Journal of Education and Learning (EduLearn)

Vol. 18, No. 3, August 2024, pp. 762~772

ISSN: 2089-9823 DOI: 10.11591/edulearn.v18i3.21798  762

Creating a learning style map for English as a foreign language

student to discover effective study methods

Abd Halim1, Fitriyani Bakri1, Muhammad Hasbi1, Murni Mahmud1, Nur Mutmainna Halim2
1
Department of English Literature, Faculty of Language and Literature, Universitas Negeri Makassar, Makassar, Indonesia
2
Department of English Literature, Faculty of Teacher Training, Education and Literature, Universitas Islam Makassar, Makassar,
Indonesia

Article Info ABSTRACT

Article history: This research determines the student's learning strategies based on their
learning styles. This research applied qualitative study. The subject of this
Received Jan 27, 2024 research is the students of English literature class A in Universitas Negeri
Revised Feb 16, 2024 Makassar, who were selected through a purposive sampling technique.
Accepted Feb 21, 2024 Thirty-five students were chosen as the subjects of this study. The data were
obtained through questionnaires and interviews and then analyzed based on
producers of data analysis identification, classification, and descriptive
Keywords: analysis. The result showed that i) there are some learning styles that
students have, such as visual, auditory, and kinesthetic (VAK) learning
Effective methods styles; and ii) students' learning strategies based on their learning style where
English as a foreign language subjects engaged in several learning activities or methodologies. Two types
student of learning techniques were primarily considered: individual and group
Learning strategies strategies. The individual strategies were marked by all of the activities the
Learning styles subjects had done, and the group strategies described the learning actions
Visual, auditory, and employed by the subjects to comprehend the knowledge or the lesson by
kinesthetic engaging friends who could help them.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Abd Halim
Department of English Literature, Faculty of Language and Literature, Universitas Negeri Makassar
Parangtambung Street, Makassar, South Sulawesi, Indonesia
Email: [email protected]

1. INTRODUCTION
In contrast to their ancestors, modern pedagogical approaches emphasize the students and their
learning more than the language and the teachers. Traditionally, students in schools were not taught
independent study skills. Conversely, in more contemporary, learner-centered perspectives, the goal is for
students to become aware of their learning styles and select the best methods. Consequently, to create a more
conducive environment for teaching, it is necessary to consider many factors about the students of the
language and their relationship to the course material, delivery method, and assessment tools. Rephrasing,
motivating, and expecting students to participate actively in their education is essential. A student's academic
success is affected by a variety of personal traits. Littlewood [1] argues that while language development
follows a singular trajectory, learners may diverge in their courses due to individual variations. Both learning
styles and learning strategies are encompassed within individual differences.
Learning styles refer to individuals' preferred methods of engaging in activities such as thinking,
processing, and comprehending information [2], [3]. There is no guarantee that all students will have the
same learning style. They go about their education in a variety of methods. They differ in several topological
variables [4], [5] or an overwhelming variety of theories on the many ways in which students learn [6].
Learning styles are formed by a combination of a person's personality, intelligence, and other fixed features;

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these and other significant notions come from well-established theories in psychology [7]. Numerous
academics in psychology and education have focused on learning styles, leading to a plethora of competing
theories, explanations, and models on the subject. As an example, Dunn and Dunn [8] wrote their definition
of learning styles as stated:

“Learning style refers to how individuals focus on, process, assimilate, and remember new and
challenging knowledge. These factors interact uniquely in each individual. Hence, it is essential to
identify the factors that are most likely to stimulate each student's focus, how to sustain it, and how
to adapt to their innate cognitive style to enhance long-term memory and retention. It is crucial to
utilize a comprehensive learning style model that may uncover an individual's strengths and
preferences in several aspects like physiology, sociology, psychology, emotions, and surroundings to
expose their inherent tendencies and styles.”

