I.

INTRODUCTION

This chapter is divided into six sub chapters. They are Background of the
Problem, Research Question, Objective of the Research, Use of the Research,
Scope of the Research, and Definition of Term.
1.1. Background of the Problem
Reading is one of four skills in English. Wadsworth (1978) states that reading is a
process of deriving meaning from written symbols. To convey a meaning, readers
perceive the symbols and try to determine what they mean, either while perceiving
them or shortly thereafter. In line with Wadsworth, Clark and Silberstein (1987)
define reading as an active cognitive process of interacting with print and
monitoring comprehension to establish meaning. Furthermore, Dalmann in
Wadsworth (1978) explains that reading is more than knowing what each letter or
alphabet stands for. It involves more than word recognition in that case
comprehension is essential.
In comprehending things when learning, students have different styles, namely
learning styles. Learning styles have been defined in various ways as they are
assessed in different orientations. Brown (2000) defines learning styles as the
manner in which individuals perceive and process information in learning
situations. He argues that learning style preference is one aspect of learning
style, and refers to the choice of one learning situation or condition over

another. Similarly, Celce-Murcia (2001) defines learning styles as the general

approaches for example, global or analytic, auditory or visual that students use
in acquiring a new language or in learning any other subject. The manner in
which a learner perceives, interacts with, and responds to the learning
environment. Learning style is sometimes

defined

as

the

characteristic

cognitive, affective, social, and physiological behaviors that serve as relatively

stable indicators of how learners perceive, interact with, and respond to the
learning environment (MacKeracher. 2004, p. 71).
Furthermore, Keefe (1982) defines learning styles as the characteristic cognitive,
affective and physiological behaviors that serve as relatively stable indicators of
how learners perceive, interact with and respond to the learning environment.
Harmoniously, Dunn & Dunn (1978) defines learning styles as the way in which
each person absorbs and retains information and/or skills; regardless of how that
process is described, it is dramatically different for each person. In line with the
other experts, Sims (1983) puts forward that learning styles are typical ways a
person behaves, feels, and processes information in learning situations. Therefore,
learning style is demonstrated in that pattern of behavior and performance by
which an individual approaches educational experience.
Briefly, Oxford et al. (1990) defines the learning style as the general approaches
students used to learn a new subject or tackle a new problem. Similarly, Tan
Dingliang in Gilakjani (2012) defines learning styles as the way that a learner
often adopts in the learning process, which includes the learning strategies that
have been stabilized within a learner, the preference of some teaching stimuli and
learning tendency. Relating the ideas of learning styles, Reid (1995) summarizes

definitions of learning styles as internally based characteristics of individuals for

the intake or understanding of new information. Essentially learning styles are
based upon how a person perceives and processes information to facilitate
learning. In short, learning styles can be defined as the combination of how people
absorb and then manage and process information (Deporter and Hernacki in
Ozbas, 2011).
The different orientations in assessing have caused the difference in the
classification of learning style. Kolb (1984) classifies leaning styles into four
categories: the diverger (concrete, reflective), the assimilator (abstract, reflective),
the converger (abstract, active) and the accommodator (concrete, active).
According to him, concrete-reflective learners respond well to explanations of
how course material relates to their experience, interests, and future careers.
Abstract-reflective learners respond to information presented in an organized,
logical fashion and benefit if they are given time for reflection. Abstract-active
learners respond to having opportunities to work actively on well-defined tasks
and to learn by trial-and-error in an environment that allows them to fail safely.
Concrete-active learners like applying course materials in new situation to solve
real problems.
Fleming & Baume (2006) classifies learning styles into four major categories:
visual learning style, auditory learning style, kinesthetic learning style, and
read/write learning style. According to him, individuals who fall into visual
learning style absorb information by seeing it in front of them and storing the
images in their brains. Furthermore, individuals who fall into auditory learning
style tend to absorb information in a more efficient manner through sounds,

music, discussions, teachings, etc. Next, People with the kinesthetic learning style
learn best by doing: moving around and handling physical objects. Different from
the previous categories, individuals who fall into read/write learning style absorb
information by reading books and handouts, taking lots of notes (sometimes wordfor-word), and making lists.
Reid (1995) classifies learning styles into seven categories: visual, physical, aural,
verbal, logical, social, and solitary learning style. According to him, visual
learners prefer to use pictures, images, diagrams, colors, and mind maps. Physical
learners learn by doing or use their body to assist in their learning. Aural learners
prefer using sound obviously, rhythms, music, recordings, clever rhymes, and so
on. Verbal learners prefer using words, both in speech and in writing to assist in
their learning. Logical learners prefer using logic, reasoning, and systems to
explain or understand concepts. Social learners enjoy learning in groups or with
other people, and aim to work with others as much as possible. The last is
individuals who fall into solitary learning style. The solitary learners prefer to
learn alone and through self-study. They are more private, introspective and
independent.
Dornyei (2005) categorizes learners learning style according to sensory
preference into several types: visual, auditory, kinesthetic or tactile. He explains
that learners with visual learning style absorb information most effectively if it is
provided through the visual channel. Thus, they tend to prefer reading tasks
and often use colorful highlighting schemes to make certain information
visually more salient. Learners with auditory learning style absorb information
most effectively through auditory input such as lectures or audiotapes. They like

to talk the material through by engaging in discussions and group work.

