the influence of learning styles (visual, auditory, kinesthetic) towards

Transcription

THE INFLUENCE OF LEARNING STYLES (VISUAL, AUDITORY,
KINESTHETIC) TOWARDS VOCABULARY MASTERY
AT THE SECOND YEAR STUDENTS OF MAN SALATIGA
IN THE ACADEMIC YEAR OF 2012-2013
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment
of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
in English Department of Educational Faculty
By:
Nur Khafifudin
NIM. 11308003
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)
SALATIGA
2013
1
ii
iii
iv
MOTTO
Make your self becomes the best friend for your self
(Bobbi DePorter)
Don‟t look backwards very long, Keep moving forward
Open new doors and doing new things
(Walt Disney)
v
DEDICATION
I dedicate this graduating paper to:
1. My beloved father and mother, who always support and give me
motivations and sincere prayers for my successfulness.
2. For my big family, my sister, my aunt, my grandmother, and all.
3. For my best friend, Joko Kriyanto, who has helped me finish my
graduating paper.
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ACKNOWLEDGEMENT
Assalamu’alaikum, Wr. Wb.
In the name of Allah, the most gracious and merciful, the Lord of universe.
Because of Him, the writer could finish the graduating paper as one of the requirement
for the Degree of Educational Islamic Studies (S.Pd.I.) at English Department of
Educational Faculty of State Institute of Islamic Studies (STAIN) Salatiga in 2013.
Secondly, peace and salutation always be given to our Prophet Muhammad
SAW who has guided us from the darkness into the lightness.
However, this paper would not be finished without those supports, advices,
guidance, help and encouragement from individual and institution, and I somehow
realize that an appropriate moment for me to deepest gratitude for:
1.
Dr. Imam Sutomo, M.Ag . as the Rector of STAIN Salatiga, thanks for the time
to spend studying in STAIN Salatiga.
2.
Maslihatul Umami, M.A. as the chief of English Department, thanks for the
guidance.
3.
Setia Rini, M.Pd. as the writer’s counselor who has educated, supported,
directed,
and
given
the
writer
countless
advice,
suggestion,
and
recommendation for this graduating paper from the beginning until the end.
4.
All the lecturers at English Department of State Institute for Islamic Studies
(STAIN) Salatiga.
5.
All the staffs who have helped the writer in processing of graduating paper
administration.
6.
Drs. H. Sudar, M.Ag. as headmaster of MAN Salatiga who has allowed the
writer to do the research in MAN Salatiga.
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7.
Siti Mudrikah, S.Pd and Sarinah, S.Pd as English teachers of eleven grade
MAN Salatiga who had helped and given me advice in doing this research.
8.
My beloved parents, father and my mother, who always give me motivations
and sincere prayers for my successfulness.
9.
Joko Kriyanto, who has helped me finish this graduating paper.
Finally, this graduating paper is expected to be able to provide useful
information to the readers.
Wassalamu’alaikum, Wr. Wb.
Salatiga, January 31st,
2013
The Writer,
Nur Khafifudin
NIM: 11308003
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ABSTRACT
Khafifudin, Nur, 2013, The Influence of Learning Styles (Visual, Auditory,
Kinesthetic) Towards Vocabulary Mastery at The Second Year Students of
MAN Salatiga in The Academic Year of 2012-2013. A Graduating Paper.
Educational Faculty. English Department. Counselor: Setia Rini, M.Pd.
The aim of this study is to know the students’ learning style, to find out how
far the effect of learning style(s) towards vocabulary mastery, and to know the
influence of learning style towards students’ vocabulary mastery. The sample in the
study is 30 respondents from 118 students of XI grade of MAN Salatiga in the
academic year of 2012-2013 by using purposive sampling technique. This study
basically uses characteristics of learning style (visual, auditory, kinesthetic) and
Scrivener’s vocabulary theory. The method that is used in this study is quantitative
approach by using partial correlation multiple variables method. The conclusions are
(1) most of the student are visual learner in mastering vocabulary, (2) the effect of
visual learning style is 34.57%, auditory learning style is 88.74%, kinesthetic learning
style is 18.40% and the entire of learning styles is 69.39% towards students’
vocabulary mastery, and (3) there is no significant influence between visual learning
style towards students’ vocabulary mastery, it can be seen from the result of
calculation arithmetic r = -0,588 and table r = 0,361, there is no significant influence
between auditory learning style towards students’ vocabulary mastery, it can be seen
from the result of calculation arithmetic r = -0,942 and table r = 0,361, there is no
significant influence between kinesthetic learning style towards students’ vocabulary
mastery, it can be seen from the result of calculation arithmetic r = -0,429 and table r
= 0,361, and there is significant influence between the entire of learning styles
towards students’ vocabulary mastery, it can be seen from the calculation Ro = 0,833
and Rt = 0.361.
Key words: Learning Style, Vocabulary Mastery.
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TABLE OF CONTENT
TITLE ............................................................................................................
i
DECLARATION ...........................................................................................
ii
ATTENTIVE COUNSELOR NOTES ..........................................................
iii
CERTIFICATION PAGE ..............................................................................
iv
MOTTO .........................................................................................................
v
DEDICATION ...............................................................................................
vi
ACKNOWLEDGEMENT .............................................................................
vii
ABSTRACT...................................................................................................
ix
TABLE OF CONTENT .................................................................................
x
LIST OF TABLE ...........................................................................................
xii
CHAPTER I INTRODUCTION
A. Background of The Study ..................................................................
1
B. . Problems of The Study……………………………………………...
4
C. Limitation of The Problem.................................................................
5
D. Objectives of The Study…………………………………………….
5
E. Benefits of The Study……………………………………………….
6
F. Clarifications of Key Term…………………………………………
6
G. Review of Preview Research ............................................................... .
9
H. Research Outline………………………………………………………
10
CHAPTER II THEORETICAL FRAMEWORK
A. Definition of Learning .......................................................................
11
B. The Characteristics of Learning .........................................................
12
C. The Elements of Learning Process ....................................................
14
D. Learning Styles ..................................................................................
16
E. Vocabulary in Learning Activity .......................................................
21
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F. The Kinds of Vocabulary ...................................................................
22
G. Aspects of Learning Vocabulary .......................................................
23
H. Vocabulary Mastery and Vocabulary Test ........................................
41
CHAPTER III METHODOLOGY RESEARCH
A. Methodology Research ......................................................................
44
B. The General Description of MAN Salatiga .......................................
49
C. Student Respondent MAN Salatiga ..................................................
56
D. Scores of Students’ Questionnaire and Vocabulary Mastery Test .....
58
E. Hypothesis of The Study....................................................................
59
CHAPTER IV DATA ANALYSIS
A. The Pre-analysis .................................................................................
66
B. Main Analysis ....................................................................................
75
CHAPTER V CLOSURE
A. Conclusion .........................................................................................
90
B. Suggestion ..........................................................................................
93
BIBLIOGRAPHY
CURRICULUM VITAE
APPENDIX
xi
LIST OF TABLES
Table 1: The Equipments Facilities at MAN Salatiga ...................................
53
Table 2: List of The Teacher’s and Staff’s of MAN Salatiga .......................
55
Table 3: Students of MAN Salatiga ...............................................................
56
Table 4: List Student Respondent of MAN Salatiga .....................................
56
Table 5: List Scores of Students’ Questionnaire and Vocabulary Mastery Test
58
Table 6: Result of Questionnaire Answer about The Students’ Learning Styles (Visual
Style) ................................................................................................
68
Table 7: Result of Questionnaire Answer about The Students’ Learning Styles
(Auditory Style) ................................................................................
68
Table 8: Result of Questionnaire Answer about The Students’ Learning Styles
(Kinesthetic Style) ............................................................................
70
Table 9: Result of Vocabulary Mastery Test (number 1-10) .........................
72
Table 10: Result of Vocabulary Mastery Test (number 11-20) .....................
73
Table 11: Table of The Questionnaire (X1, X2, and X3) and The Result of Vocabulary
Mastery Test (Y) ..............................................................................
76
Table 12: List of Students’ Visual Style ........................................................
78
Table 13: List of Students’ Auditory Style ....................................................
79
Table 14: List of Another Learning Style ......................................................
80
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CHAPTER I
INTRODUCTION
A. Background of the Study
In essence, learning is a process of interaction to the all situation around the individual
environment. It can be also called as process of guidance to the objectives and doing
through experiences, those are seeing, observing, and comprehending about
something (Rusman, 2011). Learning is also called as process to get knowledge, skill,
attitude, behavior, and values through study, experience, and teaching (Jensen &
Nickelsen, 2011: 8). When learning, students do many things like trying, researching,
experiment, trial and error, and others as learning activity. In learning activity,
students do many activities to achieve the learning objectives for example mastering
subject as preparation for the test, memorizing new vocabularies and categorizing
them, repairing some goods, doing assignment, developing material or skill that
she/he mastered ever.
Learning language activity is to direct students to express their feeling and
communicate the feeling, ideas, and thought by using of conventionalized sign,
sounds, gestures, or marks having understood meaning (Brown, 1980: 5). Language
learning is also how students personality expresses themselves and fulfills its basic
need for social interaction with other person (Lado, 1964: 7). In learning language,
students use the language actively to communicate and interact in speaking as well
as writing. Speaking means students train how to pronounce the words, conversing,
and making dialogue. Writing is one of the ability to be owned. Writing activities train
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every people to use the vocabularies, diction, and the content of his/her writing.
Writing is to learn how to write the ideas, information, knowledge, or experience and
understand the writing to acquire the knowledge or some information to share and
learn.
English is one of the languages that are most used by people in every
country. They usually use it to communicate and share knowledge and information
even English is used in all areas like technology and internet. In Indonesia, English
roles as compulsory foreign language that must be learned by students form
elementary until senior high school. It is even made by government as one of
national final test. Beside that, with mastering English students are expected to be
able to speak out of their native language and one important thing they can learn
many knowledge and skill.
One of components to master English is vocabulary. Vocabulary is basic skill
must be mastered by student. It usually serves as useful and fundamental tool for
communicating and acquiring knowledge. According to Scrivener (1994:74) there are
two kind of vocabulary, productive and receptive vocabulary. Productive is produced
by student or learner within appropriate context and match the intended of meaning
and receptive is degrees particular words may be parts of productive vocabulary.
Enriched vocabulary will make the student and learner is easy to speak,
communicate, understand the information, and share it to the others, like classmate,
friend, teacher, or even stranger.
Students have their own way and technique to comprehend the knowledge
and information. They choose and decide the best way to process the information in
order it can be easy to learn. Learning style is the way and technique that they use to
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learn information and knowledge. It helps students learn more fast and easier with
selecting and using the appropriate learning style that they like (DePorter, 1999: 111112). Students not only apply the learning style for studying but also for developing
their skill and interest and improving the learning output. Learning style can be used
by students to learn language, including English. They can prefer learning style that is
suitable for them to learn and practice English by themselves. For example, they use
visual guidance like short-card to memorize some vocabularies and use it as memorycard when they forget them. Another example they like listening English song and
see the lyric of the song.
In MAN Salatiga, many students use learning style to learn English. They
memorize vocabulary by using a piece of paper that contains list of English words and
that is very easy to take so they can do it anytime and anywhere. There are also
students who prefer memorizing vocabularies by moving their body, like walking
around when memorizing list of vocabularies and reading text. In another side, many
students of MAN Salatiga like English song and see the lyric so it makes them
understand to pronounce the words and enrich their vocabularies. There are also
some learning activities in classroom which relate with learning style, like making a
group discussion, grouping for dialogue, and watching video or movie. In making
group, teacher ask them to make a small group consist of four or five member then
discuss the materials for example analyzing text in a group or making conversation to
present in front of their classmate. In watching video activity, students are asked to
take English genre movie after that they analyze the dialogue or conversation in the
video or movie, like the grammar, expression, etc.
3
From the explanation above, the writer would like to research which has title
‘THE INFLUENCE OF LEARNING STYLES (VISUAL, AUDITORY, KINESTHETIC) TOWARD
VOCABULARY MASTERY AT THE SECOND GRADE STUDENTS OF MAN SALATIGA IN
ACADEMIC YEAR 2012-2013’.
B. Limitation of the Problem
The writer would like to limit the research on analyzing the influence of
learning styles toward vocabulary mastery at the second year students of MAN
Salatiga in academic year 2012/2013.
Firstly, the writer would like to research about the influence of visual style,
auditory style and kinesthetic style toward vocabulary mastery. Secondly, the writer
would like to research the influence of the entire of learning styles toward
vocabulary mastery. The writer focuses on the influence of the entire of learning
styles is as first variable (x) and vocabulary mastery is as second variable (y). The
writer assumes that students’ learning style contributed toward vocabulary mastery.
Therefore, the writer would like to investigate and prove that the variable x
contributes toward the variable y.
C. Problems of the Study
According to title of the study, the writer presents the problems statements as follows:
1. What are students’ learning styles at MAN Salatiga?
2. How much percentage is the effect of learning styles toward vocabulary mastery
of the second grade students of MAN Salatiga?
3. Is there any correlation between learning style (visual, auditory, and kinesthetic)
and vocabulary mastery of the second grade students of MAN Salatiga?
4
D. Objectives of the Study
There are some objectives of the study as follows:
1.
2.
To find the students’ learning style at MAN Salatiga.
To find out how much the effect of learning style to the students’ vocabulary
mastery at the second grade students of MAN Salatiga.
3.
To know the correlation between learning style (visual, auditory, and
kinesthetic) and vocabulary mastery of the second grade students of MAN
Salatiga.
E. Benefits of the Study
1. For English teacher.
Through this study, the writer hopes that it can help the teacher understands
about students’ learning style so that the teacher knows how the information is
easy to understand by students.
2. For the writer.
The finding of the research can give explanation to the researcher about
students’ learning style and how they use it to learn English especially for
memorizing vocabulary.
3. For the reader.
This research can inform to the reader about learning style and how the
students applies it to learn English especially for mastering vocabulary.
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F. Clarification of Key Term
1.
Learning.
According to Jensen and Nickelsen (2011: 8), learning is a process to acquire
knowledge, skill, behavior, attitude, or values through experience, study, or
education which cause a change that can be measured by brain as been called
memory.
Hilgard (1948) says that learning is the process by which an activity originates
or is changed through training procedures (whether in laboratory or in the
natural environment) as distinguished from change by factors or not attributable
to training.
According to Hamalik (2005: 36) learning is defined as the modification or
strengthening of behavior through experiencing and interacting with
environment. Slavin (1997) describes Learning is usually defined as a change in
an individual caused by experience.
2.
Learning style.
