MATCH AND MISMATCH BETWEEN STUDENTS’ LEARNING STYLES AND TEACHER’S TEACHING STYLES RELATED TO STUDENTS’ ENGLISH PROFICIENCY

Sokhira Linda Vinde (IAIN Padangsidimpuan, Indonesia)

Abstract


Penelitian ini bertujuan untuk menginvestigasi kesesuaian dan ketidaksesuaian antara gaya belajar siswa dan gaya mengajar guru dalam pembelajaran bahasa Inggris serta untuk melihat efek dari kesesuaian dan ketidaksesuaian tersebut terhadap kemampuan bahasa Inggris siwa. Penelitian ini merupakan studi kasus di slaha satu universitas. Responden penelitian ini terdiri dari seorang guru dan 32 siswa. Dalam hal pengumpulan data, penelitian ini menggunakan angket dan wawancara yang masing-masing diberikan kepada guru dan siswa yang dilanjutkan dengan observasi kelas. Kemudian data yang telah diperoleh  dianalisis berdasarkan prinsip data analisis interpretive dan empirical. Hasil penemuan dari penelitian ini adalah sebgaian besar siswa memiliki gaya belajar kinesthetic yang diikuti dengan gaya belajar visual, audio, dan verbal. Sebaliknya, gaya mengajar guru lebih dominan mengarah pada gaya mengajar verbal. Maka, dapat diasumsikan bahwa terdapat ketidaksesuaiain antara gaya belajar siswa dan gaya mengajar guru. Namun, ketidaksesuaian itu tidak memberikan efek negatif terhadap kemampuan siswa.


Keywords


Learning Styles, Teaching Stlyes, Match and Mismatch, and Achievement

Full Text:

PDF

References


Ghada, S. et al. (2011). A Mach or a Mismach Between Students and Teachers’ learning Style Preferences. International Journal of English Linguistic.

Gilakjani, A.P.(2012). Visual, Auditory, Kinesthetic Learning Styles and Their Impacts on English Lnguage Teaching. Journal of Studies in Education, Vol. 2, No. 1. Lahijan : MECS Press.

Grasha, A. (1996). Teaching with Style. Pittsburgh, PA: Alliance Publishers. http://cstl.semo.edu/cstl/workshops/tew/Teaching_Learning_Assesment/Grasha_Styles.pf

Gohdes, W. L. (2003). Student Teachers and Their Students: Do Their Instructional and Learning Preferences Match?’ Bussiness Educational Forum 57, no. 4. P:22-27.

Harmer, J. (2007). The Practice of English Language Teaching, Fourth Edition. United Kingdom: Pearson Education Limited.

Hayes, J. & Allinson. C.W. (1997). Learning Styles and Training and Development in Work Setting: Lesson from Educational Research, Educational Psychology, vol. 17, no. 1-2, pp. 185-193.

Heimlich, J.E. & Norland, E. (2002). Twaching Style: Where Are We Now? New Directions for Adult and Continuing Educational, no. 93, pp.17-25.

Honey, P & Mumford, A. (1982:231-240). The Learning Styles Questionnaire, 80-itemVersion. Maidenhead, UK, Peter Honey Publicatios.

Hyland, K. (1997). Culure and Learning: a study of the learning styles preferences of Japanese students, RELC Journal, 24 (2), 69-91. http://dx.doi.org/10.1177/003368829302400204

Isemonger, I. et al. (2003). Learning Style. RELC Journal, 34: 195. Japan. SAGE. . http://www.sagepublications.com

Jones, N.B (1997). Applying Learning Dtyles Research to Improve writing Instruction. Paper Prensented at RELC Seminar on Learners and Language Learning:Singapore

Juris, M. F. (2009). Leraning and Teaching Crossroads. Institute for Learning Styles Journal, Volume 1.

Kagan, S. (1994). Cooperative Learning. San Clemente, CA: Kagan Publishing. http://www. Kaganonline.com/.

Kanninen, E. (2008), Learning Styles and E-Learning Tampere University of Technology : http://hlab.ee.tut.fi/video/bme/evicab/astore/delivera/wp4style.pdf

Kaplan, E.J. & Kies, D. A. (1995). Teaching and Learning Styles: Which came first? Journal of Instructional psychology, 22(1), 29-33.

