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i
TABLE OF CONTENTS
Page
ABSTRACT i
ACKNOWLEDMENTS iii
TABLE OF CONTENTS v
LIST OF TABLES ix
LIST OF FIGURES x
CHAPTER I
INTRODUCTION
1.1The Background of the Study ... 1
1.2The Problems of the Study ... 4
1.3The Objectives of the Study ... 4
1.4 The Scope of the Study ... 4
1.5The Significance of the Study... 5
CHAPTER II REVIEW OF RELATED LITERATURE A. Theoretical Framework ... 7
2.1 Learning Style ... 7
2.1.1 Reid’s Learning Style Categories ... 9
2.2 Language Learning Strategies ... 13
2.2.1 The Classification of Language Learning Strategies ... 15
ii
2.2.1.2 Indirect Strategies ... 17
2.3 Reading Comprehension ... 21
2.4 Level of Comprehension ... 23
2.4.1 Literal Comprehension ... 23
2.4.2 Inferential Comprehension ... 24
2.4.3 Evaluation Comprehension ... 24
2.4.4 Appreciation Comprehension ... 25
2.5 The Assessment of Reading Comprehension ... 25
B. Conceptual Framework... 28
2.6 The Hypothesis of the Study ... 30
CHAPTER III RESEARCH METHOD 3.1 Design of the Study ... 31
3.2 Population and Sample ... 31
3.3 Instrument in Collecting Data ... 32
3.3.1 Perceptual Learning Style Preference Questionnaire ... 32
3.3.2 Strategy Inventory for Language Learning ... 34
3.3.3 Reading Comprehension Objective Test ... 35
3.3.4 Validity and Reliability of the Instrument of Data Collection ... 36
3.4 Procedure of Data Collection... 37
iii CHAPTER IV
DATA AND DATA ANALYSIS
4.1 Data Analysis ... 41
4.1.1 The Analysis of Perceptual Learning Style Preference Questionnaire ... 41
4.1.2 The Analysis of Strategy Inventory for Language Learning... 42
4.1.3 The Analysis of the Correlation between Learning Styles and Language
Learning Strategies Preferences ... 43
4.1.4 The Analysis of the Correlation of Learning Styles, Language Learning
Strategies, and Reading comprehension ... 45
4.2 The Findings ... 47
4.2.1 The Correlation Between Learning Style and Language Learning Strategies . 47
4.2.2 The Correlation of Learning Style, Language Learning Strategies, Reading
Comprehension ... 48
4.3 The Discussion ... 48
4.3.1 The Correlation between Learning Style and Language Learning Strategies .. 48
4.3.2 The Correlation of Learning Style, Language Learning Strategies, Reading
Comprehension ... 53
CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
5.1 Conclusions ... 55
5.2 Suggestions... 55
REFERENCES
iv
LIST OF TABLES
TABLES
Table 3.1 The Outline of Perceptual Learning Style Questionnaire ... 33
Table 3.2 The Outline of SILL ... 34
Table 3.3 The Outline of Reading Comprehension ... 36
Table 4.1 Descriptive Statistics Concerning Learning Style Preferences ... 41
Table 4.2 Descriptive Statistics Concerning Language Learning Strategy Preferences ... 42
Table 4.3 Pearson Correlation Matrix ... 43
Table 4.4 Multiple Correlation of Learning Styles, Language Learning Strategies, and Reading Comprehension ... 46
v
LIST OF FIGURES
FIGURE:
1. Psychological Model of Language Learning Style Differences ... 10
1
CHAPTER I
INTRODUCTION
1.1 The Background to the Study
During the last couple of decades the world has been concerned with
cultural, social, political and technological changes. In order to keep up with those
changes, people have had to meet the needs created by all these changes.
Language learning is one of the most important needs and it has become an
essential component in people’s lives. Because of numerous reasons such as
studying at an English medium university or living in a foreign country, people all
over the world are trying to learn it as a second language.
By having those facts, government has tried to increase the ability of
Indonesian in English especially the students. One effort done by the government
is putting English as compulsory subject taught at levels of formal education.
Moreover, English becomes one of the subjects included as the graduation
standard in National Examination.
There are four language skills to be mastered in balance, namely:
listening, speaking, reading, and writing. According to Alwasilah (1999), reading
is the most important language skill for academic achievement, followed by
writing, speaking, and listening comprehension. This is consistent with Collielr’s
(1989: 521) suggestion that successful reading performance is strong predictor of
students’ academic performance inthe second language at the secondary and
2
regarding as the backbone of other language skills. It is stated that trough reading
students can develop the other language skills such as writing and speaking.
In Indonesia, English as a foreign language is a compulsory subject to
be taught in all school from lower to upper secondary schools and also
universities. Even in some elementary school, English has been offered as an
elective subject. However, the proficiency in English of the Indonesian students
still shows unsatisfactory quality of the outputs. According to International
Association or the Education (IAFA) in 1992, Indonesian elementary students’
reading comprehension is very low. Thus Indonesian elementary reading
comprehension is ranked in 29 from 30 nations that used as the research sample
(Bali Post, September 22, 2002) the finding indicated the students have low ability
in reading comprehension.
The unsatisfying quality of education in general and English in particular
relates to some variables. It may come from the methods the teachers use in
teaching English on one hand, while it may come from the students themselves.
