IDENTIFYING THE USE OF READING LEARNING STRATEGIES IN RELATION TO LEARNING STYLES

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i ABSTRACT

IDENTIFYING THE USE OF READING LEARNING STRATEGIES IN RELATION TO LEARNING STYLES

Melati Dwi Anda Syaputri

Learning styles of learners usually influence the learning process of language. Based on my experiences, not all the teachers considered their learners’ learning style. Some teachers only used the techniques based on their styles without considering their learners’ styles in processing the knowledge in learning process. However, the learning process sometimes was not effective. Not only learning styles, but also learning strategies are needed in order to learn more effectively in learning process. Unfortunately, most of learners do not use the strategies effectively in learning, especially in learning reading, so that sometimes learners find difficulty in the learning process. However, in learning English reading, each learner may have various learning strategies. Different learner may use different learning strategies to help them in learning process.

This research was aimed at finding out learning styles and the strategies used by learners with different learning styles in learning English reading. This research was a quantitative study and was conducted to 32 learners in first grade of SMAN 3. In collecting data, the researcher gave two questionnaires to measure learning styles, whether they belonged to Visual, Auditory, or Kinesthetic styles, and reading learning strategies, whether they used cognitive, metacognitive, and social strategies. After that, the data were analized using ANOVA.

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SMAN 3 BANDAR LAMPUNG

By

MELATI DWI ANDA SYAPUTRI

A Script

Submitted in a Partial Fulfillment of The Requirment For S-1 Degree

in

Language and Arts Education Department Faculty of Teacher Training and Education

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG

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CURRICULUM VITAE

The writer was born on June 2nd, 1992 in Bandar Lampung. She is the second child of four children from the happy couple Mr. Syaparudin, S.E. and Mrs. Andasia Malyana, S.Pd.,M.Pd.

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DEDICATION

This script is dedicated to:

My beloved parents

Syaparudin, S.E and Andasia Malyana, M.Pd.

My beloved brother and sisters

dr. Chintya Mutiara Sari

Tri Zella Setyanda

Habib Tunas Dermawan

My beloved niece and brother in law

Ravanza Langit Pirnando

Aan Pirnando, S.T.

My beloved partners in life and best friends

Ferdian Muhammad, Aulia Afifah Junaidi, Firma Pradesta Amanah,

Hilda Ardila, Nifia Anda Ningrum, Raissa Utami Putri, Tika Yekti, Zakiyah

My beloved partners of English Society UNILA

My beloved lecturers of English Study Program

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vi MOTTO

A real dreamer not only prays to make her dreams come true, but also sets a

package of plans and checks a list of actions

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ACKNOWLEDGEMENTS

Alhamdulillahirobbil ‘alamin, Praise is merely to the Almighty Allah SWT for the gracious mercy and tremendous blessing that enables the writer to accomplish this paper entitled: Identifying the Use of Reading Learning Strategies as EFL in Relation to Learning Styles at First Grade of SMAN 3 Bandar Lampung. This paper is presented to fulfill one of the requirements in accomplishing S-1 Degree in English Education Study Program, Teacher Training and Education Faculty, the University of Lampung.

It is important to be known that this research would never come into existence without any supports, encouragements and assistances by several generous people. Therefore, in this occasion the writer would like to express her sincere gratitude and deep respect to Prof.Ag. Bambang Setiyadi, M.A., Ph.D., as her first advisor, for his support, ideas, and suggestions for the writer during the bachelor thesis process. Her appreciation is also due to her second advisor Drs. Sudirman, M.Pd. who gave her all facilities in finishing this research. The writer also would like to express her deep gratitude to her inspiring examiner, H. M. Ujang Suparman, M.A.,Ph.D. who has given his suggestions and criticism as well as his constructive ideas in improving the content of this paper.

The greatest honor and appreciation would be finally dedicated to her beloved parents, her father Syaparudin, S.E. and her mother Andasia Malyana, M.Pd. It is truly undoubted that loves, cares, spirits, motivation, patience and willingness to wait for her graduation and timeless prayers during days and nights are everything for her. Her sincere thanks and love are also dedicated to her beloved big family of Abu Hasan, sisters, brother, brother in law, and her lovely niece: dr. Chintya Mutiara Sari and Tri Zella Setyanda, Habib Tunas Dermawan, Aan Pirnando, and Ravanza Langit Pirnando, thank you so much for all prays and supports from my deepest heart to you all.

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Hopefully this paper can give benefits to the readers and those who want to carry out further research.

Bandar Lampung, 07 Mei 2015

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IV. RESULTS AND DISCUSSIONS

4.1. Results of the Research ………... ... 50 4.1.1. Types of Learners’ Learning Styles Resulted from

Questionnaire ... ... 50 4.1.2. The Strategies Used by Learners with Different

Learning Styles in Learning English Reading as EFL ... ... 52 4.2. Discussions of the Research ………... ... 54 4.2.1. Types of Learners’ Learning Styles ... ... 55 4.2.2. The Strategies Used by Learners with Different

