THE CORRELATION BETWEEN LEARNING STYLE AND STUDENTS

READING COMPREHENSION AT THE SECOND GRADE OF MAN 1

KOLAKA

A PROPOSALS

Submitted as Partial Fulfillment of the Requirement for the Degree of

Sarjana Pendidikan at the English Study Program of Teacher Training and

Educational Faculty Sembilanbelas November University Kolaka

BY

ANDRI

15020103

ENGLISH STUDY PROGRAM

TEACHER TRAINING AND EDUCATIONAL FACULTY

SEMBILANBELAS NOVEMBER UNIVERSITY KOLAKA

2019
THE CORRELATION BETWEEN LEARNING STYLE AND STUDENTS

READING COMPREHENSION AT THE SECOND GRADE OF MAN 1

KOLAKA

A PROPOSALS

Submitted as a Partial Fulfilment of the Requirement for the Degree of

sarjana Pendidikan at the English Study Program of Teacher Training and

Educational Faculty Sembilanbelas November University Kolaka

BY

ANDRI

15020103

ENGLISH STUDY PROGRAM

TEACHER TRAINING AND EDUCATIONAL FACULTY

SEMBILANBELAS NOVEMBER UNIVERSITY KOLAKA

2019
 APPROVAL SHEET
This thesis created by

Title : The Correlation between Students and Reading Comprehension

at Seven grade of SMPN 1 Kolaka.

Name : ANDRI

Nim : 15020103

Study program : English Education

This proposal has been corrected and accepted by the first and second
consultants for being submitted to the commite of proposals examination.

Kolaka, 2019

Approved by:

Consultant

First Consultant Second Consultant

Prof. Dr. Ruslin Hadanu. M.,Si Ld. Muh. Idrus Hamid B, S.pd., M.Pd
NIP.197212062001221001 NIDN. 0027028804

Approved by:
The Head of English Education Study Program

Netty Huzniaty Andas, S.pd., M.Hum

NIP.198610312015042001

i
 LIST OF CONTENT

APPROVAL SHEET ............................................................................................. i

LIST OF CONTENT ............................................................................................ ii

CHAPTER I INTRODUCTION..........................................................................1

3.1 Problem of the Research ........................................................................... 3

3.2 Objective of the Research......................................................................... 3
3.3 Scope of the Research .............................................................................. 3
3.4 Definition of Key Terms .......................................................................... 3
3.5 The significance of the Research .............................................................. 4
3.6 Hypothesis of the Research ...................................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE .................................7

4.1 Previous of the Related Research ............................................................. 7

4.2 Definition of Learning ............................................................................ 10
4.2.1 Learning Style ................................................................................. 10
4.2.2 The types of Learning Style ............................................................ 11
4.2.3 The Importance of Learning Style .................................................. 12
4.3 Definition of Reading ............................................................................. 12
4.3.1 Reading Comprehension ................................................................. 13
4.3.2 The Types of Reading ..................................................................... 14
4.3.3 The importance of Reading ............................................................. 16
4.4 Correlation between Learning Style and Reading Comprehension ....... 17
4.5 Hypothesis ............................................... Error! Bookmark not defined.
CHAPTER III METHODOLOGY OF THE RESEARCH ...........................18

5.1 Design of the Research ........................................................................... 18

5.2 Variable of the Research ........................................................................ 19
5.3 Setting ..................................................................................................... 19
5.4 Population and Sample ........................................................................... 19
5.4.1 Population ....................................................................................... 19

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 5.4.2 Sample ............................................................................................. 20
5.5 Instrument ............................................................................................... 21
5.6 Technique of Data Collecting................................................................. 23
5.7 Technique of Data Analysis ................................................................... 24
5.8 Statistical Hypothesis ............................................................................. 27
REFFERENCE .....................................................................................................28

APPENDIX ...........................................................................................................31

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 LIST OF APPENDIX

Appendix I Questionnaire of Learning styles ................................................. 31

Appendix II Reading Comprehension Tes ....................................................... 34

Appendix III Key Answer of Reading Comprehension Test ........................... 45

iv
 LIST OF TABLE
Table 3.1 The Population of the research ..................................................................... 20

Table 3.2 Learning Styles Questionnaire key Numbers .............................................. 21

Table 3.3 Scoring Rubric ................................................................................................ 22

Table 3.4 Reading Questionnaire key Numbers ........................................................... 22

Table 3.5 Scoring rubric ................................................................................................. 23

v
 1 CHAPTER I

INTRODUCTION

This chapter explain about introduction which cover some topic such as:

Background of the research, problem of the research, objective of the research,

scope of the research, definition of key terms, The Significance of the research and

the last is hypothesis of the research.

Background of the research

Language is system of communication which used by people in daily

activity. One of language that used by people is English as lingua franca or contact

language. According to Sanggam (2008) stated that using a language, people are

able to communicate each other. In Indonesia English as foreign language so that

Indonesian have to learn to mastery English in order can interact with other in

different countries.

Ahmed (2012) stated that there are a number of factors which influence

the success of learning foreign language, including learning styles. Regarding these,

learning style is one of thing that influence in learning process. This argument

supported by Rabecca (2003) Learning style is one of the main factors that helps to

determine how well students can learn second or foreign language that can affect

their comprehension in speaking, listening, reading and writing. Hence learning

style has relations toward mastery of English skill. So learning style has important

role in English mastery.

1
 2

Reading comprehension is a meaningful way of understanding the

structure itself by adding a specific analysis by the reader, as a results to create a

meaning through the transmitted statement. To understanding written text using

reading comprehension as a meaningful way. Kent (2000) the reading

comprehension includes interaction, perception, experience, thinking, and learning

process by the individual that are appreciate complex process. Reading

comprehension involve many aspect such as: interaction, perception, experience

thinking and learning process. Hence reading comprehension is a meaningful way

to understand written text involve many aspect and one of them is learning process

by individual (learning Style).

