This involves each learner in a pair group processing information which the other learners do not have. Students’ information must be shared in order to achieve outcome.
221 2.2.9 The Characteristic of Successful Speaking Activities
Most of students try to speak in English fluently, but the don not know what should they do. In here there are a lot of characteristic successful speaking activities.
a. Learner talk a lot
As much as possible of the period of time allotted to the activity is in fact occupied by learner talk. This may seem obvious, but often most time is taken up with teacher talk or pauses.
b. Motivation is high
Learners are eager to speak: because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective.
III. Research Methodology
This research is qualitative research. As Keegan (2009:11) stated that Qualitative research explores question such as what, why, and how, rather than how many or how much;
it is primarily concerned with meaning rather than measuring. This research to find out the learning style by students which focus on learning English speaking. The subject of the research is the third semester students of midwifery POLTEKES KEMENKES Pematangsiantar. The students consists of 30 students. The object of reseach is students learning style in learning English speaking.In this research the researcher uses questionnaire.
The questionnaire is needed to collect the data about students’ learning style. The type of questionnaire is close-ended questionnaire. In collecting data, the researcher uses questionnaire technique, it is at list of written question and use to gain the information from respondents as a personal report or things they know. The content of questionnaire relate about student’s learning style.
After colleting data, the writer starts to analyze the data based Questionnaire, Observation, Interview.
a. The researcher use Likert scaling, is scale use for measure attitude, perception, or opinion both personally or group in social phenomenon.Students choose an answer by circlethe options that they prefer. One question only has one answer. The rating item as follow:
The format of a typical Likert Scale:
Visual = A, Auditory = B, Kinesthetic = C
b. The researcher analyzes the data about learning style first, then the writer classify the data into three mainly categorize of learning style. They are Visual, Auditory, and Kinesthetic. After that the researcher describe the result of learning style questionnaire with formula :
P = F/N X 100
P = Percentage, F = Frequency, N = Respondent, IV. Finding and Discussion
4.1 Research Finding
After having analysis of the data, the writer found that the types of English language learning style of third semester students in Midwifery students POLTEKES KEMENKES Pematangsiantar used are visual, auditory, and kinesthetic.
According to Yong F.L (2010: 481), learners rely on their sight to take the information. They organize the knowledge in terms of spatial interrelationships among ideas
222 and store it graphically. Visual learners typically like to be able to read the textbook, journal, article, or newspaper on their own to increase their understanding. Visual students learn best from seeing words in books and on the whiteboard. They assimilate information better by reading, requiring little oral explanation. Additionally, they often learn alone with reading materials. However, they should take notes of lectures and oral directions for better recall.
Auditory learners, the students remember what they heart than what they see in learning English. They easily distracted by the commotion when learning English. They like to read aloud. The students move their lips when reading
Kinesthetic learners, the students prefer activities that many motions in learning English. They more easily understand the English lessons with direct practice than listening explanation of the teacher and reading with themselves. The students are not able to sit still for a long time while following the English lesson. They join and switching or can not sit still when English teacher is talking or explaining. The students like tapping a pen, finger, or foot while listening to the teacher explains the English lesson.
4.2 Discussion
The researcher interprets data the main subject that is being discussed on this research is about English Language Learning Style of the students at semester 3 POLTEKES KEMENKES Pematangsiantar. As the theory of learning style has been discussed on the previous chapter II. Based on Gardner in Boneva (2012) stated that “there are three main learning style; Visual, Auditory, and Kinesthetic”. So the analysis of data on this research basically to find out the English language learning style of the students at semester 3 midwifery Pematangsiantar. Learning style is speak to the understanding that every students learns differently.
Finding the data, the researcher analyzes all the obtained data to give some considerations on the research. This research is about English language learning style of the students semester 3 midwifery P.Siantar . Based on Abbas Pourhossein Gilakjani (2011) stated that Students learn best by seeing the value and importance of the information presented in the classroom. Students learn in many different ways. Some students are Visual learners, while others are Auditory or Kinaesthetic learners. Visual learners learn visually by means of charts, graphs, and pictures. Auditory learners learn by listening to lectures and reading. Kinaesthetic learners learn by doing, and creating questionnaires can be an effective way to find out the students’ learning style.
After doing the data analysis of this research, it can be said that the English language learning style that had by students are categorized into Visual, Auditory, and Kinesthetic.
Visual learning style is meant the learners think in pictures and learn best in visual image.
Auditory is meant the learners discover information through listening, where they can hear but needn’t pay attention to what is happening in front. While Kinesthetic is meant the learners learn best with through movement.
The target of this research is to help the students to find out their learning style especially in learning English. The researcher tried to find out the dominant learning style among the students in the English classroom. During the research investigation in the questionnaires, the researcher find out that visual learning style is the dominant style among the students.
V. Conclusion
The conclusion that can be drawn in this research is types of students’ learning style on second grade Midwifery students POLTEKES KEMENKES Pematangsiantar used are visual learners (53.3%), auditory learners (13.3%) and kinesthetic learners (33.3%).
223 The researcher gives some suggestions in this study, they are:
1. Students
Hopefully by knowing their learning styles students are able to improve their ability in English.
2. English Teacher
The guidance from the teacher to the students is needed to help them recognition and develop their learning style. Besides, the teacher can applied various activities in English speaking in order to students can explore their.
3. Other Researchers
This research can be an reference in researching or who want to conduct the similar study in analyzing about learning style.
References
Abbas, P G. (2012). Visual, auditory, kinesthetic learning styles and their impacts on English language teaching. International journal of study in education. 2(1), 2162-6952.
Brown, H.D. (2007). Principle of language learning and teaching. San Francisco State University: Pearson Longman
Dunn, R. (2000). Practical approaches to using learning style in higher education. London:
Greenwood Publishing Group.Inc
Fleming, N. (1987). VAK learning style. New York: Open University Press.
Illeris, K. (2009). Contemporary theories of learning. London and New York: Mc Graw Hill.
Keegan. (2009). Qualitative research. London: Fulton
Kolb, D. (1994). Learning style and learning preferences. Bulgaria: Reston Publisher
Montgomery, N. S & Groat N. L.(1998). Student learning style and their implication for teaching ” London: Routledge
Myra P S & Miller, D. S. (2005). Teachers, schools, and societies. NewYork: Mc Graw Hill.
Nation I.S.P & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York:
Routledge.
224 THE EFFECT OF CROSSWORD PUZZLE GAME TO STUDENTS’ ABILITY IN
VOCABULARY MASTERY
Delima Putri Harefa
English Department of Nommensen HKBP University delimaputri159@gmail.com
Abstract
This research was designed to find out the effect of crossword puzzle game to students’ ability in vocabulary mastery of SMP Negeri 6 Pematangsiantar. The design of the research was experimental quantitative research. The participants were the grade eight of SMP Negri 6 Pematangsiantar. The researcher used two classes, 30 students in experimental group and 30 students in control group.The researcher found that using crossword puzzle game was more effective than conventional teaching method in teaching vocabulary. It can be seen from df : 60 (30+30-2) with the t-table was 1.67 and the calculation value was 7.65. it means that t-test was higher than t-table 7.65> 1.67. Finally, the researcher concluded that: the effect of crossword puzzle game to students’ ability in vocabulary mastery was significant.
Keywords: Cross word, puzzle, vocabulary
I.Introduction