Proposal Harits s2

8/16/2019 Proposal Harits s2

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I. INTRODUCTION

This chapter is divided into six sub chapters. They are Background of the

Problem, Research Question, Obective of the Research, !se of the Research,

"cope of the Research, and #efinition of Term.

1.1. Background of the Problem

Reading is one of four skills in $nglish. %ads&orth '()*+ states that reading is a

process of deriving meaning from &ritten symbols. To convey a meaning, readers

perceive the symbols and try to determine &hat they mean, either &hile perceiving

them or shortly thereafter. -n line &ith %ads&orth, lark and "ilberstein '()+*

define reading as an active cognitive process of interacting &ith print and

monitoring comprehension to establish meaning. /urthermore, #almann in

%ads&orth '()*+ explains that reading is more than kno&ing &hat each letter or

alphabet stands for. -t involves more than &ord recognition in that case

comprehension is essential.

-n comprehending things &hen learning, students have different styles, namely

learning styles. 0earning styles have been defined in various &ays as they are

assessed in different orientations. Bro&n '1222 defines learning styles as the

manner in &hich individuals perceive and process information in learning

situations. 3e argues that learning style preference is one aspect of learning

style, and refers to the choice of one learning situation or condition over


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another. "imilarly, elce45urcia '122( defines learning styles as the general

approaches for example, global or analytic, auditory or visual that students use

in ac6uiring a ne& language or in learning any other subect. The manner in

&hich a learner perceives, interacts &ith, and responds to the learning

environment. 0earning style is sometimes defined as the characteristic

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

stable indicators of ho& learners perceive, interact &ith, and respond to the

learning environment7 '5ac8eracher. 1229, p. *(.

/urthermore, 8eefe '()+1 defines learning styles as the characteristic cognitive,

affective and physiological behaviors that serve as relatively stable indicators of

ho& learners perceive, interact &ith and respond to the learning environment.

3armoniously, #unn : #unn '()*+ defines learning styles as the &ay in &hich

each person absorbs and retains information and;or skills< regardless of ho& that

process is described, it is dramatically different for each person. -n line &ith the

other experts, "ims '()+= puts for&ard that learning styles are typical &ays a

person behaves, feels, and processes information in learning situations. Therefore,

learning style is demonstrated in that pattern of behavior and performance by

&hich an individual approaches educational experience.

Briefly, Oxford et al. '())2 defines the learning style as the general approaches

students used to learn a ne& subect or tackle a ne& problem. "imilarly, Tan

#ingliang in >ilakani '12(1 defines learning styles as the &ay that a learner

often adopts in the learning process, &hich includes the learning strategies that

have been stabili?ed &ithin a learner, the preference of some teaching stimuli and

learning tendency. Relating the ideas of learning styles, Reid '())@ summari?es


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definitions of learning styles as internally based characteristics of individuals for

the intake or understanding of ne& information. $ssentially learning styles are

based upon ho& a person perceives and processes information to facilitate

learning. -n short, learning styles can be defined as the combination of ho& people

absorb and then manage and process information '#eporter and 3ernacki in

O?bas, 12((.

The different orientations in assessing have caused the difference in the

classification of learning style. 8olb '()+9 classifies leaning styles into four

categoriesA the diverger 'concrete, reflective, the assimilator 'abstract, reflective,

the converger 'abstract, active and the accommodator 'concrete, active.

ccording to him, concrete4reflective learners respond &ell to explanations of

ho& course material relates to their experience, interests, and future careers.

bstract4reflective learners respond to information presented in an organi?ed,

logical fashion and benefit if they are given time for reflection. bstract4active

learners respond to having opportunities to &ork actively on &ell4defined tasks

and to learn by trial4and4error in an environment that allo&s them to fail safely.

oncrete4active learners like applying course materials in ne& situation to solve

real problems.

/leming : Baume '122C classifies learning styles into four maor categoriesA

visual learning style, auditory learning style, kinesthetic learning style, and

read;&rite learning style. ccording to him, individuals &ho fall into visual

learning style absorb information by seeing it in front of them and storing the

images in their brains. /urthermore, individuals &ho fall into auditory learning

style tend to absorb information in a more efficient manner through sounds,


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music, discussions, teachings, etc. Dext, People &ith the kinesthetic learning style

learn best by doingA moving around and handling physical obects. #ifferent from

the previous categories, individuals &ho fall into read;&rite learning style absorb

information by reading books and handouts, taking lots of notes 'sometimes &ord4

for4&ord, and making lists.

Reid '())@ classifies learning styles into seven categoriesA visual, physical, aural,

verbal, logical, social, and solitary learning style. ccording 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. ural learners

prefer using sound obviously, rhythms, music, recordings, clever rhymes, and so

on. Eerbal learners prefer using &ords, both in speech and in &riting to assist in

their learning. 0ogical learners prefer using logic, reasoning, and Fsystems7 to

explain or understand concepts. "ocial learners enoy learning in groups or &ith

other people, and aim to &ork &ith others as much as possible. The last is

individuals &ho fall into solitary learning style. The solitary learners prefer to

learn alone and through self4study. They are more private, introspective and

independent.

#ornyei '122@ categori?es learnersG learning style according to sensory

preference into several typesA visual, auditory, kinesthetic or tactile. 3e explains

that learners &ith 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. 0earners &ith auditory learning style absorb information

most effectively through auditory input such as lectures or audiotapes. They like


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

8inesthetic learners &ill learn most effectively through complete body experience

such as body movement, &hereas tactile learners like a hand4on, touching learning

approach.

lthough learning styles have been classified in different &ays, researchers in

second or foreign language ac6uisition generally use E8 learning style

6uestionnaires to determine studentsG learning styles. O?bas '12(( uses E8

learning style 6uestionnaire adopted from 5cEay 0ynch 0earning "tyle

-nventory to find out Turkish university studentsG learning styles. -n his study, he

explains that approximately half of the students learn visually. "imilarly, >ilakani

'12(1 uses E8 learning style adopted from ReidGs Perceptual 0earning "tyle

Preference Questionnaire 'P0"PQ to find out -ranian university studentsG

learning styles. -n his study, he explains that over (22 students complete a

6uestionnaire to determine if their learning styles are auditory, visual or

kinesthetic and the finding sho&s that -ranian $/0 university students prefer

learning style is visual.