Learning Styles in Learning English Reading as EFL ... ... 60

V. CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions ……….. 68

5.2. Suggestion ……… 71

REFERENCES ……… 73

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viii TABLES

Table Page

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viii APPENDICES

Appendix Page

1. Visual, Auditory, Kinesthetic Learning Styles Self-Assessment

Questionnaire ... 78

2. Language Learning Strategies Questionnaire (LLSQ)... 82

3. Language Learning Strategies Questionnaire (LLSQ) Answer Sheet ... 84

4. Visual, Auditory, Kinesthetic Learning Styles Self-Assessment Questionnaire Indonesian/Translation Version ... 85

5. Language Learning Strategies Questionnaire (LLSQ) Indonesian/Translation Version ... 89

6. Learning Styles Questionnaire Answers ... 91

7. Validity Judgement (Interrater Validity) ... 93

8. Reliability of Learning Styles Questionnaire ... 114

9. Learning Strategies Questionnaire Answers ... 116

10. Means of Learning Strategies in Reading ... 117

11. Descriptives of ANOVA ... 118

12. Learning Strategies in Reading ... 120

13. Sample of Visual Learner Questionnaire Answer ... 121

14. Sample of Visual Learner’s answers in Using Learning Strategies in Reading ... 125

15. Sample of Auditory Learner Questionnaire Answer ... 126

16. Sample of Auditory Learner’s answers in Using Learning Strategies in Reading ... 130

17. Sample of Kinesthetic Learner Questionnaire Answer ... 131

18. Sample of Kinesthetic Learner’s answers in Using Learning Strategies in Reading ... 135

19. Surat Izin Penelitian ... 136

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viii FIGURE

Figure Page

1. Learners’ Learning Styles ...51 2. Means Plot of the Use of Learning Strategy in Reading in Relation

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I.INTRODUCTION

This chapter presents background of the problem, research questions, objectives,

uses, scope, and definition of terms, clarified as the followings.

1.1. Background of the Problem

Learning strategies are needed in order to learn more effectively in learning

process. Wenden (1990) stated that language learning strategy refers to language

learning behaviors that learners actually engage in to learn and regulate the

learning of second or foreign language. She also points out that a learner who uses

learning strategy becomes more effective learner. Unfortunately, based on my

experiences, most of learners did not use the strategies effectively in learning, so

that sometimes learners found the difficulty in the learning process. Especially in

learning reading, as one of complex skills in learning English as a foreign

language, the learners need some strategies to help them master the skill. As

Fedderholdt (1997:1) mentions that the language learners who are capable of

using a wide variety of language learning strategies appropriately can improve

his/her language skills in better way. However, each learner had various learning

strategies. Different learner used different learning strategies. Though the diversity

of learning strategies used appears in learning English reading, it was definitely

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strategies so that learners could successfully learn this. The success or failure in

learning English reading may be caused from the learning strategies which are

used by learners.

In addition, there are three main categories of language learning strategies that can

be used in learning English reading: cognitive, metacognitive, and social

(Setiyadi, 2011). The cognitive processes include all activities related to mental

processing. In relation to language learning strategies, the cognitive category may

include all activities that take place in the brain in order to acquire a foreign

language (Setiyadi, 2011). However, Wenden and Rubin (1990) quoted that

metacognitive learning strategies involve thinking about the learning process,

planning for learning, monitoring of learning while it is taking place and

self-evaluation of learning after the learning activity. Furthermore, Stratton and Hays

(1988) define social psychology as the branch of psychology which is particularly

concerned with the nature and from social interaction and how people come to

influence one another’s behavior.

Not only learning strategies, but also learning styles are needed to be considerred.

Learning styles usually influence the learning process. Learning style is the way in

which a person learns and gains knowledge or skills. It is commonly recognized

that people learn and process information in very different ways. Moreover based

on my experiences, not all the teachers considered about their learners’ learning

styles. The researcher interviewed one of English teacher about how the learning

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interesting with learning reading. They did not like to read a lot. However, when

the teacher gave them a reading task, they found the difficulty with this. Then, the

researcher realized from imformal interview that the teacher was lack of awarness

of her students learning styles in learning. The teachers usually taught the learners

in a common way, for example they only explain the materials by reading the

book or writing the explanation on the whiteboard. In addition, some teachers only

used the techniques based on their styles without considering their learners’ styles

in processing the knowledge in learning process. However, the learning process

sometimes was not effective. Since the learners has their own unique and styles in

learning and processing the knowledge in learning process, so that it is important

for the teachers to consider what the learners’ styles in learning are.

Learning styles can be very helpful and beneficial to the learners in becoming

more focused and attentive learners that will increase educational process. There

are three kinds of learning styles: visual, auditory, and kinethetic. Visual learners

learn by interpreting charts, graph, and pictures, auditory learners tend to attain

information by discussing and listening, and kinesthetic learners are more

accepting learning based on behavior such as touch, feel, see, and listen (DePorter

and Hernacky, 1999). No learning style is either better or worse than another,

since each style has similar intelligence range. However, every learner with

different learning styles will use different strategies in learning English reading as

a foreign language. His/her style influence the preference of learning strategies

use in learning English reading. Gavin Reid (2005) stated that some visual

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some auditory learners prefer to learn by hearing what they want to learn, and

some kinesthetic learners prefer to learn by moving and doing.

Based on the description above, the researcher assumed that using language

learning strategies was important for learners in learning English reading, because

the successful of learning English reading as a foreign language might depend on

what and how learning strategies applied by learners. Besides, in learning reading

the learners usually used different strategies for example cognitive, metacognitive,

or social strategy. Some learners used cognitive strategy such as summarize to

understand what they had read, some learners used metacognitive strategy such as

recheck their understanding by reading again what they had read, then the other

learners used social strategy such as read task by discussing with their friends.

Then, every learner had different learning styles in learning English as foreign

language, for example learners preferred to learn something through listening,

some others liked to learn something through reading, and the others liked to

move and do something to learn new things. It was important for the teachers to

consider what learning styles that the learners belonged to so that it could help

them chose appropriate techniques based on their styles and the learning process

would be more effective. Referring to these, this present study was aimed at

finding out learners’ learning styles and the strategies used by learners with

different learning styles in learning English reading as EFL at the first grade of

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1.2. Research Questions

Based on the background above, the writer decided to formulate the research

questions as follows:

1. What are learners’ learning styles in learning English reading at the first

grade of SMAN 3 Bandar Lampung?

2. How do the learners with different learning styles use learning strategies in

learning English reading as EFL at the first grade of SMAN 3 Bandar

Lampung?

1.3. Objectives

The objectives of this present study were to:

1. Find out learners’ learning styles in learning English reading at the first

grade of SMAN 3 Bandar Lampung.

2. Find out the strategies used by learners with different learning styles in

learning English reading as EFL at the first grade of SMAN 3 Bandar

Lampung.

