CHAPTER I

INTRODUCTION

This chapter presented the information of the research, it covers

background of the research, question of the research, objective significances of the

research, scope of the research, hypothesis of the research, and definition of terms.

1.1. Background of the Research

Speaking is one of four language skills which needs to be mastered by

students. According to Harmer (2011), productive skill is the term of speaking and

writing skills where students actually have to produce the language themselves. It

is an important skill because in speaking. Someone can say what he/she wants to

express. Also, it is a symbol of words that usually convey by someone through

communication.

Speaking is a process of building and sharing meaning in an oral activity.

By speaking we can deliver or express our idea and thought. Everybody wants to

be able to create effective communication in speaking, Kayi (2006) pointed out

that “speaking as a crucial part of second language learning and teaching”.

Therefore, a human being will use this skill if they want to express everything that

they have in their mind. The Human speaks to tell people about their wishes,

intentions, or needs. Therefore, the correct way of speaking will make sure the

success of interaction among people, (Bailey, 2003).

1
 In general, there were some problems in learning English especially in

speaking, they are lack vocabulary and students' self-confidence. Used of learning

model also influences student outcomes and achievement. In this regard, new

innovation is needed in the speaking learning process. Teachers should be able to

build motivation for the students by creating a conducive learning atmosphere.

Iskandawassid and Sunendar (2013) stated that as a learning manager, teachers

have a responsibility in creating a conducive learning environment so that the

students can learn both effectively and efficiently.

Many learning models are developed in the world of education. The model

developed is expected to be an alternative assistant for students to improve their

speaking ability, one of the alternatives is the VAK model. VAK model assumes

that learning will be effective by giving attention toward learning styles and

exploring the potential that the students have. VAK learning model is focused on

providing a direct and fun learning experience. It is done by learning to remember

(visual), learning by hearing (auditory), and learning with movement and emotion

(kinesthetic). Students should be able to utilize the three components in learning

activities. A teacher should also be able to collaborate on the three components in

teaching (DePorter, Reardon, & Nourie, 2002).

The VAK model (Visual, Auditory, and Kinesthetic) is a learning model

that optimizes the three learning modalities to make students feel comfortable.

Saputra & Mahadewi (2014) stated that the VAK learning model is a learning

model that develops ways of learning by maximizing the sense tools possessed to

give meaning to student learning experiences. The VAK theory is now a favorite
among the academic community because the principles and benefits for all types

of learning far exceed the initial expectations. The VAK model provides a

different perspective for understanding and explaining the power of thoughts and

dominant learning styles in a person (Gholami & Bagheri, 2013).

Learning with the VAK (Visual Auditory Kinesthetic) model assumes that

learning will be effective by paying attention to learning styles and utilizing the

potential that students have by training and developing them (Suhara, 2013). And

according to Mackay (2011) claimed the VAK learning model in which students

have a mixed and balanced blend of three sensory modalities through sighting,

sounding and acting out to learn well to affect their ability.

Based on the theories above, the researcher can concluded that the VAK

learning model can be applied in speaking learning to give effect and to motivate

students' speaking abilities because the VAK learning model develops the

potential of students with fun and effective learning through Visual, Auditory, and

Kinesthetic. Thus, the VAK model is very important to be applied in learning

English, especially in speaking.

The researcher chose the VAK learning model because this model was

very useful for students to explore their potential with fun learning and can make

students more active, with this model students use visual, auditory, kinesthetic

senses in learning speaking. VAK learning model will influence the ability of

students in learning English especially in speaking so, the researcher wants to see

the effect of the VAK learning model in speaking ability. Therefore the researcher

chose this model as a research model.

 Based on the statements above, the researcher interested to conduct the

research under the title “The effect of VAK (Visual, Auditory, Kinesthetic)

learning model toward students’ speaking ability at the Second Grade of MAN 1

Kolaka.

1.2. Question of the Research

The question of the research” was there any effects of VAK learning

model toward students’ speaking ability at the second grade of MAN 1 Kolaka”.

1.3. Objective of the Research

The Objective of this research was to find out the data, whether there was

an effect of VAK (Visual, Auditory, and Kinesthetic) learning model toward

students’ speaking ability in the second grade of MAN 1 Kolaka.

1.4. Significance of the Research

The significance of the research. The researcher hoped that after

implementing VAK learning model in students’ speaking ability can have benefits

and positive impact according to the theoretically and practically which were

divided into students, teachers, and researcher.

1. Theoretically

The significance of the research was to find out the data and information

about the effect of VAK learning model in speaking ability. In addition,

researcher also hoped that VAK learning model can help students’ problem

solving in learning English and also help students to increase and to motivate the
learning ability especially in speaking, either classroom in learning or outside the

classroom.

2. Practically

In the practically divided into three, namely for students, for teachers, and

for researcher.

a. For the students, VAK model expected to be an alternative and effective way

to learn speaking, either classroom in learning or outside the classroom. So

students are more confident and more active in speaking activity.

b. For the teacher, researcher expected with this learning model, it will help and

give benefit to the teachers to teach students with fun and effective way so

that the teachers can use the VAK learning model in teaching and learning

activities.

c. For the researchers, the researcher expected can give motivation to juniors

and friends to further develop VAK learning model and also can help other

researcher when they want to use VAK learning model as material for their

research. And researcher also to get a lot of knowledge after doing this

research.

