scholarly journals RELATIONSHIPS BETWEEN READING SKILL AND WRITING SKILL OF POPULAR ARTICLES BASED ON CLASS STUDY CLASS XI SMA NEGERI 5 PADANG

2018 ◽  
Vol 8 (1) ◽  
pp. 29
Author(s):  
Najmi Najmi ◽  
Atmazaki Atmazaki ◽  
Abdurrahman Abdurrahman
Keyword(s):  
Learning Style ◽  
Significant Relationship ◽  
Reading Ability ◽  
Reading Skill ◽  
Critical Reading ◽  
Sample Collection ◽  
Writing Skill ◽  
Visual Learners ◽  
The Relationship ◽  
Auditory Learners

This research is purposed to explain subsequent concerns. Describe the relationship between student’s critical ability and student’s popular-article writing skill in class XI SMA Negeri 5 Padang and describe the relationship between critical reading ability and popular-article writing skill based on student’s visual learners, auditory learners,  tactual learners at class XI SMA Negeri 5 Padang. This correlation research is taken population of students in class XI SMA Negeri 5 Padang year of school 2013/2014. Sample collection in 30 students this research is conducted by using proportional random sampling. Research instrumen is objective test to critical reading, working test to popular-article writing skill and questionnaire to learning style. data were analyzed b describe correlation.This research find out the magnitude of relationship between critical reading ability and popular-article writing skill, whether individually or collectively, based on student’s learning style.The result of the research indicated that (1) there is a significant relationship between student’s critical reading ability and popular-article writing skill at the rate of 0.466; (2) There is a significant relationship between student’s critical reading ability and popular-article writing skill based on visual learners at the rate of 0.61; (3) There is a significant relationship between student’s critical reading ability and popular-article writing skill based on auditory learners at the rate of 0.633; (4) There is a significant relationship between student’s critical reading ability and popular-article writing skill based on tactual learners at the rate of 0.52. It can be concluded that critical reading ability, as individually or collectively, have a contribution in student’s popular-article writing skill in class XI SMA Negeri 5 Padang.

scholarly journals HUBUNGAN KETERAMPILAN MEMBACA KRITIS DENGAN KETERAMPILAN MENULIS ARTIKEL POPULER BERDASARKAN GAYA BELAJARSISWA KELAS XI SMA NEGERI 5 PADANG

2018 ◽  
Author(s):  
Atmazaki Atmazaki
Keyword(s):  
Learning Style ◽  
Significant Relationship ◽  
Random Sampling ◽  
Reading Ability ◽  
Critical Reading ◽  
Sample Collection ◽  
Writing Skill ◽  
Visual Learners ◽  
The Relationship ◽  
Auditory Learners

This research is purposed to explain subsequent concerns. Describe the relationship between student’s critical ability and student’s popular-article writing skill in class XI SMA Negeri 5 Padang and describe the relationship between critical reading ability and popular-article writing skill based on student’s visual learners, auditory learners, tactual learners at class XI SMA Negeri 5 Padang. This correlation research is taken population of students in class XI SMA Negeri 5 Padang year of school 2013/2014. Sample collection in 30 students this research is conducted by using proportional random sampling. Research instrumen is objective test to critical reading, working test to popular-article writing skill and questionnaire to learning style. data were analyzed b describe correlation.This research find out the magnitude of relationship between critical reading ability and popular-article writing skill, whether individually or collectively, based on student’s learning style.The result of the research indicated that (1) there is a significant relationship between student’s critical reading ability and popular-article writing skill at the rate of 0.466; (2) There is a significant relationship between student’s critical reading ability and popular-article writing skill based on visual learners at the rate of 0.61; (3) There is a significant relationship between student’s critical reading ability and popular-article writing skill based on auditory learners at the rate of 0.633; (4) There is a significant relationship between student’s critical reading ability and popular-article writing skill based on tactual learners at the rate of 0.52. It can be concluded that critical reading ability, as individually or collectively, have a contribution in student’s popular-article writing skill in class XI SMA Negeri 5 Padang.

