DEVELOPING SUPPLEMENTARY MATERIAL for STUDENTS’
VISUAL LEARNING STYLE at VOCATIONAL HIGH SCHOOL SUNGAI PINANG
THESIS
BY
AULIA AZMINA FAJRIATI NPM. 21802073013
GRADUATE PROGRAM
MASTER OF ENGLISH EDUCATION DEPARTMENT UNIVERSITY OF ISLAM MALANG
2020
Fajriati, Aulia. 2020. Developing Supplementary Material for Students’ Visual Learning Style at Vocational High School Sungai Pinang. Thesis, English Language Education Department, Graduate Program, Islamic University of Malang. Advisor Dr. Hj.
Mutmainnah Mustofa, M. Pd
Key term Students’ Visual Learning Style, Augmented Reality, ESP.
Understudies learn best by seeing the esteem and significance of the data displayed within the classroom. Understudies learn in numerous distinctive ways. A few understudies are visual learners, whereas others are sound-related or kinesthetic learners. Visual learners learn outwardly by implies of charts, graphs, and pictures. This research study adopted research and development (R&D) principle. The instrument used in this stage were questionnaire and interview. The result of need analysis used to develop the materials for students’ visual learning style. Expert validation was conducted to identify the quality of the product. Revision and suggestions from experts suited important notes in revising the instructional materials. Trying out was done to ensure that that the instructional materials enclosed students’ visual learning style need. Revision and suggestions students were noted to revise the instructional textbook. The developer checked the product until the developer consider that the product was to suitable to apply to students’ visual learning style.
Last, as recommendation for developer who are interested in developing instructional material for students’ visual learning style to use various strategies and media to make the students more involved to learning English.
Fajriati, Aulia Azmina. 2020. Mengembangkan Buku tambahan untuk Siswa Gaya Belajar Visual Di Sekolah Menengah Kejuruan Sungai Pinang. Tesis, Jurusan Pendidikan bahasa Inggris, program pascasarjana, Universitas Islam Malang. Penasehat Dr. Hj. Mutmainnah Mustofa, M. PD
Key term Students’ Visual Learning Style, Augmented Reality, ESP.
Cara siswa belajar dengan baik yaitu melihat dari pentingnya materi yang ditampilkan di dalam kelas. Siswa belajar memiliki berbagai cara belajar yang berbeda. Beberapa siswa adalah pembelajar visual, sedangkan yang lain adalah pelajar yang berhubungan dengan audio visual dan kinestetik. Pembelajar visual belajar dari luar dengan menyiratkan bagan, grafik, dan gambar.
Studi penelitian ini mengadopsi prinsip penelitian dan pengembangan (R&D). Instrumen yang digunakan dalam tahap ini adalah kuesioner dan wawancara. Hasil analisis kebutuhan digunakan untuk mengembangkan materi untuk gaya belajar visual siswa. Validasi ahli dilakukan untuk mengidentifikasi kualitas produk. Revisi dan saran dari para ahli cocok catatan penting dalam merevisi bahan ajar. Uji coba dilakukan untuk memastikan bahwa bahan ajar melampirkan gaya belajar visual siswa. Revisi dan saran siswa dicatat untuk merevisi buku ajar. Pengembang memeriksa produk hingga pengembang mempertimbangkan bahwa produk tersebut sesuai untuk diterapkan pada gaya belajar visual siswa. Terakhir, sebagai rekomendasi untuk pengembang yang tertarik mengembangkan bahan ajar untuk gaya belajar visual siswa untuk menggunakan berbagai strategi dan media untuk membuat siswa lebih terlibat dalam belajar bahasa Inggris.
CHAPTER I
INTRODUCTION
This study attempts to find an analysis of the visual learning style in Senior High School.
In this chapter, background of study, objective of the study, definition of key terms and the significance of the study are presented in order to provide a basis for a clear understanding of why this research study in carried out.
1.1 Background of Study
Understudies learn best by seeing the esteem and significance of the data displayed within the classroom. On the off chance that the students are not inquisitive about the material displayed, they will not learn it. In arrange to realize the extreme goal of understudy learning it is critical to utilize a combination of educating strategies and to create the classroom environment as fortifying and intelligently as possible. Understudies learn in numerous distinctive ways. A few understudies are visual learners, whereas others are sound-related or kinesthetic learners. Visual learners learn outwardly by implies of charts, graphs, and pictures. Sound-related learners learn by tuning in to addresses and reading. Kinesthetic learners learn by doing. Understudies can incline toward one, two, or three learning styles. Since of these diverse learning styles, it is vital for instructors to consolidate in their educational modules activities related to each of these learning styles so that all understudies are able to succeed in their classes.