This research, the researcher know how important Learning style in

students’ reading comprehension. To implement explanation before the researcher

choose MAN 1 Kolaka as the population because this school is one of the best

school in kolaka and the researcher choose class XI. IA- 2 which consist of 31

students’ as a sample because this class is the recommendation and directly point

by the English teacher with the consideration of this class is has good participation,

has good score in English and the students in this class are diligent. The other

reason why I chose this class because I have been conduct English text as one of

my final project at the subject English language testing and I found that most of

students has a good participation and understanding in English but some of them is

less in reading.
 3

Base on the explanation before, the researcher interests to conduct the

research entitle” The Correlation between Learning Style and students’ Reading

Comprehension at the Second Grade of MAN 1 Kolaka”.

1.1 Problem of the Research

Based on the background above problem of the research is “Whether any

significant correlation between learning styles and the students’ reading

comprehension at the Second Grade of MAN 1 Kolaka?

1.2 Objective of the Research

The objective of this research is to find out the correlation between

learning styles and students’ reading comprehension at the second grade of MAN 1

Kolaka.

1.3 Scope of the Research

The researcher only focus to find out the correlation between learning

styles and students’ reading comprehension at the second grade of MAN 1 Kolaka.

In learning style the researcher focused on the elements of learning styles, such as:

Visual, Auditory, and kinesthetic, then in reading focus on Announcement,

narrative text, recount text, and descriptive text.

1.4 Definition of Key Terms

This research has definition of the key terms as follows:

1. Correlation

Correlation research is a research intended to determine whether there is a

relationship between two or several variables (Arikunto, 2010).

 4

2. Learning Styles

Learning styles is a process movement, Comprehension and preference of

a students to learn or acquire the knowledge by themselves way (Susilo, 2009).

3. Learning

Learning is the way or process someone how to get knowledge and

information by using reading, listening and doing. Purwanto (2011) stating that the

learning process is a unique and complex process.

4. Reading comprehension

Dalman (2011) stated that reading is an activity or process

cognitive effort that seeks to discover the various information contained within

writing. Suharsimi (2002) states that comprehension is how one defends,

differentiates, estimates, explains, extends, summarizes, generalizes, gives

examples, rewrites, and estimate.

1.5 The significance of the Research

The researcher expect this research will be able to give some significance,

both the theoretical and practical:

1. Theoretical significance

The result of this research hopefully bring some benefits in the field of

education especially as a reference, source and contribution of thought in terms of

development in learning style and reading.

 5

2. Practical significance

a. For the student

The researcher hope this research give information and help figure out their

learning style or their preference in study.

b. For the teacher

The result of this research hopefully give information an insight for teacher

as an inner reference in teaching learning process especially in teaching and

learning style and reading.

c. For other researcher

The result of this research hopefully can be a new reference for another

researcher in conducting further research about correlation between learning style

and reading comprehension at different level of students.

d. For the school

The result of this research, the researcher hopefully give information and

reference in increase quality of learning process which is conduct by teachers in

school, especially English learning.

1.6 Hypothesis of the Research

H0 (Null hypotheses). The null hypothesis is often called the statistical

hypothesis, because it is usually use in statistical research, which is test by statistical

calculation. Hypothesis null is a hypothesis which states there is no correlation

between independent variable (X) and dependent (Y).

 6

H1: H1 which state there is positive correlation between independent

variable (X) and dependent (Y).

H2: H2 which state that there is negative correlation between students’

learning styles and reading comprehension.

It means that if H0 is reject, then the researcher has statistical evidence that

the alternative hypothesis is valid or that is consider true however, if the result of

H0 research is accept, then the researcher fails to prove that the alternative

hypothesis is correct.
 2 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter explain about review related literature which present some

topic such as: Previous of the related research, definition of learning, definition of

learning styles, the types of learning style, the importance of learning style,

definition of reading, definition of reading comprehension, the types of reading, the

importance of reading, the correlation between learning style and reading

comprehension and the is last hypothesis.

2.1 Previous of the Related Research

There are some previous of the research that support to this coming

research such as:

The first research was conducted by Rijalul Husni (2016) in her thesis

entitled “Relationship between Learning Style and Students Reading Achievement

at Senior High School in Kepunahan Sub District”. This research used a correlation

design to know whether or not the relationship between Learning style and Students

Reading Achievement. The subject of the research was the students of second grade

of Senior High School in Kepunahan that consists of 84 students’. Because this

study used total sample thus, the sample of the research is 84 students’. The

instrument used to collect the data were questionnaire and English reading test. The

data of this research were analyzed by using descriptive statistics. The results of

this research there was significant relationship between learning style and students’

7
 8

reading achievement at Senior High School in Kepunahan Sub-district was

accepted.

The second research, conducted by Santy Widya Pratiwi, Zainal Arifin and

Dewi Novita (2012) entitled “The Correlation between Learning Style and

Students’ Reading Comprehension at the English Study Program of FKIP UTAN

Pontianak in academic year 2011/2012. The design of this research was quantitative

to find out the correlation of the research. The population of the research was

consisted two classes as much as 45 students’. The sample was taken from B class,

the sample was determined using cluster random sampling technique. The

instrument was used to collect the data used learning style questionnaire and

reading comprehension test. The data of the research was measured by using

Pearson Product-Moment Correlation Coefficient. The results of the research

showed that t-value (0.14) was lower that t-table (2.0,08) from the data it can took

the conclusion that learning style was not affected students’ reading comprehension

on the fourth semester of English study program of FKIP UTAN Pontianak in

academic year 2011/2012.

The last research conducted by Muhammad faris fahruddin and

Him’Mawan Andi Nugroho (2015) in their thesis” The Correlation between

Student’s Learning Style and Students’ Speaking Achievement of the Twelfth Grade

of SMAN 1 Tumpang in academic year of 2014/2015”. The research design was

used quantitative correlation research design. The population of this research was

all students of twelfth grade of SMAN 1 Tumpang in academic year 2014/2015.The

sample was XII IA class by the total 34 students was taken by purposive sampling.
 9

The instrument of this research was used field notes, questionnaire, and students’

speaking score. The data analysis were analyzed by using ANOVA. The result of

ANOVA found that there is no significant correlation between learning styles and

speaking achievement of XII IA 3 students of SMAN 1 Tumpang since the P.value

(0.259) obtained is higher than significance value (0.05).

