1

CHAPTER I
INTRODUCTION

This chapter covers the study context, research objectives, research significance,

scope and limitations, and essential term definitions.

1.1 Background of Study

Elaborated on the triad of core competencies that make up a proficient

English speaker: language and discourse knowledge, fundamental speaking

abilities, and effective communication techniques (Burns, 2019). Fluency in

English is essential for effective communication in today's interconnected world

(Rao, 2019). Learning takes on greater significance when students are able to

articulate their ideas and appreciate the value of what they are studying (Asnita

& Khair, 2020; Khairoes & Taufina, 2019).

While it may appear simple to just pronounce words, there is more to

effective communication than meets the sound (Supina, 2018). Speaking was

defined by Sahara, Zulaikah, and Jelita (2021) as "the act of uttering sounds or

words in order to convey ideas or information to another person through the

verbal exchange." Thoughts and data are \ involved in communication through

speaking. Speaking effectively in social situations is also considered a core

speaking skill.

Speaking fluently is one of the most essential skills for students of the

English language. Students need to be able to pronounce English words

correctly if they wish to speak the language fluently. Students need to be able
 2

to produce words in order to speak, which is a productive talent. This is

necessary for them to be able to communicate with one another.

English is typically studied as a foreign language during the senior year of

high school, at which point it becomes one of the required four languages.

Speaking is one of them, and it is considered one of the necessary abilities due

to the fact that people are unable to communicate without first having the ability

to speak. When it comes to the activity of speaking, kids are definitely at

different levels. Sometimes some of them have trouble comprehending the

notion and putting it into their own words when they try to paraphrase it.

As a direct consequence of this, a number of pupils struggle when put in

situations in which they are required to speak English in class. Individual

variations, including motivation, aptitude, personality, cognitive style, learning

strategies, and learning style, can all play a role in a student's struggles with

learning, particularly when it comes to activities involving public speaking.

According to Wilson, (2012), learning style usually includes analyzing

language, seeing it, hearing it, or using it in communication to do something

real.

Teachers did not realize that their students precede information in different

ways. They have their styles of learning. Learning style models are visual,

auditory, and kinesthetic. Learning style assessments can help identify personal

preferences and potential strengths and weaknesses in how learners deal with

content and approach learning tasks.

 3

The relevant study was conducted by Nafis (2017) in her thesis entitled

"Students" preferences of language learning style in English classroom" in her

research, she wanted to find out why the students can understand English when

they did not like English class. The writer used a questionnaire that VARK

questionnaire that Neil Flemming designed. The questionnaire was used to

determine the types of language learning styles preferred by the students. Based

on the questionnaire results, most students chose visual style (46%) as the

language learning style they preferred.

The second previous research is by Faridah (2019). The relationship

between students" learning style and their achievement in listening skills, in her

research found that the obtained χ2 = 0.310 is smaller than the χ2 table with a

significance level of 0.05 = 5.591 (0.310 < 5.591). It means that the null

hypothesis (H0) is accepted, and the alternative hypothesis (Ha) is rejected.

From the research finding, it can be concluded that there was no significant

relationship between students" learning style and their achievement in listening

skills. It means that students" learning style is not a dominant factor that affects

listening achievement. In this case, other factors such as motivation, aptitude,

cognitive ability, and other factors may be more dominant in affecting listening

skill achievement than students" learning style.

Ang, Embi and Yunus, (2017) stated that learners have different abilities in

learning a language; learners learn in a variety of ways and strategies since

individuals learn differently. Based on a review of literature by Jaekel, (2015)

 4

learners consciously take charge of their learning in an organized manner,

reflecting the target language and practicing it effectively for knowledge

retention and application of the knowledge learned. It can be assumed that

learners should be given proper strategy instruction and training to create

awareness of the existence of their strategies. High achiever students are the

students who can achieve the goals and targets they have set before by utilizing

and combining the necessary factors and abilities, according to Montelongo

(2004) It means that high Achievers are students that can understand

themselves, can motivate themselves, and can control and manipulate the

factors that can influence their learning behaviors.

Furthermore, learning style is one of the main factors that help determine

how and how well the students learn a second language or foreign language

which can influence their comprehension both in reading, writing, listening and

speaking (Huang et al., 2018). A student's learning style can be defined as the

mental process they employ when learning something new (Subini, 2013).

Different students have different ways of retaining information and

understanding coursework. Evy ramadina (2015) identifies three distinct types

of student learning styles: visual learning, auditory learning, and kinesthetic

learning (kinesthetic learning). A person with a visual learning style learns best

through focused observation; someone with an auditory learning style learns

best through focused listening; and someone with a kinesthetic learning style

learns best through focused doing, drawing on their memories of past events,
 5

their sense of touch, and their ability to move around. According to Polya,

problem-solving is the process of devising novel approaches to vexing problems

in order to accomplish previously intractable ends (firmansyah, 2017).

The researcher intends to determine the speaking English learning style of

English Department students. The outcomes of this study can be used to

enhance the theory of learning styles, speaking challenges, and the relationship

between students' learning styles and their English-speaking difficulties.

2.1 Research Questions

According to the background of the study above, the researcher design the

research problem as follows:

1. What problems are faced by students when used their learning styles

in speaking skill?

2. How are the students encounter their problems in speaking skills at

Widya Gama Mahakam Samarinda used learning style?

3. What learning styles are beneficial to classroom speaking skills?

3.1 Research Objectives

The objectives of the study are as follows:

1. To find out the problems faced by students when used their learning

styles in speaking skill.

2. To describe the student’s encounter their problem in speaking skill used

learning styles at the English Department of Widya Gama Mahakam

Samarinda.
 6

3. To determine a suitable learning style in speaking skills in class.

4.1 Significance of The Study

The findings of this study advise students as to whether learning style is an

important aspect of the learning process. Additionally, the researcher hopes that

this research can be a reference for further research and can be developed for

other relevant research. Moreover, this study can find out the learning style of

students in speaking ability. In addition, this result can be a reference for

teachers in order to develop more creative learning methods. In the language

learning process, the findings could serve as a motivator to encourage the use

of more innovative and engaging learning approaches in English language

classrooms.

5.1 Scope and Limitation of The Study

This research only investigates the problems in speaking ability of student

when used the learning styles for the EFL students of the English Department,

especially for the speaking class. Meanwhile, the researcher focuses on the

academic year 2023 which is in the 4th semester, because the students of the 4th

semester have taken speaking classes from, they were freshmen until they are

in the 4th semester. In addition, in this study there were only six students who

would become participants to represent each of the learning styles to be studied.

in this study there were only six students who would become participants to

represent each of the learning styles to be studied. where from each learning

style two students will be selected as representatives of each learning style and
 7

to choose the subject the researcher will make observations and adjust to the

learning style indicators in this study.

6.1 Definition of Key Terms

To avoid misunderstandings between the researcher and the reader, the

researcher wishes to define the essential phrase. These are the definitions of the

major terms:

a) Learning Style: refers to the students’ preference to learn in speaking

ability. The definition of learning style can vary depending on the expert

and the specific learning style model they are using. However, generally

speaking, learning style refers to an individual's preferred way of

receiving, processing, and organizing information. This preference can

be influenced by a variety of factors, including personality traits,

cognitive abilities, and past experiences. Some experts propose that

individuals can be categorized into different types of learners based on

their preferred modes of learning, such as visual, auditory, kinesthetic,

or reading/writing. Other models focus on more complex factors that

influence learning, such as motivation, metacognition, and learning

strategies. However, the concept of learning styles is somewhat

controversial in the field of education, with some experts questioning

the validity of the models and suggesting that a more individualized and

flexible approach to instruction may be more effective.

