The purpose of the study was to find out the effectiveness of teachers' teaching style in the field of reading comprehension. The questionnaire on students' learning style showed that students' learning style was very effective. Of the questionnaire on learning style in reading comprehension, there were 12 items or 50%, there were students who completely agreed with the questionnaire on learning style.
It means that dominant to choose a strong agreement in the learning style in the reading comprehension questionnaire and based on the average score comes out to 86.52. It can be concluded that the learning style of the twelfth grade students of SMAN 1 Model Pinrang was very effective. The overall average To achieve the second objective, namely, how was the students' reading comprehension focused on literal and interpretive in the twelfth grade students of SMAN 1 Model Pinrang. The percentage of literal reading skills where the students were excellent to very good; the students were good to average and there was no question of fair to poor and from poor to very poor. The overall average score of interpretive is 85.62, which is interpreted as 'excellent to very good'.
The percentage of interpretive reading comprehension was 32 (80%) students from excellent to very good, 8 (20%) students achieved good to average and it was not fair to poor and poor to very poor.
INTRODUCTION
- Problem Statement
- Objectives of Research
- Significance of Research
- Scope of Research
From this problem, we know that the students must have a learning style because learning style can help the students to learn English, especially in reading comprehension because some students think that reading is not favorite activity. Each individual has a tendency towards one learning style which makes it easier to absorb the lesson. The individuals who have a tendency towards visual learning style are more excited to see what is being studied.
Based on the above explanation, learning style is very important to increase student's knowledge and reading comprehension was very important in our life, so the researcher was interested to observe the effectiveness of students' learning style in understanding of reading in SMA Negeri 1 Model Pinrang. This research was expected to enable the students to provide their input as to whether the students' learning style was effective enough or not. This research focused on students' learning style, which was effective learning as the main objective.
The researcher described the effectiveness of students' learning style in reading comprehension in SMAN 1 Model Pinrang.
REVIEW OF RELATED LITERATURE
Some Pertinent Ideas
Kocinski's second definition of learning style in Soflano and Hainey (2015: 4) is the learner's preferred strategy for perceiving, interacting and responding to the learning environment. Students with a visual learning style were characterized by a strong need to see and capture information before understanding it. Learning style characteristics focus on listening as the main tool for absorbing information or knowledge. This means that he has to listen, and then he can remember and understand certain information.
This learning style requires individuals to touch something that provides certain information in order to remember it. Just by holding it, someone with this learning style can absorb information without reading the explanation. The individuals who have this learning style feel they can learn better if the process is accompanied by physical activity.
Students' learning styles cannot be changed, but once students understand the learning style, the teacher expected by the students can maximize their learning style corresponding to each learning style.
Conceptual Framework
Research Design
Research Variable
Population and Sample
In the table and chart above, it can be seen that there were 40 students whose involved answered statement number 1 "I like to learn English subject (saya belaman belajar bahasa Inggris) there were 20 students or 50% of the total number of students who choose From the chart and chart above it can be seen that there were 40 students involved in answering statement number 5 “I am able to understand readings that use simple words. saya dapat persakan bakanan yang menggunakan kalimat yang sedera)”. In the chart and chart above, it can be seen that there were 40 students whose involved answered the statement number 8 "I could understand reading by reading it over and over again. saya mampu kebukan bacaan dengan memabanya secara sekara sekara).
On the table and graph above it can be seen that there were 40 students who were involved in the statement number 10 "I able to read information in madding wall magazine. saya mampu membaka informasi di majala dinding)”. On the table and graph above, it can be seen that there were 40 students who were involved in responding to statement number 11: “I prefer to obtain information about an interesting topic by reading about it. There were 17 students or 42.5% of the total number of students whose choices strongly agree from statement number 4, then there were 13 students or 32.5% of the total number of students whose choices strongly agree from the statement, there were 2 or 5% students choose partially agree, there were 3 or 7.5%.