1.5. Scope of the Research

The scope focused on the effect of VAK (Visual, Auditory, and

Kinesthetic) learning model toward students’ speaking ability at the second grade

of MAN 1 Kolaka. Where VAK (Visual, Auditory Kinesthetic) learning model

was multisensory learning that engaged three learning styles namely seeing,
listening, and moving and it will be focused on speaking skill fluency and

accuracy. For the topic and speaking test, the researcher will use descriptive text

learning. While Descriptive Text is a kind of text with a purpose to give

information. The context of this kind of text is the description of a particular

thing, animal, person, or others, (Linda Gerot, 1994). The material for descriptive

was which one is your best gateway, let’s visit, my family, and my idol.

1.6. Hypothesis of the Research

H1 : The hypothesis was there is an effect of VAK learning model toward

speaking ability at MAN 1 Kolaka.

H0 : The hypothesis was there is no effect of VAK learning model toward

speaking ability at MAN 1 Kolaka.

1.7. Definition of key Terms

To avoid misunderstanding in interpreting each variable in this study, the

researcher use the definition of technical terms as follow:

1. The effect is power because something to happen, something that can form or

change something else and submit or follow because of the power or power of

others (Babadu & Zain, 2001).

2. Speaking ability is the process to communication. If the speaker dominates

these language features, will help learners to acquire successful communication

goal (Harmer 2001).

3. Visual Auditory Kinesthetic (VAK) Learning Model According to Grinder and

Delozies (2014) as quoted by Huda, VAK learning model is three modalities

 that used by students to learn, thinking process and communication. They

combine three modalities to increase their achievement.

4. The learning model is a plan or a pattern that is used as a guide in planning

learning in the classroom (Trianto in Aina Mulyana, 2016)

 CHAPTER II

LITERATUR REVIEW

This chapter presented of previous related research, definition of speaking,

function of speaking, problem of speaking, characteristics of successful of

speaking, VAK learning model, behaviors and characteristics of VAK learning

model, implementation of VAK learning model, learning steps of VAK model,

advantages of VAK learning model, and conceptual framework.

2.1. Previous Related Research

There were some research from previous researchers who research the

effect VAK learning Model in speaking or related to the research, they are:

The first previous research was conducted by Hardiana (2018) entitle “The

Effectiveness of VAK (Visual, Auditory, Kinesthetic) Model in learning of

summary writing”, the result showed that VAK model was more effective than

conventional model in learning of summary writing. This was proved from t-test

with t value of 2.674 and significant with p (p<0.05). Based on these results, the

VAK model was effective in learning of summary writing.

The second previous research was conducted by Richard (2018) entitle

“The Effect of Using VAK Model and Web Quest Strategy on Developing

Writing skills in English Language of Tenth Grades’ in Jordanian Schools” the

analysis provided two major findings, first; there were statistically significant

8
differences at (a<0.05) on developing students’ writing skills due to the

teaching/learning strategy on the post-test in favor of web quest and VAK model.

The result showed indicates that there were effects of using web quest on

students’ writing because it was interesting and effective.

The last previous research was conducted by Wulansari entitle “the use of

Visual, Auditory, Kinesthetic (VAK) learning model to improve students’ reading

comprehension”, classroom action research of the eleven grade students of SMA

muhammadiyah plus salatiga in the academic year of 2015/2016”. The result

showed the percentage of students’ mean score of pre-test I was 31.18%, post-test

I was 54.5%, pre-test II was 77.2% and post-test II was 95%. (3) The mean of pre-

test I was 59.5 and post-test I was 68.40, pre-test II was 75.2 and post-test was

83.18. Thus, it can be concluded that there was significant improvement of

students’ reading comprehension by using VAK learning model.

Table 2.1 Similarities and differences between previous related researches

with this Coming research

No Researcher and Title Similarity Differences

1 The Effectiveness of  It has similarity  The differences
VAK (Visual, Auditory, In research about between the first
Kinesthetic) Model in VAK learning model. previous research
learning of summary  It same use and this coming
writing. Experimental research research was the
and quasy design with population of the
control and research. The first
experimental group. previous research
conducted in SMP
negeri 15
yogyakarta at
second grade and
this coming
research was in
MAN 1 Kolaka at
 the second grade.
 The other
different was skill
of the research. In
the first previous
research
researcher used
skill writing and
for this coming
research
researcher used
skill speaking.
2 The Effect of Using  It has similarity that is  The differences
VAK Model and Web both using the VAK between the second
Quest Strategy on learning model in previous research
Developing Writing research. and this coming
skills in English  It same use research were the
Language of Tenth Experimental research population of the
Grades’ in Jordanian and quasy design with research. The first
Schools control and previous research
experimental group. conducted in
Jordanian schools
at tenth grade and
this coming
research was in
MAN 1 Kolaka at
the second grade.
 Other different was
skill of the
research. In the
second previous
research used skill
writing and for this
coming research
researcher used
skill speaking.
 And the last
differences were
for the previous
research also
combined the
WEB quest
strategy with VAK
learning Model.
3 the use of Visual,  It has similarity that is  The differences
Auditory, Kinesthetic both using the VAK between the last
 (VAK) learning model to learning model in previous research
improve students’ research. and this coming
reading comprehension” research were the
population of the
research. The first
previous research
conducted in SMA
muhammadiyah
plus salatiga at
eleventh grade and
for this coming
research was in
MAN 1 Kolaka at
the second grade.
 Other different was
skill of the
research, for the
last previous
research used skill
reading and for this
coming research
used speaking
skill.
 The last different
was the previous
research
usedclassroom
action research
(CAR) while the
researcher used
Experimental
research.