 8

b) Speaking Skill: Speaking skill refers to the ability to convey ideas,

thoughts, and feelings through spoken language in a clear, coherent, and

effective manner. It involves the ability to communicate with others

using appropriate language, tone, and nonverbal cues, and to adapt one's

speech to different audiences and contexts. Speaking is an activity that

interacts with other people, has a special meaning and repetition process

supported by simple structural, clear, and easier understand, and this

study that speaking ability is one of the subject taught to students in the

fourth semester of the English Department.

 CHAPTER II

REVIEWS OF LITERATURE

This chapter discusses some reviews of related literature concerning the topics

of this study.

2.1 Concept of Learning Style

Learning styles are considered to have an essential role in the process of

teaching and learning activities. Every learner in a classroom receives and

processes information differently, making one student distinct fromthe others.

based on Alzain et al., (2018) define learning styles as attitudes, favorites, and

behaviors that students use in the learning process. Learning styles are

'individual, natural, habitual, and preferred ways of absorbing, processing, and

retaining new information and skills'(Vaseghi, 2012).

Relating to the types of learning styles by Reid (1995), about perceptual

learning style preferences among non-native speakers of English,entitled

'The Learning Style Preferences of ESL Students' she proposed sixtypes of

learning styles consisting of visual, auditory, kinesthetic, tactile, group, and

individual. Descriptions of those six learning styles by Reid (1995) describe the

characteristic of students as follow:

1. Visual: students learn better by seeing pictures, watching

movies, or something that shows the visualization which attracts

their eyes.

2. Auditory: students learn better by hearing words or oral

 10

explanations; they are interested in hearing audio tapes or class

discussions.

3. Kinesthetic: students prefer learning by experience that involves

physical activities, such as field trips and role play.

4. Tactile learners are slightly the same as kinesthetic learners,

which involve physical activity, yet they much prefer learning by

"handing on" experience the material. They like to do an

experiment, touch, and workwith the material. Such as do/play a

puzzle.

5. Group: students prefer learning with at least one other student;

they memorize information better while interacting with other

students, suchas working in pairs.

6. Individual: students prefer to work individually, depending on

their self-reflection and their thoughts

In addition, students can use learning styles to learn a language, including

English. It can be described as the set of factors behavior and attitudes

facilities learning for an individual in each situation. Learners can perceive

and process information in a learning situation (Montoya et al., 2020). In this

case, learning style is the dominant factor that influences students' learning. It

is a factor that dominates the success of learning in order tounderstand that

every individual has a unique style of learning, whether visual, auditory, and

kinesthetic; they are different from each other (Alnujaidi, 2018).

 11

Moreover, learning style is one dominant factor because learning style is

influenced by our brain (Estrada et al., 2019). It is the combination of brain

domination of how people manage and deal with information and themodality

of the easiest way people deal with it (Schreuder et al., 2016). The human

brain influences the learning style because it has a significant capacity to save

memories or experiences of learning. Some people have a different brain

capacity to receive and understand things through the brain. Therefore,

learning style is one of the factor influences students in their thinking and

actions in learning language.

Additionally, the human brain has different capacities for accumulating

and managing information. In contrast, some human brains can receive and

manage information quickly, and some brain processes information slowly.

Learning style is happened naturally and goes by relatively unnoticed in many

cases. In psychology, learning styles refer to a learner's preferred general

approach to learning, which includes absorbing, processing, and retaining

new information(Reid, 1995). In the process of second language acquisition,

the term language learning style refers to language learners' and preferred

approach to language acquisition. It is an internally based characteristic, often

not perceived or used consciously, that is the basis for the intake and

understanding of new information (Reid, 1995).

Moreover, regarding learning style, some experts said that there are three

types of common learning styles i.e., visual, auditory, and kinesthetic. Yang
 12

et al., (2016) said that visual learning style refers to a preference for learning

through vision and visual learners rely on sight to take the information.

Additionally, Evans & Sadler-Smith (2006) stated that students learn the best

by seeing, students will find the information when it is explained by the aids

of textbooks, charts, pictures, course outlines, and graphics, and visual

learnerslike to keep they are on the teacher by sitting in front of the class and

watching the teacher closely.

Moreover, Shamsuddin & Kaur (2020) cover that characteristics of visual

learners are tidy and order, talking active, a good plannerand manager, detail

and attentive, good performance in appearance and presentation, good speller,

good at remembering what they see, good at memorizing using visual

association, not easy to be disturbed by noisy, bad in memorizing verbal

instruction, good in reading speed and diligent, goodin learning by reading

than listening to someone, need whole vision and objective, good in taking

notes during in phone cell.

Unlike the visual learning style, the auditory learning style is learning

through hearing lectures or audiotapes Lwande et al. (2021). Additionally,

Lwande et al. (2021) elaborate features of auditory learners are listening to

tapes, watching documentaries, speaking about the subject, sounding out

words, using rhymes, having discussions, explaining notes, using word links,

taping-recording studying, using oral direction, talking, and listening with a

partner, using rhythmic sounds, listening carefully, talking to own selves and
 13

reading aloud.

Students can accurately remember details of information heard in

conversation or lectures. According to Shamsuddin & Kaur (2020), they

pointed that auditory learners talking to own self when working, get easyto be

disturbed by noise, speak in a good rhythm, use to be a fluent speaker, listen

to music rather than art, learning by listening and remembering what they

discussed rather than seeing, speaking, discuss and telling a story entirely,

having a job problem which commits to visualization, spelling loudly rather

than to write, making a joke than to readcomic.

As stated by Fleming (2016), learning style originates from personality

factors, including cognitive structures, psychologists, socio-cultural

background, and educational experience. Generally, human learning Styles

can be divided into four categories:

1. Visual

Visual learners focus on realistic displays such as charts, graphs,

illustrations, handouts, and videos. It is a helpful learning instrument

for visual learners. Visual learners are more motivated to review and

get the data before understanding something. Visual learners will

assimilate the lesson through picture descriptions because they have

high affectability in remembering.

2. Aural / Auditory

Aural (or auditory) learners learn best by hearing information. They

 14

tend to get an awesome agreement out of lectures and are great at

recalling things they said before. They would incline toward listening

to a lecture over reading a textbook or hearing the information

3. Reading or Writing

Reading and writing learners prefer to require the information shown

as words and text. They are understudies who don't mind sitting down

and reading through a course to gain valuable understanding. Learners

who read or write frequently perform well in lectures tend to require

point-by-point notes of everything the teacher says. Their note-taking

plays to their quality because it helps strengthen their learning and

serves as an essential study instrument later on.

4. Kinesthetic

Kinesthetic learners learn best by touching and doing. Hands-on

involvement is imperative for kinesthetic learners. The kinesthetic

learner has unique characteristics, such as talking slowly, uncomforted

with a loud situation. Touching is a symbol to inquire the

consideration, early developed by big muscle, memorizing something

by moving and looking, utilizing body language and incapable in a

long time.

According to Wilson (2012), learning style theories have been cited as an

effective means for helping teachers recognize the incredibly diverse needs

students bring into the classroom. It means the learning style is effective in
 15

helping teachers recognize the incredibly diverse needs students bring into the

classroom. It is untestable that the learning styles concept is one way to help

students learn. Learning style also helps teachers know how to treat their

students since learning styles are made up of someone’s behavior.

