some lists and words describing what to do and
some diagrams. You would learn most from:… On this question, the student
answered d (watching the actions) that means the answer d is the category of
kinesthetic.
Question number 3, You are planning a vacation for a group. You want some
feedback from them about the plan. You would:… On this question, the student
answered a (describe some of the highlights they will experience) that means the
Question number 4, You are going to cook something as a special treat. You
would:… On this question, the student answered c (look on the internet or in some
cookbooks for ideas from the pictures) that means the answer c is the category of
visual.
Question number 5, A group of tourists want to learn about the parks or
wildlife reserves in your area. You would:… On this question, the student answered c
(take them to a park or wildlife reserve and walk with them) that means the answer c
is the category of kinesthetic.
Question number 6, You are about to purchase a digital camera or mobile phone. Other than price, what would most influence your decision?. On this
question, the student answered c (it is a modern design and looks good) that means
the answer c is the category of visual.
Question number 7, Remember a time when you learned how to do something
new. Avoid choosing a physical skill, eg. riding a bike. You learned best by:… On
this question, the student answered a (watching a demonstration) that means the
answer a is the category of kinesthetic.
Question number 8, You have a problem with your heart. You would prefer
that the doctor:… On this question, the student answered b (used a plastic model to
show what was wrong) that means the answer b is the category of kinesthetic.
Question number 9, You want to learn a new program, skill or game on a
computer. You would:… On this question, the student answered c (use the controls or
keyboard) that means the answer c is the category of kinesthetic.
Question number 10, I like websites that have:… On this question, the student
answered d (audio channels where I can hear music, radio programs or interviews)
Question number 11, Other than price, what would most influence your decision to buy a new non-fiction book?. On this question, the student answered b
(quickly reading parts of it) that means the answer b is the category of read/write.
Question number 12, You are using a book, CD or website to learn how to take photos with your new digital camera. You would like to have:… On this
question, the student answered d (many examples of good and poor photos and how
to improve them) that means the answer d is the category of kinesthetic.
Question number 13, Do you prefer a teacher or presenter who uses:… On
this question, the student answered a (demonstrations, models or practical sessions)
that means the answer a is the category of kinesthetic.
Question number 14, You have finished a competition or test and would like some feedback. You would like to have feedback:… On this question, the student
answered a (using examples from what you have done) that means the answer a is the
category of kinesthetic.
Question number 15, You are going to choose food at a restaurant or café. You would:… On this question, the student answered a (choose something that you
have had there before) that means the answer a is the category of kinesthetic.
Question number 16, You have to make an important speech at a conference
or special occasion. You would:… On this question, the student answered c (write
out your speech and learn from reading it over several times) that means the answer c
is the category of read/write.
Total number of Visual has circled by student are 2, total number of
Aural/Auditory has circled by student are 2, total number of Read/write has circled
the data, the writer concludes that the preference of student’s learning style is
Kinesthetic.
Kinesthetic refers to the perceptual preference related to the use of experience
and practice. Although such an experience may invoke other modalities, the key is
that people who prefer this mode are connected to reality, either through concrete
personal experiences, examples, practice or simulation. It includes demonstrations
and simulations, as well as case studies, practice and applications. People with this
preference learn from the experience of doing something, go to lab, take field trips,
use trial and error methods, listen to real life examples, use hands-on approach and
they value their own background of experiences and less so, the experiences of
others. When studying, the writer puts examples in note summaries, use pictures and
photos to illustrate, write practice answers and make the role-play situation during
teaching-learning process. Kinesthetic learning style comes up with Community
Language Learning and Communicative Approach, the eight techniques and methods
by Larsen-Freeman. In Community Language Learning, the teacher greets the
students, the teacher tells the students what they are going to do, the students are
invited to talk about how they felt during the conversation, the students share the
sentences they have created with the rest of the class, the students have an
opportunity to work on their English pronunciation, the teacher puts pictures, posters
and maps on the blackboard or wall and the student answers questions, the students
reconstruct the conversation they have created, they create a new dialog using words
they have learned to say during their conversation, the teacher corrects by repeating
correctly the sentence the student has created, and the students are once again invited
to talk about the experience they have had. In Community Language Learning, the
on experience, reflective listening, human computer, and small group tasks. In
Communicative Approach, the teacher distributes a handout that has a copy
(authentic material), the teacher gives the student the directions for the activity in the
target language, the students are given a passage (a text) in which the sentences are
in a scrambled order, the students are to do a role play, the students have an
opportunity to express their ideas and opinions and the students listen to a debate on
the radio or watch it on television. But, it also possibly to the other techniques and
methods by Larsen-Freeman will be included and involved.