Learning style is the way and technique that they use to learn information and
knowledge. It helps students learn more fast and easier with selecting and using
the appropriate learning style that they like.
Learning style is divided into three characteristics they are Visual, Auditory, and
Kinesthetic style (DePorter, 1999: 111-112).
6
a. Visual style
Visual learner usually focuses on viewing. The characteristics are students
must see the demonstration in order they understand. They need to see
more about the information visually and it can be easy to comprehend for
them through the picture.
b. Auditory style
Auditory learner prefers listening than other. They need to listen the
information before understanding. Commonly, they like someone reads
the information for them than they read by themselves.
c. Kinesthetic style
Kinesthetic learner prefers studying by touching, manipulating, and
moving. They need the learning activities that have kinesthetic
characteristic, dynamic, and moving.
3.
Vocabulary.
Vocabulary is carrier of meaning. A vocabulary usually develops with age, and
serves as a useful and fundamental tool for communication and acquiring
knowledge. Acquiring an extensive vocabulary is one of the largest challenges in
learning second language. Learner often manages to communicate in English by
using the accumulative effect of individual words (Scrivener, 1994:73).
The first major distinction that must be made when evaluating word
knowledge is whether the knowledge is productive (also called active) or
receptive (also called passive) and even within those opposing categories, there
is oftentimes no cleared distinction. Words that are generally understood when
heard or read or seen constitute a person's receptive vocabulary.
7
4. Vocabulary mastery.
Mastery comes from ‘master’ that means to gain knowledge, to get the
better of, and to train to live with and be of use to man. Mastery is to act of
exercising controlling power or the condition of being so controlled, the right
and power to command, decide, rule, or judge (ROGER’s II THE NEW
THESAURUS, 1980).
Vocabulary mastery means the power to control, command, decide, and rule
the vocabulary as a useful and fundamental tool for communication and
acquiring knowledge.
G. Review of Previous Research
In this research, the writer reviews research paper from the previous
research.
The research was conducted by Dewi Agustina Munfaati with her research
paper entitled “THE INFLUENCE OF LEARNING STYLE TO ENGLISH ACHIEVEMENT OF
THE FIRST GRADE STUDENTS OF SMA N 2 SALATIGA IN THE ACADEMIC YEAR
2009/2010”. The result of the research analysis shows there was:
1. There is no influence between students’ visual learning styles with their English
achievement.
2. There is no influence between students’ auditory learning styles with their
English achievement.
3. There is no influence between students’ tactual learning styles with their English
achievement.
4. There is any influence between entire students’ learning style and their English
achievement.
8
From the previous research above, the writer would like to research which
has title “THE INFLUENCE OF LEARNING STYLE (VISUAL, AUDITORY, KINESTHETIC)
TOWARD VOCABULARY MASTERY AT THE SECOND GRADE STUDENTS OF MAN
SALATIGA IN ACADEMIC YEAR 2012-2013”.
In this research, the writer focuses on the students’ learning styles and its
influence toward vocabulary mastery. He tries to describe the influence of learning
styles toward vocabulary mastery at the students of MAN Salatiga in academic year
2012/2013. The writer analyzes that learning styles influence vocabulary mastery,
while previous research, Munfiati (2010) there is any correlation between learning to
the English achievement. The writer believes that it will enrich the research about
the factor that influences students’ vocabulary mastery.
H. Research Outline
This research is divided into five chapters:
Chapter one is introduction which consists of Background of the study,
problems of the study, limitation of the problem, objectives of he study, benefits of
the study, clarification of key term, review of previous research, and hypothesis of
the study. Chapter two describes theoretical framework. It consists of basic theories
about the research subject. Chapter three explains methodology research, general
description of MAN Salatiga, the list name of respondents, and the list of
respondents’ score. Chapter four contains data analysis and result of the research.
Chapter five is conclusion and suggestion. The last parts are Bibliography and
Appendix.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Definition of Learning
1. Definition of learning according Skinner
According to Skinner (in Dimyati & Mudjiono, 2006: 9), learning is an action.
When a person is doing learning activity, he/she will have good respond or
improve the respond to be better. On the contrary, respond will not increase
when a person are not doing learning activity. Skinner states that there are some
things in learning, they are:
a) The occasion which causes of appearing learning respond.
b) Learner’s respond.
c) The effect which affirms the learner’s responds. The affirmation occurs to the
stimulus that affirms the effect. As an illustration, a learner or student who
gives good responds to the learning activity will be given a reward and the
opposite if a learner or student will be given a punishment when giving bad
responds.
2. Definition of learning according to Gagne
Gagne (in Dimyati & Mudjiono, 2006: 10) states that learning is a complex
activity. It means that learning is an activity which outcomes some capabilities,
those are skill, attitude, knowledge, and value. They appear from environment
stimulus and cognitive process that is done by a learner. Therefore, learning can
be said a cognitive process to change the nature of environment stimulus
through processing information become new capability.
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3. Definition of learning according Piaget
Piaget (in Dimyati & Mudjiono, 2006: 13) says that knowledge is set up by
individual. An individual interacts with environment constantly then it changes.
By interacting with environment makes the individual’s intelligence developed.
Piaget divides four phases in intelligence development as follows:
a) Sensor-motorist (0-2 years), in this phase a child identifies an environment by
using sensor-motorist ability, they are seeing, smelling, listening, touching,
and moving.
b) Pre-operational phase (2-7 years), in this phase a child capable to use
symbol, language, participation, and making simple concept.
c) Concrete operational phase (7-11 years), in this phase a child is able to
increase logical thought even though he/she solve some problems by ‘trial
and error’.
d) Formal operation phase (11 years-adult), in this phase a child begins thinking
abstract thing like adult people.
B. The Characteristics of Learning
According to Hilgard and Gordon (1975: 17 in Hamalik, 2005: 49) there are three
characteristics of learning as follows:
1. Learning is different from maturity
Growth is the main circuit as behavior modifier. When the associations of
behavior mature properly without the effect of the exercise, it is said that the
development is due to maturity and not for learning. If the procedure is not
rapidly changing practice behavior, it means that the procedure is not an
important cause and the changes can not be classified as learning. For example,
11
the child has the maturity to talk which is caused by influence of the surrounding
community conversation then he/she can talk in time.
2. Learning is different from physical and mental changes
Behavioral changes can also occur which is caused by the occurrence of
physical and mental changes for committing an act that repeatedly and cause the
body to be tired or fatigued.
The symptoms such as mental fatigue, concentration becomes less,
weakening of memory, the occurrence of tiring, can all cause changes in
behavior, such as stop learning, into confusion, a sense of failure, and so on.
3. Learning outcome relatively remained
Learning happens in the form of training and experience. The resulting
behavior is settled and in accordance with its intended purpose. Behavior in the
form of real can be observed. Such a person does not know something that
needs to be done, but also committed itself is real.
C. The Elements of Learning Process
Hamalik (2005: 51) states there are several elements in learning process,
such as:
1. Learner’s motivation
Motivation is the encouragement that causes a specific action. Learning
action occurs because of the motivation that drives a person to do something to
learn. The encouragement can appear from the learner or student him/her self
which are the resources from certain requirements who want to get satisfaction,
or impulse that arises from stimulus from the outside so that the learner student
do to learn.
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Motivation that appears from the needs of the learner or student him/her
self (internal motivation) are considered better than the motivation that arises by
external stimulus. But in practice often motivated from within does not exist or
has not appeared so this situation requires external stimulus that appear
motivation to learn.
2. Learning materials
Learning materials is an important learning element that gets the attention
of the teacher and students. Students with learning materials which they can
learn the things necessary in order to achieve the learning objective. Therefore,
the determination of learning materials should be based on the objectives to be
achieved, in this case the results are to be achieved, for example in the form of
knowledge, skills, attitudes, and experiences of others.
3. Learning equipments/aids
Learning equipments/aids are the tools that can be used to help the learner
or student to learn so that learning becomes more efficient and effective. With
the help of various tools, the learning will be more interesting, be concrete and
easy to understand, save time, and more meaningful learning outcomes.
Learning equipments or aids or are also called learning media. For example in the
form of printed materials, the tools that can be seen (visual media), a tool that
can be heard (audio media), and tools that can be heard and seen (audio-visual
aids), as well as community or society resources that can experienced directly.
4. Learning environment
Learning environment is very important for learning. Fun environment can
improve
learning
activity,
while
13
the
disordered
situation,
crowded,
uncomfortable, and a lot of disturbance will not support effective learning
activities. Thus students and teacher must always create a good learning
environment and fun, challenging and exciting including to decide appropriate
technique, strategy, or learning styles for processing learning materials. It means
that the learning environment also determine the motivations, activities, and the
success of student learning.
5. Learner’s condition
Learner or student conditions also determine the process of learning
activities and learning success. Students or learners can learn efficiently and
effectively in healthy body condition, have good enough intelligence, ready to
undertake learning activities, has a special talent, and experiences related to
learning, and have a passion for learning. Students or learners who have an
unhealthy body, low intelligence, are not ready to learn, no talent to learn
something, and do not have adequate learning experience would affect the
smoothness and the quality of learning outcomes.
D. Learning style
Learning style is the way and technique that they use to learn and process
information and knowledge. It helps students learn more fast and easier with
selecting and using the appropriate learning style that they like. Learning styles refer
to the variations in your ability to accumulate as well as assimilate information.
Basically, learning style is the method that best allows you to gather and use
knowledge in a specific manner. Most experts agree that there are three basic
learning styles. Each individual may possess a single style or could possess a
14
combination of different learning styles. In most cases, the characteristics of a
learning style can even be observed at a relatively young age.
Basically, learning styles are divided into three part, they are as follows
(Jensen and Nickelsen, 2011: 35).
1.
Visual style (visual learner)
Individuals who fall into this category typically learn through what they
are able to see with their own eyes. Visual learners have a tendency to describe
everything that they see in terms of appearances. These learners love visual aids
such as photos, diagrams, maps and graphs. Visual learners frequently are good
writers and will commonly perform quite well on written assignments.
The best ways for visual learner to process the information by recording,
allocating, calculating, simplifying, describing, proving, preparing, evaluating,
rewriting, drawing a picture, making mind-map, making a note, and using
graphics organizer.
a. Visual style has some characteristics, they are:
1)
Students/learners often look well-regulated in dressing
2)
They speak fast
3)
They are good in spelling
4)
They strongly remember what they see than what they hear
5)
They use pictures aids to memorize or process some information
6)
They have difficulties to remember visual instruction except it is
written and they often ask someone else to repeat what he/she says
7)
They read fast and diligent and prefer reading by their selves than
someone else reads for them
15
8)
They prefer art than music
9)
They always prefer doing the demonstration or practice than they
speech
10) They usually do not have noise problems
b. There are some learning strategies for visual style (visual learner), those are:
1)
For work sheet, make a bold line around the items, to help the
learners follow an item when they like it
2)
Let the learners point if it’s needed, let them point the word or
sentence when reading
3)
Write the guidance on white or black board
4)
Use graphics, charts, map, or colors
5)
Use mind-mapping to process information
2. Auditory style
Auditory style (auditory learner) is learning style where learner or students
are very good in listening. They tend to absorb information in a more efficient
manner through sounds, music, discussions, teachings, etc. These individuals will be
more likely to record lectures so that they can replay them at a later time for study
purposes. Auditory learners appreciate books on tape and may find that reading
aloud will help them to retain information. Rather than written reports, auditory
learners tend to do better on oral presentations and reports.
The best ways for auditory learner to process the information by Telling the
information loudly, Listening the voice recording, Discussing with friends or learning
group, recording an argument or statement, doing interview, teaching someone or
people, and debating with others.
16
a.
Auditory style has some characteristics, they are:
1) Students/learners love talking much, discussing, and explaining
information lengthily
2) They move their lips and utter the writing in a book when they read
3) They love reading loudly and listening it
4) They feel difficult when they have to write the information but they
are smart in explaining it
5) They love repeating and imitating a tone, rhythm, music, voice, or
sound
6) They speak rhythmically and in a pattern
7) They read fluently
8) They love music
9) They are difficult in doing an assignment or a work which concerns
with visualization
10) They are skillful in spelling loudly than they write
b.
There are some learning strategies for auditory style (auditory learner),
those are:
1)
Let them repeat the information loudly
2)
Convert writing information into voice information (song, recording,
etc.)
3)
Play a background music when they learn
4)
Use a reminder, by asking learners or students repeat the key
concept and instructions
5)
Play many rhythmical and united games when learning
17
3.
Kinesthetic style (kinesthetic learner)
Kinesthetic style is where students or learners are to do tactile learning. This means
that they learn best through moving, doing, acting out and touching. Projects that are
hands-on in nature are best for kinesthetic learners. Kinesthetic learners tend to
become frustrated when they must sit for long periods of time. They enjoy
conducting experiments, exploring and performing tasks.
c.
Kinesthetic learner has some characteristics, those are:
1)
Learners or students Always move-that’s way learners or students
learn
2)
They move their body when they memorizing information like
walking around
3)
They use fingers to point out the writing in a book when the read
4)
They can not sit silently in long time
5)
They talk slowly and usually stand up near someone when talking
6)
They always orientate in practice and physic activities
7)
They prefer learning through practice and physic activities
8)
They use much body language to communicate like nod their head to
express ‘yes’
9)
They need concrete object as learning aids
10) They want to do anything and love games
d. There are some learning strategies for kinesthetic learner (kinesthetic style),
they are:
1)
Use role play game as learning
2)
They do memorizing by walking around and see
18
3)
Show them how to do something and Use aids equipments when
learning
4)
Give silent activities after moving activities (example: reading text
loudly after physic training at school)
5)
Use manipulated method (example: moving parts of body for
naming)
E. Vocabulary in learning activity
Vocabulary is the list of words, usually arranged alphabetically and defined,
explained or translated or the range of language, the stock of word at a person’s
command or used in particular work, branch or subject, language, etc. Scrivener
(1994:73) states that Vocabulary is carrier of meaning. A vocabulary usually develops
with age, and serves as a useful and fundamental tool for communication and
acquiring knowledge. Acquiring an extensive vocabulary is one of the largest
challenges in learning second language. Learner often manages to communicate in
English by using the accumulative effect of individual words. Moreover, Lado (1994:
73) describes that vocabulary is a form or expression which is associated with
content and meaning.
