RELATIONSHIP AMONG VISUAL LEARNING STYLE, PARENTS ATTENTION TO STUDENTS ACHIEVEMENT
IN ENGLISH
(a Correlational Study on Elementary School at Branch three Ciputat Timur)
By
MUJIYATI NIM. 2110014000013
MASTER PROGRAM OF ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYA AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
ACKNOWLEDGEMENT
With the name of Allah, The beneficent The merciful, all praise to our lord Muhammad which bring us from darkness to the light.
I would like to express my sincere gratitude to my advisor Dr. Alek, M.Pd for the continuous support for my study and research ,for his patience, motivation, enthusiasm , and knowledge. His guidance helped me in all the time of study and writing of this thesis.
I also would like to thank to my thesis committee : Nurlena Rifa’i, Ph.D, as the dean of faculty, and Didin Syafruddin Ph.D as the head of English Magister program , also to Dr. Jejen Musfah as the secretary of the program and all lectures in Magister program that always inspire me to move forward.
Abstract
Abstrak
TABLE OF CONTENT
CHAPTER I INTRODUCTION
A. Background of the Study..……… 1
B. Identification of Problem ……… 6
C. Limitation of The Problem ….……... 7
D. Research Problem………... 7
E. The Objective of The Study..…………... 8
F. Significance of The Study .………. 8
G. Organization of The Study……….. 9
CHAPTER II THEORITICAL FRAMEWORK A. Learning………... 10
B. Factors Affecting Learning ... 12
1. Learning Style ……… 15
2. Visual Learning Style…………. …….. 19
C. Parents Attention………. 24
1. Hornby……….… 26
2. Epstein……… … 27
D. Student Achievement and Factors Affecting Learning Achievements………. 28
E. Theoretical Framework……….. 33
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of Research …....…... 37
B. Sampling Technique………... 37
1. Population …………...……… 37
2. Sample……….………... 38
C. Hypothesis ……… 38
D. Data Collection………..…………... 38
E. Data Analysis ………. …. 39
CHAPTER IV FINDING AND DISCUSSION A. Finding ……….…. 43
1. Pre-requisite Analysis ………….. …. 43
a. Normality Test ..………. 44
b. Homogenity Test ………... 45
2. Correlation Analysis ……….. 46
a. Correlation between X1 and Y…… 47
b. Correlation between X2 and Y…… 48
c. Correlation X1, X2 and Y ……….. 48
3. T-test ……… ... 49
4. Hypothesis Test……….. 50
a. First Hypothesis ……….… 50
b. Second Hypothesis ……… 51
c. Third Hypothesis ……… 51
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion……… 55 B. Suggestion ……… 56
REFERENCES .……… 57
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CHAPTER I INTRODUCTION
A. Background of the study
There are plenty main parts which have a prominent role in succeeding an education. They are government, school, teacher, parents,1 students,2 environment,3 and etcetera. Government as the regulator gives decision including norms/rules, standardizing national education, setting up the criteria (accreditation, principal of school, system of monitoring), designing the procedures (teachers promotion).4 While the tactical operational of policy and responsibility of developing operational policy is made regionally. While school as the motor of regulator obligates to run the result of decision, it is also a place for formal education where teachers and students accomplish their obligation. This is practical field for theories in education, practical of systemic government in education, etcetera. Teachers are a spear point in education, they instruct all knowledge for students, they are successful key for human development, this is just like Japan which geared up the teachers first when Hiroshima and Nagasaki cracked into pieces after that they build another sector. This situation shows us that teachers are very crucial for one country.
Learning English at the early age has become a trend in Indonesia, therefore English is taught from Elementary level until university, in response to this matter, government enrolled the
1
Lee, Jung-sook and Bowen, Natasha K. Parent Involvement, Cultural Capital, And the Achievement Gap Among Elementary School Children. American Educational Research journal, vol. 43, No. 2, (JSTOR: 2004), pp. 193—218.
2
Feldman, Robert S. Power Learning; Strategies for Success in College and Life. (Mc Graw Hill: 2005), p. 56.
3
Graetz, Ken A., The Psychology of Learning Environments. Winona State University.
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regulation No. 20 year 2003 about National Education System. In this regulation, English is included in curriculum for elementary level as one of local content subject from grade four up to six. But the fact shows that many schools which start teaching English from grade one, moreover it is held in kindergarten, therefore related to this contradictive reality it believes that according to School-based curriculum, it will give more opportunity not only for teacher but also for school to develop the potentials, therefore if English is a necessary for school to develop, and it will grow student’s potential and teacher’s development also it gives effective environment to grow then the school is able to conduct the lesson.
As stated before that English is taught in elementary school, if the local community considers that English proficiency is necessary by students. However this proficiency could not stand by itself, they need other support to stand, therefore the standard and the curriculum must follow the national curriculum mandated by Department of Education of Republic Indonesia.
Another fact related to teaching English in Indonesia is the goal of teaching English in elementary school, it is to prepare the students to learn English in junior high school level, therefore the learning in elementary school should be supported for the learning in junior high school level.5 on this resource also stated the importance of learning English at school at any level.
―It is a mandatory for students at school to develop a good command of English to be able to take part actively in globalized society, it is also one of the required skills needed in the workplace and they have to be able to negotiate with people from other countries, further the students in big cities must have a higher level of competency in English than those in remote area.‖ 6
The writer really agrees with those statements. Students in Indonesia must be able to stand together with students from
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Hadisantosa, Nilawati. Taching English: Learning through English, Policies, Challenges and Prospects, Insights from Indonesia. (British Council: 2010), p. 26.
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other countries. They must be able to communicate in English, therefore they can take part in global community, they can use it for their future works, they also able to negotiate with people from other country, all those reasons bring Indonesia stand equally with other countries.
Learning English in the early age has strong impact for student’s mother tongue. Jarvis stated that the students’ learning English in early ages has some disadvantages which give strong impact to students’ mother tongue7. The disadvantages are language loss or language attrition and language maintenance whether as individual or as societal, socio-cultural phenomenon that focusing on the language shift or language death that affecting entire speech community, meanwhile in individual attrition, it explained about the psycholinguistic phenomenon which focuses on the process of mother tongue’s attrition which finally individuals clearly are loosing their ability to function the mother tongue.