Learning styles are "the characteristic cognitive, practical and psychological

behaviors that are relatively stable indicators of how learners precisely interact

with and respond to the learning environment. Based on the explanation above,

the researcher concluded that learning styles are how individuals perceive and

process information in learning situations.

Learning style based on modalities according to Santoso (2021) can be

classified into three kinds, namely visual learning style (more sensitive to the

sense of sight), auditory learning style (more sensitive against the sense of

hearing), and kinesthetic learning style (more sensitive with move, work, and

touch). Every individual possesses all of the learning styles, but one was more

dominant. Every person has a preferred learning style that makes it easier to

absorb the lesson. Every individual who understands their learning tendencies

and is capable of implementing a learning strategy will be successful in

learning.

In addition, learning style is the key to develop a performance at school.

According Brown Douglas (2019) , “learning styles as a major component of

personality refer to the general approaches that students use in acquiring a new

language or in learning any other subject. To reveal these natural tendencies

 16

and styles, it is important to use a model of learning style that identifies each

individual’s strenghts and preferences across the full spectrum of

physiological, sociological, and environmental elements.

2.2 Classification of Learning Styles

Sensory Learning style and Their Relation to Teaching models learning style

are divided into three sub-types: visual, tactile/kinesthetic and auditory Alfina

(2018). In the following section, only those learning styles are explained which

will be covered in the research part.

1. Visual learners are more focused on their ability to look, which means that

concrete things should be able to assist the learner in understanding the

information process. Visual learners require a high level of motivation to see

and obtain information visually before they can understand something. Because

visual learners have a high sensitivity to memorizing, they will absorb the lesson

through picture descriptions color and they have good understanding in art..

Visual learners prefer to think in pictures and obtain information through visual

means such as diagrams and videos. In contrast verbal learners gain more

information through verbal explanations (either spoken or written)

Students with a visual learning style have a strong desire to see and capture

information before understanding it. Students with a visual learning style learn

through pictorial materials, have a strong sense of color, and have a good

understanding of artistic problems. However, it was limited to direct dialogue

because it was too reactive to sound, making it difficult to follow oral advice
 17

and frequently misinterpret words or speech. Furthermore, people who prefer

the visual learning style take excellent and neat notes.

According to Potert (2020), the characteristics of students with visual

learning styles are:

a) neat and orderly

b) talking quickly

c) Priority in dress and presentation

d) Usually not disturbed by the commotion

e) Prefer to read rather than read out

f) Prefer a demonstration rather than a speech

g) Frequently answer questions with short answers (yes or no)

h) Having problems remembering verbal instructions unless written and

often asking people for help to repeat it
i) Remember what is seen rather than what is heard

2. Auditory learners learn through aural channels such as verbal dialogues and

listening to others speak. These students comprehend meaning by concentrating

on vocal pitch, tone, and speed. They may benefit from reading something

aloud, and they may not create utilization of written material. Auditory learners

are capable of reserving information through hearing; they require instruction

to do something and can imagine something better after hearing the information.

According to Abdurrahman (2018) the characteristics of auditory learners are:

uncomforted with noisy situation, move the lips when read and spoke, pleasant
 18

to speak loudly and listen, able to repeat and imitate, prefer to the music than

art, learn what they listened and discussed, feel hard to write and hardly to write

and easily to tell story, and fluent speaker. learns more effectively through the

ear (hearing). Besides, auditory students are comfortable without visual input

and thus enjoy and profit from unembellished lectures, conversations, and oral

directions. They are excited by classroom interactions in role-plays and they

hear and will prefer oral instructions.

They can recreate what they hear by concentrating on previous lessons.

These students should be introduced to new information by hearing it Sunti

(2017). They learn by listening and speaking. These students enjoy talking and

interviewing. They are phonetic readers who enjoy oral reading, choral reading

and listening to recorded books. They learn best by interviewing, debating,

giving oral reports, or participating in oral discussions of the written material.

They occasionally, however, have difficulty with written work.

According to Potert (2020) the characteristics of students with auditory

learning styles are as follows:

a) Talk to yourself while working

b) Easily disturbed by the commotion

c) Move lips and say the words in the book while reading

d) Feeling difficult to write but clever in telling stories

e) Prefer to verbal jokes rather than comics

f) Speak in patterned rhythm

 19

g) Learn by listening and remembering what is being discussed rather than

being seen

h) Nice to talk, discuss and explain things at length

i) Can mimic color, rhythm, tone of voice, and others

3. A kinesthetic learner is someone who learns through movement, work, and

touch. This type of learner learns in an unusual way because they are constantly

moving, sensing activity, and touching. Kinesthetic or tactile learners: they like

movement and work with touchable objects. They enjoy regular breaks and

move around the room Syaom Barliana, (2019). This learning style necessitates

that individuals touch something that contains specific information in order to

remember it. This learning model has several characteristics that not everyone

can do. In order to remember, character focuses on the hand as the primary

receiving device. Someone with this learning style can absorb information

simply by holding it without having to read the explanation.

learns more effectively through concrete complete body experience (whole-

body movement). Kinesthetic and tactile students like lots of movement and

enjoy working with tangible objects, collages, and flashcards. Sitting at a desk

for long is not for them; they prefer to have frequent breaks and move around

the room. Kinesthetic learners also learn by manipulating objects. The

characteristics of students with visual learning styles is remember what is seen

rather than what is heard

 20

According to Potert (2020), the characteristics of students with kinesthetic

learning styles are as follows:

a. Talk slowly

b. Respond to physical attention

c. Touch people to get their attention

d. Stand close when talking to people

e. Always physically oriented and moving a lot

f. Memorize by walking and seeing

g. Using finger as a instruction when reading

h. Many use body language

i. hard to remember a map unless he is ever been in that place

j. Possibly bad writing

k. Cannot sit still for long

2.3 Definition of Speaking Skill

Speaking is one of the language skill aspects in learning language.

Speaking as a process of communication, the process of changing thought

or feeling becomes utterance or fully meaning utterance. Speaking is an

activity which is interact with other people, has the special meaning and

repetition process supported by simple structural, clear and easier to

understand. Speaking is one of a form of human behavior in utilizing

physical factor, neurologist, semantics and linguistic extensively.

 21

Definition of speaking based on Suharyati and Suryanto (2003) that the

esence of speaking is a moving process from one source to another. It means

that speaking as result of getting information through people’s mind then they

will perceive in words and keep in their mind and at the end of the processing

is produced the words in orally, called speaking. According to Keraf and Slamet

( 2009) they devided the speaking into 3 categories are; persuative; supporting,

convincing and action. Need listener’s reaction in getting inspiration or evoke

emotion to get the opinion conformity, intellectual, and even acts of listeners.

instructive; inform to gain the reaction from our listener correctly, and

recreative; pleasant, require the interaction from our listener such as interest and

happy.

According to Grice in cruse (2000) told there were 4 manners in speaking;

(Grice’s conversational maxims) to make an utterance become clear and

understanding easily; 1) the maxim of quality (do not make unsupported

statement); 2) the maxim of quantity ( don’t make more informative than is

required); 3) the maxim of relation (relevant with topic); 4) the maxim of

manner ( there are 4 components; avoid obscurity, avoid ambiguity, avoid

unnecessary prolixity and be orderly).