Kinesthetic learners will learn most effectively through complete body experience
such as body movement, whereas tactile learners like a hand-on, touching learning
approach.
Although learning styles have been classified in different ways, researchers in
second or foreign language acquisition generally use VAK learning style
questionnaires to determine students learning styles. Ozbas (2011) uses VAK
learning style questionnaire adopted from McVay Lynch

Learning

Style

Inventory to find out Turkish university students learning styles. In his study, he
explains that approximately half of the students learn visually. Similarly, Gilakjani
(2012) uses VAK learning style adopted from Reids Perceptual Learning Style
Preference Questionnaire (PLSPQ) to find out Iranian university students
learning styles. In his study, he explains that over 100 students complete a
questionnaire to determine if their learning styles are auditory, visual or
kinesthetic and the finding shows that Iranian EFL university students prefer
learning style is visual.
Furthermore, Gilakjani (2012) also reports previous researches which use VAK
learning style questionnaire and the findings. Reid in Gilakjani (2012) states that
Chinese university students (N = 90) studying in the USA favor Kinesthetic
and Tactile styles, and disfavor Group styles. Melton in Gilakjani (2012) states
that Chinese university students (N = 331) favor Kinesthetic, Tactile and
Individual styles, and disfavor Group styles. Jones in Gilakjani (2012) states that
his Chinese (Taiwan) university students (N = 81) favor Kinesthetic and
Tactile styles, and disfavor Individual styles. Peacock in Gilakjani (2012) has

examined the learning style preferences of EFL and ESL students. The results of
the study show that students prefer kinesthetic learning styles above others,
whereas the teaching methods mostly suit auditory learners.
The theories about learning styles emphasize that students with visual learning
style comprehend things better through visual input, students with auditory
learning style comprehend things better through auditory input, and students with
kinesthetic comprehend things better through engaging themselves in activities. In
the other words, students with visual learning style will comprehend things better
than the others if the teacher uses visual input. Similarly, students with auditory or
kinesthetic learning style will comprehend things better than the other if the
teacher uses auditory or kinesthetic input. However, many studies about learning
styles investigate only students learning preferences and determine if the students
are visual, auditory, or kinesthetic students. The studies have not revealed much
evidence whether or not visual students absorb information better through visual
input, auditory students absorb information better through auditory input, and
kinesthetic students absorb information better through kinesthetic input.
Therefore, this study which is intended to find out whether or not there is a
significant difference in students reading achievement after being taught through
activities suited to their learning styles is accordingly conducted.

1.2. Research Question

The research questions are formulated as follows:
1. How are visual, auditory, and kinesthetic reading activities designed?

2. Is there any significant difference in students reading achievement after being

taught through activities suited to their learning styles?

1.3. Objective of the Research

The objectives of the research are formulated as follows:
1. To design visual, auditory, and kinesthetic reading activities
2. To find out whether or not there is a significant difference in students reading
achievement after being taught through activities suited to their learning styles

1.4. Use of the Research

This research is expected to bring the following benefits:
1.

Theoretically, it enriches and confirms previous theories about students

learning styles.

2.

Practically, the finding of the research will help teachers in designing

teaching activities and future researchers in conducting further researches.

1.5. Scope of the Research

The research is intended to design reading activities which are suited to visual,
auditory, and kinesthetic learning style and to find out whether or not there is a
significant difference in students reading achievement after being taught through
activities suited to their learning styles. It will be administered at Teknokrat
College. The samples of the research will be Teknokrat College students with
population as many as 30 persons.

1.6. Definition of Terms

1.

Reading is a process of acquiring knowledge through written texts.

2.

Reading achievement is the amount of knowledge that students acquire from

reading written texts.

3.

Learning style is a students preference in acquiring a new knowledge.

4.

Visual learning style is a preference in acquiring a new knowledge by seeing.

5.

Auditory learning style is a preference in acquiring a new knowledge by

hearing.

6.

Kinesthetic learning style is a preference in acquiring a new knowledge by

doing.

7.

VAK learning style questionnaire is a questionnaire which is used to

determine students learning styles which involve visual, auditory, and
kinesthetic learning style.

II. FRAME OF THEORY

This chapter is divided into nine sub chapters. They are Concept of Learning,
Concept of Learning Style, Concept of VAK Learning Style, Concept of VAK
Learning Style Test, Concept of Reading, Concept of Reading Activity Design,
Description of Reading Activity, Theoretical Assumption, and Hypothesis.
2.1. Concept of Learning
Learning and learners are the main focus of second language acquisition rather
than teaching and teachers. Gas and Selinker (2008) define SLA as the study of
how learners create a new language system, and they add that it is the study of
what is learned of a second language and what is not. What is learned in acquiring
a second language, as well as how it is learned, is often influenced by whether
the situation involves informal exposure to speakers of other languages,
immersion in a setting where one needs a new language to meet basic needs, or
formal instruction in school, and these learning conditions are often
profoundly

influenced

by powerful social, cultural, and economic factors

affecting the status of both languages and learners (Troike, 2006).