Since English comes as foreign language in Indonesia, the classroom would be the only place where students share their idea with their friend. Hence, teachers are one important role to make successful learning, therefore teachers who teach at the early age should have capability about who the students are such as learning styles, learning problems and difficulties, also what they should do in order to facilitate their learning, as example: ways of making content more accessible to learners.8
Nevertheless, it is reported that most English teachers at elementary school were lack of competence to teach English to young learners. The finding emerged from Depdiknas.9 The study reveals that only 36% teacher has the ability of English in
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Jarvis, Scott. Effects of the Second Language on The First: Probing the Effect of L2 on the L1: A Case Study, (UK: Cromwell Press Ltd. 2003), p. 82.
8
Richards, Jack C. & Farrel Thomas S. C. Professional Development for Language Teachers; Strategies for Teacher Learning, (New York: Cambridge University Press, 2005), p. 9.
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elementary level, more over there just few teachers has comprehended the principles of teaching English to young learners.
Students’ learning style is one aspect to succeed the learning. Learning style is the way we accept knowledge. We gain the knowledge in different ways. Someone learning style is not the same with others and it does not mean that one learning style is better than the others, for some students studying with full music might be really bothering, but for some other that could be a peaceful way to gain the lesson. Some students listen to teachers’ explanation is quite hard to understand rather than teachers show them the pictures with few explanations, or for other students, they could better understand the explanation by playing their pens or shaking their legs. These are not to decide which one is better than the others, but it is the way the students are learning something.
Students’ learning style, however, gives information to the teacher about the students’ characteristic, behavior, and pattern of thinking. Therefore the teacher could design his/her lesson plan according to their characteristic. While In elementary school, which the students are in age 7—12 they are in the stage of concrete operations. Learning in this stage is governed by the logic of classes and relation. The students in this stage are more assimilative in their learning style. They rely on concept and theories to select and give shape to his experiences.10 In other word, it is summarized that students in elementary school should be taught concrete things. Picture really dominated on this age, the real object could be a challenging as the media, or realia is another media which is helpful for the teacher. Therefore elementary teachers should prepare themselves through any tool or instructional media before teaching and learning process in the classroom to help the student to understand the materials given.
Parents attention is one aspect that play significant roles to succeed the learning. Since home is the first place to educate children then parents are dominated these teaching and learning.
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even Fan And Chen11 and Jeynes12 showed that if parents give attention to the students then the students tend to achieve more, they also generally have high grades, better attendance, complete their homework, moreover, they have higher education rates in the next level. In other word, parents’ attention will give great positive impact for students13.
Parent’s attention at home toward their lesson is really important for their children, for instance children will work their home work or assignment regularly if their parents pay attention to this matter, they can help them to work home work or just accompany them while they are studying even though they cannot help them to do it. Students will get better attitude at school if their parents pay attention to their children, they also have better attendance, and they will have better achievement in the classroom. Finally, parent’s attention will bring many advantages to the students.
Parents and teachers must cooperate together to make students or children successful in their lesson. Both should have good communication, they must support each other, they should create a good team to support for their students or children in their learning. For example when students faced problems to their comprehension on the subject and their parents could not help to the matters then parents could ask the teacher about the problems faced by their children. This is how parents and teachers to be a good team support.
In the observation, the writer found that students have high grade in Ujian Sekolah but they have less score in this study, it also found that students on this area are also less attention from their parents, since parents are workers it is rare for teachers to
11
Fan, X,. & Chen, M. Parental Involvement and Students’ Academic Achievement; a Meta Analysis. Educational psychology review 13 (2001), pp. 1—22.
12
Jeynes, W. H. The relationship between Parental Involvement and Urban Secondary School Student Academic Achievement. Urban Education 42 (2007), pp. 82—110.
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meet the parents to talk about their children. It is found that from 88 samples 68 are workers parents, but it is not clear whether parents work in the office or not. Since parents are worker, the students are mostly with grandparents to do their activity or just alone at home, when parents arrived at home some parents ask students about the homework but they do not control it that means students are not controlled and did not get any help from parents. When parents rare come to school or scare to meet the teacher it explains that parents do not involve in the community or decision making.
It also found that students in branch three are dominated by visual learning style, from 184 students 88 are visual learning style. Students in elementary level also enriched by visual material such as a picture, a chart, a diagram etcetera, this is based on government order to teach young learner by concrete operation, because they are in the stage of rely on concept and theories, also it gives shape to the exercise given. The writer beliefs that the high score will reached by students from the nature of students themselves and the material given at school
Since visual learning style is dominating in elementary school, it is interesting to find out the relationship this learning style with students’ achievement. Parents attention also play important role in succeeding the students learning, therefore to find out the relationship between parents attention to students achievement is challenging. These two terms are factual information to know, hence to seek the relationship between visual learning style and parents „attention to students achievement will give factual evidence to community that this two terms are needed to concern whether to students, teachers, schools or social.
B. Identification of problem
Based on the background, the problems identified about students are:
1. Students are less of parents’ attention, since parents are worker.
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3. Learning foreign language in the early age could influence to students’ mother tongue.
4. English teacher in Elementary level has low competency in English.
5. Visual learning style student gains the knowledge faster than Audio one.
6. Parents are less controlling in Branch Three.
7. Students have high grade in Ujian Skolah, but they have low grade in this study.
After all, there are plenty roles in succeeding the education, therefore the writer takes two variable from that roles which are Visual Learning Style and Parents Attention. Those variables are correlate to Student Achievement in English.
C. Limitation of Problem
In line with the identification of the problem presented in the subtitle above and to make this study go to focus, it should be limited in order to be more specific and precise on the object of the study. This study is only limited on Visual Learning Style, Parents’ Attention and Student Achievement in English in grade V of Elementary School located in Gugus three Ciputat Timur.