scholarly journals THE EFFECT OF INSTRUCTIONAL MODELS AND LEARNING STYLES TOWARDS WRITING SKILL

2016 ◽  
Vol 2 (1) ◽  
pp. 12-26
Author(s):  
Baiatun Nisa
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Model ◽  
Instructional Models ◽  
English Writing ◽  
Writing Skill ◽  
Visual Learners ◽  
Auditory Learners ◽  
Better Than

The objective of this experimental study is to find out the effect of instructional models and learning styles toward learners’ English writing skill. The research was conducted at the English Department, the Academy of Foreign Language BSI Jakarta Indonesia. The results of this research indicated that: (1) there is a significant different improvement of English writing skill between group of learners who were taught by using the STAD Cooperative Learning model and those who were taught by using The Lecture Model, (2) English writing skill of the visual learners taught by using STAD Cooperative Learning model is better than those taught by using The Lecture Model, (3) English writing skill of the auditory learners taught by using The Lecture Model is better than those taught by using STAD Cooperative learning model, and (4) there is an interaction effect between the instructional model and learning style towards English writing skill achievement.

scholarly journals THE EFFECT OF INSTRUCTIONAL MODELS AND LEARNING STYLES TOWARDS WRITING SKILL

2016 ◽  
Vol 2 (1) ◽  
pp. 12-26
Author(s):  
Baiatun Nisa
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Model ◽  
Instructional Models ◽  
English Writing ◽  
Writing Skill ◽  
Visual Learners ◽  
Auditory Learners ◽  
Better Than

The objective of this experimental study is to find out the effect of instructional models and learning styles toward learners’ English writing skill. The research was conducted at the English Department, the Academy of Foreign Language BSI Jakarta Indonesia. The results of this research indicated that: (1) there is a significant different improvement of English writing skill between group of learners who were taught by using the STAD Cooperative Learning model and those who were taught by using The Lecture Model, (2) English writing skill of the visual learners taught by using STAD Cooperative Learning model is better than those taught by using The Lecture Model, (3) English writing skill of the auditory learners taught by using The Lecture Model is better than those taught by using STAD Cooperative learning model, and (4) there is an interaction effect between the instructional model and learning style towards English writing skill achievement.

scholarly journals THE EFFECT OF VOCABULARY TOWARDS WRITING SKILL WITH READING SKILL AS MODERATING EFFECT

2021 ◽  
Vol 6 (2) ◽  
pp. 228-245
Author(s):  
Paskalina Widiastuti Ratnaningsih ◽  
Catharina Clara
Keyword(s):  
Regression Analysis ◽  
Language Learning ◽  
Reading Ability ◽  
English Language ◽  
Descriptive Analysis ◽  
Linear Regression Analysis ◽  
Research Result ◽  
Reading Skill ◽  
Moderating Effect ◽  
Writing Skill

Vocabulary is one of the English components that need to be mastered for acquiring writing and reading. Writing needs various vocabularies to build different sentences. Reading needs understanding of different meaning of vocabularies based on the context in the sentence. Hence, vocabulary is important in English language learning to support writing and reading. Regarding the importance of vocabulary, writing, and reading, the aim of this research is to test the effect of vocabulary mastery towards writing ability in English. It is also to test moderating effect of reading ability in strengthening or weakening the relation. This study used moderated regression analysis (MRA). Then, this research used the test as research instrument. The instruments had been valid and also reliable. Classical assumption tests were used before the research analysis. The samples were Management students of semester four and six. Descriptive analysis towards each variable is used to know students’ ability in English. To analyze the effect of independent variables towards dependent variable, it used linear regression analysis. To analyze moderating effect, it used moderating regression analysis. From this research result, it was proved that vocabulary had positive significant effect towards writing skill. Reading skill moderated the relation of vocabulary towards writing skill. Further research can focus on experimental research of vocabulary, writing, and reading.

scholarly journals Investigating the relationship between linguistic focus of recasts, learning styles and noticing

