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A STUDY OF THE PREFERRED LEARNING STYLES OF STUDENTS TAKING THE ENGLISH 1119 PAPER IN SMK TENGKU INTAN ZAHARAH: ARE THE TEACHERS AWARE OF THESE LEARNING STYLES? Thesis · November 2012 DOI: 10.13140/RG.2.1.3212.2403

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CHAPTER 1 INTRODUCTION 1.0

Background of the Study Every student attending public schools in Malaysia will have to sit for national

examinations set by the Malaysian Examination Syndicate. One of the compulsory subjects that has to be taken by the students is English language. “The result of this subject will appear in national standardized examination certificates” ( Rosadah, Noriah and Zalizan, 2004, p.60 ). This has resulted in education institutions paying a great deal of attention to students’ learning styles in order to nurture them to be responsible towards their own learning process so that they can achieve excellent results in the national examinations. “Some students prefer to learn by themselves in their own time, in familiar surroundings rather than in groups. Students tend to perceive information differently, such as by viewing and listening, reflective and acting, to reasoning logically and intuitively and also scrutinizing and visualising” (Felder & Henriques, 1995, p. 1). This has clearly portrayed that all students display characteristics of various dimensions, and may move from one extreme to the other depending on the topic, its context, and the particular task demands made on the students (Wong, 2004, p. 9). The learning styles of the students influence their ability to acquire information and respond to the learning environment (Azlinda, 2006, p. 1). Students can plan and manage their language learning activities better if they can discover their preferred learning styles. This can "assist the students to enhance and take advantage of their natural skills and inclinations. As students’ motivation will be sustained and they can progress well in the language learning process” (Azlinda, 2006, p. 1). 1

“What is more, when learning styles of the students in one class and teaching styles of the teachers are mismatched, with hostile potential effects, the students may be bored and become distracted in class, perform badly in tests, get disheartened about the course, the curriculum and themselves, and in many cases the students tend to change to another program or drop out from school” (Felder & Spurlin, 2005, p. 109). Due to that, researchers have paid great attention to discovering the learning styles of the students. In the English as a Second Language (ESL) classroom, teachers can witness that normally efficient learning shows an encouraging attitude towards learning of English (Azlinda, 2006, p. 2). Furthermore, according to Nunan (1991), one of the characteristics of good language learners is to be able to reflect on and communicate the processes of their own learning, as learning a language is among the most challenging lifelong pursuits to undertake (Almasa, Parilah & Fauziah, 2005, p. 9). Therefore, teachers should not disregard the importance of choosing the appropriate teaching method to suit students’ learning styles, as both teaching and learning styles play a crucial role in language learning development and achievement.

1.1

Problem Statement

A great deal of attention has been given to the way individuals learn or understand new information and as well as their preferred methods of learning. As a consequence, it has become a crucial point for students to understand their own learning styles to enable them to benefit from the language learning process well. 2

Once the students distinguish and know their own learning styles they can find suitable activities that suit their learning preference which will enhance their performance in English. In addition, if the students fail to identify their preferred or compatible learning styles, they might lose interest in learning English as they fail to find suitable activities that can boost their learning interest. In addition, students study differently; “what works well for one student may not be beneficial or favourable to another” (Man & Tomoko, 2010, p. 30). Hence, Man and Tomoko (2010) added that individuals learn differently through many ways from time to time, from culture to culture and from context to context. Thus, it has become one of the pivotal factors to know students’ preferred learning styles that can assist the learning process. Moreover, many teachers do not seem to understand students’ learning styles, so the teachers are unable to evaluate students’ learning styles as they do not have a proper learning styles inventory (Almasa, Parilah & Fauziah, 2005, p. 12). It was found (Almasa et al., 2005) that students’ learning styles have been disregarded by teachers and have been considered a minor component in the learning process. Thus, teachers may misinterpret students’ lack of attention or hyperactivity in class as students’ bad attitudes which might be due to a lack of proper evaluation of students’ preferred learning styles. As a consequence, it has become a necessity for educators to assess the learning style of students in order to accommodate different learners (Almasa et al., 2005). Furthermore, teachers do not teach according to learning styles preferred by students; instead they are teaching based on either their own learning styles or teaching styles. A study has found out that continuum of mismatch between teachings 3

and learning styles will hugely influence students’ attitudes and motivation towards the subject matter (Almasa, Parilah & Fauziah, 2009, p. 102). They suggested that when the learning styles of students do not match the teachers’ teaching styles, students may get bored or pay less attention in the class or lesson, and this will result in poor grades and lead to disinterest in the learning process. However, the statement contradicts Felder and Brent’s (2005) notion, where they point out that it is pointless for teachers to always accommodate to all students’ preferences. Instead teachers should challenge the students to learn using techniques that are not in their preferences and out of their comfort zone or techniques that are more workable (Rosniah, 2004). Messick (as cited in Reid, 1998) pointed out that students gain more educational experiences when they are required to adapt to diverse instructional techniques and styles, as students should adapt to the instruction and not have the instruction adapted to the learner.

1.2

Research Objectives

For the past five decades, educational bodies have shown a great interest in exploring learning styles as they do know that people do learn and perceive things differently. As a consequence this issue has captured the researcher’s interest as an educator to know the most preferred learning styles of the students in Sekolah Menengah Kebangsaan Tengku Intan Zaharah ( hence forth, SMKTIZ ), Dungun, Terengganu, and if their teachers are aware of these learning styles. Therefore, the objectives of this study are to:

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1)

identify the most preferred learning styles of students in learning the 1119 English paper,

2)

identify the most preferred learning styles of students in learning the 1119 English paper according to gender,

3)

identify the most preferred learning styles of students in learning the 1119 English paper in pure science stream class,

4)

identify the most preferred learning styles of students in learning the 1119 English paper in account stream class, and

5)

investigate if their teachers are aware of the learners’ language learning needs.

1.3

Research Questions

In this research, there are several questions that need to be focused on: 1) What is the most preferred learning style of SMKTIZ students in learning the 1119 English paper? 2) What is the most preferred learning style of SMKTIZ students in learning the 1119 English paper according to gender? 3) What is the most preferred learning style of SMKTIZ students in learning the 1119 English paper in Pure Science stream class? 4) What is the most preferred learning style of SMKTIZ students in learning the 1119 English paper in Account stream class? 5) To what extent, if any, are their teachers aware of the learners’ learning preferences?

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1.4

Significance of the Study

This study will be significant to the students of SMKTIZ, teachers, school administration as well as to syllabus and module designers. The results from the study will provide the students an opportunity to assess their learning preferences especially in learning the English 1119 paper. Besides that, it will enlighten them that there is more than one learning style or preference in learning (Azlinda, 2006, p. 8). As a result, students will develop a sense of responsibility towards their own learning and at the same time they may want to implement other learning styles to suit and also to prepare themselves for advanced learning at the tertiary level. The findings from this study will also benefit English teachers as it will provide a platform to understand their students’ learning styles much better, as it will make them conscious of various learning styles and learning preferences that exist in their classrooms. In addition, it will augment teachers’ teaching styles as they will approach their lessons differently by using appropriate instructional activities and materials that will complement students’ learning styles. Knowing the students’ learning styles will lead to a successful teaching and learning process, as this is the main predictor of students’ success. Moreover, the school administration will also find this study to be beneficial as it will apprise the variety of learning styles that students adopt in learning English. The information can aid administrators to conduct courses, activities or prepare instructional materials that complement students’ learning styles. Furthermore, the findings will enable the administrators to realise that there is a need for them to pay

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more attention to the problems regarding the students’ performance in English and find suitable measures to rectify the learning problems.

1.5

Limitations of Study

The researcher only focused on VAK learning styles model which consists of Visual, Auditory and Kinesthetic concepts rather than all the six basic models introduced by Reid (1987). As such, the findings focused only towards the VAK model. The reason why the VAK dimensions were selected for the study is to focus only on the main learning styles that are commonly used in English language classes in Malaysia. For instance, teachers usually use visual aids such as flash cards, movies, photos to name a few, to assist students with vocabulary building. As for auditory aids, teachers tend to use songs, sound effects or even lectures to capture students’ interest in learning English. Last but not least, Malaysian teachers tend to practise the Kinesthetic style through drawing, highlighting important notes or copying notes directly from the board to name a few. On top of that, the results from this study cannot be generalised to the entire population as it is confined to upper secondary students consisting of one class each of Form 4 and 5 representing the Pure Science stream and one class each of Form 4 and Form 5 representing the Accounts stream. Besides that, another reason for choosing these classes is due to the time constraint, thus by selecting these classes it minimised the time taken to collect and analyse the data gathered. Moreover, the researcher was also the teacher teaching English 1119 to these classes and it was more convenient for the researcher to approach the students to distribute the questionnaires as well as to collect the questionnaires back.

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1.6

Delimitations of Study

The population of this study consisted of 250 students of all upper forms of students in SMKTIZ, Dungun, Terengganu. The main reason that only the upper form students were selected for this study was to investigate preferred learning styles among Pure Science and Account streams students. In the Malaysian secondary school education system, upper secondary level students are allowed to choose subjects that can channel them to the appropriate scope of studies later at the tertiary level as to enable them to find proper jobs according to their expertise.

1.7

Definition of Terms

1.7.1 VAK Model

The best way to define learning styles is to derive the definition for learning itself, as learning is a process whereby knowledge is created through the transformation of experience (Kolb, 1984). Although this study employs only the VAK model, yet comprehending all the learning styles, developed by Reid (1987), will broaden the understanding of preferred learning styles of students: 1. Visual – Students learn better from seeing words as in books, and on the chalkboard as they can remember the information and instructions better if they can read them.

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2. Auditory- Students learn from hearing words spoken and from oral presentations. They can recall information by reading aloud or moving their lips as they read. 3. Kinesthetic- Students learn through experience and being involved physically in the classroom. Students tend to remember information well by actively participating in activities, field trips and role plays in the classroom. 4. Tactile- Students learn through hands-on experiences with materials. They love working on experiments in a laboratory and handling and building models. These students can remember information by writing notes or instructions. 5. Group- Students learn well when they study with at least one other student. These students can complete work well when they work with others. The stimulation received from group work helps them to learn and understand new information. 6. Individual- Students learn best when they work alone. When they study alone they can remember information well. (adapted from: http://lwtoefl.ielp.pdx.edu/internal_resouces/tutor/level_1_regular/ Learning_Styles_ESL%20_%20Reid.pdf)

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1.7.2 Teaching Style Teaching style, according to Cook (1991), refers to a loosely connected set of teaching techniques which is believed to share the same goals and views of language learning. Grasha (1996, p. 157) identified five potential approaches for classroom teachers: 1.

Expert- Teacher holds the expertise and knowledge that students need. Information, knowledge and skills are possessed by the teacher.

2.

Formal authority- Teacher holds status due to knowledge and position. They also hold the standards and structure of teaching. This method also focuses on clear expectations and acceptable ways of doing things.

3.

Personal model- Teaching by personal example. This is a watch and learns approach. This teaching method emphasizes direct observation.

4.

Facilitator- emphasises the personal nature of teacher and student interactions. This approach focuses on students’ needs and goals.

5.

Delegator- this approach emphasises on student autonomy and independence. The teacher is available on request by the students. This helps to create an independent learning spirit. (adapted from: http://ilte.ius.edu/pdf/teaching_with_style.pdf)

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1.7.3 1119 English Paper All students’ aged sixteen to seventeen are prepared to sit for the 1119 English paper in the Malaysian Certificate of Education also known as the Sijil Pelajaran Malaysia (SPM) in the national language, once they reach their fifth year of secondary school. This exam is set by the Malaysian Examinations Syndicate, where this exam is equivalent to O-level and also equal to the British GCSE or also known as the General Certificate of Secondary Education. This gives the students the opportunity to further their studies to pre-university level. Up to 1978, the examination was handled by University of Cambridge Local Examinations Syndicate (hence forth, UCLES), which still advises the Malaysian Examinations Syndicate on the standards of the examination. As for the 1119 English paper, it is separately graded by the national examination board as well as UCLES, and both grades are displayed on the statement slip. However, on the actual certificate, only the national examination board's grade is listed. According to the curriculum specifications for English for Form 4 and 5 the English 1119 paper is used as a medium to evaluate the four language skills of listening, speaking, reading and writing (Ministry Education, 2003). All these skills are tested through the 1119 Paper 1 and Paper 2. Paper 1 assesses writing ability distributed in two sections, Section A and Section B. In Section A, also known as the directed writing section, the students are required to write a guided composition based on a given stimulus. The question given may require the students to write a report, speech, interview and to name a few. Continuous writing appears in Section B of Paper 1. Students are required to write one composition of at least 350 words, out of

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the choice of five topics given. The types of composition can be descriptive, narrative, argumentative, reflective, expository or factual and free writing. For Paper 2, there are four sections divided into Sections A, B, C and D. Section A consists of 15 multiple choice questions, where Questions 1-8 are based on a variety of graphic stimuli and texts. The types of stimuli include notices, news reports, graphs, comic strips, charts, letters and advertisements. Multiple-choice questions of rational cloze text will be asked in Questions 9-15. The students are required to read a passage and then fill in the blanks from the options given. In Section B is the information transfer section, where students are required to compare and match various short texts and analyse the information to enable them to answer ten subjective questions based on the information given in either a pamphlet, leaflet, brochure, newspaper cutting, advertisement to name a few. Meanwhile in Section C, 5 open-ended questions based on a passage of 7001000 words long is to test students’ reading comprehension. Moreover, based on the same passage provided in Section C too, students are asked to write a short summary of not more than 130 words. A literature component appears in Section D, paper 2. It tests reading and comprehension skills at the production (written) level, based on one of the poems taught in Forms 4 and 5, by answering 3 open-ended questions. Besides that, based on novel that they have studied in form 5 students are also required to answer an open-ended question, which might revolve around themes, moral values, characters or short phrases taken from the novel itself. Besides the 1119 English Paper 1 and 2, students are also assessed through an oral-speaking test, where the students are required to either to participate in a group presentation on a certain topic or an individual presentation. 12

1.8

Conclusion

This chapter discusses the background of the study, problem statement, purpose and significance of this study. It also explains the priority of learning styles to students, teachers and school administrations. Once the students are aware of their learning styles they will be able to assess their preferences and be responsible for their own learning. The study will also assist teachers to choose and use suitable activities and materials to suit the students’ learning styles. The school administration will also benefit from this study as it will provide them with useful information to establish conducive learning environment and also to provide sufficient workshops or seminars to the teachers as well as the students so that they are aware of their own learning styles. Apart from that, this chapter also lists the research questions, limitations and delimitations of the study as well as provides the definition of the VAK model as described by Joy M. Reid, brief explanation regarding teaching styles, and 1119 English paper.

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CHAPTER TWO

LITERATURE REVIEW

2.0

Introduction

Students’ learning styles and preferences have raised significant interest in the administrative and the academic community. For that matter, many researchers have conducted numerous investigations on students’ learning styles either in schools or institutions of higher learning (Azlinda, 2006). This chapter discusses the definition of learning styles, models of learning styles and also related literature review from previous corpus.