D. Research Problem
This study focuses on the correlation between Visual Learning Style and Parents’ Attention toward Student Achievement in English, it located in Gugus Three grade V in Elementary School. The following questions will guide the study: 1. Is there any relationship between student Visual Learning Style
and Student Achievement in English?
2. Is there any relationship between Parents Attention and Student Achievement in English?
3. Is there any relationship among Visual Learning Style, Parents Attention to Student Achievement in English?
E. Objective of study
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1. The relationship between visual learning style and students achievement in English.
2. The relationship between parents’ attention and students achievement in English.
3. The relationship between visual learning style, parents’ attention to students’ achievement in English.
F. Significance of the study
The result of the study is expected to give some theoretical significances and practical significances not only for teachers but also for researchers and schools.
1. For teachers, they will know the characteristics of the students, therefore they can lead their lesson plan into their students’ characteristics, thus to reach the aim of the lesson. They also be able to know what problems around the students, therefore he/she could find solution for them.
2. Students will know what kind of learning style they have, they also will know their strong and weakness, therefore they use it to strengthen their weakness.
3. Researchers can use it as preliminary research or as references to start a research.
4. School could use the result to enrich the curriculum. It also gives evidence to school that something has happened and then the school together with teachers could cooperate to solve that something.
5. For stakeholders or decision makers, the result can give information about what step needed to take for their job description otherwise they can put it into their flashback to give right decision.
G. Organization of study.
This subchapter will describe the systematical organization of the study which comprises of:
The first chapter presents background of study, identification of problem, limitation of study, research problem, significance of study, and organization of study.
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style, factors affecting learning style, parents’ attention, model of parents’ attention, student achievement, factors affecting learning achievement, hypothesis, and relevant research.
The third chapter discusses the research methodology. This chapter talked about place and time of research, research design, sampling technique, hypothesis, data collection, data analysis.
The fourth chapter is Finding and Discussion, this chapter talk about Finding which stand on Pre-requisite analysis, correlation analysis, T-test, hypothesis test and Discussion.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Definition of learning
Learning language theory lies within behaviourism. The belief is that learning is a question of habit information. The behaviourist beliefs that when a new habit was learned then the old one would have some effect on the learning process.1 While language learning theory usually assumes from a baby learns mother tongue. For instance when a baby starts to utter ―mama‖ at the same time s/he will develop the ability to utter similar words such as ―mamam‖ or ―emam‖.
In education world, a learning not only happen in the classroom hence the term teaching and learning is often to describe teaching and teaching strategies, this situation brings learning separated from teaching, although learning is part of teaching, many prevalent views of learning stated that it is a passive process of knowledge acquisition, with predictable and measurable outcome.2
Watkins assumes that the passive process as a brain process which gain new experience from surrounding. According the writer’s opinion it is called passive since no physical activity, it related to brain activity, this brain activity called learning process. While ―predictable‖ outcome means the result of learning is predicted whether successful or not successful. ―It is measurable‖ means the result could measure by passed or did not passed, usually there is passing grade to judge student’s success.
Watkins perception contradicts with Abbot perception, he stated:
(1.)learning is an active process of relating new meaning to existing meaning, involving the accommodation and assimilation of ideas, skills, thought and so on.
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Johnson Keith, An Introduction to Foreign Language Learning and Teaching, (UK: Pearson Education, 2008), p. 66.
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(2.)A process influenced by the use to which the learning might be put.
(3.)The connection between past, present and future. These may not always made in linear fashion: unlearning and relearning play this part.3
Abbot stated that learning is an active process; hence it is not just connected to physical activity such as imitating, summarizing, exploring but also relating new meaning to existing meaning which involving the assimilation of idea, skills, thought etcetera those activity are clearly active activity which involve physical and brain activity. Learning is also a process influenced by the use which learning might be occur, the application of the learning is the best part of the learning which connect the theory and practice. Learning is also related to past knowledge, present knowledge, or future knowledge. For example in learning multiplication, students’ adequate knowledge in previous lesson is related to their knowledge in addition. Since addition is related to multiplication, therefore students’ ability in addition helpful for their learning in multiplication. Based on the theories above, the writer agrees with both perception, since these perceptions has same understanding even though they stated it in the different ways.
The term learning sometimes stand equally with studying, according to Farlex4. The term ―studying‖ is reading carefully with intent to remember, while in English Language dictionary studying is to apply one’s mind purposefully to the acquisition of knowledge or understanding of a subject, it is also to take a course of school, to read, to memorize, to inquire, to examine etcetera5. It also stated that studying is application of the mind to the acquisition of the knowledge,
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Abbot, J. Learning Makes Sense. Re-creating Education for a Changing Future, (USA: Letchworth, 2001), p. 34.
4
Farlex, Word.Net 3.0 Clipart collection. (Princeton University, Farlex Inc., 2012)
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as by reading, investigation, or reflection6. While the term learning as stated above is active and passive process of relating new meaning. Learning is also a process influenced by the use to which the learning might be put. It is also a brain process in order to get new experience from surrounding.
From the definition above, it concludes that studying is an activity that have done on purpose, it has a goal to remember, to apply something, to take a course, to read, to acquire etcetera. The three term of studying are kinds of activities in learning. From this explanation it concludes that studying is under the flag of learning, studying is one of activity in learning, the term studying is narrower than learning, the term process in learning could be studying therefore the term learning is broader than studying.
B. Factors Effecting Learning
According to Sadker & Sadker stated three points of factors affecting on student’s individual learning style:
1. Cognitive. (cognitive information processing). Individuals have different ways of perceiving, organizing, and retaining information, all components of the cognitive domain. In other words some students prefer to learn by reading and looking at material, while others need to listen and hear information spoken aloud, still others best learn kinesthetically, by whole body movement and participation.
2. Affective (attitudes). Individuals bring different levels of motivation to learning, and the intensity level of this motivation is a critical determinant of learning style. Other aspect of the affective domain includes attitudes, values, and emotions, factors that influence curiousity, the ability to tolerate and overcome frustration, and the willingness to take risk.