Educational research and development is a process utilized to develop steps to test research findings related to the product being developed, develop the product based on the findings, field- test the product in a natural setting in which it will be used, and revise on the basis of that field test. The reason why this R&D cycle was selected was because first, the goal of this development
was to expand, test, and validate a learning product and the R&D cycle was the most appropriate method with the goals of this development; and second, the R&D cycle has several characteristics that are suited to the development of ideal teaching products, which include continuous collaboration between practitioners and researchers, and bridging the gap between theory and practice (Al-Shehri, 2004).
Each individual student processes and learns new information in different ways. For example, some individuals prefer to learn by active participation, whereas others prefer to sit back and reflect on ideas or theories; some prefer to make written notes, whereas others prefer to use diagrams or pictures. This research focused on students who have visual learning style. Different thinks about report that seventy five of all data handled by the brain derives from a visual arrange.
Learners get it data superior in lesson when they see it. Visual data is displayed in different groups, such as pictures, flowcharts, charts, videos, simulations, illustrations, cartoons, coloring books, PowerPoint slides / decks, posters, movies, games and flash card (Rodger et.al. 2009). Teacher can utilize the over specified designs to show expansive amounts of information in ways that are simple to get it and offer assistance uncover connections and designs. Based on different studies, students remember data superior when it is represented both outwardly and verbally. These procedures offer assistance understudies of all ages to better oversee learning targets and accomplish academic success. Visual learning moreover makes a difference understudies to create visual considering, which could be a learning fashion whereby the learner comes way better to get it and retain information superior by partner thoughts, words and ideas with images. Visual data is displayed through different intuitively visual instruments, such as data and communication innovations (e.g., web administrations), and 2- and 3-D visual situations. This considers centers on interactive 2-D
recreations, such as Turtle, at distinctive levels for age’s between10 and12. The commitment of this research lies in its evaluation of visual considering abilities (Raiyn, 2016).
Teaching and learning of culture is integrated with the language lesson. Therefore, the materials about culture are appropriate to be the supplementary materials. Other reason is that the limited book discussing about culture. The available books describe and explain culture using difficult explanation, especially for senior high learners. Cunningsworth (1995) emphasize the importance of supplementary materials for students. He thinks that the course book is important in the language teaching and learning but it is better to give authentic materials that are related to real life surrounds learners. Then, one thing that makes using of the supplementary material of practical English essential is that the materials of practical English can provide more knowledge to be used in the social life, such as how to solve problems in the society. In this case, the booklet of practical English can be suitable not only for teachers but also for students as one of good sources for language learning. (Tomlinson, et.al, 2004) compile some theories for developing criteria of materials. Based on one of the theories, the materials should help students to connect the learning experience in the classroom to their own lives outside it.
Instructional material is anything which can be utilized to encourage the learning. Within the case of language instructional materials, as expressed by (Tomlinson, n.d.), they can be phonetic, visual, sound-related or kinesthetic, and they can be displayed in print, through live execution or display, or on cassette, CD-ROM, DVD, or the web. They can be directions in that they advise learners almost the language, experiential in that they provide exposure to the language in utilize, elucidative in that they stimulate English language use, or can be exploratory in that they seek discoveries around language use. English Instructional Materials Development in this consider is both a field of consider and a down to earth movement. As a field it ponders the
standards and deliver of the plan, execution and evaluation of dialect Instructional materials. As an action, it includes the production, assessment, and adjustment of language Directions materials classroom. There are a few reasons why teachers need to create their own Instructional material.
Among them are; accessibility of materials which is appropriate-to curriculum, characteristics of the students, and wants to solve the issue in teaching learning. Effective instructional materials in language teaching are formed by thought of a number of variables, counting teacher, learner, and contextual factors. Teacher factors incorporate the teacher’s language capability, preparing and involvement, cultural background, and preferred teaching style. Learner components include learners’ learning style preferences, their language learning needs, interface, and motivations.
Contextual components incorporate the school culture, classroom conditions, lesson measure, and availability of teaching assets in circumstances where the materials will be utilized. In planning an unused course reading or course book arrangement the publisher will ordinarily provide the writer with a profile of the target teachers, learners, and educating setting to enable the researcher to tailor the materials to the target gathering of people. In developing material for every aspect of language learning, whether it is a skill-based course in listening, speaking, reading or writing or basic integrated skill series, the researcher’s understanding of language and language use will have a major impact on material design, because it will play a role in determining these objectives the writer sets out for the material, the focus of the material itself and its activities in them.
