Students' reading and listening comprehension based on their learning styles

Magfirah, Titing (2017) Students' reading and listening comprehension based on their learning styles. Masters thesis, Widya Mandala Catholic University Surabaya.

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Abstract

This study examined the reading and listening comprehension based on the students’ learning styles. The purpose of this study was to know whether there is significant difference between visual and auditory learners in their reading and listening comprehension. This study used quantitative method and causal comparative with a posttest only as the design of the study. The population of the research was the eighth grade students of SMPN 4 Pallangga Gowa in the 2016/2017 academic year. There were 123 students chosen as the sample by using accessible sampling. Further, there were three variables in this research. The first was students’ learning style as the predictor variable, and then students’ reading and listening comprehension as the criterion variables. The reliability and validity of the instruments were conducted before conducting the real test. Furthermore, the students’ learning style score was taken from the questionnaire whereas the student’ reading and listening comprehension were taken from the test. In analyzing the data and testing the hypothesis, the researcher used Independent Sample T-Test to analyze the data from questionnaire and reading and listening comprehension score. Based on the data analysis, it was found that sig. value for the reading comprehension based on two group learning styles; visual and auditory was 0.592 and 0.594. It shows that both sig. values were greater than p-value (0.01-0.05), (0.592 and 0.594 >0.05). Similarly, the sig. value of two learning style groups (visual and auditory) in listening comprehension performance were the same, it was 0.954. Meaning that the both sig. values were also greater than p-value (0.954> 0.05). It means that null hypothesis (H0) is accepted and the alternative hypothesis (Ha) is rejected. From the research finding, it can be concluded that there was no significant difference on students’ reading and listening comprehension based on their learning styles; visual and auditory.

Item Type: Thesis (Masters)
Uncontrolled Keywords: Learning Styles, Visual, Auditory, Reading Comprehension, Listening Comprehension
Subjects: English Education
Divisions: Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User: Titing Magfirah
Date Deposited: 06 Sep 2017 01:28
Last Modified: 06 Sep 2017 01:28
URI: http://repository.wima.ac.id/id/eprint/12487

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