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INTRODUCTION
A. Background of Study
Reading is one of the important ways to increase language skills in learning English. It is important because by having skill to read, the students can learn thinking in English, increase English vocabulary, improve writing, and find out about kind of ideas, facts and experiences1. In order to be able to speak and write the students should read a lot Therefore, reading is important so that people can understand what the word meant.
Saadi assumed that reading difficulties is a common problem of some students. He assumed that there are many students find difficulties in reading2. some students have their own difficulties in every four basic English skill, especially in reading skill. Having good competence in reading is important for English foreign language students. The students must be able to master reading skill because reading is one of primary subject matters.
Many students encounter the difficulties in reading especially in comprehending reading materials because the teachers possibly do not use an appropriate strategy in teaching English, especially reading. Than, the students
1 Beatrice S Mikulecky and Linda Jeffries, More Reading Power, (USA: Addison-Wesley Publishing Company, 1996), p. 1.
2 Ibrahim Abdu Saadi, An Examination of the Learning styles of Saudi Preparatory School Students who are High or Low in Reading Achievement, Thesis of Victoria University, 2012, p. 4, published.
have less motivation and interest with reading because the teachers use unsuitable strategy while teaching. (Pang, Muaka, Bemhardt & Kamil, 2003)3
Learning style refers to an individual’s habitual and preferred way of absorbing, processing and retaining new information and skill4. Students have different ways in learning to perceive information from learning the knowledge well. One factor that help to determine how well students learn a second language which can influence their comprehension in four basics language that consist reading, writing, listening and speaking is learning style. Then, it can be assumed that learning style link to English skills comprehension.
Students academic achievement probably upgrades if they know of their learning style and how they learn best by themselves. According to according to Dorris Matthews, students’ learning styles influence their own academic achievement5. Based on statement above, it can be assumed that learning style influences students reading achievement and also learning style relates to how students perceive the information.
Students who have different learning style preferences would behave differently in the way they perceive, interact with, and respond to the learning
3 Titing Magfirah, Students reading and listening comprehension based on their learning, International Journal of Education, February 2018, pp.1
4 Wang, L. . Variation in learning styles in a group of Chinese English as a foreign language learners. International Educational Journal, October 2007, 408-417.
5 Doris B. Matthews, An Investigation of Learning Styles and Perceived Academic Achievement for High School Students, Taylor and Francis Group, 69, 1996, p. 249.
environment6. Actually every student has their own style to learn. It will be important for an educator to know the variations of students on the features of their learning styles because the information about students’ learning style preference can help the teachers or lecturers become aware of the students’
differences brought to the classroom (Wang, 2007)7. Nowday, not only the teacher who do not pay attention on their learning style but also the students do not aware of their learning style.
Learning style divided into 3: visual, auditory and kinesthic. Joy M Reid said that there are three kind of learning styles. Students study in many ways differently auditory, visual and kinesthetic learning style (VAK).
From the discussion above, it is assumed that learning style is very important toward reading comprehension. Then the teacher and also student be able to recognize what are learning style in order to increase their reading skill.
Thus, this research will investigate the effect of learning style especially visual and auditory on students reading comprehension.
B. Identification of The Problem
Based on the background of the study above, some problems affecting students’ low score in reading are identified as follows:
6 Titing Magfirah, Students reading and listening comprehension based on their learning, International Journal of Education, February 2018, pp.1
7 Wang, L. . Variation in learning styles in a group of Chinese English as a foreign language learners. International Educational Journal, October 2007, 408-417
1. They couldn’t find the main idea because they are unable to know the meaning of the main idea
2. Many students are lacks in vocabulary so they are unable to understand what the words meant
3. Many students have less motivation and interest with reading because the teachers use unsuitable strategy while teaching
4. The teacher do not pay attention of learning style and also the students.
C. Statements of The Problem
The issues to be discussed in this study are summarized in the following research question:
1. What are students’ learning style in reading comprehension class?
2. How is the effect of visual learning style on students’ reading comprehension?
3. How Is the effect of auditory learning style on students’ reading comprehension?
D. The Aims of The Study
The aims of present study are hopefully able to:
1. Find out the studens’ learning style in reading comprehension
2. Find out the effect of visual learning style on students’ reading comprehension
3. Find out the effect of auditory learning style on students’ reading comprehension
E. Previous Study
The writer finds some previous studies of researchers about academic research as follow:
1. The first study was conducted by Isnaeni Wahab and Zul Astri (2018) from Muslim university maros by the title the effect of reading teaching material for different learning styles in improving students’
reading comprehension of 2nd semester of English Education Department Universitas Muslim Maros. The research in this study used pre-experimental design. The data collections that has been done by the researcher in this was giving a questionnaire, interview and conducted pre and post-tests to determine the progress of students’ abilities.