2021 ◽  
Author(s):  
M Tadayonifar ◽  
M Entezari ◽  
M Bahraman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Corrective Feedback ◽  
Chi Square ◽  
Story Retelling ◽  
Linguistic Focus ◽  
Visual Learners ◽  
Phonological Errors ◽  
Post Hoc ◽  
The Relationship

The efficacy of Corrective Feedback (CF) is contingent on various factors; conflicting results have been obtained regarding the roles of individual differences and the linguistic focus of CF. The current study investigated the relationship between the linguistic focus of recasts (the most common CF type) and noticing. It further explored the possible relationship between learning styles and recast noticing. The learning styles of 25 intermediate Iranian EFL learners were determined through the VARK questionnaire. During the participants’ story retelling tasks, the researchers provided recasts in response to their grammatical, lexical, and phonological errors. The class presentations were audiotaped, and recasts were highlighted. Online and retrospective methods of measuring noticing were used. Chi-Square tests indicated that there were significant differences among the participants’ noticing in general and in noticing of grammatical, lexical, and phonological recasts in particular. The results of post hoc analysis revealed that the auditory-style participants received the highest noticing rate and the kinesthetic style the least. The study further indicated that learners whose learning style was auditory better noticed grammatical recasts, learners whose learning style was mixed better noticed lexical recasts, and visual learners better noticed phonological recasts.

scholarly journals Investigating the relationship between linguistic focus of recasts, learning styles and noticing

2021 ◽  
Author(s):  
M Tadayonifar ◽  
M Entezari ◽  
M Bahraman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Corrective Feedback ◽  
Chi Square ◽  
Story Retelling ◽  
Linguistic Focus ◽  
Visual Learners ◽  
Phonological Errors ◽  
Post Hoc ◽  
The Relationship

The efficacy of Corrective Feedback (CF) is contingent on various factors; conflicting results have been obtained regarding the roles of individual differences and the linguistic focus of CF. The current study investigated the relationship between the linguistic focus of recasts (the most common CF type) and noticing. It further explored the possible relationship between learning styles and recast noticing. The learning styles of 25 intermediate Iranian EFL learners were determined through the VARK questionnaire. During the participants’ story retelling tasks, the researchers provided recasts in response to their grammatical, lexical, and phonological errors. The class presentations were audiotaped, and recasts were highlighted. Online and retrospective methods of measuring noticing were used. Chi-Square tests indicated that there were significant differences among the participants’ noticing in general and in noticing of grammatical, lexical, and phonological recasts in particular. The results of post hoc analysis revealed that the auditory-style participants received the highest noticing rate and the kinesthetic style the least. The study further indicated that learners whose learning style was auditory better noticed grammatical recasts, learners whose learning style was mixed better noticed lexical recasts, and visual learners better noticed phonological recasts.

scholarly journals The Relationship between Learning Style and Quantitative/Qualitative Information Recall Performance

2006 ◽  
Author(s):  
A.B.M. Abdullah ◽  
Jerry Ligon
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Relationship ◽  
Recall Performance ◽  
Quantitative Information ◽  
Qualitative Information ◽  
Information Recall ◽  
Learning Style Inventory ◽  
The Relationship ◽  
Learning Style Preference

This study examined the ability of individuals to recall qualitative or quantitative information contained in reading passages. The subjects’ scores on the Kolb Learning Style Inventory (KLSI) were analyzed to determine if an individual’s learning style preference affected his/her information recall performance. Demographic variables, including age, sex, grade level, employment status and length, and ethnicity were also included in the analysis. One-way ANOVA analysis was conducted to test two proposed hypotheses. Results indicated that there was significant relationship between individuals learning styles and their ability to recall qualitative information. However, for the quantitative information the results were inconclusive. Regression analysis also indicated that there was a significant relationship between the type of information recalled and recall performance. In addition to information type (qualitative/quantitative), the abstract-to-concrete AC-CE dimension score of the KLSI was also found to have significant impact on information recall performance.    