2.1

Definitions of Learning Styles

According to Kolb (1984), learning refers to the process whereby knowledge is created through the transformation of experience. There are numerous definitions of learning styles being used and redefined by researchers to suit purpose of their studies. There is “perplexity that comes from deviation in the scale and scope of learning, school achievement and other behaviour predicted by diverse learning style terms” (Nel, 2008). As stated by numerous researchers, the term ‘learning style’ has been defined differently by different people. For some, it is “congruent with ‘cognitive style’, and for others it denotes preferred approaches to learning based on modality strengths” (Nel, 2008). Lawrence (1984) stated that the term learning style is used to “incorporate four aspects of the person which include, cognitive style (preferred or habitual 14

patterns of mental functioning), patterns of attitudes and interests that affect an individual’s focal point in a learning situation, a tendency to pursue situations attuned to one’s own learning patterns, and an inclination to use certain learning strategies and evade others”. Bennet (1979, p. 262) has defined learning styles as:

“A constant pattern of behaviour and performance by which an individual approaches educational experience. It is the composite of characteristics of cognitive, affective and physiological behaviours that serve as relatively stable indicators of how a learner perceives, interacts with and responds to learning environment. It is formed in the deep structure of neural organization and personality which moulds and is moulded by human development and the cultural experience of home, school and society.”

Stewart and Felicetti (1992) elucidated learning styles as those educational conditions under which a student is most likely to learn. As such, learning styles are not really concerned with "what" learners learn, but rather "how" they prefer to learn (Rosalind, 2001).

2.2

Models of Learning Styles These models of learning styles provide good frameworks for designing

assessment instruments. It is difficult to single out learning styles without appropriate assessment instruments. Beaty (1986) noted that teachers cannot recognise students’ learning styles meticulously without using any valid instrument. In addition, Dunn and 15

Dunn (1993) stated that a decisive, valid and comprehensive instrument can diagnose many learning styles traits that perturb individuals. This chapter discusses a few learning styles models that can be used in determining students learning styles.

2.2.1

Visual, Auditory, and Kinesthetic Learning Styles (VAK)

The VAK learning style model is based on three main sensory receivers: Visual, Auditory, and Kinesthetic to determine the dominant learning style (Clark, 2008). Clark (2008) stated that:

“VAK is derived from the accelerated learning world and seems to be about the most popular model as a result of its simplicity. While research has shown a connection with modalities and learning styles (University of Pennsylvania, 2009), however the research has so far been unable to prove the using one's learning style provides the best means for learning a task or subject. This is probably because it is more of a preference, rather than a style.”

According to Clark, learners use all three modalities to receive and learn new information and experiences. Nonetheless, according to the VAK or modality theory, one or two of these receiving styles are normally dominant. This dominant style delineates the best way for a person to acquire new information by sifting what is to be learned. This style may not always be similar for some tasks. The learner may

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prefer one style of learning for one task, and a combination of others for a different task (Clark, 2008).

Clark (2008) also mentioned that classic learning style is enforced via stages. From kindergarten till the third grade (in the Malaysian context third grade is between the ages of 8 to 9 years old), information is presented kinesthetically, while starting the fourth until the eighth grade (fourth grade in the Malaysian context is between 9 to 10 years old, while eighth grade is between 13 to 14 years old), information is usually presented visually. While starting from the ninth grade to college and going on into the business environment, information is presented mostly via the auditory channel through the use of lecturing mode.

According to the VAK theorists, educators need to present information by using all the three styles. This allows the learners to become involved, regardless of their preferred learning style (Clark, 2008), thus VAK theorists have come up with three main categories as follows:

1. Auditory learners often talk to themselves. They may also move their lips and read out loud. They may have difficulty with reading and writing tasks. They often do better in talking to a classmate or a tape recorder and hearing what has been said. 2. Visual learners have two sub-channels - linguistic and spatial. Learners who are visual-linguistic like to learn through written language, such as reading and writing tasks. They remember what has been written down, even if they do not read it more than once. They like to write down directions and pay better attention to lectures if they watch them. Learners 17

who are visual-spatial usually have difficulty with the written language and do better with charts, demonstrations, videos, and other visual materials. They easily visualize faces and places by using their imagination and seldom get lost in new surroundings. 3. Kinesthetic learners do best by touching and moving. They also have two sub-channels, which are kinesthetic (movement) and tactile (touch). They tend to lose their focus or attention if there is little or no external stimulation or movement. When listening to lectures, they may want to take notes for the sake of moving their hands. When reading, they like to scan the material first, and then focus in on the details to get the big picture. They use colour highlighters and take notes by drawing pictures, diagrams, or doodling.

(Adapted from: http://www.nwlink.com/~donclark/hrd/styles/vakt.html)

2.2.2 Kolb's Learning Styles and Experiential Learning Model

Kolb’s learning styles model were popularized by Professor David Kolb, the Professor of Organizational Behaviour at Case Western Reserve University. Kolb acknowledges that his theory is eclectic, and that its applications are drawn from the work of John Dewey, Kurt Lewin, Carl Jung, Jean Piaget and Lev Vygotsky (cited in Azlinda, 2006, p. 29). Kolb’s learning theory defines the cognitive mechanism of learning and demonstrates the importance of critical reflection in learning. According to Kolb’s model (1984), effective learning incorporates four phrases as listed below:

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1. Concrete Experience, where the students correspond to knowledge by acquaintance which means direct practical experience (or "Apprehension" in Kolb's terms). 2. Reflective Observation, in which the students like to watch and observe others and develop surveillances about their own experience. 3. Abstract Conceptualization, where the students create ideas or theories to explain observations. 4. Active Experimentation, in which students use theories to solve problems and make decisions.

(Kolb 1984, cited in Azlinda, 2006)

Richmond and Cummings (2005), have looked into the application of Kolb’s theory in online distance education. The research involved undergraduate students in doing Educational Psychology in the University of Nevada-Reno. This research was done via online in which the questionnaire as well as interactive discussion on subject matter were done via online chatting box. In the study the researchers wanted to investigate how Kolb’s theory could be applied to online instruction. The significance of this research is to demonstrate that students’ enjoyment in one class assisted the learning process, thus by knowing students’ learning styles it would help the students to focus on the lesson. The results showed, through four major course activities such as affective learning environment, symbolic learning environment, perceptual learning environment and behavioural learning environment it was vital to design a course that can accommodate students learning styles and adapt online course design to accommodate these styles (Richmond & Cummings, 2005).

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2.2.3 The Dunn and Dunn Learning Styles Model The Dunn and Dunn learning style model (1993) presents a clinical or diagnostic teaching framework. The model is designed and planned based on the theory that individual students learn best in different ways. As a consequence, a productive approach to teaching and learning should incorporate identifying the ways (modalities, preferences and styles) in which an individual student learns best. The findings then can be used to plan instructional procedures and arrange learning situations to accommodate the students’ learning preferences or styles. The model is based on the assumption that: 1.

it is possible to identify individual students’ preferences for learning process.

2.

it is possible to use a variety of instructional procedures and to modify the instructional environment to match the preferences. As a result the student will improve his or her ability to learn.

The Dunn and Dunn Learning Style Model has distinguished several main principles or theoretical assumptions. Teachers and administrators must be committed to the following principles: 1.

Most individuals can learn.

2.

Instructional environment, resources and approaches respond to diversified learning style strengths.

3.

Everyone has strengths, but different people have different strengths.

4.

Individual instructional preferences exist and can be measured reliably.

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5.

Given suitable environments, resources and approaches, students will be able to attain statistically higher achievement and attitude test scores in matched, rather than mismatched treatment.

6.

Most teachers can learn to use learning styles as a cornerstone of their instruction.

7.

Many students can learn to capitalize their learning style strengths when concentrating on new or difficult academic materials. (Dunn and Dunn cited in Azlinda, 2006)

Dunn, Dunn and Price (1985) have stated that students can achieve more when their teachers teach according to the students’ learning styles. A meta-analysis of forty two experimental studies was conducted by employing the Dunn and Dunn model. The research was conducted from 1980 to 1990 by 13 different institutions of higher learning in the U.S. The results revealed that the students whose learning characteristics were accommodated could be expected to achieve 75% higher in their language class achievement than students whose styles were not accommodated. This result has given a great impact to teachers as to be aware of their students learning styles so that they can accommodate their students’ learning with a variety of materials or activities that suit their students’ needs.

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2.2.4 The Gregorc Style Delineator Gregorc (Gregorc, 1979, cited in Melba, 1997) reconstitutes the previous learning and teaching styles models by encompassing two qualities that are perception and ordering. Perception in this context depicts that a learner grasps information, while ordering is where learners “authoritatively arrange, systematize, refer to and dispose of information” (Gregorc, 1982, cited in Melba). Besides that, he initiated four learning styles in this model; Concrete-Sequential (CS), Abstract-Sequential (AS), Abstract-Random (AR) and Concrete- Random (CR). 1. Concrete Sequential (CS) learners prefer direct, hands-on experience. They exhibit extraordinary development of their five senses. They like touchable, concrete materials, and orderly presentations. The learners are hostile to change and do not oppose to tradition. They are habitual, punctual, and desire perfection. These types of learners are organized and thorough. CS learners favour teaching approaches that bind workbooks, computer-assisted instructions and learning kits. 2. Abstract Random (AR) learners have a high capacity to sense moods or in another words these learners are emotionally sensitive, and they use intuition to their advantage. They prefer to learn in an unstructured environment such as usage of media like movies and documentaries and like to get involved in group discussions as well as activities. Besides that, they prefer not to be restricted by unnecessary rules and guidelines. Because AR learners continuously discharge energy, they may appear “hyper” when indeed they are not. AR learners use hand and body movements when communicating. 22

3. Abstract Sequential (AS) learners tend to be more logical, analytical, rational as well as evaluative when given problems to solve. Moreover AS learners have excellent capabilities with written, verbal, and image symbols. They like to read, listen, and use their visual skills, and because of that AS learners prefer to gain knowledge via lectures, audio tapes and will love to be given reading assignments. They are too highly verbal; therefore, one will never have a short conversation with an AS learners. AS learners are “fence straddles” and highly sceptical. 4. Concrete Random (CR) learners like to experiment using trial-and-error approaches, as they are independent, instinctive, intuitive and authentic. They tend to jump to conclusions and prefer to work independently or in small groups, with annexation of games and attention-grabbing simulations. They are gamblers and risk takers.

Gregorc (1984) concludes that most successful students in a classroom happen to possess learning preferences that match the instructional method preferences of the teacher. He also contends that many students who refuse to accommodate to different styles may sometimes be labelled learning disabled.

(Adapted from Melba Taylor, 1997, from: http://www.vccaedu.org/inquiry/inquiryspring97/i11tayl.html)

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2.2.5 The Myer-Briggs Type Indicator (MBTI)

The Myer-Briggs Type Indicator (MBTI) is based on Carl (1971), cited in Nurul Bazilah (2011). Myer was the first individual to delineate the concept of Extroversion and Introversion. This concept later on was used in the Myers-Briggs Type Indicator which included categories such as, sensing and intuition, thinking and feeling, and judging and perception. Extroversion and introversion scale is used to discover where learners gain their energy and strength when learning. To simplify this, extraverted learners are those who prone to be socially inclined and take action. They like to be surrounded by people and learn better in groups rather than in seclusion. Moreover, these learners value communication with interaction the most and also believe that impression without expression is worthless. On contrary, introverted learners are those who raise the value of individual learning and space together with working in isolation. Even though these learners are able to intermingle with their friends, they favour working on their own without being distracted by others. Meanwhile, sensing learners need to make use all of their five senses in obtaining information during engaging in a lesson. They are fact-oriented and they give top priority in deciding if information is valid. As for Intuitive learners, they do not depend much on five senses yet accentuate more on their sixth sense, which means they trust their intuition more than the fact themselves. (Adapted from: http://www.personalitypathways.com/MBTI_intro.html)

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2.3

Previous Researches on Learners’ Learning Preferences

Research done by Reid (1987) to know the learning style preferences among ESL students in 43 university-affiliated intensive English language programs across the United States, found that most Korean students preferred the visual learning style. They were significantly more visual than U.S. and Japanese students (Reid, 1987). The selection of visual learning style seemed minor to the native speakers which negated Bennett’s (1979) research, which reported that ‘mainstream culture emphasized visual learning through the written word’.

As for the auditory style, Japanese speakers least preferred this style compared to Arabic and Chinese speakers who manifested a strong preference for auditory learning. Chinese speakers had similar preferences with Korean, Indonesian and English speakers, all whom had chosen the auditory learning style as their preeminent learning style.

Reid’s study found that most ESL students strongly preferred the kinesthetic learning style as a major learning style. The strength of most ESL students’ preference for kinesthetic learning has given sigificant implications for both teachers and students in rolling in and learning English language programs (Reid, 1987).

In connection with this study, Reid found that Malay respondents were prone to the kinesthetic learning style followed by tactile, auditory and visual. Based on the research, Malay students’ preferred to move around and make physical contact during their learning to enable them to comprehend the subject better.

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In terms of interaction, the Malay respondents exhibited the highest scores for group learning style among all the samples selected by Reid. According to Reid this could be attributed to the influence of the students’ culture as well as previous educational experience that emphasised the feeling of togetherness while attempting any learning activities. This is a very important research as it has studied a Malay sample which is also the focus of this study. In this study similar variables were investigated that is the most preferred learning style of SMK Tengku Intan Zaharah students who were all Malay in learning the 1119 English paper.

Reid’s findings are supported by Siti Hamin’s study (2000) which found that her respondents also preferred to work in small groups and in pairs. Through this finding, she concluded that the respondents “feel comfortable, productive and relaxed by working in small groups and in pairs, where their voices would be heard, and views listened to and valued (Siti Hamin, 2000, pgs. 159-160).

Besides culture and previous educational experience affecting the students’ preferred learning style, emotional as well as curiosity also play a big role in affecting students’ learning styles preference. Research done by Rosadah, Noriah and Zalizan (2004, p.66) with the attention of investigating what make a lesson perceived easy by the students. The researchers chose 66 form four students from a day school in Shah Alam. The research revealed 33 Academically Talented Students (AT) and 33 Average Students (AS) agreed that learning becomes less complicated if they were emotionally inclined to learn. This reveals that it is vital for students to have positive attitudes towards a particular subject in order to learn the subject easily (Rosadah, Noriah & Zalizan, 2004, p. 66). Lowenstein (1994) as cited in Rosadah, Noriah & Zalizan, stated emotional attachment factor is influenced by curiosity, which refers to 26

the feeling to know something when a gap is detected in the scheme of knowledge. Interest and curiosity do play a vital role to make learning process easy to perceive by the students (Rosadah, Noriah & Zalizan, 2004, p. 69). Thus the students need to be curious in order to feel that a particular subject is easy to learn. Moreover, the researchers stated that learning would become easy if the students’ attitude is right for learning to take place.

Rosniah (2004) conducted another study with four less proficient first year Bachelor of Arts students’ studies at Universiti Kebangsaan Malaysia. These students scored less satisfactory results in the English proficiency exam. This study investigated the major and minor learning style preferences of the students and to discover whether the students could adapt to the other learning styles that were not their preferred styles. The result shown that the students had multiple learning styles with at least a Kinesthetic or Tactile as their major preferences (Rosniah, 2004, p.77). Besides, the research revealed that students were having problems in coping with Visual and Auditory activities during the early stage of the research. These students had difficulties in listening to a passage without seeing it in written form. One of the reasons according to the researcher was because the students were not familiar with the tasks provided as they did not have the exposure and unfamiliarity with listening techniques in school (Rosniah, 2004, p. 77). However, throughout the eight months all the four students manage to integrate well to the new Visual and Auditory learning styles. The investigation supported Claxton and Murrel’s (1987) statement that personality traits and information-processing is the most stable component of an individual learning style and the least to change even been intervened by the teacher. This is also one of the issues that were investigated in this research, which looking 27

into the matter whether the students of SMKTIZ will prefer Visual and Auditory for their most preferred learning styles in learning the 1119 English paper.

