1
THE CORRELATION BETWEEN STUDENTS’ LEARNING STYLES AND THEIR WRITING ACHIEVEMENT
AT THIRD SEMESTER STUDENTS OF ENGLISH DEPARTMENT IN STKIP PGRI WEST SUMATERA
Oleh:
Fanny Triana *)
**) Siska dan **) Abri Yenti Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini bertujuan untuk melihat apakah ada atau tidak hubungan yang signifikan antara gaya belajar mahasiswa dan prestasi pada mata kuliah writing II. Populasi dari penelitian ini adalah mahasiswa semester tiga Program Studi Bahasa Inggris STKIP PGRI Sumatera Barat tahun ajaran 2014/2015. Ada tujuh kelas yang mengikuti mata kuliah writing II pada semester tiga Program Studi Bahasa Inggris STKIP PGRI Sumatera Barat tahun ajaran 2014/2015. Total mahasiswa adalah 200 orang. Dalam menentukan sampel, peneliti menggunakan simple random sampling teknik dengan memilih secara acak mahasiswa yang mengikuti mata kuliah writing II.
Peneliti membatasi jumlah sampel yang di ambil, dengan cara mengambil 30% dari total populasi. Peneliti mendapatkan 63 mahasiswa diambil secara acak 9 mahasiswa dari 7 kelas yang mengikuti mata kuliah writing II.
Dalam mengumpulkan data, peneliti menggunakan angket untuk mengklasifikasikan tipe gaya belajar dan mengumpulkan hasil belajar mahasiswa pada mata kuliah writing II. Dalam menganalisa data, pertama peneliti mengklasifikasikan tipe gaya belajar mahasiswa, peneliti menemukan ada 6 tipe gaya belajar siswa, yaitu Visual, Auditory, Kinesthetic, Group, Individual, dan Expressive Learners. Kedua, peneliti mengkorelasikan jumlah skor pada angket gaya belajar dengan nilai hasil ujian akhir mahasiswa pada mata kuliah writing II dengan menggunakan rumus Pearson Product Moment. Peneliti menemukan 2 tipe gaya belajar yang memiliki hubungan dengan hasil belajar mahasiswa, yaitu tipe gaya belajar Visual dan Expressive Learners. Peneliti menemukan nilai korelasi dari Visual Learners dengan t-hitung lebih rendah dari pada t-tabel 0.78 ≤ 1.85, Expressive Learners dengan t-hitung lebih rendah dari t-tabel 0.22 ≤ 2.13 dengan level signifikan 0.05 dan degree of freedom (df=n-2). Ini berarti t-hitung lebih rendah dari pada t-tabel maka hipotesis pada penelitian ini diterima. Berdasarkan penelitian ini dapat disimpulkan bahwa gaya belajar tidak ada hubungan yang signifikan terhadap hasil belajar siswa pada mata kuliah writing II.
Key words: Learning Styles, Writing
*) Penulis
**) Pembimbing INTRODUCTION
Writing is one of important skills that should be mastered by the students. Through writing, the students can deliver their ideas. The students can express their ideas in a letter, book, or article. It is related to the thinking process and ideas in written form. Writing process is more complex because the students need pay attention the overall pattern or structure of the text so that students know what have they write.
In writing activity, students can write their ideas and express their feeling about their experience.
In writing, they should pay attention about grammar fluency in writing good sentences, punctuation, spelling, and the appropriate vocabularies to hold the text. It can be a complete product in writing. It means that, among the four English skills, writing is often considered the most difficult task for students.
If the students want to produce a good written, they must know about the way of writing.
Hence, the students will get good writing
2 achievement. It is important for the students to know about the writing achievement. According to Anderman and John (2013:338), achievement in writing is marked by the ability to produce text that extends across a number of paragraphs are tied into a meaningful whole and that accommodate the needs of potential reader. It can be said that, if the students can create paragraphs that have coherence each other and it becomes a text, the students has achieve the writing achievement. Thus, when they learn some aspects of writing and feel confident about constructing a certain genre of text, they can begin to develop writing in good phrases to communicate with people who will read and understand the message. Because of that, the students are able to write and get good writing achievement as the result of learning writing class.