In writer’s opinion vocabulary is key issues in language learning process
because every new word carries new meaning to understand other language. From
the statements about vocabulary above indicate that vocabulary is very important in
learning language and it has important role in learning language. The importance of
vocabulary is:
1. An extensive vocabulary aids expression and communication.
2. Vocabulary size has been directly linked to reading comprehension.
19
3. Linguistic vocabulary is synonymous with thinking vocabulary.
4. A learner or student may be judged by others based on his or her vocabulary.
F. The Kinds of Vocabulary
Scrivener (1994: 74) divides vocabulary into two part, they are productive
vocabulary (also called active) and receptive vocabulary (also called passive).
Productive vocabulary is the sets of the words that are used in spoken
communication. Good pronunciation might be encouraged getting the sound and the
stress right. Receptive vocabulary is the use of words that we recognize and
understand, but tend not to use ourselves.
Sometimes, vocabulary is the easiest aspect of a foreign language but it more
needs formal attention in a classroom. Learners or students accept quickly
vocabulary but they also forget easily. From that statement, Thornburry (2002: 5)
divides some ways of learning language especially for learning vocabulary:
1. Repetition
Use the leisured or honored time to repeat the material and rehearsal the
material when it is still in working memory.
2. Pacing
Learners have different learning styles and process the material different rate, so
ideally they should give the opportunity to pace their own rehearsal activities.
3. Use
Put some words which are preferable to use in some interesting way. This is the
best of ensuring they are added to long term memory.
20
4. Imagining
Use some leisure or honored time to visualize new words by picture silently.
Visualizing new words in picture form will make those words are memorable and
evoke students to explore words.
5. Motivating
Students need strong motivation to spend their much time to rehearsal and
practice the materials and in the end they will pay off in term of memory
6. Attention
Students can not improve their vocabulary when they are sleeping, simply by
listening to a speaker. Some degree of attention is required. A very high degree
of attention is improving the recalling words.
G. Aspects of Learning Vocabulary
Actually, there are many ways will help students to enrich their vocabulary
and proficiency as the follows:
1. Word classes
According to Carter (1998:4), word is any sequence of letters (and a
limited number of other characteristics such as hyphen and apostrophe)
bounded on either side of space and punctuation marks.
Word is classified based on their functional categorized, it is called part of
speech (Harmer, 1998 34). The kinds of part of speech are;
a. Noun
A word (or group of words) that is name of person, a place, a thing or
activity or a quality or a idea. Noun can be used as the subject or subject
of a verb.
21
a.1 Countable noun
Countable noun can usually be made plural by the addition of –s/es
Example: she takes one apple from three apples.
a.2 Uncountable noun
Uncountable noun is noun which does not have a plural form and this
refers to something that could not count.
Example: I like sugar.
a.3 Proper noun
Proper noun is noun that writes with capital letter, since the noun
represent the personal name, names of geographical units such as
countries, cities, rivers, etc. the name of nationalities and religions,
names of holiday, names of time units and words use for
personification (Frank, 1976:6).
Example: I like Monday.
Muhammad is the last prophet.
a.4 Common noun
Common noun is a noun referring to a person, place, or thing in general
sense. Usually we should write it with capital letter when it begins a
sentence.
Example: book, city, stones, etc.
a.5 Concrete noun
Concrete noun refers to objects and substances, including animals,
physical items that we can perceive through our sense, that means
22
concrete noun can be touched, felt, held, something visible, smelt,
tasted, or heard.
Example: The apple is eaten by Sarah.
My parents go to office every day.
a.6 Abstract noun
Abstract noun is noun which names anything which can not perceive
through physical sense.
Example: Maria still looks for her love.
a.7 Collective noun
Collective noun is noun which describes group, organization, animal, or
person.
Example: The committee of badminton meets every Monday.
b. Verb
A word (or group of words) which is used in describing an action, experience,
or state. There are several kinds of verb as follows:
b.1 Action verb
An action verb expressed by a verb may be physical action or mental
action. In addition, it is exist with is, are, was, were.
Example: She likes reading novel every Sunday.
She was late when visiting her friend.
23
b.2 Auxiliary verb
An auxiliary verb is a verb which accompanies the lexical verb phrase
and express grammatical distinction not carried by the lexical verb.
These are be, do, and have. They do not have meaning if they stand
themselves.
b.2.1
To be
Auxiliary verb that usually used are be, is, am, are, was, were,
been, and being. They are usually used jointly past participle
to make passive voice and in present participle to make
continuous.
Example: She is cooking fried chicken.
The wall is being painted by Rudi.
b.2.2
To do
Auxiliary verb that usually is used are do, does, and did. They
usually are used jointly main verb to form interrogative or
passive voice and used to give compression or to avoid verbs
that use repeatedly.
Example: Do you like chili?.
I do understand.
b.2.3
To have
Auxiliary verbs that are usually used are have, has and had.
These auxiliaries are used jointly main verbs to make past
perfect.
Example: Our guests have arrived.
24
He has completed his homework.
b.3 Phrasal verbs
These are formed by adding an adverb or a preposition to a verb to
create new meaning, ask around, look for, calm down, give up, put
off, etc.
Example: I never give up doing that assignment.
b.4 Transitive and Intransitive verbs
b.4.1 Transitive verb needs a direct object to complete its meaning
or it can’t stand alone.
Example: I need money to buy clothes.
She wants fruits to eat.
b.4.2 An intransitive verb can stand alone in the predicate because
its meaning is completed.
Example: The plants grow.
b.5 Regular and Irregular verbs
b.5.1 Regular verb are formed by adding /-ed/, call-called-called,
visit-visited-visited, want-wanted-wanted.
Example: I visited my grandmother in RSU hospital yesterday.
b.5.2 Irregular verb change completely in the past tense, go-wentgone, but sometimes it does not change in the past, cut-cutcut.
Example: She went to post office last Sunday.
c. Adjective
A word that gives more information about a noun or pronoun.
25
c.1 Possessive adjective
A possessive adjective (my, your, his, her, it, our, and their) is similar or
identical to a possessive pronoun, however it is used as an adjective
and modifies a noun or a noun phrase, as in the following
sentences.
Example: My brother is still young.
c.2 Demonstrative adjective
The demonstrative adjective, this these, that, those, and what the
identical to the demonstrative pronoun, but are used to modify
nouns or noun phrase as in the following sentence.
Example: This book is always borrowed.
These books are never taken to school.
c.3 Interrogative adjective
An interrogative adjective is like an interrogative pronoun, except that it
modifies a noun or pronoun phrase rather than standing on its own,
such as what, which, whose, as in the following sentences.
Example: What day will you arrive?
Whose book is this?
d. Adverb
A word (or group of words) that describes or adds the meaning of a verb,
adjective, another adverb or a whole sentence.
d.1 Adverb of manner
Adverb of manner has the most characteristic adverbial form (an –ly
ending added to a descriptive adjective).
26
Example: quickly, slowly, beautifully, etc.
He runs quickly.
d.2 Adverb of time
It is divided into two kinds is definite time, for instance: yesterday, now,
today, tomorrow, last week, etc.
Example: I’m reading novel book now.
The second is indefinite time, for instance: recently, soon, still, just,
next, etc.
Example: I will be there soon.
d.3 Adverb of place
Adverb of place is here, there, everywhere, abroad, etc.
Example: I will not be here tomorrow.
d.4 Adverb of frequency
Adverb of frequency is usually, often, sometime, never, seldom, etc.
Example: He always arrives here on time.
d.5 Adverb of quantity
It used to describe quantity or how often an event that is happened.
Example: He studies English too much.
d.6 Relative adverb
It has function as connector in the sentence such as, therefore,
moreover, although, however, etc.
Example: Amir wanted to go out although it was raining yesterday.
d.7 Adverb of degree
It is divided into two kinds:
27
d.7.1. To show how much related with adjective or adverb, such as
very, too, quite, rather extremely, etc.
Example: She has too many answers.
The weather is very hot.
d.7.2. To show how complete such as nearly, entirely, wholly,
partially, etc.
Example: She has now partially recovered from her ill.
d.8 Interrogative adverb
That is used to create question, such as what, why, where, when, how,
etc.
Example: Why are you absent today?
e. Pronoun
A word that is used in place of noun or noun phrase.
e.1 Personal pronoun
A personal pronoun refers to a specific person or thing and changes its
form o indicate person, number, gender, and case. There are some
types of personal pronoun, such as (Frank, 1972: 21):
e.1.1 Subjective personal pronoun
A subjective personal pronoun indicates that the pronoun as
the subject of the sentence. It consist of I, you, we, they,
she, he, and it.
Example: I like reading novel
You go to school everyday
28
e.1.2 Objective personal pronoun
An objective personal pronoun indicates that pronoun as an
object of the verb, compound verb, preposition or infinitive
phrase. It consists of me, you, them, him, her, us, and it.
Example: Take me that bread.
e.1.3 Possessive personal pronoun
A possessive personal pronoun indicates that the pronoun as a
marker of possession and defines who owns particular
object or person. The possessive personal pronouns are
mine, hers, yours, ours, his, and theirs. Not that possessive
personal pronouns are very similar to possessive adjective
like my, her, their, etc.
e.2 Demonstrative pronoun
A demonstrative pronoun points and identifies a noun or a pronoun.
The demonstrative pronoun are this, that, these, and those. This
and that are used to refer to singular nouns or noun phrase. In
addition, these and those are used to refer to plural nouns and
noun phrases.
Example: This apple has been eaten
Those books must be ordered now.
e.3 Indefinite pronoun
An Indefinite pronoun is a pronoun referring to an identifiable but not
specified person or thing. An indefinite pronoun conveys the idea of
29
all, any, none, or some. The most common indefinite pronouns are
all, another, any, anyone, anybody, nobody, everyone, etc.
Example: Make sure that you have given everyone a book o read.
e.4 Interrogative pronoun
An interrogative pronoun is used to ask question the interrogative
pronoun are who, whom, what, where, why, when, how, etc. in
addition, the compounds formed with the suffix ever (whoever,
whomever, whatever, etc.).
Example: What do you want to eat?
Where do you live?
e.5 Reflexive pronoun
Reflexive pronoun refers to back the subject of the clause or the
sentence. They are my self, your self, our selves, himself, herself,
themselves. Not each of these can also as intensive pronoun.
Example: Hasan loves himself.
I help my self in this afternoon.
e.6 Reciprocal pronoun
Reciprocal pronoun is a pronoun that is stated the relationship between
individual, consists of each other (for two people) and one another
(for more than two people).
Example: Jono and Nia help each other do the assignment.
All the children love one another.
e.7 Relative pronoun
30
Relative pronoun is used to connect one phrase or clause to another.
The relative pronouns are who, which, that, and which.
Example: My father, who is over 50 years old, still likes fishing.
e.8 Possessive pronoun
Possessive pronoun shows the possessive term. It is divided into two
kinds.
e.8.1. Followed by noun, such as my, your, his, her, its, our, their.
Example: That is my book.
Is this your book?
e.8.2. It can stand alone, such as mine, yours, ours, hers, his, its,
theirs.
Example: This book is mine.
f.
Preposition
A word (or group of words) which is used to show the way in which other
words are connected.
f.1 Preposition that consists of one word, such as at, in, under, over, on,
behind, etc.
Example: I put my bag on the table.
You must stand behind me.
f.2 Preposition that consists of two words, such as according to, instead
of, in spite of, next to, etc.
g. Conjunction
A word that connects sentences, phrases, or clauses.
g.1 Coordinating conjunction
31
Coordinating conjunction is used to join words with other words,
phrases with other phrases or sentences with other sentences.
There are seven kinds of coordinating conjunction, they are for, and,
nor, but, or, yet, so.
Example: These book and pen are mine.
Fish or cow the animal that you like.
g.2 Correlative conjunction
Correlative conjunction is used to join elements of sentence, for instance
both……and, not only…….but also, either……or, neither…….nor, etc.
Example: She likes both apple and orange.
g.3 Subordinating conjunction
Subordinating conjunction is word that can be used to form adverbial
clause form main sentence. There are five types of subordinating
conjunction as follows:
g.3.1
Time
His conjunction is used to explain about time, before, after, at,
since, as long as, as soon as, etc.
Example: He left the house as soon as the rain stopped
yesterday.
g.3.2
Opposition
This is used to explain about the opposite, although, even
though, whereas, etc.
Example: He could not pass, although he tried often.
g.3.3
Cause-effect
32
It is used to explain cause and effect, because, now that,
such….that, as in, etc.
Example: My mother is angry with me because I lose her pen.
g.3.4
Conditional
This conjunction is used to explain conditional, if, unless, even if,
etc.
Example: If I go to work, I will earn much money.
g.3.5
Purpose
This is used to explain purpose, in order t, in order that, so that,
etc.
Example; I switch off the lamp so that the room becomes dark.
2. Word Families
We have seen how words may share the same base of root, but take
different endings (Thornburry, 2002:4). A word that result from addition of an
affix to a root, and which has different meaning from the root, it is called
derivative. For example: player, playful, replay are each derivates of play. Thus,
inflexions and derivates are both formed by the process of affixation. Affixes
consist of suffixes such as –full ends of a word. Moreover, there are prefixes
such as re-, un-, pre in the beginning of word.
Among the characteristics of derivational suffixes, there are three nations
that will be quite important (Charter, 1998:10):
a. Derivational suffixes usually change part of speech of the word to which they
are added.
Happy
- adjective
33
Happily
- adverb
Happiness - noun
b. Derivational suffixes usually do not close off a word. After derivational suffix
you can add derivational suffix.
Fertile-Fertilize-Fertilizer
c. The word with derivational suffixes combined is an arbitrary matter.
Correct
: adornment
failure
Wrong
: adernure
failment
3. Word Formation
According to Thornburry (2002:5), affixation is one of the ways new words
are formed from old. There are several kinds of those, such as compounding,
blending, clipping, acronym, and coining.
a. Compound word
Compound word is combining of two or more independent words. It
consists of two patterns.
1)
Noun + Verb + -er
Example: hair dryer, bus driver, record player, shop keeper, etc.
2)
Noun + Noun
Example: matchbook, classroom, teapot, etc.
b. Blending
34
Blending is the fusion of two words into one, usually the first part of
one word with the last part of another, so that the resultant blend consists
of both original meaning.
Example: breakfast + lunch = brunch
Information + entertainment = infotainment
c. Clipping
Clipping is a process in which a word is formed by shortening a lot of
one. Clipping occurs when the longer word has very common use and a
short form result because it is simpler and easier to be understood.
Example: Zoo – zookeeper
Vocab – vocabulary
Choc – chocolate
Phone – telephone
d. Acronym
Acronym is the result of forming a word from the first letter or
letters of each word in a phrase. It often named political, industrial, and
social organization.
Example: VIP – Very Important Person
WHO – World Health Organization
35
e. Coining
Coinages are pure creation of writers, investors, scientists, and
others who are in need of term to express a given meaning or to name an
item or product.