Moreover, in this research, the researcher is interested in identifying the most preferred learning styles of the students in SMKTIZ according to gender and also slightly related to the students race as the entire sample used in this research are Malay students. Almasa, Parilah and Fauziah (2009) had investigated UNITEN (Universiti Tenaga Nasional) ESL students Perceptual Learning Style and had analysed the differences in the learning styles based on students’ demographic factors such as gender and race. 160 students were selected with racial composition of 56 Malays, 52 Chinese and 52 Indians. The study findings revealed that there as a significant difference between male and female students towards Auditory and Kinesthetic learning styles (Almasa, Parilah & Fauziah, 2009, p. 14). The male students favoured Kinesthetic and Auditory learning styles more than the female students. According to the researchers, the male students preferred fieldindependency and they were objective as well as analytically minded in processing the language and due to that they were prone to Kinesthetic and Auditory learning styles. On the other hand, the female students favoured learning styles that associate with feelings, as they were more reflective, field-sensitive and subjective compared to the male students. Besides that, this research has given an insight of how ethnicity does play a major role in students’ learning styles. The result revealed the Malay students preferred Kinesthetic learning style but showed a negative learning towards Tactile learning style. Moreover the Malay students reported to be minor in group and individual learning compared to other races in the study. This research has somehow motivated the researcher to look into the difference of learning styles according to 28

gender and ethnicity, as it is important to determine students learning styles especially for teachers as it will help them in accommodating those differences in the classroom. By accommodating with the differences of learning styles it will “influence students’ achievement at all levels” (Almasa, Parilah & Fauziah, 2009, p.14). Due to that it is vital for the teachers or lecturers to be aware of the students preferred learning styles Abdul and Abdullah (2000, p. 9), stated that “teachers who manage to understand and are aware of the students learning styles will be able to adapt with appropriate teaching styles to suit the students as to make the learning more effective”.

2.4

Conclusion

This chapter discusses the various definitions of learning styles. The chapter also explains several models of learning styles and learning styles instruments used in studies. In addition, this chapter reveals the findings of the studies conducted according to specific models of learning styles.

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CHAPTER THREE

METHODOLOGY

3.0

Introduction

Information on learning styles is extremely helpful as it will help teachers to become more aware of the different learning styles students manifested in the ESL classroom. Thus, this study attempts to address the research questions of the study, which were to find the learning styles which were most adopted by upper form students of SMKTIZ; their major, trivial and negligible learning styles and their preferences in learning English. This chapter describes the research design comprising the population and sample, the sample selection, instrumentation, administration of instrument and collection procedures as well as the data analysis procedures.

3.1

Research Design The diagram below is a visual representation of the research design. The

diagram provides a concise picture of the components of this study’s research design. In the first box the population is mentioned which consists of Form 4 and 5 students as well as their English teachers. The second box illustrates the sample and sample selections, which consist of two classes each, of Form 4 and 5 from Pure Science stream as well as Accounts. Besides that, selection of 5 English language teachers teaching form 4 and 5 are shown in the second box. The data-gathering instruments diagram exemplify the use of 2-sets of questionnaires and the interviews for the students and teachers respectively. 30

In procedures employed diagram the researcher explains briefly that the data is collected at one particular point in time. Besides, method of answering questions through dissemination of likert scale questionnaires was used. Moreover, interviews were conducted to validate the respondents’ choices in the questionnaires. Data analysis diagram illustrates the use of Statistical Package for Social Sciences (SPSS) to analyse all the data collected. This data was analysed through descriptive statistics, frequency and independent T-test. As for the interview data, discourse analytic method was used to analyse data gathered from the interviews.

RESEARCH DESIGN

POPULATION  

Form 4 & 5 of SMKTIZ students. English teachers of SMKTIZ.

SAMPLE AND SAMPLE SELECTION    

2 classes of Form 4 & 5 of Pure Science Stream. 2 classes of Form 4 & 5 of Accounts. 5 English language teachers, teaching the sample classes. These classes were chosen because the researcher and the five teachers were the subject teachers and it was convenient for her to carry out the study.

DATA-GATHERING INSTRUMENTS  

2 sets of Questionnaires for the 2 sample groups. Interviews of both students and teachers 31

PROCEDURE EMPLOYED  

 

Data being collected at one particular point in time. Adopted the method of answering questions through dissemination of likert scale questionnaires to selected respondents. Interviews with selected respondents. Comparison of sample’s examination grades.

DATA ANALYSIS 



Adopting the frequency distribution method using Statistical Package for Social Sciences (SPSS)  Descriptive Statistics  Frequency  Independent T-test ‘Quote-research method used to analyse all the interviews data.

So in this research the researcher attempts to investigate the most preferred language learning styles of upper form students (Form 4 and 5) in Pure Science as well as Account stream classes. The researcher employed a qualitative as well as quantitative approach for her study. Quantitative researchers usually “base their work on the belief that facts and feelings can be separated, that the world is a single reality made up of facts that can be discovered” (Fraenkel & Wallen, 2008, p. 15). This quantitative research design tends to be pre-established with a research that seeks to 32

develop and prove (often mathematical) theories or equations that can be used to explain or predict the observations made via qualitative methods (Fraenkel & Wallen, 2008). Therefore, quantitative research is effectively used in this research as to collect raw data through two set of questionnaires that were provided to both students and teachers. Moreover, quantitative research is concerned with counting and measuring things, producing in particular estimates of averages and differences between groups (Fraenkel & Wallen, 2008). Quantitative research is used by the researcher “to establish relationships between variables and sometime explain the causes of such relationships” (Fraenkel & Wallen, 2008, p. 15) for example, ‘does gender influence the students’ choice of learning styles?’, so here the researcher tries to establish a relationship between the students gender and their preferred learning styles in learning the 1119 English paper. Besides that, the researcher used the qualitative approach to interpret and analyse the data that she had collected in order to find underlying meanings and patterns within it. The qualitative approach is suited to uncovering how the respondents interpret situations, and what their perspectives are on preferred learning styles as well as their teachers’ awareness of the matter. Furthermore, the use of qualitative approach in this research is to assist the researcher to collect verbal data other than numbers (Fraenkel & Wallen, 2008, p. 423). This was done through a short interview with the respondents regarding their responses to the items in the questionnaires. Besides that, the qualitative approach is chosen to assist the researcher to focus on ‘how things occur’ (Fraenkel & Wallen, 2008, p. 423) such as how the class streams affect the students’ preferred learning styles or does gender affect students’ preferred learning styles.

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This research is important as some students might see learning styles as one of the learning methods to assist and encourage them to be responsible for their own learning, while others may find learning styles a discouraging matter as they just want to rely on being ‘spoon-fed’. Because of these reasons the researcher employed both quantitative as well as qualitative approaches in her research design as it allowed the researcher to develop a deeper understanding of the samples’ perceptions and learning styles preference. The use of both quantitative and qualitative approaches is to provide an in-depth investigation as both questionnaires as well as interviews are being used in this research. These approaches will produce potential of accurate (refers to quantitative approach) and alternative visions (refers to qualitative approach) results.

3.1.1 Population

The population of this study consisted of Form 4 and Forms 5 students of SMK Tengku Intan Zaharah, Dungun, Terengganu. There were 160 Form 4 students and 149 Form 5 students in the school. There were five classes of Form 4, of which four were in the Pure Science stream. These students had to take all the core subjects; Bahasa Malaysia, English, Mathematics, History and Islamic Studies, while their elective subjects were Additional Mathematics, Biology, Chemistry and Physics. Another class in Form 4 was in the Accounts stream where the students took similar core subjects but with a different selection of elective subjects, that is Additional Mathematics, Chemistry, Physics and Accounts. As for Form 5, there were six classes of which four were in the Pure Science stream, while the other two were in the Accounts stream.

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Moreover, 5 English teachers, 3 male and 2 female were selected to participate in this study. 4 of the teachers are the subject teachers for the samples of the Pure Science and Accounts stream, while the other is teaching other upper form classes. All of these teachers are experienced and well trained teachers. One of them has been in the teaching service for almost thirty years and is soon going to retire, while the rest are in the range of 11 to 25 years of teaching experience.

3.1.2 Sample and Sample Selection

According to Fraenkel and Wallen (2008) sampling refers to the process of selecting a group of people (students, teachers, administrators and so on) to participate in the research. There are two main types of sampling which are random sampling and non-random sampling. Random sampling refers to a group of people that presumably has an equal chance of being selected in the study. There are four most common ways of attaining this type of sample which are simple random sampling, stratified random sampling, cluster sampling and two-stage random sampling. A simple random sample is one where each and every member of the population has an equal and independent chance of being selected. If the researcher has an outsized or large sample, this method is suitable to be applied yet devised to obtain a sample representative of the population of interest. As for stratified random sampling, it is a process in which certain subgroups are chosen for the sample in the same proportion as they exist in the population. By using stratified sampling, the researcher can increase the representativeness of the respondents especially in a small-scale sample. In both random and stratified sampling, the researcher will focus on certain individuals to be 35

included in the sample, but there are times when it is not possible to select a sample of individuals from a population, as sometimes certain members of population of interest are not accessible or available. Thus, cluster random sampling is applicable where selection of groups or clusters of population are used with larger numbers of clusters. Cluster random sampling can be used when it is hard or impossible to select a random sample of individuals and it is normally applied in research done in schools as it is less time-consuming. Two-stage random sampling is often useful to combine cluster random sampling with individual random sampling, where it is much less timeconsuming as instead having 100 classes to participate in the research; the researcher might want to select 25 classes randomly from the population of 100 classes and then randomly select 4 students from each class. Non-random sampling refers to a group of people which possesses certain criteria that suit the study and due to that, not all will be selected to participate in the study. There are 3 main non-random sampling procedures; systematic sampling, convenience sampling and purposive sampling. Systematic sampling is a random sampling technique which is frequently chosen by researchers for its simplicity and its periodic quality. It allows the researcher to add a degree of system or process into the random selection of subjects. By using systematic random sampling over simple random sampling is the assurance that the population will be evenly sampled. There exists a chance in simple random sampling that allows a clustered selection of subjects. This is systematically eliminated in systematic sampling. For instance, in a population of 1,000 names, to select a sample of 100, a researcher would select every tenth name on the list until reaching a total of 100 names. 36

Convenience sampling is referred to a group of individuals who (conveniently) are available for study or in another words the subjects are selected because of their convenient accessibility and proximity to the researcher. However, in general, convenient samples cannot be taken as representative of any population and should be avoided if at all possible. Purposive sampling is the third sampling procedure, which targets a particular group of people that will provide the data the researcher needs. When the desired population for the study is rare or very difficult to locate and recruit for a study, purposive sampling may be the only option as in the case where a researcher is interested in studying Learning Styles preferred by left handed students or those who come from dysfunctional families. This would be a difficult population to find. The researcher choose to work with cluster random sampling procedure, due to the unevenness of Accounts stream classes between Form 4 and Form 5, as there are only one Accounts stream class in Form 4 and two classes in Form 5. Due to that, the researcher decided to choose only one class each of Accounts stream class to participate in this research. While, one class each from Form 4 and Form 5 representing the Pure Science stream classes and Accounts stream classes. The main reason for choosing cluster random sampling was because it was difficult to randomly select students due to the unevenness of the number of Accounts stream classes. Fraenkel and Wallen (2008, p. 95) agreed that by using cluster random sampling the researcher own the advantages of the sampling where it ‘can be used when it is difficult or impossible to select a sample of individuals from a population because a list of all members of the population may not be available’. Another reason for choosing cluster random sampling was due to time constraints, thus by implementing 37

this sampling procedure it would minimise the time consumed by the researcher to collect the questionnaires. The table below is a graphic representative of the sampel size and categories according to streams.

Table 3.1: Sampling

STREAMS

PURE SCIENCE

ACCOUNT

FORMS

STUDENTS MALE

FEMALE

4 Intan Science 1

7

22

5 Intan Science 1

7

21

4 Intan Account 5

11

20

5 Intan Account 5

2

18

The sample consisted of 29 students from 4 Intan Science 1 with 7 male and 22 female students while 28 students represented 5 Intan Science 1 which consisted of 7 male students along with 21 female students. As for 4 Intan Accounts 5, 31 students represented Accounts stream with 11 male students and 20 female students. While 5 Intan Account 5, 20 students took part in the research with 2 male students along with 18 female students. To make matter clearer only form 4 Intan Science 1 and form 5 Intan Science 1 participated in this research to represent Pure Science stream while 4 Intan Account 5 as well as 5 Intan Account 5 represented the Accounts stream. Furthermore, these 38

classes were selected for investigation by the researcher as she was the subject teacher and due to that it was convenient for her to carry out the study. Thus, the researcher also used convenience sampling as a procedure to gather data.

3.1.3 Data-gathering Instrument

Depending on the nature of the data collected, different instruments are used to gather data of one study. In this study the researcher used subject-completed instruments which are questionnaire and researcher-completed instrument which is an interview to collect her data. The reasons for the choice of instruments will be explained below.

There are several types of subject-completed instruments used in gathering data. Subject-completed instruments according to Fraenkel and Wallen (2008) refers to instruments that are used by the researcher to get the data by asking the respondents to respond to either a questionnaire or self-checklist, while researcher-completed instrument refers to instruments which the researcher has to complete or answer by the researcher, for example rating scales or interview. However in this study the researcher only used questionnaires and interviews.

All data were collected through 2 sets of questionnaires as well as an interview with both teachers and the students. For the first set of the questionnaire for the students, the researcher decided to use a likert-scale response questionnaire. The questionnaire had been adapted from Perceptual Learning Styles Preferences (PLPS) Survey by Joy Reid (1984) while a close-ended questionnaire adapted from Brindley’s (1984) was used for the teachers. Both Reid and Brindley’s questionnaires were 39

reported to be effective, consistent and appropriate in ascertaining learners’ learning styles as well as their teachers’ awareness regarding these preferences according to Azlinda (2006). The second set of questionnaire was meant for the English language teachers teaching Form 4 and Form 5, and the researcher decided to use dichotomous questions and five open-ended questions. Using these questionnaires as the instruments in data gathering, enabled the researcher to gain insights into the responses provided by both the learners and teachers. The first part in the questionnaire for the student sample was demographic section which looked into students’ gender, race, form as well as academic streams. The second part of the questionnaire focused on items on students’ preferred learning styles, consisting of 36 items that looked into learning styles that students normally employed within their learning session and was adapted to suit the level of Form 4 and Form 5 Malaysian secondary school students. The first 12 items (Items 1-12) looked at the Visual learning style while the next 12 items (Items 13-24) focused on the Auditory learning style and the last 12 items (Items 25-36) revolved around the Kinesthetic learning style. In order to identify teachers’ awareness of the learners’ learning preferences, the researcher distributed a second set of questionnaires with 10 items with each investigating teachers’ satisfaction of their students’ overall achievement, their students’ most preferred VAK learning styles, whether the students inclined to have group or individual learning styles, their favoured vocabulary learning style, what type of instrument or teaching aids they opted for, what type of class activities they preferred most while learning English, the best time for error correction and method of error correction, which ways the students preferred to know their achievement in 40

English language and last but not least, the final item delved in students attain their sense of satisfaction in learning English. Table 3.2 below a graphic representation of the items included in the teachers’ questionnaire.

