scholarly journals STUDENTS’ READING AND LISTENING COMPREHENSION BASED ON THEIR LEARNING STYLES

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Titing Magfirah
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Listening Comprehension ◽  
P Value ◽  
Comprehension Test ◽  
Significant Difference ◽  
8Th Grade ◽  
Comprehension Score ◽  
Academic Year

This research aims to know whether there is significant difference of students’ reading and listening comprehension score based on their learning style; visual and auditory at 8th grade students of SMPN 4 Pallangga Gowa in academic year 2016-2017. This study used quantitative method and causal comparative as the design of the study. The instruments of this study were learning style questionnaire, reading comprehension test and listening comprehension test. Further, it used Independent Sample T-Test to analyze the data from learning styles questionnaire, reading and listening comprehension score. Findings of the result reveal that there is no significant difference of students’ reading and listening comprehension score based on two groups learning styles; visual and auditory. The result showed sig. value is 0.592 and 0.594 for the reading comprehension based on two learning styles; visual and auditory, are greater than p-value (0.05), (0.592 and 0.594 >0.05). Similarly, the sig. value of two learning style groups in listening comprehension performance are the same, it is 0.954. Meaning that both sig. values are greater than p-value (0.954> 0.05). Hence, it can be concluded that H0 is accepted and Ha is rejected. Clearly, from the result, it can be said that learning style was not the only one factor affecting students’ reading and listening comprehension score

scholarly journals Identifying Students' Learning Styles on Reading Comprehension Achievement

2019 ◽  
Vol 7 (1) ◽  
pp. 49
Author(s):  
Handayani Setiowati
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Visual Learning ◽  
Comprehension Test ◽  
The Mean ◽  
Comprehension Tests ◽  
Percentage Correct

This study aims to identify the effect of type of students’learning styles in reading comprehension achievement. The design of the research was a descriptive quantitative research that used a case study design. A total of 20 students of reading class on the second semester of IAIN Metro was sample of this research. In collecting the data, the researcher used questionnaire of learning style and reading comprehension test. In the analysis of data, the writer classified the categorization of learning style from the questionnaire and the scores of reading comprehension tests. Then, the result was analyzed by comparing the mean score in test manually using by percentage correct. The finding of the research the students have three types of learning style, they are visual (45%), auditory (30%), and kinesthetic (25%), in which visual is the most dominant. whereas the result of reading comprehension test, the mean score of visual is 79.2, auditory is 70.8, and kinesthetic is 65. In conclusion, It showed that the students of reading class on second semester of IAIN Metro used three types of learning style, but visual learning style is the most dominant learning style the students have.

scholarly journals Gaya Belajar dengan Prestasi Belajar Mahasiswa Fakultas Kedokteran Umum Universitas Malahayati

2020 ◽  
Vol 11 (1) ◽  
pp. 103-108
Author(s):  
Hesty Ahisya ◽  
Deviani Utami ◽  
Supriyati Supriyati ◽  
Achmad Farich
Keyword(s):  
Student Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Positive Impact ◽  
Medical Faculty ◽  
Average Score ◽  
P Value ◽  
Study Program ◽  
Learning Achievement ◽  
Significant Difference

Background: One factor that can influence learning outcomes is the learning style. Learning style is a consistent way carried out by someone in overcoming stimuli or information, ways of thinking, thinking and solving problems. Learning achievement is a reflection of the score result achieved from learning at the end of the study program. Learning styles have a positive impact on student achievement or the student's cumulative achievement index score. Objectives: To know the differences in learning style among visual, auditory, read/write, and kinesthetic with learning achievement results in the Medical Faculty University of Malahayati class of 2018. Methods: The design of this study used an observational analytic approach with a cross-sectional design. The sampling technique in this study used a simple random sampling method and obtained a total sample of 118 people.  Data analysis using a one-way ANOVA test. Results: The average score of the 118 student’s GPA at the Medical Faculty University of Malahayati Class of 2018 is about 2,90 with a standard deviation value of 0,39. Most of the respondents’ learning style is kinesthetic learning styles as many as 68 people (57,6%). There is a statistically significant difference between the learning styles of visual, auditory, read/write, and kinesthetic toward student achievement results with the p-value= 0,000. Conclusion: There is a statistically significant difference between the learning styles of visual, auditory, read/write, and kinesthetic with the results of student achievement at the Medical Faculty University of Malahayati Class of 2018.