3. Physiology. It is related with student’s physical or condition,
clearly a student who is hungry and tired will not learn as effectively as a well-nourished and rested child. Others factors related to this physiological factor such as different body rhythm cause some students
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learn better in the day, while others are night owls. Some students can sit still for long periods of time, while others need to get up and move around. Light, sound, and temperature are another factors to which students respond differently based on their physiology7.
Cognitive is the way an information is accepted or how that information is recognized in our brain also how our brain process that information which grant us output, this output could give different attitude. For instance, in learning addition the students could study by drawing two apples plus three apples (visual), or they could study by listening (audio) the teacher explanation how to work with addition or even they can use their finger (kinesthetic) to deal with it, or the combination between drawing and listening (audio-visual). This difference makes the students different in form of their learning style, however this difference doesn’t make one better than the others. The information accepted bring output and different attitude which means it changes the unknown behavior become known behavior or from not understand to understand.
Affective factors also take important role in forming the learning style, since motivation, attitudes, values, emotion, self control are part of sense of feeling which distribute to someone performance. For instance, students which live in a like-reading dormitory situation will give motivation for that student to read, this situation will lead to visual non verbal learning style, or even a student which lives in love-art situation will give impact to student to be a visual learning style. This non-physical situation leads the student to form different learning style.
Physiology is sensible factors in learning style. Sadker and Sadker talked about habit and situation which changes someone learning style, a night owl writer could not write in the day and conversely a day writer could not write at night. A tired student can’t study effectively while well-nourished student will receive the lesson effectively, or one student could sit in front of the screen while for hours but for other it need to walk and sit again per hour.
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According to Bukhori, the elements influencing student’s learning styles are environment, emotion, physiology, psychology. While individual learning style responds to elements of climate, resources and approaches in teaching and learning.8 an article added about this, there are some ways to adapt the environment to accommodate the learning style of students:
1. Noise. Students who prefer a quiet, relaxed work environment for independent study are provided with individual desks or carrels and are allowed to listen to soft music. Those students who wish total quiet are provided headphones without cords.
2. Light. Many students prefer to work with less light, particularly to avoid the glare of fluorescent lighting. Separate switches control several banks of lights in the classroom. Some banks have had all but one fluorescent tube removed. For those concerned about the effects of reduced lighting on students’ eyes.
3. Temperature. Mental work is done most effectively in a cool environment. Thermostats are set to 65 degrees. Students who prefer a warmer classroom are urged to wear sweaters, and those who prefer a cooler classroom are urged to wear layered clothing. 4. Design. The aesthetics of the learning environment can affect
students’ perceptions about learning negatively or positively. A neat, clean, graffiti-free classroom is essential. The walls are painted in pleasing pastel colors, and wall decorations show the work of serious students. Evidence of work related to the content and performance standards is displayed prominently.
5. Sociological stimuli. Students are engaged in learning activities emphasizing independent work. They work in pairs and in small groups. Those who need special supervision by the teacher (e.g., vision-impaired, hearing-impaired, and emotionally troubled students) are seated near the front of the room or near the teacher’s desk.
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6. Perception centers. Instruction within the classroom or the instructional media center provides for auditory and tactile-kinesthetic learning modes, including access to listening centers and computers.
7. Intake (high metabolic rates). Provision is made for a limited number of snack times during scheduled classes. Only healthful foods are provided in school vending machines.9
Related to those factors above, the writer argues that those factors include in term of physiology, related to classroom about this matter it is belief that those factors are nearly not sufficient for students especially in term of designed, perception centers and intake. Teachers’ design for a classroom is different with the statements above, the wall is really clean from anything related to the learning in the classroom, in perception centers, the media relate to perception centers is almost rare, while intake is almost not taking the attention.
1. Learning Style
Learning style is the way students to acquire new knowledge. Students gain the knowledge in different way and someone learning style is not the same with others, it is not one learning style is better than others, This is just the way students acquiring new language. According to Hewit the term learning style is a qualitative difference among individual student’s habits, preferences or orientation towards learning and studying10. The term qualitative means that learning style is not measurable, since each student might have different learning style and it could not identify as good or bad therefore this term is stated by qualitative.
Learning styles is important to inform learning and teaching. It explains how students learn something and how teachers should teach their students with the characteristic of the students. Occasionally, learning style could help teachers to gain the goal of teaching. For students, they could know their strength and weakness in their learning.
9
Taking Stages Sacramanto; California Department of Education , (2001), p. 139
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Pashler and Mc Daniel stated that learning styles view has acquired great influence within the education field, and is frequently encountered at levels ranging from kindergarten to graduate school, even there is a company devoted to publishing learning style-test and guide book for teachers.11
In one article, Ducket and Tatarkowski stated the useful to know students’ learning style :
1. It can inform teaching and learning.
2. The Use of this data will lead to clear learning plans for individuals and for groups.
3. This information can be linked to targets with goals and objectives.
4. Students individual needs can be met.
5. It can empower students to be more effective and independent learners.
6. Students can work using their strengths but also strengthen weakest areas.
7. It can be used for differentiation in learning.12
Ducket and Tatarkowski explain that learning style could inform teaching and learning. First, a teacher could inform how the teaching and learning process run, what teaching aids are better use in the classroom, what kind of material best run in the classroom, how the material run in the classroom and so on. While for students themselves learning style could inform their strength and weakness in learning, this area they can prevent or recover their weakness but, they can strengthen their strength. Second, a teacher could design the lesson plan based on the student’s characteristic, this of course will lead to clear learning plans whether for individuals or for groups. Third, the information given (learning style) can be used for helping to gain the targets of learning and succeed to reach the goals or objective of the learning.
11
Pashler, Harold. & Mc Daniel, Mark. et al, Learning Style Concept and Evidence (San Diego: SAGE journals, 2008).
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Fourth, knowing learning style could help the students to answer their individual needs, they can understand what their weakness are and what are their strength, furthermore they can fix their weakness but build up their strength. Fifth, by informing learning style can empower students to be more effective and independent students, since they know their weakness and strength therefore they could work confidently because they know where they are. Sixth, knowing learning style made students not just able to work using their strength but also they can strengthen their weakest area. Seventh, it can be used for differentiation in learning. Teachers can use the learning style as grouping for students for gaining the goal or target of teaching and learning, this process certainly fasten in gaining that goal.
