Style Influence Learning Against Language Learning

Outcomes English Students

Disusun Oleh:
Dias Nindya Subagiyo
A320210048
Academic Writing C

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH SURAKARTA
2023
 ABSTRACT
This study explores the impact of learning styles on English language learning
outcomes among students. By investigating the relationship between individual
learning styles and language proficiency, the research aims to identify how
different learning preferences may affect students' success in acquiring the
English language. The study utilizes a variety of learning style assessments and
language proficiency tests to gather data. The findings will provide valuable
insights into the role of learning styles in shaping language learning outcomes,
offering implications for educators and learners striving to enhance their
English language skills.
A. Background of the study
Learning English is a central and often challenging endeavor for students
around the world. Learning English is crucial not only for academic
success, but also for personal and professional growth in a world where
English is the global lingua franca. One important factor in the pursuit of
language mastery is the various learning styles of individuals. Learning
styles refer to the individual approaches, preferences, and strategies that
individuals use to acquire knowledge and skills. These styles can include
different modalities, such as visual, auditory, kinesthetic or a combination
of these, and they significantly affect how students interact with the
learning material. It is well known that not all students are the same and
what works effectively for one student may not be as beneficial for
another. As a result, understanding the role of learning styles in language
learning has become a central area of research. The purpose of this study
is to contribute to this emerging field by examining the relationship
between individual learning styles and the language proficiency of
English language learners. Although learning styles and their impact on
educational outcomes have been studied, specific research related to
learning English is needed. English, a widely studied and taught
language in the world, provides a unique background for this study. The
current study aims to fill this research gap using a multifaceted approach.
It aims to investigate how different learning settings can affect students'
English language acquisition and #039; success and skill levels. The use
of different learning style assessments and language proficiency tests
provides a rich data set for analysis that enables a nuanced understanding
of the complex relationship between learning styles and language
learning outcomes. The insights gained from this study are expected to
be of practical importance for both teachers and students involved in
learning the English language. By identifying how learning styles affect
language learning, teachers can adjust their teaching methodology to meet
the different preferences of students. At the same time, learners can use
this knowledge to adapt their learning methods to their individual
learning styles, potentially optimizing their language learning. In a
globalizing world where effective English communication is essential,
this research is poised to provide valuable guidance and promote ongoing
dialogue on optimizing language learning.

B. Literature riview
 The first, Aulia Putri's study, published in 2018, investigates the
influence of learning styles on English reading comprehension. While this
research primarily focuses on reading comprehension, it highlights the
importance of considering individual learning styles when addressing
language learning outcomes.
The second, Melvita's doctoral dissertation from 2009 examines
the impact of both learning strategies and learning styles on English
language learning outcomes among high school students. The study
emphasizes the interplay between teaching methods, learning styles, and
language proficiency.
The third, Gohar and Sadeghi's 2015 case study explores the
influence of learning style preferences on the achievement of Iranian
English as a Foreign Language (EFL) students. This research underscores
the importance of adapting language instruction to align with students'
unique learning preferences.
The fourth, Chen and Wang's study, presented in 2015, delves into
the effects of learning styles on English vocabulary acquisition, especially
through the use of mobile augmented reality. The research suggests the
potential of technology-assisted language learning while considering
learning style preferences.
The fifth, Özlem Balci's research, published in 2017, investigates
the effects of learning-style-based activities on students' reading
comprehension skills and self-efficacy in English foreign language
classes. This study highlights the significance of tailoring classroom
activities to accommodate diverse learning styles.
The sixth, This is a duplicate entry of Özlem Balci's study,
reiterating the importance of its findings concerning learning styles in
English language education.
The seventh, Budiarti and Jabar's research from 2016 explores the
influence of learning styles on the academic achievements of eighth-
grade students. The findings may offer insights into how learning styles
affect different subject areas, including language learning.
The eighth, Sheikh and Mahmood's 2014 study investigates how
various teaching styles affect students' motivation in the context of
learning English. The research highlights the significance of
understanding how teaching approaches can influence language learners'
motivation and ultimately their language acquisition.
The ninth, Astuti's study from 2017 delves into how learning styles
impact the mastery of English vocabulary. Understanding the relationship
 between learning styles and vocabulary acquisition is crucial in language
education, particularly in the context of Bahasa Inggris.
The tenth, This is another instance of Astuti's research, underlining
the significance of learning styles in the context of English vocabulary
acquisition, particularly in Bahasa Inggris.
These studies emphasize the importance of considering and
accommodating different learning styles when designing language
instruction programs.

C. Research question

1. How do individual learning styles, particularly visual, auditory, and

kinesthetic, influence English language learning outcomes?
2. What is the connection between learning styles and language proficiency
in English language learning, and how do specific learning styles affect
proficiency levels?
3. How can the findings of this research be applied to improve English
education for educators and students?

A. Tujuan Penelitian:

1. **Tujuan Penelitian 1:**

- Menganalisis pengaruh gaya belajar individu, khususnya gaya visual,
auditori, dan kinestetik, terhadap hasil pembelajaran bahasa Inggris.
- Menilai sejauh mana setiap gaya belajar mempengaruhi pencapaian hasil
belajar bahasa Inggris.