On the table and chart above, it can be seen that there were 40 students whose involved answered statement number 13 "I am happy when I work with literal questions (saya senang sangan ngangan ngang bengang literal)". On the table and chart above, it can be seen that there were 40 students whose involved answered statement number 15 "I am able to understand when I read quickly(saya mampu understand ketika saya membaka cepat)". In the table and chart above, it can be seen that there were 40 students whose involved answered the statement number 16 “I read books that attracted attention when I was bored and lazy to read books.
From the table and chart above, it can be seen that 40 students participated and answered statement number 16 “I am happy when I review a book. saya senang ketika saya meresensi sebuah buku)”. The table and chart above show that there were 40 students who answered statement number 17 "I am able to understand the translation of a novel (saya mampu samakan roman terjemahan)". From the table and chart above, it can be seen that 40 students participated in statement number 20.
In the chart and the chart above, it can be seen that there were 40 students who were involved in answering the statement number 23 “I find it easier to do the test questions because I have read the material repeatedly. There were 15 students or 37.5% of the total number of students whose choice is strongly agree from statement number 4, then there were 10 students or 25% of the total number of students whose choice is agree from the statement that was 5 or 12.5%.
Research Instrument
Research Procedure
Research Data Collection
Data Analysis
The collected data were analyzed using quantitative descriptive analysis techniques, expressed in the distribution of scores and percentages of predetermined rating scales. The table above mentions that achieving the percentage interpretation of scores is effective. The interpretation criteria of the above effectiveness score are used as a reference assessment of the learning style of student effectiveness in twelfth grade students SMAN 1 Model Pinrank.
Identify the main idea and answer clearly and accurately. includes most of the relevant supporting details of the text. It tries to identify the main idea, whether it is. an incorrect or possibly missing answer includes incorrect or irrelevant supporting details. The student's answer is partial and the analysis almost shows understanding and follows the original text.
Students who can organize the text correctly and tell the details of the story are classified as excellent to very good. Students who can edit the text correctly but tell the story in less detail are classified as good to average. In this level, the samples are students who arrange the reading incorrectly and say little about the story of the text.
The students who cannot organize the reading material in the correct form and cannot tell the story of the reading material were classified as very poor.
FINDINGS AAND DISCUSSION
Discussion
As revealed from the findings, the results of the questionnaire show that the learning style was very effective in learning English topics, especially in reading comprehension. Based on the previous research results, Jimmi (2013) found that there was a significant correlation between learning style and learning strategy, such as between visual style and memory and metacognitive strategies. It was also found that visual learning style along with memory strategies had a significant correlation with reading comprehension.
Fifthrotunnisa (2015) found that students' learning style (variable , either r 5% or r 1%. Thus, it can be concluded that students in the second grade of MTS Muhammadiyah 1 Ciputat have a visual learning style or are dominant. Based on the data from the questionnaire, it was found that the majority of students agreed with the statements regarding the learning style used in learning English.
In conclusion, the learning style was very effective based on the previously used survey, questionnaire and reading comprehension test. English teacher used all learning style with the twelfth grade students in SMAN 1 Model Pinrang. Based on the results and the discussion, it could be concluded that several learning styles had been found after the study.
In other words, the teachers' learning style is how the teacher who presents the material supported by the strategies is used in teaching and learning. By using learning style, students became interested in. learn English subject because if the teacher uses learning style the student is not bored with the material. Based on the research, it is obvious that the learning style can be used to improve the quality of the teaching learning process, especially in learning reading comprehension for high school.
The use of learning style within the English language teaching-learning process has been proven to gain better results in student achievement in English language learning. Regarding the research findings, this thesis is only about learning style. Learning style is expressed through behaviors, characteristics, and behaviors that reflect the teaching philosophy and the role one prefers to take when conveying information in the classroom. which can support students in teaching-learning processes, especially in teaching reading.
The Kolb Learning Styles Inventory Version 3.1. online.http://www.haygroup.com/tl/Questionnaires_Workbooks/Kolb_Learn.
CONCLUSION AND SUGGESTION
