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. tr o p p u s ri e h t r o f d n a , e r a h s o t e m it e h t
y a M . e n o y b e n o e m a n r i e h t n o it n e m t o n n a c I m o h w e s o h t k n a h t y ll a n if I
. e fi l ri e h t n i m e h t s s e l b t s ir h C s u s e J
o h o r g u N i s o d a li r P a n a s o H
i x F O E L B A
T CONTENTS
E G A P E L T I
T ………. .... i S
E G A P L A V O R P P
A ……... ii E
G A P N O I T A C I D E
D ……… i v
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ……… v
N A U J U T E S R E P N A A T A Y N R E
P PUBLIKASI……… v i
T C A R T S B
A ……… v ii
K A R T S B
A ……… v i ii S
T N E M E G D E L W O N K C
A ……… i x
S T N E T N O C F O E L B A
T ………... x i
S E L B A T F O T S I
L ……….. .... x iii S
E R U G I F F O T S I
L ……… x iv
S E C I D N E P P A F O T S I
L ……… x v
N O I T C U D O R T N I .I R E T P A H
C ………. . 1
.
A ResearchBackground………. . 2 .
B Purposeoft heStudy……… 5 .
C ProblemFormulaiton……….. 5 .
D ProblemLimtiaiton………... 5 .
E ResearchBenefti s……… . 6 .
ii x R
E T P A H
C II .REVIEWOFRELATEDLITERATURE……….. 8 .
A Theoreitca lDesc irpiton……… .. 8 .
1 Learnings tyle………... 8 .
2 ExtensiveReading………... 1 2 .
3 Kolb’ sLearningStyleI nventory……… . 1 4 .
B TheoreitcalFramework……….. 1 9 Y
G O L O D O H T E M . I I I R E T P A H
C ……… 2 2
.
A ResearchMethod………. .. 2 2 .
B ResearchParitcipant s……….. 2 2 .
C ResearchI nsrtumen t………... .. 2 2 .
D DataGathe irng……… 2 3 .
E ResearchProcedure s………... 2 4 N
O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H
C ……….. .. 2 6
.
A Resutl………... 2 6 .
1 Students ’LearningStyles………... 2 6 .
2 TheI mpilcaitonoft heStudent sLearningStyle……….. 3 1 .
B Discussion……….... 3 4 S
N O I T S E G G U S D N A N O I S U L C N O C . V R E T P A H
C ……… 4 0
.
A Conclusion……… ... 4 0 .
B Sugges iton s……….. 4 3 S
E C N E R E F E
R ……… ... 4 4 S
E C I D N E P P
ii i x
S E L B A T F O T S I L s
e l b a
T Page
. … … … … … … s e c n e r e f e r P e l y t S g n i n r a e L ’ s t n e d u t S e h T 1 . 4 e l b a
T ………….. 2 6
v i x
S E R U G I F F O T S I L e
r u g i
F Page
… … … … … … … … … … s e l b a ir a V e l y t S g n i n r a e L s ’ b l o K 1 . 2 e r u g i
F ………. 51
g n i n r a e L s ’ b l o K 2 . 2 e r u g i
F StyleMat irxView………... 71 .
… … … y r o t n e v n I e l y t S g n i n r a e L s ’ b l o K f o e l p m a x E e h T 1 . 4 e r u g i
v x
S E C I D N E P P A F O T S I L x
i d n e p p A
… … … … … … … … … … … … … … … … … … … … … … … A x i d n e p p
A ………4 4
e l y t S g n i n r a e L s ’ b l o
K Inventory………4 5 …
… … … … … … … … … … … … … … w e i v r e t n I f o t n e m u rt s n
I ………..4 8
… … … … … … … … … … … … … … … … … … … … … … … B x i d n e p p
A ………4 9
… … … … … … … … … … … … … … … … … … … tr o p e R y l k e e
W …………...5 0
… … … … … … … … … … … … … … … … … … … … … … … C x i d n e p p
A ………5 2
… … … … … … … … … … … … … … … … … … … … … e n i z a g a
M ………5 3
1
I R E T P A H C
N O I T C U D O R T N I
s s e c o r p g n i n r a e l e h t n
I , there are t wo main elements .The frist i s t he l earne r
g n i n r a e l f o s s e c o r p e h t n I .r e r u t c e l r o r e h c a e t e h t s i d n o c e s e h t d n
a , thet woelement s
o t e v a h y e h T . p i h s n o it a l e r d n a g n i d n a t s r e d n u d o o g a e v a h o t d e e
n understand each
e h T . r e h t
o y have t hei rown style i n t he l earning process .The t eacher or l ecturer ha s
n w o r i e h t e v a h s t n e d u t s d n a e l y t s g n i h c a e t n w o r i e h
t learningstyle .Int hi sdiscussion ,
l y t s g n i n r a e l ’ s t n e d u t s o t e r o m n e v i g e b l li w n o it n e tt a , r e v e w o
h es .Learningstylealso
d e e n ’ s t n e d u t s e h t s e n i m r e t e
d s int eaching .Understandingthe studentsl earning style
. s s e c o r p g n i n r a e l e v it c e f f e n a e v a h o t y a w t s e b e h t s
i By understanding the l earning
s t n e d u t s e h t r o s t n e d u t s e h t f o e l y t
s ’ need ,the teacher o rlecturer wli lbe able to
e v it c e f f e n a s e t a e r c t I . g n i h c a e t f o y a w r o l a ir e t a m e t a ir p o r p p a d n a t s e b e h t n g i s e d
.s s e c o r p g n i n r a e
l Thi sseciton will f ocu son t he r eason so fwhyt he wrtie rconducted
r e v o c l li w r e t p a h c s i h T . h c r a e s e r s i h
t :(a) the background o fthe research ,which
r e ti r w e h t f o s t s i s n o
c ’ s reason so fchoosing thi stopic, )( b the research objecitve ,
, d e t c u d n o c s a w h c r a e s e r s i h t y h w n o s a e r e h t t u o b a s i h c i h
w (c ) the problem
w e h t t a h t t n i o p n i a m e h t r o m e l b o r p n i a m e h t t u o b a s l a e d h c i h w , n o it a l u m r o
f rtie r
, g i d y l p e e d o t s t n a
w , )(d theproblem ilmtiaiton ,wheret heproblemi nt hisr esearchi s
d a o r b o o t e b t o n l li w t i o s , d e ti m
il )(e the research benefti ,which deal swtih the
r o f t c e f f e l a i c if e n e
2
m a r g o r P y d u t
S andotherr esearchers ,and(f )de ifniitonoft erms ,whichdeal swtiht he
. h c r a e s e r s i h t o t d e t a l e r s m r e t f o n o it i n if e d
.