There are 5 concepts in speaking skill based on Brown, are; (1) speaking

skill as the most important in communication, (2) speaking skill is a creative

process, (3) speaking skill is a learning outcome, (4) speaking skill as a media

to make a wide knowledge, (5) language skill can be develop by any kind of
 22

ways. The conclusion about speaking skill is a skill or knowledge in pronounce

the word into sound that has a special meaning, expression, declire thought,

ideas, and feeling to other people and the basic objective of the language

teaching is the production of the speaker’s competence to communicate in the

target language, so if the speaker or the learner still unable to speak means the

process of learning speaking needed to specific evaluation, such as; classroom

situation, learners’ focus, teacher’s method and strategy or internal and external

from the learner and teacher.

Thornbury (2005) stated that speaking as a skill and needs to be developed

and practiced independently of the grammar curriculum. It means that speaking

is an oral communication as a sociocultural activity in the classroom. Speaking

skill is the ability to perform the linguistics knowledge in actual

communication. Therefore, we can infer that speaking is the ability to use words

or a language to express information in an ordinary voice. According to

Richards (2008) speaking is also an appropriate way to make others understand

with what we mean and say. Barrass (2006, p.3) said that it is also a tool for

someone about how he or she expresses mind, emotion, and influences or

persuades the other people to do or to take a certain action.

Dealing with some theoretical definitions above, it can be concludedthat

speaking is one of the productive skills, which is the ability in using language

orally through sound to present information, produce ideas, express meaning

for interacting with another member of community which involves many

 23

components; including pronunciation, listening, and grammar skills both in

verbal and non-verbal.

From those definitions, the researcher infers speaking as activities by which

human beings try to express thought, feeling, opinion, and to exchange

information by using utterances in the form of communication. Therefore, as a

tool of communication, it is necessary for people to have a good speaking skill.

Speaking ability are a type of communication ability that a person possesses

in terms of expressing ideas and thoughts to an interlocutor. According to Angga

(2014) defines communication happens when the listener can give the response

to the speaker after the listener understands the message give.

The goal of the communication process is to convey an idea to the other

person in order to receive a response to the information submitted. Speaking

Learning is the process of teaching students to speak in good and true language,

which is a complex ability involving factors such as readiness to learn, readiness

to think, motivation, and guidance. Speaking activity has its own set of benefits

in the classroom. It communicates a message or meaning in the form of an idea

to a transactional in oral. Furthermore, speaking a sentence that students must

do in a conversation, particularly in pronunciation of vocabulary and grammar

that it is owns by students as well should also be further improves.

Some of the factors that cause problems in speaking to students, first are

poor reading habits, unequal participation and practice of English both inside

and outside the classroom, and confusion in the application of grammar rules
 24

Jooh (2019). Student interaction plays an important role in the classroom

because students are able to improve their speaking skills in a classroom setting.

This analysis also confirms the important concern for the use of student

interaction instruction in the development of speaking skills Goble (2021).

In addition, types of Speaking by Brown, H. (2016) further states that there

are some basic types of speaking in the following :

a) Imitative

one of a time of types of speaking performance is that the ability to simply

parrot back (imitate) a word or phrase or doable a sentence. Whereas this purely

phonietic level of oral production, variety of prosodic, lexical, and grammatical

properties of language could also be anclosed in the criterion performance.

b) Intensive

The production of short stretches of oral language disegned to demonstrate

competency in a very slender band of grammatical, phrasal, lexical, or

descriptive linguistics relationships.

c) Responsive

Responsive include interaction and take a look at comprehension however

at the somewhat restricted level of very shorts conversation, normal greetings

and little talk, simple request and comments. Will be a kind of short replies to

teacher or students initiated questions or comments, giving instructions and

directions. Those replies are sometimes sufficient and meaningful.

 25

d) Interactive

The difference between responsive and interactive speaking is within the

length and complexity of the interaction, that typically includes multiple

participants, interaction can take the two varieties of transactional language,

which has the aim of the exchanging specific information or social relationship.

e) Extensive (monologue)

Extensive oral production tasks include speeches, oral representations, and

story telling, throughout which the chance for oral interaction from listener is

either extremely restricted (perhaps to nonverbal responses) or ruled out

together.

Based on the explanation the writer conclude that, The speaking type in this

research is intensive speaking because the coming up with assessment. At the

intensive level, check takers are prompted to provide short stretches of

discourse (no more than a sentence) through which they demonstrate linguistic

ability at a specified level of language.

2.4 Review of Previous Studies

The research on learning style has been done by some researchers around

the world. In other word, this is not the first study which focuses on learning

style.

The similar research has ever been done by Nafis (2017) in this study the

writer wants to find out why the students able to understand English when they

did not like English class. The writer used a questionnaire that VARK
 26

questionnaire which was designed by Neil Flemming. The questionnaire was

used to find out the types of language learning styles preferred by the students.

Based on the results from questionnaire, most of students chosen visual style

(46%) as their own language learning styles that they preferred. Gender also

created the diversities of language learning style between male and female

students. For male students, visual learners are dominant as 62%. On the other

hand, 37% of female students preferred that auditory types as their own

language learning style. In the end, the writer found that language learning style

cannot to be a standard measurement on students’ achievement in English class.

Because every student have different intelligence that the teacher should aware

in the first meeting, then the teacher should prepare an appropriate teaching

method to accumulate all types of students’ language learning styles.

Another research came from Faridah, (2019) This research aimed to

describe about the relationship between students’ learning style and their

achievement in listening skill. The method which was used in this research was

survey method through correlational research. The students’ learning style score

was taken from the questionnaire whereas the student’ achievement in listening

was taken from documentation. In analyzing the data and testing the hypothesis,

the writer used Coefficient Contingency (C) which has close relationship with

Chi-square (χ2 ) formula. Moreover, From the research finding, it can be

concluded that there was no significant relationship between students’ learning

style and their achievement in listening skill. It means that students’ learning
 27

style is not a dominant factor that affects listening achievement. In this case,

other factors such as motivation, aptitude, cognitive ability, and any other

factors are maybe more dominant in affecting listening skill achievement than

students’ learning style.

The third research came from Yufrizal et al. (2017). This research aims to

find out whether there is any significant interaction between motivation and

learning style on students’ English achievement in Bandar Lampung. This

research is a non-experimental study with variant analysis study. The research

involves 430 students of Science Department, Faculty of Teaching and

Education, University of Lampung, Indonesia. Data were taken by giving a set

of test in which validity and reliability are tested. The results of the analysis

show that there is no significant interaction between motivation and learning

styles on students’ English Achievement. This means that the combination of

motivation and learning styles cannot distinguish between high achiever

students and the lower ones. Learning styles have significant influence on

students’ English achievement.

Then fourth research was conducted by Hirt et al., (2021) with entitled

“What makes high achievers different from low achievers? Self-regulated

learners in the context of a high-stakes academic long-term task”, and this study

explores how high and low achievers differ in self-regulated learning (SRL) in

the context of a high-stakes academic long-term task outside of class (writing a

Matura paper).which is the result showed High achievers, irrespective of their

 28

prior achievement, showed lower work avoidance, boredom, and hopelessness,

and higher strategy use and self-reported quality of strategy use. Whereas low

achievers on the paper with higher prior achievement especially showed less

joy, higher fear, and lower scores on emotional regulation competencies than

the high achievers, low achievers on the paper with lower prior achievement

notably displayed a lower level of intrinsic motivation than the high achievers.

The results highlight learners' different needs depending on their prior

achievement and underline the importance of personalized learning support.

