1 CHAPTER I INTRODUCTION
Following the needs to find out the basic information in this study, chapter
one will give some basic information. This chapter presents some topics such as:
background of study, statement of problem, hypothesis, purpose of study,
significance of study, scope and limitation, and definition of key terms. Each
section is presented as below.
1.1 Background of Study
Learning is an essential thing for many people in this world. People will
obtain particular knowledge by learning something. According to Pritchard (2009,
p. 1) learning is somethinghappens quite naturally and goes by quite unnoticed in
many cases. It is acquired both formal and informal. In addition, learning happens
a very long time before school and continues after school. People start their
learning process before they reach school age. For example, children learn
something from their parents like how to talk, how to eat, and how to walk. So, all
of people will learn a knowledge for gaining some information that they do not
understand before.
Learning English is also a part of learning. Nowadays, English becomes an
international language in the world that all people should learn. Learning English
means learning an English language as a foreign or second language used by
people for communication in their daily life. In Indonesia, learning English is a
must for students from early education (Kindergarten school) up to tertiary
education (University level). The proof shows that English is taught in every
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reading and writing. To sum up, there are many ways to learn English such as: by
going to school or joining some English courses, watching western movies, and
listening to western songs.
Every learner has some characteristics in the way of their study. They have
different learning strategies to learn about something especially some subjects that
taught in their school. Many students may not even be aware that they use these
strategies as it may have become a natural and automatic process for them. In
other words, learning strategies can be defined as a successful mastery of the second language will be due to a large extent to a learner’s own personal “investment” of time, effort, and attention to the second language in the form of
an individualized battery of strategies for comprehending and producing the
language (Brown, 2000, p. 60). It means that learning strategies are a kind of
learning technique that used by the students to success their study in
understanding, particularly in this case is English language.
Following Brown's, Reid (2005, p. 57) confirms that learning strategies
refer to how the learner manages learning. These learning strategies include ways
to help students identify what they need to learn, process new language and work
with other people to learn. Using the right strategy at the right time can help
students learn the language better and make them more autonomous. Furthermore,
the strategies that the students use to learn a second language also depend on their
learning styles.
Learning style is a biologically and developmentally determined set of
personal characteristics that make the identical instruction effective for some
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came innately since they born and every person has their own learning styles. Learning styles refer to the variations in students’ ability to accumulate as well as
assimilate information (Enrick et al, 2014). Each individual may possess a single
style or could possess a combination of different learning styles. Thus, every
student will have different learning styles and strategies in learning English
language.
Knowing and understanding the learning strategies and styles are
important for the students on any ages. Moreover, learning styles of language
learners play a crucial role in choice of language learning strategies. Thus, it is
advantageous for students to know their types of learning strategies and styles
early on so that learning may become easier.
In this study, the researcher describes the learning strategies for different
learning styles in learning English at SMP Negeri 02 Batu through correlational
study. Various types of learning strategies and styles will be shown here and it
may give some contributions not only for the students but also for the researcher.
The researcher can also find what kind of learning styles and strategies that she
has. In conclusion, by knowing our learning strategies and styles absolutely we
will know how we prefer to learn.
The researcher is interested in conducting this research because by knowing the students’ learning strategies and styles, students will be aware that
they have different intelligences in their learning. The teacher will have different
teaching techniques in teaching different learning strategies and styles of them.
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needs of individuals with different stylistic preferences and teaching students how
to improve their learning strategies.
1.2 Statement of Problem
In line with the background of the study in this topic, then the researcher
formulates research question. This research question is:
1. Is there a correlation between students’ learning styles and their strategies
in learning English?
1.3 Hypothesis
1. Null hypothesis (Ho): Students’ learning styles do not correlate with students’ learning strategies in learning English.
2. Alternative hypothesis (Ha): Students’ learning styles correlate with students’ learning strategies in learning English.
1.4 Purpose of Study
Regarding to the statement of problem, the purpose of this study is to
know whether the students’ learning styles have positive correlation with students’ learning strategies in learning English at SMP Negeri 02 Batu.
1.5 Significance of Study
In order to give the inquiry knowledge in this study, the researcher also
constructs the following contribution. The result of this study is expected to give
contribution and ideas to the educational field, not only for the students but also
for the researcher. The result of this study gives some information about students’
learning strategies and learning styles, so when the researcher becomes a teacher,
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In addition, it also gives a contribution for the teachers. It is expected that
the teachers can help the students in identifying their learning strategies and learning styles. After knowing the students’ learning strategies and learning styles,
the teacher can modify the teaching strategy and classroom management in the
class. Thus, the students will know which strategies and styles of learning that
they have especially in learning English. By knowing their preference strategies
and styles of learning, they will maximize their education in learning English. So,
by reading this study the students are able to develop their English skills by
knowing their own learning strategies based on their learning styles as a guidance
to learn.
1.6 Scope and Limitation
The discussion of this study will be limited not only to the learning styles
but also learning strategies used by the students at SMP Negeri 02 Batu. This
study is also limited on the main learning strategies and cognitive learning styles
(VAK model) by Fleming, such as: visual, auditory, and kinaesthetic. Then, the
subject of this study is limited on eighth-grade students Class A and F at SMP
Negeri 02 Batu academic year 2015/2016.