/urthermore, >ilakani '12(1 also reports previous researches &hich use E8

learning style 6uestionnaire and the findings. Reid in >ilakani '12(1 states that

hinese university students 'D H )2 studying in the !" favor 8inesthetic

and Tactile styles, and disfavor >roup styles. 5elton in >ilakani '12(1 states

that hinese university students 'D H ==( favor 8inesthetic, Tactile and

-ndividual styles, and disfavor >roup styles. Iones in >ilakani '12(1 states that

his hinese 'Tai&an university students 'D H +( favor 8inesthetic and

Tactile styles, and disfavor -ndividual styles. Peacock in >ilakani '12(1 has


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examined the learning style preferences of $/0 and $"0 students. The results of

the study sho& that students prefer kinesthetic learning styles above others,

&hereas the teaching methods mostly suit auditory learners.

The theories about learning styles emphasi?e that students &ith visual learning

style comprehend things better through visual input, students &ith auditory

learning style comprehend things better through auditory input, and students &ith

kinesthetic comprehend things better through engaging themselves in activities. -n

the other &ords, students &ith visual learning style &ill comprehend things better

than the others if the teacher uses visual input. "imilarly, students &ith auditory or

kinesthetic learning style &ill comprehend things better than the other if the

teacher uses auditory or kinesthetic input. 3o&ever, many studies about learning

styles investigate only studentsG learning preferences and determine if the students

are visual, auditory, or kinesthetic students. The studies have not revealed much

evidence &hether 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 &hich is intended to find out &hether or not there is a

significant difference in studentsG reading achievement after being taught through

activities suited to their learning styles is accordingly conducted.

1.2. Research uest!on

The research 6uestions are formulated as follo&sA

(. 3o& are visual, auditory, and kinesthetic reading activities designedJ


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1. -s there any significant difference in studentsG reading achievement after being

taught through activities suited to their learning stylesJ

1.". Ob#ect!$e of the Research

The obectives of the research are formulated as follo&sA

(. To design visual, auditory, and kinesthetic reading activities

1. To find out &hether or not there is a significant difference in studentsG reading

achievement after being taught through activities suited to their learning styles

1.%. Use of the Research

This research is expected to bring the follo&ing benefitsA

(. Theoretically, it enriches and confirms previous theories about studentsG

learning styles.

1. Practically, the finding of the research &ill help teachers in designing

teaching activities and future researchers in conducting further researches.

1.&. 'co(e of the Research

The research is intended to design reading activities &hich are suited to visual,

auditory, and kinesthetic learning style and to find out &hether or not there is a

significant difference in studentsG reading achievement after being taught through

activities suited to their learning styles. -t &ill be administered at Teknokrat

ollege. The samples of the research &ill be Teknokrat ollege students &ith

population as many as =2 persons.


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1.). Def!n!t!on of Terms

(. Reading is a process of ac6uiring kno&ledge through &ritten texts.

1. Reading achievement is the amount of kno&ledge that students ac6uire from

reading &ritten texts.

=. 0earning style is a studentsG preference in ac6uiring a ne& kno&ledge.

9. Eisual learning style is a preference in ac6uiring a ne& kno&ledge by seeing.

@. uditory learning style is a preference in ac6uiring a ne& kno&ledge by

hearing.

C. 8inesthetic learning style is a preference in ac6uiring a ne& kno&ledge by

doing.

*. E8 learning style 6uestionnaire is a 6uestionnaire &hich is used to

determine studentsG learning styles &hich involve visual, auditory, and

kinesthetic learning style.


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II. *R+,- O* T-OR/

This chapter is divided into nine sub chapters. They are oncept of 0earning,

oncept of 0earning "tyle, oncept of E8 0earning "tyle, oncept of E8

0earning "tyle Test, oncept of Reading, oncept of Reading ctivity #esign,

#escription of Reading ctivity, Theoretical ssumption, and 3ypothesis.

2.1. Conce(t of 0earn!ng

0earning and learners are the main focus of second language ac6uisition rather

than teaching and teachers. >as and "elinker '122+ define "0 as the study of

ho& learners create a ne& language system, and they add that it is the study of

&hat is learned of a second language and &hat is not. %hat is learned in ac6uiring

a second language, as &ell as ho& it is learned, is often influenced by &hether

the situation involves informal exposure to speakers of other languages,

immersion in a setting &here one needs a ne& language to meet basic needs, or

formal instruction in school, and these learning conditions are often

profoundly influenced by po&erful social, cultural, and economic factors

affecting the status of both languages and learners 'Troike, 122C.

The intriguing 6uestion of &hy some 01 learners are more successful than others

re6uires us to unpack the broad label learners for some dimensions of discussion.

0inguists may distinguish categories of learners defined by the identity and

relationship of their 0( and 01< psycholinguists may make distinctions


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based on individual aptitude for 01 learning, personality factors, types and

strength of motivation, and different learning strategies< sociolinguists may

distinguish among learners &ith regard to social, economic, and political

differences and learner experiences in negotiated interaction< and social

psychologists may categori?e learners according to aspects of their group

identity and attitudes to&ard target language speakers or to&ard 01 learning

itself 'Troike, 122C.