2.2. Speaking

2.2.1. Definition of Speaking

Speaking is an activity in someone's real life that is done to express his

ideas to interact with others this statement was stated by Thornbuy (2005),

whereas in Nation (2009) stated that speaking is a productive skill that can be

observed directly and empirically. These observations are grouped based on

 accuracy and fluency. And he also stated that speaking is a creative product of

linguistic strings.

Another definition comes Caroline (2005) stated that speaking is a basic

oral communication among people in society. It is speaking which serves as

natural means of communication of the members of the community for both

expression of thought and form a social behavior.

Based on theories above there are many opinions about speaking and the

researcher take several to compare these statements and the researcher can

conclude that speaking is a daily activity that carry out by someone to express

his/her ideas, interact and communicate with others with orally, in speaking there

are two things that are highly considered in productive skills namely accuracy and

fluency.

2.2.2. Function of Speaking

Speaking is very important, especially in daily communication. A person

is recognized that he/ she is educated from the way and what he/ she is speaking.

When speaking, someone has to know what to speak and understand the ideas of

what he/ she is talking about.

Harmer (2003) stated that through speaking, the students will understand

ideas, opinions and information from other people. Moreover, Brown and Yule

(1983) (in Richard, 2008) made a useful distinction between the interactional

functions of speaking, in which it serves to establish and maintain social relations,

and the transactional functions, which focus on the exchange of information.

 Richards (2008) says, “In workshops with teachers and in designing my

own materials, I use an expanded three-part version of Brown and Yule’s

framework (after Jones, 1996, and Burns, 1998): talks as interaction; talk as

transaction; talk as performance. Each of these speech activities is quite distinct

in term of function and requires different teaching approaches.”

a. Talk as interaction

Talk as interaction refers to what we normally mean by “conversation” and

Describes interaction that serves a primarily social function. When people meet,

they exchange greetings, engage in small talk, recount recent experiences, and so,

on because they wish to be friendly and to establish a comfortable zone of

interaction with others. The focus is more on the speakers and how they wish to

present themselves to each other than on the message.

b. Talk as transaction

Talk as transaction refers to situations where the focus is on what is said or

done. The message and making oneself understood clearly and accurately is the

central focus, rather than participants and how they interact socially with each

other.

c. Talk as performance

The third type of talk that can usefully be distinguished has been called

talk as performance. This refers to public talk, that is, talk that transmits

information before an audience, such as classroom presentations, public

announcements, and speeches. The focuses are on both message and audience.
 Speaking has its functions which cover talk as interaction, transaction and

performance which have been mentioned above. The functions of speaking show

that speaking is not only about producing the language, but it also functions for

some different purposes in daily communication.

2.2.3. Problem of Speaking

Speaking is one of skill that is difficult to learn for students sometimes

students have low self-confidence when they speak, have a lack vocabulary and

they are afraid to speak out because they are worried about the wrong grammar.

Ur (1996) in British journal and education (2016) state the factors that affect

speaking skill as follows:

1) Inhibition

Students are worried about making mistakes, fearful of criticism, or simply

shy. As explained earlier, students sometimes fear being criticized and because a

criticism can make students become less confident.

2) Nothing to say

Students have no motive to express themselves. Things that make students

not motivated because there is no fun or something that makes students interested

in talking. Even someone who has a high enough intelligence, may fail because

lack of motivation. According to (sardiman, 2012) learning outcomes will be

optimal if they have the right motivation.

3) Low or uneven participation

 Only one participant can talk at a time because of the large classes and the

tendency of some learners to dominate, while others speak very little or not at all.

This conditions always occur in every class, so the teacher is always required to

make a new innovation in each lesson.

4) Mother-tongue use

Learners who share the same mother tongue tend to use it because it is

easier and because the learners feel less exposed if they are speaking their mother

tongue. Problems that also often occur to students in speaking are also due to the

dominant use of mother tongue both with friends and family.

2.2.4. Characteristics of Successful Speaking

Characteristic of Successful Speaking Activity to support the teaching

learning process of speaking skill, the teachers must know about the

characteristics of students and also the characteristics of successful speaking

activity. If the teacher knows about the characteristics of each student, the teacher

can easily give the material to students. According to Underhill (1987), there are

some characteristics of successful speaking activity:

1) Students talk a lot

As much as possible period of time allotted to the activity occupied by

students talk. This is obvious, but often most time is taken up with teacher talks or

pauses. It means the students must be active to speak with their friends as much as
 possible. It is very clear that the students are busy, but they seldom spent their

time to talk with their teacher.

2) Participation is even

Classroom discussion is not dominated by a monitory of talkative

participants: all get a chance to speak, and contributions are fairly evenly

distributed. It means that the classroom discussion is not dominated by one

participant only, but all of participants get a same chance to speak.

3) Motivation is high

Students are eager to speak: because they are interested in the topic and

have something new to say about it, or because they want to contribute to achieve

an objective task. It means that the students have high motivation to speak

English. By having a high motivation, the students will be interested in learning

English, especially in speaking. They often try to deliver their own idea

confidently.

4) Language is of an acceptable level

Students express themselves in utterances that are relevant, easily

comprehensible to each other, and of an acceptable level of language accuracy. It

means that they use the components of speaking which are relevant with the

acceptable level of language such as, pronunciation, grammar, fluency, and

comprehensible. So, the students often try to speaking English correctly in real

communication.