Every human person possesses a distinct learning style, and these styles can be categorized as either
standard or trademark. Most learning style taxonomies classify them into 'type'. Each theory classifies
individuals into purportedly separate categories instead of giving them numerical ratings on several aspects
[4], [9]. Some students learn visually, while others learn auditorily or kinesthetically [5], [10]. Visual learners
receive and process information visually through charts, graphs, and pictures. Auditory learners learn by
using their hearing as a tool for both internal and external communication. Kinesthetic learners gain
knowledge by doing. Some students may discover they have more than one or two learning styles [11]. The
various learning styles of these students can serve as a reference for lecturers in identifying the range of
learning techniques and including activities relevant to each of these learning styles in their curriculum so
that all students can succeed in their classes. The prominent idea is that instruction should be provided in a
mode that matches the learner's style [9]. For instance, if the learner is a 'visual learner,' information should,
when possible, be presented visually. The most effective way for visual learners to activate their vision is
through the use of written texts, graphs, or pictures. Kinaesthetic and tactile learners, on the other hand, are
most likely to learn effectively if they can touch and handle the objects they are learning with, play motion
games, and move around [4].
Students' learning styles define how they take information through their senses and the more
dominant ones during learning. According to Dunn [12], several factors support learning styles: environment,
emotional, sociological, physiological, and psychological. Furthermore, election strategies appropriate to
their styles will benefit them in learning the English language. According to Stern et al. [13], the idea of a
learning strategy highly depends on the proposition that students would actively participate in classroom
activities to accomplish specific objectives established in advance. Research by Griffiths [14] states that
learning strategies are a broad concept encompassing purposeful directives and learning procedures.
Language learners employ language-learning processes, consciously or unconsciously, to absorb information
and carry out tasks.
On the other hand, numerous researchers have detailed successful language learners and the tools at
their disposal. A significant finding among these is that successful language learners generally employ a
more significant number of and more effective learning strategies than learners with lower proficiency levels.
These findings have been observed time and time again in the research on learning strategies for second
languages (L2) [14], [15]. Research by Özbaş [2] made an inquiry into the learning preferences of university
students. He claimed that roughly 50% of students acquired knowledge through visual means. Through an
examination of the impact of gender on students' learning methods, it was discovered that girls consistently
achieved significantly higher averages than boys in visual learning. He said that lecturers should be aware of
their student's learning styles, intending that teachers understand what they should do during the teaching
process in the classroom. Additionally, ensuring that students remain at ease throughout the course is crucial,
as it enables them to learn effectively and accomplish commendable results by understanding their learning
patterns.
Meanwhile, Lee [16] did an overview of language learning strategies. They mentioned that many
researchers have found that several variables, such as age, gender, individual differences, motivation, and
cultural background, affect language learning strategies. Also, it provides a point of reference for future
studies in the area of language strategies, explicitly illuminating the connection between one's cultural
background, the language they are learning, and the application of methods, and guiding us towards the
present state of learning strategies and the teaching of learning strategies.
Cabual [5] stated that learning is an ongoing process, and a process is a series of actions that
ultimately result in a specific outcome. The learning process might be slowed down or even stopped entirely
if there are obstacles to learning. The recognition of the learner's preferred learning mode cane, result in more
efficient learning. He examined Neil Fleming's visual, auditory, and kinesthetic (VAK) learning style models
done by students during the new average era. In 2021, for the time being, face-to-face communication is
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prohibited because the pandemic is still rampant over the globe. Both students and teachers are required to
adjust to the requirements of the new normal. Conventional face-to-face training has been substantially
superseded by other means of instruction, such as digital and online delivery modes, mixed or versatile
delivery modes, synchronous or asynchronous delivery modes, or a combination of these alternative modes
of instruction [17]. Results show that most students utilize the "visual" learning style, while the remaining
three learning styles are distributed evenly. Throughout the epidemic, most students opted to purchase the
courses in complex form. They can learn at their own pace and in their own time, thanks to the modules that
their different teachers provide. Kinesthetic, auditory, and reading/writing abilities are also present.
Students who had various learning strategies would quickly master the materials. Therefore, the
success of teaching English to speakers of other languages (also known as EFL) depends on various factors.
Students' preference for their preferred learning style was believed to be a significant component among the
aspects that have significantly contributed to the success of mastery of several foreign languages [18]. The
students' learning style preferences can provide teachers with valuable insight when it comes to controlling
activities in the classroom. Certain students may prefer a particular mode of education due to their unique
learning patterns. Therefore, the researchers attempt to investigate strategies VAK learners use to learn
English. This study investigates students' individual learning style preferences in English literature of
Universitas Negeri Makassar and students’ language learning strategies. Based on the problem found, the
researchers conducted research entitled creating a learning style map for college students to discover
effective study methods.