"ince ()*2, the focus on learner differences in "0 has been most concerned &ith

&hy some learners are more successful and competent than others in the field of

second language ac6uisition. This maor concern is generated from the humanistic

frame&ork &ithin psychology, &hich is highly interested in that discipline, and

has a huge influence on second language teaching and "0 research

'%illiams and Burden in Troike, 122C. The aim of this frame&ork is to

consider emotional involvement in learning, such as affective factors of attitude,

motivation, and anxiety level. -t also considers biological differences associated

&ith age and sex, in addition to some differences associated &ith aspects of

processing 'Troike, 122C.

2.2. Conce(t of 0earn!ng 'tle

0earning style refers to the &ays you prefer to approach ne& information. $ach of

us learns and processes information in our o&n special style, although &e share

some learning patterns, preferences, and approaches. 8no&ing your o&n style

also can help you to reali?e that other people may approach the same situation in a

different &ay from your o&n 'elce45urcia, 122(.


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0earning styles is an essential part of second language ac6uisition. -t is a 6uite

complex, huge, and controversy field as stated by "no& in O?bas '12((. Do

category &e have covered contains a more voluminous, complex, and

controversy4laced literature than that of personal styles Broad preferences for

going about the business of learning. -n other &ords, the concept represents a

profile of the individualGs approach to learning, a blueprint of the habitual or

preferred &ay the individual perceives, interacts &ith, and responds to the learning

environment '#Krnyei, 122@.

0earning styles refer to personal preferences in a &ay that sho&s ho& each

individual prefers a certain learning style more than the other, and there is no

right or &rong style of learning, because one can be successful or

academically competent in every style position, even &hen 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

conse6uently the related concept of learning styles, is associated at the same

time &ith perception, cognition, affect, and behavior, and a term that cuts across

these psychologically distinct categories does not lend itself to rigorous definition

'#Krnyei, 122@.

2.". Conce(t of +3 0earn!ng 'tle

The E8 learning styles model suggests that most people can be divided into one

of three preferred styles of learning. #ornyei '122@ explains the characteristics of

learning styles based on sensory preferences. ccording to him, Eisual learners


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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. -n 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 hand4out and various visual aids, such as overhead

transparencies, as &ell as by taking extensive notes.

Eisual learning style has characteristics &hich involve ( mind sometimes strays

during verbal activities, 1 observes rather than talks or acts, = organi?ed in

approach to tasks, 9 likes to read, @ usually a good speller, C memori?es by

seeing graphics and pictures, * not too distractible, + finds verbal instructions

difficult, ) has good hand&ritings, (2 remembers faces, (( uses advanced

planning, (1 doodles, (= 6uiet by nature, (9 meticulous, neat in appearance,

and (@ notices details.

uditory learners use most effectively auditory input such as lectures or

audiotapes. They enoy listening and easily get distracted. They prefer being

explained to finding by themselves in comprehending things. uditory learning

style has characteristics &hich involve ( enoys listening activities, 1 likes to be

read to, = easily distracted by noises, 9 has more difficulty &ith &ritten

directions, @ memori?es by steps in a se6uence, C enoys music, * &hispers to

self &hile reading, and + remembers faces.

The kinesthetic style refers to learning most effectively through complete body

experience or doing something &hereas tactile learners like a hands4on, touching


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learning approach. The key issue for the former group is movement, &hile for the

latter the manipulation of obects. 8inesthetic learners thus re6uire fre6uent

breaks or else they become /idgety 4 sitting motionless for hours is a real

challenge for them. They often find that &alking around &hile trying to

memori?e something helps. Tactile learners enoy making posters, collages, and

other types of visuals, building models, and they also happily engage in

creating various forms of art&ork. /or them conducting a lab experiment may be

a real treat.

8inesthetic learning style has characteristics &hich involve ( enoys doing

activities, 1 poor speller, likes to solve problems by &orking through them, =

reading is not a priority, 9 outgoing by nature, @ &ill try ne& things, C likes

physical re&ards, * in motion most of the time, + likes to touch people &hen

talking to them, ) taps pencil or foot &hile studying, (2 expresses emotions

through physical means, (( uses hands &hile talking, (1 dresses for comfort,

and (= enoys handling obects.

2.%. Conce(t of +3 0earn!ng 'tle Test

E8 learning style test is designed to find out studentsG learning preferences

&hich involve visual, auditory, and kinesthetic learning style. Ealley in O?bas

'12(( mentions the importance of finding out oneGs learning styleA ( by

examining learning styles, one &ill become a&are of ho& each personGs brain

learns best, and 1 the a&areness gives the person the chance to study effectively.

/urthermore, determining the learning styles of students is also of vital

importance for collecting data about their preferences. -t creates a&areness for


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the student. The a&areness makes the learner gain kno&ledge during his effort to

learn and also acts as a motive for the learner to use the gained kno&ledge.

0earning styles not only creates a&areness for the students but they can also be

used to inform them about their strengths and &eaknesses. Being cogni?ant of

their strengths and &eaknesses might trigger them to be more motivated to learn

'offield et al., 1229.

2.& Conce(t of Read!ng

>rabe in 5ac8eracher '1229 states that reading is the ability to dra& meaning

from a printed page and to interpret the information appropriately. Reading can

be broadly divided into t&o academic skillsA '( &ord decoding, or accurate and

rapid reading of &ords, and '1 comprehension, or understanding the intended

message of a &ritten passage. Both decoding and comprehension are facilitated by

a combination of neurodevelopment functions.

-n accordance &ith >rabe, 5ilan '()++ explains some essential skills in reading.

