THE STUDENTS’ LEARNING STYLE USED IN LEARNING ENGLISH

AT MAN MOROWALI

Ingriyani Yohana Rawung

Abstract: This research aims to describe learning style of the students in learning
English at MAN Morowali. Design of this research is qualitative research. The
instruments of this research are questionnaire and documentation. Data are gained by
the result of questionnaire and documentation. The result of this research obtains that
the learning style of Eleven grade students in learning English At MAN Morowali are
classified into major, minor, negligible learning style preferences. The major learning
style are visual, auditory, kinesthetic, tactile, group and individual. On the other hand
sometime minor learning style are visual, group and individual.
Keywords: Learning Style, Learning English

INTRODUCTION unique learning style into classroom. The

Learning style is the way of the students students as the raw input have certain
learns. It is combination of absorb, organize characteristics both physiology and psychology
and process the information. There are three which are able to influence learning process as
types of 5 learning style, namely visual, well as achievement. It is understood that
auditory, kinesthetic learning style. students’ tendencies and preferred ways in
Technically, an individual’s learning style learning and how they go about learning will
refers to the preferential way in which the also influence their success. Having different
student absorbs, processes, comprehends and preferences, tendencies, and ways among
retains information. In classroom interaction learners in learning English show that students
between student to student and student to have their own learning style types which also
teacher also focused in teaching and learning influence their learning outcome. The
English. However, the students have different researcher is interested in this research about
personalities so te students learn in many ways learning style used by the Eleven Grade
or styles. Students At MAN Morowali.
Moreover, the match between the
students’ learning styles and the teachers’ Learning Styles Model
teaching styles can enhance an effective Some of the well-known learning style
teaching learning process. Thus, it is important approaches and the models which are based on
for teachers to be aware of their students these approaches are as follows:
learning styles. It is clear then that one factor 1. Dunn and Dunn Learning Styles
which can lead to the success of a language Model
teaching-learning process is the match between 2. Kolb’s Learning Styles Model
students` learning styles and the teaching 3. Honey and Mumford’s Learning
methods used by the teachers. The students’ Styles Model
success is not just dependent on how well the 4. Gregorc’s Mind Styles Model
students learn. By using their leaning styles, the 5. Reid’s Perceptual Learning Style
students can study more effectively in Preferences
classroom, because the students can know 6. Felder and Silverman Learning Style
about the ways that make it feel easy, enjoy and Model
enthusiastic when the students learn. The 7. Grasha and Reichmann’s Learning
students ability in learning english especially in Style Model
absorb the material and lessob have diifrent
level, sometimes the students fat, medium and Accordingly, Reid (1995) has
someone very slowly. Therefore, the students developed learning style modes based on how
often have to take a different way to understand students learn best using their perceptions-
a lesson or similar information. Learning style visual, auditory and kinesthetic preferences,
is a way of learning that is typical for students. and also two social aspects of language
Whichever method is chosen, differences in learning- group and individual preferences.
learning styles that showed the fastest and best 1. Perceptual Learning Styles
way for each individual to be able to absorb a. Visual: Visual students like to read and
information from an outside himself. obtain information from visual stimulation.
Each students has his own preferred These learners prefer using pictures,
ways in learning. The students bring their imageries, and spatial perceptions.
Rawung, The Students’ Learning Style Used in Learning English at MAN Morowali