2. METHOD
The researchers used a descriptive qualitative research design to find the answer to the research after
Ones. It is primarily an inductive process of organizing data into categorizing and identifying patterns. It also
collects data about students' learning strategies based on their learning styles. It described phenomena that
occur in the field. The researchers used a questionnaire to collect the data.
Meanwhile, observation and interviews determined students' learning styles and strategies. Gay et
al. [19] stated that qualitative research collects, analyzes, and interprets comprehensive narrative and visual
data to gain insights into a particular phenomenon of interest. Specifically, it applied explorative study in
teaching English as a foreign language (TEFL) since the researcher explored the students' learning styles,
learning strategies, and the strategies used by the VAK learners.
This research was conducted at Universitas Negeri Makassar. The participants of this research were
English literature students in class A. There were 35 students in the school, consisted 27 females and eight
males. The researchers applied the purposive sampling technique to take the participants in this research.
Purposive sampling determines the participants by considering something [20]. The researchers chose the
subjects of study, applying specific criteria. For selecting subjects of this research who have qualifications
such as the subjects were good learners, the recommendation from their lecturers. After that, the researchers
discussed with the English literature study program English lecturer at Universitas Negeri Makassar,
Indonesia, because they believe they know their students' characteristics well. Therefore, the researchers were
easy to analyze the student's learning style and their learning strategies in English activities.
Managing the instrument to collect the data should be seriously handled to obtain accurate results.
Therefore, the researcher collected the data using the following tools: questionnaire, observation, and
interview. A questionnaire was distributed to find out what learning style students had. Furthermore, a
classroom interview was distributed to determine students' learning strategies in a classroom activity. To
collect the data, the researchers executed the following procedures: profoundly understanding the studies on
relevant topics and preparing a list of written questions related to learning styles. Also, researchers attended
the classroom learning and teaching process to gain information about the student's learning styles based on
the questionnaires given to the students. After that, the researchers interviewed the students as additional
information based on observation results. The Interview session used semusingtructured interview data about
the students' problems based on their learning style. At the end of the research session, the researchers
collected the data from a questionnaire and interviewed the data to find answers to the questions.

3. RESULTS AND DISCUSSION

3.1. Students’ learning styles
To find their learning styles, students were asked to complete the questionnaire to determine their
preferences. This questionnaire consisted of 14 questions delivered by the researchers. Questions 1-4 are
referred to the visual, questions 5-8 are referred to auditory, and questions 9-14 are referred to kinesthetic.
Scale responses for each question described: never (0), rarely (1), sometimes (2), often (3), always (4). The

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following table, which is based on the students' sensory style dimension, has been supplied to demonstrate
each learning style on its own and how students replied to each topic in the questionnaire.
The data from Table 1 indicates that some students prefer the visual learning approach. 39.4% of
students have improved memory retention when writing while listening, whereas 3.1% do not experience this
benefit. 57.6% of students frequently engage in the practice of taking comprehensive notes during lectures.
Approximately 36.4% of students seldom engage in mental imagery, whether visualizing pictures,
individuals, or words. 42.2% of students occasionally favor learning through television or video over other
forms of media. The data presented in Table 1 indicates that students prefer video-based learning over other
forms of media.