And for the fifth previous study was conducted by Affandi et al. (2021),

moreover, the aim of this research is to describe source of wellbeing for high

achiever students. The research was conducted through survey using

questionnaire adapted from Huebner’s Multidimensional Student’s Life

Satisfaction Scale (MSLSS). The questionnaire filled by 428 students in grade

IV-VI in Mataram, West Nusa Tenggara, which are at top ten rank of their class.

Data then analyzed by performing exploratory factor analysis. This research

found that there are two factors as source of wellbeing for high achiever

students, that are physical and psychological safety and the availability of

support for student personal growth. Furthermore, Physical and psychological

safety refers to school environment that protects students from psychological

and physical threats. Whereas the availability of support for personal growth

refers to how schools provide environment in order to facilitate students’

cognitive and social development.

29
 CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

The qualitative approach is an effective model that occurs in a natural setting

that enables the researcher to reach the actual experiences (Wisdom &

Creswell, 2013). Based on the Creswell (2013), qualitative research can be

defined as a research approach that focuses on understanding the meaning and

experiences of individuals or groups in their natural settings. It involves

collecting and analyzing data through methods such as observation,

interviews, and focus groups, and often uses an interpretive or constructivist

approach to analyze the data.

Qualitative research is often used to explore complex phenomena, such as

social processes, human behavior, and cultural practices. It can also be used to

generate hypotheses and theories that can be further tested through

quantitative research. In recent years, there has been an increasing emphasis

on the importance of reflexivity in qualitative research, which involves

reflecting on the researcher's role and positionality in the research process.

Overall, qualitative research is a flexible and adaptable approach that can be

used in various fields, such as psychology, sociology, anthropology, and

education, to gain a deeper understanding of human experiences and

phenomena (Patnail, 2013). Moreover, qualitative research means for

 31

exploring and understanding the meaning individuals or groups describe to a

social or human problem (Wisdom & Creswell, 2013).

However, quantitative research can be defined as a research approach that

involves collecting and analyzing numerical data to test hypotheses and

answer research questions. It typically involves using structured instruments,

such as surveys, experiments, or tests, to collect data from a large sample of

participants. The data is then analyzed using statistical methods to identify

patterns, relationships, and differences among variables.

Quantitative research is often used to study objective phenomena that can

be measured and quantified, such as physical or biological processes, attitudes,

behaviors, or opinions. It can also be used to generalize findings to a larger

population, provided that the sample is representative and the data is analyzed

appropriately (Apuke, 2017).

Overall, quantitative research provides a systematic and rigorous approach

to gathering and analyzing data, which can help researchers make more

objective and evidence-based conclusions. It is commonly used in fields such

as psychology, economics, public health, and education, among others.

Theory in mix method research is the transformative approach, which

emphasizes the potential for mix method research to promote social change

and empower marginalized groups. This approach emphasizes the importance

of engaging participants in the research process and using research findings to

promote social justice (Martens, 2012).

 32

In summary, mix method research is a research approach that combines

qualitative and quantitative methods to gain a more comprehensive

understanding of a research topic. The pragmatism and transformative

approaches are two prominent theories that have been proposed to guide its

implementation. While there may not be a single definitive theory that governs

mix method research, its popularity and importance in contemporary research

are clear.

In addition, according to Creswell (2013), the main differences between

qualitative, quantitative, and mixed method research lie in their underlying

epistemologies and methodologies. Qualitative research is grounded in

constructivist or interpretive theories and focuses on understanding subjective

experiences, while quantitative research is grounded in postpositivist or

objective theories and focuses on empirical observation and experimentation.

Mixed method research integrates both approaches using a pragmatic or

practical theory that emphasizes the importance of using the most appropriate

methods for answering research questions. Therefore, the researcher will use

qualitative approach because interpretive theories and focuses on

understanding subjective experiences and the data in this study will be display

as the narrative text.

 33

Qualitative research designs are broadly categorized into four main types

based on their focus, approach, and data collection methods (Renjith, 2021).

These types are:

1. Ethnographic research: This design involves studying the culture and social

behavior of a particular group of people in their natural setting. The

researcher spends an extended period of time with the participants,

observing and recording their behaviors, attitudes, and values. This design

typically involves a combination of interviews, participant observation, and

document analysis.

2. Phenomenological research: This design involves studying how people

experience a particular phenomenon. The researcher collects data from

participants through interviews or focus groups, asking open-ended

questions about their experiences. The data is analyzed thematically to

identify common patterns and themes.

3. Grounded theory research: This design involves developing a theory from

the data collected during the research process. The researcher collects data

through interviews, observations, or document analysis, and systematically

analyzes the data to identify concepts, categories, and relationships. The

researcher then develops a theory based on the data analysis.

4. Case study research: This design involves studying a particular case or a

small number of cases in depth, to gain an in-depth understanding of a

complex phenomenon. The researcher collects data through a variety of

 34

methods, such as interviews, observations, and document analysis. The data

is analyzed holistically, to identify patterns and themes that emerge across

the case or cases studied. From the data the researcher choose case study as

the research design because allows for an in-depth exploration of the

learning styles of a particular individual, group, or context. Researchers can

gather rich data on the learning strategies, preferences, and challenges of

participants, which can provide valuable insights into how learning styles

can affect academic performance and learning outcomes.

Based on Hollweck (2016) stated that a case study is a study of a

phenomenon in its real world context. Based on the theory, it means that the

case study design is a natural method that happened in the field based on the

fact. A case study focuses on a single unit to produce an in-depth description

that is rich and holistic. The single unit here could be an individual, group,

class, or community. A case study answers descriptive questions or it attempts

to explain why something happens by looking at its process and the explaining

will be narrative for this study.

3.2 Research Setting

The research will be conducted in the English Language Education Program

of Widya Gama Mahakam Samarinda. It is located in Wahid Hasyim 1 street,

North Samarinda District, East Borneo. Moreover, this study will be researh

in fourth semester. The reason researcher choose this university because is that

most of its students come from different social family background that create
 35

diversities of students’ learning habit which may affect their learning style.

And this university has a differentiation in teaching learning, especially the

students in English Department.

3.3 Research Subject

When conducting a qualitative study to examine the learning styles of

students based on theory, it is important to carefully select and engage

participants in a way that promotes honest and open communication. Here are

some techniques that can be used to effectively take participants in qualitative

research (Kolb, 2008):

Sampling: The first step is to carefully select the participants for the study.

In qualitative research, it is important to select participants who have

experienced or are knowledgeable about the phenomenon being studied.

Therefore, sampling strategies such as purposive sampling or snowball

sampling may be used to identify participants who fit the study's criteria.

Informed consent: Once potential participants are identified, they should be

informed about the study's purpose, potential risks and benefits, and the

confidentiality measures in place. They should also be given the opportunity

to ask questions and to provide informed consent before participating in the

study.

Establish rapport: Building a positive relationship with participants is

essential in qualitative research. Therefore, it is important to establish rapport

 36

with participants through friendly conversation and by expressing interest in

their experiences and perspectives.

Use open-ended questions: In order to obtain rich data, researchers should

use open-ended questions that encourage participants to elaborate on their

experiences and opinions. This type of questioning allows participants to

express themselves freely without feeling constrained by predefined response

options.

Active listening: To effectively capture participants' experiences and

perspectives, it is important to actively listen to their responses. This involves

paying attention to their verbal and non-verbal cues and asking follow-up

questions to clarify or deepen their responses.