A Backgroundo fStudy
Talking abou t studen tis also talking abou tthei rlearning. Student s and
i e r a s s e c o r p g n i n r a e
l nterrelated .When t heywant t oknowo runderstandmore abou t
g n i h t e m o
s , theyhavet ol earn ti .Theyhavet ol earn somethingverywel lfit heywan t
w o n k o
t i ta swel la sthey can .When they rty to understand mate iral which i s
t s u m y e h t ,t l u c if fi
d be encouraged t o usetheri own way of l earningso t hat t hey can
ri e h t y o j n
e learning .The way o flearning i sca lled learning style .Everyone has a
h g u o h tl a e l y t s g n i n r a e l t n e r e f fi
d he o r she t(he studen)t si in the same class .
o t g n i d r o c c
A Claxon and Murrell “some studie sshow tha tidentfiying a studen’t s
e v it c e f f e e r o m o t s e t u b ir t n o c e l y t s t a h t h c t a m t a h t s n o it c u rt s n i g n i v i g n e h t d n a e l y t s
g n i n r a e
l ”( a sctiedi nHo ,1999 ,p .2).
s t n e d u t s I B
P learn Engilsh by themselves .They know tha tEngilsh i stheri
n g i e r o
f language and i tbecome sharde rwhen t hey canno temploy theri own way o f
n e h W . y d u t
s the student sstudy abou tsomething which comes from othe rplaces ro
ri e h t e v a h t s u m y e h T . tl u c if fi d m e h t e k a m l li w t i , e v a h y e h t y ll a n i g ir o t o
n favortie
it c e f f e d n
a ve l earningstyle t o suppo tr t heri learning .By understanding t he students’
r e r u t c e l e h t , e l y t s g n i n r a e
l can see wha tthe students ’favortie learning style is and
y e h t w o
h canhelpt hes tudentst hrought heril earnings tyle .
o b a y d u t s s t n e d u t s e h t n e h w e m o c s m e l b o r p e h
T u tsomething which i s
i
d f ifcul tand has a l arge range i n works .One fo them si Extensive Reading I .I Day
d r o f d a r B d n
a (1988 )noted tha ti n Extensive Reading, student sread a smuch a s
d n a n i s p a h r e p , e l b i s s o
p de ifntielyou tof t heclassroom (p .7- )8 . They havet o spend
i a g o t e m it h c u
m n thei nformaitonf rom t hearitcles orj ournals .Sot heyhavet o have
d r o f d a r B d n a y a D . s i h t o d o t tr o f f e g n o rt s
a (1988 )alsostatedt hatt heothe raspect i s
a vairetyo fmate iral sonawider angeoft opicsi savaliables oa stoencourager eading
n e r e f fi d r o
f treason sand i n dfiferen tway s(p - ) .7 8 . Thi saspec tmakes t he student s
s i h t n I . t e g r a t r i e h t h c a e r n a c y e h t t a h t o s g n i n r a e l n i y g e t a rt s d o o g y r e v a e v a h
e s r u o
c , thes tudent sshouldbeencouraged toemploy eth i rownl earnings tylet omake
g n i n r a e l e h
t easier .Learning style i sneeded a san equipment t o help t hem decrease
e s u a c e b n e p p a h l li w t I . y ti li b a r i e h t d n a n o it a v it o m r i e h t e s a e r c n i d n a m o d e r o b r i e h t
. e l y t s n w o r i e h t h ti w g n i n a e l ri e h t y o j n e y e h t
n e h
W thestudent slearnabou tsomething ,theyalway sneedalecturer, tohelp
m e h
t in understanding the new informaiton .Lecture ri sa faclitiato rin helpi gn the
s t n e d u t
s toacievet hei rgoa.lTher oleiss it llt hes ame ot helpt hes tudentsi nl earning .
n e h
W the student ssta tr to learn abou tsomething, especially a dfificul tsubject,
r e r u t c e
l s have t o help t he students i n t heri l earning ef ifcienlty .A smenitoned before
f o e n o s i h s il g n
E t hemanydi ifcutls ubjects .Teachers orl ecturers alsohavet heris tyle
e h t t u B . g n i h c a e t n
i ydon t’ r eailzet ha tno teverystudent f tis intot herit eachingstyle .
o c c
4
n o it a z i n a g r o e s r u o c d n a s e i g o l o d o h t e m , s e l y t s g n i h c a e t e l b a ti u s g n i s o o h c y b s e l y t s
r p m i n i tl u s e r n a
c ovedl earne rsaitsfacitonand attainment” (p .1). ,S o thet eacher so r
y e h T . s s a l c e h t n i e l y t s g n i n r a e l f o e c n e t s i x e e h t t u o b a d n a t s r e d n u o t e v a h s r e r u t c e l
t a h t e r u s e k a m o t d e e n o s l
a theris rtategiesi nt eachingarleady if to raccommodatet he
s t n e d u t
s ’ el arnings tyle.
s t n e d u t s e h t e r u s a e m o
T ’ learnings tylei sno tonlytos eethes urfacecondiiton
. s t n e d u t s e h t f
o The l ecturersneed t o ge tbette runderstandingin t heri l earningstyle .
t e g o
T bette runderstanding they need a kind o finsrtumen tt hat can be used to
s t n e d u t s e h t d n a t s r e d n u d n a e r u s a e
m ’ learning style .Thei nsrtument i sl earning style
t s o m e h T . d e s u e b n a c h c i h w y r o t n e v n i e l y t s g n i n r a e l y n a m e r a e r e h T . y r o t n e v n i
f
e fecitve and proven i sKolb learning style inventory. There are some researchers
d e il p p a o h
w Kolb’ slearning style inventory such a sBeilnda Ho ,Joy M .Reid and
d e il p p a y e h T . b l o K . Y e c il
A Kolb’ stheory and inventory on thei rsurvey .Fo r
d e s u o H a d n il e B , e l p m a x
e Kolb’ sinventory in he rsurvey “Identfiying students ’ e
f e r p e l y t s g n i n r a e
l rence s and task design” .Joy M . Reid also appiled Kolb’ s k
r o w s i h n i y r o t n e v n
i “TheLearningStylePreference so fESLs tudents”.