Table 1. Students visual learning style preference

No Question item N (%) R (%) S (%) O (%) A (%)
1 I have a more enhanced recollection of information when 3.1 6.1 39.4 24.2 27.3
physically recording it in writing.
2 During class, I make sure to take thorough notes. 0 6.1 27.3 57.6 9.1
3 My mind comes up with pictures as I listen. 6.1 36.4 21.2 21.2 15.2
4 Video and television are my preferred learning tools. 6.1 24.2 42.4 18.2 9.1

Additionally, students have excellent retention when they engage in the act of writing information
down. Furthermore, students refrain from mentally engaging in visualizing images or word associations but
frequently take comprehensive notes during lectures. This learning preference is classified as modality, with
one of its learner categories being visual learners.
According to Table 2, 33.3% of students prefer to learn by listening to a lecturer rather than reading
textbooks. This preference is consistent across all students. 36.4% of pupils can recognize individuals based
on their voice. 42.4% of pupils have never been aided in their thinking by background noise. And 39.4% of
pupils cannot comprehend what other individuals say, even if they cannot see them. In addition, students can
recognize individuals based on their voice and comprehend what others say even if they cannot see them. The
findings presented in Table 2 demonstrate that students prefer to learn by listening to a lecturer rather than
reading. The learner type included in the modified model is the auditory learner. This learning falls under the
modified model.

Table 2. Students auditory learning style preference

No Question item N (%) R (%) S (%) O (%) A (%)
1 I prefer acquiring knowledge through auditory means, such as 6.1 6.1 21.2 33.3 33.3
attending lectures, instead of relying on reading materials.
2 Hearing audio in the background helps me think. 42.4 18.2 21.2 18.2 0
3 I can comprehend what others say even when I cannot see them. 27.3 39.4 21.2 24.2 15.2
4 I can recognize someone based on their voice. 6.1 21.2 36.4 24.2 12.1

From the information in Table 3, 30% of students never experience nervousness from sitting for
extended periods, while 39.4% think more effectively when they engage in physical movement and require
food or drink while learning. Table 3 reveals that students seldom experience anxiety when they remain
seated for extended periods. Occasionally, the students have enhanced cognitive abilities when they engage
in physical movement. Given the option, they prefer to assume a standing position rather than sitting. This
learning preference belongs to the mobility model, precisely the kinesthetic learner type. To support the data
above, the researchers also conducted observation by having the observation checklist to study each VAK
learning style. Each learning styles show some indicators done by students during the observation. Those
indicators are displayed in Table 4.

Table 3. Students' kinesthetic learning style preference

No Question item N (%) R (%) S (%) O (%) A (%)
1 When I am learning, I require food or liquids. 24.2 27.3 30.3 6.1 12.1
2 I prefer to stand if given the option rather than sit. 21.2 24.2 33.3 18.2 3.1
3 Sitting for extended periods makes me anxious. 0 42.4 15.2 15.2 0
4 I am more cognitively adequate when I engage in physical 18.2 15.2 39.4 12.1 15.2
movement.

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Table 4. Characteristics of subjects’ learning styles

No. Variables Indicators
1. Visual learning styles a. Learning by visual
b. Make a note
c. Memorize by repeating
d. Remember the text
e. The eyeball looks upward
f. Faster reader
g. Have a short answer
h. No good at choosing words
i. Like drawing/ art/ something related to vision
2. Auditory learning styles a. Learning by listening
b. Enjoy the discussions
c. Talking to himself
d. Reading aloud
e. eyeball looks to the left or right
f. Difficulties in visual work
g. Faster speaker
h. Spoke with unclear intonation
i. Easily distracted by noise
j. Like music
3. Kinesthetic learning styles a. Learning by doing
b. Can not sit for a long time
c. Drammed fingers on the table
d. Pointing the reading
e. The eyeball looking down
f. Raise hands for the first time when the teacher gives questions
g. Using body language
h. Stand close to the interlocutors
i. Have a poor writing
j. Enjoy physical

Nevertheless, this study identified three distinct learning styles, allowing the researchers to
determine the learning type of each student after assessing their scores. The top-performing students
refrained from adopting this scoring learning approach, as it did not align with their preferred learning style.
Data from questionnaires were then integrated by those indicators shown during the observations. The table
displays the learning style of students in English literature at Universitas Negeri Makassar.
Figure 1 illustrates the many learning styles employed in studying English literature. The data was
acquired from the questionnaire administered to the pupils. After evaluating students' responses and
categorizing their learning styles based on each dimension, it was determined that 23 students exhibited a
visual learning style, seven had an auditory learning style, and five had a kinesthetic learning style. The
researchers discovered that of the 35 students who participated in the study, 23.66% were classified as visual
learners, 7.20% as auditory learners, and 5.14% as kinesthetic learners.