'( omprehension and retention< the readers should be able to comprehend texts

and remember &hat they have read. They ac6uire comprehension and retention

through determining the main idea of the passage, their purpose of reading, and

distinguishing bet&een the main idea and supporting details. '1 -nference andconclusion< inference is an educational guess or prediction about something

unkno&n based on available facts and information. -t is the logical connection that

you dra& bet&een &hat you observe or kno& and &hat you do not kno&. '=

ritical thinking and analysis< the readers should distinguish the text they are

reading. %hether it is a fact or opinion.


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/urthermore, 5urcia '122(A()( explains that there are three stages that the

readers do in reading. '( Pre4Reading< it helps students to access background

kno&ledge, provides specific information needed for successful comprehension,

and models strategies that the students can use later. '1 %hile4Reading< it guides

students through texts, makes sense of complex texts and the relationship among

ideas or characters in the texts. '= Post4Reading. -t extends ideas and information

in the texts that are understood by the readers.

2.) Conce(t of Read!ng +ct!$!t Des!gn

There are three procedures of teaching reading &hich are formulated in this

research, namely teaching reading for visual students, auditory students, and

kinesthetic students. $ach of the &ill be described as follo&s.

2.6.1 Text and Activity for Visual Students

Eisual learners absorb information most effectively through visual channel.

Therefore, they tend to prefer reading tasks &hich use colorful highlighting

schemes to make information visually more salient '#ornyei, 122@. Referring to

the characteristics of visual learners, the researcher &ill use a descriptive text and

a video. The descriptive text and the video have the same topic. /or illustration, if

the text is about Budapest , the video &ill be about Budapest as &ell. -n the class,the students are asked to &atch the video. fter they &atch the video, they are

asked to read the text.

2.6.2 Text and Activity for Auditory Students

uditory learners absorb information most effectively through auditory channel,

such as lectures and audiotapes. They enoy listening activities, being read or


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explained, and are easily distracted by noises '#ornyei, 122@. Referring to the

characteristics of auditory students, the researcher &ill use a narrative text and an

explanation as a teaching techni6ue. /or illustration, the teacher plays an audio

about the story in the text. fter that, the students read the text and ans&er the

6uestions.

2.6.3 Text and Activity for Kinesthetic Students

8inesthetic students absorb information most effectively through doing activities.

"itting motionless for hours is a real challenge for them. They enoy solving

problems by &orking through them. They are &illing to try ne& things and are

outgoing by nature '#ornyei, 122@. Referring to the characteristics of kinesthetic

students, the researcher &ill use a procedure text and retelling as a techni6ue in

teaching reading. /or illustration, the students are asked to &ork in group and

have discussion about the text. fter that, they are asked to come to the front of

class and retell the result of their discussion.

2.4 Descr!(t!on of Read!ng +ct!$!t

-n the pre activity and post activity, the students are treated in the same &ay. 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.

/or visual students, in the main activity, the teacher &ill play a short video first.

The video &ill be played three times. fter playing the video, the teacher asks the

students &hat the students get from the video. %hen the students are able to

ans&er, 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


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&ith the teacher. To check the studentsG comprehension to&ards the text, the

teacher asks the students to ans&er the 6uestions.

/or auditory students, in the main activity, the teacher &ill play a short audio first.

The audio &ill be played three times. fter playing the audio, the teacher asks the

students &hat the students get from the audio. %hen the students are able to

ans&er, 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

&ith the teacher. To check the studentsG comprehension to&ards the text, the

teacher asks the students to ans&er the 6uestions.

/or kinesthetic students, in the main activity, the teacher &ill give the students a

procedure text first. Then, the teacher asks the students to &ork in group. $ach

group consists of six students. The teacher lets the students read the text and have

discussion about some vocabularies in the text &ith the teacher. fter that, the

teacher asks the students to tell &hat they get from the text in group in front of the

class. To check the studentsG comprehension to&ards the text, the teacher asks the

students to ans&er the 6uestions.

2.5 +ssum(t!on about 0earn!ng 'tle and Read!ng +ct!$!t

Eisual students are assumed to comprehend things better than auditory or

kinesthetic students &hen they are taught through materials &hich are visually

attractive. Therefore, their scores &ill be better than auditory or kinesthetic

studentsG scores if the learning materials are adusted to visual learning style.

"imilarly, auditory students are assumed to comprehend things better than visual

or kinesthetic students &hen they are taught through materials &hich mostly


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involve auditory system. Therefore, their scores &ill be better than visual or

kinesthetic studentsG scores if the learning materials are adusted to auditory

learning style.

-n the same &ay, kinesthetic students are assumed to comprehend things better

than visual or auditory students &hen they are taught through materials &hich

make them active. Therefore, their scores &ill be better than visual or auditory

studentsG scores if the learning materials are adusted to kinesthetic learning style.

Before the students are grouped in one class, they are given a learning style test.

Ten persons &ill be chosen from each learning style. Then, there are thirty

students in the class. There &ill be three meetings for each learning style and in

after the three meetings there &ill a test. Therefore, the studentsG achievement in

reading can be compared.

2.6 (othes!s

The hypotheses of the research are formulated as follo&s.

3iA There is a significant difference in studentsG reading achievement after being

taught through materials &hich are adusted to their learning styles.

3oA There is no significant difference in studentsG reading achievement after being

taught through materials &hich are adusted to their learning styles.


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III. R-'-+RC ,-TOD

This chapter is divided into eight sub chapters. They are Research #esign,

Population and "ample, Research Procedure, "chedule of the Research, #ata

ollecting Techni6ue, #ata ollecting -nstrument, #ata Treatment, and

3ypothesis Testing.