Kolb' slearning style smode land expe irenita llearning theory are today
a rt d n a s r e g a n a m , s r e h c a e t ,s c i m e d a c a y b d e g d e l w o n k c
a iner sa srtulysemina lworks ;
g n i n r a e l n a m u h g n i n i a l p x e d n a g n i d n a t s r e d n u r u o s d r a w o t s t p e c n o c l a t n e m a d n u f
. n r a e l o t s r e h t o g n i p l e h s d r a w o t d n a , r o i v a h e
b Kolb’ slearningstyle si arleadyappiled
r e v r e s b o y n a m y
b s to observe l earning style .The resutl i salway ssaitsfying .Kolb’ s
s i tl u s e r e h t o s , g n i n r a e l n i e c n e ir e p x e ’ s t n e d u t s e h t n o d e s a b y r o t n e v n i e l y t s g n i n r a e l
. y ti l a e r e h t n o d e s a b s y a w l
a Tha ti swhy Kolb’ s learning style inventory is the
t n e d u t s I B P e h t e r u s a e m o t y r o t n e v n i e l y t s g n i n r a e l e t a ir p o r p p
a sl earnings tyle.
.
B Purposes oft heStudy
: e r a y d u t s s i h t f o s m i a e h T
.
1 To know the learning style preference s o f the PB I students taking the
s s a l c I I g n i d a e R e v i s n e t x
E .
.
2 To give informaiton abou tthe impilcaiton o fstudents ’learning style in
g n i n r a e
l Engilsh i En xtensiveReadingI I classi nPBI.
.
C ProblemFormula iton
s i h c r a e s e r s i h t f o m e l b o r p e h
T formulatedi nt hef ollowingquesitons :
.
1 Wha tare t he l earning style preference so fPB Istudents taking t he Extensive s
s a l c I I g n i d a e
R ?
.
2 Wha taret hei mpilcaiton soflearnings tylei nlearningExtensiveReadingII?
.
D ProblemLimtia iton
g n i n r a e l e h t n o n o it a ti m il a s a h h c r a e s e r s i h
T style preferences o En xtensive
ReadingI I classstudent so fEngilshEducaitonStudyProgram. tI onlyconcerns int he
d n a s e c n e r e f e r
p impilcaitons of t he students’ l earning style i n Extensive Reading I I
.s s e c o r p s s a l
c tI i sonlyconcern abou tacitviites t ha tarleady done i n clas srelated t o
n e d u t s e h
6
x E t a h t e z il a e
r tensive Reading I Igive soppo truntiy related t o t he students’ l earning
. s e l y t s
.
E TheBenefti so fTheStudy
s i h c r a e s e r s i h
T aimed at vgi i ng bene ifcia lcont irbuiton sexpectanlty fo r
s r e d a e r , y d u t s s c it s i u g n il o i c o
s , andotherr esearcher .s
.
1 Togivei nformaitonaboutt hes tudentsl earnings tylepreferences.
.
2 Togivei nformaitonabou twha tneedst obedone t oi mprovet het eachingand .
s e l y t s g n i n r a e l ’ s t n e d u t s e h t n o d e s a b s s e c o r p g n i n r a e l
.
F De ifni itono fTerm s
i n if e d e m o s s e if ir a l c r e h c r a e s e r e h t n o it c e s s i h t n
I iton o fterms .I taim sa t
.s r e d a e r m o r f n o it a t e r p r e t n i s i m g n i d i o v a
.
1 Preferences t e r a s e c n e r e f e r
P he powe ro roppo truntiy in choosing (“preferences”) .The
y ti n u tr o p p o e h t , s e c n e r e f e r p f o n o it i n if e d e h t s e n if e d r e h c r a e s e
r fo rthe student sin
r i e h t g n i s o o h
c approp iratewayi nl earning.
.
2 Impilcaiton
e h T . ) ” n o it a c il p m i “ ( d e s s e r p x e t o n t u b , d e t s e g g u s r o d e t n i h g n i h t e m o S
t u b e n o d y d a e rl a h c i h w g n i h t e m o s , n o it a c il p m i f o n o it i n if e d e h t s e n if e d r e h c r a e s e r
. d e z il a e r n e e b t o n
.
3 Learnings tyle
e d e v a h ) 5 9 9 1 ( a ll e s n i
K sc irbed tha tlearning style is an individua’l snatura l
n o it a m r o f n i w e n g n i n i a t e r d n a , g n i s s e c o r p , g n i b r o s b a f o s y a w d e r r e f e r p d n a l a u ti b a h
’ s t n e d u t s e h t t u o b a s i y d u t s s i h t n I . ) 1 7 1 . p ( s ll i k s d n
a preference way in
w e n g n i s s e c o r p d n a g n i n i a g , g n i d n a t s r e d n
u informaiton byusing t hei rownbes tway
. n o it a u ti s g n i n r a e l e h t o t e s n o p s e r n i
.
4 Learnings rtategy
n i e t a l u m it s o t t n a w e w s c it s ir e t c a r a h c e h t s i y g e t a rt s g n i n r a e
L thestudentst o
” y g e t a rt s g n i n r a e l “ ( r e n r a e l e g a u g n a l t n e i c if o r p e r o m e m o c e b o t m e h t e l b a n
e .)I n t hi s
e h t t u o b a s i t i , y d u t
s way to perceive and process informaiton tha ti simpo tran tto
e t e l p m o
8 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
d n a n o it p ir c s e D l a c it e r o e h T y l e m a n , s t n i o p r o j a m o w t s s u c s i d l li w r e t p a h c s i h T
. k r o w e m a r F l a c it e r o e h T
.