Based on the result The data revealed that the average of students’
result in pre-test was 38.92 % while the result of the average of students’ result in post-test was 68.58 %. It may say that the students’
improvement in reading comprehension using the teaching material has a significant improvement. 100% of visual learners already improved the ability in English reading comprehension after being given the material. 100% of auditory learners also have an increase in the ability in English reading comprehension after the provision of teaching
materials. Likewise with visual-auditory learners in which 100 percent of respondents experienced an increase. However only 80 percent of 100 percent kinesthetic learners experience an increase after the provision of teaching materials. There are many factors that influence the students. It can be in the form of internal factors that trigger students’ motivation in learning English8.
While the researcher in her chapter used experimental research by the title the effect of learning style on students’ reading comprehension of 7th grade at Mts Sabilurrahman. The instrument used reading test and questioner. In technique of data collecting the writer gained the data by conducting the reading test and questioner. The questioner was conducted at the first meeting. After knowing the learning style the researcher give the reading test consist 20 multiple choice about descriptive text.
2. The second study was conducted by Canadian Center of Science and Education by the title the effect of learning style based activities on students’ reading comprehension skills an self-efficacy perceptions English foreign language classes. This study investigated the effects of learning- style based activities on students’ reading comprehension skills and self- efficacy perceptions in English foreign language classes. A quasi- experimental, matching-only pre-test and post-test control group design
8 Zul Astri and Isnaeni Wahab, the effect of reading teaching material for different learning styles in improving students’ reading comprehension Muslim University Maros (jurnal Bahasa Lingua Sicentia Vol. 10. No, 2 November 2018)
was utilized. The study was conducted with freshmen university students majoring in Elementary Mathematics Education at Necmettin Erbakan University in the fall semester of academic year 2012-2013. English was one of their compulsory courses and their self-reported language level was A1/A2 in terms of the self-assessment grid included in the Language Passport which is one of the three components of the European Language Portfolio. A total of 39 students in the experimental group and 39 in the control group participated in the study. The learning-style based activities were implemented in the experimental group, while the control group continued with routine classroom instruction without any attention to their learning styles. Both groups received three one-hour sessions weekly, for a total of eight weeks. Both the Reading Comprehension post-test scores and the Self-Efficacy Scale for English post-test scores were significantly different in favor of the experimental group. Also, a significant moderate positive correlation was found between English reading comprehension achievement and English self-efficacy. It can be concluded that learning- style based activities enhanced reading comprehension skills and English self-efficacy perceptions during this study9.
While the researcher in her chapter used experimental research by the title the effect of learning style on students’ reading comprehension of
9 Canadian Center of Science and Education, the effect of learning style based activities on students’ reading comprehension skills an self-efficacy perceptions English foreign language classes.( Higher Education Studies; Vol. 7, No. 4; 2017)
7th grade at Mts Sabilurrahman. The instrument used reading test and questioner. In technique of data collecting the writer gained the data by conducting the reading test and questioner. The questioner was conducted at the first meeting. After knowing the learning style the researcher give the reading test consist 20 multiple choice about descriptive text.
3. The last study was conducted by Sari Febrianti by the title Students’
Reading Comprehension Based on their Learning Style. This study investigated about the effect of reading comprehension on learning style. A Causal Comparative was utilized for this research. This research take the sample at Eight Term student of English education UIN Syarif Hidayatullah. The finding of the study used the ANOVA One Way that there is no significant effect on reading comprehension test on learning style consist Visual, Auditory, Kinestic. The result is F (0.030) smaller than F table 3.159. P result is higher than Alpha result. It is ccan be assumed that Null Hypothesis is accepted and Alternative Hypothesis is rejected. Then, there is no insignificant effect on reading comprehension based on their learning style.
While the researcher in her chapter used experimental research by the title the effect of learning style on students’ reading comprehension of 7th grade at Mts Sabilurrahman. The instrument used reading test and questioner. In technique of data collecting the writer gained the data by conducting the reading test and questioner.
The questioner was conducted at the first meeting. After knowing the learning style the researcher give the reading test consist 20 multiple choice about descriptive text.
F. Organizations of Study
This paper is arranged to three chapter, the writer organized the writing as follow:
Chapter one is introduction which consist background of study, identification of problem, statements of the problem, aims of the study, organizations of study and previous study.
Chapter two is theories which consists definition of learning style, types of learning style, visual learning style, auditory learning style, kinaesthetic learning style, definition of reading, reading comprehension and reading and learning style.
Chapter third chapter is research methodology which consists of research method, place, time of the research, population and sample, research instrumental and also the technique of data collection.