Tri Mulyati stated that learning style is needed to know individual learner differences to make the mastery better, after that the most suitable strategy are chosen.13 She also mentioned that this learning strategy is really helpful for L2 class and also L2 teachers to improve their teaching. Learning strategies are procedures employed by the learners in order to make their language learning as successful as possible. These strategies can facilitate the internalization, storage, retrieval or use of new language, strategies are tool for the self-directed involvement necessary for developing communicative ability, O’mallay and Chammot learning strategies may include focusing on selected aspects of new information, analyzing and monitoring information during acquisition, organizing or elaborating on new information during the encoding process, evaluating the learning when it is completed or assuring oneself that the learning will successful as a way to allay anxiety.14 Oxford stated that learning style become one strategy that influencing L2 learning strategy, it is also mentioned that learning style often help the choice of L2 learning strategy for example analytic-students prefer such as contrastive analysis, dividing words and phrase. While overall-students use strategies to find meaning (guessing,
13
Tri Mulyati, The values of Knowing Individual Learner Differences and
Student’s Learning Strategies in L2, (Widyaiswara LPMP: Jawa tengah)
14 O’Malley, J. M. & Chammot, A. U.,
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scanning, predicting) and to communicate without knowing all the words (paraphrasing, gesturing).15
According to Feldman there are 3 kinds of learning styles they are Visual, Auditory and Tactile learning style. He divides Visual learning style to Visual/verbal learning style and visual/non verbal learning style. Visual/verbal learning style prefers information in a written format, they feel most comfortable reading, and may recall the spelling of a word by thinking of how the words looks, they learn best when have the opportunities to read about a concept rather than listening a teacher explain about it. While Visual/non verbal learning style learn effectively when material presented visually in a diagram or picture, they may recall by reviewing a picture and they feel benefit from visual aids such as video, maps, model. While for Auditory learning style prefers listening to explanations rather than reading them, they also love class lecturers and discussion, since they easily take the information that talked about. Tactile/Kinesthetic learning style
prefer to learn by doing-touching, manipulating objects and doing things.16
Ducket and Tatarkowski have same opinion about types of learning style, according to them types of learning styles are: Visual, Auditory, Kinaesthetic17. Visual learning style learn mainly through seeing, while Auditory learn mainly through hearing, and Kinaesthetic learn through doing. They don’t give more explanation about that, but that statement is brief enough to understand. They also don’t divide the three terms, they just explained it briefly.
The term multiple learning style is quit often to discuss when Teching of Foreign Language, Journal of research (faculty of Language and Islamic studies) (2003), pp. 33—35.
16
Feldman, Robert S., Power Learning; Strategies for Success in College and Life. (NY: McGraw Hill, 2005), p. 58.
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among learning styles, this is based on the assumption that students do not have a singular approach to digesting a topic, however some people assume that students are restricted to particular learning style or equate a learning style with aptitude, since students evolve in their interest and pursuit integrating learning style, it is important to know that no single technique can reach every student, while using multiple strategies allows understanding by different types of learners. Teachers who implemented multiple learning style theory create classroom that are student-centered, the activities are tend to open ended and it allow student to apply concept in accordance with their particular learning style. Units are integrated the curricular areas rather than keeping them a distinct parts, so the learning is based on a theme. For instance, Parts of body is a theme for Science, English, Math, and so on.
The writer prefers to this multiple learning, since it not separate the term learning style, it also integrated in the learning, the students can create their multiple interests in learning one new subject, it also make the students study the subject sharply, they can learn one topic followed by other subject, for example in study Parts of Body, in science they learn the function of body part, in English they learn what and how are the body part work, then in Math they can learn addition using their part of body, in Social study they can learn sign in public transportation and so on, the writer beliefs that no single technique can reach every student therefore multiple intelligence could be another way to understand student.
To sum up, learning style is the way students to gain new knowledge, it is important to know learning style because it informs learning and teaching, it also could help teachers to reach the goal of teaching. It is very useful for students, since it will inform their strength and weakness in their learning.
2. Visual Learning Style
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theories to select and give shape to his experiences.18 In other word, the writer summarizes that students in Elementary School should be taught concrete things. As the writer stated before that picture was really dominated on this age, the real object could be an exigent media, a realia is really compassionate for the teacher.
Leaning styles reflect our preferred manner of acquiring, using and thinking about knowledge. Students don’t have just one learning style, but a profile of styles. One student ability may be identical to someone else’s but their learning styles might be quite different.19as stated above that basically students don’t have only one learning style they have at least two or three learning styles but one among them is into two categories, the first students which have one learning style and second students which have multiple learning styles
Students with Visual learning stylelearn mainly through seeing, they use their eyes to study, they like to watch movies and draw or paint, or get involved in other activities that rely on the eyes.21 This is supported by Ducket and Tatarkowski, they stated that students with visual learning style study mainly through seeing.22 That means
18
Kolb, D.A. Experiential Learning : Experience as the Source of the Learning and Development (New Jersey: Prentice Hall, 1984), p. 24.
19
Feldman, Robert S.,Power Learning: Strategies for Success in College and Life (NY: McGraw Hill, 2005), p. 57.
20
Pashler, Harold. & Mc Daniel, Mark. et al, Learning Style Concept and Evidence (San Diego: SAGE journals, 2008), p. 245.
21
Wood, Gail., How to study; Use Your Personal Learning Style to Help You Succeed When It Counts.( New York: Learning Express, LCC, 2000), p. 10.
22
21
students with visual learning style study best with visual tools, a colourful outline of test material might help students with visual learning style while they have a test, they may retain more information from that things, they also can use it to recall information completely, research has shown that students can perform better on test if they change study habit to fit their personal learning style. Therefore a visual learning style student can give best result when it fits to the visual term such as highlighting the reading material, making colorful outline, making charts, making diagrams, making sign language, using flascards etc.