1.4. Uses

The uses of this research were:

1. Theoretically, this present research can be used to evaluate and to extend

finding from previous research and be used as a reference for further

research of learning styles and learning strategies.

2. Practically, this present research can be used to give English teachers a

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based on their learners’ learning styles, especially in receptive skill

(reading).

1.5. Scope

This research was a quantitative study. It was conducted at the first grade learners

of SMAN 3 Bandar Lampung which consisted of 32 learners in academic year

2014/2015. The researcher determined the sample by using simple random

sampling and chose one class by using lottery as the sample. The learners received

two kinds of questionnaire. The first questionnaire was about learning styles to

find out the learners’ learning style in learning English as foreign language. In this

study, the researcher only focused on learning styles based on DePorter and

Hernacky (1999). The styles were visual style, auditory style, and kinesthetic

style. After that, the learners received the second questionnaire of reading learning

strategies to find out the learners’ learning strategies in learning English reading

as an EFL. The researcher only focused on three kinds of learning strategies based

on Setiyadi (2011). They were cognitive, metacognitive, or social strategy. This

present study was aimed at finding out learners’ learning styles and the strategies

used by learners with different learning styles in learning English reading as EFL

at the first grade of SMAN 3 Bandar Lampung.

1.6. Definition of Terms

In this research, there are several definitions of terms that should be considered

well as follows:

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b) Cognitive strategy may include all activities that take place in the brain in order to acquire a foreign language (Setiyadi, 2011).

c) Metacognitive strategy is learning strategies involve thinking about the learning process, planning for learning, monitoring of learning while it is

taking place and self-evaluation of learning after the learning activity

(Wenden and Rubin, 1990).

d) Social strategy defines social psychology as the branch of psychology which is particularly concerned with the nature and from social interaction

(Stratton and Hays, 1988).

e) Learning style is the way in which a person learns and gains knowledge or skills in all knowledge.

f) Visual style is a style which learners effectively learn by reading, seeing something, interpreting charts, graph, and pictures.

g) Auditory style is a style which learners tend to attain information by discussing and listening.

h) Kinesthetic style is a style which learners learn more towards accepting learning based on behavior such as touch, feel, see, and listen.

i) Reading is an interactive process between reader and a text which leads to automatist. It means that readers should find the passage to get the

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II. LITERATURE REVIEW

This chapter reviews some previous studies of learning strategies and learning

styles, and some theories that used to support the research such as language

learning strategies, learning styles, reading, learning strategies in reading, rule of

learning styles in using reading learning strategies, theoretical assumptions, and

hypotheses.

2.1.Review of Previous Studies

This section reviewed some previous studies of learning styles and learning

strategies.

2.1.1. Previous Studies of Learning Strategies

In the study of Naiman et al. (1978), interviews were conducted to collect data.

There were 34 learners who were interviewed informally. The Naiman et al.’s

study (1978) is also one of the striking studies on language learning strategies.

This study focused on the strategies successful language learners used in learning

a second language. Their study revealed that good language learners used at least

five common strategies. The first is called the active task approach, in which good

language learners actively involve themselves in the language learning task. The

second strategy is the realization of language as a system. In the second strategy,

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In the third strategy, which is called the realization of language as a means of

communication and instruction, good language learners develop and exploit an

awareness of language as a means of communication and interaction. The fourth

strategy is management of affective demands. In this strategy, good language

learners realize initially or with time that they must cope with affective demands

made upon them by language learning and succeed in doing so. In the last

strategy, monitoring of L2 performance, good language learners constantly revise

their L2 system by testing their inferences.

Moreover, in Oxford and Nyikos study (1989), they emphasized variables

affecting the choice of language learning strategies by university students in a

conventional setting. Their study, which involved 1200 Foreign Language

American students, was said to be the largest completed study of language

learning strategies. In their study, language learning strategies are categorized into

direct strategies and indirect strategies (Oxford and Nyikos, 1989). The direct

strategies are subdivided into memory strategies, cognitive strategies, and

compensation strategies. The indirect strategies are subdivided into metacognitive

strategies, affective strategies, and social strategies. Furthermore, they also

uncovered a mutual interrelationship between strategies and motivation. Not only

does high motivatin lead to significant use of language learning strategies, but

high strategy use probably leads to high motivation as well.

In addition, the use of appropriate strategies leads to enhance actual and perceived

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motivation, spiraling to still more use of strategies, great actual and perceived

proficiency, high self-esteem, improved motivation. When viewed in light of this

chain of variables, self-perception, of language proficiency can be either effect or

causes of strategy use (Oxford and Nyikos, 1989: 295).

Based on the previous studies above, there were some experts had done the

research of the use of learning strategies among foreign language learners in the

university. Moreover, the researcher identified the use of learning strategies in

learning reading as EFL at SMAN 3 Bandar Lampung which the learners were

also foreign language learners. However, using language learning strategies were

important for learners in learning English reading, because the success of learning

English reading as a foreign language might depend on what and how learning

strategies applied by learners. Besides, in learning reading the learners usually

used different strategies for example cognitive, metacognitive, or social strategy.

Furthermore, Setiyadi (2011) stated that some learners used cognitive strategy

such as summarized to understand what they have read, some learners used

metacognitive strategy such as rechecked their understanding by reading again

what they had read, then the other learners used social strategy such as read task

by discussing with their friends.

2.1.2. Previous Studies of Learning Styles

According to Riazi and Riasati (2007), in their study on learning style preferences

of Iranian EFL learners, they found that these learners prefer to be actively

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the class. Then, they cited that every learner had their own style in learning

process. Besides that, Reid (1987) cited that Chinese university learners (N = 90)

studying in the USA prefer Kinesthetic and Tactile styles, and less prefer Group

styles. Then, Melton (1990) found that Chinese (PRC) university learners (N=

331) favored Kinesthetic, Tactile and Individual styles, and disfavored Group

styles. Joining in a group makes the learners easily in learning. Besides, Peacock

(2001) had examined the learning style preferences of EFL and ESL learners. The

results of these studies showed that learners prefer kinesthetic learning styles

above others, whereas the teaching methods mostly suit auditory learners.

