IDENTIFYING THE LEARNING STYLES OF VOCATIONAL HIGH SCHOOL STUDENTS IN READING ANALYTICAL EXPOSITION TEXTS
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Learning style is a very important learning modality. The information related to the characteristics of student learning styles is very important for teachers to improve the quality of their learning. This study is non-experimental that utilized descriptive research method with a quantitative approach using a case study design. This research was conducted in grade 10 PPLG of SMK N 2 Semarang and in the second semester. The learning styles are divided into three types such as visual, auditory, and kinesthetic. The learning styles can be impacted by the result of the reading comprehension test, especially for the material of analytical exposition text. This research found that 42% of the students could be categorized as auditory; 31% were visual learners, and 27% of them were kinesthetic learners. The result of the reading comprehension test demonstrates that students who have a visual learning style then auditory is the second and the last is from the students who have kinesthe highest achievement was shown by those students belong to visual learners, and then respectively followed by auditory, and kinesthetic learners. thetic learning style. There is a tendency that students’ learning styles are related to student achievement in reading comprehension, especially in reading analytical exposition texts.
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Balci, O. (2017). The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes. Higher Education Studies, 7(4), 35. https://doi.org/10.5539/hes.v7n4p35
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Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational Research: An Introduction. Longman.
Hanson, S., & Padua, J. F. M. (2011). Teaching Vocabulary Explicitly. Pacific Resources for Education and Learning, 5.
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Krismayani, N. W., & Menggo, S. (2022). Think-aloud protocol analysis: Revealing the student’s problem in reading comprehension. VELES: Voices of English Language Education Society, 6(2), 312–324. https://doi.org/10.29408/veles.v6i2.5782
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Setiowati, H. (2019). Identifying Students’ Learning Styles on Reading Comprehension Achievement. Pedagogy : Journal of English Language Teaching, 7(1), 49. https://doi.org/10.32332/pedagogy.v7i1.1458
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Wang, L. (2007). Variation in learning styles in a group of Chinese English as a foreign language learners. International Education Journal, 8(2), 408–417. https://files.eric.ed.gov/fulltext/EJ834277.pdf
Yong. FL.(2010). A Study on Cultural Values, Perceptual Learning Style, and Attitudes Toward Oracy Skills of Malaysian Tertiary Students. Europian Journal of Social Sciences. 13(30),479-493. https://www.researchgate.net/publication/360994796_A_Study_on_the_Cultural_Values_Perceptual_Learning_Styles_and_Attitudes_Toward_Oracy_Skills_of_Malaysian_Tertiary_Students
Balci, O. (2017). The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes. Higher Education Studies, 7(4), 35. https://doi.org/10.5539/hes.v7n4p35
DePorter, B., & Hernacki, M. (2002). Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan.(terjemahan Alwiyah Abdurrahman). Bandung: Kaifa (Buku Asli Diterbitkan Tahun 1992. New York: Dell Publishing).
DePorter, B., Reardon, M., & Singer-Nourie, S. (2010). Quantum Teaching. Bandung : Penerbit Kaifa.
Fleming, N. D. (2006). VARK visual, aural/auditory, read/write, kinesthetic. New Zealand: Bonwell Green Mountain Falls.
Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational Research: An Introduction. Longman.
Hanson, S., & Padua, J. F. M. (2011). Teaching Vocabulary Explicitly. Pacific Resources for Education and Learning, 5.
Hapsari, S. (2005). Bimbingan & Konseling SMA kelas XI. Jakarta : Grasindo.
Hardiana, M. T. A., & Suyata, P. (2018). The Effectiveness of VAK (Visual, Auditory, Kinesthetic) Model in Learning of Summary Writing. International Journal of Research and Review, 5(8), 43–49. https://www.ijrrjournal.com/IJRR_Vol.5_Issue.8_Aug2018/IJRR008.pdf
Krismayani, N. W., & Menggo, S. (2022). Think-aloud protocol analysis: Revealing the student’s problem in reading comprehension. VELES: Voices of English Language Education Society, 6(2), 312–324. https://doi.org/10.29408/veles.v6i2.5782
Lyman, H. B. (1998). Test scores and what they mean, 6th ed. In Test scores and what they mean, 6th ed. Allyn & Bacon.
Mart, C. T. (2012). Developing Speaking Skills through Reading. International Journal of English Linguistics, 2(6), 91-96. https://doi.org/10.5539/ijel.v2n6p91
Nurjanah, M. A. (2018). the Difficulties of Senior High School Students in Writing Analytical Exposition Texts. Journal of English Education and Linguistics, 1(2). https://www.semanticscholar.org/paper/The-Difficulties-Senior-High-School-Students-in-Nurjanah/b96cb9a4f482acf85e235068e9b52607b88aa8f8
Nurmayani, N., Syuaib, M. Z., œArdhuha, & Jannatin. (2017). Pengaruh Gaya Belajar VAK pada Penerapan Model Pembelajaran Problem Based Learning Terhadap Hasil Belajar IPA Fisika Siswa SMP Negeri 2 Narmada Tahun Ajaran 2015/2016. Jurnal Pendidikan Fisika Dan Teknologi, 2(1), 13–21. https://doi.org/10.29303/jpft.v2i1.283
Proctor, C. P., August, D., Snow, C., & Barr, C. D. (2010). The interdependence continuum: A perspective on the nature of Spanish-English bilingual reading comprehension. Bilingual Research Journal, 33(1), 5–20. https://doi.org/10.1080/15235881003733209
Rahman, A., & Budiyanto, U. (2019). Case based reasoning adaptive e-learning system based on visual-auditory-kinesthetic learning styles. International Conference on Electrical Engineering, Computer Science and Informatics (EECSI), V, 177–182. https://doi.org/10.23919/EECSI48112.2019.8976921
Setiowati, H. (2019). Identifying Students’ Learning Styles on Reading Comprehension Achievement. Pedagogy : Journal of English Language Teaching, 7(1), 49. https://doi.org/10.32332/pedagogy.v7i1.1458
Slameto. (2013). Belajar dan Faktor-faktor yang Mempengaruhinya. Jakarta : Rineka Cipta.
Sugiarto, D., & Sumarsono, P. (2014). The Implementation of Think-Pair-Share Model to Improve Students ’ Ability in Reading Narrative Texts. International Journal of English and Education, 3(3), 206–215. https://www.semanticscholar.org/paper/The-Implementation-of-Think-Pair-Share-Model-to-in-Sugiarto-Sumarsono/99849f76578cb6fe8a2f731db768b1662bd339e5
Sugiyono, M. (2012). Metode Penelitian Kuantitatif, Kualitatif, dan Kombinasi. Bandung : Alfabeta.
Syofyan, R., & Siwi, M. K. (2018). The Impact of Visual, Auditory, and Kinesthetic Learning Styles on Economics Education Teaching. 57(Piceeba), 642–649. https://doi.org/10.2991/piceeba-18.2018.17
Wang, L. (2007). Variation in learning styles in a group of Chinese English as a foreign language learners. International Education Journal, 8(2), 408–417. https://files.eric.ed.gov/fulltext/EJ834277.pdf
Yong. FL.(2010). A Study on Cultural Values, Perceptual Learning Style, and Attitudes Toward Oracy Skills of Malaysian Tertiary Students. Europian Journal of Social Sciences. 13(30),479-493. https://www.researchgate.net/publication/360994796_A_Study_on_the_Cultural_Values_Perceptual_Learning_Styles_and_Attitudes_Toward_Oracy_Skills_of_Malaysian_Tertiary_Students