Here, the similarity and the different between previous research and this

coming research with different subject and design. First, research by Rijaul Husni

(2016), the similarity of this coming research are same topic that is the

correlation/relationship between leaning style and students reading comprehension,

using same insrument namely questionnaire and reading test and the last is using

quantitave method. The different of this coming research are subject of this research

is the subject of the research in second grade of Senior High School in Kepunahan

and The tecnique of sample used total sampling. The second research by Santy

Widya Pratiwi, Zainal Arifin and Dewi Novita (2012), the similarity of this coming

research are the topic is relationship betwen learning styles and students reading

comprehension, and the last is using same instrument such as; Questionnaire and

reading test and quantitative method. The difference of this research is the subject

of the research conduct in university FKIP Pontianak while this research conduct

in Senior high school or MAN 1 Kolaka. The last research by Muh. Faris fahruddin

and Himmawan Andi Nugroho (2015), the similarity of this coming research is

using same method about quantitave method specialy correlation research and one

of theirs intrumet is same questionnaire. While the difference of this coming

research is the subject in SMAN 1 Tumpang, the instrument are use field notes and
 10

speaking score, and the last is this reserch focus on Speaing skill while this research

focus on Reading skill.

2.2 Definition of Learning

Learning is a way to get something or achieve something like knowledge

and experience. Purwanto (2011) stating that the learning process is a unique and

complex process. Learning is the way and process to get something or knowledge.

2.2.1 Learning Style

Learning style is one of way or preference determine someone how well

acquire or understanding the information. Someone who did not figure out their

learning style will difficult how the way to get information base on their intelligence

and capability. According to Susilo (2009) Learning styles is a process movement,

Comprehension and preference of a students to learn or acquire the knowledge by

themselves way.

Learning style is the ways of students in absorbing and understanding the

information or idea. In the other side, it could be said that learning styles is the

preference ways in learning. According to Hilliard stated “learning styles are the

characteristic ways in which an individual acquires, perceives, and processes

information.” Meanwhile, based on Dunn and Dunn (2011) statement, “learning

style is the way in which each learner begins to concentrate on, process, absorb and

retain new and difficult information.

As the result from those statements, learning style is the way a person

prefers to learn. She or he will enjoy and feel comfortable in absorbing the

information with her or his own way. Learning style, different to approaches to
 11

learning, is a term used to describe the attitudes and behaviors, which determine an

individual's preferred way of learning. Although the students have the combination

of learning styles, they usually have a dominant learning style or their own

preference style. Others usually find that they use different styles in different

circumstances. It does not matter to use different styles in different circumstances.

It is just the matter of preference of the way in learning or absorbing the

information.

2.2.2 The types of Learning Style

Every single person has different ways receive information can be divided

into three categories sometimes referred to act modalities such as:

1. Visual Learners remember best what they see such for instance Picture,

diagrams, flow chart, time lines and films, and demonstration. According to Fatt

(2000), when taking a test, Visual learners would do better on the test if the test

had visual diagram.

2. Auditory Learners remember what they hear and say. The effective ways to get

information are discussion, listening to audio, listening the teacher explanation,

and explanation something to others. According to Flemming (2012). The

auditory learners learn best when they are able to hear the instruction.

3. Kinesthetic learners remember something by ways taste, touch and smell. The

kinesthetic learners learn best by doing and practice. According to Lewis (2012)

the kinesthetic learners means that the students learn best when they are

permitted to touch and feel through physical activity.

 12

2.2.3 The Importance of Learning Style

Learning Styles is very important in learning process because most of

people has preferred way to learn. There are some skills in English language have

to mastery but to mastery those skills have to learn. Every single person has

different preferred way to learn, some people learn best by listening, some have to

observe every step, while others have to do it to learn it. The fact is that individuals

need all three modalities to truly commit information to memory: visual, auditory,

and kinesthetic. A reserarch conducted using the Kolb Learning Style Inventory

showed that the importance of learning styles is consistent with earlier findings on

learning styles by Manochehri & Young ( 2006).

2.3 Definition of Reading

Reading is a matter that involves many things, not just pronunciation but

also involves visual and thinking activities. As a visual process, reading is the

process of translating symbols of writing (letters) into spoken words or speech. As

a process of though, reading includes words recognition, literal comprehension,

interpretation, critical and creative reading. According to Klein (2009) the

definition of reading includes three things, namely, reading as a process, reading is

strategic, and reading is interactive. The point is that reading as a process is that

information obtained from the text and knowledge possessed by the reader becomes

the primary role in shaping meaning, while reading is said to be strategic because

the reader uses various strategies that fit the text and context in order to construct

meaning. The strategy used by the reader varies according to the type of text and
 13

the goal it wants to achieve. Next reading is said to be interactive when there is an

element of involvement between the readers with the text being read. The text read

should be easily understood (readable) contents, resulting in interaction between

readers with text.

Based on some opinions it can be conclude that the skills of reading is a

skill in knowing and understanding writing in the form of letters, words and

sentences in the reading to obtain information contained in the reading. By reading

we can know the contents of the world and our thinking patterns grow, that is worth

saying that reading is the heart of education.

2.3.1 Reading Comprehension

Reading comprehension in English text is not just about how to read well

that includes the accuracy of pronunciation and loud voice. However, reading

comprehension itself is an activity to build understanding of the meaning of a text

which can then be translated and through its own language. Comprehension

includes the correct association of meanings with word symbols, the selection of

the correct meaning suggested by the context, the organization and retention of

meaning, the ability to reason one’s way through smaller idea segments, and ability

to grasp the meaning of a larger unitary idea”.