In addition, Kassaian (2007) investigated the effect of two types of teaching

methods on the retention of unfamiliar words. Sixty-six university learners having

either auditory or visual learning styles participated in teaching method

environments which were either visual or aural. Data analyses indicated that:

1) the subjects with visual style of learning retained vocabulary items they had

learned visually better than the items they had learned aurally, but the subjects

with aural style of learning did not show better retention for items they had

learned aurally, 2) all the subjects retained visually presented items better than

aurally presented items in the immediate and delayed tests.

Reffering to the previous research above, there were some people had done the

research of identifying the classification of learners’ learning styles in learning

process at university level. However, the researcher did the same research at first

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important to know about learners’ learning styles, because it would help the

teacher to be more creative in choosing appropriate methods and techniques in

teaching learning process. For examples, as DePorter and Hernacky (1999) said

that auditory learners tend to attain information by discussing and listening. As

another example, for visual style, the learners learn by interpreting charts, graph,

and pictures. While in kinesthetic style, the learners are more toward accepting

learning based on behavior such as touch, feel, see, and listen.

2.2. Language Learning Strategies

Having more varieties of learning strategies in language learning as foreign

language, can improve learners’ language abilities in the simple ways and effect

the improvement of learners’ achievement in language skills. As Fedderholdt

(1997: 1) stated that the language learners who are capable of using a wide variety

of language learning strategies appropriately can improve his/her language skills

in better way. In addition, Rubin (1975) cited that good language learners use

more and better learning strategies than poor language learners do. However,

learners need the right strategic knowledge in order to become autonomous in

their learning process. Wenden (1991a: 15) stated that in effect, successful or

expert or intelligent learners have learned how to learn. They have acquired the

learning strategies and the knowledge about learning. Supported by Wenden, O’

Malley and Chamot (1996) had an overview of learning strategy training and find

that more effective learners differed from less effective ones in their use of

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necessary to control their learning process before they become independent in

their learning approach.

In addition, learning strategies are defined as specific actions, behaviors, steps, or

techniques, such as seeking out conversation partners or giving oneself

encouragement to tackle a difficult language task, used by learners to enhance

their own learning (Scarcella and Oxford, 1992: 63). When the learner consciously

chooses strategies that fit his or her learning style and the L2 task at hand, these

strategies become a useful toolkit for active, conscious, and purposeful self-

regulation of learning. Moreover, having the knowledge about learning strategies,

learners can facilitate their learning, response to their learning needs, and acquire

the language better. In other word language learning strategies lead the learner to

become self-directed or independent. Furthermore, Oxford (1990:8) stated that

learning easier, faster, more enjoyable, more self-directed, more effective, and

more transferable to new situation. The use of appropriate language learning

strategy often results in improving proficiency or achievement overall or specific

skills area

In short, since there are many classifications of language learning strategies

proposed, different researchers may have different taxonomies of language

learning strategies. However, they actually reflect more or less the same

categorization. According to O’Malley (1985: 582-584), typical strategies are

divided into three categories. They are metacognitive, cognitive, and social

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of language learning strategies; cognitive category, metacognitive category, and

social category.

2.2.1. Cognitive Strategy

O’Malley (1985: 582-584) stated that cognitive strategies are strategies which

refer to the steps or operations used in learning or problem-solving that requires

direct analysis, transformation, or synthesis of learning materials. Cognitive

strategies are more limited to specific learning tasks and they involve more direct

manipulation of the learning material itself, for instance repetition, resourcing,

translation, grouping, and note taking. Furthermore, the cognitive processes

include all activities related to mental processing. In relation to language learning

strategies, the cognitive category may include all activities that take place in the

brain in order to acquire a foreign language. This category may include intelligent

guessing, looking for patterns from sentences, inferencing, association,

summarizing, grouping in the mind, deducting, imagery, and other mental

processes (Setiyadi, 2011).

However, Fillmore (1979), O’Malley and Chamot (1990), and Oxford (1990a)

explicitly mentioned a cognitive category to classify some learning activities.

They had different concepts of what cognitive strategies are. Fillmore stated that

examples of cognitive strategy are (a) get some expressions you understand, and

start talking, (b) make the most what you have got. It seemed that these were not

mental processes that relate to language learning. Such processes were not

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Oxford’s study. O’Malley and Chamot and Oxford classified learning strategies in

different ways but they seemed to be similar in classifying learning processes

when they come to cognitive strategies. In Oxford’s model, guessing intelligently

by using linguistic clues is similar to infer by using available information in

O’Malley and Chamot’s model. Memory strategy in Oxford’s model, which

includes creating mental linkages, applying images and reviewing, will be

included under the cognitive strategies in Setiyadi’s study since the processes

mentioned in the category of memory in Oxford’s model involve mental

processing. Meanwhile, Wenden (1991a) also introduced cognitive strategies in

her classification scheme. Cognitive strategies in her classification involved

selecting and retrieving the information.

2.2.2. Metacognitive Strategy

O’Malley (1985: 582-584) stated that metacognitive strategies is a term to express

executive function, strategies which require planning for learning, thinking about

the learning process as it is taking place, monitoring of one’s production or

comprehension, and evaluating learning after an activity is completed.

Metacognitive can be loosely defined as “thinking about one’s own thinking”.

More specifically, Metacognitive is an appreciation of what one already knows,

together with a correct apprehension of the learning task and what knowledge and

skills it requires, combined with the ability to make correct inferences about how

to apply one’s strategic knowledge to a particular situation, and to do so

efficiently and reliably (Peirce, 2003: 2). Learners who are able to identify

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example, a student may understand that she/he has difficulty in finding the

connection between important concepts within a story. If he/she has been taught to

use a graphic organizer, such as a concept map, to identify the main concepts and

link them together using lines, similar to a spider web, then that student has used

metacognitive to complete the task (Nelson and Conner, 2008).