2. **Tujuan Penelitian 2:**

- Meneliti koneksi antara gaya belajar dan tingkat kemahiran berbahasa dalam
pembelajaran bahasa Inggris.
 - Mengidentifikasi bagaimana gaya belajar tertentu memengaruhi tingkat
kemahiran dalam pembelajaran bahasa Inggris.

3. **Tujuan Penelitian 3:**

- Merumuskan rekomendasi dan pedoman untuk meningkatkan pembelajaran
bahasa Inggris berdasarkan temuan penelitian.
- Menyelidiki cara-cara implementasi temuan penelitian ini dapat mendukung
pengembangan pendidikan bahasa Inggris bagi pendidik dan siswa.

B. Manfaat Penelitian:

1. **Manfaat Penelitian 1:**

- Memberikan wawasan mendalam tentang cara gaya belajar individu
mempengaruhi hasil belajar bahasa Inggris.
- Menyediakan informasi penting bagi pendidik untuk menyesuaikan metode
pengajaran sesuai dengan gaya belajar siswa.

2. **Manfaat Penelitian 2:**

- Menambah pemahaman tentang hubungan antara gaya belajar dan tingkat
kemahiran berbahasa.
- Memberikan dasar bagi pengembangan strategi pembelajaran yang lebih
efektif sesuai dengan gaya belajar yang dominan.

3. **Manfaat Penelitian 3:**

- Mendukung perbaikan kurikulum dan metodologi pengajaran bahasa Inggris.
- Memberikan panduan praktis kepada pendidik untuk mengoptimalkan proses
pembelajaran berdasarkan gaya belajar siswa.
- Mendorong inovasi dalam pendekatan pembelajaran bahasa Inggris yang
dapat meningkatkan pemahaman dan penguasaan bahasa siswa.
Metode penelitian untuk studi ini dapat dirancang sebagai berikut:

1. **Jenis dan Desain Penelitian:**

- **Jenis Penelitian:** Penelitian ini dapat dikategorikan sebagai penelitian
kuantitatif, karena melibatkan pengukuran dan analisis data numerik terkait
dengan hubungan antara gaya belajar individu dan kemampuan berbahasa
Inggris.
- **Desain Penelitian:** Desain penelitian dapat menjadi studi potong
lintang, di mana data dikumpulkan pada satu titik waktu tertentu untuk
mengidentifikasi hubungan antara gaya belajar dan hasil belajar bahasa Inggris.

2. **Tempat dan Waktu Penelitian:**

- **Tempat Penelitian:** Penelitian ini dapat dilakukan di berbagai lembaga
pendidikan yang menyelenggarakan pembelajaran bahasa Inggris.
- **Waktu Penelitian:** Penelitian dapat dilakukan selama satu semester
atau satu tahun akademik untuk mendapatkan data yang representatif.

3. **Objek dan Subjek Penelitian:**

- **Objek Penelitian:** Fokus objek penelitian adalah dampak gaya belajar
pada hasil pembelajaran bahasa Inggris.
- **Subjek Penelitian:** Subjek penelitian dapat melibatkan siswa dari
berbagai tingkat pendidikan yang sedang mempelajari bahasa Inggris.

4. **Data dan Sumber Data:**

- **Data:** Data yang dikumpulkan melibatkan hasil dari tes kemampuan
bahasa Inggris dan hasil dari tes gaya belajar individu.
- **Sumber Data:** Sumber data utama adalah siswa yang menjadi subjek
penelitian.
5. **Teknik Pengumpulan Data:**
- **Tes Gaya Belajar:** Menggunakan berbagai alat atau kuesioner untuk
mengidentifikasi gaya belajar siswa.
- **Tes Kemampuan Bahasa Inggris:** Menggunakan tes standar untuk
mengukur kemampuan bahasa Inggris siswa.

6. **Kebenaran Data:**
- **Validitas Internal:** Memastikan bahwa instrumen pengukuran yang
digunakan mengukur secara konsisten apa yang seharusnya diukur.
- **Reliabilitas:** Memastikan bahwa pengukuran dapat diulang dengan hasil
yang konsisten.

7. **Teknik Analisis Data:**

- Menggunakan analisis statistik, seperti korelasi, regresi, atau analisis varians,
untuk mengidentifikasi hubungan antara gaya belajar dan hasil pembelajaran
bahasa Inggris.
- Interpretasi hasil analisis untuk mendapatkan wawasan yang bermanfaat
bagi pendidik dan siswa.

Melalui metode ini, penelitian diharapkan dapat memberikan pemahaman

yang lebih baik tentang bagaimana gaya belajar memengaruhi hasil
pembelajaran bahasa Inggris, dengan implikasi praktis bagi pendidik dan
pelajar.

Bibliography
https://ijemd.umsida.ac.id/index.php/ijemd/article/view/699
https://www.jurnal.stkipbjm.ac.id/index.php/math/article/view/42
https://www.sciencedirect.com/science/article/abs/pii/0346251X89900377
https://al-kindipublisher.com/index.php/ijllt/article/view/1063
https://citeseerx.ist.psu.edu/document?
repid=rep1&type=pdf&doi=732a7b0caa1ef33af2223a40b41cc324840d34ce

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