2.3. Visual, Auditory, Kinesthetic (VAK) Learning Model

2.3.1. Definition of VAK Learning Model

VAK (Visual, Auditory, and Kinesthetic) learning model is three

modalities of learning that is first developed by Neil Fleming to show individual

preference in the learning process by seeing (visual), listening (auditory) and

movement (kinesthetic). Huda (2015) stated that VAK learning model is

multisensory learning style that engages three learning styles namely seeing,

listening and moving. the purpose of multisensory here namely Visual, Auditory,

and Kinesthetic which are combined and used in learning English, students are

encouraged to use three modalities to improve their performance and cover their

weaknesses in learning, so students do not only use one modality like images but

using all three in learning, according to Cristison (2003) stated that the Sensory

lends itself to the physical environment in which we learn, and involves using our

senses in order to perceive data. So the VAK learning model uses the three main

sensory receivers: Visual, Auditory, and Kinesthetic (movement). It is based on

modalities channels by which human expression can take place and is composed of

a combination of perception and memory.

Moreover, Mackay (2011) claims that VAK learning model which

students has a mixed and balanced blend of three sensory modalities through

sighting, sounding and acting out to learn well in order to increase their ability.

Based on theories above, researcher can conclude that VAK Learning

model is learning style that combine three sensory modalities to absorb

information, lesson and knowledge by seeing, hearing and moving, which helps
students to learn through more than one the senses and they can learn easily and

improve their ability English especially in speaking.

2.3.2. Behaviors and Characteristics of VAK Learning Model

Jensen and Nickelsen (2011) stated that visual learners understand

information need to see teacher’s body language, facial expression and terms of

appearances. They like sit up at the classroom to avoid obstructions. In addition,

visual learners prefer study by using visual aids for instance diagrams, illustrated,

textbooks, overhead transparencies, video, picture, flipcharts and handouts to

absorb the material. To accommodate these visual learners, teacher should use

picture, diagram, power point and chart to convey the materials.

Jensen and Nickelsen (2011) stated that auditory learners are learners

study best by listening or hearing through lectures, sounds and music. Moreover

auditory learners like activities such as listening the voice recording, discussing

with friends, recording a statement, doing interview, and debating with each other

in the class. In teaching and learning process teacher should create appropriate

learning by using good and clear sound.

Jensen and Nickelsen (2011) stated that kinesthetic learners learn best

through physical experience such as moving, doing, acting out, and touching.

They feel bored when they must sit for long periods of time in the classroom.

They enjoy study through role play, exploring and performing tasks. In teaching

and learning process, teacher can apply interactive learning such as role play, play

creative simulation or games and projects to explore their physical potential.

2.3.3. Implementation of VAK Learning Model

According to Dunn and Dunn as quoted by Gilakjani (2012) mention

about how to implement the VAK learning model in the classroom by providing

some technique which can be used by the teacher. The implementation of VAK

learning model of English language involves:

a. Using Small Group Technique Small group technique is a “circle of

knowledge” in which students sit in a circle and discuss a subject

collaboratively as well as other techniques. At this stage, teacher divides

students into small group consisting of 3-5 students.

b. Using multisensory resources (visual, auditory and kinesthetic) in the teaching

learning process. For example picture for visual learners, video for auditory

learners and role play for kinesthetic learners. At this point, teacher use picture

and video in small group technique. Then, teacher ask students to present the

task has given by teacher in front of the class. The description of each point is

explained below :

1) Picture

Picture is important media in learning process. According to Harmer

(2001), the kind of picture includes flashcards, large wall picture, cue card,

photograph or illustrations. Teachers should use picture, power point or

overhead project (OHP) to attract students’ attention in the teaching and

learning process. The picture can be useful visual learners to absorb the

material.

2) Videos
 Harmer (2001) states that the advantages of watching video in the class

are students not only hear language but also see the materials. Moreover, by

using video is interesting activity which allows students can take notes of the

stories, the events, the settings and others. In addition, watching video will be

useful for visual and auditory learners.

3) Role Play

Huda (2011) states that role play is a way of bringing situations from real

life into the classroom. In the learning process, role play is interactive and

effective learning, which the students can explore their skill. Meanwhile, role

play can engage kinesthetic learners to express their physical potential.

In implementing or using VAK learning model, researcher will use

multisensory (Visual, Auditory, and Kinesthetic) resources in learning to

implement the VAK learning model. As the previous researcher explained, the

VAK learning model is a multisensory learning style that involves three learning

styles, namely seeing as visual, hearing as auditory and moving as kinesthetic.

According to (Rolfe & Cheek, 2012) stated that multisensory learning integrates

elements of visual, auditory, and kinesthetic learning (movement). Multisensory

learning helps students find their learning styles and the techniques that are best

for their learning. Multisensory learning, as the name suggests, is the process of

learning new subject matter through the use of two or more senses (Scott, 1993)

(Prasannakumar, 2016). At each meeting the researcher will use images and

videos as visual media, using videos as auditory and visual. Pictures and videos
will be adjusted to each material that will be studied at each meeting. For

kinesthetic researchers will use role playing technique aimed at enabling students

to learn actively and work together with their classmates.