scholarly journals Hasil Belajar IPA Berdasarkan Gaya Belajar Siswa

2020 ◽  
Vol 4 (1) ◽  
pp. 1-8
Author(s):  
Tri Ambarwati Adawiyah ◽  
Aloisius Harso ◽  
Adrianus Nassar
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Science Learning ◽  
Outcome Variable ◽  
Validity And Reliability ◽  
Kinesthetic Learning ◽  
Significant Difference ◽  
Class Viii ◽  
Academic Year

This study aims to determine the differences in science learning outcomes of class VIII students of SMP Negeri 1 Larantuka who have visual, auditory and kinesthetic learning styles for the 2019/2020 academic year. The samples in this study were class VIII I and VIII J SMP Negeri 1 Larantuka. The research method used is quantitative with data analysis techniques using One Way Anova. Student learning styles are measured using a questionnaire that has been tested for validity and reliability first. Meanwhile, the learning outcome variable used the documentation method. The results of the F test showed that the value of Fcount <Ftable is 0.198 <2.53 with a significance value of 0.821> 0.05. In conclusion, there is no significant difference in science learning outcomes between students who have visual, auditory and kinesthetic learning styles. Keywords: Learning Style; Science Learning Outcomes

scholarly journals Students’ Learning Styles, Self-efficacy and its Correlation with their Social Interaction

2019 ◽  
Vol 10 (4) ◽  
pp. 42
Author(s):  
Hala Mahmoud Hawa ◽  
Fılız Yalçın Tılfarlıoğlu
Keyword(s):  
Social Interaction ◽  
Learning Styles ◽  
Learning Style ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Proficiency Level ◽  
Significant Difference ◽  
High Level ◽  
Academic Year

This cross-sectional study has been prepared to investigate the self-efficacy levels and preferred learning styles of EFL learners at Gaziantep University School of Foreign Languages GUSFL along with revealing the relationship between these two variables and the learners’ social interaction. The present study was conducted in March of 2017-2018 academic year. The participants are students, who are learning English as a foreign language. The total number of participants is 312 from different nationalities, but mainly Turkish and Syrian, male and female. Before start applying the questionnaire, the tool’s three variables were checked and proved their reliability (Learning Styles =, 732; Social Interactions =, 799; Self-Efficacy =, 900). The next step was conducting the questionnaire. It’s worth mentioning that elements such as gender, nationality, proficiency level and age were taken into consideration while collecting and analyzing the data. The results indicated that learners use various learning styles and don’t rely on a particular one. However, the logical learning style registered the highest score (20,416) whereas, the lowest learning style was the reading and writing learning style (16,737). As for the student’s self-efficacy level, the participants showed a high level of self-efficacy (30,096 with a standard deviation of 6,498) especially the male participants where the results indicated a statistically significant difference in favour for men (p>, 05). Furthermore, as the study is concerned with uncovering any possible relationship between these three variables, the analyzed data has shown that there is a positive relationship between the learners’ preferred learning styles, their self-efficacy, and their social interaction. The article highlights how these variables are correlated with each other. Additionally, the results showed a major difference between Turkish and non-Turkish participants in terms of their social interaction.

scholarly journals The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension

