Peran Guru terhadap Gaya Belajar Siswa (Learning Style) dalam Bahasa Inggris

Peran Guru terhadap Gaya Belajar Siswa (Learning Style) dalam Bahasa Inggris - The phrase ‘learning style’ refers to a person’s general approach to learning and is dependent upon that person’s cognitive, affective and behavioral characteristics (Oxford, 1989). Learning styles generally operate on a continuum or on multiple, intersecting continua. For example, a person might be more extraverted than introverted, or more closure-oriented than open, or equally visual and auditory but with lesser kinesthetic and tactile involvement. Few if any people could be classified as having all or nothing in any of these categories (Ehrman, 1996). Brown (2000) defines learning styles as the manner in which individuals perceive and process information in learning situations. He argues that learning style preference is one aspect of learning style, and refers to the choice of one learning situation or condition over another.

Although learning styles will inevitably differ among students in the classroom, teachers should try to make changes in their classroom that will be beneficial to every learning style. Some of these changes include room redesign and the development of teaching techniques. One of the most significant issues in learning to learn is an individual’s taking the responsibility for his/her own learning. The individuals should know what their own learning styles are and what characteristics this style has and they should thereby behave according to this style. In this way, the individual can acquire the constantly changing and increasing amount of information without need for the assistance of others. When the learner takes the responsibility of his/her own learning, s/he attributes meaning to the process of learning. S/he develops an understanding of his/her own form of learning style and becomes much more satisfied with the environment s/he interacts with. Teachers who design a school curriculum must put emphasis on intuition, feeling, sensing, and imagination. They also can design their instruction methods to connect with all learning styles, using various combinations of experience, reflection, conceptualization, and experimentation and can introduce a wide variety of experimental elements into the classroom, such as sound, music, visuals, movement, experience and others. Then, they should employ a variety of assessment techniques, focusing on the development of whole brain capacity and each of the different learning styles.

Teachers should be able to differentiate their language lesson in order to provide the best learning strategy for all students. It is evident that teachers cannot conform to all students but they can find out learning styles in a particular group of students and prepare the lessons which will suit to a majority of students. Language learning provides many possibilities how to teach something differently. Nevertheless, if the teacher knows the individual learning style, s/he can prevent problems and prepare the activity that will suit to the students.

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