b. Auditory: Auditory students are ears; visual learners learn more effectively
comfortable without visual input and learn through the eyes (seeing); tactile learners
from straightforward lectures, learn more effectively through touch (hands-
conversations, and oral directions. on); kinesthetic learners learn more effective
c. Kinesthetic: Kinesthetic students like lots through concrete complete body experiences
of hands-on movements and enjoy (whole-body movement). Physical and
working. They favour using body, hands, sociological styles belong to the
and tactile sense. environmental learning styles. Physical
2. Social Learning Styles learners learn more effectively when such
a. Group (interpersonal): They favor learning variables as temperature, sound, light, food,
in groups or with other people. mobility, time, and classroom/study
b. Individual (intrapersonal): They prefer to arrangement are considered. Sociological
work alone and to be self-readers. learners learn more effectively when such
variables as group, individual, pair and team
Categories of Learning Style work, or levels of teacher authority are
Reid (1995) divides learning-style considered.
research into three major categories: cognitive c. Affective/Personality Learning Styles
styles, sensory learning styles, and personality Learning styles of this type are based on
learning styles. affect, personality, tolerance of ambiguity
a. Cognitive Learning Styles and brain hemisphere. Myer and Briggs
Cognitive learning styles which include (1987, cited in Reid, 1995) report that
field-independent/field-dependent, affective and personality factors influence
analytic/global, reflective/impulsive learning learners' learning styles a great deal. Mayer-
styles, and Kolb experiential learning model, Briggs team tested four dichotomous styles
belong to the aspects of psychology. of functioning in their Mayer and Briggs
According to Reid (1995), field-independent Temperament Styles (MBTI) which include
learners learn more effectively step by step, extraversion-introversion, sensing-
or sequentially, beginning with analyzing perception, thinking-feeling, and judging-
facts and proceeding to ideas. They see the perceiving.
trees instead of the forest; whereas field- According to Reid (1995), extroverted
dependent (field-sensitive) learners learn and introverted styles belong to extraversion-
more effectively in contexts, holistically, introversion. Extroverted learner learns more
intuitively, and are especially sensitive to effectively through concrete experience,
human relationships and interactions. They contract with the outside world, and
see the forest instead of the trees. Reid relationships with others; whereas introverted
(1995) defines that analytic learners learn learner learns more effectively in individual,
more effectively individually; prefer setting independent situations that are more involved
own goals, and respond to a sequential, with ideas and concepts. Sensing-perception
linear, step-by-step presentation of materials; contains sensing and perception styles. Sensing
whereas global (relational) learners learn learner learns more effectively from reports of
more effectively through concrete observable facts and happenings; prefers
experience, and by interactions with others. physical, sense-based input. Conversely,
According to Reid (1995), if learners can perception learner learns more effectively from
learn more effectively given time to consider meaningful experiences and from relationships
options before responding, they are reflective with others. In thinking-feeling styles, thinking
learners; and they are often more accurate learner learns more effectively from impersonal
language learners; whereas if learners can circumstances and logical consequence;
learn more effectively being able to respond whereas feeling learner learns more effectively
immediately and to take risks, they are from personalized circumstances and social
impulsive learners; and they are often more values. And in judging-perceiving styles,
fluent language learners. judging learner learns more effectively by
b. Sensory Learning Styles reflection, and analysis, and processes that
According to Reid (1995), sensory learning involve closure; conversely, perceiving learner
styles include two dimensions: perceptual learns more effectively through negotiation,
learning styles and environmental learning feeling, and inductive processes that postpone
styles. Perceptual learning styles contain four closure. Reid (1995) suggests that tolerance of
types of learning styles which are auditory, ambiguity styles also belong to the
visual, tactile and kinesthetic styles. Auditory affective/temperament learning styles.
learners learn more effectively through the Ambiguity-tolerant learner learns more

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Rawung, The Students’ Learning Style Used in Learning English at MAN Morowali