2020 ◽  
Vol 10 (2) ◽  
pp. 527
Author(s):  
Marta Sylvia del Río Guerra ◽  
Alejandra Estefanía Garza Martínez ◽  
Jorge Martin-Gutierrez ◽  
Vicente López-Chao
Keyword(s):  
Reading Comprehension ◽  
Augmented Reality ◽  
Test Performance ◽  
Listening Comprehension ◽  
Multimedia Systems ◽  
Average Score ◽  
School Students ◽  
Comprehension Test ◽  
System Usability Scale ◽  
Significant Difference

There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video for listening comprehension tasks. The sample consisted of thirty-two elementary school students with different reading comprehension. Firstly, the experience, instructions and objectives were introduced to all the students. Next, they were divided into two groups to perform activities—one group performed an activity involving watching an Educational Video Story of the Laika dog and her Space Journey available by mobile devices app Blue Planet Tales, while the other performed an activity involving the use of AR, whose contents of the same history were visualized by means of the app Augment Sales. Once the activities were completed participants answered a comprehension test. Results (p = 0.180) indicate there are no meaningful differences between the lesson format and test performance. But there are differences between the participants of the AR group according to their reading comprehension level. With respect to the time taken to perform the comprehension test, there is no significant difference between the two groups but there is a difference between participants with a high and low level of comprehension. To conclude SUS (System Usability Scale) questionnaire was used to establish the measure usability for the AR app on a smartphone. An average score of 77.5 out of 100 was obtained in this questionnaire, which indicates that the app has fairly good user-centered design.

scholarly journals THE EFFECTIVENESS OF VOCABULARY-BASED-INTEGRATED ACTIVITIES IN IMPROVING THE STUDENTS’ VOCABULARY COMMAND

2015 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Andi Haeriati Alimuddin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching And Learning ◽  
Exploratory Research ◽  
Significant Difference ◽  
Oral Form ◽  
Written Form ◽  
Preliminary Study ◽  
Second Year ◽  
Academic Year

Finding a method to be used in vocabulary teaching and learning for students with different learning style is a big challenge for English teachers at SMA Negeri 1 Soppeng Riaja as the result of preliminary study found that the students’ vocabulary command is still low and the teacher promoted less awareness of students’ learning styles in vocabulary learning. An exploratory research was conducted to investigate the effectiveness of Vocabulary-based Integrated Activities in improving the students’ vocabulary command by involving the second year students of natural science class of SMA Negeri 1 Soppeng Riaja in academic year 2012/2013. It is concluded from quantitative and qualitative findings that the Vocabulary-based Integrated Activities are: (1) most effective to improve the students’ vocabulary command in terms of knowing, understanding the words and how they are said and written; (2) most effective to improve the students’ vocabulary command in terms of using the words in written form; (3) effective to improve the students’ ability the students’ vocabulary command in terms of using the words in oral form; (4) able to cover all students with different learning style, because there is no significant difference of vocabulary command among visual, auditory, and haptic students after they were taught by the method. In addition, students have good perception of the Vocabulary-based Integrated Activities. Key words: Vocabulary-based Integrated Activities, Vocabulary Command Learning Style 

scholarly journals THE USE OF HUMOR STORY IN IMPROVING THE STUDENTS’ READING COMPREHENSION

2021 ◽  
Author(s):  
Like Raskova Octaberlina ◽  
Andi Asrifan
Keyword(s):  
Reading Comprehension ◽  
Test Score ◽  
Hybrid Approach ◽  
P Value ◽  
Intermediate Students ◽  
8Th Grade ◽  
Post Test ◽  
Study Population ◽  
The Mean ◽  
Academic Year