Example: Kodak, Aspirin, Vaseline, Zipper, Tipp-ex, etc.
4. Word Meaning
a. Synonym
A synonym is essentially a bilateral or symmetrical sense relation in
which more than one linguistic form can be said to have the same
conceptual or propositional meaning (Carter, 1998:20). While, according to
Thornburry (2002:9), synonym is a word that shares similar meaning.
Example: Sadness = unhappiness (noun)
Declare = state (verb)
Sadly = unhappily (adverb)
b. Antonym
Antonym is a word expressing an idea directly opposite to that of
another word in the same language.
Example: Accept >< refuse
Sadness >< happiness
Success >< failure
c. Homonym
Thornburry (2002:8) states that homonym is a word that shares same form
but has unrelated meaning.
36
Example:
Can - I can hear what you say
- I do not like food in a can
While, another potential source of confusion are many words in
English that sound the same but spelt differently called homophone, for
example horse-hoarse, tail-tale, meat-meet, see-sea, etc. there also words
that pronounced differently but spelt the same, for example a live concert,
but where do you live.
H. Vocabulary Mastery and Vocabulary Test
Mastery comes from ‘master’ that means to gain knowledge, to get the
better of, and to train to live with and be of use to man. Mastery is to act of
exercising controlling power or the condition of being so controlled, the right and
power to command, decide, rule, or judge (ROGER’s II THE NEW THESAURUS, 1980).
Vocabulary mastery means the power to control, command, decide, and rule the
vocabulary as a useful and fundamental tool for communication and acquiring
knowledge.
Vocabulary mastery is one component to master English as foreign language.
In learning four skills in language (speaking, reading, listening, and writing),
vocabulary is very important to master by learners or students. It is reasonable,
remembering that four language skills need knowledge of words because they will
get nothing without words or vocabulary. Fries (1967: 50) indicated the distribution
of various kind of vocabulary through four stages for learners in English mastery:
37
1. Progress extends from the beginning to the mastery of fundamental of structure
and sound system.
2. The vocabulary items chosen should still consist of those that must be learned for
production.
3. Vocabulary mastery for recognition is extended more completely over the
general areas of experience covered diving the second stage, indicate above on
an every limited productive level.
4. The choice of special areas of experience is necessary.
Learning language practically always means primarily learning the words of
the language (Fries, 1967: 38). Sometimes, it is useful to assess the size of a learner’s
vocabulary. One fairly crude measure is to use a dictionary and choose a random
selection of words and incorporate these into a test. Without testing, there is no
reliable means of knowing how effective a teaching sequence has been. Thornbury
(2002: 129) states that testing motivates learners to review vocabulary in
preparation for a test. If learners know that they are going to be tested on their
vocabulary learning, they may take more learning vocabulary seriously. Vocabulary is
sometimes targeted in test of reading ability, since there is a correlation between the
two. Finally, learner is developing their vocabulary and their use vocabulary learning
strategy.
38
CHAPTER III
METHODOLOGY RESEARCH
A. Methodology Research
1. Type of Research
In this research, the writer uses quantitative approach. According
to Hasan (2004: 20) quantitative research is done by collecting numbering
data. The data is processed and analyzed to get the information.
In this research, the writer does the correlative study. Hasan (2004:
45) states that correlative study is a research data analysis to know the
degree or the power of the correlation, form, or the correlation purpose
between variables, and the total of influences between one variable to the
other variable.
2.
Object of the study.
a. Population.
According to Krysik and Fin (2007: 108) population is the totality
of persons, events, organizational units, and so on that the research
problem is focused on. In this research, the writer will take eleventh
grade students of MAN Salatiga in the academic year 2012-2013 as
population they are XI IPA 1 consists of 29 students, XI IPA 2 is 30
students, XI IPS 1 is 33 students, and XI BAHASA is 26s students and
the total population is 118 students.
39
b. Sample.
Sample is, in contrast, is a subset of the population. Arikunto
(1998: 131) said if the number of subject is less than 100 subjects; the
researcher can take the entire subjects. However, if the number of
subject in research is more than 100 subjects, the researcher takes 1015% 0r 20-25% of the population.
In this study, the writer takes 25% as sample because the
population is more than 100 subjects they are 118 subjects. The number
of sample is 30 students.
c. Sampling.
Sampling technique is a way to decide the sample and number of
sample (Martono, 2010: 75). In this study, the writer uses purposive
sampling. Purposive sampling is one of the selecting samples by certain
consideration. The writer takes and chooses some students from each
class who has qualification to fill the questionnaires and has intelligence
to do the vocabulary test (Martono, 2010: 79).
In this research, the writer chose several students who have
qualification in filling questionnaire and doing vocabulary test, they are
students of XI IPA 1 consists of 13 from 29 students, XI IPA 2 is 5 from
30 students, XI IPS 1 is 7 form 33 students, and XI BAHASA is 5 from
26 students. It is done in order the writer can get the significant result for
the research.
40
3.
Method of collecting data.
a. Observation
Observation can be defined as viewing and making a note
systematically the phenomenon that is investigated. It also can be done
indirectly, like giving questionnaire and test (Hadi, 1995: 136).
b. Interview
Interview is a conversation with the certain purpose. It is done by
two person, they are interviewer who ask some questions and
interviewee who gives the answer (Lincoln & Guba, 1985).
c. Questionnaire
Questionnaire is list of question or statement about students’
learning style that is given for them at third grade to find the information
of learning style such as of vocabulary materials like technique, aptitude,
and habit.
The process of constructing questionnaire in this research, the
writer takes it from the book Quantum Learning (DePotter, 1999: 125).
He reads some theories in the book especially in part of learning styles
theory then dividing the points of the learning styles characteristics to be
made as questionnaire which related with the student’s or learner’s
learning activity based on theory.
41
d. Test
In this research, the writer will give a test about vocabulary
material which should be done by third grade students of MAN Salatiga
to measure their vocabulary mastery.
In this research, the writer will use check list for questionnaire and
completing sentence for vocabulary material and comprehension test.
Students are asked and answer the questions. It is used to know the
influence of learning style toward vocabulary mastery.
e. Documentation
Documentation is used by the writer as technique to know the
condition of teacher, officers, students, and location of the school. The
source of this data is case, book, and text book of students or other
books in MAN Salatiga.
4.
Data analysis.
Calculating the score of students’ learning style toward their
vocabulary mastery. Here, the writer uses product moment formula as
follows:
a. Student’s visual style toward vocabulary mastery
ry1.23 =
ry1.23
= coefficient correlation partial between y and x1 when x2
and x3 are constant
ry1.2
= coefficient correlation between y and x1 when x2 is
constant
42
ry3.2
constant
r31.2= coefficient correlation between x3 and x1 when x2 is
constant
ry3.22
= multiple coefficient correlation between y and x3 when x2
is constant
r31.22
= multiple coefficient correlation between x3 and x1 when x2
is constant
b. Students’ auditory style toward vocabulary mastery
ry2.13 =
ry2.13
= coefficient correlation between y and x2 when x1 and x3
are constant
ry2.1
constant
ry3.1
constant
constant
ry3.12
is constant
r23.12
is constant
43
c. Students’ kinesthetic style toward vocabulary mastery
ry3.12 =
ry3.12
= coefficient correlation between y and x3 when x1 and x2
are constant
ry3.1
constant
ry2.1
constant
constant
ry2.12
is constant
r23.12
is constant
Calculating the score of entire student’s learning styles toward
their vocabulary mastery. Here, the writer uses formula as follows:
Ry1,2,3 =
Ry1,2.3 = coefficient linear multiple correlation four variable
ry2.1
= coefficient correlation variable x2 and x1
ry1.2
ry3.12
= coefficient correlation variable x3 and Ry12
(Hasan, 2004: 61, 67)
44
B. The General Description of MAN Salatiga
1. The History of MAN Salatiga
In the beginning Madrasah Aliyah Negeri Salatiga was Pendidikan
Guru Agama Negeri (PGAN) and then the name had changed to be MAN
(Madrasah Aliyah Negeri) based on a circulating letter of Religion Minister
of Republic Indonesia, number NO. 64/1990 which lays down at K.H.
Wahid Hasyim street, Sidorejo lor, Salatiga, Central Java. MAN Salatiga is
a State Islamic Senior High School which the teacher’s exact, social,
language, and religion science. MAN Salatiga built from PGAN Salatiga
by government policy no. 64 on April 25th, 1990.
Since it was overtaken, PGAN develops progressively by
controlling of head master’s principles, Djumadi, B.A. in 1990 until 1995.
It develops some programs e.i. Islamic Science (A1), Physics (A2),
Biology (A3) and Social Science (A4).
In 1996, Mr. H. Qowa’id had principle to hold the attraction of
national curriculum place that influenced all study program into Natural
Science and Social Science program only. Under control by Mr. Qowa’id,
MAN Salatiga added its facilities by establishing new classes in the year
1999.
In 1999, Mr. H. Qowa’id was mutated and the position was hold
by Drs. Hadis and shortly after words the position was overtaken by Mr.
Satibi M.Ag until 2007.
45
In 2006, Mr.Satibi M.Ag was mutated and the position was
replaced by Drs. Badharuddin M.Ag. He led MAN Salatiga on that time
and he added two classes they are language and religion classes. Besides he
also added some extracurricular, for example computer skill, basket ball
sport, automotive, and garment. After that the leader of MAN Salatiga was
changed by Drs. H. Sudar M.Ag until now.
2. Geographical location
Madrasah Aliyah Negeri (MAN) Salatiga is an educational Islamic
Senior High School. It is like the other common Senior High School. It is
located on K.H Wahid Hasyim street, Sidorejo Lor, Sidorejo, Salatiga
50714, Central Java. This school occupies 5113 m2. There are border lines
of MAN Salatiga follows:
a. At the south side is restricted by settlement.
b. At the west side is restricted by settlement.
c. At the north is restricted by settlement of K.H Wahid Hasyim
street.
d. At the east is restricted by settlement by K.H Wahid Hasyim
street.
There are other schools around MAN Salatiga, they are:
a. STEKOM PAT Computer.
b. SMP Muhammadiyah Salatiga.
c. MTs NU Salatiga.
d. SMA Negeri 1 Salatiga.
46
e. SMA Negeri 3 Salatiga.
MAN Salatiga is also located around of Islamic Boarding school, those are:
a. AL-HASAN Islamic Boarding School.
b. NURUL ASNA Islamic Boarding School.
c. PANCASILA Islamic Boarding School.
3. Vision and Mission of MAN Salatiga
a. Vision of MAN Salatiga
1)
To combine faithful, destitute and skill to prepare Islamic
generation more independent.
2)
To create human resources have creed and piety to the
holy one God, good behavior, having knowledge and
skills, healthy in personality, standing alone and in change
everything, having discipline in community, nation, and
being wise in astute and having mature emotion.
b. Mission of MAN Salatiga
1)
Showing and carrying the democratic education.
2)
Having good loyalty to PANCASILA, UUD ’45, and
GBHN.
3)
Having good deed of knowledge and skill.
4)
Developing management in school and education.
47
4. The equipments
Teaching and Learning process need enough equipment. Equipment
is all of facilities prepared to easer and accelerate teaching and learning
process.
Table 1
The equipments facilities at MAN Salatiga
Property
Good
Light Faulty
Critical Faulty
NO. Medium and Instrument
Large
Large
Freq.
Large
Sum.
(m2)
Sum.
(m2
(m2)
)
(1)
(2)
(3)
(4)
1.
Class room
23
1,748
2.
Chemistry Laboratory
3.
Physic Laboratory
1
72
4.
Biology Laboratory
1
72
5.
Language Laboratory
1
72
6.
Computer Laboratory
1
144
48
(5)
(6)
(7)
(8)
7.
Multimedia Laboratory
1
72
1
72
Conventional Library
8.
room
9.
Multimedia Library room
-
-
10.
Headmaster room
1
45
11.
Teacher room
1
255
12.
Counselor room
1
45
13.
Mosque
-
-
14.
Teacher Bath room (male)
1
7
1
8
5
35
5
35
Teacher Bath room
15.
16.
(female)
Student Bath room (male)
Student Bath room
17.
(female)
18.
Security Guard
1
35
19.
Canteen
3
100
20.
UKS room
1
18
49
1
104
21.
TU room
1
96
22.
OSIS room
1
40
23.
Multimedia room
1
100
5. The Situation of Teachers and staffs of MAN Salatiga
The formal education needs qualified people to work as a teacher
and some as administrator to undertake good teaching and learning process,
they are teachers and staffs. They do the activities as their job in teaching
and learning activities and towards responsible for curriculum programs.
Table 2
List of the teacher’s and staff’s of MAN Salatiga
NO
INFORMATION
TOTAL
1.
Teacher civil servant
60
2.
Permanent teacher
3.
Honoree teacher
1
4.
Assistant teacher
13
Administrator
19
TEACHER
STAFF
1.
50
6. Students of MAN Salatiga
Students who enter in MAN Salatiga do not only come from
Salatiga area but also from the others, like Ambarawa, Boyolali, Semarang,
etc. Sum students of MAN Salatiga for five last years as follows:
Table 3
Students of MAN Salatiga
Academic Year
Student Aceptance
Student Register
2008/2009
222
257
2009/2010
199
237
2010/2011
306
379
2011/2012
322
331
C. Student Respondent of MAN Salatiga
Here, the list of student respondent of MAN Salatiga as follows:
Table 4
No.
Name
Class
1.
Alfinalia M.I
XI.IPA.1
2.
Anik Saida
XI.IPA.1
3.
Dyah Puspitasari
XI.IPA.1
4.
Hanik Saida M.
XI.IPA.1
5.
Lenny Pakartining Tyas
XI.IPA.1
51
6.
Luthfiyatus Saidah
XI.IPA.1
7.
Nailul Muna
XI.IPA.1
8.
Noviana D.R
XI.IPA.1
9.
Rini Budi Susanti
XI.IPA.1
10.
Siti Annida
XI.IPA.1
11.
Tasfiatun Niswati
XI.IPA.1
12.
Wakhdatul Jannati
XI.IPA.1
13.
Zulfa Nadia
XI.IPA.1
14.
Hablana Anturidha D.Z
XI.IPA.2
15.
Khoirun Nur Azizah
XI.IPA.2
16.
Mufid Hadi A.
XI.IPA.2
17.
Muhammad Arif Wicaksono
XI.IPA.2
18.
Rainald Asvan Sutan Sinaro
XI.IPA.2
19.
Avif Irwansyah
XI.IPS.1
20.
Dyah Ayu Asari
XI.IPS.1
21.