In the second day, the writer brought the pre test as a first guidance and the
first step for the writer in measuring any enhancement scores or not and compared it
to the post test that will be held in the last meeting with the writer’s private student
after the writer knew the student’s learning style and then applied some kind of
techniques and method according to Larsen-Freeman in which approaching in the
student’s preference of learning style. There are 40 questions that the writer made for
the student. The questions are about the material that being taught by the writer
which include: degree of comparison, giving and asking expression, giving
prepositions of directions and quantifiers : countable and uncountable noun.
The third until the sixth meetings are about the teaching-learning day. The
material was being taught by the writer which include: degree of comparison, giving
and asking expression, giving prepositions of directions and quantifiers : countable
and uncountable noun. The writer used some kind of media like video, pictures,
posters, and maps that support the material would be teach. The lesson steps in
sequence are as follows :
1. The teacher greets the student.
2. The teacher tells the students what they will be doing, what the teacher is
going to do and what the student should do.
(The characteristic of Community Language Learning and
Communicative Approach)
3. The teacher puts pictures, posters and maps on the blackboard or wall,
displays a video, distributes a handout that has a copy and the student
answers questions.
(The characteristic of Community Language Learning and
Communicative Approach)
4. The students are to do a role play. They imagine that they are in that
position or condition. The student tries to give the examples around them.
(The characteristic of Communicative Approach)
5. The teacher acts out the dialog through the media have seen.
(The characteristic of Total Physical Response)
6. The teacher repeats again.
(The characteristics of Audio Lingual)
7. The student has an opportunity to work on their English pronunciation.
(The characteristic of Community Language Learning and
Communicative Approach)
8. The teacher corrects by repeating correctly the sentence the student has
created.
(The characteristic of Community Language Learning)
9. The students are once again invited to talk about the experience they have
had and tried to understand to solve the case studies questions.
In the seventh day, the writer brought the post-test. The post test is a standard
of comparison after pre test to know there are enhancement scores after the writer
gave the two tests. There are 40 questions that the writer made for the student. The
questions are about the material that being taught by the writer which include: degree
of comparison, giving and asking expression, giving prepositions of directions and
quantifiers : countable and uncountable noun.
To make the data of this thesis become valid, the writer put some approval
letter from department and the student’s parent, the result from VARK questionnaire
and some of the test papers from the two tests that the writer was done, pre test and
4.2 Findings
The writer gave the student two tests, pre test and post test to know there are
enhancement scores or not when the writer gave the student pre test before knowing
the student’s preference of learning style and gave the student post test when the
writer already knew the student’s preference of learning style from the result of
VARK questionnaire. There are 40 questions between pre test and post test. The
result from pre test was, the amount of correct answers are 32 from 40 answers and
then the amount of false answers are 8 from 40 answers. And the total scores from
pre test is 80 has shown a good comprehension with grade B. The result from post
test was, the amount of correct answers are 34 from 40 answers and then the amount
of false answers are 6 from 40 answers. And the total scores from post test is 85 has
shown an excellent comprehension with grade A. From the two tests, pre test and
post test that the writer was done and the result of research showed that VARK
questionnaire is applicable because from the result both of the tests show that there
are enhancement scores after the writer gave the student pre test and post test. This
shows that VARK questionnaire helps the teacher to build and improve the scores of
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Based on the analysis of the teaching methods and techniques applied on the
writer’s private course student during the teaching-learning process, the writer could
draw some conclusions of the analysis. The conclusions are answered the problems
from the previous chapter.
The first question is about the result of student’s VARK questionnaire is
kinesthetic. From VARK questionnaire, the writer found the total number of Visual
has circled by student are 2, total number of Aural/Auditory has circled by student
are 2, total number of Read/write has circled are 2 and then total number of
Kinesthetic has circled are 10. So, from this result of the data, the writer concludes
that the preference of student’s learning style is Kinesthetic.
The second question is about the most suitable teaching method related
student’s learning style is approaching with kinesthetic learning style are Community
Language Learning and Communicative Approach because these two methods are
clearly suitable and match to the kind of kinesthetic learning style in which learn
from the experience of doing something, go to lab, take field trips, use trial and error
methods, listen to real life examples, use hands-on approach and they value their own
background of experiences and less so, the experiences of others. When studying,
examples in note summaries, use pictures and photos to illustrate, write practice
answers and make the role-play situation during teaching-learning process. Those are
included the parts of the methods and techniques in Community Language Learning
student conversation, transcription, reflection on experience, reflective listening,
human computer, small group tasks, using authentic materials, scrambled sentences
and language games .