".1. Research Des!gn

This research is a pre experimental research. There &ill be one class &hich

consists of thirty participants. The participants vary into visual, auditory, and

kinesthetic students. Before any treatment is given, the students &ill be given a

pre test. fter the pre test, they &ill be taught nine times in the class< three times

through materials adusted to visual learning style, three times adusted to auditory

learning style, and three times adusted to kinesthetic learning style. fter three

meetings, there &ill be a post test to measure studentsG reading achievement.

Therefore, the meetings &ill be one time for the pre test, nine times for the

teaching4learning process and three times for the post test. Referring to the

description above, the design of the research is formulated as follo&s.

T1 7 T2

LA Treatment

TA Test


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This design is called One Group Pre Test Post Test Design . -t is used to find out

ho& far the students make a progress after certain treatment is given '"etiyadi,

122C.

".2 Po(ulat!on and 'am(le

The population of the research &ill be the second semester students of $nglish

0iterature, "TB Teknokrat. The sample of the population &ill be =2 persons

&hich involves both male and female students. They are chosen by using a

learning style test. Therefore, there &ill 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. 3o&ever, the students must have the same

length of study or semester.

"." Research Procedure

The procedures of the research are formulated as follo&s.

(. #etermining the sample

The sample is determined through a learning style test. /rom the test, ten

visual students, ten auditory students, and ten kinesthetic students are chosen.

1. >iving The Pre Test

fter the sample is determined, the pre test is used to find out the studentsG

reading achievement before any treatment is given.


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=. onducting treatment

The treatment is conducted nine times< three times through activities adusted

for visual students, three times through activities adusted for auditory

students, and three times through activities adusted for kinesthetic students.

9. >iving The Post Test

The test is given to find out &hether or not there is a significant difference in

studentsG reading achievement after being taught through three different

activities.

@. naly?ing data

ll collected data &ill be analy?ed to find out &hether or not there is a

significant difference in studentsG reading achievement after being taught

through learning activities adusted to their learning styles.

".% 'chedule of the Research

-n conducting the research, the researcher &ill use the follo&ing schedule.

Table (. "chedule of the Research

,eet!ng +ct!$!t

5eeting ( dministering the learning style test

and pre test5eeting 1 Teaching through learning activities

adusted to visual students5eeting = Teaching through learning activities

adusted to visual students5eeting 9 Teaching through learning activities

adusted to visual students5eeting @ dministering the post test 1 to find

out the studentsG reading

achievement after being taught


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through activities adusted to visual

students5eeting C Teaching through learning activities

adusted to auditory students5eeting * Teaching through learning activities

adusted to auditory students5eeting + Teaching through learning activities

adusted to auditory students5eeting ) dministering the post test 2 to find



through activities adusted toauditory students

5eeting (2 Teaching through learning activities

adusted to kinesthetic students5eeting (( Teaching through learning activities

adusted to kinesthetic students5eeting (1 Teaching through learning activities

adusted to kinesthetic students5eeting (= dministering the post test 3 to find



through activities adusted to

kinesthetic students

".& Data Collect!ng Techn!8ue

#ata in this research &ill be collected through several instruments. To collect data

about the studentsG learning style, the researcher &ill use a visual, auditory, and

kinesthetic learning style test &hich is created by I.. Beatrice, 12(@. Then, to

find out &hether or not there is a significant difference in the reading achievement

among visual, auditory, and kinesthetic students after being taught through

learning activities adusted to their learning styles, the researcher &ill use a


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reading test in form of multiple choices. ll collected data are then statistically

analy?ed by using "P"" 'Repeated 5easures T4Test.

".) Data Collect!ng Instrument

".).1 Rel!ab!l!t of the Instrument

To find out the reliability of the test, the researcher &ill use ronbachGs lpha

Reliability. -t is used to measure internal consistency so that the 6uestionnaire

consists of items &hich have high reliability.

The standardi?ed ronbachGs lpha is defined as follo&sA

r H oefficient reliability instrument 'ronbachGs alpha

k H Dumber of items

MN 1;b H -tem variant total

N 1;t H Eariant total

The standard of reliability or the alpha is 2.*2. The higher the alpha is, the more

reliable the 6uestionnaire becomes '"etiyadi, 122C. Therefore, any item &hich

alpha is 2.C2 should be revised or omitted in order to achieve higher reliability.

The alpha score is described as follo&s.

Cronbach9s +l(ha Internal Cons!stenc

N .) $xcellent

.) N .+ >ood

.+ N .* cceptable

.* N .C Questionable


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.C N .@ Poor

.@ N !nacceptable

'>eorge, #. : 5allery, P., 122=

".).2 al!d!t of the Instrument

To fulfill the validity of the test, the researcher &ill apply face validity, construct

validity and concurrent validity.

A. Face validity

/ace validity is fulfilled through checking each &ord in the instrument to

make sure that there is no mistyped &ord. /urthermore, mechanical aspects

are also checked in order for the instrument looks tidy.

B. Content Validity

-n order for the instrument to fulfill content validity, it must represent all

things &hich should be tested. Therefore, the reading test should measure all

skills in reading &hich involve micro skill and macro skill.

C. Construct validity

To fulfill construct validity, the instrument should fulfill some indicators

&hich involve level of difficulty, discrimination index, and reliability of the

test. Those aspects are calculated as follo&s.

a) Level of Difficulty

* : R;N

/E H -ndex of difficulty

R H Dumber of students &ho ans&er correctly


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D H Total number of students

The criteria of difficulty level are explained as follo&s.

0# 2.=2 H #ifficult0# H 2.=2 S 2.*2 H "atisfactory

0# 2.*2 H $asy

'3eaton, ()+C

b) Discrimination Poer

To find out the discrimination po&er, the researcher uses the follo&ing

formula.D : ; ?N

# H #iscrimination index

orrect ! H Dumber of correct ans&er from upper student

orrect 0 H Dumber of correct ans&er from lo&er student

D H Total number of student

The criteria of discrimination po&er are explained as follo&s.