Isna Lailatul M.
XI.IPS.1
22.
Luluk Ulfatul Aliyah
XI.IPS.1
23.
Qoniatu Listianingsih
XI.IPS.1
24.
Sinta Maria Dewi
XI.IPS.1
25.
Siti Fatimah
XI.IPS.1
26.
Dona Arta
XI.BHS
27.
Hanna Af’idah
XI.BHS
28.
Purnia Waroh
XI.BHS
52
29.
Rika R.
XI.BHS
30.
Zahrina Zulfati
XI.BHS
D. Scores of Students‟ Questionnaire and Vocabulary Mastery Test
Here, the list of student respondent of MAN Salatiga as follows:
Table 5
No.
Name
Score
Score of
Score of
Score of
of
auditory
kinesthe
vocabu-
visual
style (X2) -tic style lary test
style
(X3)
(Y)
(X1)
1.
Alfinalia M.I
21
18
17
70
2.
Anik Saida
22
26
21
55
3.
Dyah Puspitasari
22
22
19
80
4.
Hanik Saida M.
23
19
23
65
5.
23
23
23
60
6.
Luthfiyatus Saidah
24
21
15
75
7.
Nailul Muna
24
18
19
80
8.
Noviana D.R
21
16
24
75
9.
Rini Budi Susanti
25
27
25
60
10.
Siti Annida
15
13
14
100
11.
Tasfiatun Niswati
17
20
13
100
53
12.
Wakhdatul Jannati
20
23
21
70
13.
Zulfa Nadia
21
19
17
80
14.
23
28
22
60
15.
Khoirun Nur Azizah
26
22
14
65
16.
Mufid Hadi A.
27
19
14
75
17.
Muhammad Arif W.
24
23
21
70
18.
Rainald Asvan S.S.
25
22
22
70
19.
Avif Irwansyah
25
20
19
60
20.
Dyah Ayu Asari
24
27
19
55
21.
Isna Lailatul M.
24
23
24
60
22.
23
22
19
60
23.
24
23
23
50
24.
Sinta Maria Dewi
27
20
19
55
25.
Siti Fatimah
24
22
16
60
26.
Dona Arta
26
24
15
60
27.
Hanna Af’idah
25
23
21
75
28.
Purnia Waroh
26
24
19
60
29.
Rika R.
21
26
20
60
30.
Zahrina Zulfati
24
23
23
55
E. Hypothesis of The Study
According to Hopkins (1980: 134) hypothesis is a statement about a
relationship between the variables under observation in the research study.
54
Research hypothesis is the researcher’s guess as to the answer to the problem
question. Hadely (2006: 47) says that hypothesis is the temporary question on
problems of the study. It is done after stating problem and analyzing to the
some relevant theories.
From the title above, the writer states that students have different
learning style to master vocabulary, there is any effect between students’
learning styles and their vocabulary mastery, and there is any influence
between learning styles and vocabulary mastery.
55
CHAPTER IV
DATA ANALYSIS
This chapter presents the ways to calculate the data of students’ learning styles and
their vocabulary mastery at the eleven grade students of MAN Salatiga. In this
research, the writer analyzes data which is collected into two variables as follows:
1. Independent variable (x) is learning style
2. Dependent variable (y) is vocabulary mastery
After collecting data, the writer is going to the result of the research and the
review the calculation of the data from eleven grade students of MAN Salatiga.
There are two calculation stages which are going to be used in this research they
are calculation the effect of learning styles toward their vocabulary mastery and
calculation the influence of learning styles toward their vocabulary mastery with
the objectives of the study as follows:
1. To find out the students’ learning style at MAN Salatiga.
2. To find out how much the effect of learning style to the students’ vocabulary
mastery at the second grade students of MAN Salatiga.
3. To know the correlation between learning style (visual, auditory, and
kinesthetic) and vocabulary mastery of the second grade students of MAN
Salatiga.
To get three objectives above, the writer changes the qualitative data into
quantitative score data to find out how far the students’ learning style then the
56
writer uses percentage formula to know the effect of learning style toward their
vocabulary mastery and uses coefficient multiple correlation partial method
formula to find out the influence of learning style (visual, auditory, kinesthetic)
toward their vocabulary mastery as well as to find out the influence of he entire
learning styles toward their vocabulary mastery. Here the writer will shows the
formulas to calculate, they are:
1. To find out how far the students’ learning style, here the writer changes the
result of the questionnaire which uses qualitative data to be quantitative data
that classifies into quantitative score as follows:
a. Score 3 for answer ‘s’ (sering)
b. Score 2 for answer ‘k’ (kadang-kadang)
c. Score 1 for answer ‘j’ (jarang)
2. To find out the effect of learning style to the students’ vocabulary mastery at
the second year students of MAN Salatiga, the writer uses percentages formula
as follows:
a. Visual style
DCP = ry1.232 x 100%
DCP
= Determination Coefficient Partial between y and x1 when
x2 and x3 are constant
ry1.232 = multiple coefficient correlation partial between y and x1
when x2 and x3 are constant
b. Auditory style
DPC = ry2.132 x 100%
57
KPP
= Determinant Coefficient Partial between y and x2 when
DCP = ry3.122 x 100%
DCP
= Determination Coefficient Partial between y and x3 when
d. The entire of learning styles
2
MDC = Ry123 x 100%
MDC = Multiple Determinant Coefficient four variables
Ry1232 = multiple of coefficient linear multiple correlation four
variables
3. To know the correlation between learning style (visual, auditory, and
kinesthetic) and vocabulary mastery of the second year students of MAN
Salatiga, the writer uses formula as follows:
d. Student’s visual style toward vocabulary mastery
ry1.23 =
ry1.23
= coefficient correlation partial between y and x1
58
ry1.2
constant
ry3.2
constant
r31.2
= coefficient correlation between x3 and x1 when x2 is
constant
ry3.22 = multiple coefficient correlation between y and x3 when x2
is constant
r31.22
is constant
e. Students’ auditory style toward vocabulary mastery
ry2.13 =
ry2.13 = coefficient correlation between y and x2 when x1 and x3
are constant
ry2.1
constant
ry3.1
constant
r23.1
constant
is constant
r23.12
59
is constant
f. Students’ kinesthetic style toward vocabulary mastery
ry3.12 =
ry3.12 = coefficient correlation between y and x3 when x1 and x2
are constant
ry3.1
constant
ry2.1
constant
r23.1
constant
is constant
r23.12
is constant
g. The entire of learning styles toward vocabulary mastery
Ry1,2,3 =
Ry1,2.3 = coefficient linear multiple correlation four variable
ry2.1
ry1.2
ry3.12
= coefficient correlation variable x3 and Ry12
60
A. The pre-analysis
The writer changes the result of this questionnaire which uses qualitative data
to be quantitative data that classifies into quantitative score such as:
1. Score 3 for answer ‘s’ (sering)
2. Score 2 for answer ‘k’ (kadang-kadang)
3. Score 1 for answer ‘j’ (jarang)
The writer three kinds of learning style, they are visual style, auditory style,
and kinesthetic style. The reasons of election these styles are those most of students
have these characteristics. Because of it, the writer divides the questions into three
parts, namely:
Part one is the questionnaires about learning styles which consist of thirty
questions such as:
1. Number 1-10 is the characteristics of visual style
2. Number 11-20 is the characteristics of auditory style
3. Number 21-30 is the characteristics of kinesthetic style
Part two is the test of vocabulary mastery that is divided into twenty questions.
If the answer is right, so it will give score five point then if the answer is wrong the so
point is zero.
Here the result of questionnaire answer about the students’ learning styles and
the classification of learning style
61
1. Visual style (X1)
Table 6
Visual style
No.
Total
Name
1
2
3
4
5
6
7
8
9
10
S
K
J
1.
Alfinalia M.I
S
J
J
K
K
J
K
S
K
K
2
5
3
2.
Anik Saida
S
K
K
S
K
K
J
S
K
K
3
6
1
3.
Dyah Puspitasari
S
K
J
K
K
S
K
S
K
K
3
6
1
4.
Hanik Saida M.
S
J
J
S
S
S
K
K
S
K
5
3
2
5.
S
K
K
K
J
K
K
S
S
S
4
5
1
6.
Luthfiyatus Saidah
S
S
K
K
K
K
K
S
K
S
4
6
0
7.
Nailul Muna
K
K
K
S
S
K
J
S
S
S
5
4
1
8.
Noviana D.R
S
K
J
K
K
S
S
K
J
K
3
5
2
9.
Rini Budi Susanti
S
K
S
S
K
K
K
S
K
S
5
5
0
10.
Siti Annida
K
J
J
K
J
K
J
K
J
K
0
5
5
11.
Tasfiatun Niswati
K
K
J
K
K
K
K
K
J
S
1
7
2
12.
Wakhdatul Jannati
J
K
J
S
K
S
K
S
J
S
4
3
3
13.
Zulfa Nadia
S
K
J
S
K
J
K
S
K
K
3
5
2
14.
K
S
K
S
S
K
K
K
K
K
3
7
0
15.
Khoirun Nur Azizah
S
J
S
K
S
S
K
S
S
S
7
2
1
16.
Mufid Hadi A.
S
K
S
K
S
S
S
S
S
K
7
3
0
17.
Muhammad Arif W.
S
K
S
K
K
K
K
S
S
K
4
6
0
18.
Rainald Asvan S.S.
S
K
S
S
S
K
K
S
S
J
6
3
1
19.
Avif Irwansyah
S
K
S
S
S
K
K
S
K
K
5
5
0
62
20.
Dyah Ayu Asari
S
K
K
K
K
K
K
S
S
S
4
6
0
21.
Isna Lailatul M.
K
K
K
J
K
K
S
S
S
S
5
4
1
22.
S
K
K
K
J
K
K
S
S
K
3
6
1
23.
S
S
J
K
S
K
K
S
K
S
5
4
1
24.
Sinta Maria Dewi
S
S
K
S
K
K
S
S
S
S
7
3
0
25.
Siti Fatimah
S
K
K
S
K
K
K
S
K
S
4
6
0
26.
Dona Arta
S
K
S
S
S
K
K
S
S
K
6
4
0
27.
Hanna Af’idah
K
K
S
S
S
J
K
S
S
K
5
4
1
28.
Purnia Waroh
S
S
S
K
S
K
K
S
S
K
6
4
0
29.
Rika R.
K
K
S
S
S
K
K
J
J
K
3
5
2
30.
Zahrina Zulfati
K
K
K
S
S
K
K
S
S
K
4
6
0
2. Auditory style (X2)
Table 7
Auditory style
No.
Total
Name
1
2
3
4
5
6
7
8
9
10
S
K
J
1.
Alfinalia M.I
K
K
S
J
J
K
S
K
K
K
1
6
3
2.
Anik Saida
K
S
S
S
K
S
S
J
S
S
7
2
1
3.
Dyah Puspitasari
S
K
S
S
K
J
J
K
K
S
4
4
2
4.
Hanik Saida M.
K
J
S
J
K
S
J
J
K
S
3
3
4
5.
K
K
S
K
K
S
K
K
S
K
3
7
0
6.
Luthfiyatus Saidah
K
K
S
K
J
S
K
J
S
K
3
5
2
63
7.
Nailul Muna
J
J
S
J
J
S
K
K
S
J
3
2
5
8.
Noviana D.R
J
K
J
J
K
J
J
J
S
S
2
2
6
9.
Rini Budi Susanti
K
S
S
S
S
S
S
J
S
S
8
1
1
10.
Siti Annida
J
J
K
K
J
J
J
K
J
K
0
4
6
11.
Tasfiatun Niswati
K
J
K
K
K
S
K
K
K
K
1
8
1
12.
Wakhdatul Jannati
K
S
K
K
K
S
K
J
S
S
4
5
1
13.
Zulfa Nadia
K
J
S
K
J
K
J
K
S
K
2
5
3
14.
S
S
S
K
S
S
S
K
S
S
8
2
0
15.
Khoirun Nur Azizah
K
J
K
K
K
S
K
K
S
S
3
6
1
16.
Mufid Hadi A.
K
S
K
J
K
K
K
K
K
J
1
7
2
17.
Muhammad Arif W.
K
K
S
K
K
S
J
K
S
S
4
5
1
18.
Rainald Asvan S.S.
K
K
K
J
K
S
K
S
S
K
3
6
1
19.
Avif Irwansyah
K
K
K
K
S
K
J
K
K
K
1
8
1
20.
Dyah Ayu Asari
S
K
S
S
K
S
S
K
S
S
7
3
0
21.
Isna Lailatul M.
K
S
S
K
S
S
J
J
K
S
5
3
2
22.
K
K
S
S
K
K
J
K
S
S
4
5
1
23.
S
S
S
K
K
K
K
J
K
S
4
5
1
24.
Sinta Maria Dewi
K
S
K
J
J
S
K
J
S
K
3
4
3
25.
Siti Fatimah
K
K
K
K
K
K
K
K
S
S
8
2
0
26.
Dona Arta
S
K
S
K
K
K
J
S
S
S
5
4
1
27.
Hanna Af’idah
K
K
S
K
J
S
K
S
S
K
4
5
1
28.
Purnia Waroh
S
S
S
K
K
S
S
K
J
K
5
4
1
29.
Rika R.
K
K
S
S
S
S
K
K
S
S
5
5
0
64
30.
Zahrina Zulfati
K
J
S
K
J
S
K
S
S
S
5
3
2
3. Kinesthetic style (X3)
Table 8
Kinesthetic style
No.
Total
Name
1
2
3
4
5
6
7
8
9
10
S
K
J
1.
Alfinalia M.I
K
K
J
S
J
J
K
J
S
J
2
3
5
2.
Anik Saida
K
K
J
K
K
K
S
K
S
K
2
7
1
3.
Dyah Puspitasari
K
S
J
K
K
K
K
J
K
K
1
7
2
4.
Hanik Saida M.
K
S
J
S
S
K
K
K
S
J
4
4
2
5.
S
S
J
S
K
S
K
K
K
K
4
5
1
6.
Luthfiyatus Saidah
J
J
J
J
J
J
S
J
K
K
1
3
7
7.
Nailul Muna
S
J
J
S
J
J
K
J
S
S
4
1
5
8.
Noviana D.R
K
S
K
K
K
S
S
S
K
K
4
6
0
9.
Rini Budi Susanti
K
S
S
S
K
K
S
K
S
K
5
5
0
10.
Siti Annida
J
K
J
K
J
J
K
J
J
J
0
3
7
11.
Tasfiatun Niswati
J
K
J
K
J
J
K
J
J
J
0
3
7
12.