According to Klingler, (2007) states that "Reading comprehension is the

process of constructing meaning by coordinating a number of complex processes

that include word reading, word and world knowledge, and fluency" Reading

comprehension is primarily a matter of developing appropriate, efficient

comprehension strategies. Some strategies are related to bottom-up procedures, and

 14

other chances the top-down processes (Brown, 2000). Meanwhile Willis (2008)

stated that reading comprehension to build comprehension is available to increase

neural efficiency at each step of the comprehension process. It means the purpose

of reading comprehension is that the students can improve efficiency neural of

process comprehension the text.

Based on the statements above reading comprehension is a way to

understanding or comprehend of the text that includes not only word reading, world

knowledge or fluency, but by reading comprehension we can get information and

wide insight from the text.

2.3.2 The Types of Reading

In this following are the types of reading comprehension by Dr. M.R. Patel

and Pravin M. Jain (2008)

a. Intensive Reading

Intensive reading is text reading or passage reading. In this reading the

learner read the text to get knowledge or analysis. The goal of this reading is to read

shorter text. This reading is done to carry out to get specific information. Learner

reads book to acquire knowledge is the kind of intensive reading. Intensive reading

is reading text or some passages in the reading. In this reading activity students read

a text to gain knowledge or analysis. The purpose of this reading activity is to read

the short text. This reading-intensive reading-is done by searching for specific

information. In essence, students read in order to gain knowledge.

Intensive reading will provide a basis for explaining difficulties of

structure and for extending knowledge of vocabulary and idioms. It will also
 15

provide material for developing the control of the language in speech and writing.

Intensive reading provides an explanation for the difficulty of language structure

and the development of vocabulary and idiom knowledge. This reading activity also

provides material for greater mastery of speech and writing skills

b. .Extensive Reading

Material for extensive reading will be selected at a lower level of difficulty

than that for intensive reading. The purpose of reading the Extensive reading

material can be selected at the lowest difficulty level of intensive reading. The

purpose of this extensive reading is to train students to read directly and lancer on

the target language for fun, without the help of the teacher.

c. Aloud Reading

Reading aloud also play important role in teaching of English. Teacher

should know that the training of reading aloud must be given at the primary level

because it is the base of words pronunciation. Reading aloud or reading aloud has

a very important role in the world of English teaching. Teachers should know that

reading aloud teaching should be given at the primary level because this type of

reading activity is the basis of pronunciation of words.

d. Silent Reading

Silent reading is a very important skill in teaching of English. This reading

should be employed to increase reading ability among learners. Silent reading is

done to acquire a lot of information. Teacher has to make them read any difficulties.

Silent reading or reading this is a very important skill in teaching English. This

reading should be used to improve students' reading ability. Silent reading is done
 16

to get a lot of information. Teachers should make students read quietly so that

students can read without a hitch.

2.3.3 The importance of Reading

Based on Fanny (2012) the benefits of reading is as the following: (1) train

the brain; (2) killing stress; (3) reproduce vocabulary; (4) protect from Alzheimer’s

disease; (5) increase confidence; (6) make we are more creative; (7) developing

healthy sleep patterns; (8) improve the process think; and (9) increase

concentration. Based on explanation of Fany, one of the importance of reading is to

train the brain and mind, by reading can help keep the brain to always perform its

functions perfectly and while reading the brain in demand to think more so that

understanding still and reading through vocabulary and grammatical knowledge,

more importantly, reading introduces us to many varieties of creative expressions

and sharpens linguistic sensitivity.

Afterwards, kill stress and keeping away from the risk of Alzheimer's

disease the beauty of language in the release has the ability to calm and reduce stress

in a person. When reading, the brain will stimulation on a regular basis can prevent

disruption to the brain. Researchers have shown that brain exercises such as reading

a book or magazine can delay or prevent memory loss. as well as developing a

healthy sleep pattern, having a habit of reading before going to sleep then it will be

an alarm for the body and send a signal that it's time to sleep and this will help get

a good night's sleep and wake up fresh in the morning. The latter is to increase

concentration, people who like to read will have a brain that is more concentrated
 17

and focused because one's focus will have the ability to have full attention, practical

and develop skills.

2.4 Correlation between Learning Style and Reading Comprehension

Reading book, article, journal, or passage in English in not easy work. It

relates number of factor, one of them about different way in comprehending the

content of whole text, it is called by learning style.

Auditory, kinesthetic, and visual learners may also have trouble reading

because of the way they deal with imagery (Barbe & Swassing, 1979; Haggart,

2002). Many struggling readers have never pictured an event or setting in a book.

Many have never used their imagination to put themselves into books by “talking,

living, dressing, and thinking like a character” (Robb, 2000). If a teacher asks the

class to close their eyes and picture a sunset, some students will not see anything.

In Reading is Seeing(2004), Wilhelm describes a student, Scott, who did not see

anything when he read, so Wilhelm had Scott work with graphic novels and picture

books to understand how to make pictures in his head. Wilhelm had Scott draw

pictures and maps to represent what he was reading. These kinesthetic activities

helped Scott bridge the gap into visualizing what he was reading.
 3 CHAPTER III

METHODOLOGY OF THE RESEARCH

This chapter explain about methodology of the research consist of design

of the research, variable of the research, setting , population and sample, instrument,

tecnique of data collecting , tecnique of data analysis and the last satitical

hypothesis.

3.1 Design of the Research

This research will use inferential statistic to determine and describe the

correlation between learning style and students’ reading comprehension. This

research method by using questionnaire and test the hypothesis that had been set.

Sugiyono (2012) stated that this research uses an associative hypothesis defined as

a provisional assumption of the problem formulation that defines the relationship

between two variables, it is also explained by Sugiyono (2012) that associative

hypothesis is a temporary answer to the associative problem formulation that asks

the relationship between two or more variables.

According to Sugiyono (2012) descriptive research is a research conducted

to determine the value of independent variables, either one variable or more

(independent) without making a comparison or connect with other variables. Based

on the theory, quantitative descriptive research is the data obtained from the sample

population studied in accordance with statistical methods used.