#A 2.22 S 2.12 H Poor

#A 2.1( S 2.92 H "atisfactory

#A 2.9( S 2.*2 H >ood

#A 2.*( S (.22 H $xcellent

#A 4 'negative H Bad items &hich should be removed.

'3eaton, ()*@

".4 Data Treatment

".4.1 Treatment of 0earn!ng 'tle uest!onna!re

The learning style 6uestionnaire is used to determine the studentsG learning styles.

The collected data &ill counted by using the follo&ing formula.


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0' : Dc

0" H 0earning style

#c H #ominant criteria &hich are chosen by student

-f a group of students dominantly chooses visual option in the 6uestionnaire, they

belong to visual students. "imilarly, if a group of students dominantly chooses

auditory or kinesthetic option in the 6uestionnaire, they belong to auditory or

kinesthetic students.

".4.2 Treatment of Read!ng Test

The studentsG score is determined by counting the correct ans&ers. The reading

test &ill be administered three times. $ach of the tests is aimed at finding out

&hether or not either visual, auditory, or kinesthetic students have better

achievement after being taught through reading activities &hich are adusted to

their learning styles.

".5 (othes!s Test!ng

The hypotheses of the research are formulated as follo&s.

!ull "ypot#esis $"o)


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

and kinesthetic students after being taught through learning activities &hich are

adusted to their learning styles.

%lternative "ypot#esis $"i)

There is a significant difference in reading achievement among visual, auditory,

and kinesthetic students after being taught through learning activities &hich are


The criteria of hypothesis are explained as follo&s.

(. -f the value is higher than 2.2@, hypothesis null '3o is accepted. -t means there

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

kinesthetic students after being taught through learning activities &hich are


1. -f the value is higher than 2.2@, hypothesis alternative '3i is accepted. -t

means there is a significant difference in reading achievement among visual,

auditory, and kinesthetic students after being taught through learning activities

&hich are adusted to their learning styles.

R-*-R-NC-'

Borg, %.R. and >all, 5.#. '()+=. &ducational 'esearc#( %n ntroduction* 0ondonA 0ongman, -nc.


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Bro&n, 3. #. '1222. Principles of Language Learning and Teac#ing '9th

$dition. $ngle&ood liffsA Prentice 3all.

elce45arcia, 5. '122(. Teac#ing &nglis# as a second or foreign language, '=rded.. #e&ey Publishing "ervicesA D.

lark, 5.. and "ilberstein, ". '()+*. Toard a 'eali+ation of Psyc#olinguistic Principles in &,L 'eading -lassroom. De& orkA De& Burry 3ouse.

offield, /., 5oseley, #. 3all, $. ve $cclestone, 8. '1229. Learning styles and pedagogy in post.1/ learning . $ngle&oodA 0earning and "kills#evolopment gency.

#ornyei, U. '122@. T#e Psyc#ology of T#e Language Learner( ndividual Differences in ,econd Language %c0uisition. De& IerseyA 0a&rence$rlbaum ssociates, -nc.

#unn, R., : #unn, 8. '()*+. Teac#ing ,tudents t#roug# t#eir ndividual Learning ,tyles. Practical pproach. Prentice 3all, Reston, E., -"BDA(2A 2+*)2)+2+1, ==C.

/leming : Baume. '122C. ER8 model of "tudent 0earning. nderstanding

our Learning ,tyles. Retrieved on Iuly 1(, 12(=, fromhttpA;;&&&.roe((.k(1.il.us;>$"V12"tuff;#ayV12=;!nderstandingV12ourV120earningV12"tyles.pdf

>ass, ". : "elinker, 0. '122+. ,econd Language %c0uisition( %n ntroductory -ourse. De& orkA Taylor : /rancis e40ibrary.

>ilakani, . P. '12(1. Eisual, uditory, 8inesthetic 0earning "tyles and Their -mpacts on $nglish 0anguage Teaching. ournal of ,tudies in &ducation.Eol. 1, Do. (.

8eefe, I. %. '()+1. ssessing "tudent 0earning "tyles. -n I. %. 8eefe '$d.,,tudent Learning ,tyles and Brain Be#avior 'pp. (4(+. Reston, EA

Dational ssociation of "econdary "chool Principals.

8olb, #.. '()+9. &4periential Learning( &4perience as t#e ,ource of Learning and Development . $ngle&ood liffs, DIA Prentice43al.

5ac8eracher, #. '1229. 5a6ing sense of adult learning , '1nd ed.. anadaA

!niversity of Toronto Press -ncorporated.


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5ilan, #eanne 8. '()++. mproving 'eading ,6ills. De& ork. Random 3ouse.

Oxford, R. 0. '())2. Language Learning ,trategies( 7#at &very Teac#er ,#ould 8no. BostonA 3einle : 3einle.

O?bas, ". '12((. The -nvestigation of the 0earning "tyles of !niversity "tudents.T#e Online ournal of !e "ori+ons in &ducation. Eol. =, -ssue (.

Reid, I. '())@ Learning ,tyles in t#e &,L9&:L -lassroom. BostonA 3einle :3einle.

"etiyadi, g. Bambang '122C. 5etode Penelitian ntu6 Penga;aran Ba#asa

%sing . ogyakartaA >raha -lmu.

"ims, R. R. '()+=. 8olbGs experiential learning theoryA frame&ork for assessing person4ob interaction. %cademy of 5anagement 'evie, +'1A@2(4@2+.

Troike, 5. ". '122C. ntroducing ,econd Language %c0uisition. De& orkAambridge !niversity Press.

