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STUDENTS’ LEARNING STYLE IN READING
COMPREHENSION AT THE TENTH GRADE
STUDENTS AT SMA SWASTA TELADAN
MEDAN TEMBUNG
A THESIS
Submitted to Fulfill the Partial Requirements for the Degree of Sarjana Pendidikan
By:
FANI MARIES F H NST
Registration Number. 2123321029
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
i ABSTRACT
Nasution, Fani Maries. 2123321029. Students’ Learning style in Reading Comprehension At The Tenth Grade Students AT SMA Swasta Teladan Medan Tembung. A Thesis. English and Literature Department. Faculty of Languages and Arts. State University of Medan, 2016
The purpose of conducting this research was find out whether the most dominant learning style in reading comprehension and to find out which is the fastest
students’ learning style in reading comprehension at the tenth grade students at SMA SWASTA Teladan Medan Tembung in academic year 2016/2017. There were 239 students from 5 classes as the subject of this research. In this case, the researcher collected the data by using learning style questionnaire and observation. The result showed that auditory learning style is the most dominant learning style at the tenth grade students at SMA SWASTA Teladan Medan, the percentage was 52,30%, it means 125 from 239 students prefer to hear than read and move. The second was visual learning style, score 30,54% , means tha 73 from 239 students prefer to read. Then, kinaesthetic learning style, the sore, 17,15%, means that only 41 students prefer to move. For the fastest student’s in reading comprehension came from visual students or visual learners. They get score 55%, followed auditory 40%, and kinaesthetic 5%.
LIST OF FIGURES
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Figure. 2. 1 Conceptual Framework...24
Figure. 4.1 The Total of Visual, Auditory, Kinaesthetic Learning Style...32
Figure. 4.2 The Total of Visual Students, Auditory Students,
Kinaesthetic Learning styles...…………...42
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TABLE OF CONTENT
ABSTRACT ... i
ACKNOWLEDGEMENT ... ii
TABLE OF CONTENT ... iv
LIST OF TABLE ... vi
LIST OF FIGURE ... vii
LIST OF APPENDIX ... viii
CHAPTER I: INTRODUCTION ... 1
A.The Background of Study ... 1
B. The Problem of Study ... 5
C.The Objective of Study ... 5
D.The Scope of Study ... 5
E. The Significance of Study ... 6
CHAPTER II: REVIEW OF LITERATURE ... 7
A.Theoretical Framework ... 7
1. Learning Style ... 7
2. Characteristics of Visual, Auditory, Kinaesthetic Learning Style . 10 3. How Visual, Auditory, Kinaesthetic Students Learn ... 12
4. Factors of Learning Styles ... 13
B. Reading Comprehension ... 15
1. Comprehending Reading Text ... 16
2. Cuases of Difficulty in Comprehending Text ... 19
C. Relevant Studies ... 21
D. Conceptual Framework ... 22
CHAPTER III: RESEARCH METHODOLOGY ... 25
A. Research Design ... 25
B. The Subject of The Study ... 25
C. Data Collection ... 26
D. Instruments ... 26
1. Questionnaire ... 26
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E. Data Analysis ... 27
CHAPTER IV: FINDING AND DISCUSSION ... 29
A. Finding ... 29
B. Discussion ... 43
CHAPTER V: CONCLUSION AND SUGGESTION ... 45
A. Conclusion ... 45
B. Suggestion ... 46
REFERENCES ... 48
vi
LIST OF TABLES
Table 2.1 The characteristics of visual, auditory
and kinesthetic learning styles...10
Table 4.1 Students who answer teacher’s questions (First meeting)...39
Table 4.2 Students who answer teacher’s questions (Second meeting)...39
Table 4.3 Visual learning style...57
Table. 4.4 Auditory learning style...57
Table. 4.5 Kinaesthetic learning style...58
Table. 4.6 Prefer reading to listening...58
Table. 4.7 Accurate to detail...59
Table. 4.8 Can imagine what talking about...59
Table. 4.9 Prefer listening...60
Table. 4.10 Can imagine what listen about...60
Table. 4.11 Prefer to talk or to communicate...61
Table. 4.12 Body movement...61
Table. 4.13 Sensitive to feeling, emotional, and touching...62
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LIST OF FIGURES