The intriguing question of why some L2 learners are more successful than others
requires us to unpack the broad label learners for some dimensions of discussion.
Linguists may distinguish categories of learners defined by the identity and
relationship of their L1 and L2; psycholinguists may make distinctions

based on individual aptitude for L2 learning, personality factors, types and

strength of motivation, and different learning strategies; sociolinguists

may

distinguish among learners with regard to social, economic, and political

differences and learner experiences in negotiated interaction; and social
psychologists may categorize learners according to aspects of their group
identity and attitudes toward target language speakers or toward L2 learning
itself (Troike, 2006).
Since 1970, the focus on learner differences in SLA has been most concerned with
why some learners are more successful and competent than others in the field of
second language acquisition. This major concern is generated from the humanistic
framework within psychology, which is highly interested in that discipline, and
has a huge influence on second language teaching and SLA research
(Williams and Burden in Troike, 2006). The aim of this framework is to
consider emotional involvement in learning, such as affective factors of attitude,
motivation, and anxiety level. It also considers biological differences associated
with age and sex, in addition to some differences associated with aspects of
processing (Troike, 2006).

2.2. Concept of Learning Style

Learning style refers to the ways you prefer to approach new information. Each of
us learns and processes information in our own special style, although we share
some learning patterns, preferences, and approaches. Knowing your own style
also can help you to realize that other people may approach the same situation in a
different way from your own (Celce-Murcia, 2001).

Learning styles is an essential part of second language acquisition. It is a quite

complex, huge, and controversy field as stated by Snow in Ozbas (2011). No
category we have covered contains a more voluminous, complex, and
controversy-laced literature than that of personal styles Broad preferences for
going about the business of learning. In other words, the concept represents a
profile of the individuals approach to learning, a blueprint of the habitual or
preferred way the individual perceives, interacts with, and responds to the learning
environment (Drnyei, 2005).
Learning styles refer to personal preferences in a way that shows how each
individual prefers a certain learning style more than the other, and there is no
right or wrong style of learning, because one can be successful or
academically competent in every style position, even when he/she uses a different
learning style. Thus, ideally, the concept of learning styles offers a value
neutral approach for understanding individual differences among linguistically
and

culturally

diverse

students. The

problem

is

that

learning, and

consequently the related concept of learning styles, is associated at the same

time with perception, cognition, affect, and behavior, and a term that cuts across
these psychologically distinct categories does not lend itself to rigorous definition
(Drnyei, 2005).

2.3. Concept of VAK Learning Style

The VAK learning styles model suggests that most people can be divided into one
of three preferred styles of learning. Dornyei (2005) explains the characteristics of
learning styles based on sensory preferences. According to him, Visual learners

absorb information most effectively if it is provided through the visual channel.

Thus, they tend to prefer reading tasks and often use colourful highlighting
schemes to make certain information visually more salient. In general, visual
learners like visual stimulation such as films and videos, and if some large chunk
of information is presented orally (e.g., in a lecture) their understanding is
considerably enhanced by a hand-out and various visual aids, such as overhead
transparencies, as well as by taking extensive notes.
Visual learning style has characteristics which involve 1) mind sometimes strays
during verbal activities, 2) observes rather than talks or acts, 3) organized in
approach to tasks, 4) likes to read, 5) usually a good speller, 6) memorizes by
seeing graphics and pictures, 7) not too distractible, 8) finds verbal instructions
difficult, 9) has good handwritings, 10) remembers faces, 11) uses advanced
planning, 12) doodles, 13) quiet by nature, 14) meticulous, neat in appearance,
and 15) notices details.
Auditory learners use most effectively auditory input such as lectures or
audiotapes. They enjoy listening and easily get distracted. They prefer being
explained to finding by themselves in comprehending things. Auditory learning
style has characteristics which involve 1) enjoys listening activities, 2) likes to be
read to, 3) easily distracted by noises, 4) has more difficulty with written
directions, 5) memorizes by steps in a sequence, 6) enjoys music, 7) whispers to
self while reading, and 8) remembers faces.
The kinesthetic style refers to learning most effectively through complete body
experience or doing something whereas tactile learners like a hands-on, touching

learning approach. The key issue for the former group is movement, while for the
latter the manipulation of objects. Kinesthetic learners thus require frequent
breaks or else they become Fidgety - sitting motionless for hours is a real
challenge for them. They often find that walking around while trying to
memorize something helps. Tactile learners enjoy making posters, collages, and
other types of visuals, building models, and they also happily engage in
creating various forms of artwork. For them conducting a lab experiment may be
a real treat.
Kinesthetic learning style has characteristics which involve 1) enjoys doing
activities, 2) poor speller, likes to solve problems by working through them, 3)
reading is not a priority, 4) outgoing by nature, 5) will try new things, 6) likes
physical rewards, 7) in motion most of the time, 8) likes to touch people when
talking to them, 9) taps pencil or foot while studying, 10) expresses emotions
through physical means, 11) uses hands while talking, 12) dresses for comfort,
and 13) enjoys handling objects.

2.4. Concept of VAK Learning Style Test

VAK learning style test is designed to find out students learning preferences
which involve visual, auditory, and kinesthetic learning style. Valley in Ozbas
(2011) mentions the importance of finding out ones learning style: 1) by
examining learning styles, one will become aware of how each persons brain
learns best, and 2) the awareness gives the person the chance to study effectively.
Furthermore, determining the learning styles of students is also of vital
importance for collecting data about their preferences. It creates awareness for

the student. The awareness makes the learner gain knowledge during his effort to
learn and also acts as a motive for the learner to use the gained knowledge.
Learning styles not only creates awareness for the students but they can also be
used to inform them about their strengths and weaknesses. Being cognizant of
their strengths and weaknesses might trigger them to be more motivated to learn
(Coffield et al., 2004).