In reality, not all of the students have a good achievement in writing class. There are some factors such as learning motivation, learning styles, and emotional problems. These factors can affect the students’ achievement. The students’ learning styles is one of the factors that influence students’
achievement. Learning styles are the way how the students receive the information in learning situations. It means that, the students have different ways to explore their knowledge and idea in writing class, because the students have different learning styles in writing.
Related to the researcher’s pre observation in writing class of the third semester students’ at English Department of STKIP PGRI West Sumatera, the students have different style in understanding the material about writing that explained by the lecturer.
First, the students who are visual learners will pay attention to the lecturer’s written in the white board and they read the book while the lecturer explains about the material of writing. Second, the students who are auditory learners enjoy listening to the teacher explanation and following the lecturer instruction about the material. Third, the students who are kinesthetic learners, they present their assignment in the white board. Fourth, the students who are group learners, they discuss and create the assignment in pairs or more. Fifth, the students who are individual learners, they prefer to study by themselves. The last students learning style is expressive learners, the students who are expressive learners; they are active in giving feedback about the material.
It is important for the students to develop their learning styles in processing the material of writing from the lecturer’s explanation. The students may use one type of learning style or more. Because, the lecturer has explained the material about writing and the lecturer has build the students’ habit in
writing. In learning writing class, the students also have different learning style in achieving writing subject. If the students have mastered the entire component of writing and create a coherence text, the students will get success in achieving writing subject.
REVIEW OF THE RELATED LITERATURE Writing
Writing is a purposeful activity. Hamp - Lyons and Kroll in Weigle (2002:19) state that writing is an activity that takes place within context to accomplish special purpose and appropriately shaped for its intended audience. Thus, the writer has to consider some aspects before writing. They are the readers, the reason behind their writing and in what context and situation.
Furthermore, another definition about writing comes from Nunan (2003:88) state that writing is physical and mental activity. Writing is called physical activity because it is an activity of collecting the words in some medium. Besides, writing is called mental activity because it is a work of inventing the ideas, thinking about how to express and organize ideas into statement and paragraphs that will impress the readers. It means that, writing is the collaboration activity between physical act and mental working in developing ideas into statements and paragraphs that will communicate with the reader.
In this case, Leo (2007:1) state that writing is a process of expressing ideas, thought into words should be done at our leisure. Therefore, writing can be enjoyable as long as we have the ideas to develop many words in written form. It can be concluded that writing is an act of communicating activity that involves physical and mental activity based on the purpose, audience, and context. The writer can develop ideas, opinion, and feeling into a word. The writer combines the word into sentence and produces a good written form that communicates with the reader.
Writing Achievement
Achievement is a result which has been achieved by an individual after the students accomplished some assignment. It can be said that, writing achievement is the result which has been achieved by the students after follows writing subject. According to Hughes (2007:13&18) final achievement tests are those administered by at the end of a course of study, in related to measure
3 students’ writing achievement, the students are able to construct tests of grammar, vocabulary, discourse, markers, handwriting, and punctuation. It means that, the students can achieve the writing achievement by passed the some aspect measurement in testing writing skill are grammar, vocabulary, discourse, markers, handwriting, and punctuation.
Moreover, another explanation about writing achievement comes from Lombardino (2012:59) that writing achievement is typically determined by performance on a range of tasks that may include essays composition for quality and fluency, sentence level construction, editing, spelling, punctuation and hand writing. It can be said that writing achievement can be seen through tasks forms that involve several aspect such as essays composition, sentence level construction, editing, spelling, punctuation, and handwriting.
Furthermore, according to Anderman and John (2013:338) achievement in writing is marked by the ability to produce text that extends across a number of paragraphs, coherence sentence, and paragraphs are tied into a meaningful whole and that accommodate the needs of potential readers. In other word, if the students can create or write paragraphs that have coherence each other, it becomes a text and readable, it can be said that the students have been achieved the writing achievement.