Nowadays the system of education has been evolved from traditional methods into modern methods and new technologies. Modern methods making use of advanced tools like electronic books, info graphics, mobile applications, etc., always make progress in the direction of raising the quality of education and improving learning levels. Info graphic is suitable media to imagine the combination of content and picture in a brief, interesting and easily reasonable way. Based
upon the objective behind a concept which is considered to be exchanged through info graphic, it sort of introduction may contrast from flowchart to timeline or any other visualization method. In cases where it is troublesome to communicate complex data, through info graphic, other than mixed media, the finest choice will be increased reality which gives esteem included content, picture, video, 3D protest, etc. in a unmistakable way, which can be taken as 6th sense to supply an generally soundness of information in intellect As of late AR-based devices have made major changes in instructive areas by including virtual objects to the original content. The contrasts between AR-based instructive apparatuses and conventional strategies cause retention of member consideration and intrigued.
There are several problem faced by the students (1) based on interview with the English teacher he said that the books used are too difficult and the material presented is limited, so students are struggling to use the book. (2) The book used does not use Augmented Reality media, in which the media can be used, and is easily accessed by students and teachers. (3) Based on the observation and questionnaire spread by researcher, researcher got data some students have a visual learning style, so they need a book with an attractive design. (4) Covid-19 pandemic requiring teachers and students to conduct teaching and learning activities at home.
This research is done as one of the solutions where the learning process is conducted online or through E-Learning. Innovation in education is indispensable to support the motivation to learn students by using learning methods, as well as media that can attract students ' learning. There are many electronic books that can be downloaded on the Internet, but still need to be augmented with interesting media as it is linked to Augmented Reality. Research is performed online or online due to the obstacle of pandemic epidemics requiring students to study at home. Research is conducted through a group of WhatsApp, where researchers send material through video, and students learn
and work on assignments through the direction of a video created by the researcher. In addition, in books developed using technology that makes students interested in learning by using the book.
During the research process, students follow the process of learning to teach enthusiastically.
Classes are conducted from 15 April to 16 June, followed by eighteen students who have a visual learning style. Samples were taken based on the student learning style in which the researchers used the poll to find out their learning style. In the Student online class given a PDF book that makes it easy for students to access the book through both smart phones and laptops. Based on the results of a two-month study, data obtained that material developed according to the needs of students who have a learning style. In addition, students easily understand the material in the book, as well as the exercises provided can be done easily by students. Book design is also a major concern for students who have a visual learning style. As for the media the authors used to link using Augmented Reality to make students more enthusiastic in the process of learning to teach.
The Media used are QR code, Power Point, and HP Reveal. The book was developed based on the experience of teachers who felt difficulties in teaching online during pandemic. Teacher Handbook still has limitations, especially the lack of motivation from some students who have visual learning style. This book can also be used by students who have an audio-visual and kinesthetic learning style. The book comes with learning media that can be used easily by students and teachers so that learning becomes enjoyable. Therefore, this is supplementary material is suitable for them.
1.2 Objective of Research and Development
Based on explanations above, the researcher formulated the problems of study as follow:
1. What kinds of material are needed by students who have a visual learning style?
2. What kind of teaching materials can help the learning process of students who have a visual learning style?
1.3 Objective of the Study
In line with the problems of the study state above, the purposes of the study are:
1. To describe the kind of material are needed by students who have a visual learning style.
2. To describe the kind of teaching materials can help the learning process of students who have a visual leaning style.
1.4 The Specification of the Product The specification of the product are:
1.4.1 English for communication, which include the theories, and the explanation, examples and exercises.
1.4.2 There are picture and authentic articles to help learners to understanding the materials.
1.4.3 There are exercises about students’ understanding toward the materials for each chapter
1.5 Significance of the Product
This research and development bring some significance for the teacher and students in English subject.
1.5.1 The Significances of the Product for the Teacher are:
1.5.1.1 Giving new materials as the references for the teacher.
1.5.1.2 Increasing the teachers’ quality in teaching English.
1.5.1.3 Motivating teacher to be more creative in the teaching English.
1.5.2 The Significances of the Product for the Students are:
1.5.2.1 Giving the new materials for learning practical English.
1.5.2.2 Motivating students to be more active in practical learning.
1.6 Scope of the Study
Based on the problems identification above, the researcher focuses on developing English learning material for Grade XI students’ visual learning style. The developed materials are in the form of course book which consists listening, speaking, reading and writing in each unit.
1.7 Key Term
There are some definitions.
1. Visual Learning Style
Visual learning is the retention of information by associating data with images and techniques (Leite, 2009). It is easy for them to visualize faces and rarely get lost in new surroundings. Visual learners need to be able to see what they are being taught. As an example, for a visual learner, you could not just tell them how an engine works and expect them to be able to understand. You would have to show them the different parts and how they operate while telling them the names of the engine parts (Clark, 2011).
2. Supplementary Material
Supplementary material is used to add detail, background, or context to an article by, for example, providing multimedia objects, such as audio clips, tables, or figures.