Figure 1. Student’s learning styles

3.2. Students’ learning strategies

Learning techniques encompass all students' activities to acquire and comprehend knowledge or
achieve their learning objectives. They did not just implement these tactics in school but were also employed
in all their activities whenever they needed to acquire or understand knowledge. Based on the interview data,
the researchers discovered that the subjects employed various learning activities or strategies in this study.
The learning strategies were classified into two primary categories: individual and group. Individual

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strategies were defined by all of the subjects' actions or activities. In contrast, group strategies described the
learning actions taken by the subjects themselves to comprehend the knowledge or lesson by enlisting the
help of friends. The Table 5 depicts the identification of activities relevant to the learning strategy.

Table 5. Students’ learning strategy-based observation checklist

Students’ activities Checklist Name of subcategory
a. Give a sign writing on the piece of paper Individual strategy
b. Using synonym
c. Using body language
d. Use flashcards/pictures to remember the lesson
e. Input previous vocabulary or some words that have been memorized in the speaking process
f. Preparing the lesson for the next day
g. Have clear goals for learning English
h. Do the task seriously
i. Make repetition
j. Enjoy the learning process
k. calm and speak slowly
l. Asking the friend and teacher Group strategies
m. Practice with a friend
n. Study/discuss with friends

From the Table 5, it could be concluded that students implemented individual and group strategies.
The individual approach was the strategy used by the subjects without assistance from others. As learners, we
must identify the purpose of the learning process. The subjects used some ways to find their goal. The
students stated that it was difficult for them to memorize English because it was a foreign language. As a
result, students needed to repeat the English class several times to fully understand the topic or lesson they
had learned. When they wished to emphasize a lesson or issue that was highly significant to them, they would
underline the sentences or topic, as shown in the following statement, which was extracted from interviews
with subjects and their friends. Meanwhile, in group strategies, students did not rely solely on themselves to
increase their knowledge. They still needed help from their surroundings and friends. They enjoy having
discussions. In their group, they attempted to share, discuss, and practice their knowledge with their peers.
They consulted their peers or teachers when they needed information, especially during learning.

3.2.1. Students' strategies used by visual, auditory, and kinesthetic (VAK) learners
The subject used combined strategies in learning. Visual learners utilized strategies such as memory,
cognitive, compensatory, emotive, and social learning. The auditory learners utilized strategies such as
memory, cognitive, compensatory, affective, and social learning. Kinesthetic learners and auditory learners
alike share memory, cognitive, compensatory, emotive, and social methods. Kinesthetic learners also use
these strategies. The figure of the strategies used by VAK learners is shown in Table 6.

3.2.2. Learning styles

As presented in the research findings above, data were collected from the three students selected as
the study subjects. From those data, the researchers knew that the student's learning styles and strategies of
English Literature Universitas Negeri Makassar employed more than one learning style and strategy. This
study had several findings; the first was that subjects showed a combination of VAK learning styles, and each
had one preference. The second subject showed a combination of memory, cognitive, affective, and social
learning strategies. They learned in different ways in the learning process.
Based on the first findings, the subjects did not only have one learning style but showed a
combination of learning styles. The subject read books, paid great attention to the teacher's explanation,
enjoyed the discussion, asked their teacher, and did other activities during the learning process. They
memorized the lessons by repeating them; these findings in the result of the observation checklist in Table 6
were the same as Oxford [21], who said that the students have VAK learning styles. The subjects learned
through hearing, seeing, writing, touching, and moving. They actively asked questions, enjoyed discussions
with their friends/teacher, played drama, did physical activities, and played with their fingers on the table or
moved their feet. As stated in the findings, the research subject could not stay on the seat for a long time; it
was also proved in the teacher's interview in extract 6.

