THE RELATIONSHIP BETWEEN STUDENTS’ LEARNING STYLE AND THEIR READING COMPREHENSION OF NARRATIVE TEXT
(A Correlational Studyon the eighth grade of MTs Izzatul Islam Bogor Academic Year 2015/2016)
“A Skripsi”
Presented to Faculty of Educational Sciences in Partial Fulfillment and Requirements for the Degree of S.Pd. (S-1)
in English Education
By Fitrotun Nisa NIM: 1111014000101
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY JAKARTA
iv
ABSTRACT
Fitrotun Nisa, 1111014000101, The Relationship between Students’ Leearning Style and Their Reading Comprehension of Narrative Text (A Correlational Study on the Eighth Grade of Madrasah Tsanawiyah Izzatul Islam Bogor Academic
Year 2015/2016), Skripsi, Department of English Education, The Faculty of
Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta, 2016.
Keywords: learning style, reading comprehension and narrative text.
The purpose of this study was to know and explain the relationship between
students’ learning style and their reading comprehension of narrative text on the
eighth grade of Madrasah Tsanawiyah Izzatul Islam Bogor. The sample of this study was 35 students from class 8. The method of this study was quantitative method and the technique used was correlation technique. The data were collected from questionnaire about students’ learning style (Visual, Auditory and Kinesthetic) and reading score for reading comprehension of narrative text. Both of the data were calculated with Pearson Product Moment Correlation in SPSS 22 program. The result showed that there is no significant correlation between
students’ learning style and their reading comprehension of narrative text. It was proven by the rxy (0.109) which was bigger than rtable (0.334). It considered that null hypothesis (Ho) in this research is accepted and the alternative hypothesis (Ha) which state that there is correlation between students’ learning style and their reading comprehension of narrative text is rejected. In conclusion, there is no
ABSTRAK
Fitrotun Nisa, 1111014000101, The Relationship between Students’ Learning Style and Their Reading Comprehension of Narrative Text (A Correlational Study on the Eighth Grade of Madrasah Tsanawiyah Izzatul Islam Bogor Academic
Year 2015/2016), Skripsi, Department of English Education, The Faculty of
Educatioal Sciences, Syarif Hidayatullah State Islamic University Jakarta, 2016.
Keywords: learning style, reading comprehension and narrative text.
Tujuan penelitian ini adalah untuk mengetahui dan menjelaskan hubungan antara gaya belajar dan pemahaman membaca narrative teks Bahasa Inggris siswa kelas 8 di Madrasah Tsanawiyah Izzatul Islam Bogor. Sampel untuk penelitian ini adalah 35 siswa dari kelas 8. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dan teknik yang digunakan adalah teknik korelasi. Data untuk penelitian ini diambil dari kuisioner tentang gaya belajar (Visual, Auditory, dan Kinestetik) dan nilai kemampuan membaca narrative teks Bahasa Inggris. Kedua data yang telah dikumpulkan kemudian diolah menggunakan korelasi Pearson
Product Moment pada SPSS 22. Hasilnya memperlihatkan bahwa tidak ada
vi
ACKNOWLEDGMENT
In the name of Allah, the Beneficent and the Merciful
All praised is due to Allah, Lord of the world, who has given me love and
blessing to finish my last assignment in my study, “Skripsi”. Peace and salutation
be upon to the prophet Muhammad SAW, his family, his companion and his
adherence.
It is a pleasure to acknowledge the help and contributions to all of lecturers,
institutions, family and friends who have contributed in the different ways hence
this “Skripsi” is processed until it becomes a complete writing which will be presented to the Faculty of Educational Sciences in partial fulfillment of the
requirements for the degree of S.Pd. in English Education.
First, the writer would like to give her deepest gratitude and honor to her
parents; umi-bapa, the two most indescribable beloved people for their love.
Second, many thanks and gratitude to her brothers and sisters; Teteh-Kaka, Ka
Wawi-Mbak Ayu, Ka Enang, Ka Ubi, they are all like a light for the writer. Third,
big salutation also given to her uncles and aunts; Bibi Yaya-Bapa Emang, Mang
Oim-Bibi Nani, Mang Enjim-Bibi Leni, they mean a home for coming back. The
third, the writer couldn’t thank him more to her „priceless friend’ for his support, presence and love. The last, big thanks are also given to her very best friend Adna,
Lili, Maya, Witri, Sulis, Fadly, Fahmi, Riska, and Lala.
Then, the writer would like to give thanks to her advisors Dr. Alek, M.Pd.
and Zaharil Anasy, M.Hum. who have given precious help, guidance and advices
patiently in completing and perfecting the study.
The writer also realizes that she will never be able to finish this “Skripsi” without help and support from people around. Therefore, she would like to give
her gratitude and appreciations to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Educational
Sciences Syarif Hidayatullah Islamic State University Jakarta.
3. Zaharil Anasy, M.Hum., as the Secretary of Department of English
Education.
4. Dr. Ratna Sari Dewi, M.Pd. and all lecturers of English Education
department who always give motivation and valuable knowledge during
her study.
5. My beloved second family of la flamme and UKM-Bahasa FLAT.
6. „Cameners’ and all friends from English Language Education 2011 who gave the precious help.
The words are not enough to say any appreciation for their help and
contribution in this “Skripsi”. May Allah, the Almighty bless them all. Moreover,
the writer also realized that this “Skripsi” is far from perfect. It is a pleasure for
the writer to get critiques and suggestion to make this “Skripsi” better.