According to Oxford (1990) there are two major kinds of learning strategies:

direct and indirect strategies. These two strategies are subdivided into total six

groups (memory, cognitive, and comprehension under the direct strategies and

metacognitive, affective, and social under indirect strategies), metacognitive

means beyond, beside or with the cognitive. Therefore, metacognitive strategies

are actions which go beyond purely cognitive devises, and which provide a way

for learners to coordinate their own learning process. Moreover, Wenden and

Rubin (1990) cited that metacognitive learning strategies refer to knowledge

above cognition or executive control or self- management through such processes

as planning, monitoring, and evaluating. They are used to oversee, regulate or

self-directed language learning. The goal of this strategy teaches learners how to

become purposeful, effective, and independent learners. Learners with

metacognitive learning strategies can make plan for their studies. Learners without

metacognitive learning strategies are essentially learners without directions and

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2.2.3. Social Strategy

O’Malley (1985: 582-584) stated that social strategies are related to

social-mediating activity and transacting with others. Cooperation and question for

clarification are the main social strategies. Besides, Stratton and Hays (1988)

defined social psychology as the branch of psychology which is particularly

concerned with the nature and from social interaction and how people come to

influence one another’s behavior. Social category was investigated and explicitly

stated in studies conducted by Fillmore (1979). In the study by Fillmore (1979)

there are three social strategies, namely joining a group, give the impressions-

with a few well- chosen words- that you can speak the language, and count on

your friends.

Furthermore, Politzer and Groarty (1985) classified the strategies under

interacting with other outside the classroom, a category which contained 22 items.

The items within this group in Politzer and Groarty’s study seem to overlap with

those under the metacognitive and cognitive categories develop in another study.

For example, the strategy do you sometimes correct yourself when you notice that

you made a mistake?, which is a metacognitive strategy in the current study, is

grouped under social strategies by Politzer and Groarty (1985). An example of a

cognitive strategy develops in another study that is classified as social strategy in

their study is can you often guess the meaning of what somebody said either from

his/her expression or gestures? In addition, O’Malley (1985) also introduced the

category of social strategy and classified it under a heading social mediation. In

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with one or more peers to obtain feedback, pool information, or model a language.

Different with O’Malley et al, Wenden (1991a) classified social strategy under

„retrieving information” of cognitive strategy. Moreover, Oxford (1990a)

actegorized the strategies into three categories, they are a) asking questions, b)

cooperating with others and c) empathizing with others.

Referring to the explanations and classifications of learning strategies above, it

can be concluded that learning strategy is a term that refers to particular thoughts

and behaviors used in the purpose of attaining learning objectives independently.

The thoughts and behaviors can be included in cognitive strategy, metacognitive

strategy, and social strategy. In other words, cognitive strategy is strategy which

uses cognitive processes in learning, like summarizing. Besides, looking

thoroughly at the explanation before, it can briefly concluded that metacognitive

learning strategies are the strategies which plays function as the decision- making

of one’s learning. There are four components of metacognitive strategies, namely

planning before learning, managing the learning process, monitoring the learning

process, and evaluating what has been learned. Then, social strategy deals with

social activities involve in learning a second/foreign language, such as sharing

ideas and thoughts to peers. They are very important for learners to gain their

attention and energy on focusing to certain language task, activities skills, or

materials in their language learning process. Different writers have classified

similar processes into different categories. Some use the same terms for a category

but they refer to different concepts, and some others refer to the same concepts

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2.3.Learning Styles

Learning styles are the general approaches, for example, global or analytic,

auditory or visual, that learners use in acquiring a new language or in learning any

other subject. These styles are the overall patterns that give general direction to

learning behavior (Cornett, 1983: 9). Besides that, learning styles are the

biologically and developmentally imposed set of characteristics that make the

same teaching method wonderful for some and terrible for others. Learning style

is defined in multiple ways, depending upon one’s perspective (Dunn and Griggs,

1988: 3). Moreover, Brown (2000) defined learning styles as the manner in which

individuals perceive and process information in learning situations. He argues that

learning style preference is one aspect of learning style, and refers to the choice of

one learning situation or condition over another. According to Murcia (2001)

defined learning styles as the general approaches, for example global or analytic,

auditory or visual, that learners use in acquiring a new language or in learning any

other subject. The manners in which a learner perceives, interacts with and

responds to the learning environment.

There are numerous methods of determining learning styles. Leaver (1998)

offered four learning style groupings in efforts to make them less over whelming

to teachers and instructors. These groupings include sensory modalities;

personality types; cognitive styles; and environmental preferences. Sensory

modalities most commonly include visual, auditory, and motor (tactile /

kinesthetic) learning styles. Although visual learners take in new information

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verbalism and imagists. The verbalism sees words and imagists see pictures in the

learning process. She further explains that auditory learners, who process

information through sound, can also be divided into two groups. These are aural,

those who learn by listening to others, and oral, those who learn by talking and

hearing themselves. The motor learner receives information through movement.

Leaver divides these into two sub-groups which were: kinesthetic and mechanical.

Kinesthetic uses gross motor muscles and mechanical uses fine motor muscles.

Each involves frequency, pressure, duration and intensity during the use of these

muscles, hands-on exploration, and brainstorming.

According to DePorter and Hernacki (1999), learning styles are divided into three

types. They are Visual Learning Style, Auditory Learning Style, and Kinesthetic

Learning Style. The VAK learning style uses the three main sensory receivers

Visual, Auditory, and Kinesthetic (movement) to determine the dominant learning

style. Learners use three of them to receive information. However, one or more of

these receiving styles is normally dominant. This dominant style defines the best

for a person to learn new information by filtering what is to be learned. In

addition, the auditory learners tend to attain information by discussing and

listening. As another example, for visual style, the learners learn by interpreting

charts, graph, and pictures. While in kinesthetic style, the learners are more

toward accepting learning based on behavior such as touch, feel, see, and listen.

