CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design
The kind of this study will be a case study because I will only analyze the reading assessment problem that appears in classrooms with teenage English learners at LIA. First of all, I will give the students a kind of reading standardized test and examine the difficulties and the uninteresting factors that student face in doing the assessment. Then I will give the students the multiple intelligences test and the VAK learning styles test to know the tendency of each of the students’ dominant intelligences and their preferred learning style. After that, I will analyzed the findings of the examined difficulties in doing the given reading standardized test regarding the students’ individual dominant multiple intelligences and preferred learning styles. The result will be considerations to accommodate all types of students’ multiple intelligences and learning styles in constructing alternate reading assessment in the best form either portfolio assessment, performance-based test or other integrated measures of knowledge and reading skills. Finally, whenever possible the test reliability will be counted using one of the test reliability measurements to find out to extend the test can measure the students’ true ability objectively. If the result shows that the test is a reliable one then this test will be an authentic sample of an alternate reading assessment that can accommodate students’ multiple intelligences and learning styles to measure students’ true ability in reading. To sum up this study, I will discuss the role of multiple intelligences and learning styles in constructing reading assessment based on the result of the whole research.
3.2 Subject
The subject of this study is LIA teenage students. They are usually gathered in the course programs of English for Teens and General English. The age range of these students is between 11 to 20 years old. I choose to do my research at LIA Mercu Buana because this course is the place where I teach and apply all of my teaching English as a second language knowledge and there is also where I face the problem of giving reading assessment as stated earlier.
3.3 Instrument
I will use some kinds of instrument that can help me determine the students’ dominant multiple intelligences and preferred learning styles. I will try to find ready-to-use and scientifically validated multiple intelligences and VAK learning styles tests. Whenever it is required and valid, I will also use some test reliability measurements.
3.4 Collecting Data
a) I will try to gather result of the given standardize test and examine the weak point of the test or the numbers of the test item at which most student make the most mistakes.
b) I will interview the students to know the difficulties and the uninteresting factors that they face in doing the test.
c) I will collect the result of the given multiple intelligences test to know each of the student’s dominant intelligences according to Howard Gardner’s definition.
d) I will collect the result of the given VAK learning styles test to get the information of individual student’s preferred learning styles.
e) Based on the result of the above observation, I will determine the most suitable sample of alternate reading assessment for these students to adequately accommodate their preferred learning styles and to measure their true ability objectively.
3.5 Data Analysis
First of all, I will analyze how the students cope with standardized test and examine their reading progress based on scores of that type of test. Then I will investigate the test results of each of the student’s dominant multiple intelligences and preferred learning style. Based on the findings of the students’ multiple intelligences and learning styles test, I will try to modify the assessment into another type that is alternate reading assessment. Then I will analyze the reliability and validity of the test to be able to draw conclusion about the role of multiple intelligences and learning style in constructing reading assessment.
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APPENDIXES
1. Gardner’s Multiple Intelligences Test
2. VAK Learning Styles Test
3. Assessment Reliability
4. Reading Test Scoring system
VAK Learning Styles Self-Assessment Questionnaire
Circle or tick the answer that most represents how you generally behave.
(It’s best to complete the questionnaire before reading the accompanying explanation.)
