STUDENTS’ PERSEPTIONS ON THEIR LEARNING STYLES  ON ENGLISH CLASS AT STIA NUSANTARA SAKTI KERINCI, JAMBI

This study aims to find out what kind of learning styles that each students have in learning English, as well as their perceptions on it . There are three major kinds of learning styles, they are: Visual learning style, Auditory learning style, and Kinesthetic learning style. After figuring out the types of students learning styles, their perceptions are also studied in order to figure out the students’ needs to learn English, so that it will be helpful for the English lecturer to determine any kinds of materials and teaching media that could facilitate the students’ learning styles. The design of the research was descriptive qualitative. The population of the research was the second semester students of STIA Nusa Kerinci, with one class is chosen as the sample of the research by using cluster sampling method. Based on the analysis, it is found that from twenty five students, 13 students are the visual learners and 10 students are auditory learners, and the rest (2) students are kinesthetic learners. Therefore, from interview, it is found that for the visual students they need to learn more by using pictures, videos, and any visual media. For the auditory students, they need more video media with interesting topics. And for the kinesthetic learners, they said that they need more interesting, challenging and interactive media to study English.

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FACILITATING LEARNING STYLES IN ELEMENTARY SCHOOL STUDENTS

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v1i2.26836 ◽

2019 ◽

Vol 1 (2) ◽

pp. 514

Author(s):

Widia Indra Kartika ◽

Syifa Lailatul Mutmainnah ◽

Nurlia Agustina ◽

Moh Salimi

Keyword(s):

Learning Styles ◽

Student Learning ◽

Learning Style ◽

Learning Process ◽

Visual Learning ◽

School Students ◽

Auditory Learning ◽

Visual Learners ◽

Auditory Learners ◽

Student Learning Styles

Educators need to understand student learning styles so that the delivery of material or the learning process becomes smooth and successful. Educators need to understand also ways to facilitate students according to learning styles. The purpose of this study is to (1) describe student learning styles; (2) describe ways to facilitate student learning styles. The results of this study are: (1) learning style is a learning process of students in accordance with their skills and abilities which consist of visual learning styles, auditory learning styles, and kinesthetic learning styles. (2) ways to facilitate visual learners through vision or depiction, auditory learners learn through hearing, and kinesthetic learners learn through motion or touch.

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The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

LINGUISTIK TERAPAN ◽

10.24114/lt.v11i1.2676 ◽

2014 ◽

Vol 11 (1) ◽

Author(s):

Rista Damesari Saragih ◽

Lince Sihombing ◽

Eddi Setia

Keyword(s):

Learning Styles ◽

Learning Style ◽

Significant Interaction ◽

Visual Learning ◽

Sampling Technique ◽

Cluster Sampling ◽

Instructional Approaches ◽

Vocational High School ◽

Instructional Approach ◽

Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar. Keywords: Grammar; Instructional Approach; Learning Styles

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STUDENT’S LEARNING STYLES IN LEARNING READING COMPREHENSION

10.24114/reg.v6i2.6392 ◽

2017 ◽

Vol 6 (2) ◽

Author(s):

Sinta sasmita And Siti Aisah Ginting

Keyword(s):

Reading Comprehension ◽

Learning Styles ◽

Learning Style ◽

Visual Learning ◽

Auditory Learning ◽

Descriptive Research ◽

Kinesthetic Learning ◽

Tenth Grade ◽

The Subject ◽

Auditory Learners

This study is about student’s learning styles in learning reading comprehension. The design of this research was descriptive research. The data were collected by using questionnaires and observation sheet. The subject of the study are the XI AP 2 of SMK Swasta Harapan Stabat and the object of the study are the students learning styles in learning reading comprehension. The data were analyzed by using Fleming theory. The purpose of conducting this research was find out whether the most dominant learning style in reading comprehension and to find out what are the types of student’s learning styles which has higher achievement in reading comprehension of XI grade in SMK Swasta Harapan Stabat in academic 2016/2017. There were 32 students as the subject of this research. In this case, the researcher collected the data by using learning style questionnaire and observation. The result showed that auditory learning style is the most dominant learning style at the tenth grade students at SMK Swasta Harapan Stabat, the percentage was 71,87%, it means 23 from 32 students prefer to hear than read and move. The second was kinesthetic learning style, the score, 21,88%, means that only 7 students prefer to move. Then, visual learning style, score 6,25%, means that 2 from 32 students prefer to read. For the fastest student’s in reading comprehension came from auditory students or auditory learners. They get score 69,56% followed kinesthetic 21,74%, and visual 8,70%.