Figure. 2. 1 Conceptual Framework...24
Figure. 4.1 The Total of Visual, Auditory, Kinaesthetic Learning Style...32
Figure. 4.2 The Total of Visual Students, Auditory Students,
viii
LIST OF APPENDICES
Appendix 1. List of Photos
Appendix 2. The Narrative Text and The Questions
Appendix 3. List of Tables
Appendix 4. Observation Letter
Appendix 5. Observation paper
v
LIST OF APPENDICES
Appendix 1. List of Photos
Appendix 2. The Narrative Text and The Questions
Appendix 3. List of Tables
Appendix 4. Observation Letter
Appendix 5. Observation paper
Appendix 6. Questionnaires
48
REFERENCES
Aminatum, Avinda (2013) “Gaya Belajar Peserta Didik Berprestasi AkademikKelas IV SD Negeri Sumber Rejo Metroyudan Magelang Jawa Tengan Tahun Akademik 2012/2013”. Thesis. Faculty of ScienceEducation, NegeriYogyakarta University.Simanjuntak, E.G. 1998.Developing Reading Skill for ESL students. Jakarta: Depdikbud.
Bobbi DePorter, Mike Hernacki. (1992). Quantum Learning: UnleasingThe
Genius In You (Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan). Bandung: Kifa Publisher.
Dirgantara, J, Sutarsyah, C, and Supriyadi, D (2013) “Reading of Descritive TextThrough Jigsaw At Sevent Grade of SMPN 1 Kedondong Pesawaran”. Journal Education. 3(4), 2-10.
Dunn, R., Griggs, S.A. 2000. Multuculturalism and Learning Style Teachingand
Counseling Adolescents. London: Greenwood
Gilakjani, A.P (2012) “Visual, Auditory, Kinesthetic Learning Styles and TheirImpact on English Language Teaching”. Journal of Studies in Education. 2(1), 104-113.
Karang, D.P (2014) “Improving Reading Comprehension Through KWL StrategyAt The Eight Grade Students of SMP N 1 Amlapura In Academic Year 2013/2014”. Thesis. Faculty of Teacher Training and Education, Mahasaraswati Denpasar University.
Kothari, C.R. 1990. Research Methodology: Methods and Techniques. India: NewAge International.
Mashullah (2013) “An Analysis of Students’ Difficulties In Understanding English Reading Text (Case Study of Descriptive Text among the 8th Grade Students at Mts Miftahul Ulum, Duriwetan Maduran, Lamongan)” Thesis. Faculty of Education and Teacher Training, StateIslamic University OF Sunan Ampel Surabaya.
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Prasetya, F. D. (2012) “Pengaruh Gaya Belajar Terhadap Prestasi Belajar Mata Diklat Listrik Otomotif Siswa Kelas XI Teknik Perbaikan Bodi Otomotif SMKN 2 Depok Sleman”. Thesis. Faculty of Technic, Negeri Yogyakarta University.
Pratiwi, S.W, Arifin Zinal, Novita Dewi (2013) “The Correlation between Learning Style and Student Reading Comprehension”. Journal Education. 2(4), 14-20.
Pritchard, Alan. (2009). Ways of Learning, Learning Theories andLearningStyles
in The Classroom (Second ed.). London: Routledge.
Robertson, Linda. at al (2011) “Learning Styles and Fieldwork Education: Students’sperspectives”. Journal of Occupational Therapy. 58(1), 36-40.
Sardiman,A.M. 2004.Interaksi dan Motivasi Belajar Mengajar. Jakarta: Raja Grafindo Persada
Snow, Cathrine. (2002). Reading For Understanding. Santa Monica: RAND
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CHAPTER I
INTRODUCTION
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A. The Background of the StudyLearning is a change in appearance as a result of the practice, for example
by reading, watching, imitating and so on (Sardiman,2004). In learning someone
has tendency to have one favour style. It calls learning style. Identify learning
styles are also important toward in learning process. Recently a new thought
comes up, that is teaching must be taken care of student’s learning styles. If a
student's learning style is known automatically the teacher can determine
appropriate teaching strategies based on students’ learning style. Style into
classroom. But teacher rarely teaches their students based on the learning style of
their students in the classroom. Different preferences, tendencies, and ways
among students in learning show that students have their own learning style types
which also influence their learning result.
