CHAPTER I
INTRODUCTION
This chapter deals with background, problem statement,
the objectives, scope, and significance of the research.
A. Background
In recent years, instructional curriculum program in our
country focuses on the learners as center of learning process. It means that
understanding everything about learners is crucially importance and as the key
of educational improvement. One of the things that have to be understood is the
way learners take in and comprehend information.
We cannot argue that learners take in and comprehend
information in different manners. Some like to see and others like to hear.
Some prefer to learn individually, independent of others, while others enjoy
interaction and relationship with their peers, it is widely believed that the
different ways of how learners take in and process information are collectively
referred to as Learning styles or learning preferences (Reid, 1987;
Celce-Murei, 2001).
In the reality today, most of teachers who have important role in
the class still do not know about learning style differences of their students.
Even if they know, they only give little attention to it. We can see that some
teachers teach by their own teaching style. They conduct learning activities in
the class without giving attention to their student’s learning style
preference. For instance, in one hand, teachers provide a material, ask the
students to copy, and read it. At the end of the lesson, teacher asks the
students to do exercise about the material individually. In another hand, most
of their students do not like to learn individually. They prefer to learn in
group. Another example, in one side, a teacher provides material by speech in
front of his or her students during a class-taking place, so the students only
become a good listener. Meanwhile, his/her students need to see or do another
activity because they prefer to learn while see picture or some of them easier
to learn not only by hearing but also by touching or doing body movement. As
the result, mismatches exist between teachers and their pupils.
When mismatches exist between learning styles of
the learners in class and the teaching style of the teachers, the students may
become bored and inattentive in class, do poorly on test; get discouraged about
the courses, the curriculum and themselves, and in some cases change to other
curricula or ????????????? ?????????
PENJELASAN
DI ATAS ADALAH GAMBARAN UMUM UNTUK INFO LEBIH LANJUT SILAHKAN KONTAK ADMIN ATAU
KLIK PEMESANAN