Table 3.2: Teachers’ Questionnaire Items

Items

Explanations

1. Are you satisfied with your

2. a) b) c) d) e) f) g) h)

Investigating teachers’

students’ overall achievement in

satisfaction with their students

English?

overall achievement.

Do they like to learn by listening? by reading? by copying from the board? by listening and taking notes? by reading and making notes? by repeating what they hear? by making summaries? other (please specify)

Their students most preferred VAK learning styles.

3. In class, do your students prefer to learn a) b) c) d) e)

individually? in pairs? in small group? in one large group? other (please specify)

Whether the students inclined to group or individual learning styles.

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4. When learning new vocabulary, do The students favoured vocabulary they like learning learning style. a) by using new words in a sentence b) by thinking of relationship between known and new c) by saying or writing the new words several times d) by avoiding verbal translation e) by guessing the unknown f) by using dictionary 5. Do they like learning from a) television/video/films? b) radio? c) tapes/CD? d) written material? e) the whiteboard? f) pictures/posters? g) other (please specify)

Type of instrument or teaching

6. Do you do the following in your class? a) Role play? b) Language games c) Songs d) Talking with and listening to other students e) Memorizing conversations/dialogues f) Writing a learning diary g) Use module/ work books h) Learning about culture

Type of class activities that the

7. When they speak, do they want to be corrected a) immediately in front of everyone? b) later, at the end of the activity, in front of everyone? c) later, in private?

The best time of being corrected

aids that the students most opt for.

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students fancy most while learning English.

by teachers.

8. Do they mind if a) other students sometimes correct their written work? b) you as the teacher sometimes ask them to correct their own work?

Methods of being corrected.

9. How do you think students like to find out how much their English is improving? By…. a) written tasks set by you? b) seeing if they can use the language they have learnt in real-life situations? c) their increasing grade? d) Other (please specify)

Ways the students preferred to

10. Do you think students get a sense of satisfaction from a) having their work graded b) being told that they have made progress? c) feeling more confident in situations that they found difficult before? d) Other (please specify)

Students attain their sense of

know their achievement in English language.

satisfaction in learning English.

The questionnaire provided the data for the quantitative portion of the study. For the qualitative portion short interviews were conducted for both student and teacher respondents to investigate their choice of preferences in studying and teaching 1119 English. The usage of interview was crucial in this study as to validate the students as well as the teachers’ responses in the questionnaires. Interview is “a systematic way of talking and listening to people and this is one of the best ways to collect data from the respondents” (Kajornboon, 2005, p. 2). In addition, the respondents are able to discuss their perception and interpretation with regards to a 43

given situation (Kajornboon, 2005, p. 2). There are four types of interviews, which include structured interview, semi-structured interview, unstructured interview and last but not least is non-directive interview. For this study the researcher used a structured interview, where all the respondents (students and teachers) were asked questions related to the learning styles preferences for the students and awareness questions for the teachers. This type of data gathering was used to validate the answers that the respondents had chosen in the questionnaires that had been distributed. A structured interview is also known as a standardized interview. The same questions are asked of all respondents with the same wording and in the same sequence (Corbetta, 2003, p. 269). The aim for giving the respondents similar context questions is to make sure the respondents receive similar interview stimulus as all the others and also to make sure interviewees’ replies can be aggregated (Bryman, 2001, p. 107). In a structured interview, the researcher has full control over the topics and the format of the interview. 10 students were chosen to represent each class and streams while 5 teachers were chosen to be interviewed as to acquire in-depth clarification on their responses in order to support the research questions. The interview questions for the students had been altered from the questionnaire to suit the students’ level of understanding of the interview questions and also to validate the answers given in the questionnaire. For the teachers, the researcher used similar questions from the questionnaire as the interview questions. The ‘quote-research’ method (Folkestad, 2008) was used to analyse the interview results. The main reason for choosing this method was due to no particular arrangement of the interview responses through charts or graphs. By using the quotes from the interview the researcher can “provide information about the student and 44

teachers subjective perspective on the subject matter” (Christensen, Johnson & Turner, 2011, p.58). Below were the three interview questions asked of the students:

1. Item 1-12 (Visual Learning Style): Why do you prefer to study through pictures, diagrams, videos etc..? 2. Item 13-24 (Auditory Learning Style): Do you learn best through listening to your teachers’ explanation, read aloud or listening to audio recorder? 3. Item 25-36 (Kinesthetic Learning Style): Do you learn best when you are involving in the learning process? Like participating in role-play, drama act or experiments.

The questions were altered based on the questionnaire given to the students. Items 1-12 focused on the Visual learning styles, due to that the interview question asked by the researcher was based on students’ preferences in learning English 1119 via pictures, diagram and a few. Items 13-24 looked at the Auditory learning style which the interview question asked whether the students learnt best by listening to the teachers’ explanation, read aloud or listening to audio recorder. As for items 25-36 focused on the Kinesthetic learning style, thus the researcher asked questions pertaining the best way the students learn 1119 English through participating in the learning session by take part in drama or role play.

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3.1.4 Procedure Employed

This research was a cross-sectional study, as it elaborated the data being collected at one particular point of time and adopted the method of attempting to gather information through dissemination of questionnaires to selected respondents, as for this case, 48 were upper form Pure Science stream students and plus 60 Account stream students, of SMK Tengku Intan Zaharah, Dungun, Terengganu. Before the questionnaires were handed to students and their teachers, the purpose along with the aims of this study were briefly explained by the researcher. They were also guaranteed that their responses would be confidential. Furthermore, they were reminded about the time they would spend in filling up the questionnaire. The respondents were also informed that they could request for extra time. Once they had finished answering the questionnaire, the respondents were asked to double check their incomplete or missing answers. All the respondents were to complete and return their questionnaires within eight to ten minutes. As for the teachers, the questionnaire was distributed to them during their free time and collected once school was over, because the researcher did not want to interfere with the teachers’ teaching sessions.

3.1.5 Data Analysis

The data obtained from this study were analysed by adopting the frequency distribution method using the Statistical Package for Social Sciences (SPSS) in order to clearly observe the numbers and means, and to clarify the dissimilarity between these different responses. The main reason for using SPSS is its ability to inspect every single detail with regards to the vital features from the data collected in order 46

for the researcher to learn about the preferred learning styles of the students, along with the teachers’ level of awareness towards these preferences. The researcher used descriptive statistics to obtain the frequency counts and percentages for Research Question 1, 2 and 5 while an independent T-test was employed for Research Question 3 and 4. The analyses of the data were tabulated using Microsoft Excel, where data calculations could be clearly presented via tables, column bars and pie charts. Levels of agreement for each research question would be shown through analyses of the data, according to the items provided in the questionnaire. To analyse the interview results of both students and teachers, the ‘Quoteresearch’ method was used. This method was chosen as to provide new insights to the researcher on how the respondents (students and teachers) think and reflect regarding the students preferred learning styles as well as the teachers’ awareness of the students learning preferences.

3.2

Conclusion

This chapter presents a discussion of the research design, population and sample selection using a cluster random and convenience sampling procedure. In addition, this chapter also provides information on the data gathering procedure, instruments used and procedures employed. All the data was calculated using SPSS software and presented in tables, column graphs and pie charts. The data and interview analysis was carried out to answer the five research questions of this study.

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CHAPTER 4 FINDINGS AND DISCUSSIONS 4.0

Introduction This chapter presents the findings obtained from the analyses of the

questionnaire and interview. For section A of the students’ questionnaire, the data clarifies the respondents’ demographic profiles while the rest of the data elucidates the findings obtained from the questionnaires that have been distributed as to discover learners’ preferences in learning 1119 English subject in SMK Tengku Intan Zaharah, along with their teachers’ awareness on the students’ preferred learning styles.

4.1

Presentation of Data

4.1.1 Demographic Profiles Students

This study involved a total of 60 Form 4 students and 48 of Form 5 students. Figure 4.1 above illustrates that the respondents consisted of upper form students of SMKTIZ.

48

Figure 4.1: Number of Student sample according to Forms

After the data was analysed Figure 4.2, reveals that female students outnumbered the male students with 81 females compared to only 27 male, which means, 75% of the student sample was female and only 25% was male.

Figure: 4.2: Gender of the Students

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Figure 4.3 above indicates that 57 students were from the Pure Science stream while 51 were from the Accounts stream. The 57 students of the Pure Science stream were from 4 Intan 1 with 29 respondents, and 28 students from Form 5 Intan 1. As for Accounts stream, 31 students were from 4 Intan 5 and 20 students were from 5 Intan 5. Figure: 4.3: Academic Streams

In term of ethnic background, all the sample were 100% Malay. Figure 4.4. shows that 108 samples were Malay.

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Figure 4.4: Race of the Students

Teacher Sample In this research, a total of 5 English language 1119 teachers were chosen to answer the questionnaires on their awareness of the students’ preferred learning styles. 3 male teachers represented by 60% of the percentage and 2 female teachers represented by 40% of the percentage from the Figure 4.5 below, were involved in the research. Figure: 4.5: Gender of the Teachers

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Based on Figure 4.6 below, 3 English 1119 teachers who took part in this study are in the age range of age between 36 to 40 while, 1 was in the range between 41 to 45 and another 1 was between 51 till 55.

Figure 4.6: Age of the Teachers

With this age range we can estimate the years of services of these teachers. Figure 4.7 below shows that, 1 teacher has been in the service between 6 to 10 years, while 2 teachers have been in service between 11 to 15 years, while one more has been serving from 21 up to 25 years followed by another with 26 to 30 years of teaching experience.

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Figure 4.7: Years of Teaching Experience

There is no participation from Chinese or Indian teachers in the school as all of the teachers who are teaching English are Malays. This is shown in Figure 4.8. Figure 4.8: Race of Teachers

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4.1.2 Presentation of Data according to the Research Questions Research Question 1 (What is the most preferred learning style of SMKTIZ students in learning 1119 English paper?)

The first Research Question uncovering the most preferred learning style of SMKTIZ students in learning 1119 English. Table 4.9 reveals the data gathered from the questionnaires administered to Form 4 and 5 students of Pure Science and Accounts streams, focusing on Visual, Auditory and Kinesthetic learning style.

Table 4.1: Descriptive Statistics

Visual Auditory Kinesthetic

N

Mean

Std. Deviation

108

4.14

.544

N

Mean

Std. Deviation

108

3.61

.417

N

Mean

Std. Deviation

108

3.76

.456

Table 4.1 highlights the highest preferred learning style by upper form students to be the Visual learning style with the mean of 4.14, followed by Kinesthetic with a mean of 3.76. The least preferred learning style was Auditory with the mean of 3.61.

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Research Question 2

(What is the most preferred learning style of SMKTIZ students in learning 1119 English paper according to gender?)

In Research Question two, the researcher wanted to find out the most preferred learning style according to gender of the sample. Table 4.10 shows the independent sample t-test result for the students’ most preferred learning styles according to gender. This table revealed that the significant value for Levene’s test for the Visual learning style was 0.91 and Auditory learning style showed 0.123, which is higher than 0.05. These values mean that the equal variances were assumed. Looking at the equal variances assumed for Visual learning style, the t value was -1.436 and the probability in the significant two-tailed column (p = 0.154) was higher than 0.05. This depicted that there was no significant difference students in preference of the Visual learning style in terms of gender. As for Auditory learning style, the t value was -0.966 and the probability in the significant two-tailed column (p = 0.336) was higher than 0.05. This showed that there was no significant difference in terms of gender in preference of the Auditory learning style. Table 4.2 reveals that the significant value for the Levene’s test for the Kinesthetic learning style was 0.003 which was less than 0.05. This value depicted that the equal variances were not assumed. Looking at the equal variances not assumed, the t value was 0.198 and the probability in the significant two-tailed column (p = 0.843) was higher than 0.05. This showed that there was no significant difference in preferring the Kinesthetic learning style in terms of gender. 55

To sum up table 4.2 indicates that there is no significant difference in terms of gender in students’ preferred learning styles. Table 4.2: Independent Samples Test

Visual

Equal variances assumed Equal variances not assumed Auditory Equal variances assumed Equal variances not assumed Kinesthetic Equal variances assumed Equal variances not assumed

Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means Sig. (2Mean Std. Error F Sig. t Df tailed) Difference Difference 2.908 .091 -1.436 106 .154 -.173 .120

-1.587 54.018

2.418

8.936

.123

.003

.118

-.173

.109

106

.336

-.090

.093

-.870 38.093

.390

-.090

.103

106

.864

.017

.102

.198 59.216

.843

.017

.088

-.966

.172

56

Research Question 3 (What is the most preferred learning style of SMKTIZ students in learning 1119 English paper in Pure Science stream class?)

In Research Question three, the focal point is on Pure Science stream, where in Table 4.3, Pure Science students preferred the Visual learning style, with a mean of 4.51 making it the major style, followed by Kinesthetic with a mean of 4.01 which is the trivial style, compared to Auditory with the mean of 3.56 which is the negligible style. This means that Pure Science students preferred the Visual and Kinesthetic learning style in learning English language as compared to the Auditory learning style.

Table 4.3: Preferred Learning Style in Pure Science Stream Class

Learning Style Visual

Mean 4.51

Auditory

3.56

Kinesthetic

4.01

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Research Question 4 (What is the most preferred learning style of SMKTIZ students in learning 1119 English paper in the Accounts stream class?)

Focal point of Research Question four is to investigate the most preferred learning style of Accounts stream students. Table 4.4 indicates that Accounts students seemed prone to Visual learning style in learning English language with a mean of 3.72 followed by Auditory learning style with a mean of 3.67, and Kinesthetic learning style with the mean of 3.49. In conclusion, Accounts stream students preferred the Visual learning style during learning English language, which was similar to the preference of Pure Science stream students, but the minor learning style preference different to the Pure Science going for Kinesthetic while the Accounts went for Auditory.

Table 4.4 Preferred Learning Style in Accounts Stream class

Learning Style Visual

Mean 3.72

Auditory

3.67

Kinesthetic

3.49

Students’ Interview Responses 10 students were chosen to represent each classes and streams to be interviewed as to acquire in-depth clarification on their responses in order to support the research questions. The interview questions have been altered to suit the students 58

understanding of the questionnaire items. The reason of doing this was due to validate the answers given in the questionnaire. ‘Quote-research’ method was used to analyse the interview result. Following were the responses provided during the interview: 1. Question 1-12 (Visual Learning Style): Why do you prefer to study through pictures, diagrams, videos etc..? Table 4.5: Students’ Interview Responses Students

Response

1

As a pure science student I have been exposed to replica of human body and images of various science symbols, so I think it has somehow influence my way of studying.

2

It assists me in understanding one subject better by looking at the diagrams or pictures. So I use the same method in learning English too.

3

My English teacher is the one that influence my way of studying English as she uses a lot of video clipping and posters during her lesson. But it helps me in understanding English 1119.

4

My friends and I have been taught to visualise thing inside our head for example the shape of an atom as to strengthen our memory so that we can answer the chemistry questions. So I applied the same method when I learn English by visualising the setting, plot and the characters face.