18
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3.2 Variable of the Research

Variable is something that becomes the object of the research, often also

refer to as factor that played a role in research that is changing nature (Sugiono,

2008). In this research there are two variables, namely: independent variable (X)

and dependent variable (Y). Independent variable is a variable that is presumed to

influence another variable and dependent variable is a category that is influence by

another category or that is the consequent. In this research the independent variable

is Learning styles (X) and the dependent variable is reading comprehension (Y).

3.3 Setting

This research will conduct in MAN 1 Kolaka, Kolaka regency Soutish

Sulawesi. The researcher choose the school because this school is one of the best

school in Kolaka.

3.4 Population and Sample

3.4.1 Population

The population of this research is the second grade students’ of MAN 1

Kolaka which the total of the students classes, they are from IX. IA-1 class until

IX. IA- 4 class. To know more specifically, the table below describe the population

that using in the research:

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Table 3.1 The Population of the research

NO Class Total student

1 XI. IA-1 25

2 XI. IB-2 31

3 XI.IC-3 31

4 XI.ID-4 32

Total 119

3.4.2 Sample

The Sample of this research is using purposive sampling. Arikunto (2010)

explain that purposive sampling is to determine the research sample with a number

of specific consideration that aim so the data obtain can later be more representative.

Researcher will use this technique by reason of the demands of certain

circumstances for instance, limit time, energy, funds and provisions of the school

to avoid disruption of students’ learning process in the classroom.

The researcher choose class XI. IA- 2 which consist of 31 students’ as a

sample because this class is class as recommendation and directly point by the

English teacher with the consideration of this class is class that has good score and

the students in this class is diligent. The other reason why I chose this class because

I have been conduct English text as one of my final project at English language

testing and I found that most of students has a good participation and understanding

in English but some of them is less in reading.

 21

3.5 Instrument

The research will use two types of test namely Questionnaire and objective

test (multiple choice types). The researcher used two kinds of instrument in this

research such as:

1. Learning style Test

The Learning style test will use questionnaire to investigate students’

learning styles. The questionnaire take from Sari Febrianti thesis (2014) who adapt

from Joy M. Reid in Understanding Learning Styles in the Second Language

Classroom book. The questionnaire consists of 15 items, there are 5 items for each

kind of learning styles such as: Visual learning, Auditory learning and kinesthetic

learning. Here are the indicators of learning styles’ questionnaire, as shown on the

table below:

Table 3.2 Learning Styles Questionnaire key Numbers

No Indicator Total Key Numbers

1 Visual learning style 5 1,2,3,4,5

2 Auditory Learning Style 5 6,7,8,9,10

3 Kinesthetic Learning style 5 11,12,13,14, 15

Total Items 15

The questionnaire will use Likert Scale Form; a scale with a number of

points or spaces, usually at least three but no more than seven. Five points of scale

ranging are used, they are: Strongly Agree (Sangat Setuju, SS), Agree (Setuju, S),
 22

Neutral (Netral, N), Disagree (Tidak Setuju, TS), and Strongly Disagree (Sangat

Tidak Setuju, STS). The degree of scale was described in the table below:

Table 3.3 Scoring Rubric

Scale Score

Strongly Agree 5

Agree 4

Neutral 3

Disagree 2

Strongly Disagree 1

(Sugiono, 2013)

2. Reading Comprehension Test

Reading Comprehension test consist of 20 items with each variables has

four options and specification of the test are Text narrative, announcement, recount

and descriptive. Each test is adopt from Kemendikbud.

Table 3.4 Reading Questionnaire key Numbers

No Indicator Total Key Numbers

1 Identify Main Idea 2 1,12

2 Identify Generic Structure 8 3,6,10,11,13,16,17,19

3 Identify language and feature 4 4 5,15, 20

4 Identify Social Function 6 2, 7, 8, 9, 14,18

Total items 20
 23

Reading comprehension test will apply close test to get students’ score.

The student are going to answer the question in form of multiple choice questions

base on reading text that provide by the teacher or researcher. There are 20

questions is test .The degree of scale was described in the table below:

Table 3.5 Scoring rubric

Scale Score

True 1

False 0

One true answer is given score 1,

While false answer or no answer is by given score 0.

(Sudjana, 2012)

3.6 Technique of Data Collecting

In the collecting data, researcher used test. The test that use by the

researcher consists of two main tests. They are Learning Style test and reading

comprehension test.

There are some procedures in this research process, they are:

1. Preparing the students’ Learning styles and reading comprehension test

2. The researcher will do research, in the first week the researcher conducted

discussion about reading comprehension test during two meetings.

3. In the second the researcher distributed the learning styles test to the students.

4. In the last week the researcher distributed the reading comprehension test.

5. In the last, the researcher analyzed the data

 24

3.7 Technique of Data Analysis

The aim of analyzing data was to determine whether student’s learning

style and reading comprehension had significant positive correlation or not by

using descriptive statistic and inferential. Firstly, the researcher checked the

completeness of the data then gave scoring the tests. Afterwards, the researcher

processes the data, as follows:

A. Descriptive Statistic

1. Determining the students score both in the Learning style and reading

comprehension test by using the following formula:

𝑟
S = 𝑛 𝑥 100

Where:

S = the score of the test

r = the total of the right answer

n = the total of score maximum

2. The researcher calculated the average of the students test result both in

Learning style and reading comprehension test. To gain the value of mean

the researcher used a formula by Arikunto (2013), as follow

𝛴𝑋
M= 𝑛

Where:

M = mean

𝛴𝑋 = the total of the value

n = the number of respondent

 25

B. Inferential

The technique of data analysis used by researchers was the formula of

Pearson’s product moment correlation to test hypothesis by (Suharsimi 2004) to

find out the correlation between Learning style and reading comprehension, as

allow :

N ∑ XY (∑X) (∑Y)

Rxy=

√ (N∑𝑋 2 – (∑𝑋 2 )) (N∑𝑌 2 - (∑𝑌 2 )