DePorter & Hernacki (1992) divide into three, they are visual learning
style through what they see, auditory learning styles through what they hear,
kinesthetic learning styles through how they move and touch. But in reality,
everyone has these three learning styles, but most people have one dominated
style. The observation has done in SMA SWASTA Teladan Medan by giving 10
questionnaires for 10 students for first grade.They tend to auditory than visual or
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kinesthetic, the result showed that 7 students are auditory, 3 students are visual
and no one is kinaesthetic. After saw the result of the data it shows that no one of
student who truly an auditory learner, truly visual learner or kinaesthetic learner
but they tend to have one of learning styles.
Therefore, people must realize one learning styles dominating him so that
could be anadvantage to be developed in the achievement of learning(DePorter
&Henarcki, 1992).Learning style helps students success in their school
achievement. The students can also be an effective problem solver. The successful
individuals is the person that can faces her/his problem and solve it and can
control her/his life and she/he will responsible for her/his life (Purhossein, 2012).
When students know their learning style definitely the learning process will
consistently. They know what they need to learn and "how". This awareness can
change their point of view on learning something new (Purhossein, 2012).
Dunn and Dunn (1992) define learning style as ‘the way in which
individuals begin to concentrate on, process, internalize and retain new and
difficult academic information’. It means that, every student should know their
learning style, to be able to take information easily and fast that related
withacademic.Pritchard (2009:41) defines learning style as habits, strategies,
tactics and the way that individual shows in learning process.
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Each individual has a unique style in learning, asaneducator it’s our
responsibility to know the styles of our students because it may help them to
identify and solve the problem among students to be an effective learner. Learning
styles also needs in reading comprehension.In learninglanguage, one of the
aspects that should be improved is reading. In daily life, it is very important to get
information from every reading passage, especially inlearning English. Therefore,
when the students learn to read, they should be able to comprehend reading during
the process of reading. They need to comprehend reading deeply.
Snow (2002) defines reading comprehension as the process of
simultaneously extracting and constructing meaning throughinteraction and
involvement with written language. This skill permit students to build their ideas
to communicated with people in differentlocation and eras, and give the
opportunity to improve their knowledge(Karang, 2014).
The ability to comprehend something from reading materials for students
who learn a foreign language needs to be improved in order to make them easier
in reading process and to give them enough time in developing ability
(Karang, 2014). Altough readingis important but students still have anydifficulties
in mastering reading, in SMA SWASTA Teladan Medan Tembung find that
students are lacking in reading English passage.
It is observed that the lack of ability of the tenth grade students in SMA
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First, Students have difficulty in understanding English word, phrase and
sentence in English. Second, the students have difficulty in finding the main idea
of the text they read. Third, Students are not accustomed to practice reading in the
classroom and everyday life. Last, teachers not identify their students’ learning
styles. When do the observation at the tenth grade students in SMA SWASTA
Teladan Medan, it was found that the teacher just asked the students to read whole
of the text and asked the students to found the main idea of the text, after students
finished it the teacher asked one student to collect it without explains what is
exactly the text about.
The reality is the teachers feel so hard to teach their students based on the
learning style. There are so many things should be prepared such as, the material
that appropriate with students’ learning styles, the way how she/he applies the
material and how to be a good entertainer to their students to provide the material.
Whereas if the teachers identify the learning styles of their students exactly the
teachers will find the right method to provide the materials for students to learn
reading. Students and to know which students’ learning style shows fastest in
reading comprehension.
Based on the prolem above it is necessary to identify the learning styles at
the tenth grade students in SMA SWASTA Teladan Medan based on visual,
auditory, and kinaesthetic learning styles, especially in reading. VAK model is
choosen to analyze the students’ tendency toward in learning something. VAK
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learning style prefer to learn by seeing, auditory prefer to learn by hearing, and
kinaesthetic prefer to learn by doing. Therefore, it is necessary to do research on
students’ learning style in reading comprehension at the tenth grade students at
SMA SWASTA Teladan Medan.
