Download - Proposal Harits s2
-
8/16/2019 Proposal Harits s2
1/37
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
-
8/16/2019 Proposal Harits s2
2/37
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
-
8/16/2019 Proposal Harits s2
3/37
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,
-
8/16/2019 Proposal Harits s2
4/37
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
-
8/16/2019 Proposal Harits s2
5/37
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
-
8/16/2019 Proposal Harits s2
6/37
examined the learning style preferences of $/0 and $"0 students. The results of
the study sho& that students prefer kinesthetic learning styles above others,
&hereas the teaching methods mostly suit auditory learners.
The theories about learning styles emphasi?e that students &ith visual learning
style comprehend things better through visual input, students &ith auditory
learning style comprehend things better through auditory input, and students &ith
kinesthetic comprehend things better through engaging themselves in activities. -n
the other &ords, students &ith visual learning style &ill comprehend things better
than the others if the teacher uses visual input. "imilarly, students &ith auditory or
kinesthetic learning style &ill comprehend things better than the other if the
teacher uses auditory or kinesthetic input. 3o&ever, many studies about learning
styles investigate only studentsG learning preferences and determine if the students
are visual, auditory, or kinesthetic students. The studies have not revealed much
evidence &hether or not visual students absorb information better through visual
input, auditory students absorb information better through auditory input, and
kinesthetic students absorb information better through kinesthetic input.
Therefore, this study &hich is intended to find out &hether or not there is a
significant difference in studentsG reading achievement after being taught through
activities suited to their learning styles is accordingly conducted.
1.2. Research uest!on
The research 6uestions are formulated as follo&sA
(. 3o& are visual, auditory, and kinesthetic reading activities designedJ
-
8/16/2019 Proposal Harits s2
7/37
1. -s there any significant difference in studentsG reading achievement after being
taught through activities suited to their learning stylesJ
1.". Ob#ect!$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.
-
8/16/2019 Proposal Harits s2
8/37
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.
-
8/16/2019 Proposal Harits s2
9/37
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
-
8/16/2019 Proposal Harits s2
10/37
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(.
-
8/16/2019 Proposal Harits s2
11/37
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
-
8/16/2019 Proposal Harits s2
12/37
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
-
8/16/2019 Proposal Harits s2
13/37
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
-
8/16/2019 Proposal Harits s2
14/37
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.
-
8/16/2019 Proposal Harits s2
15/37
/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. $ach of the &ill be described as follo&s.
2.6.1 Text and Activity for Visual Students
Eisual learners absorb information most effectively through visual channel.
Therefore, they tend to prefer reading tasks &hich use colorful highlighting
schemes to make information visually more salient '#ornyei, 122@. Referring to
the characteristics of visual learners, the researcher &ill use a descriptive text and
a video. The descriptive text and the video have the same topic. /or illustration, if
the text is about Budapest , the video &ill be about Budapest as &ell. -n the class,the students are asked to &atch the video. fter they &atch the video, they are
asked to read the text.
2.6.2 Text and Activity for Auditory Students
uditory learners absorb information most effectively through auditory channel,
such as lectures and audiotapes. They enoy listening activities, being read or
-
8/16/2019 Proposal Harits s2
16/37
explained, and are easily distracted by noises '#ornyei, 122@. Referring to the
characteristics of auditory students, the researcher &ill use a narrative text and an
explanation as a teaching techni6ue. /or illustration, the teacher plays an audio
about the story in the text. fter that, the students read the text and ans&er the
6uestions.
2.6.3 Text and Activity for Kinesthetic Students
8inesthetic students absorb information most effectively through doing activities.
"itting motionless for hours is a real challenge for them. They enoy solving
problems by &orking through them. They are &illing to try ne& things and are
outgoing by nature '#ornyei, 122@. Referring to the characteristics of kinesthetic
students, the researcher &ill use a procedure text and retelling as a techni6ue in
teaching reading. /or illustration, the students are asked to &ork in group and
have discussion about the text. fter that, they are asked to come to the front of
class and retell the result of their discussion.
2.4 Descr!(t!on of Read!ng +ct!$!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
-
8/16/2019 Proposal Harits s2
17/37
&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
-
8/16/2019 Proposal Harits s2
18/37
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.
-
8/16/2019 Proposal Harits s2
19/37
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
-
8/16/2019 Proposal Harits s2
20/37
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 $nglish
0iterature, "TB Teknokrat. The sample of the population &ill be =2 persons
&hich involves both male and female students. They are chosen by using a
learning style test. Therefore, there &ill be ten visual students, ten auditory
students, and ten kinesthetic students. They are taught in the same class. There is
no differentiation is age and gender. 3o&ever, the students must have the same
length of study or semester.
"." Research Procedure
The procedures of the research are formulated as follo&s.
(. #etermining the sample
The sample is determined through a learning style test. /rom the test, ten
visual students, ten auditory students, and ten kinesthetic students are chosen.
1. >iving The Pre Test
fter the sample is determined, the pre test is used to find out the studentsG
reading achievement before any treatment is given.
-
8/16/2019 Proposal Harits s2
21/37
=. onducting treatment
The treatment is conducted nine times< three times through activities adusted
for visual students, three times through activities adusted for auditory
students, and three times through activities adusted for kinesthetic students.
9. >iving The Post Test
The test is given to find out &hether or not there is a significant difference in
studentsG reading achievement after being taught through three different
activities.
@. naly?ing data
ll collected data &ill be analy?ed to find out &hether or not there is a
significant difference in studentsG reading achievement after being taught
through learning activities adusted to their learning styles.