“IK, dia banyak ngomong dan suka jalan-jalan”

("IK, he talked too much and walked around the classroom").

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It also suits Wahab and Nuraeni’s findings [22] that stated that the students never sit passively, such
as hearing or reading only, but are frequently active in various learning activities. The students found their
styles and strategies in learning. According to Nunan [23], categorized good language learners he states that a
good language learner had some characteristics, they were: i) develop their methods of learning; ii) are
imaginative and exploratory in their use of language; iii) create their practice opportunities, both in and out of
the classroom; iv) make use of one's understanding of language and linguistics, especially one's native
tongue, to become fluent in two languages; v) master the art of educated guesswork; vi) make mistakes work
so you can learn and communicate; and vii) have a handle on production techniques. So, students with
different learning strategies are qualified to become good language learners [24].

Table 6. Student strategies used by VAK learners

Visual learners Auditory learners Kinesthetic learners
Memory strategies - I am using flashcards/pictures - Input the previous - Input the previous
to remember the lesson/words. vocabulary or some words vocabulary or some words
- Input the previous vocabulary memorized in the speaking memorized in the speaking
or some words memorized process. process.
during the speaking process.
.
Cognitive strategies - They give a sign, underline, - Making repetition. - I am making repetition.
and color the text on their
notebook.
- I am doing the task seriously.
- I am making repetition.
Compensation strategies - I am using synonyms. - Using synonym. - I am using synonyms.
- I am using body language. - I was using body language.
Affective strategies - I am preparing the lesson for - I am preparing the lesson for - I am preparing the lesson for
the next day. the next day. the next day.
- Have clear goals for learning - Have clear goals for learning - Have clear goals for learning
English. English. English.
- Enjoy the learning process. - Enjoy the learning process. - Enjoy the learning process.
- Calm down and speak slowly. - Calm down and speak - Calm down and speak
slowly. slowly.
Social strategies - I am asking the friend and the - Asking the friend and - I am asking my friend and
teacher. teacher. teacher.
- Practice with friends. - Practice with friends. - Practice with friends.
- Study/discuss with the friends - Study/discuss with the - Study/discuss with the
friends friends

3.2.3. Learning strategies

The data was analyzed in the previous section; several learning strategies were also recognized as
learning actions performed by the subjects. That learning strategy was based on Oxford’s classification [25]
in his study “language learning strategy (LLS)". He classified the LLS into two main categories: direct and
indirect strategy. The direct strategy is divided into three subcategories: memory, cognitive, and
compensation. Indirect strategy is divided into three subcategories: metacognitive, affective, and social. Both
of them were majors and subcategories performed by this study's subject. In direct strategy, the subject was
responsible for carrying out all of the strategies, whereas in indirect strategy, emotional strategy, and social
strategy, the subjects were primarily responsible for carrying out the tactics.
In the memory strategy, the subjects tried to input the previous vocabulary or some words
memorized during the speaking process. In a manner comparable to Oxford's classification, inserting some
vocabulary or new words and then speaking was a component of building mental links, which involved
putting new words into a new context before speaking. The interview with the subject showed that in the
learning process, the subjects always tried to use and input some new vocabulary, such as stated. Numerous
studies have also proven that embedding new words in context is the best way to memorize a word
effectively since the target words and the surrounding words can be acquired. They learned words by heart
and then put those words to use in their everyday lives. Due to the fact that they had memorized and
exercised the language, they were able to retain it well through the application of this approach. Let us
assume that children are able to memorize certain terminology without making any effort to utilize it,
repetition, or communicating regularly. It was in line with Tuan's [26] statement that learners forget how to
spell words when they had little occasion to use them.
Cognitive strategies, such as repetition, giving a sign, writing in the piece, and practicing English
with friends, were the actions performed by the subjects in their learning activities. These strategies were