Jakarta, September 5th 2016
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TABLE OF CONTENTS
APPROVAL ... i
ENDORSEMENT SHEET ... ii
ABSTRACT ... iv
ABSTRAK ... v
ACKNOWLEDGMENT ... vi
TABLE OF CONTENTS ... viii
LIST OF TABLES ... x
LIST OF FIGURES ... xi
LIST OF APPENDICES ... xii
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problem ... 5
C. Limitation of the Problem ... 5
D. Formulation of the Problem ... 5
E. Objective of the Study ... 5
F. Significance of the Study ... 5
CHAPTER II THEORETICAL FRAMEWORK ... 6
A. Literature Review ... 6
1. Learning Style ... 6
1) Definition of Learning Style ... 7
2) Types of Learning Style ... 9
2. Reading ... 12
1) Definition of Reading ... 12
2) Reading Comprehension ... 15
3. Narrative Text ... 19
CHAPTER III RESEARCH METHODOLOGY ... 26
A. Place and Time of the Research ... 26
B. Population and Sampling ... 26
C. Method and Design of the Research ... 26
D. Technique of Data Collection ... 27
E. Technique of Data Analysis ... 29
F. Statistical Hypothesis ... 31
CHAPTER IV RESEARCH FINDING AND INTERPRETATION ... 33
A. Research Finding ... 33
1. Data Description ... 33
2. Data Analysis ... 37
B. Interpretation ... 43
CHAPTER V CONCLUSION AND SUGGESTION ... 45
A. Conclusion ... 45
B. Suggestion ... 45
x
LIST OF TABLES
Table 3.1 Questionnaire Item Scoring ... 28
Table 3.2 Learning Style Questionnaire Key Number ... 28
Table 3.3 Correlation Coefficient Table... 31
Table 4.1 Summary of Students’ Learning Style and Their Reading Comprehension of Narrative Text ... 33
Table 4.2 Distribution Percentage of Students’ Learning Style ... 35
Table 4.3 The Distribution of Students’ Reading Comprehension Score of Narrative Text ... 36
Table 4.4 Normality Test Table ... 37
Table 4.5 Linearity Test Table ... 38
Table 4.6 Data Analysis Table ... 38
LIST OF FIGURESS
xii
LIST OF APPENDICES
Appendix 1 Students’ Learning Style ... 50
Appendix 2 Students' Reading Comprehension Score of Narrative Text ... 51
Appendix 3 Summary of Students' Learning Style and Their Reading Comprehension of Narrative Text ... 52
Appendix 4 Questionnaire of Learning Style ... 54
Appendix 5 Question of Reading Comprehension Test... 56
Appendix 6 R Table ... 61
Appendix 7 Surat Keterangan Penelitian ... 62
Appendix 8 Table Degree of Freedom ... 63
A. Background of the Study
Reading is one of four English language skills which is important to be taught at
school. The importance of this skill is because students need to get knowledge that
some formed in written. On the other words, reading is an activity which is first learn
how to read the text literally or recognize the words, then they can practice reading.1 What makes reading become very important is that in learning a language,
especially English, it has purposes for the information, vocabulary and text structure
which can improve other general language skills. The more someone read the more
language skills and new information will be gotten.
Other importance of reading is the usefulness for language acquisition. It is just
like a vehicle for someone who wants to go somewhere. It becomes crucial since
without any vehicle, learning could be stuck. It leads us to not ignoring the
importance of being able to read. In other words, reading is a key for a person
wanting be an educated one.2
Another advantage of being able to read is that reading ease people who wants to
read text in English for pleasure, for study purpose or moreover for career. Further,
reading has a great number of positive effects on students’ vocabulary knowledge, their spelling accuracy and writing skill.3
Based on the explanation above, since being able to read is crucial, it also takes
some effort to be able to read. Reading is not only as simple as seeing words written
on the pages. Learning to read involves some other processes. As defined by
1
Jean Wallace, et al., Understanding Reading Problem, (Canada: Person Education Inc., 2008), p. 15.
2
Jean Wallace, et al., op. cit.
3
2
Thorndike in Judi Richardson, reading as same as thinking process, means that
comprehension is not only recognizingletters and words but also thinking about what
those symbols mean.4 While pronouncing the words, reading also needs to be proven by interpreting the meaning of the text. On the other words, reading is not only
getting the right meaning of the written symbols but also the interpretation of what
the writer wants to be delivered.
Furthermore, having a good competence in reading is very important for language
students although it is difficult. Moreover, reading always involves many mechanical
skills and comprehension skills. Reading involves sight, hearing, sound, and thinking.
Therefore, reading is a complex process.5
Based on elucidation above, it is stated that reading is influenced by many
elements. Reading is sight or seeing. The first step in reading anything is seeing the
words. Other element is hearing. Prior knowledge that we have ever gotten can
influence the understanding of what we read. Then, it is sound, we can also define it
mouth. Reading is about reciting the written symbols using physical mean, it was
mouth. The last is thinking or brain. It was the most crucial element in reading since
reading is an activity which needs to be processed and related to the reader’s prior
knowledge. The prior knowledge can also be called experience. Experience can be
gotten in the entire life time easily. There are many kinds of experiences. There are
sad, happy, and funny and so on. Experience can be gotten while lunchtime, during
the semester of a course, wedding party, holidays, weekend and many others.
However, there are still some other aspects can influence reading comprehension.
They are learning style, motivation, reading interest, teachers’ teaching techniques, the frequency of practice, and many others. Since reading is influenced by many
aspects stated above, such as reading is seeing, hearing, mouth, and brain, the writer
was interested in investigating reading and learning style. The reason of choosing
4
Judi Richardson, et. al., Reading to Learn in the Content Areas,(7th Edition), (Belmont: Wadsworth Cengage Learning, 2006), p. 99.
5
learning style was that the four aspects mentioned seems similar or close to learning
style.
Moreover, Rod Ellis stated that students’ preferred ways of learning affect their second language learning input and output, such as learning task or comprehension of
four English skills whether productive or receptive skills.6
As supported by Armbruster, Lehr and Osbrn, “reading as a complicated process,
and achievement in reading has been linked to learning styles.”7It means that reading comprehension that can be seen to their achievement relate to learning styles. It can
be said that low or high of reading achievement can be caused by different ways of
learning among people which depends on preferred ways of people to receive or
understand knowledge.
Further, according to Joy M Reid, there are three learning styles. Students learn in
many different ways; visual, auditory and kinesthetic learning style (VAK). Some
students learn primarily with their eyes, visual learners, or with their ears as auditory
learners and some students prefer to learn by experience and practice as kinesthetic
learners.8 It was assumed that learning style and reading have relation in influencing students reading achievement. The students’achievement in reading involves the way how students learn. However, according to some previous researches, some results
show it is rejected that learning style has relationship to one’s reading comprehension or learning style does not give any influence to students’ reading comprehension.
From the explanation above, the writer tried to relate reading skill to, specifically,
narrative text which is considered close to the human real life. The structure of
narrative text is similar to humankind’s life. Narrative has divided into some categories and genres. The categories are folklore, fantasy, realistic fiction and so on.