The researcher also chose to implement multisensory VAK (visual,

auditory, kinesthetic) because it is an effective teaching tool for all age groups,

from early education to adulthood. There are various different multisensory and

kinesthetic activities that can use in the classroom. "The results presented here

show multisensory training can be more effective than the same unisensor training

paradigm (Shams & Seitz, 2008).

2.3.4. Learning Steps of the VAK learning Model

In implementing or using VAK learning model there are three steps that

must be known. So that later, in the research process, researcher can be directed in

doing the research. Russell (2011) stated that the learning steps are using the

VAK model as follows;

a. Stage of Preparation

At this stage, the teacher provided motivation to generate interest and

motivation of the students in following the learning process.

The researcher provided the first motivation, learning motivation which

was showing a media in the form of video and motivating students with the VAK

learning model that aims to arouse students' interest and motivation in following

the learning process. The researcher introduced and explained what material will

be provided in the VAK learning model and also the provision of images and

videos that are tailored to the material to be studied.

b. Stage of Delivering and Training

At this stage, the teacher directs students to take an active role in learning

independently, fun, relevant, and involving the senses in accordance with the

VAK learning model.

In the experimental class, for this stage, the researcher began directing

students and explaining the material to be learned using the VAK learning model

and the material to be studied about descriptive text those are which “gate is the

best way, my family, let's visit”. For this stage the researcher will be asked

questions about the material to be studied and after that the researcher presented

the material using a powerpoint and projector, in the provision of material

students learned the material by looking at pictures and text on the powerpoint,

after giving the material was complete the researcher asked again about learning

has been done and after that researcher distributed a paper containing picture and

explanations as a guide for students to learn and also display videos that fit the

topic being studied. The researcher provided one or two different videos, provide

different pictures and videos also aimed to make learning more fun and make

students more creative and also in providing pictures and videos students will be

better able to capture learning. Students also more confident because they were

not studying individually but with other students. As for kinesthetic role play was

one technique that can make students more active in communicating with their

friends.
 In the VAK learning model, the researcher allowed students to learn

through pictures and videos and apply the VAK learning model to students.

Material used by the researcher was descriptive text.

In the evaluation test for pre-test, students described classmates alternately

by pulling out lots and for post-test each student gave questions, one question for

one student related to descriptive, students answered the questions they get by

oral. The purpose of giving questions to students so that each student gives

different answers and the researcher can assess their speaking ability well.

Through descriptive questions.

c. Phase Performance of Result

At this stage, students delivered the results of the speaking test. The

researcher provided reinforced of conclusions about student work and learning

material.

After the researcher explained and learned together to understand the

material using the VAK learning model, students allowed to ask questions and

find information. Students gave the task of describing verballyby following with

the material to be studied, in describing students gave 1-2 minutes, students drew

pictures or videos that have been shown alternately.

2.3.5. Advantages of VAK Learning Model

Researcher explained the advantages of VAK learning model because in

each learning model must have advantages include VAK learning model. Russell

(2011) explained the advantages of the VAK model. The advantages of VAK

learning model, as follows:

 a. Learning will be more effective because it combines the three learning styles,

where students not only see pictures but also listen the record or videos and

also students can be more active using with kinesthetic. Effective means that

students can further develop their potential through the VAK learning model.

b. It is able to train and develop the potential that the students have. Because

using three sensory modalities namely visual, auditory and kinesthetic,

students will know the dominant potential that they have in learning and

students can also easily understand the lessons especially in speaking through

visual, auditory, and kinesthetic.

c. Provides a hands-on learning experience. VAK learning model is different

from conventional model, if sometimes students just look at the board or

imagine about what is explained by the teacher, in the VAK learning model

provides direct learning experiences through images, videos and Kinesthetic

such as role play or other things that can allow students to move, so students

are more motivated in learning English specifically speaking.

d. It is able to involve students maximally in finding and understanding a

concept through physical activity or Kinesthetic such as active discussion.

2.4. Conceptual Framework

As the researcher explained before, Russel (2011) stated that there are

three steps in using of VAK model in learning specifically in speaking, such as,

stage of preparation, stage of delivering and training, and the last phase

performance and result.

 In below the researcher drew the conceptual framework for the VAK

learning model in speaking ability. The first stage was to do a pretest for the

experimental class and also the control class and after that doing a treatment on

the experimental class and finally to find out the results of the VAK learning

model students will be tested again thought posttest. At the treatment stage the

researcher take three stages in conducting VAK learning model, namely

introducing and giving motivation to students about VAK model then delivering

and training using VAK models in learning and the last is result, in the result

researcher will know whether there is VAK learning model have effect to

students’ speaking ability or not.

Treatment with
Pre test VAK model Post test

Stage of preparation

Delivering and training the VAK model

Phase performance and result

Students’ Speaking
Ability
Figure 2.1

CHAPTER III

METHODOLOGY OF THE RESEARCH

This chapter presented the methodology of the research includes the

design of the research, variable of the research, population of the sample,

techniques of the data collection, instrument of the research, technique of data

analysis, speaking scoring rubric, inter rater reliability, calculating data t-test and

criteria of hypothesis.

3.1. Design of the Research

This research used a quantitative approach with the type of experimental

research, which was a quasi-experiment. The experimental design used a pretest-

posttest control group design (Cohen, Manion, & Morrison, 2007). According to

Sugiyono (2010), the quasi-experiment design is a research which is aim at

discovering the influence of particular treatment. There are two randomly selected

groups, the experimental group and the control group. Each group was given a
 pretest and posttest. The experimental group was given treatment using the VAK

model but is not with the control group.