Reflexivity: The researcher's own biases and assumptions can influence data

collection and analysis. Therefore, it is important for researchers to reflect on

their own experiences, beliefs, and values throughout the research process to

minimize the impact of their own biases on the study. To find a deeper

understanding students’ learning styles of speaking skill at English

Department, the researcher focused on the fourth semesters and the students

who have the learning styles. For the technique sampling sampling technique,

the researcher will use the Purposive sampling to select the participants of the

research. Purposive sampling is appropriate when the research question

requires the selection of participants who have experienced or are

knowledgeable about the phenomenon being studied. In the case of learning

 37

styles, purposive sampling may be used to select participants who have

specific types of learning preferences or experiences (Kolb, 2008).

By using purposive sampling, the researcher selects the participant of the

research because they can give important information about the research. The

type of sampling in this research is extreme case sampling because the

researcher wants to explore students’ learning styles in English learning

process. As the objective of extreme case sampling, the researcher selects the

participants of the research because they are kind of typical, special, or

unusual (Ary, Jacobs, and Sorensen: 2010).

The students will be choose by who have a good score in Speaking

test by the teacher and for the indicators learning style the researcher The

researcher described three types of learning style on students, such as

visual, auditory, and kinesthetic. The indicator of the types of learning

styles can be seen in the table 3.1 bellow.

Table 3.1 The indicators of learning styles

Learning style Characteristics

Visual Respond to using visual media, such as picture,
diagram,etc.
Easy to learn with reading the
materials/likes to read.Write down the
materials and asking hand-outs.
Prefer write a story and drawing then
listening.Memorizing by seeing pictures.
Easy to learn material with
pictures.Has good
handwriting.
Good speller.
Auditory Participate in discussion or debate in a class.
 38

Prefer talking and presenting than

writing.Talk loudly.
Create a song to help their
learning.Like telling story.
Easy to learn material
repeatedly.Whispers to
self while reading.
Easy to learn if there is a verbal instructions.
Kinesthetic Move to learn new matters (with games, walk, etc.)
Poor speller.
Learn material with practice
it. Reading with appoint to
text. Appoint something
when describe it.Use hands
while talking
Like to touch people when
talking to themTaps pencil or foot
while studying
3.4 Research Instrument

In order to collect the data from the research, there are at least three

instruments required for this research. For the qualitative research the main

instrument is the researcher self. But to supporting this study the researcher uses

some tools:

a. Observation Sheet

According to Phoeun & Sengsri (2021), observation is a technical

term with its specific meaning. Observation refers to making the use of

the visual senses of recording and understanding the sense of

information. The observation is also one of the techniques in gathering

the data. It means that by conducting observations, the researcher knew

 39

how the learners learned and apply their learning styles in learning

English, especially in speaking.

b. Interview Guidelines

In this case, the researcher interviews the research subject (Bloch et

al., 2011). The interview applies semi structured interview. Furthermore,

the researcher will use a semi-structured interview, and she prepared the

list of questions or interview guide that she asked the subjects.

Therefore, when the researcher conduct the interview with the subjects,

she is ready with the guide, so that the interview is right on target and

the topic is not broad. As stated by Ary et al. (2018), interviews are

utilized to gather data on subjects, opinions, beliefs, and feeling about

the situation in their own words. Interviews will support this study by

providing information that the research do not gain through observation

and also to verify the observation results.

3.5 Data Collection Techniques

The researcher will ask permission for the university to do research on the

fourth semester and fo the Interview is the process of getting explanation by

asking some questions face to face between researcher and respondent using

interview guide. In the interview, the researcher will use semi- structural

interview. Before the interview the researcher do observation to gain the

information of the subjects that will be subjects in this study related the

learning style.
 40

3.6 . Data Analysis Techniques

Data analysis of this qualitative research is conduct after the processof

data collection completed. According to Newby (2010) in Vongxay (2013), in

aqualitative research, data analysis followed a complex process which arises

from the range and variety of the data and epistemology position adopted by

the researcher. Cohen, et.al (2011) also confirms that qualitative data analysis

involves organizing, accounting for and explaining the data, in short, making

sense of data in terms of the participants’ definitions of the situation, noting

patterns, themes, categories and regularities. Furthermore, highlighting

participannts interview, note words or phrases from the transcript to get the

data. Labeling them into categories to make classification of the data (Creswell

2013). The codes which were used in coding session prepared for the analysis

with the existing theory in the literature review (Saldana, 2009). Moreover,

Merriam (1998) contents that data collection and data analysis must be a

simultaneous process in a qualitative research and they are recursive and

dynamic.

3.7 Triangulation

To validate the data, this study will used triangulation method. As stated by

Honorene (2017), there were multiple ways to ratify for the accuracy of the

findings:
 41

A. Methods Triangulation

As stated by Honorene (2017), the method will be used to check the

reliability of the findings after collecting data from different data collection

methods. It will provide various data findings and great insight into the

findings.

B. Triangulation of Sources

As stated by Honorene (2017), triangulation of sources was the same

method to examine the reliability of different data sources. In examining the

consistency of different data sources from within the same method. In short,

the study can use sources that have a different time of study. Moreover, this

method can compare the data with different results from interview,

observation, and questionnaire.

C. Analyst Triangulation

To review findings using multiple analysts or using multiple

observers or analysts. In other words, As stated by Honorene (2017),

multiple analysts to review findings to understand the data in multiple ways.

In addition, it can provide a check on selective perception and brighten the

blind spot in interpreting the analysis.

D. Theory / Perspective Triangulation

As stated by Honorene (2017), the data are interpret and examine using

multiple theoretical perspectives. Hence, the associate data findings with the

expert's theory.
 42

REFERENCES

Affandi, L. H., Husniati, H., & Saputra, H. H. (2021). Exploring the source of well-
being for high achiever students. Premiere Educandum : Jurnal Pendidikan
Dasar Dan Pembelajaran, 11(1). https://doi.org/10.25273/pe.v11i1.8767
Alnujaidi, S. (2018). The Relationship Between EFL Students’ Perceptual Learning
Styles and Their Language Learning Strategies in Saudi Arabia. International
Journal of English Linguistics, 9(1). https://doi.org/10.5539/ijel.v9n1p69
Alfina. (2018). Visual Audiotory Kinesthetic Effect Learing Style. PT. Rineka
Cipta.
Alzain, A. M., Clark, S., Jwaid, A., & Ireson, G. (2018). Adaptive education based
on learning styles: Are learning style instruments precise enough?
International Journal of Emerging Technologies in Learning, 13(9).
https://doi.org/10.3991/ijet.v13i09.8554
Ang, S., Embi, M. A., & Yunus, M. M. (2017). Strategies of Successful English
Language Learners among Private School Students. Jurnal Pendidikan
Humaniora, 5(2). https://doi.org/10.17977/um030v5i22017p047
O. D. Apuke, “Quantitative research methods: a synopsisapproach,” Kuwait
Chapter of Arabian Journal of Business andManagement Review, vol. 6, no.
11, pp. 40–47, 2017
Ary, D., Jacobs, L. C., Irvine, S. C. K., & Walker, D. (2018). Introduction to
Research in Education. Cengage Learning.
Bloch, A., Phellas, C., & Seale, C. (2011). Structured Methods: Interviews,
Questionnaires and Observation. Sage Publications Ltd.
Brown Douglas. (2019). Teaching by Principles An Interctive Aproach Language
Pedagogy. Educational Company
Carter, N., Bryant-Lukosius, D., Dicenso, A., Blythe, J., & Neville, A. J. (2014).
The use of triangulation in qualitative research. In Oncology Nursing Forum
(Vol. 41, Issue 5). https://doi.org/10.1188/14.ONF.545-547
Estrada, M., Moliner, M. Á., & Monferrer, D. (2019). The Relation between
Learning Styles according to the Whole Brain Model and Emotional
Intelligence: A study of university students. Estudios Sobre Educacion, 36.
https://doi.org/10.15581/004.36.85-111
 43