3. English Specific Purposes
English for Specific Purposes or ESP refers to the teaching and learning of English as a second or foreign language where the aim of the learners is to use English in a particular academic professional or occupational domain. It is English focusing on learners’ special needs. It is neither different in kind from any other form of language teaching in that it should be based in the first instance on principles of effective and efficient learning. It is rather an approach to language
learning, based on learner’s needs and directed by specific and apparent reasons for learning (Hutchinson, 1987).
CHAPTER V
SUMMARY AND SUGGESTION
This chapter covers two terms to conclude the whole of the research. They are (1) conclusion and (2) suggestions for the use of the materials in the textbook.
5.1 Summary
Innovation in education is indispensable to support the motivation to learn students by using learning methods, as well as media that can attract students ' learning which, can facilitate them in the teaching and learning process and can also help to develop the four skills in English.
This problem is fixed with the problems faced by teachers are the limitations of teaching materials that are appropriate to what students need, especially during this pandemic period. Teachers need media related to the material in teaching materials to facilitate students in the learning process.
Therefore, it is essential to find what the students need in the future concerning to their English. Research and Development are conducted to solve the problem. Besides to learning about the English language, the students can learn and know widely about English subjects as well.
Holding up to the principle of R&D of ESP for students’ visual learning style, as stated by Borg and Gall (2003) and Latief (2015), needs analysis – as the procedure of R&D – was done to obtain information about students’ need as many as possible. Needs analysis itself leads to several research instruments such as questionnaires for the students and interview for the curriculum designer and English subject teacher. This precious information was used to conduct instructional material. The instructional materials were then developed based on the needs analysis by holding up the principle of developing instructional materials, according to Tomlinson (1998). To attain
the validity of the materials, the developer needed to consult with the experts for the necessary revision. After expert review, the materials needed a set of tryouts before the instructional materials were used in the real classroom.
Researchers also involve previous study based on Stapa (2003) concerning teachers’
awareness of ESP students’ learning preferences. In this study, it was discovered that students’
tendency towards working in pairs or small groups was well perceived by teachers. In a more recent study, Felder and Silverman (2005) formulated a learning style model that comprises of four dimensions including sensing and intuitive learners, visual and verbal learners, active learners as well as sequential and global learners. Later, another study was conducted by Hoque (2008) who investigated the learners’ strategies and preferences in learning EFL. It was discovered that most of the students studied English due to its curriculum requirement, and that they studied English just for the sake of examinations.
After doing three try outs in this research, the satisfying result shows that this book is appropriate to use by students in general, especially by students’ visual learning style students of Vocational High School Sungai Pinang. It has suitable topics with the students’ needs since the materials are adapted from their English subjects. Besides, the materials are not too long for the students, and the level difficulty of the materials used is suitable for the students. Moreover, it provides various exercise or activities which prevent the students from monotonous class.
Nothing is perfect in this world, including this instructional material. There are still some weaknesses to be completed. These instructional materials are only focused on reading, speaking, listening, and writing skills, because of the product limitation concerning merely in students’ scope of this research. Therefore, some errors in speaking, misspelling, mispronouncing, or other communicative expressions may be produced during the teaching and learning process. Here, the
contribution and correction from the teacher are needed to improve students’ skills. Feedback from teachers takes essential role in assisting students correct in their errors. Another weakness is that not all grammar, reading and writing theories are explained completely in this textbook because of limited time.
5.2 Suggestion
The researcher thinks that the instructional materials conducted in this research is appropriate to apply in English subject because it provides students ‘needs activities. This textbook contains English topics, vocabularies and materials related to topics, and practical exercises that help helpful for the students’ visual learning style to comprehend a current topic. The researcher suggest to the teacher as the instructor and facilitator of this textbook. Because these instructional material present more English involvement, it is better for the teacher should use various strategies, especially in reading. Students may be bored if the teacher always asks them to use silent to read or reading aloud strategy. In addition, using various media is needed to make the students more attracted in learning English, such as using PowerPoint presentations.
Furthermore, the researcher hopes there will be more researches and development about ESP instructional material for students’ visual learning styles. The researcher considers that still there are some aspects are not included in this research and development because of research and time limitation, such as using many animation, unique and exciting image selection, and lack of discussion of grammar and pronunciation and many other topics which need English to conduct.
Finally, if English can cover all needs for students, especially students’ visual learning style, the students will have much opportunity to practice more. If many researchers develop research and development for students’ visual learning style, it is impossible to have excellent
education for students in Indonesia. Also, to enhance this teaching material quality for the student learning needs, other supporting materials are still needed as well as more feedback from related parties such as students, teachers, and supervisors.