1.7 Definition of Key Terms
In order to clarify and to avoid misunderstanding of the terms used in this
study, the researcher would like to give the definition of the terms used.
Learning is acquiring or getting knowledge of a subject or a skill by study,
experience, or instruction. (Brown, 2007 p. 7)
Learning strategies are steps taken by students to enhance their own learning.
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Learning style refers to any individual’s preferred ways of going about learning.
(Nunan, 1991 p. 168)
In conclusion, this chapter has highlighted the introduction required to
conduct a research that is background of study, statement of problem, hypothesis,
purpose of study, significance of study, scope and limitation, and definition of key
terms. This basic information is needed by the researcher to share the similar
understanding about the topic of this present study. Next, the researcher will
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CORRELATIONAL STUDY BETWEEN STUDENTS’ LEARNING STYLES AND STRATEGIES IN LEARNING
ENGLISH AT SMP NEGERI 02 BATU
THESIS
This thesis is submitted to meet one of requirements
to achieve Sarjana Degree in English Education
by:
ENDAH KUSUMAHATI
201220100312301
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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v
MOTTO AND DEDICATION
“ A lla h SW T w ould n ot cha nge t he on e’s
con di t i on un less t hey cha nge t hem selv es”
(Q.S. 13: 11)
I dedicated my thesis to:
My beloved father and mother
Thanks for everything you give the best for me, for every support,
pray, attention, and love. “ I love you so much”
My brothers and sister, thanks for your support,
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CORRELATIONAL STUDY BETWEEN STUDENTS’ LEARNING STYLES AND STRATEGIES IN LEARNING ENGLISH
AT SMP NEGERI02 BATU
ABSTRACT
Every learner has some characteristics in the way of their study. They have different learning styles and strategies to learn English that taught in their school. Moreover, many students may not even be aware that they use these strategies as it may have become a natural and automatic process for them. Then, the objective of this study was to know the correlation between students’ learning styles and strategies in learning English on the eighth grade students at SMP Negeri 02 Batu. This research used correlation study to find the relationship between students’ learning styles and strategies in learning English. A quantitative approach was used to analyze the data collected using Statistical Package of Social Science (SPSS) version 15 for Ms. Word with the formula of Pearson Product Moment correlation. The sample of this study was class VIII A and VIII F which consisted of 64 students who were cluster randomly selected from nine positive correlation between students’ learning styles and strategies in learning English of eighth grade students at SMP Negeri 02 Batu.
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ACKNOWLEDGEMENTS
Alhamdulillah, in the name of Allah, the beneficent and the merciful. All praises be to Allah, the lord of the worlds, who has given the blessing, health, strength and wonderful life, who always hears my pray, and gives me power, patience, and fluency in completing this study.
Many great thanks addressed to my best advisors, Mr. Bayu H. Wicaksono, S.Pd., M.Ed., Ph.D and Mrs. Santi Prastiyowati, M.Pd for their times, advices, patience, and motivation. My sincere gratitude and appreciation are extended to Mrs. Dyah Ayu as the English teacher at SMP Negeri 02 Batu, who had given me opportuninty to conduct the research for this study. The best thanks also goes to all the lecturers of English department of University of Muhammadiyah Malang for teaching, guiding, and educating me.
Finally, special thank is delivered to my beloved father (Mr. Supriyo), mother (Mrs. Sukasih), brothers and sisters who always support and pray the best for me. Thanks also to my best partner Sindi, all crew kost’ 09 and all my friends that I cannot mention one by one who are always there and color my life. Thanks Guys!
Malang, October 28th 2015
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CHAPTER II: REVIEW OF RELATED LITERATURES 2.1 Language Learning ... 7
2.2 Language Learning Strategies ... 8
2.3 Types of Learning Strategies ... 9
2.3.1 Direct Strategies ... 9
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2.4 The Importance of Strategies in Learning ... 15
2.5 Factors Influencing the Choice of Learning Strategies ... 16
2.6 Language Learning Styles ... 17
2.7 Types of Learning Styles ... 17
2.8 Related Studies ... 21
CHAPTER III: RESEARCH METHOD 3.1 Research Design ... 24
3.2 Population and Sample ... 25
3.3 Research Instrument ... 26
3.4 Validity and Reliability ... 30
3.5 Data Collection ... 31
3.5 Data Analysis ... 32
CHAPTER IV: FINDING AND DISCUSSION 4.1 The Correlation between Students’ Learning Styles and Strategies 33 4.2 Discussion ... 35
CHAPTER V: CONCLUSION AND SUGGESTIONS 5.1 Conclusion ... 38
5.2 Suggestions ... 39
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APPENDIX I : Name of Students class VIII A and VIII F
APPENDIX II : Table of the Distribution Data
APPENDIX III : Questionnaire Students’ Learning Styles (English
Version)
APPENDIX IV : Questionnaire Students’ Learning Styles (Indonesian
Version)
APPENDIX V : Questionnaire Students’ Learning Strategies (English
Version)
APPENDIX VI : Questionnaire Students’ Learning Strategies
(Indonesian Version)
APPENDIX VII : Table Coefficient Correlation “r” Value Pearson
Product Moment
APPENDIX VIII : SPSS Result of Correlation
APPENDIX IX : Conclusion based on SPSS Result
APPENDIX X : Documentation
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