Evans, C., & Sadler-Smith, E. (2006). Learning styles in education and training:
Problems, politicisation and potential. Education + Training, 48(2–3).
https://doi.org/10.1108/00400910610651728
Faridah, D. N. (2019). THE RELATIONSHIP BETWEEN STUDENTS’ LEARNING
STYLE AND THEIR ACHIEVEMENT IN LISTENING SKILL. Syarif
Hidayatullah State Islamic University Jakarta.
Fleming, N. D. (2016). VARK a guide to learning styles. Research & statistics. A
Guide To Learning Styles.
Hirt, C. N., Karlen, Y., Merki, K. M., & Suter, F. (2021). What makes high achievers
different from low achievers? Self-regulated learners in the context of a high-
stakes academic long-term task. Learning and Individual Differences, 92.
https://doi.org/10.1016/j.lindif.2021.102085
Hollweck, T. (2016). Robert K. Yin. (2014). Case Study Research Design and
Methods (5th ed.). Thousand Oaks, CA: Sage. 282 pages. The Canadian
Journal of Program Evaluation. https://doi.org/10.3138/cjpe.30.1.108
Huang, F., Hoi, C. K. W., & Teo, T. (2018). The Influence of Learning Style on
English Learning Achievement Among Undergraduates in Mainland China.
Journal of Psycholinguistic Research, 47(5). https://doi.org/10.1007/s10936-
018-9578-3
Jaekel, N. (2015). Use and impact of language learning strategies on language
proficiency: Investigating the impact of individual difference variables and
participation in CLIL streams. Zeitschrift Fur Erziehungswissenschaft, 21(1).
Kannapiran, S., Kob, C. G. C., Rus, R. C., & Sulaiman, N. L. (2018). Perception of
Mechanical Engineering Students According to a Subject on Felder Silverman
Learning Styles. International Journal of Academic Research in Progressive
Education and Development, 7(4). https://doi.org/10.6007/ijarped/v7-i4/4577
Kingore, B. (2003). High achiever, gifted learner, creative thinker. Understanding
Our Gifted, 15.
Kolb, B. (2008). Choosing participants for qualitative research. SAGE Publications
Ltd, https://dx.doi.org/10.4135/9780857028013
Leung, A. K. Y., & Cohen, D. (2011). Within- and Between-Culture Variation:
Individual Differences and the Cultural Logics of Honor, Face, and Dignity
Cultures. Journal of Personality and Social Psychology, 100(3).
https://doi.org/10.1037/a0022151
Lwande, C., Muchemi, L., & Oboko, R. (2021). Identifying learning styles and
cognitive traits in a learning management system. Heliyon, 7(8), e07701.
 44

https://doi.org/10.1016/J.HELIYON.2021.E07701
Mioduser, D., & Betzer, N. (2008). The contribution of project-based-learning to
high-achievers’ acquisition of technological knowledge and skills.
International Journal of Technology and Design Education, 18(1).
https://doi.org/10.1007/s10798-006-9010-4
Montelongo, R. (2004). Motivation and Learning Strategies for College Success: A
Self-Management Approach. Journal of College Student Development, 45(6).
https://doi.org/10.1353/csd.2004.0072
Montoya, A., Simonton, K., & Gaudreault, K. L. (2020). Enhance Student
Motivation and Social Skills: Adopting the Sport Education and Cooperative
Learning Models. Journal of Physical Education, Recreation and Dance,
91(8). https://doi.org/10.1080/07303084.2020.1798307
Nafis, H. (2017). STUDENTS’ PREFERENCE OF LANGUAGE LEARNING
STYLE IN ENGLISH CLASSROOM. Educational Psychology Journal, 2(2).
Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite
interviews. Qualitative Research, 20(2).
https://doi.org/10.1177/1468794119830077
Phoeun, M., & Sengsri, S. (2021). The effect of a flipped classroom with
communicative language teaching approach on undergraduate students’
English speaking ability. International Journal of Instruction, 14(3).
https://doi.org/10.29333/iji.2021.14360a
Patnaik, E. (2013). Reflexivity: Situating the researcher in qualitative research.
Humanities and Social Science Studies, 2, 98–106.
Potert, D. (2020). Clatification Of Learning Style. JJurnal Education, 6, 6.
Putri. (2018). Students’ Leaning Style in Learning English. Journal Education, 4(2).
Richard, J. C. (2019). Methodologi in Language Teaching. Cambridge
University Press. Santoso. (2021). The Effec Of Visual Audiotory
Kinaesthetic. Journal Education, 5(2),123–127
Reid, J. M. (1995). Learning styles in the ESL / EFL classroom. Preface.
Renjith V, Yesodharan R, Noronha JA, Ladd E, George A. Qualitative Methods in
Health Care Research. Int J Prev Med. (2021) doi:
10.4103/ijpvm.IJPVM_321_19. PMID: 34084317; PMCID: PMC8106287.
Salikin, H., Saidna Zulfiqar Bin-Tahir, & Emelia, C. (2017). The Higher Achiever
Students’ Strategies in English Learning. Modern Journal of Language
Teaching Methods (MJLTM), ISSN(7(11)).
 45

Samperio, N. (2019). Learning strategies used by high and low achievers in the first
level of english. Profile: Issues in Teachers’ Professional Development, 21(1).
https://doi.org/10.15446/profile.v21n1.68246
Sunti, S. B. (2017). English Learning Style Sensory Prefences. Cv. Sinar Madu.
Sarwar, M., Bashir, M., Khan, M. N., & Khan, M. S. (2009). Study-orientation of
high and low academic achievers at secondary level in Pakistan. Educational
Research and Reviews, 4(4).
Schreuder, E., van Erp, J., Toet, A., & Kallen, V. L. (2016). Emotional Responses
to Multisensory Environmental Stimuli: A Conceptual Framework and
Literature Review. SAGE Open, 6(1).
https://doi.org/10.1177/2158244016630591
Schunk, D. H. (2012). Learning theories: An educational perspective. In Reading
(Vol. 5).
Syaom Barliana, M. (2019). Kinesthetic Learning Style. PT. Rineka Cipta.
Shamsuddin, N., & Kaur, J. (2020). Students’ learning style and its effect on
blended learning, does it matter? International Journal of Evaluation and
Research in Education, 9(1). https://doi.org/10.11591/ijere.v9i1.20422
Shaughnessy, M. F. (2020). An Interview with Ajay Singh: The Ages and Stages
Questionnaire (ASQ). Education, Society and Human Studies, 1(1).
https://doi.org/10.22158/eshs.v1n1p6
Saldana, J. (2009). The Coding Manual for Qualitative Researchers. SAGE
Publications, Ltd.
Thurmond, V. A. (2001). The point of triangulation. Journal of Nursing
Scholarship, 33(3). https://doi.org/10.1111/j.1547-5069.2001.00253.x
Vaseghi, R. (2012). Language learning style preferences: A theoretical and
empirical study. Advances in Asian Social Science (AASS), 2(2).
Wilson, M. L. (2012). Students’ Learning Style Preferences and Teachers’
Instructional Strategies: Correlations Between Matched Styles and Academic
Achievement. SRATE Journal, 22(1).
Wisdom, J., & Creswell, J. W. (2013). Integrating Quantitative and Qualitative Data
Collection and Analysis While Studying Patient-Centered Medical Home
Models. Agency for Healthcare Reseach and Quality. https://doi.org/No. 13-
0028-EF.
Yang, X., Shi, F., Liu, X., & Zhao, Y. (2016). Learning styles and perceptual patterns
for English /i/ and /I/ among Chinese college students. Applied
 46