There are some characteristics of visual, auditory, and kinesthetic learner. The

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prefer information to be presented the use of visual aids, require explanations of

diagram, graphs, or visual directions, can better understand a news article by

reading about it in the paper than by listening to the radio, tend to say “I see what

you mean” and “watch how I do it”, take numerous detailed notes, usually neat

and clean, when meet an old friend tend to say “it is great to see you!”, and

remember things best by writing notes or keeping printed details (DePorter and

Hernacky, 1999).

The strong points of visual learners were they easily understand the lesson by

using many kinds of visual aids. They were able to explain a concept to others by

drawing figures or pictures. Besides, they would understand better about reading

passage if they read silently, because they could process the information by using

their imagination. However, the visual learner could not move a lot while learning.

They sometimes confused when they should listen some direction and do the

activities in the same time. It was their weakness point.

Moreover, the learners are classified into auditory learner if they have the

characteristics such as can remember more about a subject through the lecture

method with information, explanation, and discussion, do better at academic

subject by listening to lectures and tapes as opposed to reading textbook, follow

oral directions better than written ones, tend to say “listen to me, I will explain”

and “I hear what you are saying”, when meet an old friend tend to say “it is great

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words and key points, prefer to listen what they are learning, and acquire

knowledge by verbalizing lessons to themselves (DePorter and Hernacky, 1999).

The strong points of auditory learners were the learners would have a better

achievement when studying through listening and discussing. They easily process

sound while processing knowledge liked reading the passage loudly. Then, in

discussion, they listen to their friends to get information, then they gave their

opinions and suggestions, this would help them easily understand about the

lesson. However, auditory learners would difficult read a lot about the lesson.

They were hard to understand the reading passage while they read silently. It was

their weakness point.

Furthermore, the learners are classified into kinesthetic learner if they have the

characteristics such as like to write down or to take notes for visual review, prefer

to make posters, physical models, or actual practice and some activities in class,

remember best by writing things down several times, feel very comfortable

touching others, hugging, or handshaking, tend to say “you have a go” or “I know

how you feel”, when concentrating most often move around a lot, fiddle with pens

and pencils and touch things, most of the free time is doing physical activity or

making things, speak with their hands and with gestures, and need to be active and

take frequent breaks (DePorter and Hernacky, 1999).

The strong points of kinesthetic learners were the learners would learn better if

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experienced themselves by joining the class project or discussion. When they

actively involved in such activities in the class, they would easily remember what

they learned. However, if there was no space to move, the kinesthetic learners

were hard to understand the leasson. They did not like to read a lot. They could

not study better if they did not have partners in learning process. These were the

weakness points of kinethetic learners.

Besides that, Feinstein (2006) suggested although humans use their senses to

assimilate environmental stimuli, each sense does not contribute the same amount

of information to their brain. Individuals appear to learn differently or have

different learning preferences or styles. She also reported the work of Dunn and

Dunn (1983) in describing three styles of learning which are: auditory, visual, and

tactile/kinesthetic. Furthermore, Feinstein (2006) offered that auditory learners

prefer to discuss what they are learning. This act helps them process the

information. The auditory learner tends to be analytical, logical, and a sequential

thinker. Visual learners assimilate information most effectively by reading or

seeing something. They tend to be more holistic thinkers and need to see the “big

picture” before they are given the bits and pieces that contribute to the big picture.

The kinesthetic learner needs to be actively (bodily) engaged in the learning

process with real world activities and with activities that have meaning to the

learner. This learning process is considered one of the most important learning

styles since the information is stored in one of the strongest memory (procedural)

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Besides, Alias et al. (2005) stated that in learning process student diversity is a

factor which needs to be taken into consideration by teachers. Teachers should be

aware that before planning their teaching process and assessment in classroom.

They should consider first this diversity factor. Teachers must create the right

ambience with learners’ academic achievement and their needs, so that, various

learning experience structure are assignable to all learners. As the example, the

teacher diversed learning style such as visual, auditory, and kinesthetic.

Based on the explanations and classifications of learning styles above, it can be

inferred that learning styles refer to the concept that we, as individuals, process

and perceive information in different ways. There are three categories of learning

styles: visual, auditory, and kinesthetic. Visual learners think in pictures and learn

best in visual images, auditory learners gain knowledge from reading out loud in

the classroom and may not have a full understanding of information that is

written, and kinesthetic learners learn best with an active “hands-on” approach or

physical world. However, one or more of these receiving styles is normally

dominant. This dominant style defines the best for a person to learn new

information by filtering what is to be learned.

2.4.Reading

Reading is an active process of guessing and deriving meaning of information

stated in the printed materials. Nuttal (1985) defined reading as the meaningful

interpretation of printed or written verbal symbols. Furthermore, Silberstain

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instantaneous association of those symbols with the reader’s existing knowledge.

These mean that reading is a result of the interaction between the perception of

graphic symbols that represent language and the reader’s language skills,

cognitive skills and the knowledge of the words. In this process the reader tries to

recreate the meanings intended by the writer.

On the other hand, reading can be defined as the ability to make sense of written

or printed symbols to guide the recovery of information from his or her memory

and subsequently use this information to construct a plausible interpretation of the

written message. That statement means that reading is the ability of getting

information from printed material. In order to get and to comprehend the

information, the reader background knowledge is needed. However, reading is an

active process used by readers to gain the message of current information on

printed or written text through relating what they have already known to what they

want to know. Readers process deeply the information from the discourse, so that

readers can make a meaningful interpretation of the information provided. From

all the explanations above, they can be concluded that reading is an active process

to gain the meaning of current information by relating readers’ background

knowledge to the information provided on printed text.