The genres are fable, myths, science fiction, high fantasy and etc. The stories are
6
Rod Ellis, Second Language Acquisition, (Oxford: Oxford University Press, 2003), p. 73. 7
Armbruster., et al., Put Reading First: The Research Building Blocks for Teaching Children to Read, Kindergarten through Grade 3 (3rd Edition), (Jessup: MD National Institute for Literacy, 2003), p. 41.
8
4
usually about the life. It is included time sequences and events. However, it is not
only about human life but also animal even things or plants. The story focuses on
thought, feeling and experience that one character got. Moreover, the curriculum in
this country puts some objectives of giving narrative text in English subject.
According to Permendiknas No. 23 Tahun 2006, students are aimed to be able as
listed below:
Membaca nyaring dan bermakna teks essai berbentuk narrative / recount.
Mengidentifikasi berbagai makna teks narrative / recount
Mengidentifikasi tujuan komunikatif teks narrative / recount
Mengidentifikasi langkah retorika dan ciri kebahasaan teks narrative / recount
Mengidentifikasi berbagai informasi dalam teks fungsional
Mengidentifikasi tujuan komunikatif teks fungsional
Mengindentifikasi ciri kebahasaan teks fungsional
In conducting this research, the writer has the aim at investigating if there is any
significant correlation between students’ learning style and their reading comprehension of narrative text. The research was carried on by using
correlational-study. The place of the study done is eighth grade of MTs. Izzatul Islam which is
located in Jl. Inkopad Kalisuren, Tajur Halang Bogor. The institution is a private
school which implements KTSP Curriculum. The reason of choosing this school is
that according to the pre-research, the English teacher of this school applies not only
through lecturing technique but also through some other techniques such as doing
role-play, having group discussion, singing a song and so on. It was considered that
student get various teaching technique. Therefore, the study could be worthy since
there are some aspects in teaching techniques of this school were related to the
theories of reading and learning style.
Based on the explanation above, the writer would like to present the research by
Comprehension of Narrative Text: A Correlational Study at the Second Grade of
MTs. Izzatul Islam Bogor.”
B. Identification of the Problem
Based on the background above, the problems can be identified as:
1. Some students get difficulties in comprehending the material about reading caused
of mismatch of the technique used by the teachers
2. Because of the wrong style in teaching technique, students sometimes feel bored
and find difficulties in acquiring the lesson.
C. Limitation of the Problem
This research is focused on students’ learning style and their English achievement of narrative text. The learning styles investigated are visual, auditory and kinesthetic
while the area of English achievement is reading skill.
D. Formulation of the Problem
The formulation of the problem in this research is formulated as follow: “Is there any relationship between students’ learning style and their reading comprehension of
narrative text?”
E. Objective of the Study
Based on the formulation of the problem above, the objective of this study is to
find out the relationship between students’ learning style and their reading comprehension of narrative text.
F. Significance of the Study
The research findings is expected to widen the writer’s and the reader’s perception about students’ learning style. As addition, the result of this research can
6
CHAPTER II
THEORETICAL FRAMEWORK A. Literature Review
1. Learning Style
Many institution or teachers focus on looking for ways to make the educational
initiative more effective. Yet they do not really pay attention on whether their
students learn or don’t. Whereas, educators need to have more knowledge and
understanding on how their students learn.
There are many definition of learning. One of them is that learning is acquiring
the knowledge or getting knowledge of a subject by repeating.1 Similarly, Suyono and Hariyanto defined that learning is a process in acquiring knowledge, increasing
skill, correcting behavior and reinforcing personality.2 On the other words, learning is an intended process of getting new knowledge or information that is wished for the
better changing on cognitive and behavior aspect.
Briefly, according to Pritchard, learning is gaining more knowledge and or how
to do something.3 It means that learning is a process of an activity which the purpose is get something new or add gotten knowledge of a subject or to be able to do
something new.
Learning can be done both formally and informally. The place can be in the
classroom or wide open space of the countryside or even in a very quiet corner which
the conversation or the activity leads to the understanding of some topics.
Meanwhile, learning style is the characteristic of cognitive, affective, social, and
psychological behaviors which is seen as stable rules of the way learners process,
1
H. Douglas Brown, Principles of Language Learning and Teaching (5th Ed.), (San Fransisco: Longman, 2007), p. 7.
2
Suyono and Hariyanto, Belajar dan Pembelajaran, (Bandung: PT Remaja Rosda Karya Offset, 2011), p. 9.
3
interact with their around and respond the learning environment.4 On the other words, learning style is consistent characteristic of one’s way in reacting, accumulating, and dealing with his or her learning environment.
Students in a classroom have different learning style preferred. Some prefer
learning by reading a lot of text books; some prefer listening to teacher’s explanation while some others prefer group discussion. Accordingly, when learning style is
adapted to the dominant learning style of learners, learning is facilitated.
In addition, students’ willingness will be encouraged if they know how they learn best and their role in the instructional process. Then, students who are
encouraged to examine how they learn take different way of the process in their
learning strategy and it will give impact to them not only in behavior aspect but also
in their achievement.5
Therefore, it is important for students to know the ways they used to learn. For it
is connected to students favor of some particular method of interacting with, taking in
and processing stimuli or information of knowledge and it will affect students
learning outcomes.
1) Definition of Learning Style
People learn in many different ways. Everyone has their own preferred style in
learning. People process the information by their own characteristic; learning style.
Learning style is the ways of students in absorbing and understanding the information
or idea. In the other words, learning styles is the preference ways in learning.
Corner in Vanessa stated everyone has their own characteristic which all is
unique and also different learning style in thinking and communicating, hence, it
attract people to interact differently with new information.6
4
D. MacKeracher, Making Sense of Adult Learning (2nd Ed.), (Canada: University of Toronto Press Incorporated, 2004), p. 71.
5
Nic Cooper & Betty K. Garner, Developing a Learning Classroom, (Thousand Oaks: Corwin, 2012), p. 30.
6
8
According to Dunn and Dunn in Dunn Grigs, learning style is the first way of
students to focus on, process, absorb, and remember new or difficult information in
that in derived from biological and developmental characteristics.7
Meanwhile, Hilliard defined the characteristic ways in which some people
acquire, perceives, and processes information is defined learning style.8 In other words, it shows someone’s characteristic in learning or processing the knowledge.