effectively when opportunities for experiment three classmates. (6) Individual Major Learning
and risk, as well as interaction, are present; Style Preference They learn best when they
whereas ambiguity-intolerant learners learns work alone. They think well when they study
more effectively when in less flexible, less alone, and they remember information they
risky, more structured situations. Reid (1995) learn by themrselves. They understand material
also claims that whether the learner is left- best when they learn it alone, and they make
brained or right-brained will influence learner's better progress in learning when they work by
learning styles. Left-brained learners tend themselves.(Reid, 1995).
toward visual, analytic, reflective, self-reliant
learning; conversely, right-brained learners Assessing Learning Styles.
tend toward auditory, global/relational, Some authors (Coffield et al, 2004, as
impulsive, interactive learning. cited in Reid, 2005) categorized these
One of the popular researchers instruments based on the extent to which the
emphasizing sensory modes is Reid (1987). She authors of the instruments considered learning
focuses on ‘perceptual’ and ‘sociological’ styles to be a fixed trait. On one end they
learning style preferences. Further, she placed theorists who believed learning styles to
developed her model and presented it in a be fixed and inherited, and on the other, authors
questionnaire called Perceptual Learning Style who focused on motivation and environmental
Preference Questionnaire (PLSPQ). She divides factors to influence learning styles. Somewhere
her learning style instrument into six categories in the middle, they placed authors who
to address visual, auditory, kinesthetic, tactile, acknowledged the external factors and those
as well as group and individual learning (Reid, that believe that learning styles present a
1987: 88). (1) Visual Major Learning Style combination of a persons’ self and experience.
Preference They learn well from seeing words Dörnyei (2005) lists the following instruments
in books, on the chalkboard, and in workbooks. as the ones most popular and widely used:
They remember and understand information Kolb’s Learning Style Inventory, Rebecca
and instructions better if they read them. They Oxford’s Style Analysis Survey and Learning
do not need as much oral explanation as an Style Survey, The Ehrman and Leaver
auditory learner, and they can often learn alone. Construct, Skehan’s Conceptualization of a
(2) Auditory Major Learning Style Preference Learning Style Construct, and Joy M. Reid’s
They learn from hearing words spoken and Perceptual Learning Styles Preference
from oral explanation. They may remember Questionnaire.
information by reading aloud or by moving In this research, the reseacher assesing
their lips as they read, especially when they are the learning style uses Reid’s Perceptual
learning new material. They benefit from Learning Styles Preference Questionnaire. Joy
hearing audiotapes, lectures, and class M. Reid’s Perceptual Learning Style Preference
discussion. They benefit from making tapes to Questionnaire (PLSPQ) was, according to
listen to, by teaching other students, and by Dörnyei (2005), the first learning style measure
conversing with their teacher. (3) Kinesthetic widely used in the second language studies.
Major Learning Style Preference They learn The PLSPQ consists of thirty randomly ordered
best by experience, by being involved sentences for each of the learning styles: visual,
physically in classroom experiences. They auditory, kinesthetic, tactile, group, and
remember information well when they actively individual learning. the items are non-language
participate in activities, field trips, and role- specific, since they do not mention any subject
playing in the classroom. (4) Tactile Major matter. The questionnaire uses five point scale
Learning Style Preference They learn best items ranging from 'strongly agree' to 'strongly
when they have the opportunity to do “hands- disagree' (5- strongly agree, 4-agree, 3-
on” experiences with new materials. That is, undeciced, 2-disagree, 1-strongly disagree). It
working on experiments in laboratory, handling is user friendly, with a self-scoring sheet, along
and building models, and touching and working with explanation for each style and suggestions
with new materials provide them with the most for learners. Example sentences for each
successful learning situations. (5) Group Major learning style are following: a) Visual
Learning Style Preference They learn more preference: I learn more by reading textbooks
easily when they study with at least one other than by listening to others. b) Auditory
student, and they will be more successful preference: I learn better in class when the
completing work well when they work with teacher gives a lecture. c) Kinesthetic
others. They value group interaction and class preference: When I do things in class, I learn
work with other students, and they remember better. d) Tactile preference: I enjoy making
information better when they work with two or something for a class project. e) Group

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Rawung, The Students’ Learning Style Used in Learning English at MAN Morowali

preference: I learn more when I study with a METHOD

group. f) Individual preference: When I study Type of the research qualitative since
alone, I remember things better. Reid the data of this reseach collected in form of
categorized learning styles as major, minor and words and sentences. The setting is MAN
negligible She defined major style as the Morowali. The role of the researcher was as a
student’s preferred style; the style using which fully researcher. The participant of the data in
students perform the best. Minor learning the research aretwenty five of eleven grade
styles, according to Reid (1998) represent the students at MAN Morowali.The data were
areas where students can operate well since gathered using questionnaire and
successful students can learn in several documentation.
different ways. Negligible, or as Peacock
(2001) states, negative learning style is the one FINDINGS
that makes learning more difficult for the
student. Reid (1998) suggests that students The PLSPQ self-scoring sheet in first meeting
direct their learning to their stronger styles, or The first step in analyzing the data
practice skills to strengthen their negligible was scoring each questionnaire using the
styles. After solving the questionnaire, the PLSPQ self scoring sheet for eleven grade
numerical value is assigned to the students at MAN Morowali. The researcher
corresponding learning styles. distributes the questionnaires to the 25 students
of class X MIA. The total scoring in first
meeting can be seen in table 4.1

Table 4.1 Total Scoring using PLPSPQ Self Scoring Sheet

No Initial Total Scoring Learning Style Categories
Students Visual Auditory Kinestetic Tactile Group Individual
1 I 40 34 28 40 34 38
2 F 38 36 30 36 30 36
3 S 32 30 32 22 32 28
4 RK 32 40 34 22 32 32
5 DD 36 36 40 30 36 38
6 IR 40 36 34 36 36 36
7 AS 38 40 42 40 34 34
8 WJ 38 34 36 46 30 30
9 GR 34 48 40 34 32 32
10 A 38 40 38 36 32 32
11 F 40 36 34 36 36 36
12 DA 36 36 34 20 36 36
13 MI 40 38 36 34 32 28
14 YM 36 34 38 36 32 32
15 M 36 40 30 40 36 36
16 C 38 36 30 32 36 36
17 A 36 40 34 20 34 34
18 YP 36 32 36 30 30 30
19 A 32 34 38 30 32 32
20 J 36 36 40 36 32 32
21 K 38 32 40 36 36 36
22 R 38 32 42 40 36 36
23 HJ 38 34 46 34 34 36
24 IB 34 32 40 34 34 20
25 WW 32 30 40 36 38 36