While Feldman describes that visual non verbal learn most effectively when material presented visually in a diagram or picture, they recall by reviewing a picture, visual aids such as videos, maps, models. Students with visual learning style find it easier to see things in their mind’s eye-to visualize a task or concept –than to be lectured about them.23 In short, visual students tend to visualize everything around them for study. Visual learner has positively to improve student’s learning, Roell stated that strength of visual learner are instinctively follow directions, can easily visualize objects, has a great sense of balance and alignment, and excellent organizer, has strong sense of color and is very color-oriented, can see a passage from a page in a book in her mind, notices minute similarities and differences between object and people easily, can envision imagery easily. Therefore the best way to study are studying notes on overhead slides, reading diagrams, and handouts, following a power point presentation, reading from a textbook, study alone.24 In the other article she also added some strategies:
a. colour code your notes, vocabulary words, textbooks.
b. be sure to read the digrams, maps, and other visuals that go along with the text to help you to remember it.
c. make to-do list in an agenda
23
Feldman, Robert S., Power Learning; Strategies for Success in College and Life. (NY: McGraw Hill, 2005), p. 58.
24
22
d. study in solitude. You need to see things to remember them and often noise will distract you.
e. Take notes during lectures to capitalize on your learning style f. Sit near the front so you are better able to see everything g. Use outlines and concepts maps to organize your notes.25
It is really clear that students with visual learning style (visual learner) have activities that related to seeing activity.
To give brief description about visual learning style, here are characteristics of visual learning style according to Fleming, a visual learner:
1. Is good at spelling but forget names. 2. Needs quiet study time.
3. Has to think awhile before understanding lecture 4. Is good at spelling.
5. Like colors and fashion. 6. Dreams in color.
7. Understand/likes charts. 8. Is good with sign language.26
The description above gives clear explanation about what is a visual learner, Duckett and Tatarkowski added that a visual learner enjoys reading books and may appear to a day dreaming during a session. In line with the characteristics of visual learning style, it is important to go one way with how a visual learner learns a lesson, therefore there are some ways deal with a visual learner, Fleming suggests that a visual learner is:
1. Draw a map of events in history or draw scientific process. 2. Make outlines of everything.
3. Copy what’s on the board. 4. Ask the teacher to diagram. 5. Diagram sentences.
6. Take notes, make list 7. Watch videos.
25
Roell, Kelly. The Three Different Learning Styles: Visual, Auditory, and Kinesthetic. (About.com)
26
23 8. Color code words, research notes. 9. Outline reading.
10. Use flashcards.
11. Use highlighters, circle words, underline.27
For teachers who have about 65% visual learners may present the lesson by power point presentation, handouts, graphs and charts. Here are some points for teachers who has many visual learner in the classroom:
1. Supplement verbal lectures with a handout, diagram, or other visuals.
2. Incorporate color into your presentation . 3. Give written instruction and expectations.
4. Vary your reading with in class with solitary reading time so visual learners will take in the information better.
5. Vary your instructional methods (lectures, group work, solitary work, pairs, circles) and assignment so every learner is challenged. 5. Show your students how to complete a task.
6. Use video and still images to enhance your presentation. 7. Provide written feedback on assignments.28
But according to a Psychologist, it is mentioned that iconic (visual) students better than an echonic (audio) student in term of gaining material. James stated that when he conducted an experiment to the iconic and echonic students, the iconic gained the material in 0.03 second while for echonic takes it in 03.00 second. This case shows that iconic students receive the material faster than echonic one, but it does not mean that echonic do not learn anything, it learns something but iconic is faster than echonic.
This situation briefly describe when A meet B one day, A mention her/his name to B, another day A meet B but somehow s/he forget the name but s/he did not forget her/his appearances, this explain that visual longer to remember appearances. Another example is when one information presented in diagram or chart it is easier to
27 Ibid. 28
Roell, Kelly. The visual Learning Style: Visual Learning Traits (About.com)
24
remember or recall but it is hard to remember when the information stated orally (audio), this also explains that visual easier in capturing information presented visually rather than information orally. One way gains advantage for visual learner is in CALL (Computer Assisted Language Learning), the material presented enjoying visual learner, and it claimed that it is communicative language learner since it focused to use form rather than on the form, it also teach grammar implicitly rather than explicitly, it also encourages students to use original utterance, it does not judge the students but it gave them rewards, it avoids telling the students they are wrong and is flexible to variety response etcetera.29
At school, in fact that students enriched by visual material such as white board, portofolio, pictures, realia, etcetera. It is explained why students are serviced by visual material, and it lead the teacher to service the students visually and it could be the answer why students enriched by visual matter.
C. Parents’ Attention
In every discussion about education, there is no doubt that parents has important role to succeed their children. The evolution of parental involvement in education has happened since 40 years ago, it has changed to be more practical rather than depend on theory or policy. Parents’ attention is defined as dedication of resources by the parent to the child in a particular domain such as school or home, as well as parental participation in the educational processes and experiences of their children.30
Home attention or giving attention to the material given at school when students at home are also necessary, include activities at school such as asking the material they have learnt also checking the
29
Warschauer, mark., CALL: an Introduction (logos international, 2012) Premises for communicative Call (Underwood 1984), pp 52.
30
25 child’s home work assignment,31
another activity conducted at home is reading with the child, if the child is not able to read, parents could read for the child, giving a short question related to the reading is also stimulate their understanding to the reading, other activity relate to giving attention to the child is limiting television watching, it is very important for a child to know a time for study, for having a rest, having a meal include time for watching television, these terms are to give discipline to children. One way to give attention to a child is taking the child to the library, it is to build the characteristic of child and to build reading habit, giving the way to love books. Another way is to communicating the child about the school, asking the child to talk about the school, what had happened at school, what subjects presented, ask him/her to give short story about the classroom, and to make sure that the child attends and is prepared for the school.32 good attention is not let the child to do many things alone, parents’ duty is to check whether the child had done the job, or ready to have a lesson therefore parents need to check school utilities such as pencils, erasers, sharpeners, rulers etcetera.