The third question is about the impact of VARK questionnaire towards
student’s learning outcomes scores after pre test and post test and apply some kind of
techniques and methods of teaching-learning based on Larsen-Freeman showed there
are enhancement scores after the writer calculated the result from the two tests, pre
test and post test. The result from pre test was, the amount of correct answers are 32
from 40 answers and then the amount of false answers are 8 from 40 answers. And
the total scores from pre test is 80 has shown a good comprehension with grade B.
The result from post test was, the amount of correct answers are 34 from 40 answers
and then the amount of false answers are 6 from 40 answers. And the total scores
from post test is 85 has shown an excellent comprehension with grade A. From that,
the writer concludes :
- VARK questionnaire is as a guidance for the teacher to apply some kinds of
techniques and principles in Language Teaching before the teaching-learning
process will be held by knowing the student’s learning style at first.
- VARK questionnaire is applicable to improve the student’s scores because
what the teacher teaches matched with the student’s preference of learning
style. It becomes effective and efficient.
5.2 Suggestions
Being interested in doing research about the English teaching method on the
writer’s private course student after knowing the student’s learning style by using
a. Before the teacher starts the teaching-learning process, the teacher should know
about the student’s learning style by using VARK questionnaire so that it would
be effective and efficient so the goals between the teacher and student in
teaching- learning process can be achieved.
b. For the kinesthetic learning style, the writer suggests to bring the student into
some parts of the student’s experience so that the student will be easy to
understand the lesson because near around the student’s life and giving the
examples like case studies as if brings the student into that position or condition.
In showing the materials for kinesthetic, the writer uses the media like pictures,
posters and maps on the blackboard or wall, displays a video, distributes a
handout that has a copy because kinesthetic in during the teaching-learning
process needs concrete personal experiences, examples, practice or simulation.
c. The analysis of English teaching method on the writer’s private course student in
this thesis still needs further research, realizes that there are other three learning
styles except kinesthetic like visual, aural/auditory and read/write with various
techniques and method in teaching English are needed. The writer suggests the
students of English Department who are interested in this field of study to do a
further research particularly about the techniques and methods used.
d. This thesis is expected could become a reference for those who want to do
e. Last but not least, the writer realizes and admits that this thesis is still not
perfect, should be improved in any parts of it, the writer cherishes and
CHAPTER II
REVIEW OF LITERATURE
2.1 Relevant Studies
In writing this thesis and doing the research, the writer used some references
from various sources based on some books, e-book, and internet to support the
writer’s thesis. Based on the title of the writer’s thesis, it is about the teaching
methods should be used by the teacher after knowing the student’s learning style
whether Visual, Aural, Read/write and Kinesthetic helped by VARK questionnaire
that mostly people know teaching method is really varied. In supporting the ideas of
this study, some relevant thesis have been collected to supply relevant information to
the topic, as follows :
Saadi (2012) used VARK questionnaire, a self-report, multiple choice test
totally sixteen questions which gives respondents the option to choose more than one
answer for each questions depends on the respondent’s perception in purpose to
know about the relationship between learning styles and reading achievement in a
cohort of preparatory school students in Jeddah, Saudi Arabia. Specifically, this
study examined whether high or low reading achievement in grade seven and eight.
The conclusion of this study after using VARK questionnaire is female students
attained higher scores in reading than male students. The limited freedom of girls in
Saudi society makes them just spend their time at home and give them opportunity to
improve their skills in reading than boys.
Habrovanska (2014) used VARK questionnaire in purpose to know about the
student’s learning style preference. The practical part of the thesis have been devoted
questionnaire and to the learner’s progress. The tutor in fact did largely choose and
create classroom activities according to the learner’s VARK results and did not
consider the aspects of Oxford’s learning style survey that means VARK
questionnaire is a media or catalyst that has a valid data or accurate and easy-to-use
in determining the preference of student’s learning style.
A conversation between David Baume PhD FSEDA, higher Education
Consultant and Neil Fleming, the designer of the VARK questionnaire and
helpsheets (2006) that reported over 180.000 people have used VARK online from
mid-March to mid-September 2006. From the report, UK and USA are the main two
countries that become the most visitors start using VARK. The teacher investigates
their student by using VARK to know their preferences of learning style. That
means, VARK is really help and acceptable so far. There is nothing bad side of that.