%ads&orth, Barry, I. '()*+. Piagiet for t#e -lassroom Teac#er . 0ondonA0ongman.

ufri?al, 3. '122+. %n ntoduction to ,econd Language %c0uisition. BandungAPustaka Reka ipta.


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+PP-NDIC-'

0-''ON P0+N *OR I'U+0 0-+RN-R 1

"ubect A $nglish

"emester A 1

"kill A Reading

Time llocation A (22 minutes

+. 'T+ND+RD CO,P-T-NC-

!nderstanding the meaning of short functional texts in form of descriptive text

B. B+'IC CO,P-T-NC-

Responding the meaning of short functional texts in form of descriptive text


31/37

C. OB@-CTI-

(. To identify the descriptive text

1. To identify generic structures of the descriptive text

=. To identify the main idea, specific information, inference, reference, and

vocabulary in the descriptive text

D. INDIC+TOR

(. "tudents find the main idea of the text.

1. "tudents deduce the inference, reference and grasp the meaning of the

underlined &ord or phrase.=. "tudents find specific information in the text.

-. +CTIIT/

Pre act!$!t

(. The teacher opens the class.

1. The teacher gives icebreaking by telling the students &hat they are going to

do.

,a!n +ct!$!t

(. The teacher plays a short video.

1. The teacher asks the students &hat the video is about.

=. The teacher distributes a descriptive text to the students.

9. The teacher discusses some vocabularies in the text by providing pictures.@. The teacher lets the students read the text and ans&er the 6uestions.

Post +ct!$!t

(. The teacher gives reflection by asking some 6uestions about &hat the

students have learnt.

1. The teacher closes the meeting.

*. -+0U+TION


32/37

Buda(est

Budapest is the capital and the largest city of 3ungary, and one of the largestcities in the $uropean !nion. -t is the countryWs principal political, cultural,

commercial, industrial, and transportation centre, sometimes described as the primate city of 3ungary. ccording to the census, in 12(( Budapest had (.*9million inhabitants, do&n from its ()+) peak of 1.( million due tosuburbani?ation. The Budapest 5etropolitan rea is home to =.= million people.The city covers an area of @1@ s6uare kilometres '121.* s6 mi. Budapest becamea single city occupying both banks of the river #anube &ith the unification of Buda and Xbuda on the &est bank, &ith Pest on the east bank on (* Dovember (+*=.

The history of Budapest began &ith 6uincum, originally a eltic settlement that became the Roman capital of 0o&er Pannonia. 3ungarians arrived in the territoryin the )th century. Their first settlement &as pillaged by the 5ongols in (19(S91.The re4established to&n became one of the centres of Renaissance humanistculture by the (@th century. /ollo&ing the Battle of 5ohYcs and nearly (@2 yearsof Ottoman rule, the region entered a ne& age of prosperity in the (+th and ()thcenturies, and Budapest became a global city after its unification in (+*=. -t also

became the second capital of the ustro43ungarian $mpire, a great po&er thatdissolved in ()(+, follo&ing %orld %ar -. Budapest &as the focal point of the3ungarian Revolution of (+9+, the 3ungarian Republic of ouncils in ()(), theBattle of Budapest in ()9@, and the Revolution of ()@C.

ited as one of the most beautiful cities in $urope, BudapestWs extensive %orld3eritage "ite includes the banks of the #anube, the Buda astle Quarter,ndrYssy venue, 3eroesW "6uare and the 5illennium !nderground Rail&ay, thesecond4oldest metro line in the &orld. -t has around +2 geothermal springs, the&orldWs largest thermal &ater cave system, second largest synagogue, and thirdlargest Parliament building. The city attracts about 9.9 million tourists a year,making it the 1@th most popular city in the &orld, and the Cth in $urope,

according to $uromonitor .

onsidered a financial hub in entral $urope, the city ranked third on5astercardWs $merging 5arkets -ndex, and ranked as the most liveable entral or $astern $uropean city on $-!Ws 6uality of life index. -t is also ranked as t#eorld


33/37

office of the hina -nvestment Promotion gency '-P. $ighteen universitiesare situated in Budapest, including the entral $uropean !niversity, $KtvKs0orYnd !niversity and the Budapest !niversity of Technology and $conomics.

dapted fromAhttpsA;;en.&ikipedia.org;&iki;Budapest

+nsAer the folloA!ng 8uest!ons

(. %hat is the passage aboutJ1. %hat is the obective of the passageJ=. %here is the tourism obect locatedJ9. %hat is your opinion about the tourism obect in the passageJ@. Briefly explain the generic structures of the passage< identification and

description[C. -ited as one of t#e most beautiful cities in &urope, \ The clause implies that

Budapest ...*. t #as around >? geot#ermal springs, \ The underlined &ord refers to ...+. @ t#ird largest Parliament building . %hat does the underlined phrase meanJ). %hat &ould you do if you &ere at Budapest no&J(2. 3o& is Budapest compared &ith similar tourism obects in your countryJ