Table 3.1 The Schematic The Quasi-Experiment Design.

Group Pre-test Treatment Post-test

Experiment YI X Y2
Control YI - Y2
(Campbell & Stanley, 1993)

26
Note:

- X represents the exposure of a group to an experiment variable

- Y refers to the process of observation or measurement

3.2. Variable of the Research

In conducting this research, the researcher had classified the variable of

the research into two variables which were used in this research they were

independent and dependent. An independent variable is an attribute or

characteristic that affects an outcome from the dependent variable (Creswell,

2012). The independent variable is the cause of other variables. While the

dependent variable is an attribute or characteristic that is dependent on or

influenced by the independent variable (Creswell, 2012).

Variable X: The effect of VAK (Visual, Auditory, and Kinesthetic) in learning as

the independent variable.

Variable Y: students’ speaking ability as dependent variable.

3.3. Population and Sample

3.3.1. Population
 According to Arikunto (2013) stated that the population was the whole

subject of the research. The population of the research to all of the students at the

second grade of MAN 1 Kolaka who were registered in the academic 2019/2020

year, the total of the population were 219 students and they distributed into 7

(seven) classes. In second grade there were Ipa class, Agama class, Ips class. For

Ipa class there were three classes, for agama class, there were two classes, and for

Ips class there were two classes. In Ipa class there were 108 students, in Agama

class there were 47 students, and in Ips class there were 64 students. The

researcher choose population in XI Ipa it consist of three classes, can be seen in

the following table:

Table 3.2 Table of Population

Jumlah
laki- Perempua
No Kelas Perjurusan
laki n Perkelas
L P L+P
1 XI.IA.1 10 26 36
2 8
2 XI.IA.2 9 27 36 108
8 0
3 XI.IA.3 9 27 36

3.3.2. Sample

Sample is a part of population using certain procedure. So, it can be

expected to represent the population. Arikunto (2006) stated that sample is a part

of research population. In taking the sample of the research, researcher uses

purposive sampling. And according to Arikunto (2006) purposive sampling is a

technique of taking samples not based on random, regional or strata, but based on

the existence of considerations that focus on specific goals.

 Based on the theory above, the researcher took 24 samples (students) from

36 students in XI.IA.1 as an experimental class and XI.IA.2 as a control class. The

reason why the researcher took 24 samples (students) were based on several

considerations. The first because when the researcher conducted a pre-test only 24

students were presented and the second consideration was time limitation.

The reason why researcher chose class XI.IA.1 as the experimental class

and class XI.AI.2 as the control class because when conducting an interview with

an English teacher, the English teacher suggested the researcher took XI.AI.1 and

XI.AI.1 as the research class and the researcher chose XI.AI.1 as the experimental

class and XIAI.2 as the control class based on the researcher chosen. The

researcher also conducted a homogeneity test to see whether students XI.AI.1 and

XI.AI.2 were homogeneous or not. And the number of students in each class

consisted of 36 students.

3.4. Instrument of the Research

In this research, the instrument used to collect the data was a speaking test.

The researcher tested the students’ speaking in both of class that were

experimental class and control class through descriptive text, the students

described something related to the material to be given by the researcher using the

VAK model. Speaking test aims to see the results of the post-test in VAK learning

Model in speaking ability in MAN 1 Kolaka.

1. Speaking test

Speaking test conducted before and after applying the VAK learning

model in the experimental class and also conducted in the control class. In the pre-
test the researcher gave thedescriptive text to the students, the topic was my best

friend. Students described their classmates alternately by pulling out a piece of

paper that contained the name of their friends and for the post-test, the researcher

had given a question, one question for one student. The questions given were

related to the material that had been taught that is descriptive. The purpose of

asking students questions were for the researcher to know how far the students

'understanding was in accepting the material and to find out the different answers

for each student so that the researcher can assess students' speaking. For each

treatment meeting, the situation was different, the researcher will apply the VAK

(Visual, Auditory, and Kinesthetic) learning model in the experimental class

which aims to make students more effective and active in learning and conducted

learning English without applying the VAK (Visual, Auditory, and Kinesthetic)

learning model in control class. The researcher used the phone camera to get

video recordings and to find out accurate data about students' speaking abilities in

the pretest and posttest when they speak. In conducting research using the VAK

model, researcher will use pictures, videos, and role-play.

In the pretest and posttest control class also be carried out, before and after

doing conventional learning. The role of conventional learning in higher

education was to organize student activities towards teaching techniques: lectures,

practical, and tutorials. Besides teaching must include to know students'

misconceptions and must correct them. According to Lisa (2000). In most

conventional learning, the teacher used lecture techniques and after that

assignment such as practice. The pre-test and post-test aim to see the difference
 between the experimental class and the control class. For each meeting, the

control class was not given special actions such as giving material using power

points and giving videos or playing a role for the control class the researcher only

used the image as the media. The researcher used the phone camera to record to

get video recordings to found accurate data about students' speaking abilities in

the pretest and posttest when they speak.