2.2 Teaching
According to Nasution (1982 : 8) in Susanto (2013) says, “Mengajar
merupakan segenap aktivitas kompleks yang dilakukan guru dalam mengorganisasikan atau mengatur lingkungan sebaik-baiknya dan menghubungkannya dengan anak sehingga terjadi proses belajar.” This definition
of teaching gives us a guidance about the main function of teaching is providing a
conducive situation while an active role in this activities is the students in accordance
to find and solve the problem.
In teaching process, the teacher is as a facilitator or provider that guides
his/her students in learning. Murwani (2006 : 62) in Susanto (2013) says, ”Dalam
dirinya untuk belajar, dan yang belajar adalah siswa itu sendiri dengan kegiatannya sendiri.” In teaching process, the teacher is better taught the students by using the
concept which is tend to students centered, because in this concept make the students
to be more active and creative in teaching-learning process so that the classroom will
be more attractive.
According to Nasution (2003: 184-185) in Susanto (2013), the concept of
teaching consists of:
1. Generating and maintaining the students attention
2. Explain to the students what the expected results
3. Designing the students to recall the concepts, rules and skills that are prerequisites
in order to understand the lessons will be given
4. Presenting stimuli with regard to the teaching materials
5. Provide guidance to the students in the learning process
6. Provide feedback to tell the students to determine whether he has really mastered
the lesson material by giving a case
7. Assessing the students learning outcomes by providing additional examples to test
and apply what they have learned so that it can be used in other things
8. Establish what is learned by providing exercises to apply what they have learned.
In teaching, a teacher must also know the scope of teaching to avoid the
mistakes in the teaching process. According to Burton in Wahab (2007 : 6) in
Susanto (2013) says, "Teaching is the stimulation, guidance, direction and
encouragement of learning." At first, stimulation, which means an effort to create or
give motivation the students to learn something new that is creating something
important to be learned. Second, guidance, it means helping the students to develop
adjustment to the environment and to encourage the students to break the limits they
cannot through on their expectation and enthusiasm in achieving maximum learning.
Third, direction, which means that teaching is not something random but teaching is
an activity that aims which leads to the behavior that has been set. Fourth,
encouragement of learning, it means helping the students in the variety of measures
in accordance with what is directed by the teacher at the level of principle and
purpose. Teaching will also include a description of the measures aimed at the
teacher as an illustration of the teacher’s commitment to education.
2.3 Learning
Mostly people want to learn something because there is a self-interest for
learning. According to Frandsen (1957) in Istiana (2014) says, “The reason of the
person learns because there are encouragement or nature curious and want to
investigate the wider world, the nature of the creative people and the desire to always
go forward, the desire to gain sympathy, the desire to fix failure with doing new
effort, the desire to get a sense of security, and the appearance of reward and
punishment as the end in learning process.”
Schmeck (1988 : 3) mentions there are much definition of learning :
From the experiential (or phenomenological) perspective, learning is defined by
individuals engaged in learning. The learners (students) describe their experience
of events involved in learning, learning can categorized in several different ways,
that is, everyone’s experience of learning is not the same. One learner might
describe learning as the literal retention of knowledge often achieved through
repetition and recitation, while another might describe it as an interpretative
From the perspective when studying learning is behavioral. That means learning is
an observable change in a person’s reaction to an equally observable stimulus
situation. The change in reaction (i.e., in behavior) is traditionally said to be
relatively permanent once it has been learned. In any educational setting, we
expect student’s reactions to test events (e.g., examinations, essays, recitations) to
change as a result of educational experiences.
From the neurological perspective, learning is the process whereby the nervous
system is transformed by its own activity. It is the ‘tracks’ left behind by thoughts,
that is, neural activity changes the neurons that are active and that change is the
structural basis of learning. The change occurs as a direct result of the neural
activity itself, that is, as a direct result of processing information.
Gagne (1989) in Susanto (2013) says, “Belajar dapat didefinisikan sebagai
suatu proses dimana suatu organisme berubah perilakunya sebagai akibat
pengalaman.” For Gagne, learning means a process to gain motivation in
knowledge, skills, habits and attitudes. Gagne also tells that learning is behavior
through experiencing. Learning is about a process, an activity, not a result or
purposes.