To determine the students learning Major Learning Style Preference 38-50

styles, the result of learning style category are Minor Learning Style Preference 25-37
to be compared to the following scale
Negligible 0-24
interpretations of the score scale PLSPQ.
The interpretations of the score scale PLSPQ:
The table 4.1 above is the result of the
total students’ score using self-scoring sheet

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Rawung, The Students’ Learning Style Used in Learning English at MAN Morowali

after completing all the part of the students. The questionnaires analyzed using the
questionnaire PLPSQ’s self scoring sheet can be seen an
Appendix. The researcher distributes the
2. The second meeting in class X MIA questionnaires to the 25 students of class X
In the second meeting in classX MIA. The MIA. The total scoring in second meeting can
reseracher give the questionnaires to the be seen in table 4.2:

Table 4.2 Total Scoring Using PLPSPQ Self Scoring Sheet

No Initial Total Scoring Learning Style Categories
Students Visual Auditory Kinestetic Tactile Group Individual
1 I 40 34 34 42 42 40
2 F 38 36 34 38 39 36
3 S 37 30 34 28 36 34
4 RK 35 36 34 26 30 24
5 DD 32 36 34 26 42 14
6 IR 36 39 36 36 38 34
7 AS 34 36 34 32 30 20
8 WJ 42 44 44 44 32 42
9 GR 38 39 32 32 38 26
10 A 38 36 30 32 34 28
11 F 32 28 30 32 34 26
12 DA 32 30 30 26 38 26
13 MI 34 44 46 42 20 50
14 YM 32 34 30 26 30 26
15 M 30 34 32 28 30 24
16 C 32 38 42 34 48 28
17 A 28 40 30 34 28 28
18 YP 36 36 38 34 38 32
19 A 42 40 40 48 44 40
20 J 42 28 38 40 24 38
21 K 42 38 46 46 38 30
22 R 36 34 38 34 36 32
23 HJ 34 34 30 32 30 24
24 IB 38 34 30 30 30 34
25 WW 38 34 22 32 44 30
.
To determine the students learning styles, the of the students as follow visual major learning
result of learning style category are to be style preference the students learn well from
compared to the following scale interpretations seeing words in books, on the chalkboard, and
of the score scale PLSPQ. in workbooks. The students remember and
The interpretations of the score scale PLSPQ: understand information and instructions. The
Major Learning Style Preference 38-50 students don’t need an as much oral
Minor Learning Style Preference 25-37 explanation as an auditory learner, and the
student can often learn alone, with a book. The
Negligible 0-24
student should take notes of teacher and oral
directions if you want to remember the
Based on Table 4.2 The students
information.
initial has got visual,tactile , group, and
The students initial RK, AS, GR, A,
individual as her major learning style
MI, M.A, has got auditory major learning style
preference.
preference, the students learn from hearing
words spoken and from oral explanations. The
DISCUSSION
students may remember information by reading
Based on table 4.1 in the first meeting
aloud or moving your lips as you read,
the students initial I, F, IR, AS, WJ, A, F, MI,
especially when they are learning new material.
C, K, R, HJ has got visual, as major learning
The students benefit from hearing audio tapes,
style preference learning style. The
teacher, and class discussion. The students
explanations of major learning style
benefit from making tapes to listen to, by
preferences below describe the characteristics

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Rawung, The Students’ Learning Style Used in Learning English at MAN Morowali