Where:

R :correlation coefficient of variable X and Y

∑by : the sum of the products of X and Y scores for each students

∑X : the sum of X scores

∑Y: the sum of Y scores

∑X 2 : the Sum of square of students’ mastery in vocabulary score

∑Y 2 : the sum of square of student’s ability in reading comprehension score

(∑X)2 : the sum of the squared X scores

(∑Y)2 : the sum of the squared X scores

N : the total of respondents

The correlation coefficient indicates the degree of relationship between the

variables X and Y. The correlation coefficient value must be within the limits -1 <r

<+1. the sign of +1 indicates a positive correlation between the two variables which
 26

means faithful increase of X values will be followed by an increase in the value of

Y. while the sign of -1 indicates a negative correlation, meaning that any increase

in value of X will be followed by a decrease in the value of Y. The researchers used

classification of interpretation as a standard, according to Sugiyono (2012):

Table 3.4: Positive Coefficient Interval and Relationship Level

Coefficient interval Level of relationship

0,00 – 0,199 Correlation is very low

0,20 – 0,399 Low correlation

0,40 – 0,599 Medium correlation

0,60 – 0,799 Strong correlation

0,80 – 1,00 The correlation is very strong

Table 3.5: Negative Coefficient Interval and Relationship Level

Coefficient interval Level of relationship

-0,00 to - 0,199 very low negative correlation

-0,20 to - 0,399 Low negative correlation

-0,40 to - 0,599 Medium negative correlation

-0,60 to - 0,799 Strong negative correlation

-0,80 to - 1,00 perfect negative correlation

 27

3.8 Statistical Hypothesis

The statistic hypothesis in this research they are:

H1: ρ = 0, H0 is accept, H1 and H2 are reject

H1: ρ ≠ 0, H1 is accept, H0 and H2 are reject

H1: ρ ≠ 0, H2 is accept, H0 and H1 are reject

The statistical hypotheses above can be explain as follows:

Null hypothesis (H0): there is no correlation between students’ learning

style and reading comprehension.

H1: If learning style and reading comprehension score are straight

comparable. It means that there is positive correlation between students’ learning

style and reading comprehension.

H2: If learning style and reading comprehension score are inversely

comparable. It means that there was negative correlation between students’ learning

style and reading comprehension.

 REFERENCE

Ahmed, O. N. (2012). The Relationship between Saudi English major university

Students’ Writing Skills of Saudi Learners. British Journal of Arts and Social
Science, 5(2).

Arikunto, Suharsimi. 2010. Prossedur Penelitian Suatu Pendekatan Praktik,

Jakarta: PT. Rineka Cipta

Arikunto. 2013. Prosedur Penelitian: Suatu Pendekatan Praktek. ed. Rev. IV.
Yogyakarta: Rineka Cipta.

Brown, H.D. 2000. Principles of Language Learning and Teaching. New York:
Addison Wesley Longman, Inc.

Dalman. 2011. Keterampilan Membaca, Penerbit UM Lampung Press, Bandar

Lampung

Fahrudin, M. F and Nugroho H. A. (2015). The Correlation between Students’

Learning Style and Students’ Speaking Achievement of English Education,
Faculty of Languages and Arts, State University of Surabaya.

Fanny. 2012. Pengertian Membaca Menurut Beberapa Ahli.Tersedia

[Online].http://chaerulhatami.blogspot.com/2011/07/penertian-membaca
menurut-beberapa.html.

Fatt, J. P. (2000). Understanding the learning styles of students. International

Journal of Sociology and Social Policy, 20(11), 31-45. Retrieved May 23,
2012, from http://dx.doi.org/10.1108/01443330010789269

Fleming, G. (2012). Auditory Learning Style . Retrieved from About.com:

http://homeworktips.about.com/od/homeworkhelp/a/auditory.htm

Haggart, W. (2002) A guide to the Kaleidoscope Profile: Interpreting your styles.

Cadiz KY: Performance learning styles

Joko Susilo, M. (2009). Sukses dengan Gaya Belajar. Yogyakarta: Pinus

Lewis,B.(2012). Visual Learning. Retrieved from about. Com:

http//k6educators.about.com/od/educationglossary

28
 29

Husni, Rijaul (2018). Relationship between Learning Style and Students’ Reading
Achievement at Senior High School in Kepunahan. Journal of English
education Vol. 4 No. 1
Klein. 2009. Project-Based Learning: Inspiring Middle School Student to Engage
in Deep and Active Learning. New York: NYC Department of Education

Klingner. 2007. Teaching Reading comprehension to sedunt.

www.lontar.ui.ac.id/file?file=digital/128747-T 26633

M. Jain, Pravin. Dr. M.R. Patel https://www.englishindo.com/2011/06/types-of-

reading.html

Naning, Zainal Abidin and Hayati, Rita. The Correlation between Learning Style
and Listening Achievement of English Education Study Program Students of
Sriwijaya University. Jurnal Holistic, vol. 3 no.5, 2011.

Oxford, Rabecca, L. (2003). Language learning styles and Strategies: Concepts

and Relationship. (On Line) Available at: http://www.
Languageteachingjournal.com [November 2010].

Pratiwi, S. W., Arifin, Z., & Novita, D. (2011). The correlation between Learning
Styles and Students’ Reading Comprehension. FKIP UTAN. Pontianak.

Purwanto (2011). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar

Reid, Joy M. Understanding Learning Styles in the Second Language Classroom.

New Jersey: Prentice Hall regents, 1998.

Robb, L (2000).Teaching reading in the middle school. New York: Scholastic

Sangganam, Siahaan. (2008).The English paragraph. Yogyakarta, Graha Ilmu.

