SLA Final Task Dini Kurnia (0853042012)

SECOND LANGUAGE ACQUISITION

 

 

 

THE COMPARISON BETWEEN STUDENTS’ LEARNING STRATEGY

AND THEIR ACHIEVEMENT IN STUDY ENGLISH

 

 

 

 

 

 

(A Paper)

DINI KURNIA NURSEPTI

0853042012

ENGLISH DEPARTMENT '08

 UNIVERSITY OF LAMPUNG

2011

 

 

 

 

1. INTRODUCTION

1.1  Background

Learning styles refer to the variations in the ability to accumulate as well as assimilate information. Basically, learning style is the method that best allows people to gather and use knowledge in a specific manner. Most experts agree that there are three basic learning styles. Each individual may possess a single style or could possess a combination of different learning styles. In most cases, the characteristics of a learning style can even be observed at a relatively young age. Once people have identified their particular learning style, they will be able to identify ways in which they can adapt the learning process and studies to maximize their education.

Proponents say that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style, which is called the 'meshing hypothesis. The alleged basis and efficacy for these proposals has been extensively criticized. Although children and adults express personal preferences, there is no evidence that identifying a student's learning style produces better outcomes, and there is significant evidence that the widespread "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid. Well-designed studies "flatly contradict the popular meshing hypothesis". However, this research does not mean that individuals do not have learning preferences, or that they will not learn better if the teaching technique does not take account of these techniques, and teaching methods that provide preferential treatment to one group in the classroom is likely to produce significantly sub-optimal results.

Understanding students’ particular learning style and how to best meet the needs of that learning style is essential to performing better in the classroom. Once they have unlocked their learning style and discovered the best methods for helping them to learn through that style, they may be surprised to discover just how well they can flourish in English classroom.

1.2  Formulation of the Problem

Is there any significant comparison between students’ learning style and their achievement in English?

1.3  Objective

The objective of this research is to identify the comparison between students’ learning style and their achievement in English

2. FRAME OF THEORIES

2.1  Definition

One of the most common and widely-used categorizations of the various types of learning styles is Fleming's VAK model which expanded upon earlier Neuro-linguistic programming (VAK) models. VAK is the acronym used for identifying projects that are defined by their Visual, Auditory and Kinesthetic elements. The program is based on the theory of multiple intelligences first expanded upon by  Dr. Howard Gardner. Dr. Gardner suggests that there are at least eight different intelligences, or preferences for teaching and learning, which have been categorized into three broad classifications: visual, auditory and kinesthetic.

The VAK learning style encompasses three methods of sensory learning: visual (sight), auditory (sound) and kinesthetic (touch or motion). The most effective teaching methods involve a combination of all three sensory components. Though individuals may prefer to use a particular learning method, it is important to understand that learning styles are situational, and no single style is dominant in every circumstance.

2.2  Characteristics of VAK elements

Visual learners have two sub-channels - linguistic and spatial. Learners who are visual-linguistic like to learn through written language, such as reading and writing tasks. They remember what has been written down, even if they do not read it more than once. They like to write down directions and pay better attention to lectures if they watch them. Learners who are visual-spatial usually have difficulty with the written language and do better with charts, demonstrations, videos, and other visual materials. They easily visualize faces and places by using their imagination and seldom get lost in new surroundings. To integrate this style into the learning environment:

·         Use graphs, charts, illustrations, or other visual aids.

·         Include outlines, concept maps, agendas, handouts, etc. for reading and taking notes.

·         Include plenty of content in handouts to reread after the learning session.

·         Leave white space in handouts for note-taking.

·         Invite questions to help them stay alert in auditory environments.

·         Post flip charts to show what will come and what has been presented.

·         Emphasize key points to cue when to takes notes.

·         Eliminate potential distractions.

·         Supplement textual information with illustrations whenever possible.

·         Have them draw pictures in the margins.

·         Have the learners envision the topic or have them act out the subject matter. 

Auditory learners often talk to themselves. They also may move their lips and read out loud. They may have difficulty with reading and writing tasks. They often do better talking to a colleague or a tape recorder and hearing what was said. To integrate this style into the learning environment:

·         Begin new material with a brief explanation of what is coming. Conclude with a summary of what has been covered. This is the old adage of "tell them what they are going to lean, teach them, and tell them what they have learned."

·         Use the Socratic method of lecturing by questioning learners to draw as much information from them as possible and then fill in the gaps with you own expertise.

·         Include auditory activities, such as brainstorming, buzz groups, or Jeopardy. Leave plenty of time to debrief activities. This allows them to make connections of what they leaned and how it applies to their situation.

·         Have the learners verbalize the questions.

·         Develop an internal dialogue between yourself and the learners.