5

I am used to Facebook, Friendster and Tagged. One of the ways to make me know how to use the social networking sites is by looking at the symbols shown in them. So in learning English this has influenced me as I need to look at the symbol or pictures to help me understand what I learn.

6

In Account class my teacher has used a lot of charts and diagrams to illustrate the topic of the day and I think that influence my way of learning English.

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7

I tend to understand better when I looked at my own note rather than discuss it with my friends. As in our Accounts class we have been familiarised with digits, symbols and we are asked to copy down notes and draw some pictures to make us recall and memorise the subject. So during English lesson I prefer to jot down or draw mind map and reread my literature notes to help me in understanding the plot better.

8

Watching too many movies and drama series have influenced me in my way of studying because I can see the flow of what is going on in the movie and this goes the same with learning English. I need to use pictures with explanation or synopsis (pictorial plot) to help me in understanding the novel that I learn.

9

I would get confused by listening to my teacher explaining about the grammar rules, but when she display pictures or diagrams it helps me to understand the lesson better.

10

Thanks to my teacher of teaching me to understand grammar rules better by illustrating them with pictures and diagrams.

Based on Table 4.5 above majority of the students prefer to learn through the Visual learning style. Reasons given that they were influenced by learning and teaching styles used while learning other subjects like Biology, Chemistry and Accounts. For some of them, their learning styles have been influenced by media and Internet usage either at home or school. One student responded that by listening to explanation solely has confused him and he preferred to learn with the help of visual aids. This has been supported by Oxford (2003) who stated, for the Visual learning style students, listening to lecture, conversation, and oral direction without any visual backup can be very confusing. Due to that, these students agreed that through visual learning style they could learn and understand the 1119 English lesson better.

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2. Question 13-24 (Auditory Learning Style): Do you learn best through listening to your teachers’ explanation, read aloud or listening to audio recorder? Table 4.6: Students’ Interview Responses Students

Response

1

Even though my teacher showed me pictures and videos but still I need my teacher to explain to me as it helps my understanding of the subject better.

2

I can’t stand listening to my teacher explaining about the synopsis of the novel, it makes me sleepy.

3

I like when my teacher continuously repeating the main points again and again. It helps me to memorise and understand the poems better.

4

I can focus more when I’m listening to people talking rather than reading.

5

I need to look at pictures or read the notes to understand the lesson better.

6

Well, even I have looked at the pictures or videos without my teacher explanation I wouldn’t understand it either. So I need to listen to my teacher explanation regarding the grammar rules.

7

When we have listening class, I tend to understand the conversation wrongly as the English accent used was too thick. Hardly understand it.

8

Listening to my teacher explaining about the synopsis of the novel helps me to understand the plot better.

9

At home I listen a lot to online radio and mp3 player, so I learn best when listening to my teacher explanations.

10

When I read aloud I can understand the passage or questions better, it has somehow stimulated my understanding receptors.

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Table 4.6 revealed 7 students tendency to use the Auditory learning style. Based on the responses the students seemed to focus on 1119 English lesson when their teachers give explanation or use repetition about the synopsis, plot or poem that they learn. Oxford (2003, p. 4) has agreed to this when she stated, “auditory students are comfortable without visual input and therefore enjoy and profit from unembellished lectures, conversations, and oral directions”. For one student, the habit of listening to radio and mp3 player influenced him to perform well when their teachers give explanations for 1119 English subject. As for another, reading out loud has helped her to comprehend the passages or questions given during the lesson. Meanwhile another 3 students seemed to respond negatively towards the Auditory learning style as they either prone to the Visual learning style or just simply could not adapt to Auditory learning style.

3. Question 25-36 (Kinesthetic Learning Style): Do you learn best when you are involving in the learning process? Like participating in role-play, drama act or experiments. Table 4.7: Students’ Interview Responses Students

Response

1

In Biology class we were exposed to several of experiments. And through that I could understand few Biology concepts. So in English class I prefer to involve in the role-play or drama act as it helps me to understand the novel better.

2

I prefer to read rather than involve in the drama act.

3

I need to be a part of the learning process so that I can understand what been taught better, and because of that I love to participate in the drama act, role-play and experiments. 62

4

My teacher taught us how to bake a pizza and at the end of the class we had to write an essay about our experience in baking the pizza. It was fun and I could produce beautiful essay that day.

5

When I listen I tend to forget but when I involve in the lesson I tend to understand.

6

I like to move around. If I sit too long I will easily snooze off (fall to sleep).

7

I prefer to listen to my teacher teaching rather than involving in the act.

8

In science class we do a lot of experiments. So it has influenced me to learn English by participating in class activities such as Newspaper in English activity, where I participate in mini scavenger hunt.

9

I am a shy person. So I prefer to read the notes to play low key (low profile).

10

My teacher love to do activities in her lesson. That is one of the reasons why I prefer to participate actively in her class. Recently she did a scavenger hunt where we needed to find all the answers to idioms and questions related to our form 4 poems and short stories around the school compound.

Responses shown in Table 4.7, depicted that 2 students were influenced by experiment activity during their Biology and Science lessons and due to that they have gravitated towards the Kinesthetic learning style during their 1119 English lesson. For some of the students being a part of the learning process, like being involved in roleplay, assisted them in understand the 1119 English lesson better. As for another student, being given hand-on learning activity manages to trigger his creativity in writing beautiful essay during English lesson. Another student in his response stated that he needed to move around in the class to do activity if not he would fall asleep. Kinesthetic type of student according to Oxford (2003) could not sit still at a desk for a very long time, and prefer to have frequent breaks and move around the room. 63

Research Question 5 (To what extent, if any, are their teachers aware of the learners’ learning preferences?) Item 1 of the teachers’ questionnaire examined teachers’ satisfaction with their students overall performance in English language and the results are shown in Figure 4.9.

Figure 4.9: Are You Satisfied With Your Students' Overall Performance Achievement In English?

3 out of 5 teachers teaching Form 4 and Form 5 students indicated that they were not satisfied with their students’ performance in English language, which makes it 60% of the respondents who are not satisfied with their students’ achievement. Item 2, looks into teachers’ awareness of their students’ preferred learning style in learning English and the result is shown in Figure 4.10.

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Figure 4.10: Teachers’ Awareness of Their Students’ Preferred Learning Style in Learning English Language

The analysis of item 2 indicates that 80% or 4 of 5 teachers were aware of their students preferred learning via listening, copying from the board, listening and taking notes as well as learning method by reading. In the meantime, 3 teachers (60%) were aware that their students preferred to learn English through reading and 2 teachers were aware of their students’ unfavourable learning styles towards ‘repeating what they hear’ along with ‘making summaries’. Furthermore, in order to identify which type of learning styles the students preferred during their English session, item 3 investigated teachers’ perception whether the students preferred to learn individually, in pairs, small group or in large group. Figure 4.11 displays the results. 65

Figure 4.11: Type of Learning Styles the Students tend to Exhibit during the English Class

Figure 4.11 above reveals that 4 out of 5 teachers were aware that their students tend to exhibit learning in pairs and learning in small groups, rather than individually or in one large group. Ways of learning new vocabulary adopted by the students is the main focus of item 4 where Figure 4.12 illustrates that 3 out of 5 English teachers that stated that their students favour learning new English vocabulary by using it in a sentence and by thinking of relationships between the known and new along with guessing the unknown. Moreover, 4 teachers agreed that their students like to learn new vocabulary via the dictionary. However, only 1 indicated teacher aware ‘by saying or writing the new words several times’ along with ‘avoiding verbal translation’ were preferred by their students in learning new English vocabulary.

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Figure 4.12: Ways of Learning New Vocabulary

Item 5 focuses on the type of teaching aids that the teachers think that their students most opt for while learning English. In Figure 4.13 reveals the results.

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Figure 4.13: Type of Instruments or Teaching Aids Students Prefer while learning English

5 teachers responded ‘Yes’ to the whiteboard and the use of pictures/posters for teaching aids that the students most preferred while studying English. Tapes/CD and written material is the second favourable teaching aid that the students most preferred with 4 teachers agreeing to it. Likewise, 3 of the teachers agreed that their students were fond of lessons involving television/video/film whereas only 2 teachers marked ‘Yes’ to the use of radio as their teaching aid that the students most preferred while studying English. The next item looks into type of class activities that the students favour while learning English according to the teachers’ perceptions. Figure 4.14 shows the results.

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Figure 4.14: Class Activities

Based on the Figure 4.14 above the teachers mostly practiced language games, talking with and listening to other students activity, using module/work books and also learning about culture in teaching of English in their classes, as their students were prone to these activities. Meanwhile, only 3 teachers agreed that their students preferred to do role-play and writing a learning diary in learning English 1119. However, only 2 teachers marked ‘Yes’ that their students preferred to listen to songs or memorise conversation/dialogues in their lessons.

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Figure 4.15 depicts the results of the best time the students prefer being corrected by their teachers according to teachers’ perceptions. The data is tabulated in Figure 4.15 below.

Figure 4.15: Time the Students Prefer being corrected by Their Teachers

Based on the data above, teachers tend to agree that their students like to be corrected during their English lesson, in front of their classmates. 2 teachers indicated that they would correct the students’ mistake later after the lesson but still in front of everyone in the class, requested by their students. For this item only 1 teacher agreed that he or she would correct the students privately after the lesson. Item 8 is concerns the methods of correcting the students, and 3 teachers agreed with the method that the students independently corrected their own work. 2

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teachers agreed that they assumed their students like their written work corrected by their classmates or other students. Figure 4.16 presents the data.

Figure 4.16: Methods of Correcting The Students

The focal point in item 9 is ways the students preferred to know their achievement in English language. Figure 4.17 depicts that all 5 teachers came to an understanding that the students prefer to assess their achievement in English via written tasks set by the teachers along with the students increased marks in their tests. At the same time, 4 teachers also agreed that seeing their students’ use English in reallife situations was one of the ways to indicate their students’ English proficiency had increased. 71

Figure 4.17: Ways The Students Preferred To Know Their Achievement In English

Last but not least, item 10 investigated teachers’ perception of their students’ sense of satisfaction in learning English. Figure 4.18 shows all 5 teachers agreed that students attain their sense of satisfaction through their home works being graded as well as being told that they have made progress in English language. Nonetheless, only 2 teachers agreed that their students obtained a sense of satisfaction in learning English via feeling more confident in situations that they found difficult before.

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Figure 4.18: Students’ Sense of Satisfaction in Learning English

Teachers’ Interview Responses

The teacher sample was also interviewed to obtain in-depth clarification on their responses in order to support the research questions. The interview questions replicated the questionnaire items because the researcher wanted to validate the answers given in the questionnaire. ‘Quote-research’ method was used to analyse the interview result. Following were the responses provided during the interview:

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Question 1: Are you satisfied with your students’ overall achievement in English?

Table 4.8: Teachers’ Interview Responses

Teacher

Response

A

Yes, as they managed to score B+ and above during the TOV test.

B

Yes, they managed to produce band A and B essays during the TOV test.

C

No, they made several grammar mistakes in their essays.

D

No. The students haven’t achieved the school target in the examination.

E

No, as most of them didn’t get A during the TOV test.

Table 4.8 reveals teachers A and B seemed to be satisfied with their students’ performance during the TOV test (Take of Value test) as most of their students scored A, B and B+ during the test. Teachers C, D and E were dissatisfied with their students’ performance in English as according to them their students still made grammatical errors in their written test while the rest of the students still did not achieve the school target in the examination (which was achieving all A’s in 1119 English paper).

Question 2: Do they like to learn (by listening, copying from board, listening and taking notes and by reading and making notes)

Table 4.9: Teachers’ Interview Responses

Teacher

Response

A

The most common method used in school is by copying from the board.

B

They love to listen and take notes as we have no other way to teach. So the students are affected by these.

C

I resort to this as I am an old school teacher. So my students will follow 74

my way, by reading and making notes out of what they have read. D

My students prefer to use media as this helps them to understand and relate the language better. So I think I incorporated all, so my students will learn through listening, copying from the board or power point presentation and make notes out of the power point been displayed.

E

We have no other way to teach. So the students will follow my way that is listening, reading and making notes.

Based on Table 4.9, teacher A responded that he was aware that his students like to copy the notes from the board while teacher B mentioned that she had no other way to teach so she assumed her students like to learn 1119 English by listening and take notes. Besides that, teacher C and E applied an authority teaching style. Teacher C taught his students to do notes taking from the reading that he assigned to the students as teacher E did mention that she used listening, reading and making notes during her class and her students seemed to learn well through those learning styles. While teacher D incorporated media and she responded that her students like to learn through the media and it included listening, copying and making notes from the board or power point presentation that been provided by her.

Question 3: In class, do your students prefer to learn (in pairs and in small group) Table: 4.10: Teachers’ Interview Responses

Teacher A

Response Few of my students love to isolate themselves from doing group work as they prefer to do thing on their own.

B

They love to talk, so working in pairs and small group are the one that they prefer. 75

C

They just seemed to like each other’s company, besides they can give ideas and share their opinion without being judge.

D

They are chatterbox so being able to work in pairs and group will make them excited to attempt the activities in class.

E

They love doing group work as they tend to rely on their friends in completing tasks given to them.

In Table 4.10 teacher A responded she was aware that few of her students love to isolate themselves and avoiding working in group as they preferred to do thing on their own. While teacher B, C, D and E agreed they were aware that their students either preferred to work in pairs and group as they just love each other company. Through the teachers response the researcher could infer that the students seemed to favour more communicative and interactive approach when learning 1119 English subject.

Question 4: When learning new vocabulary, do they like learning (by using dictionary) Table: 4.11: Teachers’ Interview Responses

Teacher

Response

A

They are attached to the dictionary as it seemed like their trusty guide.

B

They trust the dictionary more than me.

C

I enforce the use of dictionary in class so they seemed hooked to it.

D

I enforce the use of dictionary in class.

E

Some of them prefer me to provide them with the definition as they are lazy to refer to the dictionary.

As seen in Table 4.11 above, teacher A, B, C and D aware that their student showed positive responses towards their students’ usage of dictionary in learning1119 76

English subject. According to the teachers the students put their trust in referring to the dictionary for accurate definitions. 2 out of 4 teachers enforced the use of dictionary in their classes. Due to that, it had influenced the students in learning of new vocabulary by using dictionary. Teacher E seemed to aware that her students responded negatively toward learning new vocabulary through dictionary, as her students seemed to be lazy to refer to the dictionary and they tend to resort to her to provide them with the definition for the new vocabulary that they learnt.

Question 5: Do they like learning from (the whiteboard and pictures/posters)

Table: 4.12: Teachers’ Interview Responses

Teacher A

Response I used white board to write the notes, so my students seemed to attach to it.

B

So far I teach by using white board and my students succumb to it.

C

Yes they like to learn by copying notes from the white board and looking at pictures and posters pasted on the board.

D

Yes, as I used white board to write the notes and paste pictures too. My students seemed to give positive feedback towards these methods.

E

I used white board to write the notes, as that is the only teaching aid that can assist me in teaching, and my students’ feel comfortable learning through it.

From Table 4.12, teacher A, B and C responded that they were aware their students love to learn from copying the notes from the whiteboard. While another teacher D and E mentioned that their students preferred to copy the notes from the 77

whiteboard along with the use of pictures and posters pasted on the board while learning 1119 English paper.