2.5

Concept of Reading

Grabe in MacKeracher (2004) states that reading is the ability to draw meaning
from a printed page and to interpret the information appropriately. Reading can
be broadly divided into two academic skills: (1) word decoding, or accurate and
rapid reading of words, and (2) comprehension, or understanding the intended
message of a written passage. Both decoding and comprehension are facilitated by
a combination of neurodevelopment functions.
In accordance with Grabe, Milan (1988) explains some essential skills in reading.
(1) Comprehension and retention; the readers should be able to comprehend texts
and remember what they have read. They acquire comprehension and retention
through determining the main idea of the passage, their purpose of reading, and
distinguishing between the main idea and supporting details. (2) Inference and
conclusion; inference is an educational guess or prediction about something
unknown based on available facts and information. It is the logical connection that
you draw between what you observe or know and what you do not know. (3)
Critical thinking and analysis; the readers should distinguish the text they are
reading. Whether it is a fact or opinion.

Furthermore, Murcia (2001:191) explains that there are three stages that the
readers do in reading. (1) Pre-Reading; it helps students to access background
knowledge, provides specific information needed for successful comprehension,
and models strategies that the students can use later. (2) While-Reading; it guides
students through texts, makes sense of complex texts and the relationship among
ideas or characters in the texts. (3) Post-Reading. It extends ideas and information
in the texts that are understood by the readers.

2.6

Concept of Reading Activity Design

There are three procedures of teaching reading which are formulated in this
research, namely teaching reading for visual students, auditory students, and
kinesthetic students. Each of the will be described as follows.
2.6.1 Text and Activity for Visual Students
Visual learners absorb information most effectively through visual channel.
Therefore, they tend to prefer reading tasks which use colorful highlighting
schemes to make information visually more salient (Dornyei, 2005). Referring to
the characteristics of visual learners, the researcher will use a descriptive text and
a video. The descriptive text and the video have the same topic. For illustration, if
the text is about Budapest, the video will be about Budapest as well. In the class,
the students are asked to watch the video. After they watch the video, they are
asked to read the text.
2.6.2 Text and Activity for Auditory Students
Auditory learners absorb information most effectively through auditory channel,
such as lectures and audiotapes. They enjoy listening activities, being read or

explained, and are easily distracted by noises (Dornyei, 2005). Referring to the
characteristics of auditory students, the researcher will use a narrative text and an
explanation as a teaching technique. For illustration, the teacher plays an audio
about the story in the text. After that, the students read the text and answer the
questions.
2.6.3 Text and Activity for Kinesthetic Students
Kinesthetic students absorb information most effectively through doing activities.
Sitting motionless for hours is a real challenge for them. They enjoy solving
problems by working through them. They are willing to try new things and are
outgoing by nature (Dornyei, 2005). Referring to the characteristics of kinesthetic
students, the researcher will use a procedure text and retelling as a technique in
teaching reading. For illustration, the students are asked to work in group and
have discussion about the text. After that, they are asked to come to the front of
class and retell the result of their discussion.

2.7

Description of Reading Activity

In the pre activity and post activity, the students are treated in the same way. Time
allocation for pre activity is five minutes, time allocation for post activity is five
minutes, and time allocation for main activity is ninety minutes.
For visual students, in the main activity, the teacher will play a short video first.
The video will be played three times. After playing the video, the teacher asks the
students what the students get from the video. When the students are able to
answer, the teacher gives a descriptive text to the students. Then, the teacher lets
the students read the text and have discussion about some vocabularies in the text

with the teacher. To check the students comprehension towards the text, the
teacher asks the students to answer the questions.
For auditory students, in the main activity, the teacher will play a short audio first.
The audio will be played three times. After playing the audio, the teacher asks the
students what the students get from the audio. When the students are able to
answer, the teacher gives a narrative text to the students. Then, the teacher lets the
students read the text and have discussion about some vocabularies in the text
with the teacher. To check the students comprehension towards the text, the
teacher asks the students to answer the questions.
For kinesthetic students, in the main activity, the teacher will give the students a
procedure text first. Then, the teacher asks the students to work in group. Each
group consists of six students. The teacher lets the students read the text and have
discussion about some vocabularies in the text with the teacher. After that, the
teacher asks the students to tell what they get from the text in group in front of the
class. To check the students comprehension towards the text, the teacher asks the
students to answer the questions.

2.8

Assumption about Learning Style and Reading Activity

Visual students are assumed to comprehend things better than auditory or

kinesthetic students when they are taught through materials which are visually
attractive. Therefore, their scores will be better than auditory or kinesthetic
students scores if the learning materials are adjusted to visual learning style.
Similarly, auditory students are assumed to comprehend things better than visual
or kinesthetic students when they are taught through materials which mostly

involve auditory system. Therefore, their scores will be better than visual or
kinesthetic students scores if the learning materials are adjusted to auditory
learning style.
In the same way, kinesthetic students are assumed to comprehend things better
than visual or auditory students when they are taught through materials which
make them active. Therefore, their scores will be better than visual or auditory
students scores if the learning materials are adjusted to kinesthetic learning style.
Before the students are grouped in one class, they are given a learning style test.
Ten persons will be chosen from each learning style. Then, there are thirty
students in the class. There will be three meetings for each learning style and in
after the three meetings there will a test. Therefore, the students achievement in
reading can be compared.