The goal of the research was to find ways of improving the readability of students and students at SMP Negeri 4 Pancarijang Eight and Humor Tales.This inquiry used a hybrid approach using monolingual groups. The study population in the academic year 2018-2019 was the 8th grade student. There were 65 students, each class consists of 20-22 students, in 3 classes (VIII.1, VIII.2 and VIII.3). The researcher chose VIII.2, a random and a total of 21 students, as the representative. Two types of tools, namely reading comprehension test and questionnaires, were used to collect research data. The reading test was used to collect data on the reading skills of students and the student preferences in reading understanding through the Humour Tale questionnaire was used.The data analysis revealed that after they were taught using humor story and before they were taught by humor, there was a substantial difference between the score of students. The mean post-test score, which was above the average pre-test score (57.57&gt;40.33), has been verified. The p-value result (0,000) was also below the mean amount (α = 0.05); that is to say, H1 was accepted. Then the Likert Scale study of interest showed that the students were interested in teacing reading understanding with laughter. 57 percent of highly interested students, 33 percent interested and 10 percent intermediate students proved it. The study concluded on the basis of data analyzes: (1) using humor story to enhance student's understanding of reading; and (2) using humor story makes students interested in reading understanding.

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

Employing Personal Reading Logs through Short Stories to Enhance Students’ L2 Reading Comprehension Achievement

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Eliyas Sulaiman Mohandas ◽  
Nik Mastura Nik Ismail Azlan ◽  
Salwa Othman ◽  
Muhammad Aizat Azhari
Keyword(s):  
Short Stories ◽  
Reading Comprehension ◽  
P Value ◽  
L2 Reading ◽  
Reading Score ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
L2 Reading Comprehension

This study aims to investigate whether the use of six selected short stories throughout the duration of a 14-week course could enhance students’ reading comprehension achievement at the end of the semester. Out of the six short stories read, three were chosen as in-class assignments known as ‘Personal Reading Logs’ (hereafter, PRLs). One group of semester two Diploma students taking a reading skills course was selected through a convenience sampling method. A pre-test was conducted by having the students answer a past semester reading quiz of which the results would then be compared to their post-test (final reading exam) results. A paired samples t-test revealed no significant difference in the reading scores of the pre-test and the post-test, t (17) = -.265, p > .05. Since the p-value was bigger than 0.05, this indicated that the mean reading score of the post-test (M = 50.556) was not significantly higher than the mean reading score of the pre-test (M = 49.722). Therefore, the null hypothesis which stated that there was no difference in the mean score of the pre-test and post-test was retained. Overall, the result refuted the findings of other studies promoting the effectiveness of using short stories to enhance L2 reading comprehension achievement.

THE EFFECTIVENESS OF USING COOPERATIVE SCRIPT METHOD TO IMPROVE STUDENTS’ READING COMPREHENSION ON RECOUNT TEXT OF 8th GRADE STUDENTS OF SMP N KEWAPANTE, MAUMERE IN ACADEMIC YEAR 2017/ 2018

2018 ◽  
Vol 2 (2) ◽  
pp. 210-220
Author(s):  
Wendelinus Oscar Janggo ◽  
Yuliana Wisnawati Nona Nungsi
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Experimental Research ◽  
Qualitative Data ◽  
Qualitative Data Analysis ◽  
Quantitative Data Analysis ◽  
8Th Grade ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Academic Year

This research is entitled “The Effectiveness of Using Cooperative Script Method to Improve Students’ Reading Comprehension on Recount Text of 8th Grade Students of SMP N Kewapante, Maumere in Academic Year 2017/ 2018”. The objective of this research is to investigate and to find out whether the use of cooperative script method effective to improve students’ reading comprehension on recount text. The method of this research is experimental research especially quasi experimental research. In analyzing the data, the researcher combined both quantitative and qualitative data analysis. In qualitative data analysis, the researcher used interview technique in order to get information about students’ perceptions in reading, while in quantitative data analysis, the researcher used SPSS version 16. The result of the research showed that the implementation of Cooperative Script Method in experimental class was more effective to help the students in reading comprehension on recount text compared to the use of the conventional method in control class of the eighth grade students of SMP N Kewapante, Maumere. It is also found that cooperative script method positively contributed to improve students’ reading comprehension. Therefore ,the researcher  suggests the teachers to use cooperative script method in order to improve students reading comprehension Additionally, cooperative script method can also motivate students to be more active, relax and enthusiastic to comprehend reading texts.

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