The comparative study in reading comprehension achievement on students with visual, auditory, and kinesthetic learning styles

Abstract

Reading has an influential role in language achievement where each student has their own preferred way to guide them which is called learning styles. The researcher interested in conducting the comparative study because students’ learning styles i.e., visual, auditory, and kinesthetic have dissimilar attainment in reading comprehension. The objectives of this research were to determine i) the significant difference in students’ reading comprehension achievement among students with visual, auditory, and kinesthetic learning styles and ii) the highest and lowest reading aspect of each VAK student’s achievement. The approach of this research was quantitative. The sample of this research was 30 students in X IPA 6 of SMAN 3 Bandar Lampung chosen by purposive sampling method. Questionnaires and reading test were used to collect the data. The data were analyzed by using One Way Anova and MANOVA in SPSS 17.0 for Windows. The result showed there was a significant difference in students’ reading comprehension achievement based on their learning style since the f-value was 1.287 with the alpha 0.07. In addition, the result of the VAK students’ achievement showed the highest aspect of visual students was determining vocabulary, while the highest aspect of auditory and kinesthetic students was determining reference. The lowest aspect of visual and auditory students was finding main idea while the lowest aspect of kinesthetic students was making inference. Keywords: reading comprehension, reading achievement, visual, auditory, kinesthetic

Can Different Learning Styles Impact Efl Learners' Toefl Achievement?

“…This would imply that a student's preferred learning style does not affect how well they understand what they read. Although visual students prefer to see something concrete and often have more reading opportunities than auditory and kinesthetic students, this does not mean they are more familiar with what is read or would be better readers (Riduan et al, 2021). Other factors may also influence the students' reading abilities.…”