2.9

Hypothesis

The hypotheses of the research are formulated as follows.

Hi: There is a significant difference in students reading achievement after being
taught through materials which are adjusted to their learning styles.
Ho: There is no significant difference in students reading achievement after being
taught through materials which are adjusted to their learning styles.

III. RESEARCH METHOD

This chapter is divided into eight sub chapters. They are Research Design,
Population and Sample, Research Procedure, Schedule of the Research, Data
Collecting Technique, Data Collecting Instrument, Data Treatment, and
Hypothesis Testing.
3.1. Research Design
This research is a pre experimental research. There will be one class which
consists of thirty participants. The participants vary into visual, auditory, and
kinesthetic students. Before any treatment is given, the students will be given a
pre test. After the pre test, they will be taught nine times in the class; three times
through materials adjusted to visual learning style, three times adjusted to auditory
learning style, and three times adjusted to kinesthetic learning style. After three
meetings, there will be a post test to measure students reading achievement.
Therefore, the meetings will be one time for the pre test, nine times for the
teaching-learning process and three times for the post test. Referring to the
description above, the design of the research is formulated as follows.
T1 X T2
X: Treatment
T: Test

This design is called One Group Pre Test Post Test Design. It is used to find out
how far the students make a progress after certain treatment is given (Setiyadi,
2006).

3.2

Population and Sample

The population of the research will be the second semester students of English
Literature, STBA Teknokrat. The sample of the population will be 30 persons
which involves both male and female students. They are chosen by using a
learning style test. Therefore, there will be ten visual students, ten auditory
students, and ten kinesthetic students. They are taught in the same class. There is
no differentiation is age and gender. However, the students must have the same
length of study or semester.

3.3

Research Procedure

The procedures of the research are formulated as follows.

1.

Determining the sample

The sample is determined through a learning style test. From the test, ten
visual students, ten auditory students, and ten kinesthetic students are chosen.

2.

Giving The Pre Test

After the sample is determined, the pre test is used to find out the students
reading achievement before any treatment is given.

3.

Conducting treatment
The treatment is conducted nine times; three times through activities adjusted
for visual students, three times through activities adjusted for auditory
students, and three times through activities adjusted for kinesthetic students.

4.

Giving The Post Test

The test is given to find out whether or not there is a significant difference in
students reading achievement after being taught through three different
activities.

5.

Analyzing data
All collected data will be analyzed to find out whether or not there is a
significant difference in students reading achievement after being taught
through learning activities adjusted to their learning styles.

3.4

Schedule of the Research

In conducting the research, the researcher will use the following schedule.
Table 1. Schedule of the Research

Meeting 1

Activity
Administering the learning style test

Meeting 2

and pre test

Teaching through learning activities

Meeting 3

adjusted to visual students

Teaching through learning activities

Meeting 4

adjusted to visual students

Teaching through learning activities

Meeting 5

adjusted to visual students

Administering the post test 1 to find

Meeting

out

the

achievement

students
after

being

reading
taught

through activities adjusted to visual

Meeting 6

students
Teaching through learning activities

Meeting 7

adjusted to auditory students

Teaching through learning activities

Meeting 8

adjusted to auditory students

Teaching through learning activities

Meeting 9

adjusted to auditory students

Administering the post test 2 to find
out

the

students

achievement
through

after

activities

being

reading
taught

adjusted

to

Meeting 10

auditory students
Teaching through learning activities

Meeting 11

adjusted to kinesthetic students

Teaching through learning activities

Meeting 12

adjusted to kinesthetic students

Teaching through learning activities

Meeting 13

adjusted to kinesthetic students

Administering the post test 3 to find
out

the

students

achievement
through

after

activities

being

reading
taught

adjusted

to

kinesthetic students

3.5

Data Collecting Technique

Data in this research will be collected through several instruments. To collect data
about the students learning style, the researcher will use a visual, auditory, and
kinesthetic learning style test which is created by J.A. Beatrice, 2015. Then, to
find out whether or not there is a significant difference in the reading achievement
among visual, auditory, and kinesthetic students after being taught through
learning activities adjusted to their learning styles, the researcher will use a

reading test in form of multiple choices. All collected data are then statistically
analyzed by using SPSS (Repeated Measures T-Test).

3.6

Data Collecting Instrument

3.6.1 Reliability of the Instrument

To find out the reliability of the test, the researcher will use Cronbachs Alpha
Reliability. It is used to measure internal consistency so that the questionnaire
consists of items which have high reliability.
The standardized Cronbachs Alpha is defined as follows:

= Coefficient reliability instrument (Cronbachs alpha)

= Number of items

2/b

= Item variant total

2/t

= Variant total

The standard of reliability or the alpha is 0.70. The higher the alpha is, the more
reliable the questionnaire becomes (Setiyadi, 2006). Therefore, any item which
alpha is 0.60 should be revised or omitted in order to achieve higher reliability.
The alpha score is described as follows.