Psycholinguistics, 37(3). https://doi.org/10.1017/S014271641500020X

Yufrizal, H., Sudirman, ., & Hasan, B. (2017). THE EFFECT OF LEARNING
STYLES AND MOTIVATION ON INDONESIAN STUDENTS�
ENGLISH ACHIEVEMENT. Indonesian EFL Journal, 1(2).
https://doi.org/10.25134/ieflj.v1i2.630
Zakaria, N., Hashim, H., & Yunus, M. M. (2019). A Review of Affective Strategy
and Social Strategy in Developing Students’ Speaking Skills. Creative
Education, 10(12). https://doi.org/10.4236/ce.2019.1012232
 APPENDIX I

Choose the answer which best explain your preferences and circle the letters(s) it.
Please circle more than one if a single answer does not match your perception .
leave blank any question that does not

(Test of learning styles developing by Flemming (2016), Visual, Auditory,

Kinesthetic, Reading / Writing,)

1. If you will face examination, you are easy to memorize if:

A. Memorize the exam material while saying it out loud. (A)
B. Walking back and forth while memorizing.(K)
C. Flick through the book while reading the exam material. (R/W)
D. Create a diagram to remember the material. (V)

2. Which happens most often at school:

A. When the teacher explains, your hands can not be silent, play ballpoint. (K)
B. You just listen when the teacher explains. (A)
C. You notice the teacher's face when she/he is speaking or explaining.(V)
D. You write while the teacher explains. (R/W)

3. When assembling an item, you prefer:

A. Following the illustration of how to arrange them. (V)
B. Listening to people reading the instructions for you (A)
C. Immediately do it without following the instructions. (K)
D. Read in detail how to arrange them. (R/W)

4. In your spare time, you usually:

A. Listening to the radio, chatting. ( A)
B. Walking, sports, hiking. (K)
C. Watching television. (V)
D. Reading, fill out the TTS (R/W)
5. If you are angry, it is usually most visible from:
A. Facial expressions. (V)
B. Intonation of sound.(A)
C. Body move. (K)
D. Choose silence and read a book. (R/W)

6. Usually when you have no activity:

A. Restless, can not sit still. (K)
B. Talk to yourself. (A)
C. Daydreaming, staring into the sky. (V)
D. Reading a story book.(R/W)

7. Choose the activities you feel comfortable doing:

A. Writing. (R/W)
B. Exercising. (K)
C. Drawing. (V)
D. Debate. (A)

8. You want to learn a new program, skill or game on the computer. You will:
A. Follow the diagram in the accompanying book. (V)
B. Talk to people who know about the program. (A)
C. Read the written instructions that accompany this program. (R/W)
D. Use a control or a keyboard. (K)

9. You have completed a competition or exam and want some feedback.

A. Use a graph that shows what you've accomplished. (V)
B. From someone who talks about it with you. (A)
C. Use a written description of your results. (R/W)
D. Using an example of what you have done. (K)
 10. You choose a teacher who likes to use:
A. Field trips, laboratories. \, Practicum activities. (K)
B. Reading books. (R/W)
C. Flowcharts, lists / tables, and maps. (V)
D. Class discussion.( A)

11. You are not sure whether a word is "dependent" or "dependant":

A. View or memorize and choose according to their appearance. (V)
B. Think how each word sounds and choose one. (A)
C. Find it online or in the dictionary. (K)
D. Write both words on paper and choose one. (R / W)

12. You should explain your ideas to your friends in front of the class. You will:
A. Write what you will say then study it and read it over and over again.(R/W)
B. Take examples and stories to make your idea more real and practical. (A)
C. Write some keywords and practice them repeatedly. (K)
D. Create diagrams or graphs to help you explain your ideas. (V)

13. After reading a drama, you are given a task, you choose:
A. Draw one of the surprises that happened in the drama. (V)
B. Practice a round in the drama. (K)
C. Write about the drama. (R/W)
D. Read a speech in the drama. (A)

14. To simplify and accelerate you to understand something

(lessons or otherthings)
A. Change the lesson you recorded into the form of easily visible posters. (V)
B. Summarize the lesson to be spoken aloud, or even record it on a cassette.
(A).
C. Try learning in groups. (K)
D. Read the lesson and rewrite what you have learned. (R / W).
15. While reading a book, what you often do is:
A. Tracing each word with your index finger. (K)
B. Read it calmly, quickly and diligently. (R / W)
C. Reading as you move your lips and say it. (A)
D. Read it as you imagine in your mind what you just read. (V)
 APPENDIX II

INTERVIEW GUIDELINES

Interview guideline for assessing an individual's learning style

using Fleming's (2016) VARK model

No Indikator Pertanyaan
1. Apakah anda lebih bisa berbicara bahasainggris
jika guru mengajar menggunakan vidio?

English : Would yoube able to speak English

better if the
teacher taught usingvidio?

2. Apakah anda lebih ingat apa yang dilihat

daripada yang
didengar dalam pelajaran speaking?

English : Do you remember what you saw

better than what you heard in speakinglessons?
Gaya
1. Belajar
Visual
3. Apakah anda mengahafal pelajaran bahasa
inggris hanya dengan melihat penjelasan yg
terdapatpada gambar saja

English : Do you memorize English lessons

just by looking at the explanations in the
pictures?

4. Apakah anda sering

meminta orang lainmengulangi

ucapannya dalam pelajaran speaking?

English: Do you often ask other peopleto
repeat their words
in speaking lessons?

5. Apakah anda tahu apayang harus dikatakan

tetapi tidak terpkir kata yang tepat dalam
berbicara bahasa inggris?
English : Do you know what to say but can't
think of the rightwords to speak
English?

1. Apakah anda berbicara diri sendiri saat

saat latihan berbicarabahasa inggris?
 English : Do you talk to yourself when
you practicespeaking English?

2. Apakah anda merasa menulis bahasa

2.
Gaya inggris itusulit, tetapi lebih pandai ketika
Belajar berbicara bahasainggris?
Auditory

English : Do you feel that writing English is

difficult, but you are better atspeaking
English?

1. Apakah anda lebih aktif berbicara bahasa

inggris ketika guru memberikangame?

Gaya English : Are youmore active in

3. Belajar speaking Englishwhen the teacher
Kinestetik
2. Apakah anda lebihbisa belajar dengan
praktek berbahasa inggris ?

English: Are you more able to learn by

practicing English?
 3. Apakah anda banyak menggunakan isyarat
tubuh ketika berbicarabahasa inggris?

English: Do you use your body a lot when

speaking English?

4. Apakah anda tidak bisa duduk tenang untuk

waktu yang lama ketika memperhatikan
guruberbicara bahasa inggris?

English: Can't you sit still for a long time

while watching the teacher speak English?

5. Apakah anda mengetuk ngetuk pena,

menggerakan jari atau kaki saat
mendengarkan?

English: Do you tapthe pen, move your

finger or foot whilelistening?

Problems Could you please explain what the problems

in speaking that students faced in speaking ability
used when used the learning style ?
4 learning
Could you please how the solution to faced the
style and problem ?
strategy or
solution