Meanwhile, Alan summarized on his book about learning style as follows9: A particular way in which an individual learns;
A mode of learning individual’s preferred or best manner(s) in which to think,
process information and demonstrate learning;
An individual’s means of acquiring knowledge or skills;
Habit, strategies, or regular mental behaviors concerning learning, particularly
deliberate educational learning that an individual displays.
Hence, learning style is a preferred way of learning and studying; for example
using picture is better than text, working group better than alone, and so on.
In short, learning style is the way of a person prefers to learn. She or he will
enjoy and feel comfortable in absorbing the information with her or his own way.
Learning style, different to approaches to learning, is a term used to describe the
attitudes and behaviors, which determine an individual's preferred way of learning.
Although the students have the combination of learning styles, they usually have a
dominant learning style or their own preference style.
Degree of Master of Science Communication Department of Science NUS, Singapore, 2011. p. 7, unpublished.
7Rita Dunn, “Capitalizing on College Students’ Learning Style: Theory, Practice and Research”. In Rita Dunn & Shirley A. Griggs (ed.), Practical Approaches to Use Learning Style in Higher Education, (Westport: Bergin & Garvey, 2000), p. 8.
8
Hilliard in Zainal Abidin Naning and Rita Hayati, The Correlation between Learning Style and Listening Achievement of English Education Study Program Students of Sriwijaya University, (Jurnal Holistics, 2011), p. 2.
9
2) Types of Learning Style
According to Joy M Reid, there are three types of learning style. Those are
visual, auditory and kinesthetic style.
a. Visual Learning Style
Visual means connecting with seeing or sight. According to Reid, visual students
like to read and obtain information from visual stimulation. These learners tend to use
pictures, imageries, and other visual media.10
Visual learners prefer to learn by seeing. They have good visual recall and prefer
informationto be presented visual appearance, such as diagrams, graphs, maps,
posters and displays.They often use hand movements when describing or recalling
events or objects and tend to look upwards when thinking or recalling information.
As addition, there are some characteristics of the students’ visual learning style; they can memorize the material better when it is presented by using visual media such
as: power point presentations, videos, pictures, diagrams and graphs. Visual learners
typically like to be able to read the textbook, journal, article, or newspaper on their
own to increase their understanding.
Stephen James Minton stated, basically, visual learners learn best from what they
can see.11 They can respond and remember best the learning material through eyes. Similarly, Glover and Law asserted that visual learners rely on what they see in
writing form.12
In addition, Daiek and Anter explained that visual learning is learning through
seeing; reading, watching people, videotapes and television. Their visual learning
characteristics are using guided imaginary, forming pictures in mind, using
notebooks, seeing parts of words, watching movies, using color codes, using charts,
10
K Karthigeyen& K Nirmala: Learning Style Preference of English Language Learners,
Educationia Confab, Vol 2, no. 1, January 2013, p. 135. 11
Stephen James Minton, Using Psychology in the Classroom, (London: SAGE Publication, 2012), p. 58.
12
10
underlining in color, drawing pictures, using cue words, using study cards, using
charts, graphs and maps, drawing on or using drawings, using exhibits, using
photographs, using mind maps and acrostics and selecting courses that are
reading-centered.13
Moreover, Porter and Hernacki were covering the characteristics of visual
learners. Visual learners are tidy and order, talk active, good planner and manager,
detail and attentive, good performing in appearance and presentation, good speller,
good in remembering what they see, good in memorizing using their visual
association, not easy to be disturbed by noisy, bad in memorizing verbal instructions,
good in reading speed and diligent, good in learning by reading than listening to
someone, need whole vision and objective, good in taking notes during in phone cell,
easy to forget sending the verbal message to others, always give short answer for each
question, prefer doing demonstration than speech, prefer art than music, good in
knowing what need to be said, but difficult to choose the diction, and easy to lose the
concentration when they want to get focus.14
b. Auditory Learning Style
Auditory learning is a learning style in which a person learns through listening.
Auditory learners learn best through hearing, this type of students can remember the
detail of conversations and they also have strong language skills. Auditory learner
should be given opportunity to recite the main points of a book or teachers statement
and let them say out loud the meaning of the illustrations and main subject headings
and recite any new vocabulary words. It can be helpful for them to comprehend the
material of the subject matters.
13
Deborah Daiek and Nancy Anter, Critical Reading for College and Beyond, (New York: McGraw Hill, 2004), pp. 12–13.
14
While, in Psikologi Pendidikan (Dalam Perspektif Baru) stated that a learner
who has verbal learning style or auditory learning style, they will get much
information, knowledge and idea by hearing words and explanations.15
Auditory learning style preferences are the result from processing auditory
learners’ brain to receive and to process the knowledge. Here are the characteristics of auditory learner, elaborated by Bobby De Porter and Mike Hernacki, they pointed
that auditory learners talking to own self when working, getting easy to be disturbed
by noise, making lips move when they are reading a book, prefer reading loud and
listen, feeling difficult to write, but great in telling story, speaking in the good
rhythm, used to be a fluent speaker, listening to music rather than art, learning by
listening and remembering what they discussed rather than seeing, speaking,
discussing and telling story completely, having a job problem which commit to
visualization, spelling loudly rather than to write, making a joke than to read comic.16 It can be concluded that auditory learners use their sense of hearing to absorb
and comprehend knowledge rather than reading.
c. Kinesthetic Learning Style
Kinesthetic learning style is the way people absorb information through physical,
likely they use their body or sense of touch to learn and understand the world around
them. Kinesthetic learners have their orientation on trial-error and experiencing the
activity.17
While, Bobby De Porter and Mike Hernacki gave the opinion that thek inesthetic
shows some characteristics learners are they tend to be speaking slowly, responding
tophysical gesture, touching people for getting their attention, standing closerwhen
talking with someone else, orienting much moving, learning through practice,
memorizing by walking while seeing, using fingers to point when reading, using body
15
12
language intensively, could not staying quietly for long time, not really good at
remember Geography, using much actionverbs, reading book which oriented to the
plot, having untidy characteristic,tending to do everything, and playing games much
than other learning style.18
Similarly, Marie Carbo stated that kinesthetic learners are students who learn
best by doing and experiencing. Kinesthetic learners are helped with frequent breaks
that allow them to move, informal reading areas that enable them stretch and move
whilethey read. They learn more easily when they are doing or build something
related to what they are learning.19
As Conclusion, kinesthetic style is the way students comprehend information that
they learn through their physical body movement or demonstration.