Skill of parental modeling is relevant to learning and attitudes regarding to school and homework, and knowledge about school-related matters, it is very influential item for children. Through modeling and instructional process, parents endow their children with knowledge, skills, and attitude associated with school success.33 More recently, parents attention conceptualized as multidimensional consisting that involves both school and home setting34, as well as
31
Jeynes, W. H., The Relationship between Parental Involvement and Urban Secondary School Student Achievement. Urban Education 42 (1) (Urban Education, 2007), p.115.
32
Hampton, et al., Parent Involvement in inner-city schools the project FAST extended family approach to success 33 (3) (Urban education , 2000), p. 429.
33
Hoover –Depsey et al. Parental Involvement in homework, Educational Psychologist, 36 (3). (Urban Education: 2001), p. 130.
34
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through the expectation and values that are communicated through interpersonal relationship.35
The writer really agrees with all concept about parents’ attention above, parents contribution in all part of live for students is really important, especially when the attention is applicable for daily, it sets as multidimensional consisting that involve both at home and at school, because parent’s attention will lead the students to the expectation and values that parents hope.
Here are models of parents attention : According Hornby
Parents attention include :
Parental contribution
1. (some) Policy Information. e.g. PTA (Parents Teacher Association) members, school governors, parent support / advocacy groups. 2. (many) Acting as a resource. e.g. Classroom aides, fund-raising,
supporting other parents.
3. (most) Collaborating with Teachers. e.g. home-school reading, math, and behavior programs.
4. (all) Sharing information on children. e.g. children strengths, weakness, likes, likes, medical dislike.
4. (all) Channels of communication. e.g. Handbook, newsletters, telephone contacts, homework diaries.
3. (most) Liaison with school staff. e.g. Home visits, parents-teacher meetings.
2. (many) Parent education. e.g. parent’ workshop 1. (some) Parent support. e.g. counseling, support groups
Parental Need36
According toHornby the model stand on two pyramids
connected at the base, one on behalf of a hierarchy of parents’ needs,
35
Fan and Chen, Parental Involvement and Students’ Academic Achievement: a Meta Analysis. Educational Psychology Review 13 (1)(Urban Education, 2001), pp. 1—22.
36
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the other a hierarchy of parents’ strengths or possible assistance. Both pyramids reveal visually the different levels of needs and contributions of parents. Thus, while all parents have some needs and some potential contributions that can be utilized, a smaller number have a powerful need for guidance, or the capability of making an extensive contribution.
Hornby model has difficulty application, since to decide some, many, most and all is quite hard to identify, therefore the writer take second perception.
According Epstein
Joyce Epstein developed a framework for explaining six types of parents involvement, this framework assist educators in developing school and family partnership programs, it is to help all youngsters success in school and later life. Eventhough, there is assumption that low-income parents and single parents will not or cannot spend as much time helping their children at home as do middle class parents with more education and leisure time.37
There are six types of parents’ attention:
1. Standard I: Communicating; Communication between home and school is regular, two-way, and meaningful.
2. Standard II: Parenting; parenting skills are promoted and supported. 3. Standard III: Student Learning; Parents play an integral role in
assisting student learning.
4. Standard IV: Volunteering; parents are welcome in the school, and their support and assistance are sought.
5. Standard V: School Decision making and Advocacy; parents are full partner in the decision that affect children and families
6. Standard VI: Collaborating with Community; community resources are used to strengthen schools, family, and student learning.38
37
Epstein, L. Joyce. Published Article : What Research Say about Parent Involvement in Children Education. ( Michigan Department of Education, March 2002), p. 25.
38
28
According to Epstein there are six types of parents’ attention they are: First, communicating it means communication between home and school comes regular. One of example that school enable to do is the existence of communicating book, this book can cover the communication between parents and teacher. Second, parenting that means parents’ skill are promoted and supported by school, parents are suggested to participate at school’ program, for example parents participation is expected in every school program, this taking part is a kind of help for school. Third, students learning which means parents give attention to students when they learn at home, it also help to create school environment at home to manipulate what the students have learnt at school Fourth, Volunteering that means parents’ participations
are welcome and their support and assistance are sought, parents’ involvement in every school’s program is regularly happen. Fifth, school decision making and advocacy that means parents are full partner in the decision that affect to children and families, parents are full partner for school and they can contribute in decision giving at school, this decision related to school program and policy. Sixth, collaborating with community which means community resources are used to strengthen schools, family, and students learning. that means parents are take part in school community to strengthen the school, students learning and family.
Finally the writer choose Epstein’ theory on this study since the theory about parents’ attention is clearer to describe and since she explains the six standards by giving explanation and example, therefore Epstein theory is more applicable on this study. Based on these reasons the writer chooses Epstein theory to be used on this research
.
D. Student Achievement and Factors Affecting Learning Style.
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Similarly these both (outcome and achievement) terms can only be measured by score, since there is no measurement to measure a behavior, the only way to represent it through score.
Some resources mentioned that outcome is personal and organizational changes or benefits that follow as a result or consequences of some activity, intervention or services. Some outcome relate to organization and some to the person. Outcome can be short, intermediate, or long term.39 in one article, it is also mentioned as a result of learning.
― types of learning affect each other in a very wide range of ways, their impact in the term of the outcomes of learning is equally complex- whether it is in economic and social spheres, the individual and collective, the monetary and the non monetary‖40
Achievement is the act of achieving or performing or successful performance from his/her object. While learning is the acquisition of habits, knowledge and attitude that involves new ways of doing things, and it operates in an individual attempt to overcome obstacles or to adjust to new situation. It represents progressive change in behavior or as the individual react to situation in an effort to adapt his behavior effectively, in other word achievement in a broader sense is means a good deal more than test scores.41
In our educational system, we can see the student’s learning achievement or learning outcome by seeing their final score, it is very important for the students because a score is a reflection from their successful in study. The symbol that used to present it could be score or alphabets. On this study the writer implements the term achievement rather than outcome since achievement is the result of learning and it
39
Schalock Robert L., Outcome Based Evaluation ,(Moscow: Kluwer Academic Publisher, 2002), p. 7.
