AN ANALYSIS OF STUDENTS’ LEARNING STYLE IN LEARNING ENGLISH AT SENIOR HIGH SCHOOL 12
MUKOMUKO
Tri Apliani Putri1), Sesmiyanti, M.Pd2), Dra.Hj. Riny Dwitya Sani,M.M.Pd3)
1)Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat Email: triapliani.putri[email protected]
2)Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat Email: [email protected]
3)Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat Email: [email protected]
ABSTRACT
The purpose of this research is to describe students' learning style of second grade of social class (XI IPS) Senior High School 12 Mukomuko. Design of this research is quantitative descriptive research. This research is trying to explore what learning style that students have and what are learning styles that mostly used by the students. Participants of this study were students of second grade of social class (XI IPS) Senior High School 12 Mukomuko, Bengkulu.
Participants of the research consisted of 23 students. In this study, the researchers used total sampling technique for took the participants. The researchers used a questionnaire and observation checklist as the instruments. The questionnaire consists of 24 items that represent the three indicators of student learning styles they are visual, auditory, and kinesthetic. The researchers also used a Likert scale. Then the researchers presented all questionnaires and found the most dominant learning style of the students. After processing the data, researchers found that 45% of visual learning styles, learning styles of auditory 38%, 41% kinesthetic learning style. So, the researcher conclude the learning styles of students of second grade students of social class (XI IPS) Senior High School12 Mukomuko is visual, auditory, and kinesthetic. The most dominant learning style is visual learning style.
ABSTRAK
Penelitian ini bertujuan untuk menggambarkan gaya belajar yang dimiliki oleh siswa kelas XI IPS SMAN 12 Mukomuko. Penelitian ini merupakan penelitian desktiptif kuantitatif.
Penelitian ini hanya mencoba menggali apa gaya belajar yang dimiliki oleh siswa dan gaya belajar apa yang paling dominan. Partisipan dalam penelitian ini adalah siswa kelas XI IPS SMAN 12 Mukomuko, Bengkulu. Partisipan terdiri dari 23 siswa. Dalam penelitian ini peneliti menggunakan teknik total sampling dalam menggambil partisipan. Setelah itu peneliti menggunakan instrument angket dan observasi ceklist. Angket ini berjumlah 24 item yang mewakili tiga indicator gaya belajar siswa yaitu visual, auditory, and kinesthetic. Peneliti juga menggunakan skala likert.
Kemudian peneliti mempresentasikan semua angket sehingga peneliti menemukan gaya belajar yang paling dominan. Setelah mengolah data, peneliti menemukan gaya belajar visual 45 %, gaya belajar auditory 38 %, gaya belajar kinesthetic 41 %. Jadi dapat disimpulkan gaya belajar siswa kelas XI IPS SMAN 12 Mukomuko adalah visual, auditory, and kinesthetic. Gaya belajar yang paling dominan adalah gaya belajar visual
Key words: learning English, students’ learning style INTRODUCTION
Learning is an interactive process between teacher and students in a learning activity. The interaction occurs when teacher explains the lesson and students pay attention
on everything about what their teacher says and ask, then they do all of task which are given by the teacher. By learning, someone will get all information and knowledge that they want. In learning English process, there
are four skills that should be mastered by the students such as listening, speaking, reading, and writing. These skills have different function such as students have to be able get information about what their listen or hear, able to get information through what they read, they able to communication with others, and can write the information that they get from some sources. However, to be a student who master in English student have different way to gain it. Some of them like to read so many books to get information about their materials, but some others like to practice more to be fluently in English.
Learning style is one of the main factors that help how the students learn because the success of teaching-learning process is not only determined by how the teachers teach but also most importantly and principally is determined by how the students learn. Every students have different personalities so they learn in different ways or different styles, each learning style has different ways to catch the idea from the sources, some of them perform more successfully in learning process than the others because if students have different learning style so they have different perception about English, some of them feel that learning English is bored and difficult because if they read something, they should be focus and need more concentration to comprehend the text, meanwhile they easier to get the information by listening or discussing with their friends, but for the others learning English is fun activity, they can communicate with many people using English with their own style.
However, based on the researcher’s pre – observation at Senior High School 12 Mukomuko, the researcher found the phenomena, in teaching and learning process the researcher saw each of the students did different activity in classroom. Some of them liked to write down the information that they got from their teacher on their book, they disposed quite during learning process. Some other looks at their teacher seriously when the teacher explains something and the other students could not focus to their teacher and they did many interactions with their friend beside them. They cannot sit in one chair during learning process.