Cronbachs Alpha

Internal Consistency

.9

Excellent

.9 > .8

Good

.8 > .7

Acceptable

.7 > .6

Questionable

.6 > .5

Poor

.5 >

Unacceptable
(George, D. & Mallery, P., 2003)

3.6.2 Validity of the Instrument

To fulfill the validity of the test, the researcher will apply face validity, construct
validity and concurrent validity.
A.

Face validity
Face validity is fulfilled through checking each word in the instrument to
make sure that there is no mistyped word. Furthermore, mechanical aspects
are also checked in order for the instrument looks tidy.

B.

Content Validity
In order for the instrument to fulfill content validity, it must represent all
things which should be tested. Therefore, the reading test should measure all
skills in reading which involve micro skill and macro skill.

C.

Construct validity
To fulfill construct validity, the instrument should fulfill some indicators
which involve level of difficulty, discrimination index, and reliability of the
test. Those aspects are calculated as follows.

a) Level of Difficulty
FV = R/N
FV

= Index of difficulty

= Number of students who answer correctly

= Total number of students

The criteria of difficulty level are explained as follows.

LD < 0.30

= Difficult

LD = 0.30 0.70

= Satisfactory

LD > 0.70

= Easy
(Heaton, 1986)

b) Discrimination Power
To find out the discrimination power, the researcher uses the following
formula.
D = (Correct U Correct L) / N
D

= Discrimination index

Correct U

= Number of correct answer from upper student

Correct L

= Number of correct answer from lower student

= Total number of student

The criteria of discrimination power are explained as follows.

D: 0.00 0.20

= Poor

D: 0.21 0.40

= Satisfactory

D: 0.41 0.70

= Good

D: 0.71 1.00

= Excellent

D: - (negative)

= Bad items which should be removed.

(Heaton, 1975)

3.7

Data Treatment

3.7.1 Treatment of Learning Style Questionnaire

The learning style questionnaire is used to determine the students learning styles.
The collected data will counted by using the following formula.

LS = Dc
LS

= Learning style

Dc

= Dominant criteria which are chosen by student

If a group of students dominantly chooses visual option in the questionnaire, they

belong to visual students. Similarly, if a group of students dominantly chooses
auditory or kinesthetic option in the questionnaire, they belong to auditory or
kinesthetic students.

3.7.2 Treatment of Reading Test

The students score is determined by counting the correct answers. The reading
test will be administered three times. Each of the tests is aimed at finding out
whether or not either visual, auditory, or kinesthetic students have better
achievement after being taught through reading activities which are adjusted to
their learning styles.

3.8 Hypothesis Testing

The hypotheses of the research are formulated as follows.
Null Hypothesis (Ho)

There is no significant difference in reading achievement among visual, auditory,

and kinesthetic students after being taught through learning activities which are
adjusted to their learning styles.
Alternative Hypothesis (Hi)
There is a significant difference in reading achievement among visual, auditory,
and kinesthetic students after being taught through learning activities which are
adjusted to their learning styles.

The criteria of hypothesis are explained as follows.

1. If the value is higher than 0.05, hypothesis null (Ho) is accepted. It means there
is no significant difference in reading achievement among visual, auditory, and
kinesthetic students after being taught through learning activities which are
adjusted to their learning styles.
2. If the value is higher than 0.05, hypothesis alternative (Hi) is accepted. It
means there is a significant difference in reading achievement among visual,
auditory, and kinesthetic students after being taught through learning activities
which are adjusted to their learning styles.

REFERENCES

Borg, W.R. and Gall, M.D. (1983). Educational Research: An Introduction.

London: Longman, Inc.

Brown, H. D. (2000). Principles of Language Learning and Teaching (4th

Edition). Englewood Cliffs: Prentice Hall.
Celce-Marcia, M. (2001). Teaching English as a second or foreign language, (3rd
ed.). Dewey Publishing Services: NY.
Clark, M.A. and Silberstein, S. (1987). Toward a Realization of Psycholinguistic
Principles in ESL Reading Classroom. New York: New Burry House.
Coffield, F., Moseley, D. Hall, E. ve Ecclestone, K. (2004). Learning styles and
pedagogy in post-16 learning. Englewood: Learning and Skills
Devolopment Agency.
Dornyei, Z. (2005). The Psychology of The Language Learner: Individual
Differences in Second Language Acquisition. New Jersey: Lawrence
Erlbaum Associates, Inc.
Dunn, R., & Dunn, K. (1978). Teaching Students through their Individual
Learning Styles. A Practical Approach. Prentice Hall, Reston, VA., ISBN:
10: 0879098082, 336.
Fleming & Baume. (2006). VARK model of Student Learning. Understanding
Your Learning Styles. Retrieved on July 21, 2013, from
http://www.roe11.k12.il.us/GES%20Stuff/Day%203/Understanding
%20Your%20Learning%20Styles.pdf
Gass, S.

& Selinker, L. (2008). Second Language Acquisition:

Introductory Course. New York: Taylor & Francis e-Library.

An

Gilakjani, A. P. (2012). Visual, Auditory, Kinesthetic Learning Styles and Their

Impacts on English Language Teaching. Journal of Studies in Education.
Vol. 2, No. 1.
Keefe, J. W. (1982). Assessing Student Learning Styles. In J. W. Keefe (Ed.),
Student Learning Styles and Brain Behavior (pp. 1-18). Reston, VA:
National Association of Secondary School Principals.
Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning
and Development. Englewood Cliffs, NJ: Prentice-Hal.
MacKeracher, D. (2004). Making sense of adult learning, (2nd ed.). Canada:
University of Toronto Press Incorporated.