It can be concluded that, the result of teaching learning process is the students’
achievement. In related to the students’ achievement in writing, the students can be said that has been able to write if the students have an achievement in writing. Writing achievement is marked by the students are able to produce a text that has quality composition coherence sentences and paragraphs, so that the readers understand when reading the students’ writing.
Definition of Learning Styles
In learning process, lecturers need to know how the students learn in different style in learning.
According to Hong and Milgram (2000:23) learning style is broadly defined as a learner’s perceptions of his or her own preferences for different types of learning conditions including instructional materials, activities, and learning environment. It means that learning style is the learner’s way in contributing of learning process, the learners are have different ability in comprehending the material and doing the activity in learning process.
Furthermore, another definition about learning comes from Keefe. Keefe in Martinez (2001:82) argue that learning style is the composite
of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interact with, and responds to the learning environment. In other word, learning style is the combination of learner ability and knowledge to achieve a goal from learning process. It is similarly with other definition from Felder in Roig (2008:31) that learning styles are a collection of multiple modes that determine how on individual perceives, processes, and understands information. Therefore, learning style is variety of learner’s way to learn, explore, and comprehend about the knowledge in learning process.
Moreover, according to Allen et al (2011:9) learning style is a preferred way of thinking, processing, and understanding information. It means that, everyone has a different model of developing idea and manner that have impact in learning process.
Besides, Reid in Griffiths (2013:28) argue that learning styles are an individual’s natural, habitual, and preferred way of absorbing, processing, and retaining new information and skills. Hence, learning style is a learner’s preference mode in increasing new knowledge in learning process.
It can be conclude, learning style is the learner’s preference way to learn, explore, and comprehend about the knowledge in learning process.
Learners are having different thought in developing idea about the material, and style to do the activity that influences their learning process. The purpose of a learning style is successful in achieving indicator or skill in learning process.
Types of Learning Styles
It is important to remember that the concepts of learning styles are used in understanding overall students’ personality, preferences, and strengths which is always a combination in each individual student. Identifying students’ learning styles help the teacher to understand how the students perceive and process the material or information in different ways.
according to Lefever (2004:102-105) there are three types of students’ learning styles; they are Visual, Auditory, and Tactile/Kinesthetic learners. Visual learners may learn best through words or pictures.
Auditory learners may learn best by hearing. Tactile refers to a sense of touch, and Kinesthetic learners need to move around in order to learn, kinesthetic refers to large body movement such as dancing or miming.
Moreover, another type of learning style comes from William. William (2009:4-11) point out that there are four types of students’ learning style;
they are Kinesthetic, Tactual, Auditory, and Visual learner. Kinesthetic learner is the student who has to
4 move, the one who really likes action. Tactual learner feels everything deeply, this learner may be described as the sensitive student. Auditory learner learns best by talking and listening. Visual learner is the seeing, believing student.
Moreover, another type of learning style comes from William. William (2009:4-11) point out that there are four types of students’ learning style;
they are Kinesthetic, Tactual, Auditory, and Visual learner. Kinesthetic learner is the student who has to move, the one who really likes action. Tactual learner feels everything deeply, this learner may be described as the sensitive student. Auditory learner learns best by talking and listening. Visual learner is the seeing, believing student.
Furthermore, according to Allen et al (2011:151) and Reids in Moharrer (2012: 533 - 534) there are six types of students’ learning styles, they are visual, auditory, kinesthetic, tactile, group, and individual learner. Visual learners are learners who prefer to learn via the visual channel; they like to read a lot which requires concentration and spent time lonely. Auditory learners are learners who enjoy the oral – aural learning channel; they want to engage in discussions and conversations. Kinesthetic learners are learners who imply total physical involvement with a learning environment; they take a field trip, dramatizing, and interviewing. Tactile learners are learners who suggest learning with one’s hands trough manipulation or resources; they enjoy writing, drawing, building a model, or conducting. A group learner is the one who learns more effectively through working with others. An individual learner is someone who learns more effective through working with others.