Slamet. (2008).https://www.kajianpustaka.com/2013/07/pengertian-tujuan-dan-
tahapan-menulis.html

Sudjana, N (2012), Penelitian dan Penilaian Pendekatan Pendidikan Kualitatif,

Kuantitatif, dan R dan D. Bandung: Alfabeta

Sugiyono. 2008. Metode Penelitian Kuantitatif dan Kualitatif. Bandung:

CV.Alfabeta

Sugiyono. 2012. Metode Penelitian Kuantitatif Kualitatif dan R&D: Alfabeta.

Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktek, Jakarta: PT.

RinekaCipta
 30

Wilhelm, J.D. (2004).Reading is seeing: Learning to visualize scenes, character,

ideas, and text words to improve comprehension and reflective reading: New
York: Scholastic

Willis. 2008. https://www.kajianpustaka.com/2014/01/pengertian-manfaat-dan-

membuat-mind.html
 APPENDIX

Questionnaire of Learning Styles

Name :

Class :

Direction:

Give checklist (v) or cross (×) on one of alternative answers which suitable with

your condition for each statements below!

Note:

SA : Strongly Agree A : Agree N : Neutral D : Disagree SD : Strongly Disagree

No STATEMENT SA A N D SD

1 I learn better by reading what the

teacher writes on the chalkboard

2 When I read instructions, I remember

them better

3 I understand better when I read

instructions

4 I learn better by reading than by

listening to someone

5 I learn more by reading textbooks than

bylistening to a lecture

6 When the teacher tells me the

instructions, I understand better

31
 32

7 When someone tells me how to do

something in class, I learn it better

8 I remember things I have heard in

class better than things I have read

9 I learn better in class when the teacher

gives a lecture or teaching

10 I learn better in class when I listen

tosomeone

11 I prefer to learn by doing something in

class

12 When I do things in class, I learn

better

13 I enjoy learning in class by doing

experiments

14 I understand things better in class

when I participate in role-playing

15 I learn best in class when I can

participate inrelated activities

 33

Appendix II

READING COMPREHENSION TEST

MataPelajaran : Bahasa Inggris

Kelas : XI - IPA

Waktu : 2 x 45 menit

Nama :

The following text is for questions 1, and 2

To: All Department Managers

There will be a meeting this afternoon, February 7th, 2015 at 1 pm in the

meeting room.

The meeting will discuss the customers’ complaints since the topic is very

important, presence is a must. Please, come on time and do not forget to bring

documents needed.

Thank you.

Director

( Sumber: UNAS 2015 )

1. What is the announcement about?

A. Meeting presence D. Meeting discussion

B. Meeting invitation E. Meeting development

C. Meeting document
 34

2. The topic which will be discussed in the meeting is …

A. department managers D. customers’ demands

B. Important complaints E. director’s plans

C. customers’ complaints

The following text is for questions 3 - 5

A laptop is a kind of computer unit which has the same function as a PC

(personal computer), but it is smaller, lighter and of different sizes. Nowadays,

most people choose laptops for several reasons.

A laptop is a portable device. This portability is very helpful for our work,

study and other activities. We do not need complicated cable installations to

activate a laptop, and with a laptop, we can do our work anytime anywhere.

Moreover, a laptop allows us to access the internet in public places which provide

free access called hot spot areas. Some people like to use this facility to carry out

their tasks.

Finally, laptop consumes energy more efficiently than a PC does. This

device uses a rechargeable battery as a source of electric energy. So if we prefer

using laptop, it means that we support the government program to save energy.

That’s why a laptop has become very popular recently.

( Sumber: UNAS 2015 )

 35

3. Why is using laptop support the government program to save energy?

A. It uses a rechargeable battery.

B. It needs energy more than PC

C. It provides free hot spot access

D. It needs complicated cable installations

E. It enables us to work with it anytime anywhere.

4. From the text we know that....

A. more people like a laptop better than PC

B. more people like a PC better than a laptop

C. a laptop is cheaper now than it was before

D. a laptop is usually more expensive than a PC

E. for a mobile person a laptop is more handy than a PC

5. A laptop is a portable device. (Par. 2). The synonym o the underlined word is ….

A. Ornament D. Adornment

B. equipment E. Accompaniment

C. Compliment

The following text is for questions 6 - 8

Long time ago, there was a kingdom in West Java. The kingdom was

ruled by a king named His Majesty Prabu. Prabu was a kind and wise king. But

it was a pity that Prabu and his queen hadn't got any children. The queen often

cried. That was why Prabu went to the jungle. There he prayed to God every day,

begging for a child.

 36

A few months later, the queen got pregnant. Nine months later, a

princess was born. Prabu and Queen loved their beautiful daughter so much. They

gave whatever she wanted. It made Princess turn into a very spoiled girl.

One day, the princess celebrated her 17th birthday party. Many people

gathered in the palace. Then, Prabu took out a necklace which was made from

gold and jewel. "My beloved daughter, today I give you this necklace. Please,

wear this necklace," said Prabu. "I don't want to wear it! It's ugly!" shouted the

princess. Then she threw the necklace. The beautiful necklace was broken. The

gold and jewels were spread out on the floor. Everybody couldn't say anything.

They never thought that their beloved princess would do that cruel thing. In their

silence, people heard the queen crying. Every woman felt sad and began crying,

too. Then, everybody was crying. Then, there was a miracle. Earth was crying.

Suddenly, from the underground, a spring emerged. It made a pool of

water. Soon, the place became a big lake. The lake finally sank the kingdom.

Nowadays, people called the lake "Telaga Warna". It means "Lake of

Color". On a bright day, the lake is full of color. These colors come from shadows

of forest, plants, flowers, and sky around the lake. But some people said that the

colors are from the princess's necklace, which spreads at the bottom of the lake.

6. Who threw the broken necklace spread out on the floor?

A. The King D. The Prince

B. The Queen E. The Princess

C. The people
 37

7. Why did everybody keep silent and could not say anything?

A. The princess threw the necklace the king gave.

B. The people of the Kingdom loved her very much.

C. The King and the Queen were very cruel to her

D. The princess loved the gift from the king.

E. The Princess was very beautiful.

8. We can learn from the story that...

A. Anger is not a good solution.

B. we should be patient to others

C. Children should respect their parents.

D. Throwing the necklace is a bad attitude.

E. We must be helpful to our family and all people.

The following text is for questions 9- 11 Recount Text

On Friday, June 12th, I woke up at six o’clock and no wonder, it was

my birthday. But of course I was not allowed to get up at that hour, so I had

to control my curiosity until a quarter to seven. Then I could bear it no longer,

and went to the dining room, where I received a warm welcome from Moortje

(the cat).

