In the previous study of Fithrotunnisa (2015) The Comparative Analysis of Students' Learning Style on their Achievement in Reading. This study to find out the differences between students' learning styles and their reading performance. Ha = There is significant difference in students' reading comprehension based on their learning styles; visual, auditory and kinesthetic.
The Types and Characteritics of Learning Sytle
Abidin, Rezaee, Abdullah, Singh (2011) state that visual learners are those who prefer to receive in the form of pictures, diagrams, movies and demonstrations, while verbal learners prefer words as a medium to convey information. Usually, these students prefer to spend their holidays listening to music rather than playing with friends. They prefer an oral test or assignment to a written test or assignment.
Reading
The Understanding of Reading
Erliana (2011) states that among the four language skills, reading is the most important because every aspect of life involves reading. Priajana (2013) says that reading is a key process in the individual's development of the ability to understand the prevailing information of the world. In addition, Sabarun (2012) states that reading is one of the four language skills that must be developed in English teaching.
The Purpose of Reading
From the explanation above about different definitions of reading, it can therefore be said that there is no universally acceptable definition of reading. Reading is a process, activity, or ability to intentionally understand the meaning or information, whether from a printed page or not. It does not over measure reading for a pleasure or a task, the basic purpose is only to get information.
The Understading of Achievement
Another statement by Simpon and Weiner cited by Yusuf, achievement is defined as measurable behavior in standardized series of tests. In the same occasion, Yusuf describes that achievement is considered as actions to complete or achieve by effort. To summarize the performance definition, it can be concluded that the meaning of performance is the result of activities that have been performed.
Research Design
Population and Sample 1. Population
This chapter discusses research design, population and sample, research instrument, data collection and data analysis. In this study, 53 students in the fifth semester in appreciative reading class at IAIN Palangkaraya are the sample.
Research Instrument
Data Collection Procedure
The first step of analyzing data was that the author classified the categorization of learning style from the questionnaire. In this study there were 15 items questionnaire and 5 items for each group of learning styles. To determine students' learning styles was to sum up all the scores of questionnaire items from each categorization of learning styles.
The highest score of the three learning styles in the group was the main part of the learning styles that the students have. Descriptive statistics are the mean, which shows the average performance of a group on a measure of the variable, and the standard deviation, which shows the spread of a group of scores around the mean—that is, whether scores are relatively close together and clustered around the mean or spread widely around average. Therefore, the study used inferential statistics to describe the result of hypothesis testing and analysis of variance (ANOVA).
Before analyzing the hypothesis, because analysis of variance (one-way ANOVA) includes parametric statistics, the normality and homogeneity test must be performed. Then, homogeneity tests were performed to ensure that the data populations were homogeneous or not. Normality and homogeneity tests were analyzed using SPSS 16 statistical software. The hypothesis testing presented in this study because the purpose of the study was to compare and prove that a relationship exists between variables that can affect the outcome of a variable.
Data Analyzis Procedure
SSa : Sum of square among groups SSw : Sum of square within groups SStot : Total sum of square. To determine the technique students' learning styles dominate the use of in reading, Sudijono (2016) states that the formula for questioners used. In this chapter, the researcher discussed the research findings on the comparison of students' learning styles and reading performance.
In the first step, the researcher discussed the student learning style questionnaires chosen by the students to classify the learning style categorization. Then the researcher showed the students' reading scores taken from the reading test and accepted from the TOEFL. Therefore, the data description described from the reading achievement score documentation revealed the frequencies of each variable such as the total score, mean, median, highest and lowest score for students' reading achievement.
In addition, in this chapter the data are presented in detail and described using tables in this chapter.
Data Presentation
Learning Styles
In the third chapter, it was explained that by recognizing the students' learning styles, you use the questionnaires. From the calculation of the analysis shows the learning styles of the students, point 1 asks that the score is 77% it means "agree". From the calculation of the analysis shows the students' learning styles, point 2 asks that the score is 76% it means "agree".