A Theore itca lDescrip iton s
g n i n r a e L o t d e t a l e r s e ir o e h t e h t f o n o i s s u c s i d a s t n e s e r p n o it p ir c s e D l a c it e r o e h T
Style , Extensive Reading , and Kolb’ s Learning Style Inventory . Thus , Theoreitca l
. y r o e h t h c a e n e e w t e b p i h s n o it a l e r e h t s e s s u c s i d k r o w e m a r F
.
1 LearningStyle
n o s n i k t
A (1993 )stated tha tlearning i s"A relaitvely permanen tchange in
r o i v a h e
b thatr esutlsf rompracitce" (a sctiedi nAthe tron JS ,2011) .Learningi sabou t
y ll a i c e p s e g n i h t e m o s t u o b a t o l a e c it c a r p y e h t n e h w r o i v a h e b r o t i b a h g n i g n a h c
s i g n i h t e m o s g n i c it c a r P . e g d e l w o n
k the same a smaking someone accustome d to do
y e h t r e tf a n e h T . s g n i h t h c u s e s o h
t a reaccustome dandunderstandabouti ,tt heyknow
y e h t t a h t s n a e m t I .r e tt e b g n i h t e m o s o d o t w o
h havel earned .
t I .s s e c o r p g n i n r a e l e h t n i y a w n w o r i e h t e v a h s t n e d u t
S i salsocalled l earning
. e l y t
s According to Ladd and Ruby (1999 )learning style are learners ’behavior s
g n i d i v o r
p insigh tinto the way slearner sperceive ,interac twtih ,and respond to the
s r u c c o g n i n r a e l h c i h w n i t n e m n o ri v n
e (a sctiedi nBrown ,2003) .Learner so rstudent s
g n i d n o p s e r n i y a w n w o r i e h t e v a
h ot the condiiton of l earning process .They choose
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
n o d e s a b s i s s e c c u s r i e h T . ti h ti w e l b a tr o f m o c e r a y e h t e s u a c e b e l y t s r i e h
t how t hey
n r a e
l best .B yunderstanding andusingthei rownstyle,student scanachieve a bette r
tl u s e
r .Learning style i salso the way of study and t he preference smethod in study .
u o y y a w e h t e g n a h c o s l a y e h T . n r a e l u o y y a w e h t e d i u g s e l y t s d e r r e f e r p r u o Y s d r o w e h t n e v e d n a , n o it a m r o f n i ll a c e r u o y y a w e h t ,s e c n e ir e p x e t n e s e r p e r y ll a n r e t n i ( . e s o o h c u o
y “http://wwwl.earning-styles-onilne.com/overview/” )
o t g n i d r o c c
A Kolb (1984 )there aref our l earningstyles .They areConverger ,
r o t a d o m m o c c A d n a , r o t a li m i s s A , r e g r e v i
D . To determine the learning style o fthe
d e r u s a e m e b o t s t c e p s a r u o f e r a e r e h t s t n e d u t
s ; ConcreteExpe irence( CE) ,Re lfecitve
n o it a t n e m ir e p x E e v it c A d n a , ) C A ( n o it a z il a u t p e c n o C t c a rt s b A , ) O R ( n o it a v r e s b O . ) E A ( e r o f e
B learning abou tthel earning style,t he aspect t o bemeasured i s needed
t s ri f d o o t s r e d n u e b o
t .Kolb (1984 )descirbed tha tHigh CE individual stend to be
e l p o e p " d n a c it e h t a p m
e -o irented. "They l earn bes tfrom speci ifc examples i n which
n o it a v r e s b o l u f e r a c n o y li v a e h y l e r s l a u d i v i d n i O R h g i H . d e v l o v n i e m o c e b n a c y e h t a t a h t s e r u t c e l s a h c u s s n o it a u ti s g n i n r a e l r e f e r p d n a , s t n e m g d u j g n i k a m n
i llow t hem
e b o t d n e t s l a u d i v i d n i e s e h T . s r e v r e s b o e v it c e j b o l a it r a p m i f o e l o r e h t e k a t o t s l o b m y s d n a s g n i h t s d r a w o t e r o m d e t n e ir o e b o t d n e t s l a u d i v i d n i C A h g i H . s tr e v o rt n i y ti r o h t u a n i t s e b n r a e l y e h T . e l p o e p r e h t o s d r a w o t s s e l d n
a -driected ,impersona l
learning stiuaiton s tha t emphasize theory and systemaitc analysis . High AE
0 1
. s e r u t c e l s a h c u s n o it a u ti s g n i n r a e l e v i s s a p e k il s i d y e h T . s n o i s s u c s i d p u o r g l l a m s
u d i v i d n i e s e h
T alst endt obeexrtove trs .