Kinesthetic learners do best while touching and moving. It also has two sub-channels: kinesthetic (movement) and tactile (touch). They tend to lose concentration if there is little or no external stimulation or movement. When listening to lectures they may want to take notes for the sake of moving their hands. When reading, they like to scan the material first, and then focus in on the details (get the big picture first). They typically use color highlighters and take notes by drawing pictures, diagrams, or doodling. To integrate this style into the learning environment:

·         Use activities that get the learners up and moving.

·         Play music, when appropriate, during activities.

·         Use colored markers to emphasize key points on flipcharts or white boards.

·         Give frequent stretch breaks (brain breaks).

·         Provide toys such as Koosh balls and Play-Dough to give them something to do with their hands.

·         To highlight a point, provide gum, candy, scents, etc. which provides a cross link of scent (aroma) to the topic at hand (scent can be a powerful cue).

·         Provide highlighters, colored pens and/or pencils.

·         Guide learners through a visualization of complex tasks.

·         Have them transfer information from the text to another medium such as a keyboard or a tablet.

3. The Research and Findings

3.1 Subject and Instrument

The research was held on May 27^th 2011. The subjects of the research are the students of SMP 2 Bandar Lampung. The total number of them is 20. Each of them fills a questionnaire about VAK learning style. There are 36 questions which represents the elements of VAK learning style. 

No	Pernyataan	A	B	C
1	Jika akan mengerjakan sesuatu, saya selalu membaca instruksinya terlebih dahulu.	Y
2	Saya suka mencatat perintah atau intruksi yang disampaikan kepada saya.	Y
3	Saya lebih suka mendengarkan informasi yang ada di kaset daripada jika harus membaca buku.		Y
4	Saya lebih senang musik daripada seni lukis.		Y
5	Saya lebih suka membaca daripada mendengarkan kuliah/ceramah.	Y
6	Bila sendiri, saya biasanya memainkan musik/lagu atau bernyayi.		Y
7	Saya lebih suka berolah raga daripada membaca buku.			Y
8	Saya selalu dapat menunjukan arah mata angin dimanapun saya berada.	Y
9	Saya suka menulis surat atau jurnal.	Y
10	Bila berbicara, saya suka mengatakan,’saya mendengar Anda , itu terdengar bagus, itu bunyinya bagus ‘.		Y
11	Ruangan/meja dan kamar saya biasanya berantakan/ tidak teratur.			Y
12	Saya senang merancang, mengerjakan serta membuat sesuatu dengan kedua tangan saya.			Y
13	Saya tahu hampir semua lirik dari lagu yang saya dengar.		Y
14	Ketika mendengar orang lain berbicara , saya biasanya membuat gambaran dari apa yang mereka katakan dalam benak saya.	Y
15	Saya suka olah raga secara teratur			Y
16	Saya senang berbicara di telepon dalam waktu yang lama dengan kawan saya		Y
17	Saya sangat senang berkumpul dan biasanya dapat dengan mudah berbicara dengan siapapun.		Y
18	Saat melihat objek dalam bentuk gambar, saya dapat dengan  mudah mengenali objek yang sama walaupun posisi objek itu diputar atau diubah.	Y
19	Saya biasanya mengatakan, ‘Saya rasa saya perlu menemukan pijakan atas hal ini, atau saya ingin bisa  menangani hal ini’.			Y
20	Saat mengingat suatu pengalaman , saya sering kali melihat pengalaman  itu  dalam bentuk gambar di benak saya.	Y
21	Saat mengingat suatu pengalaman, saya sering kali mendengar suara dan berbicara pada diri  saya mengenai pengalaman itu.		Y
22	Saat mengingat suatu pengalaman, saya sering kali ingat bagaimana  perasaan saya terhadap pengalaman  itu.			Y
23	Saya sering mencoret-coret kertas saat berbicara di telepon atau dalam suatu rapat/pertemuan.	Y
24	Saya lebih suka melakukan contoh peragaan daripada jika harus membuat laporan tertulis atas suatu peristiwa.			Y
25	Saya lebih suka membacakan cerita daripada mendengarkan cerita.	Y
26	Saya biasanya berbicara dengan perlahan.			Y
27	Saya lebih suka berbicara daripada menulis.		Y
28	Tulisan tangan saya biasanya tidak rapi.			Y
29	Saya biasanya menggunakan jari saya untuk nenunjuk kalimat yang saya baca.			Y
30	Saya dapat dengan cepat melakukan penjumlahan dan perkalian dalam benak saya.	Y
31	Saya suka mengeja dan saya pikir saya pintar mengeja kata-kata.		Y
32	Saya akan sangat terganggu apabila ada orang yang berbicara pada saat saya sedang menonton televisi.		Y
33	Saya dapat mengingat dengan mudah apa yang dikatakan orang.	Y
34	Saya paling senang belajar apabila langsung disertai praktek.			Y
35	Sangat sulit bagi saya untuk duduk dan diam dalam waktu yang lama.			Y
36	Hari-hari tanpa musik, terasa amat membosankan		Y