In addition, question item 3, based on the analysis of the analysis of students' learning styles, shows that the score is 76%, which means "agree". Based on the calculation of the analysis of students' learning styles, question point 4 shows that the score is 74%, which means "agree". In addition, based on the analysis of student learning style analysis, question item 5 shows that the score is 74%, which means "agree".
From the calculation of the analysis shows the students' learning styles, point 6 asks that the score is 78%, it means "agree". From the calculation of the analysis shows the students' learning styles, item 7 asks that the score is 79%, it means "agree". From the calculation of the analysis shows the students' learning styles, item 8 asks that the score is 73%, it means "agree".
In addition, based on the calculation of analysis students' learning styles paper item 9 shows that, the score is 76 % it means "agree". In addition, based on the calculation of analysis students' learning styles paper item 10 shows that, the score is 73% it means "agree". In addition, based on the calculation of analysis students' learning styles paper item 12 shows that, the score is 76 % it means "agree".
Reading Test Scores
From the result above, the total item questioners consist of 15 questions with the final result 76.7 % and the categorization is “Agree”. It shows that the total reading score of TOEFL test of English Education students in appreciative reading class is 1400. Moreover, the highest reading score of visual learners is 100 and the lowest reading score is 22.
It shows that the total reading score of TOEFL test of English Education students in appreciative reading class is 924. The data shows that the highest reading score of auditory learners is 100 and the lowest reading score is 26. On the table 4.20, the highest reading score of kinesthetic learners is 100 and the lowest reading score is 16.
The total reading score of TOEFL test of English Education students in appreciative reading class is 1496. As a result, from three tables of learning styles group and reading performance above, the data shows that the highest score of reading performance is 100 and is achieving by visual, auditory and kinesthetic learner group. In addition, the highest total score and mean among three groups of learning styles comes from kinesthetic learner groups, (1496) and (M = 71.24).
In addition, the total frequency of students' reading achievement score of the entire groups is also analyzed using SPSS 16.
Research Findings 1. Testing Normality
From the result above, it can be seen that the data is categorized normally distributed because the value of significant is higher than 0.05. As a result, from the result of homogeneity presented above, we can reveal that the variance of the data is homogeneous. It is leading to know the significance differences of reading achievement scores based on their groups of learning styles, visual, auditory and kinesthetic learning styles.
Ha: There is significant difference in students' reading performance based on their learning styles; visual, auditory and kinesthetic. H˳: There is no significant difference in students' reading performance based on their learning styles; visual, auditory and kinesthetic. From the result, it can be clearly said that there is no significant difference in the students' reading performance based on their learning styles;.
Additionally, Post-Hoc test is conducted to show the specific data of no significant difference between students' reading achievement based on their visual, auditory and kinesthetic learning styles. All three are the Post-Hoc test procedure that will most often be used for detailed data comparison information. Post-Hoc multiple comparisons showed that there is no significant difference between students' reading achievement based on their learning styles, because the data clearly report that all the significance value results are higher than 0.05.
It can be concluded that there is no significant difference in students' reading comprehension based on their visual, auditory and kinesthetic learning styles.
Discussion
Therefore, we can claim that there are no significant differences in students' learning styles in terms of reading achievement. For detailed data, it is possible to see the Post-Hoc test on the significant value of the difference between learning styles. As a final result, post-hoc test data showed that no group was diverse.
The detail is when we compare the visual group with the auditory, the result is 0.737, the second, the visual group is compared with the kinesthetic group, it is 0.987 and the last, the auditory group is compared with the kinesthetic group, it is 0.809. Therefore, we can clearly say that there is no significant difference in the reading achievements of students according to their vision, hearing and.
Conclusion
Suggestion
For Students at IAIN Palangka Raya
For English Lecturers
For The Researcher
Knowing the effect of learning styles on their reading performance and helping them discover their learning style can make it easier to compare the materials. The effect of reading teaching materials for different learning styles on improving students' reading comprehension. Reading comprehension of students based on their learning styles. Retrieved from http://repository.uinjkt.ac.id/dspace/bitstream Sari%20%20Febrianti%20%40WATERMAK%20iok.pdf Fithrotunnisa, E.
Language learning style among TSEL undergraduate students at Universiti Kebangsaan Malaysia from different gender groups.