2. Reading
1) Definition of Reading
Reading is one of the language skills that we cannot take it for granted. It has
truly become the vehicle for learning.20 Reading also cannot be separated from other language skills because of the students’ ability in one aspect will support their ability in mastering the others. It is an important educational goal, as without reading, one's
language would not improve. Yet reading is not as simple as learning 26 letters.
Students’ ability in reading is important because by having the ability to read, they will be able to improve general language skills in English; reading can enlarge
the students’ English vocabulary and it can help to improve the students’ writing or speaking abilities. Reading enlarges the students’ knowledge. It can be a goal in its own right and a way of reaching other goals.
As a source of learning, reading can establish previously learned vocabulary and
success in language use, it can encourage learners to learn more and continue with
their language study. Reading becomes important skill for gaining academic success.
According to Daniels and Bizar, they defined reading is thinking.21 In other words, reading is about thinking before, while and after doing reading itself. The
reader must enter the text meaning that requires much sense and clarity of the
material read.
The two experts also classify the definition of reading into some terms; first,
reading is interactive. It is a conversation between the reader and the author in which
the readers’ experience is a key for the comprehension.22 It means that the reader’s experience or knowledge influence the comprehension of what they read.
Second, “reading is constructive.” It means that reading is about making or constructing the meaning of text. Third, “reading is strategic.” The strategy consists of visualizing, connecting, questioning, inferring, evaluating, analyzing, recalling,
and self-monitoring.
The explanations are given. Visualizing is making mental pictures.
Connecting is relating someone’s experience to the reading. Questioning is wondering or interrogating the text. Inferring is predicting or drawing conclusion.
Evaluating is making judgment of the text. Analyzing is such as noticing text’s structure, purpose, vocabulary, theme, point of view and so on. Recalling is
remembering information and self-monitoring is recognizing and acting on confusion,
uncertainty, attention problems.
According to other expert, Judi Moreillon defined that “reading is making meaning from print and from visual information.”23 But reading is not as simple as that. Reading needs many other skills and lots of practice.
14
Meanwhile, Deanne Spears differently defined reading by its process. Process of
reading begins with getting the correct meaning of the words then making other
different words.24 It means that reading is decoding the author words into the reader’s word.
According to Teresa Walted, reading is one of the best ways for students to
thinking, processing, reasoning, and applying their best strategy to get the meaning.25 Buzan presented on his book about new definition of reading. They are
recognition, assimilation, intra-integration, extra-integration, retention, recall, and
communication. a). recognition it is about alphabetic symbols, b). Assimilation is
physical process while reading, c). Intra-integration is about qualities of
comprehension, d). Extra-integration is bringing what is read and what is already
known, e). Retention is connecting what is read and what has been experienced, f).
Recall is the process of getting back needed information experienced, and g).
Communication is the use to which information put.26
Additionally, reading is about understanding written text. It is a
complex activity that involves both perception and thought. Reading consists of two
related processes such as word recognition and comprehension. Word recognition
refers to the process of perceiving how written symbols correspond to someone’s
spoken language. Comprehension refers to the understanding what is being said or
read. When it comes to reading, it is an active process that should be developed if a
learner to become a proficient reader.
Farther about reading, Nation states that reading is a source of learning and a
source of enjoyment. As a goal in its own, reading can be a source of enjoyment and a
way of gaining knowledge of the world. When someone has gotten good reading
skill, he or she will keep reading which provide knowledge and pleasure. As learners
gain skill and fluency in reading, their enjoyment can increase. By reading, the
Teresa Walted, Teaching English Language Learners, (New York: Longman, 2004), p. 49 26
readers can go around the world although they just stay at home. They can broaden
their knowledge of economy, science, technology, culture, or reading to get the
pleasure. Not only that, the readers also get the message that the writer had expressed.
It can be said that reading is a bridge which connects between the writer and the
readers.
Further, Mikulecky and Jeffries conveyed their theory that improving reading is
by reading.27 They suggested that upgrading the level of reading skill is by reading a lot itself. It can be done by starting chose reading for pleasure. By then, it is wished
that reading for pleasure give some advantages of improving speed and vocabulary,
comprehension and getting new knowledge. Leaving form the enjoyment of reading,
it will bring people to a better reading skilled.
In sum, reading is not only pronouncing the written text on the pages but also
putting the writer’s mind to the reader’s mind of what it is about. It needs many
specific skills and aspect in doing the activity even the experience of the reader has.
Hence, it can be concluded that reading is one of the keys to success for everyone
who wants to be an educated person.
2) Reading Comprehension
There are many reasons why teachers have to teach the students to be able to
read. First, it is because students want to be able to read English text with different
purposes. Second, reading is an exposure to English language. Third, reading can
provide good model for English writing skill. The last is reading text give
opportunities to study language elements.28 Shortly, reading is like vehicle in learning. Even reading is improving the language itself.
Understanding, knowledge, and comprehension are words weoften use to
describe what we want to achieve through the act of reading. Harry Maddox on his
27
Beatrice S. Mikulecky and Linda Jeffries, More Reading Power, (London: Longman, 1996), p. 6.
28
16
book stated the nature of reading. “Reading is a very complex process, as is obvious
if you think of how long it takes to learn to read; a process of sensory reception,
involving skilled eye movement and as a brain process, in which the meaning of the
printed symbol is elaborated.”29
In other words, being able to read is a long process. It
involves some aspects to get what the text says.
Reading comprehension is defined as the process of unlocking meaning from
connected text. According to the society, reading becomes the fact of someone’s
learning outcome. Do you still remember when you were child and started entering
the school? What did people ask to you? According to the writer’s experience, they asked her to read a text. Although it is formed on the wall, it shows the importance of
being able to read. Therefore, reading becomes very crucial.
From long time ago, reading comprehension is still important since the source of
knowledge mostly in the written form, especially for some tests or examinations.
Shortly, reading comprehension plays in basic role of many students’ life.
According to JoAnne Schudt Caldwell, reading comprehension is “the process of
simultaneously extracting and constructing meaning through interaction and
involvement with written language.”30
It means that reading comprehension is an
activity of taking out and making meaning at once through interaction written
language.
