CFL華語文學習風格、學習策略與學習成就之相關研究-以印尼建國大學中文系為例

Abstract

Every student certainly demonstrates different achievement in their Chinese language learning process, because every student has their own individual way to take to resolve their problems in learning. In learning process, students’ individual differences exist. These differences lead to different learning speed and learning style of the student. These individual differences has an important influence for teachers’ teaching and the development of student’s learning. So, understanding students’ individual differences is a benefit for teaching. In other words, if teachers can use teaching strategies that match with students’ learning styles and learning strategies, it will enhance effectiveness of the teaching, and also enhance the students' learning effectiveness and their learning achievement. The purpose of this study is to investigate the correlation among learning styles, learning strategies, and learning achievement among Indonesian Student at Chinese Department, Binus University. This study is based on Reid’s learning styles theory and Oxford’s learning strategies theory, and also use Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ) and Oxford’s Strategy Inventory for Language Learning (SILL) to investigate student’s learning styles and learning strategies. The participants are 2009-2013 academic year first-grade, second grade, third grade and fourth grade students from Chinese Department, Binus University, 232 students took the learning styles and learning strategies measure test. The results of the test are for understanding student’ learning styles and learning strategies preference, and also for comparison of the results with student achievement to see whether it is relevant or not. Finnally, according to the results of this study, researcher provided teachers with teaching strategies that match with student’ learning styles and learning startegies. The main finding of this study is that student’s learning style preference is group style and students were using social strategies as their learning strategy. According to the student learning style and learning strategy preference results, student are prefer to learn together with others or in group and learning in a more interactive way. Researcher suggests that teachers can use cooperative language learning as teaching strategies. Cooperative language learning approach makes students learning through group interaction. This approach emphasis on mutual support and team learning of the students, in order to enhance learning result and students’ communicative competence. Finally, based on the results of research, reseacher give suggestions for Chinese Department of Binus University students in learning, for easier way in order absorb, retain and learn new information, students must be more aware of their learning styles and learning strategies; for teachers in teaching, hope teachers can design teaching strategies that suit Chinese Department of Binus University student’s learning styles and learning strategies, using an interactively learning activities. It is expected that this research not just can enhance student learning achievement, but also for the development of education in Chinese Department of Binus University.