Question 6: Do you do the following in your class (language games, talking with and listening to other students, use module/work books and learning about culture)

Table: 4.13: Teachers’ Interview Responses

Teacher A

Response My students love to attempt language games as they have pictures that assist them in understanding the task acquire.

B

Positive thing about the kids in my class is that, they adore their friends who able to speak in English as they look up at these students and praying they be able to converse well in English like their friends one day.

C

We created few modules for the students even our State Education Department also supply us with it, so we make full used of the module, and the students seemed to enjoy using them as it helps them to become familiar to the real examination questions.

D

These students are thirsty to know about others culture and the in-thing now is Korean song and culture.

E

My students seemed prefer to do exercises that relate to exam, and because of that they prefer to use the module in the class.

Teacher A, according to Table 4.13, responded that she used language games as her medium to teach and it attracted her student to learn English in her class. While teacher B mentioned her students acted positively towards her ‘talking with and listening to the other students’ activity. This activity had motivated the students to speak openly in English during their 1119 English lesson. As for teacher C and E, they made fully used of the module produced by the school and also the one provided by 78

Terengganu State of Education in their classes. According to these teachers, reason of choosing to work with the module was to introduce real examination questions to the students so that they could familiarise with the real exam questions. However, according to teacher D, her students were interested in knowing about others culture, especially Korean culture and song.

Question 7: When they speak, do they want to be corrected (immediately in front of everyone)

Table: 4.14: Teachers’ Interview Responses

Teacher

Response

A

They seemed don’t mind to be corrected in front of the class.

B

They don’t mind to be laughing stock in the class when I corrected them. Their friends love ‘correction’ humour.

C

Making mistake and being corrected directly is not really the in-thing in class.

D

Teenagers are full of pride, so they won’t like if you correct them in front of their friends.

E

Sometime they can accept being corrected in front of their peers but most of the time they don’t.

Teacher A and B both stated that their students did not mind to be corrected in front of the class as the students seemed to enjoy the ‘correction humour’. However, teacher C, D and E in Table 4.14, seemed to be aware that their students did not like to be corrected in front of their friends in the class. According to the teachers their students seemed to be full of pride and that was the reason why they did not like to be corrected in front of their friends.

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Question 8: Do they mind if (you as the teacher sometimes ask them to correct their own work) Table: 4.15: Teachers’ Interview Responses

Teacher

Response

A

They seemed at ease if I ask them to mark their own exercises.

B

At least they can detect their own mistakes when they do the corrections on their own.

C

My students seemed to rely on me to check on their works.

D

My students love the opportunity to mark their own works. But then I will assist the correction.

E

My students want me to check their works. They said mine is more valid compare to their judgement.

According to Table 4.15 teachers A, B and D showed their awareness when they realised that their students seemed to give positive respond when given a chance to mark their own works. According to teacher B, through self-correction method, at least the students could detect the mistakes that they made during the exercises given, while teacher D would assist the students through the self-correction session in her class. Teacher C and E responded that their students seemed to rely on them to check and mark their works as their students wanted a valid judgement in assessing their home works or exercises given.

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Question 9: How do you think students like to find out how much their English is improving? By… (Written tasks set by you and their increasing grade) Table: 4.16: Teachers’ Interview Responses

Teacher A

Response They love to compare their previous grade with the current one to see their improvement.

B

They like to come and see me personally to know whether they do well or poorly in their written tasks and compare their previous grade.

C

Being able to score higher than the previous test will make them happy.

D

They love to see A+ their written tasks and grade in exam.

E

They like to know whether they score well in English through written task and examination grade.

Table 4.16 showed that teacher B, D and E showed that they were aware of their students’ preference knowing their improvement in 1119 English subject by comparing good marks in their written task as well as comparing their previous grade with the current grade. As for teacher A and C, they were aware that their students wanted to find out how much they had improving through comparing their previous grade with the current grade only.

Question 10: Do you think students get a sense of satisfaction from (having their work graded and being told that they have made progress)

Table: 4.17: Teachers’ Interview Responses

Teacher

Response

A

They prefer to look at their work being graded to know that they are doing well in the lesson. 81

B

I think they prefer both ways because they can compare their results with their friends and it also a way to motivate them if I told them that they make progress.

C

They love their works being graded it shows they have made an achievement.

D

By using both ways, it somehow boosts the kids’ motivation to learn more.

E

They feel on the cloud nine when I mark their works and tell them that they made good progress in their English.

From Table 4.17 teacher A, C and E seemed to be aware that their students showed their satisfaction when their works being graded, while for teacher B and D revealed their awareness of their students’ satisfaction through their work being graded as well as telling them that they had made a good progress in 1119 English subject. The results depicted that the majority of upper form students’ preferred the Visual learning style in learning English language. However, this does not mean that they were only confined to one learning style as the students also shown positive response toward trivial (Kinesthetic) and negligible (Auditory). Another useful finding discovered through this research was that most all of the teachers were seemed attentive to their students’ preferred learning styles. The results revealed the teachers were aware that their students’ inclination to working within small and larger groups when attempting their tasks. Besides that, this chapter also analysed the teachers’ discernment in knowing their students favoured vocabulary learning styles, teaching aids that the students opt for as well as the class activities. Furthermore, the researcher also found out that the teachers were aware of the best time to correct the students, together with ways the students preferred to know their 82

progress and achievement while learning English. Last but not least, the researcher managed to find out that the teachers’ were aware towards their students’ satisfaction in learning English during their classes.

4.2

DISCUSSION OF FINDINGS This study aimed to discover the most preferred learning styles of Form 4 and

5 from Pure Science and Accounts academic streams of SMKTIZ, as well as their teachers’ awareness in relation to this matter. The analysed data is presented in this chapter while the discussion of the result is presented according to the Research Questions. In this section, a summary of the findings is provided following by a discussion based on the research questions.

4.2.1 The most preferred learning style of SMKTIZ students in learning 1119 English paper.

After thoroughly analysing overall data in Table 4.1 the highest preferred learning style by upper form students with the mean of 4.14, is Visual learning style, which make it the major learning style preferred by the students, despite the differences in their streams or gender. One of the reasons given by the students through the interview was that they understood the real context of the literature texts used like the short stories, novel, drama, poems as well as grammar better with the aids of pictures or realias along with explanation given by the teachers describing the plots or structures of the short stories or grammar rules. Besides that, the students also prefer Kinesthetic learning style, which is known as trivial 83

learning style. According to the students they were prone to role-play or hand-on learning, like what had been done by one of their teachers where she taught writing about their enduring moment in baking a pizza, and their teacher went beyond that by literarily asking the students to bake a pizza. For the students this hands-on teaching would assist the students to experience the process of baking the pizza and would help them to write the essays. Moreover, for the students who preferred Auditory learning style, which also negligible learning style, stated even though the teacher showed pictures or videos but they still needed their teacher to explain and repeat the main points of the novel or poem to assist them in understanding as well as memorising the lesson better.

4.2.2 The most preferred learning style of SMKTIZ students in learning 1119 English paper according to gender.

In Research Question 2, the most preferred learning style of SMKTIZ students according to gender is still Visual learning style. Based on the finding in Table 4.2, it is affirmed that there are no statistically significant differences between gender with regards to learning style preferences. To put it simply, gender does not really impact on the respondents’ learning styles preferences. However, this research contradicts previous research undertaken in this specific area of study, where Almasa, Parilah and Fauziah (2005, p.11) in their study entitled Learning-Style Preference Of ESL Students, found that “gender plays a crucial role in students’ learning styles”. This is perhaps because secondary school students are normally not being allowed to venture out from their comfort zone in learning 1119 English. They are confined by teachers’ rules in learning English in their classroom as every lesson the aim is to make the 84

students to be able to attempt the exam questions and be able to score with flying colours. So the mould of learning in the Malaysian secondary school is confined only to excel in the National Examinations and due to that, the data does not shown any significant differences in gender with regards to learning styles, as the students are being trained to have one way of learning English 1119 subject. Another factor besides than not being allowed to experience other types of learning styles, is that these students are actually being influenced in their choice of learning due to the dissemination of digital technology. This new generation of IT savvy students (despite of their gender) is brought up with the Internet, email, computer games, cell phones and instant messaging as an integral part of their lives. As a result of this ubiquitous environment and the absolute volume of their interaction with it, has influence the way these students think and process information differently from their predecessors (Prensky, 2001). These students are labelled ‘native speakers’ of the digital language of the Internet, computers, video games, digital music players and video cameras. Due to that, this new generation of students is called ‘Digital Natives’. ‘Digital Natives’ generation has formed a new notion of ‘singularity’, which the students are confined to high-tech gadgets despite of their dissimilarity of their gender. Both genders are being introduced to graphics more often in their computer games, the Internet, email and to name a few. Thus, these ‘Digital Natives’ students preferred to have graphics or pictures as one of the learning input rather than text, and this has somehow influenced the students preferred learning styles in learning 1119 English despite their gender.

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4.2.3 The most preferred learning style of SMKTIZ students in learning 1119 English paper according to Pure Science stream class

Yilmaz-Soylu and Akkoyunlu (2002), stated that every learning environment endeavours to produce successful students, and Research Question three focuses on the most preferred learning style in learning English 1119 based on students’ academic streams. Table 4.3 revealed Pure Science students opt for the Visual learning style as a result of being exposed to symbols and pictures during their Biology, Chemistry as well as Physics classes. This conclusion was made based on the interview responses from the students. The students then adopted the style to 1119 English classes where they favoured their teachers to display more pictures or bring realias to the classes. Besides that, the students prefer Kinesthetic learning style too. According to the students they were prone to do role-play or a hands-on learning as they have been introduced with various experiments during their Biology, Chemistry as well as Physics classes. Fortunately, one of the teachers taught writing class by using hands-on learning method where she assigned the students to write about their enduring moment in baking a pizza, and that particular teacher went beyond just explaining as well as providing the essay points or ideas, she had literarily asked the students to bake pizzas. For the students this hands-on learning would assist the students to experience the process of baking the pizza and would help them to write the essays with ease.

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4.2.4 The most preferred learning style of SMKTIZ students in learning 1119 English paper according to Accounts stream class.

Table 4.4, states that Accounts students’ also preferred Visual learning, as their major learning style. Based on the interview with the students they were familiar with digits and symbols in their Account classes as well as pictures shown by their teacher in their Science classes, influenced them to adopt a similar learning style preference while learning 1119 English. For some Accounts students, they preferred to learn 1119 English through the Auditory learning style where they wanted their teachers to explain and repeat the main point of the theme in the novel or poem that they learnt. According to the students’ interview responses, explanation or repetition helps them memorise the lesson as well as understand it better.

4.2.5 To what extent, if any, are their teachers aware of the learners’ learning preferences?

Brown (2003) reported that students’ learning styles and accomplishment is normally enhanced when the learning and teaching styles match. Hence, the 10 items provided in the teachers’ questionnaire together with a short interview have provided sufficient evidence that the teachers are aware of students’ preferred learning styles in learning English 1119. In item one of teachers’ questionnaire, shows the teachers are aware of their students’ preferred learning styles when two third of the teachers stated that they were not satisfied with their students’ overall achievement in 1119 English. According to 87

the interview, the teachers were dissatisfied with the students’ achievement as the students made lots of grammatical errors and, eventually did poorly during the examination and did not achieve the school target. Item two revealed that the teachers were aware of their students’ preferred learning style. The teachers were aware that most of their students preferred to learn 1119 English through listening, especially when the teachers provided explanations and the students would take notes, copy notes from the board as well as through reading. Item three revealed that the teachers were aware that their students either preferred to learn 1119 English in pairs or in small groups as shown in figure 4.11. The teachers, stated that their students favour interactive and communicative approach while learning 1119 English, as through working together either in pairs or small groups the students would have a chance to voice out their opinions and receive valuable feedback from their partners or friends in the group. Besides that, another reason given by the teachers through the interview is that their students tend to rely on their friends to complete tasks given to them; they needed peer support to enable them to feel confident in getting the answers right or feel less guilty when their answers are incorrect. Furthermore, the teachers realised that their students have a preference in learning new vocabulary, where according to figure 4.12 the students like to rely on the dictionary as their sole companion in learning new vocabulary. Referring to the teachers’ statement in the interview, these students are specially selected students as the school itself is one of the most prestigious schools in Dungun and due to certain expectations put on the students, the students feel awkward making mistakes as they do not want to be labelled as not qualified to study in SMKTIZ. As they are scared to 88

make mistakes the students tend to use dictionary to learn new vocabulary as it gives accurate definitions needed by them and will thus minimize the errors. Item five showed that the teachers were aware that their students were fond of learning from note written on the whiteboard as well as from pictures/posters pasted either on the whiteboard or on walls in the class. Using teaching aids that enhance the learning session has assisted the students to learn English. Type of class activities that the students favour most while learning English according to the teachers’ perceptions indicate that the students are fond of language games, talking to their friends and listening to them conversing in English, using module or workbooks and last but not least learning about culture. The teachers’ interview responses confirmed that, the students seemed to like language games as it was fun and it had many pictorial items that could assist the students in their learning of English. Moreover, the teachers also mentioned that their students pay great respect to their friends who able to converse in English well. This has motivated the students to work hard as to be equally competent as their friends. What is more, to be able to converse in English according to the teachers as well as the students they bring an image of an A class students in the school. This can motivate the students to learn 1119 English and also to have sense of responsibility towards their own learning and at the same time they may want to implement learning styles to suit and also to prepare themselves for advanced learning at the tertiary level. In addition, the teachers said that their students learnt better from seeing words in module or workbooks. They could comprehend the lessons and instructions better when they were able to read them, and this has been validated by Azlinda (2006) in her thesis entitled Learning Styles Adopted by Students in Learning English as a Second Language. This has proven the main reason why the students preferred to 89

do exercises from either the module or workbooks. Furthermore, these students are confined to an exam oriented system, thus working with them by using language games and module or workbooks could guide them to score A in their 1119 English test or exam. Moreover, even though the students are Malay students, surprisingly they are pretty much open-minded in learning about other cultures and their own roots during their English lesson. Knowing that their students were quite open in learning other cultures the English teachers had provided the students with various articles and videos to suit the students’ learning needs. One of the main reasons for this openness would be the effect of being ‘Digital Natives’, where these students are exposed to various cultures input from all over the world and they manage to learn about other cultures through their interaction via social networking websites or while playing online games. Item seven deals with the best time to correct mistakes made by the students. Errors are inevitable and if taken as positive part of language learning, the can then viewed as a creative construction process (Hedge, 2000). Hedge stated that the behaviourist sees an error as something to be prevented through intensive modelling and eradicated through intensive drilling. Over and above that, knowing the appropriate time to correct the students’ mistake is a substantial part of teachers work. It is harmful to over-correct students’ mistakes and even worse to correct them at the wrong time. This can discourage the students, what more rescind the learning process or the activities by interrupting and correcting every single mistake made by the students during English language class. It seemed that 60% of the teachers, which means 3 out of 5 teachers, agreed that their students preferred to be corrected immediately in front of everyone during an activity or lesson. As stated before by the 90

researcher, this school is one of the leading premier schools in Dungun, and the students seemed to willingly accept being corrected by their teachers as for them this is one of learning process to elevate their English. As for the method of error correction the teachers were aware that their students preferred to correct the mistake on their own during the English language lesson. According to some teachers, their students like to do correction on their own because the students themselves could spot their own mistakes and later would consult the teachers for the right suggested answers. How do the students find out about their achievement in English language?. The teachers agreed that their students use the grades given through written tasks as well as increment of their test or examination grade, to know their improvement in English language subject. Last but not least, teachers’ perception in sensing students’ satisfaction in learning English by ‘having their work graded’ and ‘being told by their teacher that they have made a progress in learning English. According to the teachers, being in an exam oriented system where increase in digit, in every test or exam, as well as grades going up from C to B+ or A is what the students are longing to have, as it is a solid measurement indicating that the students are improving in learning 1119 English.