From the side of the students, there are some variables that affecting succesfull in
learning English. Some of them are learning styles and language learning
strategies (Oxford, 205). Appropriate learning styles and language learning
strategies help the students in learning Engish. Furthermore, Oxford (2006)
claimed that learning styles and strategies are the main factors helping determine
how language learners learn a second or foreign language. Hence, it seems that
learning styles are quite crucial during language learning process. Liksman (in
3
learning. Research has identified that people learn in different ways. If one want
to learn something more rapidly, the material needs to be presented to him or her
in his or her most developed pathway to the brain-his or learning style. According
to Joyce and Weil (1996 : 385), learning styles is important in teaching since they
are the education –relevant expressions of the uniqueness of the individual.
Individual differences are prized because they are expression of the uniqueness of
personalities. Individually, one’s configurations give his or her personal identities.
As a teacher, s/he needs to use the teaching repertoires in such a way that s/he
capitalizes on the characteristics of the students to help them achieve increasing
control over their own growth.
In learning process, learning style is used in variety of ways. Each
student has his or her own unique learning strength and weakness. It is vital for
teachers to deliberately use a variety of learning strategies to reach the students’
optimal achievement. The teacher should be aware that the ability and the way of
students in studying are different. At the present, the teacher tends to apply one
way in teaching that is visual style. For example, the teacher teaches by using
board and book, and this is only efective for they whose learning style is visual
style. For those who learn better using body movement or work in group this
teaching will not be effective. It is obvious, teaching using only one learning style
can raise problem.
Due to this phenomenon, the teachers have to improve the quality of the
learning process. The teachers have to be able to arouse the students’ motivation
4
or select appropriate method and create the atmosphere of learning where the
students optimize their own learning according to their own learning styles and
learning strategies.
Therefore, this study aims at investigating the individual learning style
preferences of learners, the language learning strategies they prefer to use, and to
investigate whether a correlation between language learning strategies, learning
styles and reading comprehension exists.
1.2 The Problems of the Study
Based on the previous explanation, the problems of this study are
formulated as follows:
1. Is there any correlation between the students’ learning style and their
language learning strategy preferences
2. Is there any correlation between the students’ learning style, language
learning strategy preferences and their reading comprehension?
1.3 The Objectives of the Study
In line with the problems, the objectives of the study are to investigate
1. the correlation between students’ learning style and their language learning
strategy preferences, and
2. the correlation of students’ learning style, language learning strategy
5
1.4 The Scope of the Study
There are some language learning strategies classification systems and
learning styles dimensions such as proposed by O’Malley’s, Anna’s, and
Oxford’s, etc. This study is limited to the language learning strategies as classified
by Oxford and to the learning styles as categorized by Reid. The study is also
limited to the language learning strategies and learning styles preferred by the
learners of junior high school grade VIII and their reading comprehension.
1.5 The Significance of the Study
Theoretically, the findings of the study are expected to be relevant and
useful in some respects. The findings hopefully will gives contribution for further
enhancement and enrichment to the theory of how students learns English
especially reading skils. The findings, hopefully will also give contribution for
further research especially those in field of reading comprehension and learning
styles and language learning strategies
Practically, the findings of this study will be give contribution to
language learning activities especially teachers of English as foreign language in
classroom. This study can raise teachers’ awareness of their students’ language
learning strategies and learning style that finally will give effect to their teaching
style. It is also expected that the study will give information about learners’
strategies and style in learning English. The findings are also expected that this
study will raise students’ awareness of their learning style and strategies in
6
strategies will make them not only more prepared for learning but also more
analytic about their learning strategies they use. Reid (in Tabanlioglu, 2003:5)
states that developing an understanding of learning environments and strategies
will enable students to take control of their learning and to maximize their
potential for learning.
The findings are also expected to be useful to curriculum developers and
material producers. Because teachers need to have enough time in the curriculum
dedicated in the identification of learners’ learning strategies and learner training
activities, curriculum developers will be able to allocate sufficient time for the
training session. Similarly, knowing students’ general preference tendencies may
enable material developers to produce materials and help students manipulate
51
CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
5.1 Conclusions
After analyzing the data, conclusions are drawn as the following.
1. There was a significant correlation between Visual style and memory
strategies. Visual styles also have significant correlation with
meta-cognitive strategies. Auditory style had significant correlation with
memory and meta-cognitive strategies. Kinesthetic style significantly
correlated with memory and meta-cognitive strategies. Group style had
significant correlation with cognitive strategies. Individual style had
significant correlation with memory strategies and meta-cognitive
strategies. However, tactical style had no significant correlation with any
language learning strategies.
2. There is a significant correlation of visual learning style, memory
strategies, and reading comprehension. Visual learning style together with
meta-cognitive strategies also had significant interaction with rading
comprehension.
5.2 Suggestions
The findings of this study revealed that correlation among learning styles,
language learning strategies, and reading comprehension exists. Therefore it is
52
1. In conducting English teaching process, teachers of English should raise
their awareness of their students’ learning styles and language learning
strategies that finally give effects on their teaching style. Their awareness
of students’ learning styles and language learning strategies will also give
benefit in adopting appropriate teaching technique to the students. Beside,
the teacher should raise their students’ awareness of their learning styles
and language learning strategies so that it will help the students learn
better and more effective, especially in learning reading comprehension.
2. The students should aware of their learning styles and language learning
strategies. Their awareness of learning style and language learning
strategies will make them not only more prepared for learning but also
more analytic about the strategies they use in learning. They also should
try to use various leaning styles and strategies in leaning English which
can help them handling different task or problem in learning English,
especially the problem regarding reading comprehension.
3. The curriculum developers and material producers should also consider
these two things when they develop curriculum and make material. By
knowing students’ general preference tendencies, they may help students
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