While, John T. Guthrie defined reading comprehension is an activity of relating
the reader’s experience or knowledge about the topic of the text.31
It means that when
JoAnne Schudt Caldwell, Comprehension Assessment, (New York: The Guilford Press, 2008), p. 4.
31
says reading comprehension is extracting the required information from it as efficient
as possible.32
Thorndike theory in Judy S. Richardson and friends’ book defined “reading as a
thinking process, implying that comprehension is not only recognizing letters and
words but also thinking about what those symbols mean.”33
It means that reading is
different with reciting. Reading means that we get the meaning or message of the
writer from the text.
Then, Beatrice S. Mikulecky and Linda Jeffries stated on their book that as one
reads, he or she makes connection between the experience or known knowledge to
what he or she reads.34 Further reading has been defined is more than interaction between a reader and a text. In other words, it is a complex behaviour that involved of
various strategies, including problem-solving strategies, to build a meaning of what
the writer meant.
As been known that reading is not an acumulation of „subskills,’ but a complex and specialized form of thinking. It means that learning to read is much deeper,
broader, and more complex cognitive task, from start school until college.
Reading is about understanding written text that involves both perception and
thought. Reading involves two processes. They are word recognition of the written
words and comprehending the meaning of the text. Word recognition refers to the
process of perceiving the written symbols into one’s spoken language.
Comprehension refers to the understanding what have been read.
As has been explained in the previous when someone does reading, people
automatically have a reason or purpose on doing the activity. What kind the material
is about, they surely have something to be found out of the text they read. People
32
F. Grellet, Developing Reading Skill, (London: Cambridge University Press, 1999), pp. 3– 25.
33
Judy S. Richardson, Raymon F. Morgan & Charlene Fleener, Reading to Learn in the Content Area, (Belmont: Wadsworth Cengage Learning, 2006), p. 99.
34
18
might read to get more information of what they have known. Next is for pleasure for
they who have hobby on reading. Then, it is for enhancing knowledge of the text.
Edward David Allen and Rebecca M. Valette stated in their book, “Reading is
more than just assigning foreign language sounds to written words; it requires the
comprehension of what is written. Students differ in their ability to read their native
language and these same differences reappear in their ability to read a second
language.”35
It means that reading is not as simple as sounding the written symbols
but also comprehending what it means. Students have difficulties in reading their
native language as well as second language.
Based on definition above, it can be said that reading and comprehension are two
elements that cannot be separated each other. As the result, reading comprehension is
activities to understand writer ideas through interpretation of meaning and interaction
with existing knowledge.
In addition, Dorothy Piercey states that the students’ ability to comprehend the written language depends on their ability to understand what the writer says. Reading
activities in contents areas about comprehension depends on one’s ability36 :
a. To evaluate and make a judgment
b. To distinguish between what an author offers as fact and the author’s opinion about those facts.
c. To recognize the difference between what is fact and what is assumed to be fact.
d. To compare
e. To categorize
f. To grasp the explanation of a process
g. To identify an author’s theme h. To know characters
i. To recognize a main idea and the data that support it
35
Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich Inc., 1977), p. 249.
36
j. To distinguish between cause and effect
Comprehending requires the reader:
a. To interpret
b. To solve problem
c. To visualize
d. To hypothesis
e. To observe and report
f. To gather and organize data
g. To follow directions
h. To draw conclusion
i. To predict outcomes.
From all definitions about reading comprehension above, it can be understood
that reading comprehension is a process of understanding textual content, knowledge
or ideas through thinking process which requires analysis, coordination and
interpretation.
3. Narrative Text
1) Definition of Narrative Text
Another reason that reading called a complex process is that reading needs to
connect or relate one’s experience to another one. Since reading text may be contains of knowledge and experience, students have to recapture to their previous
experience.37 Narrative is considered has close relation to the human real life situation. Hence, this type of text was chosen in this study.
While, Anderson stated on the book that “narrative text type tells story; It’s purpose is to present a view of the world that entertains or informs the reader or
listener.”38
37
Ibid.
38
20
Moreover, Anderson states that narrative is a piece of text tells a story and,in
doing so, entertains or informs the reader or listener.39From the definition above, it can be concluded that narrative story is a story tellsus about something interesting
that has purpose to amuse, entertain or the readers.
Anderson states that a good narrative uses word to paint a picturein our mind
of40:
a. What characters look like (their experience),
b. Where the action is taking place (the setting),
c. How things are happening (the action).
The characteistics of nattative texts among others:
a. It tells us about a story of event or events.
b. The events are usually arranged in chronological order.
c. The narrator has a purpose in mind in telling the story.
Therefore, the details of tha narrative are carrefully selected for
purpose.Narration is telling a story. And to be interesting, a good story must must
have interesting content. It should tell the reader about an event which isfound
enganging. Therefore, it should be detailed and clear.
In making narrative, there are some parts that should be included to make it
interesting. There are as follows:41
a. It is unified, with all the action a developing central idea.
b. It is interesting, it draws the writer into the action and makes them feel as if they
are observing and listening to the events.
c. It introduces the four was of a setting- who, what, where, and when- within the
context of the action.
d. It is coherent, transinsition indicates changes in time, location, and characters.
e. It begins at the beginning and end of the end. That is, the narrative follows a
chronological order- with events happening in a time sequence.
f. It builds towards a climax. This is the moment of most tension or surprise a time
when the ending is revealed or the importance of events becomes clear.
The language features of narrative text are:
a. Specific characters
b. Time words that connect to tell when they occur.
c. Verbs to show the action that occur in the story.
d. Descriptive words to portray the character and setting.
2) Generic Structure of Narrative Text
According to Anderson, he states that the steps for constructing a narrative are42: a. Orientation
The readers are introduced to the main characters and possibly someminor
characters. Some indication is generally given of where the action islocated and
when it is taking place.
b. Complication
The complication is pushed along by a serious of events, which usually some sort
of complication or problem to arise. This complication will involve tha main
characters and oven serves to (temporally) toward them from reaching their goal.
c. Sequence of event or Climax
This is where the narrator tells how the character reacts to the complication.It
includes their feeling and what they do. The event can be told in chronological
order or with flashback. The audiens is given the narrator’s point of view. d. Resolution
In this part, the implication may be resolved for better or worse, but it is rarely
left completely unresolved.