Wakhdatul Jannati
K
S
J
K
K
K
K
K
S
K
2
7
1
13.
Zulfa Nadia
K
J
K
K
J
K
J
K
K
K
0
7
3
14.
S
S
J
S
J
K
S
K
K
K
4
4
2
15.
Khoirun Nur Azizah
K
J
J
K
K
K
K
J
J
K
0
6
4
16.
Mufid Hadi A.
J
K
J
-
J
J
K
J
K
S
1
3
5
65
17.
Muhammad Arif W.
K
K
K
K
K
K
J
K
S
S
2
7
1
18.
Rainald Asvan S.S.
K
K
K
S
J
K
S
S
K
K
3
6
1
19.
Avif Irwansyah
K
K
J
S
K
K
K
K
J
K
1
7
2
20.
Dyah Ayu Asari
K
S
J
K
J
S
K
J
J
S
3
3
4
21.
Isna Lailatul M.
K
S
J
S
K
K
S
S
S
K
5
4
1
22.
K
J
K
K
K
K
K
J
S
K
1
7
2
23.
S
S
J
K
J
S
K
S
S
K
5
3
2
24.
Sinta Maria Dewi
K
J
K
S
J
K
S
K
K
J
2
5
3
25.
Siti Fatimah
K
J
K
S
K
J
K
J
J
J
1
4
5
26.
Dona Arta
K
J
J
J
J
K
J
K
K
K
0
5
5
27.
Hanna Af’idah
K
K
K
S
J
K
K
K
S
K
2
7
1
28.
Purnia Waroh
K
J
J
J
J
S
K
S
K
S
3
3
4
29.
Rika R.
J
J
K
S
K
S
S
J
K
K
3
4
3
30.
Zahrina Zulfati
K
K
J
S
K
S
K
K
S
S
4
5
1
66
Here is the result of vocabulary mastery test (Y)
1. Number 1-10
Table 9
Number
No.
Total
Score
Name
1.
Alfinalia M.I
2.
Anik Saida
3.
Dyah Puspitasari
4.
Hanik Saida M.
5.
6.
Luthfiyatus Saidah
7.
Nailul Muna
8.
Noviana D.R
9.
Rini Budi Susanti
10.
Siti Annida
11.
Tasfiatun Niswati
12.
Wakhdatul Jannati
13.
Zulfa Nadia
14.
15.
Khoirun Nur Azizah
16.
Mufid Hadi A.
17.
Muhammad Arif W.
1
2
3
4
5
6
7
8
9
10
True
(T)
False
(F)
(Tx5)
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
T
F
F
T
8
2
40
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
F
T
T
T
9
1
45
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
T
F
F
T
8
2
40
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
T
T
T
T
10
0
50
F
T
T
T
F
T
F
F
T
T
6
4
30
T
T
F
T
T
T
F
F
T
T
7
3
35
F
T
T
T
T
T
T
F
T
T
8
2
40
T
T
T
F
T
T
T
T
F
T
8
2
40
67
18.
Rainald Asvan S.S.
19.
Avif Irwansyah
20.
Dyah Ayu Asari
21.
Isna Lailatul M.
22.
23.
24.
Sinta Maria Dewi
25.
Siti Fatimah
26.
Dona Arta
27.
Hanna Af’idah
28.
Purnia Waroh
29.
Rika R.
30.
Zahrina Zulfati
T
T
T
F
T
T
T
T
F
T
8
2
40
T
F
F
T
T
F
F
T
T
T
6
4
30
T
F
T
T
F
F
T
F
F
T
5
5
25
T
T
T
T
F
T
F
T
F
T
7
3
35
T
F
F
T
T
T
F
T
T
T
7
3
35
T
F
T
T
F
F
T
F
F
T
5
5
25
T
F
T
F
T
T
F
T
F
T
6
4
30
T
F
T
T
T
T
F
T
F
T
7
3
35
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
T
T
T
T
10
0
50
2. Number 11-20
Table 10
Number
No.
Total
Score
Name
1.
Alfinalia M.I
2.
Anik Saida
3.
Dyah Puspitasari
4.
Hanik Saida M.
11
12
13
14
15
16
17
18
19
20
True
(T)
False
(F)
(Tx5)
T
T
T
F
F
F
F
F
F
F
3
7
15
F
T
F
F
F
T
F
T
T
F
3
7
15
T
T
T
F
F
T
T
T
F
F
6
4
30
F
T
F
F
F
T
F
F
T
F
3
7
15
68
5.
6.
Luthfiyatus Saidah
7.
Nailul Muna
8.
Noviana D.R
9.
Rini Budi Susanti
10.
Siti Annida
11.
Tasfiatun Niswati
12.
Wakhdatul Jannati
13.
Zulfa Nadia
14.
15.
Khoirun Nur Azizah
16.
Mufid Hadi A.
17.
Muhammad Arif W.
18.
Rainald Asvan S.S.
19.
Avif Irwansyah
20.
Dyah Ayu Asari
21.
Isna Lailatul M.
22.
23.
24.
Sinta Maria Dewi
25.
Siti Fatimah
26.
Dona Arta
27.
Hanna Af’idah
F
T
F
F
F
T
F
T
T
T
5
5
25
F
T
F
F
F
T
T
T
F
T
5
5
25
T
T
T
T
T
F
F
T
F
F
6
4
30
T
T
F
F
F
T
T
T
F
F
5
5
25
T
T
F
F
F
T
F
T
F
F
4
6
20
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
T
T
T
T
T
T
T
10
0
50
T
T
T
F
F
F
F
F
T
F
4
6
20
T
T
T
F
F
T
T
T
F
F
6
4
30
T
T
T
F
F
F
F
T
T
T
6
4
30
F
T
T
F
F
T
F
T
T
T
7
3
35
T
T
T
F
F
T
F
T
T
T
7
3
35
T
T
T
F
F
F
F
T
T
T
6
4
30
T
T
F
F
F
T
F
T
T
T
6
4
30
F
T
T
T
T
T
T
F
F
F
6
4
30
F
T
F
F
T
T
T
T
F
F
5
5
25
F
T
T
F
T
F
F
T
T
F
5
5
25
F
T
T
T
T
T
T
F
F
F
6
4
30
F
T
T
F
F
F
T
T
T
F
5
5
25
F
T
F
T
T
T
F
T
F
F
5
5
25
F
T
F
T
T
T
F
T
F
F
5
5
25
F
T
F
F
F
T
F
F
F
F
2
8
10
F
F
T
F
T
F
F
F
T
T
4
6
20
69
28.
Purnia Waroh
29.
Rika R.
30.
Zahrina Zulfati
F
T
F
F
F
F
F
F
T
F
2
8
10
F
T
F
F
F
F
F
F
T
F
2
8
10
F
T
F
F
F
F
F
F
F
F
1
9
5
70
B. Main analysis
The statistic measurement about the influence of students’ learning styles toward their vocabulary mastery at the second grade
students of MAN Salatiga. The writer uses partial method to calculate the result number of questionnaire and vocabulary test. It can be
seen on the table below:
Table 11
Here is the table of the questionnaire (X1, X2, and X3) and the result of vocabulary mastery test (Y)
No.
1
2
3
4
5
6
7
8
9
10
11
X1
21
22
22
23
23
24
24
21
25
15
17
X2
18
26
22
19
23
21
18
16
27
13
20
X3
17
21
19
23
23
15
19
24
25
14
13
Y
70
55
80
65
60
75
80
75
60
100
100
X12
441
484
484
529
529
576
576
441
625
225
289
X22
324
676
484
361
529
441
324
256
729
169
400
X32
289
441
361
529
529
225
361
576
625
196
169
Y2
4900
3025
6400
4225
3600
5625
6400
5625
3600
10000
10000
71
X1X2
378
572
484
437
529
504
432
336
675
195
340
X1X3
357
462
418
529
529
360
456
504
625
210
221
X2X3
306
546
418
437
529
315
342
384
675
182
260
X1Y
1470
1210
1760
1495
1380
1800
1920
1575
1500
1500
1700
X2 Y
1260
1430
1760
1235
1380
1575
1440
1200
1620
1300
2000
X3Y
1190
1155
1520
1495
1380
1125
1520
1800
1500
1400
1300
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
SUM
(
)
20
21
23
26
27
24
25
25
24
24
23
24
27
24
26
25
26
21
24
23
19
28
22
19
23
22
20
27
23
22
23
20
22
24
23
24
26
23
21
17
22
14
14
21
22
19
19
24
19
23
19
16
15
21
19
20
23
70
80
60
65
75
70
70
60
55
60
60
50
55
60
60
75
60
60
55
400
441
529
676
729
576
625
625
576
576
529
576
729
576
676
625
676
441
576
529
361
784
484
361
529
484
400
729
529
484
529
400
484
576
529
576
676
529
441
289
484
196
196
441
484
361
361
576
361
529
361
256
225
441
361
400
529
4900
6400
3600
4225
5625
4900
4900
3600
3025
3600
3600
2500
3025
3600
3600
5625
3600
3600
3025
460
399
644
572
513
552
550
500
648
552
506
552
540
528
624
575
624
546
552
420
357
506
364
378
504
550
475
456
576
437
552
513
384
390
525
494
420
552
483
323
616
308
266
483
484
380
513
552
418
529
380
352
360
483
456
520
529
1400
1680
1380
1690
2025
1680
1750
1500
1320
1440
1380
1200
1485
1440
1560
1875
1560
1260
1320
1610
1520
1680
1430
1425
1610
1540
1200
1485
1380
1320
1150
1100
1320
1440
1725
1440
1560
1265
1470
1360
1320
910
1050
1470
1540
1140
1045
1440
1140
1150
1045
960
900
1575
1140
1200
1265
696
656
581
2020
16356
14666
11593
140350
15319
13524
12829
46255
43400
38505
72
1. Analyzing the students‟ learning styles at the eleven grade students of
MAN Salatiga
a. Students’ visual style
Students are called as visual learner when they have the highest score
of visual style questionnaire than all.
Table 12
No.
Name
Score of
Score of
Score of
visual
auditory
kinestheti
style
style
c style
1.
Alfinalia M.I
21
18
17
2.
Luthfiyatus Saidah
24
21
15
3.
Nailul Muna
24
18
19
4.
Siti Annida
15
13
14
5.
Zulfa Nadia
21
19
17
6.
Khoirun Nur Azizah
26
22
14
7.
Mufid Hadi A.
27
19
14
8.
Muhammad Arif W.
24
23
21
9.
Rainald Asvan S.S.
25
22
22
10.
Avif Irwansyah
25
20
19
11.
23
22
19
12.
24
23
23
73
13.
Sinta Maria Dewi
27
20
19
14.
Siti Fatimah
24
22
16
15.
Dona Arta
26
24
15
16.
Hanna Af’idah
25
23
21
17.
Purnia Waroh
26
24
19
18.
Zahrina Zulfati
24
23
23
b. Students’ auditory style
Students are called as auditory learner when they have the highest score
of auditory style identifying questionnaire than all.
Table 13
No.
Name
Score of
Score of
Score of
visual
auditory
kinesthetic
style
style
style
1.
Anik Saida
22
26
21
2.
Rini Budi Susanti
25
27
25
3.
Tasfiatun Niswati
17
20
13
4.
Wakhdatul Jannati
20
23
21
5.
23
28
22
6.
Dyah Ayu Asari
24
27
19
7.
Rika R.
21
26
20
74
c. Students’ kinesthetic style
Students are called as kinesthetic learner when they have the highest
score of kinesthetic style identifying questionnaire than all. There is only
one students who has kinesthetic learning style, she is Noviana D.R with
the score of visual style is 21, score of auditory style is 21, and score of
kinesthetic style is 24.
d. The entire learning styles
Students have entire learning style when the score of visual, auditory,
and kinesthetic style identifying questionnaire are same score. There is a
students who has the entire learning style, she is Lenny Pakartining Tyas
with the score of visual style is 23, score of auditory style is 23, and score
of kinesthetic style is 23.
e. Another learning style
In this analysis, the writer finds some students who have multiple
learning styles. They have two same score in identifying learning style
questionnaire, they are:
Table 14
No.
Name
Score of
Score of
Score of
visual
auditory
kinesthetic
style
style
style
1.
Dyah Puspitasari
22
22
19
2.
Hanik Saida M.
23
19
23
3.
Isna Lailatul M.
24
23
24
75
2. Analyzing how far the effect of students‟ learning styles toward their
vocabulary mastery
a. Visual style
DCP = ry1.232 x 100%
= (-0, 588)2 x 100% = 34,57%
DCP (Determination Coefficient Partial) value is 34,57%, it means that
the effect of visual learning style toward vocabulary mastery is 34,57%.
b. Auditory style
DCP = ry2.132 x 100%
= (-0, 942)2 x 100% = 88,74%
the effect of auditory learning style toward vocabulary mastery is 88,74%.
DCP = ry3.122 x 100%
= (-0, 429)2 x 100% = 18,40%
the effect of kinesthetic learning style toward vocabulary mastery is
18,40%.
2
MDC = Ry123 x 100%
= (0, 833)2 x 100% = 69,39%
76
MDC (Multiple Determinant Coefficient) value is 69,39%, it means
that the effect of the entire of learning styles toward vocabulary mastery is
69,39%.
3. Analyzing the coefficient correlation between students‟ learning styles and
their vocabulary mastery
a. Calculation of coefficient correlation between variables Pearson method
ry1 =
=
=
= - 0, 640
ry2 =
=
=
= - 0, 6527 = - 0, 6523
ry3 =
=
77
=
= - 0, 5063 = - 0, 506
rx1x2 =
=
=
= 0, 3852 = 0, 385
rx1x3 =
=
=
= 0, 1679 = 0, 168
rx2x3 =
=
=
x1
x2
x3
= 0, 3759 = 0, 376
Coefficient correlation among variables
x2
x3
y
0.38521
0.167902
-0.63999
0.375949
-0.65271
-0.5063
78
b. Calculation of coefficient multiple correlation Partial method
ry1.2 =
=
=
= - 0, 5559 = - 0, 556
ry3.2 =
=
= 0, 3711 = 0, 371
ry31.2 =
=
= 0, 0272 = 0, 027
ry2.3 =
=
= - 0, 57897 = - 0, 579
ry1.3 =
79
=
= - 0, 653
r12.3 =
=
= 0, 352
ry2.1 =
=
= - 0, 573
ry3.1 =
=
= - 0, 526
r23.1 =
=
= 0, 3421 = 0, 342
c. Calculating the influence of visual learning style towards vocabulary
mastery
Calculating the influence of visual style (X1) towards vocabulary
mastery if the correlation result of auditory (X2) and kinesthetic (X3) style
toward vocabulary mastery is constant.
