i

AN ANALYSIS OF ELED STUDENT’S PERCEPTION ABOUT

LEARNING STYLE IN IMPROVING ENGLISH SPEAKING SKILLS

AND ELED STUDENT’S LEARNING STYLE IN LEARNING ENGLISH

SPEAKING COURSE AT SEVEN SEMESTER AT UNIVERSITY OF

MUHAMMADIYAH MALANG

THESIS

By:

REGINA PINGKAN FARADILA

201610100311039

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2020

ii

AN ANALYSIS OF ELED STUDENT’S PERCEPTION ABOUT

LEARNING STYLE IN IMPROVING ENGLISH SPEAKING SKILLS

AND ELED STUDENT’S LEARNING STYLE IN LEARNING ENGLISH

SPEAKING COURSE AT SEVEN SEMESTER AT UNIVERSITY OF

MUHAMMADIYAH MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana

Degree in English Language Education

By:

REGINA PINGKAN FARADILA

201610100311039

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2020

iii

iv

This thesis was defended in front of the examiners of Faculty of Teacher Training

and Education of Univesity of Muhammadiyah Malang and accepted as one of the

requirements to achieve Sarjana Degree in English Language Education on June

15, 2020.

Approved by:

Faculty of Teacher Training and Education

University of Muhammadiyah Malang

Dean,

Dr. Poncojari Wahyono, M. Kes.

Examiners: Signature:

1. Drs. Jarum, M.Ed. 1. .……………

2. Alimin Adi Waloyo, M.App.Ling. 2. .……………

3. Dr. Estu Widodo M.Hum. 3..…………….

4. Aninda Nidhomil Hima, M.Pd. 4. .……………

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MOTTOS AND DEDICATIONS

If you are grateful, I will surely give you more and more (Surat Ibrahim 14:7)

Verily, with every difficulty, there is relief ( Quran 94:5)

You never fail until you stop trying (Albert Eistein)

In order to succeed, we must first believe that we can ( Nikos Kazantzakies)

This thesis is dedicated to

1. My Beloved Parents who always love me and wish for my success.

2. My Beloved brothers and sister who always support me.

3. My Lovely best friends who always support me and motivate me.

4. And the last I want to say thanks to Allah SWT who always gives me a

chance to achieve my education in this university and always gives me

health and happiness.

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ABSTRACT

This study concentrated on the ELED student’s perceptions about the

learning style that ELED students use in improving English speaking skills and

kind of learning styles that ELED students prefer in learning English speaking

course. This study has two goals: (1) To know ELED student’s perception about

learning style in improving English speaking skills, (2) To know the learning

styles that ELED students prefer in learning speaking course.

This study was conducted using a quantitative design because it used the

form of scripts that were taken from the result of the questionnaire. This method

deals with quantifying and analyzing variables in order to get results of data. The

respondent of this study were 25 ELED students on seventh semester. For

instrument, the researcher used questionnaires as a tool for collecting the data.

The result of this research shows that the learning style that ELED

students use in improving English speaking skills which is divided into visual,

auditory, and kinesthetic learning styles. According to ELED student’s perception

about learning style in improving speaking skills, most of ELED students think

that kinesthetic learning style is one of learning style that students think is more

influential and improve English speaking a lot rather than other learning styles.

Beside of that, kinds of learning styles do ELED students prefer in

learning English speaking course is divided into three elements: (1) in

sociological elements, for alone, pairs, and group category most of students prefer

to learn alone and the majority of students prefer to learn in pairs. (2) In

environmental elements, for sound category the majority of students will enjoy on

learning while listening to the song but they will get distracted while hearing any

sound such as noise or scream. Also for light category most of students prefer to

learn in a place with strong or direct light. (3) In physiological elements, for

intake category the most of students prefer to learn while eating and drinking at

their room but they don’t like to eating or drinking at the library and class. For

time of the day category, most of students prefer to learn early or late evening.

Key words: Learning styles, ELED students, speaking skills and perception.

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ACKNOWLEDGEMENTS

Alhamdulillah, Praised to God Allah SWT, the Almighty and Merciful. By

his guidance and blessing the researcher is able to finish this thesis. Sholawat and

salam should always be given to the beloved prophet Muhammad SAW who had

brought us from the darkness to the lightness era, namely Islam.