t x e n e h
T are fou rkind sof l earning style based on t he Kolb (1984 )learning
. y r o t n e v n i e l y t
s The fris ti sConverger ; ti refer sto those wtih highes tscore sin
) E A ( n o it a t n e m ir e p x E e v it c A d n a ) C A ( n o it a z il a u t p e c n o C t c a rt s b
A .This person' s
f o n o it a c il p p a l a c it c a r p e h t n i s e il h t g n e rt s t s e t a e r
g ideas .Research on thi sstyle o f
e
l arningshows t ha tConvergersrelaitvelyunemoitonal ,prefer irngt odea lwtiht hing s
e i c s l a c i s y h p e h t n i e z il a i c e p s o t e s o o h c n e tf o y e h T . e l p o e p n a h t r e h t a
r nces ,
r e t u p m o c d n a , g n ir e e n i g n
e sciences .The second i sDiverger ;those wtih highes t
n i s e r o c
s ConcreteExpe irence( CE )andRe lfecitveObservaiton( RO) .Diverger shave
p p o s c it s ir e t c a r a h
c ostie from Convergers .Thei rgreatest srtength s ile on creaitvtiy
d n
a imaginaitveablitiy .Apersonwtiht hisl earningstyleexcelsi nt heablitiyt oview
a n i s a h c u s s a e d i y n a m e t a r e n e g d n a s e v it c e p s r e p y n a m m o r f s n o it a u ti s e t e r c n o c
e v a h n e tf o d n a s tr a e h t n i d e t s e r e t n i e b o t d n e t y e h T . n o i s s e s " g n i m r o t s n i a r b "
s e it i n a m u
h o r ilbera la tr sbackgrounds .The nex ti sAssimliator ;those wtih highes t
n i s e r o c
s Absrtac tConceptuailzaiton (AC )and Re lfecitve Observaiton (RO) .Thi s
e t a e r c d n a d n a t s r e d n u o t y ti li b a e h t n i s e il h t g n e rt s s ' n o s r e
p theo ires .Thi sperson ,ilke
C e h
t onverge ,ri sl essi nterestedi npeopleandmoreconcernedwtihabsrtac tconcepts ,
s e ir o e h t f o e s u l a c it c a r p e h t h ti w d e n r e c n o c s s e l s i t u
b the characte irsitc o fthi s
e l y t s g n i n r a e
l i smorecharacte irsitcoft hebasicscience sandmathemaitcsr athert han
il p p a e h
t ed sciences . The las t i sAccommodator ; those wtih highes t score s in
) E A ( n o it a t n e m ir e p x E e v it c A d n a ) E C ( e c n e ir e p x E e t e r c n o
C .Accommodator sarethe
e ti s o p p
o mfor fo Assimliators .Thei rgreatest srtength s ile i n carrying ou tplan sand
v l o v n i d n a s t n e m ir e p x
e ing themselve s in new expe irences . They o tfen solve
n o y li v a e h g n i y l e r , r e n n a m r o r r e d n a l a ir t e v it i u t n i n a n i s m e l b o r
p othe rpeople fo r
t ) 7 8 9 1 ( d i e R n o d e s a B . n o it a m r o f n
i he students’ preferred l earning style sparalleled
.s h t g n e rt s g n i n r a e l l a u t c a r i e h t
There are reason s why lecturer s o r teacher s also need to acknowledge
. e l y t s g n i n r a e l ’ s t n e d u t
s According t oW liilng( 1988) ,“researchshows t ha tan effor t
s e i g o l o d o h t e m , s e l y t s g n i h c a e t e l b a ti u s g n i s o o h c y b s e l y t s g n i n r a e l e t a d o m m o c c a o t
a z i n a g r o e s r u o c d n
a iton can resul tin improved learne rsaitsfaciton and attainment”
) 1 . p
( .Thereforelanguaget eache rneeds toevaluatet heeffecitvenes soft he dfiferen t
s e l y t s g n i n r a e l s u o ir a v e h t n o it a r e d i s n o c e h t g n i k a t y b d o h t e m g n i h c a e t f o s e p y t
d u t s e h t o t r a l u c it r a
p ents .Teache rshouldconsiderl earningstyle sa sasource oft hei r
. h c a e t o t t n a w y e h t n e h w n o it a r a p e r p
e h t r e v il e d s r e h c a e t y a w e h t r o e l y t s g n i h c a e t f o s e l p m a x e e m o s e r a e r e h T
s i e l y t s g n i h c a e T . s t n e d u t s e h t o t e g d e l w o n
k wh o thet eache rdeilverst he knowledge
. s t n e d u t s e h t r e v o l o rt n o c s e k a t d n
a According to Heimilch and No lrand (2002)
teachingbehaviorsr e lfect t hebeilef sandvaluest hatt eacher sholdaboutt hel earne 'r s
e g n a h c x e e h t n i e l o
r (a sctiedi nBrown ,2003) .Teacher sor l ecturer steach and t ake
y e h t t a h w n o d e s a b s t n e d u t s e h t r e v o l o rt n o
c conside rwli lworkwell .Theyf oundt he
tt it S . s e c n e ir e p x e r i e h t n o d e s a b g n i h c a e t n i y a w t s e
b -Gohde s(2001, p .136 )said
( " n r a e l y e h t y a w e h t h c a e t s r e h c a e t t s o m t a h t t p e c n o c e h t s tr o p p u s h c r a e s e R
2 1 3 0 0 2 , n w o r B n
i ) .Theywantt or epeatt heris uccessi nt hepas twhent heys itlll earning
.t n e d u t s a s a e h t d e t a t s ) 6 9 9 1 ( a h s a r
G example soft eachings tyle :
s i t s ri f e h T
“ Expetr :Alway sst irve sto maintain statu sa san exper t e d g n i y a l p s i d y b s t n e d u t s g n o m
a talied knowledge and by challenging h ti w d e n r e c n o c e h s r o e H . e c n e t e p m o c r i e h t e c n a h n e o t s t n e d u t s . d e r a p e r p l l e w e r a s t n e d u t s t a h t g n ir u s n i d n a n o it a m r o f n i g n it ti m s n a rt s i t x e n e h
T forma l authortiy : He o rshe alway s concerned wtih n d n a e v it i s o p g n i d i v o r
p egaitve feedback ,estabilshing l earning goals , e h t h ti w d e n r e c n o C . s t n e d u t s r o f t c u d n o c f o s e l u r d n a , s n o it a t c e p x e g n i d i v o r p h ti w d n a s g n i h t o d o t s y a w d r a d n a t s d n a , e l b a t p e c c a , t c e r r o c s i d ri h t e h T . n r a e l o t d e e n y e h t e r u t c u rt s e h t h ti w s t n e d u t
s persona l
: l e d o
m Beileves i n "teaching by persona lexample "and estabilshe sa s t c e ri d d n a , s e d i u g , s e e s r e v O . e v a h e b d n a k n i h t o t w o h r o f e p y t o t o r p d n a e v r e s b o o t s t n e d u t s g n i g a r u o c n e d n a , s g n i h t o d o t w o h g n i w o h s y b s a l e h T . h c a o r p p a s 'r o t c u rt s n i e h t e t a l u m e o t n e h
t t i s faclitiator :
r e h c a e t f o e r u t a n l a n o s r e p e h t s e z i s a h p m
E -student i nteracitons .Guide s g n it s e g g u s , s n o it p o g n ir o l p x e , s n o it s e u q g n i k s a y b s t n e d u t s s t c e ri d d n a e k a m o t a ir e ti r c p o l e v e d o t m e h t g n i g a r u o c n e d n a , s e v it a n r e tl a i l a o g l l a r e v O . s e c i o h c d e m r o f n
i s t o develop i n students t he capactiy s k r o w s y a w l A . y ti li b i s n o p s e r d n a , e v it a it i n i , n o it c a t n e d n e p e d n i r o f e d i v o r p o t s e ir t d n a n o i h s a f e v it a tl u s n o c a n i s t c e j o r p n o s t n e d u t s h ti w ” . e l b i s s o p s a t n e m e g a r u o c n e d n a t r o p p u s h c u m s a .