42
22
e. Coda
It is an optional closure of event if there is to be moral message to be learned of
the story.
B. Previous Study
There are some related previous researches that relating students’ learning style and reading comprehension.
First, the research was conducted by Cendy Septianty Rizky. She conducted
causal comparative study investigate whether there was significant differences of
students’ English achievement based on their visual, auditory and kinesthetic learning styles at second grade of SMP Islam Harapan Ibu. The data analysis showed that the
auditory style dominated the students’learning styles. The highest score was gotten by kinesthetic style. The data analysis used was ANOVA. The result showed that there is
a significant difference among student’s English achievement. Hence, it can be statedthat there is significant differences value in students’ English achievement based on their learning styles.43
Second, the research was conducted by Sari Febrianti. It was conducted by using
quantitative approach and causal comparative as the design of the study. The
instruments of the study are questionnaire and documentation, the questionnaire are
distributed to 8th term students of English Education Department UIN Syarif
Hidayatullah Jakarta in academic year 2010-2015. The documentation was the score
of reading comprehension of ETIS which was taken from the Center for Language
Development UIN Syarif Hidayatullah Jakarta. Further, it used One Way ANOVA to
analyze the data from questionnaire and ETIS reading score. Findings of the result
reveal that there is no significant difference onstudents’ reading comprehension score
based on their learning style. The result showed that learning style was not the factor
affecting students’ reading comprehension score.44
There are some differences of the two previous researches with this research.
First, it is the technique of collecting the data. The two researches got the data of Y or
dependent variable without any test while this research distributed the test to the
participants.
Second, it was about the comparison of the variables. This research only related
the score of reading comprehension to their learning style generally. Meanwhile, the
previous researches compared the three styles to students’ achievement. Then, it was analyzed which style that got the highest score.
C. Thinking Framework
In this research, there are two variable; they are students’ learning style as the independent variable and their reading comprehension of narrative text as dependent
variable. The writer gives the explanation of the two variables as the support to the
research.
As been mentioned before, reading is just like a vehicle in the learning activity;
learn a language as well. It is just like without any vehicle, people cannot go the place
they go for. When people read, they must have a goal of what they have done. They
want to get idea or information from the written text. It means that whoever people
are need comprehension to get the main idea of a reading text. Especially, for English
as second language learner.
Therefore, reading comprehension plays significant role in gaining the success
whether for academic, career, or pleasure purposes. However, many students feel
difficult about comprehending the text.
Reading comprehension can be seen have close relation to students’ to English acquisition. One of factors affected language acquisition is learning styles. Learning
24
styles relates to reading comprehension achievement because the ways students prefer
to learn it. They have the preferred ways that make them enjoy in perceiving the
information and ease in processing the knowledge. Hence, it is considered that
learning style has close relation to reading comprehension. Despite of the students
have the combination of some learning styles, they usually have a dominant learning
style ortheir own preference style.
Students having visual style, they will prefer to learn by reading books by
themselves. Students with visual learning style tend to have more interaction with
visualized objects than other learning styles. It means that they will use to read by
themselves and automatically they will have better comprehension in reading.
While, students with auditory learning style, they prefer to listen or hear
something from people. They learn better of what they heard. They will have better
comprehension by hearing rather than reading. And then, kinesthetic learners prefer
to learn by touching and doing. They really likedoing experiment when they are
learning. Movements are their oriented to learn best.
Based on the elucidation above, it is believed that there is significant relationship
between students’ learning style and their reading comprehension of narrative text
since the three styles are close to the language acquisition and language perceiving.
D. Research Hypothesis
According to the theories above, it is formulated a hypothesis as follows:
1. Ha (Alternative Hypothesis)
Ha = There is any significant relationship between students’ learning style and their reading comprehension of narrative text.
2. H0 (Null Hypothesis)
In sum, the hypothesis towards the study based on theories from some experts
elaborated above is Ha. It can be said that there will be significant relationship
26
CHAPTER III
RESEARCH METHODOLOGY A. Place and Time of the Research
This research conducted on 24th May, 2016 and was held at MTs.Izzatul Islam Parung, Bogor which is located at Jl. Inkopda Raya No. 23 Kp. Bulak, Kalisuren,
Tajurhalang, Bogor.
B. Population and Sampling
In this research, the writer used population and sampling at once. It was used
convenience sampling. The population and the sample of this research was the second
grade students of MTs.Izzatul Islam Bogor. It consists of 35 students.
C. Method and Design of the Research
The method of this study is quantitative method. Then, the data from
questionnaire are calculated to know whether there is any significance correlation
between students’ learning style and their reading comprehension of narrative text. The writer analyzed questionnaire about the students’ learning styleusing Pearson Product Moment Correlation, through SPSS, to determine the relationship with their
reading comprehension of narrative text.
Meanwhile, this research is designed as correlational research. The main objective
of this research is to discover the relationship between the two intended variables;
students’ learning style and their reading comprehension of narrative text.
Then, the writer determined students’ learning style as independent variable
(variable X) and students’ reading comprehension of narrative text as dependent variable (variable Y). In this case, it can be assumed that students’ learning style in
D. Technique of Data Collection
The writer used a non-test and test techniques. Non-test technique was
questionnaire and a test of reading comprehension was the test technique.
In answering the questionnaire, the students were asked to put cross (X) or
checklist (√). To find the students’ learning style, the writer counted the mean score of the styles.
The data of students’ reading comprehension was collected by giving them a test.
The test consisted of 25 questions. The alternative answer is A, B, C and D. they were
asked to choose the best answer of the options.