Winkel (2002) in Susanto (2013) says, “Belajar adalah suatu aktivitas
mental yang berlangsung dalam interaksi aktif antara seseorang dengan lingkungan, dan menghasilkan perubahan-perubahan dalam pengetahuan, pemahaman, keterampilan dan nilai sikap yang bersifat relative konstan dan berbekas.” From
that, we know that learning is something will be effect to our cognition and can
change our skills and attitudes, we can be capable to apply what material we have
Educators should consider the development of the whole person as one of
legitimate purposes of education. It stored and referenced more effectively by
embedding them in the overall conceptual framework of the student rather than
simply repeating the materials to learners until they are memorized or might just give
them the materials and ask them to memorize it. Actually, we need simple repetition
deceptively rewarding since something observable is accomplished, but what is
accomplished might, in reality, contribute very little to the overall development of
the individual. As a whole, Schmeck (1988 : 5) said that the definition of learning is
integration of mental contents and functions to promote versatility and formation of
individuality and personal identity that doing deliberate and consciously to gain a
concept, understanding or new knowledge so that might the person has a change of
consistent attitude include thinking, sensing and acting.
2.4 Psychology and Testing
In teaching-learning process, the teacher cannot ignore about the
psychological of the learners because between psychology and education are
integrated each other. Miller (1974) in Saam and Wahyuni (2012) says, “Psychology
is the science that attempts to describe, predict and control mental and behavioral
event.” In addition to studying the psychology except learn about human behavior,
also seeks to describe, predict and control the mental events. At first, before the
teacher starts to teach, teacher should know about the learner’s psychological
whether the teaching method that used by them can acceptable or not for the learners
as well as tests that will be given should be fit to the learner’s ability . Prawira (2014
: 32) mentions, “The method of psychological education consists of the
method, technique guidance and counseling, etc.” To know the psychological of
learner’s learning style, there are method that used in psychological education, one of
them that the writer used in this thesis is questionnaire method. This method used the
written question that refers to respondent.
In teaching-learning process, the teacher also gives the tests. Tests are divided
into two types, there are in written and orally. Cohen (1998 : 91) says, “Tests that are
relied upon to indicate the comprehension level of learners may produce misleading
results because of numerous test-wise techniques that learners have developed for
obtaining correct answer on such tests without fully or even partially understanding
the text.” Prawira (2014 : 35) says, “In giving the tests, as a teacher should know
about the principle of classroom tests which consist of :
1. Make sure that the kind of tests used are appropriate for its intended
purpose
2. Make sure the tests are based on an explicit statement of the ability of the
learners and are clearly related to learning outcomes
3. Involve learners in tests
4. Use a variety of test methods”.
In considering strategies for taking tests, there are two formats that consist of:
indirect testing formats and direct testing formats. Indirect testing formats include
multiple choice test formats and cloze test formats. Direct testing formats include
summarization tasks, open-ended questions and compositions. In this thesis, the
writer used multiple choice test formats because in this test is easier to conclude the
result and identify correspondent in quick labeling in learning process. Taking give
2.5 Learning style
2.5.1 The definition of learning style
Kinsella (1995 : 171) in Nunan (2003) says, “Learning styles refers to an
individual’s natural habitual, preferred ways of absorbing, processing, and retaining
new information and skills.” These styles seem to persist regardless of the content we
are trying to master (e.g., learning to fly an airplane vs. learning another language) or
the method of instruction we are given (e.g., straight lecture vs. problem solving,
small group work). Whether we know it or not we also have preferred ways of
absorbing, processing, and retaining new information and skills. Learning styles stem
from the learners themselves-their preferred ways of perceiving and processing
information.
Learning style is defined as :
[…] the way each learner begins to concentrate on, process and retain new and difficult information. (Dunn et al, 1994. p.2)
This term mentions learning style adapted teaching that means applying the
methods that correspond to the student’s style as revealed in a self-report learning
style analysis. Teaching is based on the student’s identified style is thus one way to
individualize instruction and is offered as a method to encourage and develop
motivation.
2.5.2 Learning style instrument from Neil Fleming's VARK
Fleming (2006) introduced the categories of learning style into four types
including learning style as visual, aural, read/write and kinesthetic. His VARK was
launched in 1987. Fleming expanded a design of knowing learning style for helps the
student or anyone who need further about their own learning style. VARK is
learning. It also can be a catalyst to think and lead about the strategies for teaching to
the learners by using some various methods that match with the learner’s learning
style.
VARK stands for Visual, Aural, Read/write and Kinesthetic. In Fleming’s
VARK, the students identified their learning style after they answer 16 questions
from (www.vark-learn.com) questionnaire whether they have a tendency in learning
style as visual (pictures, films, diagrams, graphs, charts, maps), aural (music,
discussion, speech), read/write (make lists, notes and text, reading the books) and
kinesthetic (practical exercises, examples, study cases, experiments : trial and error).
Basically, VARK learning style is expanded by learning style as visual,
auditory and kinesthetic (VAK) created by Bandler and Grinder in 1970. Fleming
added one learning style, read/write because there is a tendency in visual modality
for read/write learners. The students need written word for example make a note for
remember something after they see some kind of symbolic information from maps,
diagram and charts so that specifically becomes 4 types of learning style, those are :
visual, aural, read/write and kinesthetic that abbreviated become VARK.