3.5. Technique of data Collection

In collecting the data, the researcher conducted the pre-test, treatment, and

post-test, this aims to obtain the students’ data in speaking ability before treatment

and after treatment in talking about describing something in descriptive text. The

researcher will conduct six meetings. The researcher follows these steps as

follows:

a. Pre test

The researcher gave a pretest in the first meeting before the treatment. It

aimed that found the students’ speaking ability before applying the VAK learning

model. The pretest was intended to see the students speaking ability to asking the

students to speak base on the topic of descriptive text. The pretest had given to

class XI.IA.1 as the experimental class and XI.IA.2 as the control class.

b. Treatment

Treatment conducted for four meetings. In each meeting, the researcher

applied the VAK learning model to students in terms of fluency and accuracy.

During treatment, the researcher also facilitated students with pictures and videos

and also train students in the VAK learning model. In treatment, researcher taught
about descriptive text and jointly study it with students. After that researcher

instructed students to role-play. Students also conducted discussions during the

delivery of material that aimed to enable students to explore their creativity. In

this section, the researcher evaluated the effectiveness and speaking ability of

students. And in the control class, the researchers taught without using the VAK

learning model.

A. Experiment class

The first stage, the researcher was provided motivation and generate

interest in student learning and explain about the VAK learning model and also

explain the descriptive text and the materials have studied, which one is your best

gateway, My Big Family, let's visit, and My idol. Steps as follows;

First steps

1. Researcher opened learning by greeting and also communicating with

students.

2. After that researcher described the topic to be studied by students.

3. The researcher also told students that during the study the researcher used

pictures, videos and also play a role and explain the intended used.

4. The researcher also explained the definition, generic structure and also

important things about the topic being studied, namely descriptive text.

Second steps

1. The researcher began learning by providing an initial explanation of the

descriptive text.
2. The researcher used Microsoft Power Point in providing material.

3. During learning, students joined to understand the explanation and meaning

of the text given by looking at the picture on the PowerPoint, students were

expected to understand the material through what they saw with the picture

and understand the text.

4. After that, the researcher distributed a paper containing the text with the

picture that aimed students can learn it. And also showed short videos related

to the topic, students used their visuals by looking at the pictures in the video

and also used their hearing by listening to the researcher' explanations and the

meaning of the video as auditory.

5. After that students had given the opportunity to ask researcher about material

they do not know.

6. In evaluating learning, students played roles with their classmates to describe

orally.

The last stage was the result of the assignment given by students, the

researcher reviewed and also gave advice to students on the results of their

learning, the researcher also provided opportunities to students to explain the

learning outcomes that had been learned and the benefits of learning that had been

learned.

B. Control class

In the control class, the researcher taught as usual or normal learning

taught by the teacher and without giving any treatment. The researcher provided

material to be studied, namely descriptive text, and the researcher provided text
 and image in the form of descriptive and then explained the descriptive text. The

researcher provided an opportunity for each student to understand the descriptive

text that had been given. Students had allowed asking questions about

explanations that were not understood. After students understood the meaning of

the text, the researcher gave an assignment to students to described the text orally.

c. Post test

In the last stage the researcher gave a posttest. Posttest was conducted both

of the experimental class and control class. The posttest aims to determine the

value of students after they were taught using the VAK learning model. The

researcher had given questions to students and answer it with speaking by

describing something through descriptive text.

3.6. Technique Data Analysis

The researcher used descriptive statistic and inferential statistic in

analyzing data. Descriptive statistic used to analyze data by describing data

collection as they were without intending to make general conclusions or

generalizations, while inferential statistic was used to test hypotheses. There are

several steps in analyzing data:

3.6.1. Calculating Data Pretest and Posttest

In calculating the pretest and posttest students’ data in speaking. The

researcher had a speaking rubric which calculated using the formula. There are six

components of speaking to be scored; pronunciation, grammar, vocabulary,

fluency, comprehension, and task as Brown (2004) has stated. But for this

research, the researcher used 5 components of speaking to be scored;

pronunciation, grammar, vocabulary, fluency, and comprehension, because the

researcher focused on fluency and accuracy that included 5 components in

speaking rubric.

Component Assessments Score

equivalent to and fully accepted by educated native speaker
5
errors in pronunciation are quite rare
4
Errors never interfere with understanding and rarely disturb
Pronunciation the native speaker. Accent may be obviously foreign 3

accent is intelligible though often quite faulty 2

Errors in pronunciation are frequent but can be understood
by a native speaker used to dealing with foreigners 1
attempting to speak his language.
Equivalent to that of an educated native speaker.
5
Able to use the language accurately on all levels normally
pertinent to professional needs. errors in grammar are quite 4
rare
Control of grammar is good. able to speak the language with
sufficient structural accuracy to participate effectively in
3
most formal and informal conversation on practical, social
Grammar and professional topics
can usually handle elementary constructions quite accurately
but
2
Does not have thorough or confident control of the
grammar.
Errors in grammar are frequent, but speaker can be
understood by a native speaker used to dealing with 1
foreigners attempting to speak his language.
speech on a levels is fully accepted by educated native
speakers in all its features including breadth of vocabulary
5
and idioms, colloquialisms, and pertinent cultural
references
Vocabulary can understand and participate in any conversation within
the range of his experience with a high degree of precision 4
of vocabulary
Able to speak the language with sufficient vocabulary to
participate effectively in most formal and informal 3
 conversations on practical, social, and professional topics.
Vocabulary is broad enough that he rarely has to grope for a
word
has speaking vocabulary sufficient to express himself
simply with some circumlocutions 2
Speaking vocabulary inadequate to express anything but the
most elementary needs. 1
Has complete fluency in the language such that his speech is
fully accepted by educated native speakers. 5
able to use the language fluently on all levels normally
pertinent
To professional needs. Can participate in any conversation 4
within the range of this experience with a high degree of
fluency.
Fluency Can discuss particular interest of competence with
reasonable ease. Rarely has to grope for words 3
can handle with confidence but not with facility most social
situations, including introductions and casual conversations
2
about current events, as well as work, family and
autobiographical information
(No specific fluency description. Refer to other four
language areas for implied level of fluency.) 1
Equivalent to that of an educated native speaker 5
Can understand any conversation within the range of his
experience. 4
Comprehension is quite complete at a normal rate of speech. 3
Comprehensio
n can get the gist of most conversation of non-technical
subjects (i.e., topics that require no specialized knowledge 2
within the scope of his very limited language experience,
can understand simple questions and statements if delivered 1
with slowed speech, repetition, or paraphrase