2 ExtensiveReading
1 ( l l e
B 998 )stated t ha tExtensive reading i s t he way t o encourage l earners t o
d a e l o t l a it n e t o p e h t h ti w m a r g o r p g n i d a e r g n it a v it o m d n a d e s u c o f a n i e g a g n e d n a g n i d a e r r i e h t n i s s e n l u f e c r u o s e r d n a e c n e d n e p e d n i o t h t a p a g n o l a s t n e d u t s . g n i n r a e l e g a u g n a
l According to Davi s(1995) ,Extensive Reading program sshould
( " s k r a m r o g n it s e t f o s e r u s s e r p e h t t u o h ti w " e
b p.329) .The useoft ests r un sconrtary
s s e rt s g n it a e r c f o e v it c e j b o e h t o
t -free condi iton sfo rpleasure reading because i t
, g n i n r a e l e t o r f o s e g a m i s e k o v n
i vocabulary ilsts ,memo irzaiton and homework .
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
n a t o n d n a l o rt n o c s 'r e n r a e l e h t r e d n u e b d l u o h s e m o h t a e n o d g n i d a e r e v i s n e t x E
.r e h c a e t e h t y b d e s o p m i n o it a g il b o
g n i d a e r e v i s n e t x e f o s c it s ir e t c a r a h c e m o s e r a e r e h
T tha t need to be
d o o t s r e d n
u .Extensive r eadinga sanapproach t ot eaching r eadingmaybet hough to f
B : e m o c t u o r o e s o p r u p f o s m r e t n
i eat irceMikulecky (1990) callsi tpleasurer eading .
d e w e i v e b o s l a n a c t
I a sat eachingprocedure ,as StephenKrashen ( 1993)t ermsi ta s
n e h w r o , g n i d a e r y r a t n u l o v e e r
f teacher sgive student s itme fo rin-clas sSustained
) R S S ( g n i d a e R t n e li
S - - a pe irod o f20 minutes ,fo rexample ,when student sand
fl e s d a e r y lt n e d n e p e d n i d n a y lt e i u q r e h c a e
t -selected mateiral (a sctied i nBell ,1998) .
d r o f d a r B d n a y a
D (1988 )stated t hat in extensive reading student sread a smuch a s
d n a n i s p a h r e p , e l b i s s o
p de ifntiely ou to fthe classroom (p .7- )8 . Teacher so iren t
t a h w f o k c a rt p e e k , y g o l o d o h t e m e h t n i a l p x e , m a r g o r p e h t f o s l a o g e h t o t s t n e d u t s
tt e g n i s t n e d u t s e d i u g d n a , s d a e r t n e d u t s h c a
e ing t he mos tou tof t he program .And
o s l
a a va iretyo fmate iral son a wide range of t opics i savaliable so as t o encourage
.s y a w t n e r e f fi d n i d n a s n o s a e r t n e r e f fi d r o f g n i d a e
r
s ti s a h o s l a g n i d a e r e v i s n e t x
E role in learning acitvtiy .The fris ti stha ti t
e d i v o r
p scomprehensible input .Krashen (1982) argue stha textensive reading wli l
e s e h T . t e m e r a s n o it i d n o c e r p n i a tr e c t a h t d e d i v o r p , n o it i s i u q c a e g a u g n a l o t d a e l
, d e x a l e r a d n a , l a ir e t a m g n it s e r e t n i , e g a u g n a l e h t o t e r u s o p x e e t a u q e d a e d u l c n i
n o i s n e
4 1
e c n a h n
e et h learners 'general l anguage competence .Grabe ,(1991 )and Paran (1996 )
t t a h t d i a
s h e impo trance o fextensive reading i n providing l earner swtih pracitce i n
r o w f o y ti c it a m o t u
a dr ecogniitonanddecodingt hes ymbol sont hepirntedpage( o tfen
m o tt o b d e ll a
c -upprocessing) (a sctiedi nBell ,1998) .Thet hridi stha ttii ncreasest he
s a w e r e h T . e g a u g n a l e h t o t e r u s o p x e ' s t n e d u t
s , sa Elley(1991 )pointed ou,t "Spread
r m o r f t c e f f e f
o eading competence to othe rlanguage skill s- w iritng ,speaking and
( " , x a t n y s r e v o l o rt n o
c a sctied in Bell ,1998) .I tmean stha textensive reading can
s i t x e n e h T . fl e s ti g n i d a e r y l n o t o n e g a u g n a l e h t n i l li k s r e h t o n a e s o p x
e tha ti tcan
t s r e n r a e l e t a v it o
m o r ead .Bel l&Campbell( 1996 ,1997 )exploret hei ssuei naSouth
d n a d a e r o t s r e n r a e l e t a v it o m o t s y a w s u o ir a v g n it n e s e r p , t x e t n o c n a i s A t s a E
e h t g n i c n a v d a n i s e ir a r b il f o e s u r a l u g e r d n a g n i d a e r e v i s n e t x e f o e l o r e h t g n i n i a l p x e
.t i b a h g n i d a e r
.