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B. The Problems of the Study
In order to focus on the research, the inquiry would be guided by the
following questions about:
1. What is the most dominant learning style in reading comprehension at the tenth
grade students at SMA SWASTA Teladan Medan Tembung ?
2. Which is the fastest student’s learning style in reading comprehension at the
tenth grade students at SMA SWASTA Teladan Medan Tembung ?
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C. The Objectives of the Study
This study therefore has the following objectives:
1. To find out the most dominant learning styles at the tenth grade students at
SMA SWASTA Teladan Medan Tembung
2. To find outthe fastest students’ learning style in reading comprehension at the
tenth grade students at SMA SWASTA Teladan Medan Tembung
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D. The Scope of the Study
It is necessary to limit any kind of study. This research onlyfocuses on
students’ learning style. Visual, auditory, and kinaesthetic learning styles is one of
the simplest models that includes, vision, hearing, and feeling. Visual learning
style prefer to learn by seeing, auditory prefer to learn by hearing, and
kinaesthetic prefer to learn by doing. In this study use VAK model. The text that
will be used is narrative text to test reading comprehension of students.
Thestudents who will observe in this research are all of the students at the tenth
grade students at SMA SWASTA Teladan Medan Tembung.
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E. The Significance of the Study
The researcher expected that the findings of the study will be significant
for:
1. The students: to make them know what learning styles are they and so it can
influences their reading comprehension.
2. The teachers: as a reference to improve his/her teaching and learning process
and to choose the most appropriate teaching method based on his students’
learning styles.
3. The researchers: as additional information and knowledge of experience in
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
This study was obtained tofind out what is the most dominant learning
style in reading at the tenth grade students at SMA SWASTA Teladan Medan.
The main data gathered through questionnaire and observation. It showed that
auditory learning style is the most dominant learning style at the tenth grade
students at SMA SWASTA Teladan Medan, the percentage was 52.30%, it means
125 from 239 students prefer to hear than read and move. The second was visual
learning style, score 30.54% , means that 73 from 239 students prefer to read.
Then, kinaesthetic learning style, the sore, 17.15%, means that only 41 students
prefer to move. There have 9 indicators for 36 statements, and each of four
statement have one indicators. Indicators needed to help or to guide and it also can
easily to calculate the result.
Auditory learning style was the most dominant learning style, followed
visual learning style 30.54% and kinaesthetic learning style that has the lowest
score 17.15%. For the fastest students in reading comprehension came from visual
students or visual learners. They get score 55%, followed auditory 40%, and
kinaesthetic 5%. The result showed that, students’ visual learning style is the
fastest in learning reading comprehension. Means that, the students prefer reading
to listening or moving. The students prefer to read the instruction, graph, diagram,
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B. Suggestions
Based on the result of the research finding and observation in this study
would like to give some suggestion for the students, the teachers and the
researchers. For students, the students are expected to know their learning style to
easier them in doing their assignment. They also expected to focus their attention
during the learning process so that they can get the point of learning, especially in
reading. Furthermore, the students may applied their learning style in learning
process to practicing and to make them more and more know their type.
For the students, The students are expected to know their learning style to
easier them in doing their assignment. They also expected to focus their attention
during the learning process so that they can get the point of learning, especially in
reading. Furthermore, the students may applied their learning style in learning
process to practicing and to make them more and more know their type.
For the teachers, The English teacher of the tenth grade students at SMA
SWASTA Tealadan Medan was suggested to keep on motivating their students to
improve their reading comprehension. It will be better again, if the English
teacher teach their students based on their students learning style, may be it is
good for their academic. Try to search the new technique to provide the material,
until their students not feel bored with the explanation from their teacher.
For the other researchers, the reseacher are suggested to attempt to hold
the same kind of research with different sample in applied learning style in order
to know whether learning style can improve the students academic achievement in
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implementing this in reading comprehension, especially in comprehending the