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Pengaruh Media Peta Sejarah Interaktif dan Gaya Belajar Terhadap Hasil Belajar Siswa SMP di Kota Bekasi

Jurnal Pendidikan Sejarah ◽

10.21009/jps.051.03 ◽

2017 ◽

Vol 5 (1) ◽

pp. 19

Author(s):

Arinarita Peni Andaryati

Keyword(s):

Learning Styles ◽

Learning Outcomes ◽

Learning Style ◽

Visual Learning ◽

Interactive Media ◽

Historical Maps ◽

Validity And Reliability ◽

Auditory Learning ◽

History Learning ◽

Media Learning

The aim of this research is to determining the influence of media learning interactive historical map and learning style to the result of history learning through IPS subject in class IX. The method used in this research is the experimental method, a 2X2 treatment design by level. The validity and reliability are tested by Pearson Product Moment and Alpha Cronbach. The results of this research are (1) the results of historical learning outcomes students using interactive historical maps and have higher visual learning style of students who use historical maps interactive media and have auditory learning style. (2) the results of historical learing outcomes students who have higher auditory learning styles of students who have a visual learning style on instruction using conventional media, (3) There is an interaction effect the use of interactive historical maps on historical learning outcomes.

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STUDENTS’ LEARNING STYLES IN LEARNING ENGLISH SPEAKING OF X GRADE AT SMA NEGERI 1 SIMPANG EMPAT

10.24114/reg.v6i3.6707 ◽

2017 ◽

Vol 6 (3) ◽

Author(s):

Novita Sari Lubis And Indra Hartoyo

Keyword(s):

Learning Styles ◽

Learning Style ◽

Visual Learning ◽

Auditory Learning ◽

Dominant Type ◽

Tenth Grade ◽

English Speaking ◽

The Subject ◽

Auditory Learners ◽

Academic Year

The title of this thesis is Students Learning Style in Learning Speaking of Ten Students at SMA Negeri 1 Simpang Empat. The purpose of conducting this research was to find out whether the most dominant type of students learning style in learning speaking and to find out what is the learning style realized in English Speaking of ten students at SMA Negeri 1 Simpang Empat in academic year 2016/2017. There were 10 students as the subject of this research. In this case, the researcher collected the data by using learning style questionnaire and observation. The result showed that auditory learning style is the most dominant learning style at the tenth grade students at SMA Negeri 1 Simpang Empat, the percentage was 60%, it means 6 from 10 students prefer to hear than read and move. The second was kinaesthetic learning style, the score, 20%, means that only 2 students prefer to move. Then, visual learning style has same dominant with kinesthetic, the score, 20% , means that 2 from 10 students prefer to read. For the fastest student’s in reading comprehension came from auditory students or auditory learners. They get score 50%, followed visual 20%, and visual 10%.

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The Analysis of Instructional Media as Cirebonese Cultural Representative Related to Students’ Learning Styles in Peer Teaching Activity

Academic Journal Perspective Education Language and Literature ◽

10.33603/perspective.v4i1.1683 ◽

2018 ◽

Vol 4 (1) ◽

pp. 18

Author(s):

Jaufillaili Jaufillaili ◽

Linda Linda

Keyword(s):

Learning Styles ◽

Learning Style ◽

Visual Learning ◽

Peer Teaching ◽

Instructional Media ◽

Teaching Activity ◽

Learning Style Inventory ◽

Visual Learners ◽

Almost All ◽

Auditory Learners

In this research, the writers observed the peer-teaching activity in Teaching and Listening for Children class. The writers intended to find out: 1) What is the dominant students‟ learning styles in the class? 2) What are the most dominant instructional media as Cirebonese cultural representative used by the students in peer-teaching activity in the class? 3) How are the instructional media used by the students in peer-teaching activity related to their learning styles? The theory of learning style used in this research was from Pritchard (2009) that was strengthened by Fauziati (2010). This was a qualitative research. The research instruments were Batch‟s Learning style inventory test and observation sheet. The result showed that: 1) The dominant students‟ learning styles in the class was visual learning styles. From forty (41) one students, twenty one (21) students were visual learners. 2) The most dominant instructional media as Cirebonese cultural representative used by the students in peer-teaching activity in the class was picture. Pictures as instructional media were used by almost all groups with different learning styles preferences. 3) The instructional media used by the students in peer-teaching activity related to their learning styles could be concluded as follows: auditory learners uses a sound record, visual learners used pictures, kinesthetic/tactile learners used paper that should be folded by the students (involving physical activity), and multi-learning style learners used video that involved audio-visual activity for their students.

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HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

Computer and Informatics Education Review ◽

10.33258/cier.1012020.1065.13-20 ◽

2020 ◽

Vol 1 (01) ◽

pp. 13-20

Author(s):

Dian Saputra

Keyword(s):

Learning Styles ◽

Computer System ◽

Learning Style ◽

Descriptive Analysis ◽

Visual Learning ◽

Auditory Learning ◽

Analysis Techniques ◽

Post Test ◽

The Subject ◽

The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of Central Bengkulu

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THE EFFECT BETWEEN COOPERATIVE LERANING AND LEARNING STYLE OF THE GERMANY WRITTING OUTCOM

Jurnal KATA ◽

10.22216/jk.v1i2.2126 ◽

2017 ◽

Vol 1 (2) ◽

pp. 172

Author(s):

Fauzan Adhima

Keyword(s):