3 KolbLearningStyleI nventory
b l o
K ’ s learning style inventory i sused to measure the students ’learning
e l y t
s s .DavidKolbi sapersonwhor eallyconcerns andha sw irttenmanyt hing sabou t
s i b l o K d i v a D . e l y t s g n i n r a e
l a Professo ro fOrganizaitona lDevelopmen ta tCase
e h t n i s e h c r a e s e r d n a s e h c a e t e h e r e h w , o i h O , d n a l e v e l C , y ti s r e v i n U e v r e s e R n r e t s e W
g n i n r a e l , g n i n r a e l l a it n e ir e p x e , t n e m p o l e v e d t l u d a , t n e m p o l e v e d d n a g n i n r a e l f o s d l e if
r e h g i h n i t n e m p o l e v e d l a n o it u ti t s n i d e s u c o f g n i n r a e l' y l b a t o n d n a , e l y t s
n o it a c u d
e ('2005) .DavidKolbpubilshedhisl earnings tyle smodeli n1984 .Themode l
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
d n a , ) T L E ( y r o e h t g n i n r a e l l a it n e ir e p x e s ' b l o K s a h c u s s m r e t d e t a l e r o t e s ir e v a g
.) I S L ( y r o t n e v n i s e l y t s g n i n r a e l s' b l o K
l y t s g n i n r a e l t c n it s i d r u o f t u o s t e s y r o e h t g n i n r a e l s ' b l o
K e s(o rpreferences) ,
a n o d e s a b e r a h c i h
w four-stage l earning cycle which migh talso be i nterpreted a sa
e l c y c g n i n i a rt
‘ .Kolb' smode li sparitcula lry elegant ,since i toffer sboth a way to
o s l a d n a , s e l y t s g n i n r a e l t n e r e f fi d s 'e l p o e p l a u d i v i d n i d n a t s r e d n
u an explanaiton o fa
f o e l c y c' s i h t s e d u l c n i b l o K . ll a s u o t s e il p p a t a h t g n i n r a e l l a it n e ir e p x e f o e l c y c
e l p i c n ir p l a rt n e c a s a ' g n i n r a e
l fo hi sexpe irenitall earning t heory,t ypicallyexpressed
r u o f s
a - ast gecycleofl earning,i nwhichimmediateo rconcreteexpe irence sprovidea
s n o it c e lf e r d n a s n o it a v r e s b o r o f s i s a
b .
s' b l o
K (1984) model t herefore work son two l evel s- a four-stage cycle t here
C e r
a oncrete Expe irence (CE), Re lfecitve Observaiton (RO) , Absrtac t
, ) C A ( n o it a z il a u t p e c n o
C AcitveExpe irmentaiton(AE). Andaf ou rtypes de ifniitono f
t n e s e r p e r h c a e ( ,s e l y t s g n i n r a e
l st hecombinaitonof t wopreferredstyle ,sr athe r ilkea
o w
t - yb -two mat irx o fthe four-stage cycle styles .the learning style sare Diverging
) O R / E C
( ,Assimliaitng(AC/RO), Converger( AC/AE) ,Accommodaitng(CE/AE )
t n e r e f fi d e l g n i s n i a tr e c a r e f e r p y ll a r u t a n e l p o e p t n e r e f fi d t a h t s n i a l p x e b l o K
s i h n i y l b a t o n : e l y t s d e r r e f e r p s ' n o s r e p a e c n e u lf n i s r o t c a f s u o ir a V . e l y t s g n i n r a e l
t s e e r h t d e n if e d b l o K ) T L E ( l e d o m y r o e h t g n i n r a e l l a it n e ir e p x
e age so fa person' s
r u o t a h t s t s e g g u s d n a , t n e m p o l e v e
d tendency to pu t to irghts and successfully
6 1
. s e g a t s t n e m p o l e v e d
. e l y t s g n i n a e l f o s e g a t s t n e m p o l e v e d e h t d e if it n e d i b l o
K The fris t i s
acquisiiton - bi trh to adolescence - developmen to fbasic abiilite sand c'ogniitve
n o it a z il a i c e p S ' s e r u t c u rt
s - schooilng , ea lry work and persona l expe irence s o f
d o o h tl u d
a - the developmen to fa paritcula r s'peciailzed learning style 'shaped by
n a , l a n o it a c u d e , l a i c o
s' dorganizaitonals ociailzaiton' .Thes econdi si ntegraiton- dm -i
e fi l r e t a l o t h g u o r h t r e e r a
c - expression o fnon-dominant l earning style i n work and
. e fi l l a n o s r e p
e f e r p e l y t s g n i n r a e l e h t , e l y t s f o e c i o h c e h t s e c n e u lf n i r e v e t a h
W rence tisefl i s
r o , s e l b a ir a v f o s ri a p o w t f o t c u d o r p e h t y ll a u t c
a two separatechoices tha twemake ,
t n e s e r p b l o K h c i h
w eda silne so faxis ,eachwtihconfilcitngmode sa tetihe rend:
s e l b a i r a v e l y t s g n i n r a e l s ’ b l o K 1 . 2 e r u g i F
t a h t s i h t y b t n a e m b l o
K wecanno tdobothat t hesame itme ,andt oan exten t
n e h w e c i o h c h g u o r h t e v l o s e r e w h c i h w , t c il f n o c s e t a e r c h t o b o d o t t n a w o t e g r u r u o
o d o t h s i w e w r e h t e h w e d i c e d y ll a n r e t n i e W . n o it a u ti s g n i n r a e l w e n a h ti w d e t n o r f n o c
d e w e m it e m a s e h t t a d n a , h c t a w r
o ecidewhethert ot hinkorf ee.l e
c n e i r e p x E e t e r c n o
C - EC (feeilng )- V--- ---Abstrac tConceptuailzaiton- CA t(hinking) n
o it a t n e m i r e p x E e v it c
r u o t u o h g u o r h t m r o f o t s p l e h d n a ( s e c u d o r p s n o i s i c e d o w t e s e h t f o t l u s e r e h T
o w t e h t e c n e h , s e l y t s g n i n r a e l d e r r e f e r p e h t ) s e v
il - yb -twomat irxbelow .Wechoosea
e c n e ir e p x e e h t g n i p s a r g f o y a
w ,which de ifne sou rapproach t o ti ,and we choose a
h c i h w , e l b a s u d n a l u f g n i n a e m g n i h t e m o s o t n i ' e c n e ir e p x e e h t m r o f s n a rt ' o t y a w
. e c n e ir e p x e e h t o t e s n o p s e r l a n o it o m e r u o s e n if e d
o d e d i v i d b l o
K url earnings tylei saproduc toft heset wochoicedecisions :
.
1 How t oapproachat ask- .ie. ,graspingexpe irence– preferirngt o( a )watcho r
o d ) b (
.