Soon after seven I went to Mummy and Daddy and then to the sitting

room to undo my presents. The first to greet me was you, possibly the nicest
 38

of all. Then on the table there were a bunch of roses, a plant, and some

peonies, and more arrived during the day.

I got masses of things from Mummy and Daddy, and was

thoroughly spoiled by various friends. Among other things I was

given Camera Obscure, a party game, lots of sweets, chocolates, a puzzle, a

brooch, Tales and Legends of the Netherlands by Joseph Cohen, Daisy’s

Mountain Holiday (a terrific book) and some money. Now I can by The

Myths of Greece and Rome – grand!

Then Lies called for me and we went to school. During recess I

treated everyone to sweet biscuits, and then we had to go back to our lessons.

Now I must stop. Bye-bye, we’re going to be great pals!

9. What time did the writer wake up?

A. 06:00 p.m. D. 07:00 a.m

B. 12:00 p.m. E. 06: 45 a.m

C. 06:00 a.m.

10. What does paragraph 3 talk about?

A. It was the day which the writer celebrated her birthday.

B. There were many kinds of gifts in the writer’s room.

C. The writer got a lot of prizes on her birthday.

D. The writer’s parents gave her many prizes.

E. The writer has a new book.

 39

11. After reading the text we know that the writer is a …

A. Boy D. toddler

B. Teacher E.Student

C. employee

The following text is for questions 12, and 13

To: All Participants of 210 TWILIGHT Cup:

Please be informed the opening of the competition this coming

November 11 is postponed due to storm and heavy downpour.

It is tentatively rescheduled to November 18 if the weather will permit. Please

wait for updates.

Thank you for your kind understanding.

( Sumber: UN 2017 )

12. What is the topic of announcement?

A. Opening of Competition

B. Suspension of the Competition

C. Rescheduling of the Competition

D. Participants of 210 TWILIGHT Cup

E. Resumption of 210 TWILIGHT Cup

13. According to the text, the competition is delayed owning to....

A. Tentative rescheduling D. Rainy season

B. Permitted weather E. Rainfall

C. Extreme weather
 40

Read the text bellow and answer the question number 14 until 16

I usually woke up at 8 a.m. and went to the press center to check the daily

schedule of briefings and press conferences, usually held by the United Nations

officials or disaster mitigation team chief, Alwi Shihab.

It was challenging to visits different refugee camps to find soft stories,

human interest stories. Then, I went back to the press center in between to cover the

press conferences of the day.

It was heart breaking when I saw these survivors fight for food and

secondhand clothing, which they said were limited and inadequate. Emerging to a

glaring, full noon, it was time to go back to the press center to write stories and race

against time, always fearing that internet connection would come crashing down.

And after everything was done, only then I remembered to eat. Most times,

I enjoy ate once a day because you always had to rush and it was difficult to find

food. You had to travel quite far, about a 30-to 45-minute trip by car to find fresh

food. (Sumber: UNAS 2009)

14. How often did the writer eat a day?

A. Three times D. Never

B. Seldom E. Once

C. Twice
 41

15. “…mitigation team Chief Alwi Shihab.” (Paragraph 1)

The synonym of the underlined word is …

A. decrease D. developer

B. lightener E. writer

C. reliever

16. What is the writer’s occupation?

A. A social worker D. A presenter

B. A volunteer E. A TV reporter

C. A journalist

The following text is for questions 17, and 20

A Kangaroo is an animal found only in Australia. It has a small relative

called wallaby that lives in Tasmania and New Guinea. Kangaroos eats grass and

plants. They have short front legs, long and strong back legs and a tail. These used

sit up and a jump. Kangaroos are well known for their 8 meter forwards jump and

more than 3- meters leap across fences. The can also run as at the speed of over 45

kilometers per hour. The largest kangaroos are the Great Grey Kangaroos and Red

Kangaroos, Adult Kangaroos grow to a meter in length and 90 kilos in weight.

Kangaroos are Marsupials. This means that the female kangaroo has an external

pouch on the front her body. The baby kangaroos is very tiny when it was born. It

right away crawls into in mothers pouch where its spends the first five months of

its life.

(Sumber: UNAS 2017)

 42

17. What is the purpose of the text?

A. To inform Kangaroo’s unique.

B. To Report the features of Kangaroo’s

C. To Encourage Kangaroos Preservation

D. To Describe how a kangaroo’s look like

E. To Rise awareness of Kangaroo’s special status

18. We can conclude from the text that....

A. The large Kangaroos are the males

B. The male Kangaroos have not poach

C. Kangaroos only eat grass and plants that grow in Australia

D. Tasmania and New Guineas wallabies are in different size

E. The new born Kangaroo is skillfully jumping and leaping

19. Which of these statements is contrary to the fact?

A. Kangaroos are not carnivorous

B. Kangaroos is native animals in Australia

C. All wallabies are of smaller size than Kangaroos.

D. All marsupial females have pouch on the front on their body

E. Baby Kangaroos leave their mother’s at the age of five months.

 43

20. Look at the underlined word ‘pouch’. Which of the following word is closest

in meaning to it?

A. Saving D. Pocket

B. Purse E. Saving

C. Compartment

Source : Soal Ujian Nasional Bahasa Inggris SMA/MA. Kementrian Pendidikan

dan Kebudayaan.
 44

Appendix III

Key Answer

1. B 6. E 11.C 16. C

2.C 7. A 12. D 17. D

3. A 8. C 13. E 18. C

4. A 9. E 14. D 19. C

5. B 10. C 15. B 20. D