0-''ON P0+N *OR I'U+0 0-+RN-R 2

"ubect A $nglish

"emester A 1

"kill A Reading




https://en.wikipedia.org/wiki/China_Investment_Promotion_Agencyhttps://en.wikipedia.org/wiki/Central_European_Universityhttps://en.wikipedia.org/wiki/Central_European_Universityhttps://en.wikipedia.org/wiki/E%C3%B6tv%C3%B6s_Lor%C3%A1nd_Universityhttps://en.wikipedia.org/wiki/E%C3%B6tv%C3%B6s_Lor%C3%A1nd_Universityhttps://en.wikipedia.org/wiki/Budapest_University_of_Technology_and_Economicshttps://en.wikipedia.org/wiki/Europehttps://en.wikipedia.org/wiki/Europehttps://en.wikipedia.org/wiki/Sz%C3%A9chenyi_Medicinal_Bathhttps://en.wikipedia.org/wiki/Sz%C3%A9chenyi_Medicinal_Bathhttps://en.wikipedia.org/wiki/Hungarian_Parliament_Buildinghttps://en.wikipedia.org/wiki/China_Investment_Promotion_Agencyhttps://en.wikipedia.org/wiki/Central_European_Universityhttps://en.wikipedia.org/wiki/E%C3%B6tv%C3%B6s_Lor%C3%A1nd_Universityhttps://en.wikipedia.org/wiki/E%C3%B6tv%C3%B6s_Lor%C3%A1nd_Universityhttps://en.wikipedia.org/wiki/Budapest_University_of_Technology_and_Economicshttps://en.wikipedia.org/wiki/Europehttps://en.wikipedia.org/wiki/Sz%C3%A9chenyi_Medicinal_Bathhttps://en.wikipedia.org/wiki/Hungarian_Parliament_Building


34/37

B. B+'IC CO,P-T-NC-

Responding the meaning of short functional texts in form of descriptive text

C. OB@-CTI-

(. To identify the descriptive text

1. To identify generic structures of the descriptive text

=. To identify the main idea, specific information, inference, reference, and

vocabulary in the descriptive text

D. INDIC+TOR

(. "tudents find the main idea of the text.

1. "tudents deduce the inference, reference and grasp the meaning of the

underlined &ord or phrase.

=. "tudents find specific information in the text.

-. +CTIIT/

Pre act!$!t

(. The teacher opens the class.

1. The teacher gives icebreaking by telling the students &hat they are going to

do.

,a!n +ct!$!t

(. The teacher plays a short video.1. The teacher asks the students &hat the video is about.

=. The teacher distributes a descriptive text to the students.

9. The teacher discusses some vocabularies in the text by providing pictures.

@. The teacher lets the students read the text and ans&er the 6uestions.

Post +ct!$!t

(. The teacher gives reflection by asking some 6uestions about &hat the

students have learnt.


35/37

1. The teacher closes the meeting.

*. -+0U+TION

/elloAstone Nat!onal Park

ello&stone Dational Park, established by the !.". ongress and signed into la& by President !lysses ". >rant on 5arch (, (+*1, is a national park located primarily in the !.". state of %yoming, although it also extends into 5ontana and-daho. ello&stone, &idely held to be the first national park in the &orld, iskno&n for its &ildlife and its many geothermal features, especially Old /aithful>eyser, one of the most popular features in the park. -t has many types of ecosystems, but the subalpine forest is dominant.

Dative mericans have lived in the ello&stone region for at least ((,222 years.The region &as bypassed during the 0e&is and lark $xpedition in the early ()thcentury. side from visits by mountain men during the early4to4mid4()th century,organi?ed exploration did not begin until the late (+C2s. The !.". rmy &ascommissioned to oversee the park ust after its establishment. -n ()(*,administration of the park &as transferred to the Dational Park "ervice, &hich had

been created the previous year. 3undreds of structures have been built and are protected for their architectural and historical significance, and researchers haveexamined more than (,222 archaeological sites.

ello&stone Dational Park spans an area of =,9C+.9 s6uare miles '+,)+= km1,comprising lakes, canyons, rivers and mountain ranges. ello&stone 0ake is oneof the largest high4altitude lakes in Dorth merica and is centered over theello&stone aldera, the largest super volcano on the continent. The caldera isconsidered an active volcano. -t has erupted &ith tremendous force several timesin the last t&o million years. 3alf of the &orldWs geothermal features are inello&stone, fueled by this ongoing volcanism. 0ava flo&s and rocks fromvolcanic eruptions cover most of the land area of ello&stone. The park is thecenterpiece of the >reater ello&stone $cosystem, the largest remaining, nearlyintact ecosystem in the $arthWs northern temperate ?one.

3undreds of species of mammals, birds, fish and reptiles have been documented,including several that are either endangered or threatened. The vast forests andgrasslands also include uni6ue species of plants. ello&stone Park is the largestand most famous mega fauna location in the ontinental !nited "tates. >ri??ly

bears, &olves, and free4ranging herds of bison and elk live in the park. Theello&stone Park bison herd is the oldest and largest public bison herd in the!nited "tates. /orest fires occur in the park each year< in the large forest fires of ()++, nearly one third of the park &as burnt. ello&stone has numerousrecreational opportunities, including hiking, camping, boating, fishing andsightseeing. Paved roads provide close access to the maor geothermal areas as&ell as some of the lakes and &aterfalls. #uring the &inter, visitors often access

the park by &ay of guided tours that use either sno& coaches or sno&mobile.


36/37

dapted fromAhttpsA;;&&&.youtube.com;&atchJvH23TO+xx"o$:listHP0/()$/@#1=*@+1:indexH(12

+nsAer the folloA!ng 8uest!ons

(. %hat is the passage aboutJ1. %hat is the obective of the passageJ=. %here is the tourism obect locatedJ9. %hat is your opinion about the tourism obect in the passageJ@. Briefly explain the generic structures of the passage< identification and

description[C. \ but t#e subalpine forest is dominant* The clause implies that subalpine ...

*. t #as erupted it# tremendous force several times in t#e last to million years* The underlined &ord refers to ...

+. "undreds of species of mammalsA birdsA fis# and reptiles #ave beendocumentedA including several t#at are eit#er endangered or t#reatened*

%hat does the underlined phrase meanJ). %hat &ould you do if you &ere at ello&stone Dational Park no&J(2. 3o& is ello&stone Dational Park compared &ith similar tourism obects in

your countryJ

0-''ON P0+N *OR I'U+0 0-+RN-R "

"ubect A $nglish

"emester A 1

"kill A Reading





37/37

Proposal Harits s2

Documents