2 Ou remoitona lresponse to the expe irence - ..ie , rtansforming expe irence -
l e e f ) b ( r o k n i h t ) a ( o t g n ir r e f e r p
s d r o w r e h t o n
I , wechooseou rapproach t ot het ask o rexpe irence( grasping t he
e c n e ir e p x
e )byopitngf o r1(a )o r1(b :)
) a (
1 through watching other sinvolved in the expe irence and re lfecitng on wha t
’ n o it a v r e s b o e v it c e lf e r ‘ ( s n e p p a
h -‘watching’)
h g u o r h t ) b (
1 j'umpings rtaighti n 'andj us tdoing ti( a'citveexpe irmentaiton '- 'doing' )
h t t a d n
A e same itme we choose how t o emo itonally rtansform t he expe irence
g n i n a e m g n i h t e m o s o t n
i fu landusefu lbyopitngf o r2(a )o r2(b :)
t c a rt s b a ‘ ( g n i n n a l p r o , g n i z y l a n a , g n i k n i h t y b n o it a m r o f n i w e n g n i n i a g h g u o r h t ) a ( 2
’ n o it a z il a u t p e c n o
8 1
) b (
2 - ht rough expe irencing the c'oncrete , tangible , fel tquailite s o fthe wo lrd '
' e c n e ir e p x e e t e r c n o c'
( - f'eeilng' )
e h t e e S . e l y t s g n i n r a e l d e r r e f e r p a s e c u d o r p s e c i o h c o w t e s e h t f o n o it a n i b m o c e h T
. w o l e b x ir t a m
w e i v x i r t a m e l y t s g n i n r a e l s ’ b l o K 2 . 2 e r u g i F
i
tI sotfen easiert oseet heconsrtucitono fKolbs' l earningstylesi nt erm so fa
o w
t - yb -two mat irx .The diagram also high ilght sKolbs' terminology for the fou r
D ; s e l y t s g n i n r a e
l iverging ,Assimliaitng ,andConverging ,Accommodaitng .Thu ,sf o r
d a h ti w n o s r e p a , e l p m a x
e ominant l earning style o fdoing rather t han watching the
d n a , k s a
t feeilngrathert han t'hinking 'abou ttheexpe irence,wli lhaveal earningstyle
n a y l e m a n , s e s s e c o r p e s o h t s t n e s e r p e r d n a s e n i b m o c h c i h
w Accommodaitnglearning
. y g o l o n i m r e t s' b l o K n i , e l y t s
DOING
n o it a t n e m ir e p x E e v it c A
( -
) E A
G N I H C T A W
(Re lfecitve n o it a v r e s b
O - RO)
G N I L E E F
(ConcreteExpeirence- )CE
G N I T A D O M O C C A
) E A / E C (
G N I G R E V I
D
) O R / E C (
G N I K N I H
T
n o it a z il a u t p e c n o C t c a rt s b A
( -
) C A
G N I G R E V N O
C (AC/AE) ASSIMILATING
) O R / C A (
k y
B nowing a person' s(and you rown) l earning style enables l earningt o be
d n a o t s d n o p s e r e n o y r e v e , d i a s t a h T . d o h t e m d e r r e f e r p e h t o t g n i d r o c c a d e t a t n e ir o
t s g n i n r a e l f o s e p y t ll a f o s u l u m it s e h t s d e e
n ylest ooneexten to ranothe.rI 't samatte r
i s u f
o ngemphasis t hat f ti sbes twtih t hegiven stiuaiton and apersons' l earning style
s e c n e r e f e r p
.
B Theore itca lFramework
y d u t s s i h t n
I , ther esearche ruse ssomet heo ire swhichareapprop iratewtiht he
n i n r a e l e h t t u o b a s i t s ri f e h T . n o it a ti m il e h t d n a t c e j b u
s g proces so fthe extensive
. s s a l c g n i d a e
r According to Atkinson (1993) l , earning i s"A relaitvely permanen t
r o i v a h e b n i e g n a h
c (sic;. i 't sAmericano fcourse)that r esutlsf rompracitce" (a sctied n
i Athe tron JS ,2011).I tmeans t hati nt hel earningprocess t hestudent smus thavea
s e c it c a r p e m o s e v a h o t s s e n g n il li
w givenbyt hel ecture rabou tnewknowledge .Using
ll i w s t n e d u t s e h t s e c it c a r p f o d n i k h c u
s be able t o change t hei rbehavior i n l earning
. l a o g r i e h t e v e i h c a d n a
A subjec t in which students ’ learning style can be bette r exercised i s
. g n i d a e R e v i s n e t x
E ExtensiveReading i st he wayt o encouragel earners t oengage i n
n i d a e r g n it a v it o m d n a d e s u c o f
a gprogramwtih t hepotenitalt o l eadstudent salonga
. g n i n r a e l e g a u g n a l d n a g n i d a e r r i e h t n i s s e n l u f e c r u o s e r d n a e c n e d n e p e d n i o t h t a p
s i v a
D (1995 ) stated tha t Extensive Reading program s should be "wtihou t the
( " s k r a m r o g n it s e t f o s e r u s s e r
0 2
l a ir e t a m n w o r i e h t e s o o h c s t n e d u t s e h
T da n ifnd the related source sbased on thei r
’ s t n e d u t s e h t e s a e r c n i n a c t I . t s o m e k il y e h t t a h w e s o o h c t s u m y e h T . e c i o h c
u t c e l r o r e h c a e t e h t f o e l o r e h T . g n i n r a e l n o n o it a v it o
m rer i sonly a faclitiator .Day
d r o f d a r B d n
a (1988 )said t hat Lecturer so iren tstudents t o t he goal sof t he program ,
n i s t n e d u t s e d i u g d n a , s d a e r t n e d u t s h c a e t a h w f o k c a rt p e e k , y g o l o d o h t e m e h t n i a l p x e
o s l a d n A . m a r g o r p e h t f o t u o t s o m e h t g n it t e
g a va iretyo fmate iral son awide r ange
e b t s u m s c i p o t f
o avaliable so a sto encourage reading fo rdfiferen treason sand in
s y a w t n e r e f fi
d (p .7- )8 .The student smus tlearn by themselves and teache ronly
e d i u
g s them .
e v a h t s u m s t n e d u t s e h t s e ir o e h t e s o h t n o d e s a
B thei rown way to gain the
g n i n r a e l e h t n i n o it a m r o f n i e h t t u o b a e r o m d n a t s r e d n u d n a n o it a m r o f n
i which i s
d e ll a
c learning style .Ladd and Ruby (1999) stated tha tlearning style i
