Learning Style 1

Running Head: Learning Style

Students` Language Learning Style PreIerences
Siti Mutia Cayarani
The State Institute oI Islamic Studies (IAIN) Ar-Raniry Banda Aceh
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The main purposes oI the learning process are not only to transIer knowledge to
students and make them understand about the knowledge but also to motivate them in
order to apply it in their daily lives. To achieve these goals, there are many things that
need to be considered by teachers, one oI them is learning style. By knowing the
learning styles oI the students, teachers are expected to be able to determine their
appropriate teaching methods.
In general, the discussion about the importance oI understanding students'
learning styles to achieve optimal learning outcomes has become a major topic. Each
individual, including students, has a various learning styles. As has been said, the ESL /
EFL students also employ a variety oI language learning styles. This is in line with what
OxIord (1989) said. She points out that students have diIIerent characteristics that cause
their absorption oI something is diIIerent as well. They will choose their own suitable
way to learn. Kang, (1999) also argued that the teaching oI any Iield oI study, including
English, can only be improved iI teachers understand the characteristics oI good
learners including their learning styles. Furthermore, the optimal learning outcomes
would be obtained iI the diversity oI learning styles can be accommodated well by
teachers, by selecting appropriate and suitable learning methods.
In this senses, learning style has been deIined by many experts. Kara (2009)
deIines learning style as 'various approaches or ways oI learningp.77. Pashler, et al
(2009) stated that, 'the term learning styles reIers to the concept that individuals diIIer
in regard to what made oI instruction or study is most eIIective Ior themp.105. Gregorc
(as cited in Thompson, 2002) argued that learning styles are the reIlection oI behaviors,
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characteristics, and mannerism. According to the National Association oI Secondary
School Principals (as cited in Griggs, 1991), learning styles is 'a collaborative oI
cognitive, aIIective, and physiological Iactors that serve as relatively stable indicators oI
how learner perceives, interacts with, and respond to the learning environment. A
clearer deIinition about learning styles can be seen in OxIord (2001) which deIines that
learning style is 'an approach used by learners in learning a new language or learn a
variety oI subjects. ThereIore, learning styles are not really concerned with "what"
learners learn, but rather "how" they preIer to learn.
In regard to dimensions oI learning styles, OxIord (2001) classiIied learning
styles into Iour main sections: sensory preIerences, personality types, desired degree oI
generality, and biological diIIerences. Sensory learning preIerences are Iavored by a
person who is divided into Iour main sections: visual, auditory, kinesthetic, and tactile.
Students with visual learning style preIer to process inIormation through visual
simulation. The power is in what they can see. For them learn to be diIIicult to
understand without the assistance oI the media which can be seen. Students with
auditory learning style preIer to hear an explanation. The power is in the ear. Students
with kinesthetic and tactile learning styles, preIer with activities that require a
movement such as role play, drama, discussion, or debate. They do not like to learn to
just sit and take notes. In this case, I preIer to be an auditory learner, because I like
listen to the lecture.
Furthermore, the types oI learning styles also classiIied based on personality
types. OxIord (2001) classiIied students into two parts: extroverted and introverted.
Students with extroverted learning styles preIer to interact with others to gain
knowledge. They are not ashamed to ask others iI there is something that they do not
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know. In contrast, students with introverted learning styles preIer to analyze something
by themselves (selI-employed). Students with extroverted and introverted learning
styles have both oI the advantage and disadvantage. Students with extroverted learning
styles will be succeed Iaster iI the language learning goals are Ior oral communication,
by contrast, students with introverted learning styles are superior in reading ability and
mastery oI grammatical better. However, they still can work together with the help oI
the teacher. In group discussion, Ior instance, the teacher can help the students by
manage their participation. Teachers can use rotating technique in order to give the
introverts an opportunity to participate equally with extroverts.
Other dimensions to determine the types oI learning styles are the desire degree
oI generality and biological diIIerences. Based on the degree oI generality, OxIord
(2001) grouped students Ior the global and analytic. Students with a global learning
styles preIer activities that are communicative. Conversely, students with analytical
learning styles, preIer to learn the structure oI language. However, the global students
and the analytic students have much to learn each other. A balance between generality
and speciIicity is very useIul Ior second language studies. In terms oI biological
diIIerences, students' enjoyment is grouped based on the time, place, and behaviors
when learning. This is the common situation that the teachers Iound in the Iield. Based
on the time, some students preIer to learn in the morning, noon or night. Based on the
place, some students preIer to learn in the classroom, or outdoors. Based on the
behavior oI learning, some students preIer a snack while learning, others preIer to learn
while listening to music. Since there is the relationship between students learning styles
and biological diIIerences, the teachers should be very creative in using the appropriate
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teaching methods and materials. For example, teachers can systematically oIIering a
great variety oI activities within a student-centered or communicative approach.
Some research on language learning styles has been conducted by several
researchers. Reid, 1987 (as cited in OxIord, 2001; ManIred, 2010) identiIied the
learning style oI Ioreign students in learning English as a second language in the United
States. Their work is to a student oI computer studies program, engineering, and
medicine have kinesthetic and auditory learning styles. Students Irom all courses oI
study except that derived Irom the Natural Science course preIer to learn in groups.
Based on national origin, Korean students preIer visual learning style, students oI
Chinese and Arab preIer auditory learning style, and students Irom Thailand preIer
kinesthetic learning style. Another study done by the Willing (1988) who identiIied
language learning style oI 517 immigrants coming Irom various countries in Australia.
Willing classiIied Iour Iorces immigrants to learn English in Australia, namely:
concrete, analytical, authority-oriented, and communicative. These Iindings prove that
the preIerences oI Iield studies and diIIerential cultures oI students also aIIect their
ways in learning.
The theoretical and empirical studies above indicate that students have varying
learning styles. Besides that, also concluded that optimal learning results will be
achieved iI the approach to teaching, teaching methods, teaching techniques, teaching
materials are accommodate with learning styles oI students. ThereIore, inIormation
about students' learning styles needs to be known.