RESEARCH METHOD
The design of this research was correlation design since it is aimed to see the correlation between two variables. This research involved two variables, students’ learning style and writing achievement that indicated the degree of correlation between those variables. This statement is supported by Gay and Airasian (2000: 321) said that a correlation research describes an existing condition where it is distinctly from its correlation provide an estimate of just how relation two variables. It collected the data in order to determine of significant correlation between two variables.
In selecting sample, the researcher use simple random sampling is the suitable technique to collect the data in this research. According to Effendi dan Singarimbun (1995:155) sampel acak sederhana ialah sebuah sampel yang diambil sedemikian rupa
sehingga tiap unit penelitian atau satuan elementer dari populasi mempunyai kesempatan yang sama untuk dipilih sebagai sampel.
The third semester students of English Department Students of STKIP PGRI West Sumatera in Academic Year 2014/2015 divided into 7 classes.
They are (2013 A, B, C, D, E, F, and G). The total number of students is 200. Furthermore, Gay and Airasian (2000:322) suggest that 30 participants are generally considered to be a minimally acceptable sample size. The researcher took 30% from the total number of students as a sample. The researcher chooses nine students in each class and gets 63 students as a sample. In selecting a sample, the researcher makes a list name of the students and gives the number each other. Next, the researcher put the number on the roll of paper and asks the students to pick one of them. Finally, the students were as sample that got the number 1 – 9 on the roll of paper.
INSTRUMENTATION
In this research, the researcher used two instruments. The first instrument was students’
learning styles questionnaire. The questionnaire is used to collect the data of students’ learning styles.
The second instrument was the documentation of students’ writing achievement. Documentation is used to collect the data about students’ score in final writing test.
TECHNIQUE OF DATA COLLECTION
The data of research was taken from result of questionnaire and documentation of writing achievement. In collecting the data, the researcher gave students’ learning styles questionnaire to the students, verified the students’ response, identified the students’ learning styles, and gave score based on following criteria. Furthermore, for documentation of writing achievement, the researcher collected the documentation of students’ writing achievement score in final test from the lecturer that teaches in writing class.
TECHNIQUE OF DATA ANALYSIS
After collecting the data, the researcher analyzed students’ learning styles questionnaire and documentation of writing achievement. The data analyzed by scoring the students’ learning styles questionnaire. The result of questionnaire was finding by sum up the total respond’s score from the questionnaire. Then, the researcher found the frequency distribution of each data by using the formula:
5
J =
K = 1 + 3.3 log n P =
Where:
P = range of the class J = scope
K = total of the class
After collecting data from two instruments, the data are analyzed by using Pearson Product Moment in order to see whether any relationship between two variables. The two sets of scores calculated and the result showed the degree of relationship between these two variables. According to Riduwan (2014:80) suggests that the formulation such following:
Where:
rxy = the coefficient correlation between two variables
N = number of participants x = the score of questionnaire y = the score of writing achievement
XY = the total scores of cross product XY X = the sum of questionnaire’s score Y = the sum of writing achievement score x2 = the square of questionnaire’s score y2 = the square of writing achievement score
Then, the researcher determined the strength of the correlation. The result of coefficient correlation of Pearson Product Moment formula is described as the following table Riduwan (2014:80) states that general coefficient correlation is as follows:
Table: 3.4 Interpretation of r – table Coefficient Interval Correlation Level
0,80 - 1,00 0,60 – 0,80 0,40 – 0,60 0,20 – 0,40 0,00 – 0,20
Very strong Correlation Strong Correlation Quite strong Correlation
Low Correlation Very low Correlation
A correlation coefficient is decimal number, between 0.00 and +1.00, which indicates the degree to which two variables are related. He adds that if coefficient is near +1.00 the variables are positively correlated. If coefficient is near −1.00 the variables are negatively correlated.