Kara, S. (2009). Learning Styles and Teaching Styles: A Case Study In Foreign Language Classroom. International Journal of Arts and Science.

Kazu, I.Y. (2009). The Effect of Learning Styles on Education and the Teaching Process. Journal of Social Sciences 5(2): 85-94. Turkey: Science Publication.

Kelly, M. (2011). Understanding and Using Learning Styels. Available at: Guidefile://learning%20style/learning_styles%20teacher.htin.

Kefee, J.W, (1987). Learning Styles: Theory and Practice. National Assocition of Secondary School Principals. Reston. VA.

http://nwlink.com/donclark/hrd/styles.html

Kinsella, K. (1996). Dsigning group work that supports and enchances diverseclassroom work styles. TESOLJournals, 6 (1), 24-23.

Kolb, D. A. (1984: 142-150). Experiental Learning: Experience as the Learning and Development. Prentice Hall, New Jersey.

Kumaravadivelu, B. (1991). Language-learningtasks: teacher intention and learner interpretation. English Language Teaching Journal, 45/2, 98-107.

Littlewood, W. N. F. Liu, & C. Yu. (1996). Hong Kong tertiary students’ attitudes and proficiency in spoken English, I RELC Journal, vol. 27, no. 1, pp. 70-88.

Melton, C. D. (1990). Bridging the cultural gap: a study of Chinese students’ learning style preferences. RELC Journal 21 (1), 29-54.

http://dx.doi.org/101177/003368829002100103.

Miller, P. (2001). Learning Styles: The Multimedia of the Mind. Researcher Report. (ED 451 140).

Nuckles, C. R. (2000). Students-Centered Teaaching: Making It Work. Adult Learning 11, no. 4.

Oxford, M Hollaway & D. Horton-Murillo. (1992). . Language Learning Style & strategies in the multicultural, tertiary L2 classroom-system, 20,3, 439-456

Oxford, R. L. (2003). Language LearningStyles and Strategies. Learning Styles & Strategies /Oxford, GALA. Available at: http://web.ntpu.edu.tw/language/workshop/read2.pdf

Park, C. C. (2000). Learning Style Preferences of Southeast Asian Students. Urban Education, 35: 245. Published by http://www.sagepublications.com.

Pashler, H. M. McDaniel, D. Rohrer, & R. Bjork. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, vol. 9, pp. 105-119

Pithers, R,T. (2002). Cognitive Learning Style: A Review of the field dependent-Field Independent Approach. Journal of Vocational Education & Training 54, no. 1 :117-132.

Pratt, D.D. (2002). Good Teaching : One Size Fits All? New Directions for Adult and Continuing Educational no. 93. P. 5-15.

REID, J. (1987). The Learning Style preferences of ESL students TESOL Quarterly, 21, 87-111. http://web.ntpu.edu.tw/-language/workshop/read2.pdf

Scarcella, R.& Oxford, R. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston: Heinle & Heinle.3

Spoon, J.C & Schell, J.W. (1998). Aligning Students’ Learning Styles with Instructor Teching Styles. Journal of industrial Teacher Education, Volume 35, Number 2, 41-56.

Stebbins, C. (1995). Culture specific perceptual learning style preferences of postsecondary students of English as a second language. Boston: Heinle

Stewart, K. L., & Felicetti, L. A. (1992). Learning styles of marketing majors. Educational Research Quarterly, 15(2), 15-23.

Wallace, B., and R.L. Oxford. (1992). Disparity in Learning Styles and Teaching Styles in the ESL Classroom: Does this mean War? AMTESOL Journal 1:45-68




DOI: https://doi.org/10.24952/ee.v3i01.1288

Refbacks

  • There are currently no refbacks.




English Education: English Journal for Teaching and Learning

Tadris Bahasa Inggris Fakultas Tarbiyah dan Ilmu Keguruan

UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan 

ISSN Print : 2338-8781 ISSN Online :  2579-4043

Jl. T. Rizal Nurdin Km. 4,5 Sihitang Padangsidimpuan Sumatra Utara 22733 Indonesia

Phone: 0634-22080 Fax: 0634-24022

Email: englishjournal@uinsyahada.ac.id

Flag Counter View My Stats