Milan, Deanne K. (1988). Improving Reading Skills. New York. Random House.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should
Know. Boston: Heinle & Heinle.
Ozbas, S. (2011). The Investigation of the Learning Styles of University Students.
The Online Journal of New Horizons in Education. Vol. 3, Issue 1.
Reid, J. (1995) Learning Styles in the ESL/EFL Classroom. Boston: Heinle &
Heinle.
Setiyadi, Ag. Bambang (2006). Metode Penelitian Untuk Pengajaran Bahasa
Asing. Yogyakarta: Graha Ilmu.
Sims, R. R. (1983). Kolbs experiential learning theory: A framework for
assessing person-job interaction. Academy of Management Review, 8(2):
501-508.
Troike, M. S. (2006). Introducing Second Language Acquisition. New York:
Cambridge University Press.
Wadsworth, Barry, J. (1978). Piagiet for the Classroom Teacher. London:
Longman.
Yufrizal, H. (2008). An Intoduction to Second Language Acquisition. Bandung:
Pustaka Reka Cipta.

APPENDICES

LESSON PLAN FOR VISUAL LEARNER 1

Subject

: English

Semester

:2

Skill

: Reading

Time Allocation

: 100 minutes

A. STANDARD COMPETENCE
Understanding the meaning of short functional texts in form of descriptive text
B. BASIC COMPETENCE
Responding the meaning of short functional texts in form of descriptive text

C. OBJECTIVE
1. To identify the descriptive text
2. To identify generic structures of the descriptive text
3. To identify the main idea, specific information, inference, reference, and
vocabulary in the descriptive text
D. INDICATOR
1. Students find the main idea of the text.
2. Students deduce the inference, reference and grasp the meaning of the
underlined word or phrase.
3. Students find specific information in the text.
E. ACTIVITY
Pre activity
1. The teacher opens the class.
2. The teacher gives icebreaking by telling the students what they are going to
do.

Main Activity
1. The teacher plays a short video.
2. The teacher asks the students what the video is about.
3. The teacher distributes a descriptive text to the students.
4. The teacher discusses some vocabularies in the text by providing pictures.
5. The teacher lets the students read the text and answer the questions.
Post Activity
1. The teacher gives reflection by asking some questions about what the
students have learnt.
2. The teacher closes the meeting.
F. EVALUATION

Budapest
Budapest is the capital and the largest city of Hungary, and one of the largest
cities in the European Union. It is the country's principal political, cultural,
commercial, industrial, and transportation centre, sometimes described as the
primate city of Hungary. According to the census, in 2011 Budapest had 1.74
million inhabitants, down from its 1989 peak of 2.1 million due to
suburbanization. The Budapest Metropolitan Area is home to 3.3 million people.
The city covers an area of 525 square kilometres (202.7 sq mi). Budapest became
a single city occupying both banks of the river Danube with the unification of
Buda and buda on the west bank, with Pest on the east bank on 17 November
1873.
The history of Budapest began with Aquincum, originally a Celtic settlement that
became the Roman capital of Lower Pannonia. Hungarians arrived in the territory
in the 9th century. Their first settlement was pillaged by the Mongols in 124142.
The re-established town became one of the centres of Renaissance humanist
culture by the 15th century. Following the Battle of Mohcs and nearly 150 years
of Ottoman rule, the region entered a new age of prosperity in the 18th and 19th
centuries, and Budapest became a global city after its unification in 1873. It also
became the second capital of the Austro-Hungarian Empire, a great power that
dissolved in 1918, following World War I. Budapest was the focal point of the
Hungarian Revolution of 1848, the Hungarian Republic of Councils in 1919, the
Battle of Budapest in 1945, and the Revolution of 1956.
Cited as one of the most beautiful cities in Europe, Budapest's extensive World
Heritage Site includes the banks of the Danube, the Buda Castle Quarter,
Andrssy Avenue, Heroes' Square and the Millennium Underground Railway, the
second-oldest metro line in the world. It has around 80 geothermal springs, the
world's largest thermal water cave system, second largest synagogue, and third
largest Parliament building. The city attracts about 4.4 million tourists a year,
making it the 25th most popular city in the world, and the 6th in Europe,
according to Euromonitor.
Considered a financial hub in Central Europe, the city ranked third on
Mastercard's Emerging Markets Index, and ranked as the most liveable Central or
Eastern European city on EIU's quality of life index. It is also ranked as the
world's second best city by Cond Nast Traveler, and Europe's 7th most idyllic
place to live by Forbes. It is the highest ranked Central/Eastern European city on
Innovation Cities' Top 100 index.
Budapest is home to the headquarters of the European Institute of Innovation and
Technology (EIT), the European Police College (CEPOL) and the first foreign

office of the China Investment Promotion Agency (CIPA). Eighteen universities

are situated in Budapest, including the Central European University, Etvs
Lornd University and the Budapest University of Technology and Economics.
Adapted from:
https://en.wikipedia.org/wiki/Budapest

Answer the following questions!

1.
2.
3.
4.
5.