After collecting all the data from pretest and posttest, the researcher

calculated the data of the students’ individual scores from the test were computed

by using the formula which was adapted from brown (2004).

Student obtained( P+G+V + F +C)

SA= x 100
Score maximum (25)

Note:
SA = Speaking ability score
C = Comprehension score
F = Fluency score
G = Grammar score
P = Pronunciation score
V = Vocabulary score
T = Task score

The researcher applied two raters to measure the speaking ability of the

students when speaking. The score of both raters obtained and it was calculated

and divided by two to find out the total score. To convert the students’ total scores

of the rater I and rater II to get the result of students’ final scores. The researcher

used the following formula:

student score of rater I +students score of rater II

Final score =
2

(Depdikbud, 2002)

The score of students’ ability in the test were being classified to determine

their level of the ability. Therefore, the classification was as follows:

Table 3.3. The Level of Speaking Ability

No Test Score Level Ability

1 80 – 100 Very good
2 66 – 79 Good
3 56 – 65 Moderate
4 46 – 55 Marginal
5 0 – 45 Poor
 Adapted from Sudjana (1996)

After gaining the data, the researcher calculate the average of the students

test Result by using this formula below:

∑X
M=
n

Note: (Sugiyono, 2009)

M = Mean score

∑x = Sum of the total students’ score

N = the number of subject

3.6.2. Inter Rater Reliability

According to Sugiyono (2012) stated that "A reliable instrument is an

instrument that when used several times to measure the same object, will produce

the same data". Instruments are said to be reliable (reliable) if they provide a fixed

or consistent result when tested many times. Reliability studies involving rater are

usually called by agreement between the rater (inter-rater agreement) or inter-rater

reliability (inter-rater reliability). This reliability test is to see the level of

agreement (agreement) between experts or rater in assessing each indicator on the

instrument. Inter-Rater reliability (IRR) will give a picture in the form of scores

about the extent of the level of agreement given by experts or rater Widhiarso, W

(2006).
 The rater who measured the students speaking ability consist of two

independent raters. The English teacher at the second grade of MAN 1 Kolaka as

the first-rater who teach English subject and the second-rater is the researcher

herself. The purpose of choosing the first rater from the English teacher is to get

accurate data and objectives in giving the score when students speaking test. The

inter-rater agreement was created through a rater training to achieve an equal

perception among the two raters in measuring students' speaking ability.

The researcher has to see the significant correlation or not between the

first rater and the second rater by using ICC (interclass correlation coefficient)

with the following formula:

N ( ∑ xy ) −(∑ x )( ∑ y)
rxy
√ {¿ ¿ ¿

(Arikunto,2003)

Where:

rxy = The coefficient correlation of two inters raters.

N = The number of respondent

X = The student’s score of the first rate

Y = The student’s score of the second rate

x2 = Square of the number of first rater

y2 = Square of the number of the second rate

The coefficient r will always be between -1 to +1 or -1 < r < +1. If the

correlation coefficient value approximates +1 means the data pair x and y have a

strong positive correlation and if the correlation coefficient value -1 then this

shows the data x and y have a strong negative linear correlation and if the

correlation coefficient is close to 0 (zero) means data x and y have very low

correlations or may not be correlated. The interpretation values are follow:

Tabel 3.4. The Interpretation of Value

Coefficient interval level of relationship

0,00 – 0,199 Very low

0,20 – 0,399 Low

0,40 – 0,599 Enough

0,60 – 0,799 High

0,80 – 1,000 Very high

(Sugiyono, 2013)
3.6.3. Calculating the t test (t0) with the formula

To determine the hypothesis the researcher uses the formula t test, as

follows:

X́ 1− X́ 2
t=
2 2
( n 1−1 ) S +(n2−1)S 2 1 1
√ 1

n1 +n2 −2 (n n )
+
1 2

Where:

t : The calculated value for the t-test

X́ 1 : The average value of the experimental class

X́ 2 : The average value of the control class

n1 : Number of subjects of the experimental class

n2 : Number of subjects of the control class

S21 : The variance of the experimental class

S22 : The variance of the control class

3.6.4. Criteria of Testing Hypothesis

The criteria of testing hypothesis as follow:

1. If t-test (t0) > t-table (tt) in level 0.05, it refers to HI is accepted and H0 is

rejected. It means that there is an effect of VAK model learning in students’

speaking ability at the second grade of MAN 1 Kolaka.

2. If t-test (t0) < t-table (tt) in level 0.05, it refers to H0 is accepted and H1 is

rejected. It means that there is no effect of VAK model learning in students’

speaking ability at the second grade of MAN 1 Kolaka.