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All Journal LingTera International Journal of Business, Humanities, Education and Social Sciences (IJBHES)
Novia Russilawatie
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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PENGARUH MINAT BACA DAN GAYA BELAJAR TERHADAP KEMAMPUAN MENULIS MAHASISWA Russilawatie, Novia
LingTera Vol 3, No 2: October 2016
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v3i2.11136

Abstract

Artikel ini ditulis berdasarkan penelitian yang bertujuan untuk mengetahui ada atau tidaknya pengaruh minat baca dan gaya belajar mahasiswa Sastra Inggris FIB UTY terhadap kemampuan menulis mahasiswa secara bersama-sama dan secara parsial. Desain penelitian adalah ex-post factodengan sampel sebanyak 106 mahasiswa  yang berada pada semester 3, 5, dan 7 pada bulan September – Desember 2012. Instrumen pengumpulan data adalah lembar pengamatan terhadap kemampuan menulis mahasiswa dan kuesioner untuk mendapatkan data minat baca dan gaya belajar.  Sebelum digunakan, semua instrumen diuji validitas dan reliabilitasnya.  Variabel-variabel penelitian terdiri atas variabel terikat yaitu kemampuan menulis dan variabel bebas yaitu minat baca dan gaya belajar.  Data yang terkumpul dianalisis dengan Regresi Ganda dengan bantuan program SPSS. Uji persyaratan analisis dilakukan sebelum pengujian hipotesis. Hasil uji menunjukkan bahwa data terdistribusi normal, bersifat linear, tidak terjadi multikolinearitas, autokorelasi, maupun heteroskedatisitas.  Hasil penelitian menunjukkan bahwa minat baca dan gaya belajar secara bersama-sama berpengaruh terhadap kemampuan menulis. Hasil analisis korelasi parsial menunjukkan bahwa kedua variabel berpengaruh terhadap kemampuan menulis, dimana minat baca berpengaruh lebih besar terhadap kemampuan menulis daripada gaya belajar.Kata kunci: minat baca, gaya belajar, kemampuan menulis, pengaruh READING INTEREST AND LEARNING STYLES: PREDICTORS OF STUDENTS’ WRITING COMPETENCY? AbstractThis article was based on a research aiming to find out whether reading interest and learning styles are predictors of  students’ writing competence in FIB UTY. The research design was ex- post facto of which the subjects were 106 semester 3, 5 and 7 students of English Department in Faculty of Cultural Studies in Yogyakarta Technology University. Data were collected by observing students’ writing competence, distributing questionaires to measure their reading interest and determine their learning styles. Prior to usage, all the instruments were tested concerning their validity and reliability. A multiple regression analysis had been performed taking as dependent variable writing competencye and as independent variables, reading interest and learning styles. SPSS was used in analyzing the data. Evaluating assumptions (normality, linearity, multicollinearity, autocorrelation and heteroscedaticity) was done in advance. The results showed that statistically, the independent variables (reading interest, and learning styles) significantly predicted the dependent variable (writing competence). The result of Partial Correlation analysis showed that reading interest gave stronger influence on students’ writing competence than learning styles.Keywords: predictor, reading interest, learning styles, writing competency
Accommodating Students’ Varied Learning Styles In The Classroom Novia Russilawatie; Anang Widodo
Jurnal Internasional Bisnis, Humaniora, Pendidikan dan Ilmu Sosial Vol 2 No 2 (2020): International Journal of Business, Humanities, Education and Social Sciences
Publisher : Universitas Teknologi Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46923/ijbhes.v2i2.72

Abstract

People depend on their senses to process the information around them. Most people tend to use one of their senses more than the others. Each individual has a preferred learning style, and many have multiple learning styles. One particular style is not better than the others and a preferred style does not mean one cannot learn in other ways. Students should know what may work best for them to process, learn and retain information. They may become better learners if they know their learning styles and use the respective strategies. From the study which has been conducted in University of Technology Yogyakarta, the learning styles of students of non-English departments are predicted to be influential to their English Proficiency Test. Therefore, teachers need to be aware of there being varied learning styles in their classes. This study examined primary data in the form of students’ learning styles at the University of Technology Yogyakarta, which were analyzed quantitatively with an ex-post facto design. Respondents were non-English Department UTY students totaling 150 students who participated in the English Proficiency Test during September - December 2019. In addition to primary data, which were collected using a questionnaire technique, this study also analyzed secondary data from other studies related to learning styles, especially VAK learning styles (Visual, Auditory and Kinesthetic). The results showed that students' learning styles had an effect on their English Proficiency Test score acquisition. Secondary data analysis produces recommendations for English teachers on how they can accommodate students' different learning styles in designing classroom learning for better learning outcomes. Keywords: learning style, primary data, secondary data, VAK.
Co-Authors Anang Widodo