2.5.Learning Strategies in Reading

Learning strategies properly can be trained in four language skills, for example

listening, speaking, reading, and writing. By applying learning strategies in

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more efficiently and effectively. This study concerns on learning strategies in

reading skill. Through some learning strategies provided in reading, the learners

can solve the problem of getting the message of the text given. As Nuttal (1985:

5-6) cited that a reader may have difficulty in comprehending a passage due to some

problems like unfamiliar code in which the text is expressed, the amount of

previous knowledge that the readers bring to the text, the complexity of the

concepts expressed, and vocabulary knowledge. In learning reading, learners may

use three kinds of strategies: cognitive, metacognitive, and social strategies.

In learning reading, the use of strategies is important to help the learner in

enhancing their understanding. As Fedderholdt (1997: 1) mentioned that the

language learners who are capable of using a wide variety of language learning

strategies appropriately can improve his/her language skills in better way.

Moreover, every learner has their own strategies in mastering reading. Some of

learners like to summarize to understand what they have read, some others like to

recheck their understanding by reading again what they have read, than the others

like to do reading task by discussing with their friends.

Fedderholdt (1997) stated that learning reading by using cognitive strategies

usually use connection. The readers connect what they know with what they are

reading. The readers s o m e t i m e s think about what is going to happen and

make predictions based on what they know and what they have read. The

learners may also ask themselves questions before, during, and after reading to

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notice the way the author uses language to get his or her ideas across, identify

the most important ideas and restate them in their own words, and think about

the text’s big idea or message and why it’s important. However, cognitive

strategy instruction develops the thinking skills that will make learners strategic,

flexible learners. Good reading comprehension requires that learners monitor their

understanding while reading a passage.

At the point of performance--when a student picks up a text and prepares to

read--there are 3 crucial phases that improve comprehension (Pressley and

Wharton-McDonald, 1997): pre-reading (the reader creates a reading plan), reading (the

reader monitors his or her understanding of the text while reading and applies

strategies to clarify understanding of the text), and post-reading (the reader

continues to think about the passage after reading and encode key details into

long-term memory). While, Williams and Burden (1997: 148) state that cognitive

strategies are seen as mental processes directly concerned with the processing of

information in order to learn, that is for obtaining, storage, retrieval or use of

information.

On the other hand, O’Malley and Chamot (1990) stated that in learning reading,

the learner may use four steps of metacognitive learning strategy. By considering

the components of metacognitive strategy, namely planning before learning,

managing the learning process, monitoring the learning process, and evaluating

what learners has learned. Those four steps have been described further as the

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curriculum in reading skill, therefore, it contains determining the main idea,

finding the detail, reference, inference, and vocabulary. Furthermore, the first step

of metacognitive strategies in reading passage is planning before learning. It

means that in the earlier before reading a passage, learners are able to mention

what they should and want to know about the information stated on the passage.

On this step, learners are also expected to make a guessing about the content of

the passage that given. The second step is managing the learning process. In this

case, the learners manage their own learning in comprehending the text provided.

As an example, it can be done by relating the cognate words or looking at the

previous sentences when learners find the difficulty to understand the unknown

words.

The next step of metacognitive is monitoring the learning process. This step is

actually the activity that focuses on learners’ prediction and their comprehension

in reading a passage. Learner can confirm if their prediction about the content of

the text is similar to what is being stated on the passage after they have read the

text given. Learners’ prediction can be a monitor to check whether the learners

have comprehended the text given or not. When the learners realize that their

previous prediction exists in the text, the learners have successfully comprehended

the passage. The last but not least of metacognitive is evaluating step. The learners

are required to evaluate what they have learned. The learners should know

whether they have understood and comprehended the meaning of the whole

passage or not. Besides, the strategies used in reading passage should also be

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Furthermore, in learning reading learners may use social strategies. O’Malley

(1985: 582-584) stated that social strategies are related to social-mediating activity

and transacting with others. Cooperation and question for clarification are the

main social strategies. Learners may cooperate with other learners to solve reading

task or understanding about text. Besides, learners can study reading by involving

in social activities like discussing or working together with peers.

From all the theories mentioned above, it can be concluded that in learning

reading, the use of strategies is important to help the learner in enhancing their

understanding. In learning reading, learners may use three kinds of strategies:

cognitive, metacognitive, and social strategies. Cognitive strategy instruction

develops the thinking skills that will make learners strategic and flexible learners

in comprehending reading task. Besides, through those four steps of metacognitive

strategy, the researcher can conclude that there has an influence of the learning

strategies used by learners in their achievement and independency in facing the

reading passage. Then, learners can study reading by involving in social activities

like discussing or working together with peers.

2.6. Rule of Learning Styles in Using Reading Learning Strategies

Teacher has to use proactive and responsive education approaches on target group.

With different education approaches, teacher as educator should be able to give

opportunities and experiences to learners of different backgrounds of learning

styles. Learners have distinctive learning styles, so any system that is built based

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(1998) drew a distinction between learning styles and learning strategies by

focusing in what way they are distinct from each other. She refers to learning

styles as “internally based characteristics, often not perceived or consciously

used by learners, for the intake and comprehension of new information”, whereas

learning strategies are defined as “external skills often used consciously by

learners to improve their learning”. It can b e inferred from the definition is

that since learning styles are „internally based characteristics,’ they explain a

learner’s preference to a learning situation.

In learning process, people use different strategies. Some people learn best by

reading texts or writing down notes from what they read. Learners need writing

materials to take down points they think important from what they read, hear or

see. The read/write style has the advantage of making them more self-dependent

because with their note taking, they can learn much by themselves. However, they

face the disadvantage of not being able to learn easily where the only medium of

instruction is visual or audio, or where they do not have access to writing

materials (Reid, 2005). Moreover, some people prefer to learn by hearing what

they want to learn. Theirs is the auditory learning style. To learn, such people will

prefer listening to discussions, talking matters over, reading out of texts or making

use of e-courses containing audio recordings. One special advantage of this style

is that you assimilate and retain information without having to see it in texts or

pictures. However, the difficulty of learning among silently reading learners -- in a

library for example -- is one disadvantage (Reid, 2005). In addition, some people

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prefer interactive learning, learning through practical challenges and hands-on

experience and taking in information as they move from one place to another.