80
ry1.23 =
=
= - 0, 588
d. Calculating the influence of auditory style towards vocabulary mastery
Calculating the influence of auditory style (X2) toward vocabulary
mastery if the correlation result of visual (X1) and kinesthetic (X3) style
toward vocabulary mastery is constant by using formula as follows:
ry2.13 =
=
= - 0, 942
e. Calculating the influence of kinesthetic style towards vocabulary mastery
Calculating the influence of kinesthetic style (X3) toward
vocabulary mastery if the correlation result of visual (X1) and auditory (X2)
style toward vocabulary mastery is constant by using formula as follows:
ry3.12 =
=
= - 0, 4289 = - 0, 429
f. Calculating the influence of the entire of learning style (visual, auditory,
and kinesthetic) toward vocabulary mastery
Calculating the influence of the entire learning styles (X1, X2, and
X3) toward vocabulary mastery by using formula as follows:
Ry123 =
81
=
=
=
=
= 0, 83245 = 0, 833
g. Significant degree analysis
The result of product moment formula and Partial measurement
above has been correlated with the significant degree of table.
1. Alternative hypothesis (Ha)
When arithmetic r is higher than table r, it means that there is
any influence between students’ learning styles toward their vocabulary
mastery.
2. Nihil hypothesis (Ho)
When arithmetic r is lower than table r, it means that there is
not any influence between students’ learning styles toward their
vocabulary mastery.
Here is the analyzing significant degree as follows:
a) Visual style
Visual learner based on the result of calculation above on the
5% (α0,05) significant level, can be concluded that arithmetic r = 0,588 and table rα0,05/30 = 0,361, it means arithmetic r < table rα0,05/30
so Ho is accepted and Ha is rejected. It means there is no significant
82
influence between student’s visual learning style toward their
vocabulary mastery at the second grade students of MAN Salatiga.
b) Auditory style
Auditory learner based on the result of calculation above on the
5% (α0,05) significant level, can be concluded that arithmetic r = 0,942 and table rα0,05/30 = 0,361, it means arithmetic r < table rα0,05/30
so Ho is accepted and Ha is rejected. It means there is no significant
influence between student’s ausitory learning style toward their
vocabulary mastery at the second grade students of MAN Salatiga.
c) Kinesthetic style
Kinesthetic learner based on the result of calculation above on
the 5% (α0,05) significant level, can be concluded that arithmetic r =
-0,429 and table rα0,05/30 = 0,361, it means arithmetic r < table
rα0,05/30 so Ho is accepted and Ha is rejected. It means there is no
significant influence between student’s kinesthetic learning style
toward their vocabulary mastery at the second grade students of
MAN Salatiga.
d) The entire of learning style
The entire of learning style based on the result of calculation
above on the 5% (α0,05) significant level, can be concluded that
arithmetic r = 0,833 and table rα0,05/30 = 0,361, it means arithmetic r
> table rα0,05/30 so Ho is rejected and Ha is accepted. It means there
is any significant influence between student’s entire learning styles
83
toward their vocabulary mastery at the second grade students of
MAN Salatiga.
84
CHAPTER V
CLOSURE
A.
Conclusion
Based on the theoretical framework and data analysis, the writer can draw the
conclusion of this research as follows:
Personally, the variation of learning styles (visual, auditory, kinesthetic) have
influence toward student’s vocabulary mastery. The result of the students learning
styles and their vocabulary mastery can be seen from the statistical measurement
on the chapter IV.
1.
From the analyzing the result of the questionnaire in chapter IV about
indentifying students’ learning styles shows there are 18 students,
kinesthetic learners are 7 students, kinesthetic learner is 1 student, the
entire of learning style is 1 student, and 3 students have multiple learning
style. Most of the second year students of MAN Salatiga in the academic
year 2012-2013 are visual learner in mastering vocabulary. It can be seen
from the result of questionnaire which shows there are 18 students,
kinesthetic learners are 7 students, kinesthetic learner is 1 student, the
entire of learning style is 1 student, and 3 students have multiple learning
style.
2.
From the result of calculation how far the effect of learning styles toward
their vocabulary mastery in chapter IV, the writer can conclude that:
a. DCP (Determination Coefficient Partial) value of visual learning style
is 34,57%, it means that the effect of visual learning style toward
85
vocabulary mastery is 34,57% and 65,43% is caused by the other
factors in learning process, such as learner’s/student’s motivation,
learning materials, learner’s/student’s equipment and condition.
b. DCP (Determination Coefficient Partial) value of auditory learning
style is 88,74%, it means that the effect of auditory learning style
toward vocabulary mastery is 88,74% and 11,2% is caused by other
c. DCP (Determination Coefficient Partial) value of kinesthetic learning
style is 18,40%, it means that the effect of kinesthetic learning style
d. MDC (Multiple Determinant Coefficient) value of the entire learning
style is 69,39%, it means that the effect of the entire of learning styles
3.
From the result of calculation the coefficient correlation between students’
learning styles and their vocabulary mastery in chapter IV, the writer can says
a. Visual learner
There is no significant influence between student’s visual learning
style toward their vocabulary mastery at the second grade students of
86
MAN Salatiga. It can be seen from the result of calculation on the 5%
(α0,05) significant level, can be concluded that arithmetic r = -0,588 and
table rα0,05/30 = 0,361, it means arithmetic r < table rα0,05/30 so Ho is
accepted and Ha is rejected.
b. Auditory learner
There is no significant influence between student’s auditory
learning style toward their vocabulary mastery at the second grade
students of MAN Salatiga. It can be seen from the result of calculation
on the 5% (α0,05) significant level, can be concluded that arithmetic r = 0,942 and table rα0,05/30 = 0,361, it means arithmetic r < table rα0,05/30 so
Ho is accepted and Ha is rejected.
c. Kinesthetic learner
There is no significant influence between student’s kinesthetic
learning style toward their vocabulary mastery at the second grade
students of MAN Salatiga. It can be seen from the result of calculation
on the 5% (α0,05) significant level, can be concluded that arithmetic r = 0,429 and table rα0,05/30 = 0,361, it means arithmetic r < table rα0,05/30 so
Ho is accepted and Ha is rejected.
There is any significant influence between entire of learning style
toward their vocabulary mastery at the second grade students of MAN
Salatiga. It can be seen from the result of calculation on the 5% (α0,05)
87
significant level, can be concluded that arithmetic r = 0,833 and table
rα0,05/30 = 0,361, it means arithmetic r > table rα0,05/30 so Ho is rejected
and Ha is accepted.
B.
Suggestion
Considering the conclusion above and result of the questionnaire, the writer
would like to propose some suggestion, which would be useful for the English
teacher, parents, students and next researcher.
1.
The English Teacher
a. In teaching and learning English, they need appropriate method and
approach. So English teacher are expected to be able to choose good
method to increase student’s English mastery.
b. Because of every student has different condition and intelligence.
English teacher should give motivation and opportunity to them and
give explanation that English is easy to learn.
c. The English teacher must be creative, innovative, and communicative
when teaching English.
2.
Parents
a. Parents are the main element of the children education. They are the
first teacher of their children. Because of that reason parents must be
good example for their children in growth mental and spiritual.
88
b. Parents are responsible for their children education, so parents must
give direction and motivation to their children.
c. Parents should control their children social intercourse, because society
has an important in growth of mental and spiritual besides family
condition.
3.
Students
a. Increase your interest in English, because by using English students can
improve their knowledge because many information uses English to
share to the other people.
b. Choose your the best way, technique, or strategy to master and to
advance your English.
c. Ask to your English teacher when you have difficulties in
comprehending English.
4.
Next researchers
It is suggested to another researcher(s) to complete this research by
conducting any other research which related with learning style(s).
89
Bibliography
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Jakarta: Rineka Cipta.
Brown, Douglas. 1980. Principles of Language Learning and Teaching. London:
University of Illionis.
DePorter, Bobbi. 1999. Quantum Learning: Membiasakan Belajar Nyaman dan
Menyenangkan. Bandung: KAIFA.
DePorter, Bobbi. 1999. Quantum Teaching: Mempraktikkan Quantum Learning di
Ruang-ruang Kelas. Bandung: KAIFA.
Dimyati & Mudjiono. 2006. Belajar dan Pembelajaran. Jakarta:
PT. Rineka Cipta.
E. Slavin, Robert. 1997 in Sainsmatika. 2012. Pengertian dan tujuan dari belajar
dan pembelajaran. Retrieved at August 4th, 2012 in
http://sainsmatika.blogspot.com
Frank, Marcella. 1972. Modern English: a practical reference guide.
United State of America: Prentice-Hall, Inc.
Fries, Charles C. 1967. Teaching and Learning English as a Foreign Language.
United State of America: The university of Michigan press.
Hadeli. 2006. Metode Penelitian Kependidikan. Ciputat: PT. Ciputat pers.
Hadi, Sutrisno. 1995. Prosedur penelitian: Suatu Pendekatan Praktik.
Yogyakarta: Andi Offset.
Hamalik, Oemar. 2005. Kurikulum dan Pembelajaran. Jakarta: Bumi Aksara.
Harmer, Jeremy. 1998. How to Teach English. England: Longman.
Hasan, Iqbal. 2004. Analisis Data Penelitian Dengan Statistik. Jakarta:
Bumi Aksara.
Hilgard. 1948 in Suryabrata, Sumadi. 1998. Psikologi Pendidikan. Jakarta:
i
PT. Raja Grafindo Persada.
Hopkins, Charles D. 1980. Understanding Educational Research: an Inquiry
Approach. United State of America: Charles E. Merrill Publishing
Company and A Bell & Howell Company.
Jensen, Eric & LeAnn Nickelsen. 2011. Deeper Learning: 7 Strategi Luar
Biasa untuk Pembelajaran yang Mendalamdan Tak Terlupakan. Jakarta:
PTindeks.
Jerowaru. 2012. Mengingat dan Mengenal Kembali Gaya Belajar Anak. Retrieved
At August 4th, 2012 in
http://edukasi.kompasiana.com/2012/05/15/mengingat-dan
mengenal kembali-gaya-belajar-anak/
Lado, Robert. 1964. Language Teaching: A scientific approach. New York:
Georgetown University.
Martono, Nanang. 2010. Metode Penelitian Kuantitatif: Analisis Isi dan Data
Sekunder. Jakarta:PT. Raja Grafindo Persada.
Munfiati, Dewi Agustina. 2010. The Influence of Learning Style to English
Achievement of First Grade Students of SMA N 2 in The Academic Year
2009/2010. STAIN Salatiga: Unpublished.
Rusman. 2011. Model- Model Pembelajaran: Mengembangkan Profesionalisme
Guru. Jakarta: Rajawali pers.
Scrivener, Jim. 1994. Learning Teaching: A Guide for English Language Teacher.
Oxford: Heinemann.
Thornbury, Scott. 2002. how to Teach Vocabulary. England: Longman.
Tim Pena Eksakta. 2008. Kiat Sukses UAN SMA/MA 2009. Yogyakarta:
ANDI & Lembaga Pendidikan PRIMAGAMA.
Vianna, Fenando De Mello. 1980. Roger’s II new Thesaurus. Boston:
Houghton Mifflin Company.
ii
APPENDIXES
iii
CURRICULUM VITAE
Name
: Nur Khafifudin
Place and Date of Birth
: Kab. Semarang, May 28th, 1990
Address
Salatiga
Educational Background
: Jl. Bulusari VI Kec. Argomulyo Kel. Tegalrejo
:
1. Madrasah Ibtidaiyah (MI) 05 Kebumen Banyubiru (graduated in 2002)
2. Madrasah Tsanawiyah Negeri (MTsN) Salatiga (graduated in 2005)
3. Madrasah Aliyah Negeri (MAN) Salatiga (graduated in 2008)
4. State Institute for Islamic Studies (STAIN) Salatiga (graduated in 2013)
iv
QUESTIONNAIRE
Nama :
Kelas :
No. :
Petunjuk pengisian:
1. Tuliskan nama, kelas, dan no. kamu pada tempat yang tersedia.
2. Jawablah dengan memberi tanda check (V) pada kolom yang tersedia sesuai
dengan keadaan kamu.
A. Tes identifikasi Gaya Belajarmu.
Gaya Visual
Sering (S)Kadang-kadangJarang (J)
(K)
1.
Apa kamu teratur dan rapi saat berpakaian?
2.
Apa kamu suka berbicara dengan cepat?
3.
Apa kamu pengeja yang baik?
4.
Apa kamu lebih ingat pada apa yang kamu lihat
daripada yang kamu dengar?
5.
Apa kamu suka menghafal dengan memakai
asosiasi visual (gambar, grafik, dll)?
6.
Apakah kamu sulit mengingat perintah lisan
kecuali jika dituliskan?
7.
Apa kamu sering meminta orang lain
mengulang ucapannya?
8.
Apa kamu lebih suka membaca daripada
dibacakan?
9.
Apa kamu menyukai seni gambar/lukis?
10.
Apakah kamu tahu apa yang harus kamu
katakana tetapi sulit mencari kata yang
tepat?
Gaya Auditori
v
11.
Apa kamu banyak bicara dan berdiskusi?
12.
Apa kamu suka menjelaskan panjang lebar?
13.
Apa kamu suka menggerakan bibir saat
menghafal?
14.
Apa kamu suka membaca keras-keras dan
mendengarkan?
15.
Apa kamu merasa sulit menulis tetapi mudah
untuk mengatakan?
16.
Apakah kamu suka menirukan nada (musik,
bicara, dll)?
17.
Apa kamu berbicara dengan pola berirama?
18.
Menurutmu, apa kamu pembicara yang fasih?
19.
Apa kamu menyukai seni musik?
20.
Apa kamu lebih suka belajar dengan
mendengar dan berdiskusi daripada hanya
melihat?
Gaya Kinestetik
Sering (S)Kadang-kadang Jarang (J)
(K)
21. Apa kamu belajar melalui manipulasi dan
praktik?
22. Apa kamu menghafal sambil melakukan
gerakan (mis. berjalan, mondar-mandir)?
23. Apa kamu memakai jari untuk menunjuk saat
membaca?
24. Apa kamu tidak bisa duduk tenang di waktu
yang lama?
25. Apa kamu suka berbicara lambat?
26. Apa kamu berorientasi pada fisik dan banyak
bergerak?
27. Apa kamu mengetuk-negetuk pena, jari, atau
kaki saat mendengarkan?
28. Apa kamu banyak meluangkan waktu untuk
berolahraga atau kegiatan fisik lainnya?
vi
29. Apa kamu sering memakai bahasa tubuh (mis.
menganggukan kepala untuk menjawab
„iya‟)?