40
OECD, Understanding the Social Outcomes of Learning, (NY: OECD Publisher, 2007), p. 110.
41
30
can be measured by numbers or alphabets, this study stops the result on the numbers not moving on to good deal or change behavior.
Factors Affecting Students Achievement
Students achievement is not a simply matter of what had happened at school, although school can make a significant difference research that give numerous factors for students successful, but this is not easy to implement to any school.
The learning achievement can be categorized as one changing in behavior, Zyngier42 gives comments that students will increase in engagement when they feel easier to learn and that make them want to be attentive in the class, he also added that they also want to expressed their idea that they felt the teachers could use to make the lesson more rewarding. While Hooks43 added that few teachers present conflict in order to live the situation as potential transformative engagement. It is not necessarily negative but rather to determine how we cope with that conflict.
While in other resources, it has been told from long time period some discussions about factors affecting students achievement. In 1966, a famous finding by James Coleman found that background characteristic such as race, parental achievement levels, and family income swamped most other factors studied as determinants of students test scores. A 1999 paper estimating that 60 percent of variation in student achievement was attributable to such background characteristics.44 Researches have been unable to link significant share of the variation in student achievement – as much as 25 percent - to any particular input. Of the remaining share, attributable to what
42
Zynger, David. Journal Teacher and Teaching; Listening to Teachers – Listening to Students; Substantive Conversation about Resistance, Empowerment and Engangement. (Vol.13, No 4. August 2006), p. 32.
43
Hooks, B. Teaching Community: a Pedagogy of Hope (New York: Routledge, 2003), p. 167.
44
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happens in school, researches have link most of that variation is the teacher.
Furthermore, it is difficult to site an extract figure on what percent of the variation in achievement observed is attributable to differences in teacher effectiveness, 3 economist in 1998 estimated that at least 7.5 percent of variation in student achievement resulted directly from teacher quality and it added that the actual number could be as high as 20 percent.45 Researchers found that school-based factors, including teaching are more influential in Math than Reading. A 1999 paper stated that put all in school factors, including school, teacher, class-level factor at approximately 21 percent of the variation in 10th grade mathematics achievement –it’s further estimated that 8.5 percent was directly due to teacher effectiveness.46 Some researchers warn that other important factor that potentially affect achievement – such as the effect of principals and other administrators, and the interaction of teachers with the curriculum have not been as carefully studied as teacher quality.47
It can be said that variation in student achievement is predominantly a product of individual and family background characteristic. Of the school factors that have been isolated for study, teachers are probably the most important determinant of how students will perform on standardized test.
In a paper of WEAC (Winconsin Education Association Coucil) it stated factors affecting student achievement are 4 factors, they are: school, family and individual, social incentives and Socio economic conditions. First, school variable included are Student’s tracking which means tracking the students based on their ability, as the result many students tracking in ―slow track‖ this action is forbidden since there will be a bad impression of low ability student, this action will not give benefit for students or teacher, otherwise it will give hamper for
45
Hanushek, et al Teachers, Schools, and Academic Achievement. National Bureau of Economic Research Working Paper no. 6691(New York: 1998), p. 180.
46 Ibid. 47
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student. After that Retention is also not help for students to grow their ability.
However, some researches show that the assumption of retention is helpful for immature student is not valid. In fact, students who are retained one grade level have only one chance in fifty of graduating from high school, those who are retained twice virtually no chance of graduating. It is also interesting to note that in Japan and UK the retention rate for students in the primary grades is zero, while in Europe and the Soviet Union the median retention is two percent. Class Size, in recent years, there have been several research studies which show that reduced class can improve student achievement. School Size,
small school strategy may be powerful school improvement model, the effective size for an elementary school is in the range of 300-400. Best Practice, There are some misconceptions to understand the instructional practices to improve student learning. Standardized Achievements Test, critics on this term is that it has negative effect an academic achievement. Gender differences, the issues is lies between men and woman to choose their career after their graduation from school. Expectations, The expectations of teachers, parents, and students themselves have a significant effect on achievement levels.
Writing, research shows that discussing, reading, writing about text can help students understand it.48
There are various kinds of factors affecting students’ achievement. Some of the researchers stated that environment of the students, while others parents’ attention could be the factors to raise students’ achievement, another experts stated that economy or family background is become crucial factors for students. School is also factors to raise students achievement which teacher, headmaster, school administrator, policy, retention, class size, school size, curriculum are factors from it.
The writer concludes that all factors come from students’ surrounding whether from parents, school, or background. Therefore the writer take parents as one factor to be searched in this study, in this
48
33
case parents’ attention become one major factor in conducting this study.
E. Theoretical Framework
The aim of this study is to find out the relationship among visual learning style and parents attention toward English language achievement, therefore this research is a correlational study, which is belong to quantitative research. While a survey design provides a quantitative or numerical description of trends, attitude, or opinions of a population by studying a sample of that population.49 Muijs explained that a survey research is quite flexible and can appear in variety of forms, it is characterized by the collection of data using standard questionnaire forms.50
Students are interesting as individual, they have different characteristics, they also have different interest, they have different background, and they have different way in accepting a lesson, these differences make them naturally interesting.
Parents are the nearest environment with student. They are responsible to their children, they must actively participate in both academic life and daily life, because less attention will affect negatively on their academic. Therefore by increasing parents attention on student’s life will stimulate them to increase their motivation also encourage independence of children in sociality. Parents are important factor that influence students in the school performance, for example the way parents take care their children will give impact to the way they study at school, it also give influence to student’s achievement in learning, furthermore that leads children to encourage the independence and get better achievement in learning.
Students and parents are two teams that should working together to reach the same goals, parents should understand what are students’ needs for learning, in this case parents must give attention to the children such as asking their home work, asking what problem they
49
Creswell, W. J. Research Design:Qualitative, Quantitative, and Mixed Methods Approaches. 2nd ed(California: Sage Publication, 2002), p. 235.
50