1. Questionnaire
In this research, Perceptual Learning Style Preference Survey by Joy M Reid in
Understanding Learning Style in the Second Language Classroom was adapted as the
questionnaire. There were four alternatives five items of each learning style
indicator. The questionnaire was distributed to the students to get the data of their
learning style preference. The questionnaire was based on characteristic of each
learning style (visual, auditory and kinesthetic). The questionnaire was written in
Bahasa to avoid misunderstanding and to ease the students in answering the
questions. There are four alternatives based on Lickert Scale type. Likert scale is used
to measure attitude, opinion, perception based on the certain object or
phenomena.The four points are Strongly Agree (SangatSetuju, SS), Agree (Setuju, S),
28
Table 3.1
Questionnaire Item Scoring
Scale Score
Strongly Agree 4
Agree 3
Disagree 2
Strongly Disagree 1
The research used two instruments to get the data. The first data was about
students’ learning style. The statement of the questionnaire was set in these ways: statement number of 1,2,3,4,5,6,7,8,9, and 10were dealing with visual learning style
type; statement of 11,12,13, 14, 15, 16,17,18,19, and 20 were dealing with auditory
learning style types; and the statement number of. 21, 22, 23,24,25,26,27,28,29, and
30 were dealing with kinesthetic learning style. Moreover, the data that was gotten
from reading comprehension test was used as the second data for Y variable.
Table 3.2
Learning Style Questionnaire Key Number
No. Indicator Total Key Number
1. Visual Learning Style 10 1,2,3,4,5,6,7,8,9, 10
2. Auditory Learning Style 10 11,12,13,14,15,16,17,18,19,20
3. Kinesthetic Learning Style 10 21,22,23,24,25,26,27,28,29,30
Total 30
2. Test
To get the data as dependent variable or Y variable, a test was used. The test is
reading comprehension test of narrative text. The researcher distributed narrative text
test which had been validated in different school. The testconsists of 25 questionsthat
was multiple choices test. There were four options (A, B, C, and D). The writer gives
score 4 for the correct answer and 0 for the wrong answer. It means that students will
get 100 score if they answer all questions correctly.
E. Technique of Data Analysis
Before calculating the relationship between students’ learning style and their reading comprehension of narrative text using Pearson Product Moment Correlation
Formula, the writer will conduct the testing requirement analysis; namely normality
and linearity.
1. Normality
Normality test is done to determine a normal distribution of data. The data in this
research will be analyzed by SPSS version 22. In SPSS, there are two kinds of
normality test: Kolmogrov Smirnov Test and Shapiro Wilk Test.
The criterion of SPSS:
a. If respondents > 50, the normality test uses Kolmogrov Smirnov.
b. If respondents < 50, the normality test used Shapiro Wilk.
Because the respondents of this study were below 50, the normality test used
Shapiro Wilk Test.
The variable is:
a. A normal data distribution if the value of significance (sig) > 0.05.
b. An abnormal data distribution if the value of significance (sig) < 0.05.
2. Linearity
After computing normality test then the writer did linearity test. Thus, linearity
test is used to know the relation between dependent and independent variable. The
variables have linearity based on the testing criteria, as follows:
a. If the value of significance (sig) > 0.05, it means that the variable is linear.
30
After that the writer used the correlation formula by Pearson Product Moment
Correlation to test the significance relationship between both of variables. The
formula used as follows:
a. Finding the number of correlation using formula:
∑ ∑ ∑
√ ∑ ∑ ∑ ∑
r : product moment correlation coefficient of variable X and Y
N : the total number of samples
X : the students’ score in students’ learning style
Y : the students’ score in their reading comprehension of narrative text
ΣX : the sum of the students’ learning style scores
ΣY : the sum of their reading comprehension of narrative text scores
ΣX² :the sum of squares of students’ learning stylescores
ΣY² : the sum of squares of their reading comprehension of narrative text scores (ΣX)² : the squares of the sum of students’ learning style scores
(ΣY)² :the squares of the sum of their reading comprehension of narrative text scores
ΣXY : the sum multiple of students’ learning style scores and their reading comprehension of narrative text scores
The result of correlation coefficient is then being interpreted to find out it is
strength. The following is to interpret the result of correlation coefficient1:
1
Table 3. 3
Correlation Coefficient Table
Product Moment (r) Correlation
0.00—0.20 Very Low
0.20—0.40 Low
0.40—0.70 Moderate
0.70—0.90 High
0.90—1.00 Very High
b. To know the significance between two variables, the formula of the significance
test is:
√ √ :
r : value of correlation coefficient
n : number of participants
F. Statistical Hypothesis
The statistical hypothesis of this study can be seen as:
(H0) : There is no relationship between students’ learning style and their reading comprehension of narrative text at eighth grade students of MTs.Izzatul Islam
32
(Ha) : There is a relationship between students’ learning style and their reading comprehension of narrative text at eighth grade students of MTs.Izzatul Islam
Bogor.
The criteria used as follows:
1. If ro>rt= Ha is rejected, Ho is accepted. It means that there is a significant
relationship between students’ learning style and their reading comprehension of narrative text at the eighth grade of MTs. Izzatul Islam Bogor.
2. If ro<rt= Ha is rejected, Ho is accepted. It means that there is no significant
CHAPTER IV
gave a questionnaire in order to get the data about students’ learning style and a test to get the data about students’ reading comprehension of narrative text. In the
questionnaire, there were 30 statements and used the Likert Scale to answer the
statement. Then, the test was carried out to get the students’ reading
comprehension score. There were 25 questions and four options (A, B, C, and D)
to answer these questions.Those scores were described and analyzed. The
description included mean, mode, median, range, minimum and maximum score,
and standard deviation. If students’ learning style was independent variable and
their reading comprehension was dependent variable, the summary of the data can
be seen as follows:
Table 4.1
Summary of Students’ Learning Style Score (X) and Their Reading Comprehension
Std. Deviation 7,046 10,957
Range 25 44
Minimum 71 44
34
From the Table 4.1, it is known that the respondents were 35 students. The
mean score of learning style questionnaire (X) was 84.37, median score was
84.00, mode score was 79, standard deviation was 7.046 and the range score was
25, minimum score was 71 and maximum score was 96. Meanwhile, the mean
score of students’ reading comprehension of narrative test (Y) was 70.80, median
score was 72.00, mode score was 72, std. deviation was 10.957, range was 44, the
minimum score was 44 and the maximum score was 88.
a. The Student’s Learning Style
To determine students’ learning style (X), the writer counted the highest score
of three types of styles (see Appendix 1). From the calculation, it was found that
the most dominant style was visual (15 students) followed by auditory (13
students) and the last was kinesthetic (7 students). It can be seen as on Chart 4.1:
Chart 4.1
The Ratio of Students’ Learning Style
According to the Chart 4.1, then the writer counted the percentage of the
dominant style of the students. To see the calculation of the percentage, the writer