The discussion based on Research Questions 1, 2, 3, 4 and 5, reveals that the Visual learning style was the most preferred learning styles in SMKTIZ and through the teachers awareness and also their method of teaching that enhancing more on Visual learning styles had enhanced students learning. Nevertheless, referring to the teachers, they affirmed not only embedding Visual learning styles in their teaching, 91

but also they mixed and matched their teaching styles to suite other minority learning styles preferred by other students, and this also had been supported by Brown (2003), cite the use of learning styles information is to expose learners to a multiplicity of learning activities, that may or may not match the students learning styles, but will assist and guide them to develop enough language proficiency essential to handle a range of different learning requirements. Moreover, these teachers believed in matching their teaching styles to the most preferred learning style of their students somehow would lead to positive outcome as proven with the TOV May 2012 results. This statement had been fully substantiated by Huxland and Land (2000) who advocate that once instructors (teachers) know their students learning styles, they can establish approaches, methods and sequences that likely to make learning more engaging and active for students.

4.3

Conclusion This chapter presented the findings obtained from the analyses of the

questionnaire and interview. Besides that, it also discussed on the Research Question 1,2,3,4 and 5, which revealed Visual learning is the major learning style preferred by the students in SMKTIZ and through the teachers awareness along with their teaching method that enhance Visual learning style had enable to enhance students learning in mastering 1119 English.

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CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS

5.0

Introduction In teaching the English language, teachers are often confronted with

students who are opposed to learning just because they have been compelled to learn by specific ways that not suitable their individual learning styles. This study aimed to discover the most preferred learning styles of upper form Pure Science and Account streams students in SMK Tengku Intan Zaharah, Dungun, Terengganu. What is more, besides knowing the students’ preferred learning styles, this research also sought to investigate the teachers’ awareness of their students’ preferred learning styles. By knowing their students’ learning styles, these educators would tend to match their teaching styles by preparing suitable activities that cater their students’ needs. Thus, this chapter discusses the conclusions and recommendations of this study.

5.1

Conclusions

The findings revealed that the majority of the upper form students of SMKTIZ preferred the Visual learning style which means that the students preferred the use of more media, pictorial materials, written materials, to name a few during the 1119 English language lessons. In this way the students are able to grasp on the English language even better as it assists them to have meaningful learning experiences, as based on Kolb’s learning styles and Experiential learning Model, which closely refers to Concrete Experience model, where the students correspond to knowledge through 93

direct acquaintance with the subject matter as this is direct experience for the students and because of that they will understand the lesson better. The researcher found out one of the main reasons the students were fond of Visual learning style is because they love to spend their time chatting and surfing the Internet, looking at pictures and websites as well as playing online games all day long and this had been supported by Prensky (2001, p. 1) they have spent most of their entire lives surrounded by and using computers, videogames, digital music players, video cameras, cell phones, and all the other toys and tools of the digital age. This new era students were called ‘digital natives’. They are born in the era of technology where their daily chores, learning session and recreation activities evolved around computers, Internet, computer games, smart phones to name a few. Due to that, the researcher believes her samples are ‘digital natives’ and by knowing this, the approach of teaching and the activities in the classes should cater to the need of these ‘digital natives’ students. Kirk and Scott (2012) in their online journal stated, teachers who have access to blog, Wikipedia, podcast, wireless access to internet, handheld computersonline textbooks, and virtual experiments or activities allow the teachers to cater to the students’ need, as these tools help to meet the needs of their students by tapping into their students' learning styles and building upon their strengths. Moreover, as these students are from one of the leading premier school in Dungun, these students are under pressure to score and perform on top of the game. As a result, these students feel that they need to work either in pairs or small groups as they needed peer support to enable them to feel confident in getting the right answers or feel less guilty of having their answers incorrect. Above and beyond, through working in pair or small group these students are able to develop good communication skill while sharing ideas and receiving feedbacks during the learning process. As for 94

the teachers, they realise the fact their learners feel more contented and become linguistically fecund by working in an environment where they are able to interact positively while having their voices heard and their opinions respected. Through the responses given by the teachers in the interview, the study shows, by knowing the students’ preferred learning styles the teachers are able to suit and prepare their teaching and learning session before hand. This will enable teachers to be more creative and take into consideration the differences in learning styles among the students in planning activities, coming up with workbooks or modules as to make the lesson more meaningful to the students and also to assist the students to perform better in their state examination. Moreover, by being aware of the students’ preferred learning styles it would also remind the teachers that they must be sensitive to the students’ needs. Another eye opening result discovered through this research is that the students unanimously agreed that they are fond of learning by copying notes from board, listening to their teachers teaching and copying it and also through reading and making some notes out of it. This is contrary to Nurul Bazilah’s (2011) finding, in her unpublished dissertation, ‘Investigating the Language Learning Styles of Malaysian ESL Learners: Are The Lecturers Aware of These Preferences?’, where she stated that students do not like passive environment in their language class and merely copy what it is that is being written by their lecturers. Here we can see that at school level copying notes is considered as crucial component in being able to do well in the subject matter while at tertiary level it has been taken as less important component in learning as listening to lectures and during discussion in the class is able to assist the tertiary level students to comprehend the subject matter better while at school level the 95

students are not encouraged to share their opinions as what matters is teacher opinion as that will be the answer script for their examination. Students are like pieces of white cloth, teachers are the artists that colour them and mould them according to the mould and due to that by helping the students to know their preferred learning styles these students can develop new strategies and techniques in learning. By the same token, once the students know their own preferred learning styles these students also can utilize those learning styles to assist them in improving their 1119 English, and besides that they can experiment with other learning styles and consolidate their minor learning styles, as mentioned by Reid (1998). Successful students normally, have a diverse range of learning styles and can easily fit themselves in any classroom situation. This happens as the students are able to adapt and adopt their learning styles accordingly to suit the teachers’ teaching style.

5.2

Pedagogical Recommendations This study was conducted as to provide some light to students and teachers

regarding learning styles. On top of that, the outcomes from the research will provide the students opportunity to assess their learning preference especially in learning the 1119 English paper. Besides that, it will enlighten them that there are more than just one learning style or preference in learning (Azlinda, 2006).As a result, students will have a sense of responsibility for their own learning and at the same time they may want to adopt other learning styles to aid them for advanced learning in the future. The findings from this research will also benefit English teachers as it will give excellent opportunity for English teachers to understand their students’ learning 96

styles better, as it will make them aware that a variety of learning styles and learning preferences do exist in their classrooms where it will assist teachers to incorporate in their teaching materials and methods of delivery to address the need of each students. In addition it will enhance teachers’ teaching styles as teachers will approach their lessons differently by using appropriate instructions on activities and materials that will proffer according to students learning styles, as a successful teaching and learning process will be the main predictor of students’ success. Withal, the school administration will also find this study to be beneficial as it will appraise the variety of learning styles that students adapt in learning English. The information can help administration to establish courses, activities or instructional materials that suite students learning styles. On the other hand, the findings will make the administrators realise that there is a need for them to look into the problems regarding students’ performance in 1119 English and due to that, find suitable measures to rectify the problems. Simultaneously, this research is also a useful to syllabus and module designers as it will be a guide in order for them to take necessary actions in augmenting suitable syllabus, curricular or modules as to improving learners’ academic achievement in learning English. This study also can be a benchmark or as a reference to the Dungun Educational District Department as well as Terengganu Educational Department to plan and to produce suitable program for Terengganu state students and courses to suite the need of SMKTIZ students. Since this study had been done in SMKTIZ which is a leading premier school, obviously the programs will also benefit other premier school in Terengganu. 97

So it is recommended that: Understanding the Importance of Learning Styles in Learning Students and teachers should be encouraged to keep abreast with the latest subjects on learning styles. As we all know, it is not an easy task to adapt to a different learning styles as perhaps one’s learning style has been in grained from young (Rosniah, 2004). Thus students must take the responsibility and play an active role in their own language learning. The students must take the initiative to increase selfawareness, set goals and choose appropriate learning strategies to achieve successful language learners. Meanwhile, teachers must provide opportunities for students to venture into several learning styles and learning strategies through suitable class activities and exercises. Furthermore, the Ministry of Education can provide sufficient seminars or workshops for either the students as well as the teachers on the importance of understanding and using learning styles in language learning classroom. Effective and sensitive teaching style Teachers initiate their lesson differently, so they should be aware of their teaching style preferences. The teacher ought to vary their teaching styles as to carter multiple learning styles of their students. By understanding students’ learning styles, and by being flexible regarding their own teaching styles, teachers can amplify their awareness and be more sensitive of their teaching environment, observation, preparation, presentation, and interaction with the students. They can be more effective if they can provide more variations and choices to tailor the stylistic differences of their students. Messick as cited in Rosniah (2004) stated that it is not always suitable for teachers to accommodate to students’ preferences, instead teachers 98

should expose the students to techniques that are not their preferences. This somehow helps the students to gain more educational experiences, as they are required to adapt to diverse learning styles. Similarly Reid (1995) believes that versatility is important in the classroom if learning is to transpire.

Flexible and wide-ranging of instructional planning To plan an attentive lesson, teachers ought to recognise students preferred learning styles, and this can be done via distributing language styles instruments to identify the students’ learning styles. Once that has been done, teachers must keep a record on this data. Documentation is crucial enough to observe students as they tend to change or adapt new learning styles. Moreover, teachers should include diverse of language learning activities, as this can avert their students from feeling exasperated and inadequate when they are not able to attempt the activities provided. Learning activities that teachers can include in their teaching are pair work or group work, while for materials they can use more videos, CDs, Internet and to name a few, as these students will respond better to different stimuli. On top of that, learning should be made interesting in order to motivate the students as well as to cater their learning styles.

Diversity of teaching aids Teachers have to be ahead of everything, especially when it comes to teaching. There is no such thing as, off the scale in teaching profession, everything is a ‘Yes that will work too’. Teachers need to upgrade themselves either undergoing a course or seminar that can assist them in coming up with creative, productive and reliable 99

materials, workbooks or modules to succour them in their teaching. What matter most these teaching aids must suit the students’ needs and wants as this will lead to better performance in their study. Besides that, providing the students with ample time to study the lesson is also going to help the students to do well in their English language lesson and with appropriate feedback along the way will also boost the students’ motivation to do well in the subject matter.

5.3

Recommendations for Future Researchers For future research related to this topic, it is recommended that the researchers

use a bigger sample in order to acquire more reliable, informative and better results. This is because present study was restricted to 108 upper form students comprising Pure Science and Account academic stream classes which did not even involve all of the classes in the form. Thus this can be considered imperative that a similar research should be done with a larger sample to augment the generalisation of the findings. As a consideration, a study with a sample from different form or school is also recommended to compare whether the result is similar or different as compared to the one obtained from the present study. On top of that, the researchers should also take the consideration on other variables such as lower form students, their previous test result, proficiency level as well as their age that may influence their choice of learning styles. By ascertaining all the above factors, the researchers along with many academicians can use the information to accommodate effectively to the different learning styles of their learners. 100

In spite of the stated shortcomings, this study acts as starting point to other educators to open themselves towards their students’ preferred learning styles and also a good platform for the students to get to know their preferences in learning English. What is more, it is hoped that this research can become a benchmark to guide future researchers to heighten current pedagogical instructions in the teaching styles, materials development or enlighten the students of their own individual learning styles.

5.4

Conclusion This study has successfully investigated the most preferred learning styles of

students in learning the 1119 English paper. At the same time this study also investigated the most preferred learning styles of students in learning the 1119 English paper according to gender and class streams. Besides that this study has brought to light some issues regarding teachers’ awareness of their learners’ language learning preferences. The findings suggest the majority of upper form students’, despite their gender and class streams, preferred the Visual learning style as the major style with the Kinesthetic and Auditory as the students’ minor learning styles. Another useful finding discovered through this research was that all of the teachers were seemed attentive to their students’ preferred learning styles. The results revealed the teachers were aware that their students’ inclination to working within small and larger groups when attempting their tasks. Besides that, this study also discovered the teachers’ discernment in knowing their students favoured vocabulary learning styles, teaching aids that the students opt for as well as the class activities. 101

Furthermore, the researcher also found out that the teachers were aware of the best time to correct the students, together with ways the students preferred to know their progress and achievement while learning English. Last but not least, the researcher managed to find out that the teachers’ were aware towards their students’ satisfaction in learning English during their classes. Hopefully, this will provide useful information towards significantly to improving the learning and teaching of 1119 English paper in SMK Tengku Intan Zaharah.

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Journal of Psychological Type. 8, 2-15. Lewenfeld, V. (1945). Test for visual and haptical aptitudes. American journal of psychology. 58, 100-112. Lowenstein, G. (1994). The Psychology of Curiosity: A review and reinterpretation. Psychological Bulletin. In Rosadah Abd Majid, Noriah M.I. & Zalizan M.J. (Eds), Students with Different Needs: Implications for English Language Teaching and Learning (pp. 60-71). Bangi: Percetakan UKM Man, P.C. & Tomoko, N. (2010). A study of Chinese and Japanese college students L2 learning styles. Asian Culture and History. 2 (2), 30- 35. [Electronic version]. Retrieved December 2011, from www.ccsenet.org/journal/index.php/ach/article/download/.../5171 Mantle, S. (2001). The seven learning styles. [Electronic version]. Retrieved 10 September, 2010, from http://www.lessontutor.com/sm1.html Melba, T. (1997). Learning Styles. (pp. 45-48). [Electronic version]. Retrieved 12 December, 2011 from http://www.vccaedu.org/inquiry/inquiry-spring97/i11tayl.html Ministry of Education Malaysia. (2003). Huraian Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah, Curriculum Specifications Form 4 English Language. Curriculum Development Centre Ministry of Education Malaysia. Ministry of Education Malaysia. (2003). Huraian Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah, Curriculum Specifications Form 5 English Language. Curriculum Development Centre Ministry of Education Malaysia. Nel, C. (2008). Learning style and good language learners. In Griffiths, C. (Ed), 108

Lessons from the good language learner. Cambridge: Cambridge University Press. 49-60. Nunan, D. (1991). Language teaching methodology. London: Prentice Hall. Nurul Bazilah Abd. Hamid (2011). Investigating The Language Learning Styles Of Malaysian ESL Learners: Are The Lecturers Aware Of These Preferences?. Unpublished Masters dissertation, University Teknologi Mara, Shah Alam. Oxford, R. (2003). Language Learning Styles And Strategies: An Overview. [Electronic version]. Retrieved December 2011, from http://web.ntpu.edu.tw/~language/workshop/read2.pdf Patton, M.Q. (2000). Qualitative Research and Evaluation Method. London: SAGE Publications. In Kajornboon, A.B. (Ed), Using interviews as research instruments. [Electronic version]. Retrieved 10 September, 2010, from http://www.culi.chula.ac.th/e-Journal/bod/Annabel.pdf Prensky, M. (2001). Digital Natives, Digital Immigrants.[Electronic version] MCB University Press. 9 (5), 1-6. Retrieved 10 September, 2010, from http://www.marcprensky.com/writing/prensky%20-%20digital%20natives, %20digital%20immigrants%20-%20part1.pdf Reid, J.M. (1987). The learning style preferences of ESL students. [Electronic version] Tesol Quarterly. 21(1), 87-110. Retrieved December 2011, from http://lwtoefl.ielp.pdx.edu/internal_resources/tutor/level_1_regular/ Learning_Style_ESL%20_%20Reid.pdf Reid, J.M. (1998). Understanding Learning Styles in the Second Language Classroom. Prentice Hall Regents. 10-190. Richmond, A.S. & Cummings, R. (2005). Implementing Kolb’s learning styles into online distance education . International Journal of Technology in Teaching and 109

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111

APPENDICES

112

APPENDIX A NAME: WAN RAIHAN BINTI WAN SHAAIDI ID NO: 2010416998 EMAIL:[email protected]

HOW DO YOU PREFER LEARNING IN THE ENGLISH 1119 CLASSROOM?