teaching other students, and by conversing with to work on some of the skills to strengthen the
the teacher. students learning style in the negligible area.
The students initial WJ, MI, C, YP, J, K has got Based on table 4.2 in second meeting
kinesthetic major learning style preference. The the students initial I, F, S, WJ, GR, A, A, J, K,
students learn best by experience, by being IB, WW has got visual, as major learning style
involved physically in classroom experiences. preference learning style. The explanations of
The students remember information well when major learning style preferences below describe
you actively participate in activities, field trips, the characteristics of the students as follow
and role-playing in the classroom. A visual major learning style preference the
combination of stimuli-for example, an audio students learn well from seeing words in books,
tape combined with an activity will help the on the chalkboard, and in workbooks. The
students understand new material. students remember and understand information
The students initial I, F, DD, IR, GR, and instructions. The students don’t need them
DA, C,YP, A, K, WW has got tactile major an as much oral explanation as an auditory
learning style preference. The students learn learner, and the student can often learn alone,
best when the students have the opportunity to with a book. The student should take notes of
do “hands-on” experiences with materials. That teacher and oral directions if the students want
is, working on experiments in a laboratory, to remember the information.
handling, and building models, and touching The students initial IR, WJ, MI, C, A, K has
and working with materials provide you with got auditory major learning style preference,
the most successful learning situation. Writing the students learn from hearing words spoken
notes or instructions can help the students and from oral explanations. The students may
remember information, and physical remember information by reading aloud or
involvement in class-related activities may help moving your lips as you read, especially when
the students understand new information. they are learning new material. The students
The students initial WW has got group benefit from hearing audio tapes, teacher, and
major learning style preference. The students class discussion. The students benefit from
learn more easily when the students study with making tapes to listen to, by teaching other
at least one other student, and the students will students, and by conversing with the teacher.
be more successful in completing work well The students initial WJ, MI, C, YP, A,
when the students work with others. The J, K, R has got kinesthetic major learning style
student's value group interaction and class work preference. The students learn best by
with other students and the students remember experience, by being involved physically in
information better when their work with two or classroom experiences. The students remember
three classmates. The stimulation receives information well when you actively participate
from group work helps the students learn and in activities, field trips, and role-playing in the
understand new information. classroom. A combination of stimuli-for
The students initial I and DD has got individual example, an audio tape combined with an
major learning style preference. The students activity will help the students understand new
learn best when their work alone. The students material.
think better when the students study alone, and The students initial I, WJ, MI, A, J, K
the students remember information and learn has got tactile major learning style preference.
by their self. The students understand new The students learn best when the students have
material best when the students learn it alone the opportunity to do “hands-on” experiences
and make better progress in learning when their with materials. That is, working on experiments
work by their self. in a laboratory, handling, and building models,
The students initial YP, S, DA has got the and touching and working with materials
minor learning styles. In most case, minor provide you with the most successful learning
learning styles indicate areas where you can situation. Writing notes or instructions can help
function well as a learner. Usually, a very the students remember information, and
successful learner can learn in several different physical involvement in class-related activities
ways. may help the students understand new
The students initial S, RK, DA, A, IB has got information.
negligible learning styles. Often, a negligible The students initial
score indicates that the students may have I,F,DD,IR,GR,DA,C,K,WW has got group
difficulty learning in that way. One solution major learning style preference. The students
may be to direct the students learning to their learn more easily when the students study with
stronger style. Another solution might be to try at least one other student, and the students will
be more successful in completing work well

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Rawung, The Students’ Learning Style Used in Learning English at MAN Morowali

when the students work with others. The be to try to work on some of the skills to
student's value group interaction and class work strengthen the students learning style in the
with other students and the students remember negligible area.
information better when their work with two or The eleven grade students at MAN
three classmates. The stimulation receives Morowali has learning style to the students
from group work helps the students learn and learn in many different ways. The
understand new information. questionnaires were completed and scored
The students initial I, WJ, MI, A, J has got showed which ways the students prefer to learn
individual major learning style preference. The English. In many cases, students’ learning
students learn best when their work alone. The style preferences show how well students learn
students think better when the students study the material in different situations, so the
alone, and the students remember information learning style has got the characteristic of
and learn by their self. The students understand eleven grade students are major learning style
new material best when the students learn it preference, minor learning style preference and
alone and make better progress in learning negligible.
when their work by their self.
The students initial AS, F, YM, M, HJ CONCLUSION
has got the minor learning styles. In most case, Generally, the learning style of Eleventh grade
minor learning styles indicate areas where you students in learning English At MAN Morowali
can function well as a learner. Usually, a very are classified into major, minor, negligible
successful learner can learn in several different learning style preferences. The major learning
ways. style are visual, auditory, kinesthetic, tactile,
The students initial WW, HJ, A, MI, AS, RK, group and individual. On the other hand
has got negligible learning styles. Often, a sometime minor learning style are visual, group
negligible score indicates that the students may and individual.
have difficulty learning in that way. One
solution may be to direct the students learning
to their stronger style. Another solution might

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About the Author

Ingriyani Yohana Rawung, S.S., M.Pd, She earned her master degree program at Universitas Tadulako, Palu. Her
interests are in speaking, reading literacy, and English for specific purposes. She is an English lecturer in Faculty of
Teacher Training and Education, Universitas Sintuwu Maroso. She can be contacted at
[email protected].

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