Learning styles and gender as related to achievement in English among students in North Sulawesi Adventist Boarding Schools, Indonesia

Abstract

This study investigated linkages between the learning styles and gender and achievement in English among students in North Sulawesi Adventist boarding schools, Indonesia. In doing so, it sought to contribute to a better theoretical understanding of the students, learning styles in order to enhance the learning of English as a second language.

The instrument used was the Perceptual Learning Style Preference Questionnaire (Reid, 1995) and its subscale: visual learning style, auditory learninq style, kinesthetic learning style, tactile learnirg style, group learning style, and individual learning style. Data analysis emlployed descriptive, comparative, and correlational methods with 180 respondents. In selecting the sample, the convenience sampling was used.

The findings were as follows: 1. Among the 180 students, there were 82 males and 98 females. 2. Of the 180 students, 55 had visual learning styie; 12 had auditory learning style; 35 had kinesthetic iearning style; 14 had tactile learning style; 60 had group learning style; and 4 had individual learning style. 3. There were 25 out of the total 180 students who had experience English tutoring and stayed in an English- speaking context. 4. Of the 180 students, 88 were outstanding, 90 were good, and only 2 were weak. 5. The English grade was not affected by the students' learning styles (visual, auditory, kinesthetic, tactile, group, and individual). 6. The English grade was not affected by the gender. Male and female had the same ability of learning, although they may vary in learning styles. 7. There was a relationship between the learning styles and gender. Male students' learning styles were dominant on group learning style and kinesthetic learning style, and female students' learning styles were dominant on visual learning style and group learning style.

Recommendations are that parents and tutors of English students should accept gender-related differences. It is appropriate to emphasize what useful skiIls and attitudes can people of different styles learn from each other, both across and within gender boundaries. Cooperative learning needs to be implemented in the teaching and learning process in the schools. Students need to appreciate their own learning styles by accepting it as a gift of God, since whatever learning style they have will not contribute to nor lessen their ability to learn the English language.

School administrators should work cooperativety with teachers in seeking to create a conducive climate for those with visual, kinesthetic, and group learning styles in their school. Curriculum planners should develop a curriculum that stresses on group work that enables students to take active parts in dramas, games, role-plays, projects interviews, and opinion exchanges as teams. A curriculum that stresses on visual channel through the use of bulletin boards, diagrams, charts, pictures, videos, and movies should also be designed to help students learn better.

Educational promoters need to work closely with the textbook designers and publishers in order to include a wider variety of group activities in the design of the textbooks. In doing so they could target a wider variety of learners according to God's plan for His people.