Then, the researcher found the significant correlation rxy by using formula tcounted. According to Riduwan (2014:80) suggests the formulation such following:
t = Where:
r = coefficient correlation n = number of sample
The t-counted formula is used to measure the significant correlation between students’ learning styles and their writing achievement. To find the significant correlation, the result of t-counted compared to t-table. It assumed to t-countedthat there was any significant correlation if t-countedis bigger than t-table, and there was no significant correlation if t-counted is smaller than t-table, in significant degree α 0,05 (5%) and df = n – 2 to give an interpretation of correlation between two variables.
RESEARCH FINDINGS Data Description
1. The Result of Questionnaire
Questionnaires were used as one of instrument in this research. The questionnaire in this study was Students Learning Styles Questionnaire developed by the experts in review of related finding.
The Students Learning Styles Questionnaire consisted of 30 items construct from 4 indicators.
However, in this research the researcher used 30 items. Moreover, this questionnaire used scale which provided four options to response the statement such as Always (AL), Often(O), Rarely(R), Never(N). In this case, AL was given 4 point, O was given 3 point, R was given 2 points, and N was given 1 point.
The researcher analyzed classified the type of students’ learning styles the students’ responses of students’ learning styles after distributed it to the students as sample. Then, the researcher calculated of the students’ score about their response of students learning styles questionnaire. The researcher presented the students’ learning styles by using percentage formula in the following table;
The table of Students’ Learning Styles NO Type of
Students’
Learning Styles
Students Percentages
1 Visual Learner
10 15,87 %
2 Auditory Learner
17 26,98 %
3 Kinesthetic Learner
6 9,52 %
4 Group Learner
12 19,04 %
5 Individual 12 19,04 %
6 Learner
6 Expressive Learner
6 9,52 %
Total 63 100
2. Documentation of Writing Achievement Documentation is needed in collecting data at this research. The researcher collected the students’ score of final writing test in learning writing class. The final writing test is used to know the students’ writing achievement. Based on the students’ score, the researcher presented the students’
score by using percentage formula in the following table;
The table of Students’ score of writing achievement
N o
Score Students Interpre tation Level
Percenta ges 1 81 –
100
12 Very
High
19,04 % 2 71 –
80
21 High 33,33 %
3 61 – 70
15 Average 23,80 % 4 51 –
60
12 Low 19,04 %
5 0 – 50 3 Very
Low
4,76 %
Total 63 100 %
DATA ANALYSIS
Data analysis of this research was the results of students’ learning styles score and students’ final score in writing class of third semester students at English Department of STKIP PGRI West Sumatera Registered 2014 /2015 Academic Year. Then, the researcher calculated the correlation between students’ learning styles and their writing achievement and calculated each type of students’
learning styles related to their score of writing achievement the researcher used Pearson Product Moment formula. The result of calculating the coefficient correlation in following table;
The table of coefficient correlation
No The
Variables correlation
Coefficient Correlation
(rxy)
Interpretation of r – table
1 Learning Styles and Their Writing Achievement
0,20 Very Low
Positive Correlation
2 Visual Learners and Their Writing Achievement
0,27 Low Positive Correlation
3 Auditory Learners and Their Writing Achievement
- 0,52 Quite strong Negative Correlation
4 Kinesthetic Learners and Their Writing Achievement
- 0,36 Low Negative Correlation
5 Group Learners and Their Writing Achievement
- 0,16 Very Low
Negative Correlation
6 Individual Learners and Their Writing Achievement
- 0,12 Very Low
Negative Correlation
7 Expressive Learners and Their Writing Achievement
0,10 Very Low
Positive Correlation
Then the researcher analyzed the level of significance of the correlation between students’
learning styles and their writing achievement. The result of calculating the level of significance (tcounted) in following table;
The result of tcounted formula No The Variables
correlation
tcounted ttable 1 Students’
Learning Styles and Their Writing Achievement
1,6 1,67
7 2 Visual Learners
and Their Writing Achievement
0,78 1,85
3 Expressive Learners and Their Writing Achievement
0,22 2,13
FINDINGS
The researcher found several findings. They were as follow: first, the highest score of writing achievement of the sample was 85 with 50 score for the lowest score. Second, the researcher found that coefficient correlation (rxy) 0,20 and the level of significant t-counted (1,60) was smaller than t-table (1,67) in the degrees of freedom (df) n-2 where the level of significance (α) was 0,05, that there was a positive correlation between students’ learning styles and their writing achievement, but the strength of its correlation was very low correlation and there was no significant correlation between students’ learning styles and their writing achievement.