To identify the learning style, Fleming made the questionnaire that freely
available from VARK web in www.vark-learn.com. This questionnaire is always
continue expanding and has the new version is The VARK Questionnaire Version
(7.8).
VARK questionnaire is including 16 questions reflected in daily situation
because it reflected and answered based from our experiences, rather than from
hypothetical situations. This questionnaire is making short in order to prevent the
student’s survey fatigue. In every number provided 4 possible answers which every
questionnaire, the students can have more than one answer per question or ignore the
question that does not comply with student’s answers but the total of blank answers
must be at least just two questions because more than that will make the results
become ambiguous.
1. Visual (V)
This preference includes the depiction of information in maps, spider
diagrams, charts, graphs, flow charts, labeled diagrams, and all the symbolic arrows,
circles, hierarchies and other devices that people used to represent what could have
been presented in words. It includes designs, whitespace, patterns, shapes and the
different formats that are used to highlight and convey information. Whiteboard is
used to draw a diagram with meaningful symbols for the relationship between
different things that will be helpful for those with a Visual preference.
2. Aural / Auditory (A)
This perceptual mode describes a preference for information that is “heard or
spoken.” Learners who have this as their main preference report that they learn best from lecturers, group discussion, radio, using mobile phones, speaking, and talking
things through. The Aural preference includes talking out loud as well as talking to
oneself. Often people with this preference want to sort things out by speaking first,
rather than sorting out their ideas and then speaking. They may say again what has
already been said, or ask an obvious and previously answered question. They have
3. Read/write (R)
This preference is for information displayed as words. Not surprisingly, many
teachers and students have a strong preference for this mode. Being able to write well
and read widely are attributes sought by employers of graduates. This preference
emphasizes text-based input and output – reading and writing in all its forms but
especially manuals, reports, essays and assignments. People who prefer this modality
are often addicted to PowerPoint, the Internet, lists, diaries, dictionaries, thesauri,
quotations and words. Note that most PowerPoint presentations and the Internet,
Google and Wikipedia are essentially suited to those with this preference as there is
seldom an auditory channel or a presentation that uses Visual symbols.
4. Kinesthetic (K)
By definition, this modality refers to the perceptual preference related to the
use of experience and practice. Although such an experience may invoke other
modalities, the key is that people who prefer this mode are connected to reality,
either through concrete personal experiences, examples, practice or simulation. It
includes demonstrations and simulations, as well as case studies, practice and
applications. People with this as a strong preference learn from the experience of
doing something and they value their own background of experiences and less so, the
experiences of others.
2.6 Methods and Techniques in Teaching-Learning
According to Larsen-Freeman (2000) says, “Methods serve as a foil for
reflection that can aid teachers in bringing to conscious awareness the thinking that
Larsen-Freeman (2000) states that there are eight teaching methods with
techniques :
2.6.1 Grammar-Translation Method
The purpose of this method is to be able to read literature written in the target
language. The characteristics of Grammar-Translation method are :
1. Students need to learn about the grammar rules and vocabulary of the target
language.
2. The teacher is the authority in the classroom, the students do as the teacher says.
3. Students are taught to translate from one language to another.
4. Reading and writing are the primary skills.
5. Written tests and questions are the evaluation.
6. Teacher supplies the students with the correct answer, if they make errors or do
not know an answer.
The techniques in Grammar-Translation method are :
1. Translation of a literary passage
Students translate a reading passage from the target language into their native
language.
2. Reading comprehension questions
Students answer questions in the target language based on their understanding of
the reading passage.
3. Antonyms/synonyms
Students are given one set of words and are asked to find antonyms in the
4. Cognates (spelling of sound patterns and memorize)
Students are taught to recognize cognates by learning the spelling or sound
patterns that correspond between the languages and memorize words that look like
cognates but have meanings in the target language.
5. Deductive application of rule (grammar rule and apply in some different
examples)
Grammar rules are presented with examples. Students asked to apply it to some
different examples.
6. Fill-in-the-blanks
Students are given a series of sentences with word missing. They fill in the blank
with new vocabulary.
7. Memorization
Students are given lists of target language vocabulary words and their native
language equivalents and are asked to memorize them.
8. Use word in sentences
The students make up sentences in which they use the new words to show that
students understand the meaning and use of a new vocabulary.