Based on the phenomena above, the researcher concludes that students at senior high school 12 have different learning style in
getting the information. It is important for the student to recognize the different learning style of the students. If they know about their learning style it will be make them easier in learning process.
RESEARCH METHOD
In this research, the researcher conducted this research into descriptive quantitative research. The researcher used descriptive research because this research is not experimental research and in this research the researcher wants to describe about learning style use in learning English by student at eleventh grade of Senior High School 12 Mukomuko. According to Gay and Airasian (2000:275) descriptive study determines and describes the way think are. In this research, the researcher describe types of learning style and the mostly used by students.
In this research, the researcher used questionnaire and observation as instruments to collecting the data, the first is observation checklist. Ary et al (2006:217) defines the simplest device used is a checklist, which presents a list of the behaviors that are to be observed. The second is observation checklist.
For observation checklist the researcher collected the observation data by following some steps. First, the researcher will come to school to observed teaching learning process.
Second, the researcher saw the activities that students did during teaching learning process.
And the last one the researcher fill the observation checklist about the indicators visual, auditory, and kinesthetic learning style.
For questionnaire, the researcher collects the data through questionnaire by following steps bellow:
a. The first steps that researcher did to collect the data from questionnaire was make the list of questionnaire item based on indicator.
b. Second, the researcher came to school to distribute the questionnaire to the students.
c. Third, after the students complete to answer questionnaire, the researcher collects the questionnaire.
d. Then, the researcher analyzed the data that researcher got from the questionnaire.
After collecting the data, the researcher analyzed the data based on the instrument that
researcher used in this research. According to Gay and Airasian (2000:239) the steps for analyzing data intended to datamanaging, reading or memoing, describing,
classifying and interpreting. The researcher calculates the percentage of sample answer by using formula (Riduwan, 2010:89).
FINDINGS
1. Observation checklist
After did the observation the researcher found that students at second grade students of social class (XI IPS) at Senior High School 12 Mukomuko academic year 2015/2016 have different learning style. They are visual learning style, auditory learning style, and kinesthetic learning style. It shown that students in this class had different learning style and them also had different way in get ad process the information.
2. Questionnaire
For the purpose of this article, data are reported in numbers and percentage of students’ response for each statement in the questionnaire Statements. Refers to histogram above, the researcher presented that visual learning style is 45%, auditory learning style is 38% and kinesthetic is 41%. Thus , the most students’ sensory learning styles preferences in learning English at second grade students of social class (XI IPS) at Senior High School 12 Mukomuko academic year 2015/2016 is visual learning style. It had 45 % from 24 questionnaires of all the students.
CONCLUSSIONS
Referred to the result of the investigated students’ learning styles above, the researcher could conclude that research on students’
Learning Style at second grade students of social class (XI IPS) at Senior High School 12 Mukomuko academic year 2015/2016 had different learning style. The researcher found most of the students had different characteristics or learning styles in learning English process. From the results item of the questionnaire, most of the students had visual, auditory and kinesthetic learning styles. But the researcher should found the mostly of students’ sensory learning style preferences between visual, auditory and kinesthetic learning styles. Thus the researcher calculated the total score of all of categories of learning styles. It result showed that more than half of students had highest score on visual learning style than auditory and kinesthetic.
ACKNOWLEDGEMENTS
Alhamdulillahirabbil’alamin. First of all, the researcher expresses her great gratitude to Allah S.W.T who is helping and blessing to finish this thesis and shalawat and salam to the prophet Muhammad S.A.W who “huswatun hasanah” for the moslem.
Then, the researcher expresses to the advisors, they are Sesmiyanti, M.Pd as the first advisor and Dra. Hj. Riny Dwitya sani M.M.Pd as the second advisor. The researcher expresses gratitude for them about given the researcher many suggestions, advices, motivation and guidance in accomplishing this thesis.
REFERENCES
Ary, Donald. Et al. 2010. Introducing to Research in Education (8th ed). Canada:
Wadsworth Cengange Learning Gay and Airasian. 2000. Educational Research
Competences for Analysis and Application. New Jersey: Prentice Hall Company
2012. Educational Research Competences for Analysis and Application (10th ed). Pearson Education,inc
Riduawan. 2010. Skala Pengukuran Variable- Variable Penelitian. Bandung : Alfabeta