Third, the researcher found that coefficient correlation of auditory, kinesthetic, group, and individual learners and writing achievement, (rxy) – 0,52, –0,36, –0,16 and –0,12. The last, the researcher found that coefficient correlation of visual and expressive learners and writing achievement, (rxy) 0,27 and 0,10 and the level of significant t-counted (0,78) was smaller than t-table (1,85) and t-counted (0,22) was smaller than t-table (2,13) in the degrees of freedom (df) n-2 where the level of significance (α) was 0,05.
Therefore, it can be concluded that there was a positive correlation between students’ learning styles and their writing achievement, but the strength of its correlation was very low correlation and there was no significant correlation between students’
learning styles and their writing achievement. Then, there were a negative correlation between auditory, kinesthetic, group, and individual learners and their writing achievement and the strength of their correlation were quite strong, low, and very low negative correlation. The last finding, that there was a positive correlation between visual and expressive learners and their writing achievement, but the strength of their correlation were low and very low correlation and there was no significant correlation between visual and expressive learners and their writing achievement.
INTERPRETATION
The result of this research that the correlation between students’ learning styles and
writing achievement of third semester students at English Department of STKIP PGRI West Sumatera Registered 2014 / 2015 Academic was very low correlation. Then, the correlation between visual and expressive learners and writing achievement of third semester students at English Department of STKIP PGRI West Sumatera Registered 2014 / 2015 Academic were low and very low correlation. It means that there was a correlation between students’
learning styles and writing achievement.
Related to the level of significant of coefficient correlation between students learning styles and writing achievement can be classified as there was no significant correlation, 1,6 ≤ 1,67 where t-counted ≤ t-table. Then the level of significant of coefficient correlation between visual and expressive learners and writing achievement can be classified as there was no significant correlation, 0,78 ≤ 1,85 and 0,22 ≤ 2,13 where t-counted ≤ t-table. Therefore, based on the finding of this study, it could be interpreted that students’ learning styles related to the improvement of students’ writing achievement.
CONCLUSION AND SUGGESTION Conclusion
Based on finding as already discussed, the researcher pointed out the conclusions. First, there was a correlation between students’ learning styles and writing achievement. But not all types of students’ learning styles were correlated. It was proved by the data analyzed; there were two types of students learning styles that have correlation with their writing achievement. Then, the valued of t- counted which was smaller than t-table. Second, the researcher found the coefficient correlation or t- counted = 0,78 and t- table = 1,85 for visual learners, and t- counted = 0,22 and t- table = 2,13 for expressive learners
In conclusion, there was no significant correlation between students’ learning styles and writing achievement, but the correlation was categorized as correlation. In other words, there were six types of students learning styles, but there were two types of students learning styles that have correlation with their writing achievement.
Suggestion
Based on the finding of the research, the researcher proposed several suggestions for lecturers, students, and readers. First, after reading this research result, the lecturers would get information about the correlation between students’ learning styles and their writing achievement. Therefore, lecturers are
8 expected to support the students to improve their knowledge by using their learning styles. Moreover, the lecturers can also understand that the students have different learning styles in learning writing subject. For that reason, after reading this thesis lecturers is suggested to be more pay attention to the variation of students’ learning styles, not only focus on students’ writing ability. Second, the students are suggested to improve their learning styles in order to have a good writing achievement. By improving their learning styles, their writing achievement will be improved too. It gives a positive impact each other.
Then, in this research, the researcher only used questionnaire and documentation of writing achievement as instrument, these could be some limitations of finding. The researcher suggested to the next researcher who has interested to this research to conduct other instrument related research in the large scope.
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