9. Composition
The teacher gives the students a topic to write about in the target language. to
2.6.2 Direct Method
The purpose of this method is learn how to communicate in the target
language. The characteristics of Direct Method are :
1. The teacher and students are move like partners in the teaching-learning process.
2. The syllabus used is based upon situations or topics.
3. Students speak in the target language a great deal and communicate as if they
were in real situations.
4. Grammar is taught inductively, students practice vocabulary by using new words
in complete sentences.
5. Primary skills are spoken.
6. Vocabulary is emphasized over grammar.
7. Oral and written skills are as the evaluation.
8. The teacher tries to get students to self-correct whenever possible.
The techniques in Direct Method are :
1. Reading aloud
Students take turns reading sections of a passage, play or dialog out loud.
2. Question and answer exercise
Students are asked questions and answer in full sentences so that they practice
new words and grammatical structures. They have the opportunity to ask questions as
3. Getting students to self-correct
The teacher of this class has the students self-correct by asking them to make a
choice between what they said and an alternative answer the teacher supplied. The
student knows their answer was wrong.
4. Conversation practice
The teacher asked individual students questions that contained a particular
grammar structure. The students were able to ask each other their own questions
using the same grammatical structure.
5. Fill-in-the-blanks exercise
The students would have induced the grammar rule they need to fill in the blanks
from examples and practice with earlier parts of the lesson.
6. Dictation
The teacher reads the passage three times. The first time the teacher reads, while
the students just listen. The second time, the students write down what they have
heard. The third time, the teacher read and asked the students check their work.
7. Map drawing
The students were given a map with the geographical features unnamed. Each
student could have a turn giving the teacher instructions for finding and labeling one
8. Paragraph writing
The teacher asked the students to write a paragraph in their own words about one
subject matter. They could have done this from memory or they could have used the
reading passage in the lesson as a model.
2.6.3 Audio-Lingual Method
The purpose of this method is to be able to use the target language
communicatively. The characteristics of Audio-Lingual method are :
1. Teacher is a leader and students are imitators.
2. New vocabulary and structural patterns are presented through dialogs. The
dialogs are learned through imitation and repetition.
3. Speech is emphasized than anything.
4. Pronunciation is taught from the beginning.
5. The target language is used in the classroom, not the student’s native language.
The techniques in Audio-Lingual method are :
1. Dialog memorization
Students memorize the dialog through mimicry, students usually take the role of
one person in the dialog and the teacher the other. after the dialog has been
memorized, pairs of individual students might perform the dialog for the rest of the
class.
2. Backward build up (expansion) drill
The teacher breaks down the line into several parts. The students repeat a part
then following teacher’s cue, the students expand what they are repeating part by part
3. Repetition drill
Students are asked to repeat the teacher’s model as accurately and as quickly as
possible.
4. Chain drill
The teacher begins the chain by greeting a particular student, or asking him a
question. That student responds then turns to the student sitting next to him. The first
student greets or asks a question of the second student and the chain continues.
5. Single-slot substitution drill
The students repeat the line the teacher has given them, substituting the cue into
the line in its proper place. The major purpose is to give the students practice in
finding and filling in the slots of a sentence.
6. Multiple-slot substitution drill
The students must recognize what part of speech each cue is, or at least, where it
fits into the sentence and make any other changes, such as subject-verb agreement.
7. Transformation drill
Students are asked to transform this sentence into a negative sentence from an
affirmative sentence for example. Other examples of transformations to ask of
students are changing a statement into a question, an active sentence into a passive
8. Question-and-answer drill
The students should answer the teacher’s questions very quickly. This gives
students practice with the question pattern.
9. Use of minimal pairs
Students are first asked to perceive the difference between the two words and
later to be able to say the two words. For example : ship/sheep.
10. Complete the dialog
Students complete the dialog by filling the blanks with the missing words.
11. Grammar game
The games are designed to get students to practice a grammar point within a
context. Students are able to express themselves.
2.6.4 Silent Way
The purpose of this method is to be able to use the language for
self-expression- to express their thought, perceptions and feelings. The characteristics of
Silent Way method are :
1. The role of students is to make use of what they know, to free themselves of any
obstacles and to actively engage in exploring the language.
2. The teacher sets up situations that focus student attention on the structures of the
language.
4. Pronunciation is worked on from the beginning, vocabulary is somewhat
restricted at first.
5. Meaning is made clear by focusing the student’s perceptions, not by translation.
6. The native language is also used during the feedback sessions.
7. Teacher may never give a formal test.
8. Teacher uses the student errors as a basis for deciding where further work is
necessary.