Dear Students I am conducting a study on learning preferences in the English 1119 Classroom. I would greatly appreciate it if you could answer this questionnaire as it is a crucial part of my study. Please respond honestly to the items and you can be assured that your responses will be kept confidential. Thank you SECTION A Form: __________ Gender:

Male

Female

Race:

Malay

Chinese

Stream:

Science Stream

Indian

Others: ________

Account Stream

SECTION B Read each statement carefully. To the right of each statement, circle the number that best describes how each statement applies to you by using the following guide: 1

2

3

4

5

Almost Never Applies

Applies Once in a While

Sometimes Applies

Often Applies

Almost Always Applies

Answer honestly as there are no correct or incorrect answers. It is best if you do not think about each question too long, as this could lead you to the wrong conclusion.

113

BIL STATEMENTS 1 I take lots of written notes and/or draw mind maps. 2 When talking to someone else I have a difficult time understanding those who do not maintain good eye contact with me. 3 I make lists and notes because I remember things better if I write them down. 4 When reading a novel, I pay a lot of attention to passages that picture the clothing, description, scenery, setting, etc. 5 I need to write down directions so that I can remember them. 6 I need to see the person I am talking to in order to keep my attention focused on the subject. 7 When meeting a person for the first time, I notice the style of dress, visual characteristics, and neatness first. 8 When I am at a party, one of the things I love to do is stand back and people-watch. 9 When recalling information I can see it in my mind and remember where I saw it. 10 If I had to explain a new procedure or technique, I would prefer to write it out. 11 In my free time, I am most likely to watch television or read. 12 If my teacher has a message for me, I am most comfortable when he or she sends a memo. 13 When I read, I read out loud to hear the words in my head. 14 When talking to someone, I have a difficult time understanding those who do not talk or respond to me. 15 I do not take a lot of notes but I still remember what was said. Taking notes often distracts me from the speaker. 16 When reading a novel, I pay a lot of attention to passages involving conversations, talking, dialogues, etc. 17 I like to talk to myself when solving a problem or writing. 18 I can understand what my teacher says, even if I am not focused on him/her. 19 I remember things easier by repeating them over and over again. 20 When I am at a party, one of the things I love to do is talk in-depth about a subject that is important to me with a good conversationalist. 21 I would rather receive information from the radio, rather than read a newspaper. 22 If I had to explain a new procedure or technique, I would prefer explaining it. 114

1 1

2 2

3 3

4 4

5 5

1

2

3

4

5

1

2

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1

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3

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1

2

3

4

5

1

2

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4

5

1

2

3

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5

1

2

3

4

5

1

2

3

4

5

1

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3

4

5

1

2

3

4

5

1

2

3

4

5

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1

2

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5

1

2

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4

5

23 24 25

26

27 28 29 30

31 32

33 34 35 36

In my free time I am most likely to listen to music. If my teacher has a message for me, I am most comfortable when he or she calls me on the phone. I am not good at reading or listening to directions. I would rather just start working on the task or project at hand. When talking to someone, I have a difficult time understanding those who do not show any kind of emotional or physical support. I take notes and doodle (sketch), but I rarely go back to look at them. When reading a novel, I pay a lot of attention to passages revealing feelings, moods, action, drama, etc. When I am reading, I move my lips, without even make my voice audible. I often having conversation, about places or things, and use my hands a lot when I can't remember the right thing to say. My desk appears disorganized. When I am at a party, one of the things I love to do is enjoy the activities such as dancing, games, and totally losing myself in the action. I like to move around. I feel trapped when seated at a desk for long periods of time. If I had to explain a new procedure or technique, I would prefer actually demonstrating it. In my free time, I am most likely to exercise. If my teacher has a message for me, I am most comfortable when he or she talks to me in person.

~THANK YOU FOR YOUR PRECIOUS TIME~

115

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3 3

4 4

5 5

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2 2

3 3

4 4

5 5

1

2

3

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5

1

2

3

4

5

1 1

2 2

3 3

4 4

5 5

APPENDIX B Dear Colleagues I am conducting a study on teacher awareness of their students preferred learning styles in the English 1119 Classroom. I would greatly appreciate it if you could answer this questionnaire as it is a crucial part of my study. Please respond honestly to the items and you can be assured that your responses will be kept confidential. Thank you HOW DO YOUR STUDENTS LIKE LEARNING IN THE ENGLISH 1119 CLASSROOM? School: SMK _______________________ Age:_______ Gender:

Male

Female

Race:

Malay

Chinese

Indian

Others: ________

Years of Teaching Experience: _________ Form: ________________________

LEARNING STYLES: Please circle your answer 1. Are you satisfied with your students’ overall achievement in English? YES

NO

2. Do they like to learn i) by listening?

YES

NO

j) by reading?

YES

NO

k) by copying from the board?

YES

NO

l) by listening and taking notes?

YES

NO

m) by reading and making notes?

YES

NO

n) by repeating what they hear?

YES

NO

o) by making summaries?

YES

NO

p) other (please specify)________________________ 116

3. In class, do your students prefer to learn f) individually?

YES

NO

g) in pairs?

YES

NO

h) in small group?

YES

NO

i) in one large group?

YES

NO

j) other (please specify)________________________

4. When learning new vocabulary, do they like learning g) by using new words in a sentence

YES

NO

YES

NO

YES

NO

j) by avoiding verbal translation

YES

NO

k) by guessing the unknown

YES

NO

l) by using dictionary

YES

NO

h) by thinking of relationship between known and new i) by saying or writing the new words several times

5. Do they like learning from h)

television/video/films?

YES

NO

i)

radio?

YES

NO

j)

tapes/CD?

YES

NO

k)

written material?

YES

NO

l)

the whiteboard?

YES

NO

YES

NO

m) pictures/posters?

other (please specify)___________________________

6. Do you do the following in your class? i)

Role play?

YES

NO

j)

Language games

YES

NO

k)

Songs

YES

NO

l)

Talking with and listening YES

NO

YES

NO

to other students m) Memorizing conversations/dialogues 117

n)

Writing a learning diary

YES

NO

o)

Use module/ work books

YES

NO

p)

Learning about culture

YES

NO

7. When they speak, do they want to be corrected d)

immediately in front of everyone?

e)

later, at the end of the activity, in front

f)

YES

NO

of everyone?

YES

NO

later, in private?

YES

NO

YES

NO

YES

NO

8. Do they mind if c)

other students sometimes correct their written work?

d)

you as the teacher sometimes ask them to correct their own work?

9. How do you think students like to find out how much their English is improving? By….. e) written tasks set by you?

YES

NO

YES

NO

YES

NO

f) seeing if they can use the language they have learnt in real-life situations? g) their increasing grade?

Other (please specify)______________________________

10. Do you think students get a sense of satisfaction from e) having their work graded

YES

NO

YES

NO

YES

NO

f) being told that they have made progress? g) feeling more confident in situations that they found difficult before?

h) Other (please specify) ______________________________ ~THANK YOU FOR YOUR PRECIOUS TIME~ 118

Appendix C 5 INTAN PURE SCIENCE 1 TOV BIL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

NAME AHMAD TARMIZI BIN MOHD ZANI HAIDI HAZRI BIN SUKRI MOHD AMALUDDIN BIN MOHD NOOR MOHD IZZAT FARHAN BIN MOHAMAD RADZI MOHD AIMAN BIN HASHIM MUHAMMAD ASRY BIN ISMAIL MUHAMMAD SHAFIQ AIMAN BIN ELEYAS HAWA SYAFIQAH BT JAZIZ HAZREEN SYAHIRA BT AHMAD SABRI HIDAYATUS SUFIA BT ALIM LATIFAH MUNIRAH BT OMAR HOTAK NADHIRAH BT YUHANY NATASHA SHAZLINDA BT ZAINUDDIN NOR HASNIDAR BT MOHAMAD NUR AIMI NASIHAH BT MULKIAMAN NUR AIN SHAHIDAH BT MOHD AZLI NUR ATHIRAH BT MAZLAN NUR AZIRA BT JUSOH NUR ULFAH BT AMRAN NUR ZAKIAH HANAN BT HUSIN NURFARENA BT BT DAHALAN NURUL FATIHAH BT YAHAYA NURUL SUHANA AZMIRA BT ZAINAL ARIFFIN NURUL SYATIRAH BT MOHD ANUAR RABIATUL IZZATI BT MOHD AZAM SYARIFAH SYAKIRA MARIANA BT SYD ABD RAHIM UMMU SAJIDAH BT AHMAD WAN NORFARHANA BT WAN SHAFIE

119

MARK 65 65 66 65 77 77 65 72 61 78 67 72 75 63 76 69 79 61 60 65 77 58 65 71 64 63 72 68

GRADE B B B B AAB B+ C+ AB B+ AC+ AB AC+ C+ B AC B B+ C+ C+ B+ B

5 INTAN ACCOUNTS 5 TOV BIL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

A+ A AB+ B C+ C D E F

NAME AHMAD RIDHAUDIN BIN ISMAIL MOHD HAZEER FITRI BIN KASMAN JANATI BT ZAKARIA NIK NOOR HANIAAH BT MOHD NOORHIDAYU BT CHE MD NOOR NOR ATIQAH BT MOHD NAWI NOR INSYIRAH ZHAFRAN BT MOHAMAD NORFARHANA BT HARON NORHIDAYU BT MD NOOR NUR AIN HAFIZAH BT ISMAIL NUR AMELIA BT MOHAMED NUR AMIRA HUSNA BT AHMAD ZAM NUR ANIS SYAZWANI BT JUSOH NUR HUSNINA BT MANSOR NUR SHARSA FATIHAH BT ROSLAN NUR SYAMIMI AZWA BT MOHD WAHI NURUL AYZULYANA BT CHE AYOUB NURUL RAUDHAH BT ARIS NURUL SYIFA BT ZULKIFLI YUSRINA NAJIHAH BT AHMAD

90-100 80-89 75-79 70-74 65-69 60-64 50-59 45-49 40-44 1 to 39

120

MARK 68 83 53 74 60 46 63 51 50 52 68 66 70 64 65 55 59 42 67 79

GRADE B A C B+ C+ D C+ C C C B B B+ C+ B C C E B A-

4 INTAN PURE SCIENCE 1 TOV MARK

GRADE

1 ATIQAH BINTI ISMAIL

67

B

2 FATIN NADHIRAH BINTI SAIFUDDIN

71

B+

3 FIRUZ FARHANA BINTI MOHD AZMI

78

A-

4 INTAN ATIRAH BINTI MUHAMED

63

C+

5 IZZY ASYKIN BINTI ISMAIL

78

A-

6 KHAIRUL DANIAL B. KHAIRUL SALLEKH

69

B

7 MOHAMMAD ARIF AKIMIE BIN M ROSDEY

66

B

8 MOHD IQBAL AFIFI BIN MAT

77

A-

9 MOHD IZZAT AMIR BIN AWI

68

B

10 MOHD NASRI BIN MUSA

NA

NA

11 MUHAMMAD ABIDULLAH BIN MOHAMMAD FADZIR

61

C+

12 MUHAMMAD IRWAN BIN MAZLAN

70

B+

13 NOR AKILAH AMIRAH BINTI ISMAIL

73

B+

14 NOR ASHIRA BINTI AZEMMY

63

C+

15 NUR AQILAH BINTI ZAINAL

77

A-

16 NUR AQMAL BINTI ROSELI

71

B+

17 NUR FADHLIN SOFIYA BT IBRAHIM

74

B+

18 NUR IZYAN BINTI ISA

69

B

19 NUR LIYANA BINTI ADNAN

78

A-

20 NUR LIYANA FAZREEN BINTI SHA'ARE

78

A-

21 NUR SHAHIDAH BINTI ISMAIL

67

B

22 NURSYAHIRA BT MARIDANG

71

B+

23 NURUL AIZZA BINTI LATIF

68

B

24 NURUL AMARNI BINTI MOHD TAUFEK

73

B+

25 NURUL NURASYIKIN BINTI MAZLAN

63

C+

26 SHARIFAH BINTI ISA

69

B

27 SHARIFAH NORASYIKIN BINTI SYED SALLEHUDDIN

63

C+

28 TUAN NOR DALILAH BINTI TUAN IBRAHIM

71

B+

29 WAN MUHAMAD ASHSHAKIR BIN WAN AZMAN

71

B+

BIL

NAME

121

4 INTAN ACCOUNTS 5 TOV BIL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

NAME ABDUL AZIZ BIN RUSLIM ABDUL MUIZ BIN SAPIAN AHMAD SYAFIQ ASYRAF BIN ZAWAWI BORHANUDIN BIN AB HALIM MUHAMMAD ANIFF HAIKAL BIN AZMI MUHAMMAD ARIF NAZIM BIN HAMZAH MUHAMMAD ASYRAF BIN ABDUL WAHAB NASRUL HADI BIN MAZLAN NOOR ATIKAH BINTI ALIM NOOR AZLIN BINTI AB RAZAK NOR AZILA BINTI ROMAZUKI NORAIN BINTI TAHA NUR AISYAH BINTI ABDUL RAHNI @ ABDUL GHANI NUR FATIHAH NABILAH BINTI AHMAD JELANI NUR FATINI IZZATI BINTI MOHD NUR ZAKIYYAH BT EMBONG NURIN JAZLINA BINTI ABDULLAH NURRISHA SYAFIERA BINTI MOHAMAD ABDULLAH NURSYAFINA BT ROSLAN NURUL ASYIKIN BINTI A RAZAK NURUL HAZWANI BINTI RUSHDI NURUL SHAHIDA BT MOHD INDERAM RABIATU ADAWIYAH BT HASHIM ROSMANIRA BINTI CHE JALI SITI NOR FARIZLIN BINTI BADAROL ZAMAN SITI NURUL AINIZA BINTI MOHD NOR SUE IRINA BINTI OMAR ASRI SYARAH FARHANA BINTI SURMADI SYUKRIAH BINTI DAWI WAN MOHD HAFIZ BIN WAN MOHD NASIR WAN ZULHALIM FALIQ BIN WAN ZAULKFLI

122

View publication stats

MARK 59 69 52 53 56 61 53 53 57 68 57 63 51 59 61 61 61 59 54 56 51 61 58 69 64 61 70 71 65 58 58

GRADE C B C C C C+ C C C B C C+ C C C+ C+ C+ C C C C C+ C B C+ C+ B+ B+ B C C