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very joyful for them. Repetition was the action the subjects performed to understand and comprehend
something. Because English as a foreign language (EFL), they found some difficulty comprehending the
knowledge. Consequently, they were compelled to iterate the lesson/words till they comprehended.
Repetition was frequently employed to achieve proficiency in mathematics and memorize sequences of
numbers when acquiring a foreign language. Repetition significantly influences how individuals construct
and interpret meanings. In this respect, Johnstone [27] argued that repetition created a cognitive effect. They
improved their speed of becoming familiar with and comprehending new information through repetition. By
the principle of repetition, the subject carried out the activities of giving a sign, writing the essential
information or words on a piece of paper or book, and delivering signals. It was recognized as a creating
structure for the input and output of the actions, which is part of cognitive strategy. The subject signed the
sentences by using colors. Giving signs showed the necessary information/words but also made it easier for
them to remember those information/words.
Practicing English with friends is also part of the cognitive strategy. As foreign language learners,
practicing the previous knowledge is crucial. The subjects benefited from practice because they could apply
knowledge through interaction. When they practice using the knowledge through the application, they
connect with information/words on a deeper level. With practicing, it was easier to develop their knowledge.
The tactics of pointing and synonym use are employed to address any limits or unfamiliar phrases that may
arise throughout the talk. Gestures either emphasize spoken words or express feelings and emotions [28].
After explaining the strategies performed by the subjects in their learning activities in terms of direct
strategies, it is time to explain the indirect strategies found during this study. In this study, the subjects
performed two subcategories of indirect strategy; those actions were affective and social strategy. The three
sets of methods the subjects utilized in their learning approaches were self-encouragement, being calm and
speaking slowly, and feeling excellent in English. These are all examples of effective tactics. As they went
through the process of learning, they found that turning to be calm and speaking slowly were effective ways
to minimize their fear. Feeling good in English is also included in an effective strategy. The essential aspects
that must exist in the English classroom are enjoying the classroom situation, enjoying the learning process,
and not being under pressure. This effectively aids the subjects in lowering their anxiety [29]. The subjects
implemented various actions in their social strategy. They actively pursue opportunities to apply their
knowledge and immerse themselves in the target language, such as engaging in study sessions with peers,
seeking guidance from friends and teachers, and engaging in discussions with friends, such as stated:

“Saya lebih suka belajar dengan cara berdiskusi dengan teman-teman. Jadi, dengan berdiskusi
kami bisa bertukar informasi, dan belajarnya juga tidak membosankan”.
(I preferred to study by discussing with friends. We could share information by discussing things
with friends, and the study was exciting).

It is a crucial component of social strategy. Social dynamics arise from the reciprocal interaction
between individuals and their shared environment, where one person's actions influence another, and the
subsequent reaction of the second person influences the first person once more. Social contact facilitates the
exchange of information among individuals, allowing them to coordinate their efforts and engage in
cooperation effectively. In addition, forming interpersonal relationships is essential [30], as it builds
relationships with and among students [31]. The actions of the subjects are similar to Oxford's taxonomy.
According to Oxford, three sets of strategies are included in social strategies: asking questions, cooperating,
and emphasizing with others. It is a fact that asking questions cannot be separated from our lives [32]. The
more we question, the more we get. When the subject faced difficulties getting the necessary knowledge,
they would try to find some information/words from the people who could help them. For example, in the
classroom, they would ask the lecturer, and they could get what the lecturer meant to convey.
Teachers are aware of how a range of students employ different learning styles because students
have a variety of learning styles, and the diverse learning styles impact learning and academic
accomplishment [33]. Learning can be defined as the process of accepting and processing knowledge, which
occurs in various persons in the same way. Teachers who work with students with varying learning styles
must acknowledge that each student may have a unique approach to completing their assignments and
acquiring the most recent information regularly. As a result, teachers need to be ready to cope with any
learning style their students may have. Riad et al. [34] even added that customizing the learning process has
several important purposes, one of which is to provide students with consistent surroundings that take into
consideration their specific preferences and interests in learning. Even educators may view learning style
assessments as an appealing method for implementing what they consider evidence-based practice in the
classroom. The multitude of existing measures broadly claim to provide evidence of characteristics and

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770  ISSN: 2089-9823

tendencies related to learning, and as a bonus, they come with step-by-step instructions [6]. Thus, it is of the
utmost importance to develop a student-specific learning environment that is capable of adapting to the
learners' preferred mode of learning and intelligently recommending learning items to enhance the learning
process since an individual's cognitive and psychological abilities to respond to their learning environment
and interactions are linked to their learning style.