1. When I operate new equipment I generally:
a) read the instructions first
b) listen to an explanation from someone who has used it before
c) go ahead and have a go, I can figure it out as I use it
2. When I need directions for travelling I usually:
a) look at a map
b) ask for spoken directions
c) follow my nose and maybe use a compass
3. When I cook a new dish, I like to:
a) follow a written recipe
b) call a friend for an explanation
c) follow my instincts, testing as I cook
4. If I am teaching someone something new, I tend to:
a) write instructions down for them
b) give them a verbal explanation
c) demonstrate first and then let them have a go
5. I tend to say:
a) watch how I do it
b) listen to me explain
c) you have a go
6. During my free time I most enjoy:
a) going to museums and galleries
b) listening to music and talking to my friends
c) playing sport or doing DIY
7. When I go shopping for clothes, I tend to:
a) imagine what they would look like on
b) discuss them with the shop staff
c) try them on and test them out
8. When I am choosing a holiday I usually:
a) read lots of brochures
b) listen to recommendations from friends
c) imagine what it would be like to be there
9. If I was buying a new car, I would:
a) read reviews in newspapers and magazines
b) discuss what I need with my friends
c) test-drive lots of different types
10. When I am learning a new skill, I am most comfortable:
a) watching what the teacher is doing
b) talking through with the teacher exactly what I’m supposed to do
c) giving it a try myself and work it out as I go
11. If I am choosing food off a menu, I tend to:
a) imagine what the food will look like
b) talk through the options in my head or with my partner
c) imagine what the food will taste like
12. When I listen to a band, I can’t help:
a) watching the band members and other people in the audience
b) listening to the lyrics and the beats
c) moving in time with the music
13. When I concentrate, I most often:
a) focus on the words or the pictures in front of me
b) discuss the problem and the possible solutions in my head
c) move around a lot, fiddle with pens and pencils and touch things
14. I choose household furnishings because I like:
a) their colours and how they look
b) the descriptions the sales-people give me
c) their textures and what it feels like to touch them
15. My first memory is of:
a) looking at something
b) being spoken to
c) doing something
16. When I am anxious, I:
a) visualise the worst-case scenarios
b) talk over in my head what worries me most
c) can’t sit still, fiddle and move around constantly
17. I feel especially connected to other people because of:
a) how they look
b) what they say to me
c) how they make me feel
18. When I have to revise for an exam, I generally:
a) write lots of revision notes and diagrams
b) talk over my notes, alone or with other people
c) imagine making the movement or creating the formula
19. If I am explaining to someone I tend to:
a) show them what I mean
b) explain to them in different ways until they understand
c) encourage them to try and talk them through my idea as they do it
20. I really love:
a) watching films, photography, looking at art or people watching
b) listening to music, the radio or talking to friends
c) taking part in sporting activities, eating fine foods and wines or dancing
21. Most of my free time is spent:
a) watching television
b) talking to friends
c) doing physical activity or making things
22. When I first contact a new person, I usually:
a) arrange a face to face meeting
b) talk to them on the telephone
c) try to get together whilst doing something else, such as an activity or a meal
23. I first notice how people:
a) look and dress
b) sound and speak
c) stand and move
24. If I am angry, I tend to:
a) keep replaying in my mind what it is that has upset me
b) raise my voice and tell people how I feel
c) stamp about, slam doors and physically demonstrate my anger
25. I find it easiest to remember:
a) faces
b) names
c) things I have done
26. I think that you can tell if someone is lying if:
a) they avoid looking at you
b) their voices changes
c) they give me funny vibes
27. When I meet an old friend:
a) I say “it’s great to see you!”
b) I say “it’s great to hear from you!”
c) I give them a hug or a handshake
28. I remember things best by:
a) writing notes or keeping printed details
b) saying them aloud or repeating words and key points in my head
c) doing and practising the activity or imagining it being done
29. If I have to complain about faulty goods, I am most comfortable:
a) writing a letter
b) complaining over the phone
c) taking the item back to the store or posting it to head office
30. I tend to say:
a) I see what you mean
b) I hear what you are saying
c) I know how you feel
Now add up how many A’s, B’s and C’s you selected.
A’s = B’s = C’s =
If you chose mostly A’s you have a VISUAL learning style.
If you chose mostly B’s you have an AUDITORY learning style.
If you chose mostly C’s you have a KINAESTHETIC learning style.
Some people find that their learning style may be a blend of two or three styles, in this case read about the styles that apply to you in the explanation below.
When you have identified your learning style(s), read the learning styles explanations and consider how this might help you to identify learning and development that best meets your preference(s).
Now see the VAK Learning Styles Explanation.
The VAK learning styles model suggests that most people can be divided into one of three preferred styles of learning. These three styles are as follows, (and there is no right or wrong learning style):
Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions.
Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear!
Someone with a Kinaesthetic learning style has a preference for physical experience - touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and never look at the instructions first!
People commonly have a main preferred learning style, but this will be part of a blend of all three. Some people have a very strong preference; other people have a more even mixture of two or less commonly, three styles.
When you know your preferred learning style(s) you understand the type of learning that best suits you. This enables you to choose the types of learning that work best for you.
There is no right or wrong learning style. The point is that there are types of learning that are right for your own preferred learning style.
Reading Assessment, Second Edition: A Primer for Teachers and Coaches (Solving Problems in the Teaching of Literacy)
Day-to-Day Assessment in the Reading Workshop: Making Informed Instructional Decisions in Grades 3-6
3-Minute Reading Assessments: Word Recognition, Fluency, and Comprehension: Grades 5-8
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