Kinesthetic learners are therefore not comfortable sitting in a place for long.

The kinesthetic learning style has the advantage of exposing learners faster to

practice and evidence: learners learn as they practice and practice what they learn;

they see the evidence of what they had digested with difficulty from texts or

discussions. However, where there are no places to move to for such live

experience and nobody to interactive with, you are at a disadvantage (Reid, 2005).

Learners with different learning styles have different strategies in learning

reading. Some of visual learners use color to highlight important points in a text,

take notes or ask your teacher to provide handouts, study in a quiet place away

from verbal disturbances, read illustrated books, and visualize information as a

picture to aid memorization. Moreover, auditory learners use a tape recorder

during lectures instead of taking notes, read text out aloud, or discuss the ideas

verbally in learning reading. While, kinesthetic learners move around to learn new

things (for example read while on learning cooking), use bright colors to highlight

reading material, and skim through reading material to get a rough idea what it is

about before settling down to read it in detail.

2.7. Theoretical Assumption

Referring to the previous discussion, it showed that learners with different styles

had different strategies in learning reading. The use of strategies could be

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important to make English teachers creative and effective in choosing the learning

strategies in learning activity. Therefore, the use of learning strategies correlated

with learners’ learning styles especially in English reading. Each of learning styles

had different strategies in learning English reading. Some of visual learners used

color to highlight important points in text or take notes or asked the teacher to

provide handouts. Moreover, auditory learners read text out aloud or discussed the

ideas verbally in learning reading. While, kinesthetic learners moved around to

learn new things, used bright colors to highlight reading material, and skimmed

through reading material to get a rough idea what it was about before settling

down to read it in detail. Referring to them, this present study was aimed at

finding out learners’ learning styles and the strategies used by learners with

different learning styles in learning English reading as EFL at the first grade of

SMAN 3 Bandar Lampung.

2.8. Hypotheses

Concerning to the concept and theoretical assumption above, the researcher

decided to formulate two hypotheses as follows:

1. Ho: There are no fixed types of learners’ learning styles at the first grade

of SMAN 3 Bandar Lampung.

Ha: There are types of learners’ learning styles at the first grade of SMAN

3 Bandar Lampung.

2. Ho: There are no fixed types of reading learning strategies used by learners

with visual learning style, auditory learning style, and kinesthetic learning

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Ha: There are types of reading learning strategies used by learners with

visual learning style, auditory learning style, and kinesthetic learning style

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III. RESEARCH METHOD

This chapter provides an overview of research design, population and sample, data

collecting techniques, steps in collecting data, research instruments, validity and

reliability, data analysis, and hypotheses testing applied in this research.

3.1. Research Design

This research was a quantitative study. The design of this research was ex post

facto, since the data were collected after the fact. The researcher used one group

and took the data in one time without giving treatment (Setiyadi, 2006: 133).

Whereby, in collecting data, the researcher gave two kinds of questionnaires. The

first questionnaire (T1) was about learning styles. This was conducted to find out

the learners’ style whether they belonged to visual, auditory, and kinesthetic. After

that, the second questionnaire was about learning strategies in reading (T2) in

order to know which learning strategies used by the learners in learning reading,

whether they used cognitive, metacognitive, or social strategy. The design of this

research is illustrated as follows:

T1 : Learning styles

T2 : Learning strategies in reading

(Setiyadi, 2006:132)

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3.2. Population and Sample

The population of this research was the first grade of SMAN 3 Bandar Lampung

in academic year 2014/2015. There were seven classes of the first grade in that

school. The number of the learners of each class was about 32 learners. In

determining the sample, the researcher used simple random sampling by using

lottery. Then, the researcher chose one class as the sample. So those all the first

grade classes had the same chance to be the sample. Since the first grade learner in

SMAN 3 Bandar Lampung was not stratified class, there was no priority class. It

was applied based on that consideration that every class in the population had the

same chance to be chosen and in order to avoid the subjectivity in this research.

3.3. Data Collecting Techniques

In collecting the data, the researcher used two kinds of questionnaires. There were

lists of statements and questions to be answered by learners to measure the

learners’ learning styles and the learner’s used of learning strategies in learning

English reading as EFL. The questionnaires used were close-ended questionnaires

where the answer was limited (Setiyadi, 2006: 54).

3.4. Steps in Collecting the Data

In collecting the data, the researcher used following steps:

3.4.1. Determining the Sample of the Research

In determining the sample, the researcher used simple random sampling by using

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3.4.2. Conducting the Questionnaire

There were two kinds of questionnaire given to the learners. The first

questionnaire was given to learners in an attempt to investigate learners’ learning

style. The learners’ answer classified into three types of learning styles such as

visual, auditory, and kinesthetic. The second questionnaire was given to get data

about the learning strategies used by learners in reading, whether they used

cognitive, metacognitive, or social strategy.

3.4.3. Analyzing the Data

After distributing questionnaire tests, the researcher analyzed the answers of the

tests. In analyzing the data, the researcher used One way ANOVA. There were

three kinds of learning styles, visual, auditory, and kinesthetic style. The styles

were compared with the means of the three kinds of learning strategies, cognitive,

metacognitive, and social strategies in order to determine whether each main

effect and the interaction effect were statically significant. Furthermore, the

researcher classified the learners into three types of learning styles, visual,

auditory and kinesthetic. After that, the researcher identified which learning

strategies in learning English reading of EFL used by the visual learners, auditory

learners, and kinesthetic learners.

3.4.4. Making a Report and Discussion of Findings

After having gained all the data, the researcher made a report and discussion on

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language and the way of learners with different learning styles used learning

strategies in learning English reading as EFL.

3.5. Research Instrument

It was lists of some statements

IDENTIFYING THE USE OF READING LEARNING STRATEGIES IN RELATION TO LEARNING STYLES