The Implementation of Visual, Auditory, Kinesthetic (VAK) Learning Model in Improving Students’ Achievement in Writing Descriptive Texts
DOI:
https://doi.org/10.12928/eltej.v2i3.946Keywords:
writing achievement, VAK learning model, visual, auditory, kinestheticAbstract
The English teaching in a public vocational school of Akomodasi Perhotelan (SMK AP) so far has shown unsatisfactory result. Based on the preliminary study it was found that the writing skill of the tent graders of SMK AP 3 was low. This classroom action research was aimed at improving the students’ writing skill of descriptive text by implementing VAK learning model. In this study 26 students were selected as subjects. This study was completed through one cycle using VAK learning model. The findings revealed that students’ writing scores increased after the researcher implemented the VAK learning model. The average score of the students improved 38.18 points into 81.49 compared to their scores in the preliminary study which was 43.31. Out of 26 students, there were only 7 (26.92%) who failed to achieve the minimum mastery criteria (KKM). It can be inferred from the findings that the VAK learning model succeeded in helping the students to improve their writing’ achievement. The result of this study implies that VAK learning model can be an alternative to improve the students’ writing skill.
References
Barsch, J. (1991). Activity: Barsch Inventory. The IRIS Center Peabody College Vanderbilt University Nashville. https://iris.peabody.vanderbilt.edu/module/udl/cresource/q1/p01/activity-barsch-inventory/. Accessed December 27th 2017
Brown H.D. (2000). Principles of Language Learning, Fourth Edition. New York: Addison, Wesley, Longman
Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Routledge.
Carr, W., & Kemmis, S. (1986). Becoming Critical Education: Knowledge and Action Research. New York: Routledge Falmer.
Harmer, J. (2001). The Practice of English Language Teaching. Addison Wesley Publishing Company: Longman.
Harmer, J. (2004). How to Teach Writing. Harlow, United Kingdom: Pearson Education Limited.
Heaton, J. B. (1988). Writing English Language Tests. New York: Longman Group UK Limited.
Huda, M., Hafifah, G. N., & Wijaya, A. (2016). The implementation of flash games in teaching writing descriptive text to the seventh grade of SMP Muhammadiyah 10 Surabaya. Tell: Teaching of English Language and Literature Journal. 4 (2), 99-116. doi:10.30651/tell.v4i2.2104
Kazemi, S., Zafarghand, A., & Tahriri, A. (2016). The relationship between learning styles and vocabulary recall among sensorineural hearing loss EFL learners. Journal of Applied Linguistics and Language Research, 3 (4), 325-346. Retrieved from http://www.jallr.com/index.php/JALLR/article/view/360/pdf360
Lista, L., Atmowardoyo, H., & Salija, K. (2015). The effects of visual auditory kinesthetic learning style as technique in improving students’ writing ability. ELT Worldwide, 2 (2), 62-76.
Nawawi, M.B. (2011) Improving Students' Writing Skill of Descriptive Text Through Guided Questions (A Classroom Action Research at VIII-8 class of SMP PGRI 1 Ciputat-Kota Tangerang Selatan). (Unpublished Thesis). Department of English Education. Faculty of Tarbiyah and Teachers Training. UIN Syarif Hidayatullah Jakarta.
Rambe, H. H., & Zainuddin. (2014). The Effect of Using Visual, Auditory, Kinesthetic (VAK) Learning Model on Students’ Achievement in Writing Recount Text. REGISTER 3 (4), 340-351 Retrieved from https://jurnal.unimed.ac.id/2012/index.php/eltu/article/download/1385/1144
Reid G. (2005). Learning Styles and Inclusion. London: Paul Chapman Publishing.
Richards, J. C., & Renandya, W. A. (2002). Method in language teaching an anthology of current practice. New York: Cambridge University Press.
Spratt, M., Pulverness, A., & Williams, M. (2005). The TKT Course: Teaching Knowledge Test. London: Cambridge University Press.
Soviyah, Purwaningtias, Y.(2018). Old but gold: The use of picture cues to teach writing (an experimental research). English Language Teaching Educational Journal, 1(1), 38-48. DOI: 10.12928/eltej.v1i1.265
Suhara, A.M. 2013. Keefektifan model VAK (visualization auditory kinestetic) dalam pembelajaran menulis deskriptif (studi eksperimen pada siswa kelas x SMA Negeri 1 Lawang Kidul Sumatera Selatan (Unpublished Thesis) Universitas Pendidikan Indonesia.
The Decree of Minister of Education and Culture of Indonesia Number 24, year 2016.
Warda, E. G. & Wijaya, A. (2019) The effectiveness of teaching writing descriptive text by using social media “Instagram†to improve students’ writing ability at junior high school students. Tell: Teaching of English Language and Literature Journal. 7 (1), 16-24, Doi: 10.30651/tell.v7i1.2696
Wong, W.L.H. (2015). A study of language learning style and teaching style preferences of Hong Kong community college students and teachers in English for academic purposes (EAP) contexts (Unpublished Thesis). School of Teacher Education. College of Education, Health and Human Development University of Canterbury.
Wood, G. (2000). How to study second edition use your personal learning style to help you succeed when it counts. New York: Learning Express, LLC.
Wulansari, Y. (2016) The use of visual auditory kinesthetic (VAK) learning model to improve students’ reading comprehension (Unpublished Thesis). Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in ELTEJ agree to the following terms: Authors retain copyright and grant the ELTEJ right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in ELTEJ. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in ELTEJ. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
