Abstract
This quantitative research is aimed to find out (1) the writing quality of both visual and auditory learners; (2) whether or not the writing quality of auditory learners is significantly different from that of visual learners; and (3) which type of learners has better writing quality. This research applied causal-comparative design in analyzing and comparing the writing skills between the visual and auditory learners. The research participants were the sixth semester students of English Education Department UIN Alauddin Makassar in the academic year of 2017-2018. The data were collected using two kinds of instruments, namely Perceptual Learning Style Inventory and writing test. The results showed that both the visual and auditory learners are in normal criteria of writing quality, and also, there is not any significant difference of writing quality between auditory learners and visual learners. Nevertheless, auditory learners had a tendency to outweigh the visual learners in terms of the total score regardless the insignificancy of the difference. On the other hand, the significant difference of the mean score found from the t-test result underscores the ideas that the learning styles and other contributing factors to writing production to satisfy students’ learning are consistent with the theories used in this study. It proves that every individual’s learning preferences differ significantly, and the stronger the preference, the more important it is to provide compatible learning and teaching strategies which involve students’ strategies, knowledge and purposes.
Highlights
In teaching a foreign language, an important thing to be considered by teachers is learning style
Students have different learning style, which usually presents both teachers and students with a problem when classes are taught in one set that might only benefit one kind of learner
Teachers have to be aware of individual learning styles and learner diversity
Summary
In teaching a foreign language, an important thing to be considered by teachers is learning style. The findings imply that teachers of English should have awareness on their students’ preference styles before deciding the type of reasoning needed to perform including in writing process. The quality of writing is assumed to be different depending on the individual’s learning style preferences.
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