A STUDY OF THE STUDENTS’ LEARNING STYLE AT THE SECOND GRADE OF SMP PESANTREN GUPPI SAMATA

2020 ◽  
Vol 5 (1) ◽  
pp. 34-39
Author(s):  
Radhiyatul Jamilah ◽  
Ria Hajriah
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Strategy ◽  
Learning Activity ◽  
Second Grade ◽  
Left Brain ◽  
Second Grade Students ◽  
The Subject ◽  
Visual Learners ◽  
Auditory Learners

The research aimed to analyze students’ receptive learning style, processing learning style, and expressive learning style in the second-grade students of SMP PesantrenGuppiSamata.  The research was in qualitative method, it collects, analyzes, and interprets the phenomenon of learning style in the second-grade students’ of VII B class in SMP GuppiSamata as the subject of research. The data was collected using observation and interviews. The result of this research showed that each student is different based on how they receive, process, and express their information. There were 17 students in VII B class. For the receptive learning style, there were three visual learners, five auditory learners, six kinesthetic learners, and the other three students who used multiple learning styles. In processing learning style there were seven left-brain learners and ten mid-brain learners. In expressive learning style, there were two students used creatively as output area, nine students used writing as output area, one student used thinking as output area, two students used creative and thinking as output area, and two students can use multiple output area. The research helped the students to know and realize their own learning style, providing a contribution to the teacher to plan learning strategy and learning activity that will suit each learning style and to be a new reference andupdates the existing study.

Computer-mediated textual and audio glosses, perceptual style and L2 vocabulary learning

2017 ◽  
Vol 22 (6) ◽  
pp. 657-675 ◽  
Author(s):  
Ehsan Rassaei
Keyword(s):  
Learning Style ◽  
Vocabulary Learning ◽  
First Language ◽  
Treatment Groups ◽  
Perceptual Learning Style ◽  
Computer Mediated ◽  
Perceptual Style ◽  
Visual Learners ◽  
L2 Vocabulary ◽  
Auditory Learners

The current study examined the effects of first language (L1) textual and audio glosses along with the moderating effect of learners’ visual and auditory perceptual style on second language (L2) vocabulary learning. The participants were first divided into two groups of auditory and visual learners based on their scores obtained from a learning style questionnaire. Then, each style group was further subdivided into three groups who received a text via a screen including a number of unfamiliar vocabulary items with one of the following L1 gloss conditions: textual glosses, audio glosses or no glosses. Learners could either hear or see the L1 definitions of target words by clicking on hyperlinks provided under each target word. The results provided evidence that both gloss types promoted vocabulary learning and indicated that audio glosses were more effective than textual glosses. Moreover, the results suggested the moderating role of perceptual learning style in vocabulary learning. Among the treatment groups, the auditory learners who received audio glosses indicated the highest rate of vocabulary learning.

scholarly journals HUBUNGAN MINAT BACA DAN MOTIVASI BELAJAR DENGAN KETERAMPILAN MENULIS BERITA SISWA KELAS VIII SMP NEGERI 24 PADANG

2018 ◽  
Author(s):  
Ria Wati ◽  
Atmazaki Atmazaki
Keyword(s):  
Significant Relationship ◽  
Writing Skills ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Performance Tests ◽  
Writing Skill ◽  
News Writing ◽  
And Performance ◽  
The Relationship ◽  
Reading Interest

This study aims to explain the following. First, the relationship of reading interest, news writing skill of grade VIII students SMP Negeri 24 Padang. Secondly, the relationship between learning motivation with news writing skills of grade VIII students. Third, the relationship between reading interest and learning motivation with news writing skills of grade VIII students. The population was grade VIII students. Samples are 40 students grade VIII students SMP Negeri 24 Padang performed using proportional random sampling technique. Data were collected through questionnaires and performance tests. Questionnaire was used to see interest in reading and students' motivation, while performance tests conducted to determine the outcome of news riting skills of students. Analysis and discussion of the data is done in accordance with the concept of descriptive correlational study. Based on the research conducted can be summarized as the follows. First, there is a significant correlation between reading interest, the news writing skills of grade VIII students SMP Negeri 24 Padang. Secondly, there is a significant relationship between learning motivation and news writing skill of grade VIII students. Third, there is a significant relationship between interest in reading and learning motivation together with news writing skills students.

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