Data Analysis ◽

Cooperative Learning ◽

Learning Styles ◽

Factorial Design ◽

Learning Style ◽

Interaction Effect ◽

Empirical Data ◽

Visual Learning ◽

Design Data ◽

Auditory Learning

The aim of the study is to reveal the empirical data about the effect of cooperative learning and learning styles on the outcome of germany writting of SMA Negeri 42 Jakarta. The methodology used is the experimental method with a 2x2 factorial design. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1) The teaching cooperative leraning type STAD was higher than students who take cooperative leraning type Pair Cheks teaching. 2) The visual learning style was higher than students who have auditory learning style. 3) The students who take the teaching cooperative leraning type Pair Cheks and have a visual learning style higher than students who take cooperative leraning type STAD and have a visual learning style . 4) The cooperative leraning type STAD and auditory learning style is higher than cooperative leraning type Pair Cheks and have auditory learning styles. 5) The teaching cooperative leraning type STAD and have a auditory learning style was higher than the teaching cooperative leraning type STAD and have visual learning styles. 6) The cooperative leraning type Pair Cheks and have a visual learning style is higher than cooperative leraning type Pair Cheks and have auditory learning styles. 7) There is an interaction effect between cooperative leraning and learning style of the germany writting outcome. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe Pair Cheks) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok. Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe Pair Cheks, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe Pair Cheks, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe Pair Cheks dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe Pair Cheks lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe Pair Cheks) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok. Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe Pair Cheks, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe Pair Cheks, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe Pair Cheks dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe Pair Cheks lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.

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The Implementation of Flipped Classroom using Screencast-O-Matic to Improve Students’ Verbal Linguistic Intelligence

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.15.23602 ◽

2018 ◽

Vol 7 (4.15) ◽

pp. 435

Author(s):

Cahyo Hasanudin ◽

Ayu Fitrianingsih ◽

. .

Keyword(s):

Learning Styles ◽

Learning Style ◽

Flipped Classroom ◽

Visual Learning ◽

First Year ◽

First Year Students ◽

Auditory Learning ◽

Data Collection Technique ◽

Normalized Gain ◽

Academic Year

This research aims to 1) implement flipped classroom model using screencast-o-matic, 2) investigate the improvement of verbal linguistic intelligence through the implementation of flipped classroom model using screencast-o-matic for the students of IKIP PGRI Bojonegoro in academic year 2017-2018. This research is classroom action research (CAR) conducted at IKIP PGRI Bojonegoro, the subjects of the research are the first year students in second semester of academic year 2017-2018. The indicators of the research are measured using N-Gain test with the normalized Gain index interpretation category. Data sources in this research are 1) learning activities 2) informants, 3) documentary data. Data collection technique used documentation methods,observations, and verbal linguistic test of Thomas Armstrong by using Likert scale. The results of this research show that 1) the implementation of flipped classroom uses six stages, 2) the improvement of students’ verbal linguistic intelligence can be seen from the actions in every cycle. In the preliminary research, the researcher had measured the students’ learning styles, from 30 students who were the subject of research. There were 6 students who had visual learning style, 7 students had auditory learning style, and 17 students had kinesthetic learning style. In cycle I, FLIP model is implemented and students’ verbal linguistic intelligence is 61,43. In cycle II, students’ verbal linguistic intelligence is 81, 03. The conclusion of this research are 1) the the implementation of flipped classroom model using Screencast-O-Matic uses FLIP model, 2) the improvement of students’ verbal linguistic intelligence in IKIP PGRI Bojonegoro can be classified into average category.

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IDENTIFIKASI GAYA BELAJAR MAHASISWA

Jurnal Psikologi ◽

10.14710/jpu.15.1.56-63 ◽

2016 ◽

Vol 15 (1) ◽

pp. 56

Author(s):

Jeanete Ophilia Papilaya ◽

Neleke Huliselan

Keyword(s):

Learning Styles ◽

Learning Style ◽

Visual Learning ◽

Sampling Technique ◽

Simple Random Sampling ◽

Survey Method ◽

Guidance And Counseling ◽

Auditory Learning ◽

Study Population ◽

Survey Results

The objective of this study was to identify learning styles of students. The approach used in this study is a quantitative approach with survey method. The variable in this study is a single variable , namely the identification of student learning styles. The study population is students of Guidance and Counseling FKIP Pattimura University totaling 388 people. Samples were used as samples in the amount of 10% of the population of 39 people. The sampling technique using Simple Random Sampling. Learning styles questionnaire prepared based on the opinion of De Poter & Hernacki is used as a data collection tool. Learning styles identified as visual learning style, auditorial learning style, and kinesthetic learning style. Data analysis techniques in this study is the descriptive statistical analysis methods. Based on the survey results revealed that students of guidance and counseling FKIP Pattimura University has a tendency to one learning style. Of the 39 students found that 6 students had a tendency visual learning style, 20 students have a tendency to auditory learning style, 1 student has a tendency kinestheticlearning style, and 12 students have a tendency to mix between learning styles and learning styles visual auditorylearning styles.

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