What is the passage about?

What is the objective of the passage?
Where is the tourism object located?
What is your opinion about the tourism object in the passage?
Briefly explain the generic structures of the passage; identification and
description!
6. Cited as one of the most beautiful cities in Europe, The clause implies that
Budapest ...
7. It has around 80 geothermal springs, The underlined word refers to ...
8. third largest Parliament building. What does the underlined phrase mean?
9. What would you do if you were at Budapest now?
10. How is Budapest compared with similar tourism objects in your country?

LESSON PLAN FOR VISUAL LEARNER 2

Subject

: English

Semester

:2

Skill

: Reading

Time Allocation

: 100 minutes

A. STANDARD COMPETENCE
Understanding the meaning of short functional texts in form of descriptive text

B. BASIC COMPETENCE
Responding the meaning of short functional texts in form of descriptive text
C. OBJECTIVE
1. To identify the descriptive text
2. To identify generic structures of the descriptive text
3. To identify the main idea, specific information, inference, reference, and
vocabulary in the descriptive text
D. INDICATOR
1. Students find the main idea of the text.
2. Students deduce the inference, reference and grasp the meaning of the
underlined word or phrase.
3. Students find specific information in the text.
E. ACTIVITY
Pre activity
1. The teacher opens the class.
2. The teacher gives icebreaking by telling the students what they are going to
do.

Main Activity
1. The teacher plays a short video.
2. The teacher asks the students what the video is about.
3. The teacher distributes a descriptive text to the students.
4. The teacher discusses some vocabularies in the text by providing pictures.
5. The teacher lets the students read the text and answer the questions.
Post Activity
1. The teacher gives reflection by asking some questions about what the
students have learnt.

2. The teacher closes the meeting.

F. EVALUATION
Yellowstone National Park
Yellowstone National Park, established by the U.S. Congress and signed into law
by President Ulysses S. Grant on March 1, 1872, is a national park located
primarily in the U.S. state of Wyoming, although it also extends into Montana and
Idaho. Yellowstone, widely held to be the first national park in the world, is
known for its wildlife and its many geothermal features, especially Old Faithful
Geyser, one of the most popular features in the park. It has many types of
ecosystems, but the subalpine forest is dominant.
Native Americans have lived in the Yellowstone region for at least 11,000 years.
The region was bypassed during the Lewis and Clark Expedition in the early 19th
century. Aside from visits by mountain men during the early-to-mid-19th century,
organized exploration did not begin until the late 1860s. The U.S. Army was
commissioned to oversee the park just after its establishment. In 1917,
administration of the park was transferred to the National Park Service, which had
been created the previous year. Hundreds of structures have been built and are
protected for their architectural and historical significance, and researchers have
examined more than 1,000 archaeological sites.
Yellowstone National Park spans an area of 3,468.4 square miles (8,983 km2),
comprising lakes, canyons, rivers and mountain ranges. Yellowstone Lake is one
of the largest high-altitude lakes in North America and is centered over the
Yellowstone Caldera, the largest super volcano on the continent. The caldera is
considered an active volcano. It has erupted with tremendous force several times
in the last two million years. Half of the world's geothermal features are in
Yellowstone, fueled by this ongoing volcanism. Lava flows and rocks from
volcanic eruptions cover most of the land area of Yellowstone. The park is the
centerpiece of the Greater Yellowstone Ecosystem, the largest remaining, nearly
intact ecosystem in the Earth's northern temperate zone.
Hundreds of species of mammals, birds, fish and reptiles have been documented,
including several that are either endangered or threatened. The vast forests and
grasslands also include unique species of plants. Yellowstone Park is the largest
and most famous mega fauna location in the Continental United States. Grizzly
bears, wolves, and free-ranging herds of bison and elk live in the park. The
Yellowstone Park bison herd is the oldest and largest public bison herd in the
United States. Forest fires occur in the park each year; in the large forest fires of
1988, nearly one third of the park was burnt. Yellowstone has numerous
recreational opportunities, including hiking, camping, boating, fishing and
sightseeing. Paved roads provide close access to the major geothermal areas as
well as some of the lakes and waterfalls. During the winter, visitors often access
the park by way of guided tours that use either snow coaches or snowmobile.

Adapted from:
https://www.youtube.com/watch?v=0HTO8xxSoCE&list=PLF1A9EF5D2375C8A2&index=120

Answer the following questions!

1.
2.
3.
4.
5.

What is the passage about?

What is the objective of the passage?
Where is the tourism object located?
What is your opinion about the tourism object in the passage?
Briefly explain the generic structures of the passage; identification and
description!
6. but the subalpine forest is dominant. The clause implies that subalpine ...
7. It has erupted with tremendous force several times in the last two million
years. The underlined word refers to ...
8. Hundreds of species of mammals, birds, fish and reptiles have been
documented, including several that are either endangered or threatened.
What does the underlined phrase mean?
9. What would you do if you were at Yellowstone National Park now?
10. How is Yellowstone National Park compared with similar tourism objects in
your country?

LESSON PLAN FOR VISUAL LEARNER 3

Subject

: English

Semester

:2

Skill

: Reading

Time Allocation

: 100 minutes

A. STANDARD COMPETENCE
Understanding the meaning of short functional texts in form of descriptive text

B. BASIC COMPETENCE