30. Apa kamu suka berdiri dekat-dekat saat
berbicara dengan seseorang?
B. Tes
1. Buktikan bahwa gaya belajarmu hebat dengan mengerjakan tes
berikut.
2. Lengkapilah pragraf di bawah ini dengan menggunakan kata-kata
yang telah disediakan di dalam kotak.
Do you want to (1)………………mobile phone? Don‟t be hasty. There are
many things to consider. Be reasonable (2)……………..making decision.
First, you can (3)…………….by asking yourself the usefulness of the
equipment. The question might be “Do I want it for (4)……………or its
usefulness?”. Then you should make a (5)……………..be the type of the mobile
phone. There are (6)………………..choices in the market, so you should
(7)………………the one that meets your needs and whether you can (8)…………it
or not.
The consequence of using a mobile phone is its high operational costs. You
have to (9)…………….more for a mobile phone compared to a fixed telephone.
Therefore, you should only use the mobile phone only for (10)………………talks.
afford
decide
pay
buy
choice
prestige
important
start
before
various
In most cases, you can transplant a tree (11)……………at anytime, if
you follow the (12)………………….for planting a tree. The most important
thing is to dig out enough the (13)………………..but this
(14)………………is difficult with a large tree.
When you dig out the tree, take a ball of earth (15)……………..about
a foot wide for (16)………………inch of diameter of (17)……………. You
should dig deep enough to (18)…………….cutting of too many taproots.
It is wise to (19)………………in a professional tree (20)…………..to
transplant a tree.
root
instruction
tree trunk
expert
successfully
every
avoid
call
vii
process
measuring
KEY ANSWER:
1. BUY
2. BEFORE
3. START
4. PRESTIGE
5. CHOICE
6. VARIOUS
7. DECIDE
8. AFFORD
9. PAY
10. IMPORTANT
11. SUCCESSFULLY
12. INSTRUCTION
13. ROOT
14. PROCESS
viii
15. MEASURING
16. EVERY
17. TREE TRUNK
18. AVOID
19. CALL
20. EXPERT
TOTAL RESPONDENTS ELEVEN GRADE STUDENTS OF MAN SALATIGA
IN ACADEMIC YEAR 2012-2013
Score
Score of
Score of
Score of
of
kine
visu
audit
voca
sthe-
No.
Name
Class
al
ory
style
style
(X1)
(X2)
butic
lary
style
test
(X3)
(Y)
1.
Alfinalia M.I
2.
Anik Saida
3.
Dyah Puspitasari
4.
Hanik Saida M.
5.
6.
Luthfiyatus Saidah
7.
Nailul Muna
8.
Noviana D.R
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
ix
21
18
17
70
22
26
21
55
22
22
19
80
23
19
23
65
23
23
23
60
24
21
15
75
24
18
19
80
21
16
24
75
9.
Rini Budi Susanti
10.
Siti Annida
11.
Tasfiatun Niswati
12.
Wakhdatul Jannati
13.
Zulfa Nadia
14.
Ahmad Zulfa
15.
Alfan Ary Riyadi
16.
M. Khoironi
17.
Yatmi
18.
Ika Oktaviana
19.
Taufik Saifudin
20.
Rizqi Putri N.U
21.
Mayang Sari
22.
Istikomah
23.
Trisna Aditya K.
24
Zakian Afifah
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
x
25
27
25
60
15
13
14
100
17
20
13
100
20
23
21
70
21
19
17
80
20
20
17
45
18
22
17
50
17
16
15
60
23
20
16
50
20
22
16
30
23
16
21
50
19
18
17
60
22
19
23
40
21
18
15
65
26
20
17
40
13
17
18
70
25.
Ridwan Yusuf
26.
Siti Anisah
27.
Umi Khoiriyah
28.
Risky Amalia
29.
Miftahul Jannah
30.
Sa’du Nur Ahmad
31.
32.
Khoirun Nur Azizah
33.
Mufid Hadi A.
34.
Muhammad Arif W.
35.
Rainald Asvan S.S.
36.
Andri Nurdiyawan
37.
Aryana Wahyu Safrita
38.
Agung Dwi P.
39.
Queenadya Dayanarra
40.
Aulia Dewi
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPA.1
XI.IPS.1
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
xi
22
20
22
55
25
24
18
25
16
21
16
30
22
19
17
35
22
18
17
35
26
20
20
50
23
28
22
60
26
22
14
65
27
19
14
75
24
23
21
70
25
22
22
70
21
18
21
55
20
18
17
55
24
23
23
50
26
20
10
55
22
22
17
25
41.
Trias W.N
42.
Siti Suhani
43.
Deti Anggraini
44.
Diyah Ayu Winanti
45.
Santi Rachmawati
46.
Mahmida Farah Wahdani
47.
Nunuk Handayani
48.
Muhamad Muzaki
49.
Nia Kurniawati
49.
Sakti Sulistiyo
50.
Yopi Khajati
51.
Luluk Saidun
52.
Agung
53.
M. Dani A.
54.
Fauzi A.
55.
Arifratun Noviyani
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
xii
20
16
15
65
20
21
19
65
20
23
18
45
22
23
19
65
21
23
16
40
22
24
17
25
25
26
26
25
21
23
12
20
26
26
26
20
24
16
19
30
21
17
14
45
20
20
17
35
22
18
14
35
22
17
14
65
23
22
20
40
24
22
17
35
56.
Muhamad Anas
57.
Alvi Karomatul Ibrizah
58.
Nur Harini Khoirun Nisa
59.
Fauziyah Fatmawati
60.
Rahmawati Salma
61.
Avif Irwansyah
62.
Dyah Ayu Asari
63.
Isna Lailatul M.
64.
65.
66.
Sinta Maria Dewi
67.
Siti Fatimah
68.
Nizar Azim Mustofa
69.
Siti Nurul Asiyah
70.
Choirul Anwar
71.
Purbaningsih K.
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPA.2
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
xiii
23
17
18
55
26
21
21
35
23
24
14
55
23
21
15
55
19
17
17
40
25
20
19
60
24
27
19
55
24
23
24
60
23
22
19
60
24
23
23
50
27
20
19
55
24
22
16
60
22
19
21
30
25
28
19
40
25
28
18
30
24
17
12
40
72.
Isnataini Nur Fitriana
73.
Zilfia Eka Fatmala
74.
Hanifah
75.
Ulfa Suroya
76.
Suciati Rahayu
77.
Vivi Lutfiyatul Amalia
78.
Arif Hermawan
79.
Arif Rahman
80.
Fajar Setiaji
81.
Zetni Ikhsanudin
82.
Yuni Fatmawati
83.
Umar Al-Faruq
84.
Hafizh Syah Reza Pahkui
85.
Dewi
86.
Wiwin Indriani
87.
Windi Syantika Sari
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
xiv
22
19
21
50
19
17
16
20
23
19
19
10
19
17
20
20
20
18
16
10
17
18
21
10
21
17
19
45
21
17
17
20
20
18
16
30
24
24
18
25
25
26
18
35
21
24
6
30
25
22
20
35
18
16
15
40
23
20
19
30
25
20
16
25
88.
Fera Rizkiana Amalia
89.
Zulfa Nur Laila
90.
Fitriyaningsih
91.
Dira Nurmala
92.
Nur Aini Wakhidah T.
93.
Dona Arta
94.
Hanna Af’idah
95.
Purnia Waroh
96.
Rika R.
97.
Zahrina Zulfati
98.
Tri Susanti
99.
Sara Ima Sa’diyah
100.
Putrid Wahyu Sari
101.
Jauharin Insiyah
102.
Nur Astrindra Alfandari
103.
Wahyu Handayani
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.IPS.1
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
xv
22
16
17
35
17
16
15
40
23
19
17
40
19
23
24
30
22
23
19
50
26
24
15
60
25
23
21
75
26
24
19
60
21
26
20
60
24
23
23
55
24
23
21
50
24
26
19
55
24
21
22
55
20
20
21
60
26
25
16
55
27
24
14
45
104.
Imroatul Qhitmah
105.
Rizqotus Tsaniyah
106.
Dwi Mustikasari
107.
Isnayni Marisya Amin
108.
Salis Rahmawati
109.
Reni Susanti
110.
Anis Mustiya Sari
111.
Nana Ulfa
112.
Nur Hikmatus Sa’diah
113.
Siti Nur Fauzizah
114.
Khuliqat Noer N.M.
115.
Maratul Mualimah
116.
Ni Gusti Ayu Diany
117.
Yuli Purba W.
118.
Wiji Utami
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
XI.BHS
xvi
26
27
19
45
21
22
13
60
23
18
18
45
22
19
21
55
22
22
14
60
23
21
19
50
25
23
18
55
27
16
18
55
23
22
17
55
24
21
18
55
21
24
14
60
22
22
16
55
21
16
22
60
16
22
22
60
21
20
19
60
xvii
xviii
xix
1
2
3
4
Nama Madrasah
No Statistik Madrasah
Akreditasi Madrasah
Alamat Lengkap Madrasah
5
NPWP MAdrasah
6
Nama Kepala MAdrasah
7
No. Tlp/HP
8
Nama Yayasan
9
Alamat Yayasan
11 No Akte Pendirian Yayasan
: MADRASAH ALIYAH NEGERI SALATIGA
: 131133730001
:A
: Jl. Wahid Hasyim 12
Desa / Kecamatan : Sidorejo Lor/Sidorejo
Kota Salatiga
Provinsi Jawa
Tengah
No Telp 0298323031
: 000189266505000
: Drs. H. Sudar, M.
Ag.
: 0291439776/08122841945
:
………………………………………………..
:
………………………………………………..
:
………………………………………………..
:
………………………………………………..
12 Kepemilikan Tanah
: Pemerintah
10 No. Tlp Yayasan
a. Status Tanah : Sudah
Sertifikat
b. Luas Tanah : 5113 m2
13 Status Bangunan
: Pemerintah
14 Luas Bangunan
: 2882
m2
15
Data Siswa dalam tiga tahun
terakhir
xx
A. MA
Kelas 10
Tahun Ajaran
Jml Siswa
Kelas 11
Jml
Romb
el
Jml Siswa
Kelas 12
Jml Rombel
Jml Siswa
Jml
Rombel
2006/2007
2007/2008
2008/2009
2009/2010
202
7
218
7
196
7
2010/2011
310
9
186
7
203
8
2011/2012
322
9
299
9
187
7
xxi
16 Data Sarana dan Prasarana
Jum
lah
Rua
Jumlah
ng
Ruang
Kon
disi
baik
25
1
Jenis Prasarana
No
1
2
3
4
5
6
7
8
9
10
11
12
13
No
Ruang Kelas
Perpustakaan
R. Lab. IPA
R. Lab. Biologi
R. Lab. Fisika
R. Lab. Kimia
R. Lab. Komputer
R. Lab. Bahasa
R. Pimpinan
R. Guru
R. Tata Usaha
R. Konseling
Tempat Beribadah
Jumlah
Ruang
Kondisi
rusak
Rusak
Ringan
Rusak
Sedang
Rusak
Berat
1
1
2
1
1
1
1
1
Jenis Prasarana
14
15
16
17
18
19
20
Kategori Kerusakan
R. UKS
Jamban
Gudang
R. Sirkulasi
Tempat Olahraga
R. Organisasi Kesiswaan
R. Lainnya
xxii
Jum
lah
Rua
Jumlah
ng
Ruang
Kon
disi
baik
1
18
1
1
RR
Kategori Kerusakan
Jumlah
Ruang
Kondisi
rusak
Rusak
Ringan
Rusak
Sedang
Rusak
Berat
NO
Pendidik
17 Data Pendidik dan Tenaga kependidikan
Keterangan
Jumlah
Guru PNS diperbantukan
tetap
2 Guru Tetap Yayasan
3 Guru Honorer
4 Guru Tidak Tetap
1
Tenaga
Kependidikan
1 Tenaga Administrasi
2
3
18
19
20
21
60
1
13
19
Fotocopy NSM/Surat Izin Operasional (dilampirkan)
Akreditasi (dilampirkan)
Bukti Kepemilikan Tanah (dilampirkan)
Fotcopy NPWP atas nama Madrasah (dilampirkan)
Salatga, 7 April 2012
*)
-
Mengetahui
Ketua Komite
Kepala
Dr. H. Sa'adi, M. Ag.
Drs. H. Sudar, M.Ag.
keterangan
Jika diperlukan dapat ditambahkan data pendukung
lainnya
di buat di MS Excel
Format sesuai contoh jangan di tambah atau di kurang
Print out sesuai softcopy
xxiii
DAFTAR NILAI SKK
Nama : Nur Khafifudin
NIM : 11308003
No
Jenis Kegiatan
Progdi : Tadris Bahasa Inggris (TBI)
Dosen PA: Dr. H. Sa‟adi M.Ag.
Tanggal
Jabatan
Nilai
1.
Orientasi Program Studi dan
Pengenalan
Kampus
(OPSPEK) Sekolah Tinggi
Agama Islam Negeri (STAIN)
Salatiga
25-27 Agustus 2008
Peserta
3
2.
Kursus Pembina Pramuka
Mahir Tingkat Dasar (KMD)
Kwartir Cabang Kota Salatiga
9-14 Februari 2009
Peserta
5
3.
Intensive Course Practicum
Program with Fair Citation The
authority hereby grants to the
Holder in accordance with the
skill
20 Februari 2009
Peserta
3
26-28 Juni 2009
4.
Panitia Pelaksana Pendidikan
dan Pemantapan Calon Dewan
Penggalang
Peserta
3
5.
Workshop
Pemberdayaan
Takmir Masjid
Peserta
3
6.
SEMILOKA
Nasional
Penulisan Ilmiah ‘Peningkatan
Mutu
Guru
Melalui
Pengembangan Karya Ilmiah
yang
Berkualitas
dan
Bermartabat’
14 Maret 2010
Peserta
6
7.
Bedah buku ‘Jalan Cinta Para
Pejuang’
24 April 2010
Peserta
2
8.
Praktikum Pelatihan TOEFL
Bagi
Mahasiswa
Jurusan
Tarbiyah dan Syariah
31 Juli – 22 Agustus
2010
Peserta
3
9.
Completion
of
Practicum
Program English Education
Study Program State Institute
1 September 2010
Peserta
3
10 Desember 2009
xxiv
for Islamic Studies (STAIN)
Salatiga
10.
One Day National Seminar on
INTERNET-BASED
ENGLISH LEARNING
6
9 November 2010
xxv
Peserta

the influence of learning styles (visual, auditory, kinesthetic) towards

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