The researcher would like to express her deep appreciation and gratitude to

her first advisor Dr. Estu Widodo M.Hum and her second advisor Aninda

Nidhomil Hima, M.Pd for their patience, correction, and invaluable guidance as

well as suggestion for the completion of this thesis.

Moreover, a great gratitude is also given to the researcher’s beloved

mother, Rustiana, who always pray, support, and gives an unlimited love during

the writing of this thesis. She also dedicates this thesis to the deceased of her

father, Imran Rasyidi, who has always been there for her and accompany her.

Also, she dedicates this thesis to her brothers and little sister, Aditya, Tegar, and

Andara.

Finally, the researcher would like to say special thanks goes to her lovely

Rizky Amalia’s boarding house (Alfi, Gita, Ridi, Dita, Rury and Silvi) and also

the owner of Rizky Amalia ( My beloved Umik) and also my besfriend in class

( Dwi Nova Aulia R) who always beside me and help me. Also my KKN friends

( Umik, Bu dosen, Siska, Inka, and Vivi) and all of the members of Big A class

students of English Department UMM 2016, and for all of my friends who gives

me the priceless insight, support, encouragement and motivation to the researcher

in finishing this thesis.

Malang, June 6, 2020

Researcher

Regina Pingkan Faradila

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TABLE OF CONTENT

Cover ………………………………………………………………………………i

Approval …………………………………………………………………………iii

Mottos and Dedications ....................................................................................... v

Author's Declaration of Originality ……………………………………………...vi

Abstract ............................................................................................................. vii

Acknowledgements ........................................................................................... viii

Table of Contents ................................................................................................ ix

List of Appendix .............................................................................................. xiiii

CHAPTER I : INTRODUCTION …………...……………………………………1

1.1 Research Background ……………………………………………………1

1.2 Research Problem ………………………………………………………..4

1.3 Research Objectives ……………………………………………….……..4

1.4 Scope and Limitation …………………………………………………….4

1.5 Research Significance ……………………………………………….…...5

1.6 Definition of Key Terms …………………………………………….…...5

CHAPTER II : REVIEW OF RELATED LITERATURE……………………..…7

2.1 Perception ……………………………………………………………...…7

2.1.1 The definition of perception………………………………………....7

2.2 Speaking…………………………………………………………………..8

2.3 The Aspects of Speaking Skill………………………………………..…10

2.3.1 Pronunciation…………………………………………………….....10

2.3.2 Grammar…………………………………………………………....10

2.3.3 Vocabulary…………………………………………………………10

2.3.4 Fluency……………………………………………………………..11

2.3.5 Comprehension……………………………………………………..11

2.3.6 Interactive Communication………………………………………...11

2.3.7 Appropriateness………………………………………….…………11

2.3.8 Complexity……………………………………………………..…..12

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2.4 Learning Style…………………………………………………...………12

2.4.1 Perceptual Elements……………………………………………..…12

2.4.2. Sociological Elements…………………………………………..…15

2.4.3 Environmental Elements (The Immediate Surroundings)………….16

2.4.4 Physiological Elements (The Body)……………………………..…17

CHAPTER III: RESEARCH METHODOLOGY …………………...……….…18

3.1 Research Design…………………………………………………….…...18

3.2 Population and Sample………………………………………………..…19

3.3 Data Collection………………………………………………………….20

3.3.1 Technique…………………………………………………………..20

3.3.2 Instrument………………………………………………………….22

3.3.3 Procedure…………………………………………………………..23

3.4 Data Analysis……………………………………………………….…..24

CHAPTER IV : FINDINGS AND DISCUSSION..………………………….....29

4.1 Research findings………………………………………………….…….29

4.1.1 Research questionnaire………………………………………..……....29

4.2.1. ELED student’s perception about learning style in improving

English speaking skills……………………………………………….……..34

4.3.1. ELED Student's learning style in learning speaking course…………42

4.2 Discussion…………………………………………………..…………...55

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CHAPTER V : CONCLUSIONS AND SUGGESTION………………………..59

5.1 Conclusion ………………………………………………………..…59

5.2 Suggestion………………………………………………………..….60

5.2.1 For the Students…...……………………………..………………..…60

5.2.2 For the Other Researcher ……………..……………………………..60

REFERENCES………………………………………………………………….

APPENDICES…………………………………………………………………..

xii

LIST OF APPENDICES

1. Research Questionnaire

2. Specification of Questionnaire

3. Tabulation of Data Questionnaire

4. Result of Data Questionnaire from SPSS

xiii

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