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ReIerences
Griggs, Shirley A. (1991, December 31). Learning Styles Counseling. ERIC
Clearinghouse on Counseling and Personnel Services Ann. Retrieved May, 30,
2011 Irom http://www.ericdigests.org/1992-4/styles.htm.
Kara, Selma. (2009). Learning Styles and Teaching Styles. A Case Study in Foreign
Language Classroom. ConIerence oI the International Journal oI Arts and
Sciences. Anadolu University: Turkey.
Kang, Shumin. (1999). Learning Styles. Implications for ESL/EFL Instruction. English
Teaching Forum, Volume 37, Number 4. Retrieved May, 30, 2011 Irom
http://eca.state.gov/Iorum/vols/vol37/no4/p6.htm.
OxIord, Rebecca L. (2001). Language Learning Styles and Strategies. International
Review oI Applied Linguistic: University oI Maryland.
OxIord, Rebecca. (1989). The Role of Styles and Strategies in Second Language
Learning. ERIC Clearinghouse on Languages and Linguistics: Washington DC.
Retrieved May, 30, 2011 Irom http://www.ericdigests.org/pre-9214/styles.htm.
Pashler, Harold, et al. (2009). Learning Styles. Concepts and Evidence. A Journal oI
Association Ior Psychological Science, Volume 9, Number 3. Retrieved May 30,
2011 Irom http://www.psychologicalscience.org/journals/pspi/pspi93.pdI
Thompson, Dale E, et al. (2002). Preferred Learning Styles of Postsecondary Technical
Institute Instructor. Journal oI Industrial Teacher Education: Volume; 39,
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Number 4. Retrieved May 30, 2011 Irom
http://scholar.lib.vt.edu/ejournals/JITE/v39n4/thompson.html.