The techniques in Silent Way are :
1. Sound-color chart
The chart contains block of color, each one representing a sound in the target
language. the teacher, and later the students, points to blocks of color on the chart to
form syllables, words and even sentences. The sound-color chart can be used to give
them feedback on which sound they are making.
2. Teacher’s silent
The teacher gives just as much help as is necessary and then is silent. Or the
teacher sets up an unambiguous situation, puts a language structure into circulation
and then is silent.
3. Peer correction
Students are encouraged to help another student when he or she is experiencing
4. Rods
Rods can be used to provide visible actions or situations for any language
structure, to introduce it, or to enable students to practice using it. By rods, the
teacher allows students to be creative and imaginative and they allow for action to
accompany language.
5. Self-correction gestures
In the class observed, the teacher put his palms together and then moved them
outwards to signal to students the need to lengthen the particular vowel they were
working on. In another instance, the teacher indicated that each of his fingers
represented a word in a sentence and used this to locate the trouble spot for the
student.
6. Word chart
The teacher points to words on the wall charts in a sequence so that they can
read aloud the sentences the students have spoken. The colors from the sound-color
chart are used helps the students with their pronunciation. The charts contain the
functional vocabulary of English.
7. Fidel charts
The teacher points to the color-coded Fidel charts in order that students associate
the sounds of the language with their spelling. For example, listed together and
8. Structured feedback
Students are invited to make observations about the day’s lesson and what they
have learned. The teacher accepts the student’s comments in a nondefensive manner,
hearing things that will help give him direction for where he should work when the
class meets again.
2.6.5 Suggestopedia
The purpose of this method is to accelerate the process by which students
learn to use a foreign language for everyday communication. The characteristics of
Suggestopedia are :
1. The teacher is the authority in the classroom.
2. Suggestopedia course is conducted in a classroom which is bright and cheerful.
3. The teacher initiates interactions with the whole group of students and with
individuals right from the beginning of a language course.
4. Students feel relaxed and confident to learn the language.
5. Vocabulary and speaking communicatively are emphasized.
6. Evaluation is usually conducted on the student’s normal in classs performance
not formal test
7. Error are corrected gently, with the teacher using a soft voice.
The techniques in Suggestopedia are :
1. Classroom set up
The teacher creates a classroom environment which is bright and cheerful. The
2. Peripheral learning
The teacher puts posters containing grammatical information about the target
language on the classroom walls, students will absorb the necessary facts effortlessly.
The posters are changed from time to time to provide grammatical information that is
appropriate to what the students are studying.
3. Positive suggestion
The teacher responsibilities to orchestrate the suggestive factors in a learning
situation, thereby helping students break down the barriers to learning that they bring
with them.
4. Choose a new identity
The students choose a target language name and a new occupation. The students
have an opportunity to develop a whole biography about their fictional selves about
hometown, childhood and family.
5. Role play
Students are asked to pretend temporarily that they are someone else and to
perform in the target language and introduce themselves as if they were that person.
6. First concert (active concert)
The teacher has introduced the story as related in the dialog and has called
student’s attention to some particular grammatical points that arise in it, she reads the
dialog in the target language. The students have copies of the dialog in the target
7. Second concert (passive concert)
The students are asked to put their scripts aside. They simply listen as the
teacher reads the dialog at a normal rate of speed. The teacher is seated and reads
with musical accompaniment.
8. Primary activation
The students playfully reread the target language dialog out loud, as individuals
or in groups.
9. Creative adaptation
The students engage in various activities designed to help them learn the new
material and use it spontaneously. Activities particularly recommended for this phase
include singing, dancing, dramatizations and games.
2.6.6 Community Language Learning
The purpose of this method is to learn how to use the target languge
communicatively. The characteristics of Community Language Learning are :
1. The role of teacher is primarily as a counselor.
2. Various activities are conducted, the students explore the language they have
generated.
3. The teacher responds to the student’s feeling.
4. The interaction is teacher-student-centered with both being decision-makers in
the class.
6. The most important skills are understanding and speaking the language at the
beginning, with reinforcement through reading and writing.
7. The students allow to use their native language to make their meaning clear.
8. Teacher made classroom test would likely be more of an integrative test than a
discrete-point one (asked to answer a question which deals with only one point).
9. Teacher repeated correctly what the student has said incorrectly, without calling
further attention to the error.
The techniques in Community Language Learning are :
1. Tape recording student conversation
By giving students the choice about what to say and when to say it, students are
in a good position to take responsibility for their own learning. Students are asked to
have a conversation using their native language as the common language of the
group. The students had a choice in what they wanted to say in the original
conversation, it is easier for them to associate meaning with a particular tar