".% 'chedule of the Research
-n conducting the research, the researcher &ill use the follo&ing schedule.
Table (. "chedule of the Research
,eet!ng +ct!$!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
-
8/16/2019 Proposal Harits s2
22/37
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
out the studentsG reading
achievement after being taught
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
out the studentsG reading
achievement after being taught
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
-
8/16/2019 Proposal Harits s2
23/37
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
-
8/16/2019 Proposal Harits s2
24/37
.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
-
8/16/2019 Proposal Harits s2
25/37
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.
-
8/16/2019 Proposal Harits s2
26/37
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)
-
8/16/2019 Proposal Harits s2
27/37
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
adusted to their learning styles.
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
adusted to their learning styles.
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.
-
8/16/2019 Proposal Harits s2
28/37
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.
-
8/16/2019 Proposal Harits s2
29/37
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.
-
8/16/2019 Proposal Harits s2
30/37
+PP-NDIC-'
0-''ON P0+N *OR I'U+0 0-+RN-R 1
"ubect A $nglish
"emester A 1
"kill A Reading
Time llocation A (22 minutes
+. 'T+ND+RD CO,P-T-NC-
!nderstanding the meaning of short functional texts in form of descriptive text
B. B+'IC CO,P-T-NC-
Responding the meaning of short functional texts in form of descriptive text
-
8/16/2019 Proposal Harits s2
31/37
C. OB@-CTI-
(. To identify the descriptive text
1. To identify generic structures of the descriptive text
=. To identify the main idea, specific information, inference, reference, and
vocabulary in the descriptive text
D. INDIC+TOR
(. "tudents find the main idea of the text.
1. "tudents deduce the inference, reference and grasp the meaning of the
underlined &ord or phrase.=. "tudents find specific information in the text.
-. +CTIIT/
Pre act!$!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
-
8/16/2019 Proposal Harits s2
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
-
8/16/2019 Proposal Harits s2
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 $nglish
"emester A 1
"kill A Reading
Time llocation A (22 minutes
+. 'T+ND+RD CO,P-T-NC-
!nderstanding the meaning of short functional texts in form of descriptive text
https://en.wikipedia.org/wiki/China_Investment_Promotion_Agencyhttps://en.wikipedia.org/wiki/Central_European_Universityhttps://en.wikipedia.org/wiki/Central_European_Universityhttps://en.wikipedia.org/wiki/E%C3%B6tv%C3%B6s_Lor%C3%A1nd_Universityhttps://en.wikipedia.org/wiki/E%C3%B6tv%C3%B6s_Lor%C3%A1nd_Universityhttps://en.wikipedia.org/wiki/Budapest_University_of_Technology_and_Economicshttps://en.wikipedia.org/wiki/Europehttps://en.wikipedia.org/wiki/Europehttps://en.wikipedia.org/wiki/Sz%C3%A9chenyi_Medicinal_Bathhttps://en.wikipedia.org/wiki/Sz%C3%A9chenyi_Medicinal_Bathhttps://en.wikipedia.org/wiki/Hungarian_Parliament_Buildinghttps://en.wikipedia.org/wiki/China_Investment_Promotion_Agencyhttps://en.wikipedia.org/wiki/Central_European_Universityhttps://en.wikipedia.org/wiki/E%C3%B6tv%C3%B6s_Lor%C3%A1nd_Universityhttps://en.wikipedia.org/wiki/E%C3%B6tv%C3%B6s_Lor%C3%A1nd_Universityhttps://en.wikipedia.org/wiki/Budapest_University_of_Technology_and_Economicshttps://en.wikipedia.org/wiki/Europehttps://en.wikipedia.org/wiki/Sz%C3%A9chenyi_Medicinal_Bathhttps://en.wikipedia.org/wiki/Hungarian_Parliament_Building
-
8/16/2019 Proposal Harits s2
34/37
B. B+'IC CO,P-T-NC-
Responding the meaning of short functional texts in form of descriptive text
C. OB@-CTI-
(. To identify the descriptive text
1. To identify generic structures of the descriptive text
=. To identify the main idea, specific information, inference, reference, and
vocabulary in the descriptive text
D. INDIC+TOR
(. "tudents find the main idea of the text.
1. "tudents deduce the inference, reference and grasp the meaning of the
underlined &ord or phrase.
=. "tudents find specific information in the text.
-. +CTIIT/
Pre act!$!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.
-
8/16/2019 Proposal Harits s2
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 $arthWs northern temperate ?one.
3undreds of species of mammals, birds, fish and reptiles have been documented,including several that are either endangered or threatened. The vast forests andgrasslands also include uni6ue species of plants. ello&stone Park is the largestand most famous mega fauna location in the ontinental !nited "tates. >ri??ly
bears, &olves, and free4ranging herds of bison and elk live in the park. Theello&stone Park bison herd is the oldest and largest public bison herd in the!nited "tates. /orest fires occur in the park each year< in the large forest fires of ()++, nearly one third of the park &as burnt. ello&stone has numerousrecreational opportunities, including hiking, camping, boating, fishing andsightseeing. Paved roads provide close access to the maor geothermal areas as&ell as some of the lakes and &aterfalls. #uring the &inter, visitors often access
the park by &ay of guided tours that use either sno& coaches or sno&mobile.
-
8/16/2019 Proposal Harits s2
36/37
dapted fromAhttpsA;;&&&.youtube.com;&atchJvH23TO+xx"o$: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
Time llocation A (22 minutes
+. 'T+ND+RD CO,P-T-NC-
!nderstanding the meaning of short functional texts in form of descriptive text
-
8/16/2019 Proposal Harits s2
37/37