4. CONCLUSION
Based on the result of the research, it was found that the students of English literature class use
various learning styles and learning strategies in learning. They chose their learning styles based on their
characteristics, creativity, and interests. The findings indicate that three learning style models belong to
students of English literature at Universitas Negeri Makassar. The first is the modality model, consisting of
the VAK styling style thesis. 9.1% of students indicated they are visual learners, and 3.03% of students
indicated they are auditory and kinesthetic learners. The second model is the personality model, which
consists of extroverts and introverts. Based on the data obtained from the questionnaire, 36.4% of students
are indicated as extrovert learners (the highest percentage of learning style), and 24.2% are indicated as
introvert. The third is the receiving information model, which consists of global and analytical learning
styles. 3.03% of students are indicated as global learners, and 21.2% of students are indicated as analytical
learners. The data found that students have different learning styles.
Observation and interviews conducted by the researchers found that students showed some learning
strategies. The subjects also showed a combination of learning strategies. The learning strategies they used
were memory, cognitive, compensation, affective, and social strategies. The researcher understood that all
those learning strategies were helpful for the students. By using those strategies, they could be good language
learners. Consequently, they could learn the language successfully. VAK learners used all those strategies in
learning English, although they had different learning methods. So, those strategies are essential for language
learners.

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BIOGRAPHIES OF AUTHORS

Abd Halim was born in Ujung Pandang, South Sulawesi, Indonesia. He finished
his bachelor's degree in IKIP Ujung Pandang in 1987. In 1995, he continued his study for a
master's degree in American Studies from Gadjah Mada University, Indonesia, and finished in
1998. Then, in 2013, he obtained his doctoral degree in the Science of Linguistics Study
Program from Hasanuddin University. Over 30 years, he has taught English poetry, prose,
semiotics, and literary theory. He has written some study papers and publications for
community service. He works as an English literature lecturer in the English Literature Study
Program at the State University of Makassar, South Sulawesi, Indonesia. He can be contacted
at email: [email protected].

Fitriyani Bakri was born in Enrekang, Indonesia. She completed her

undergraduate studies at the Hasanuddin University Faculty of Literature in 2002. In 2023, she
continued her studies in the Department of English Language Studies and completed the
master's program in 2006. Focusing on English literary studies and teaching English literature,
she continued her doctoral studies at Universitas Negeri Makassar. She produced a model for
teaching literature in her doctoral studies, namely Metacollaborative ZPD. This model results
from an in-depth study of the Zone of Proximal Development. She can be contacted at email:
[email protected].

Muhammad Hasbi was born in Bone Regency, South Sulawesi, Indonesia. He

obtained his bachelor's degree in English literature from Hasanuddin University, Indonesia, in
1996, his master's degree in American Studies from Gadjah Mada University, Indonesia, in
1999, and his doctoral degree in English Education, especially in the teaching of English prose
in higher education from Universitas Negeri Makassar, Indonesia, in 2023. His research
primarily focuses on prose literature, language teaching, semantics, pragmatics, and semiotics.
He has accumulated 20 years of experience teaching introduction to literature, English prose,
semantics and pragmatics, and semiotics. He has produced some research and community
service papers and publications. He can be contacted at email: [email protected].

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772  ISSN: 2089-9823

Murni Mahmud is a Professor in Anthropology Linguistics. She did her Ph.D. at

the Research School of Pacific and Asian Studies at the Australian National University,
Canberra, in 2008 and gained her Professorship in 2014. Her research interests include
sociolinguistics, anthropology linguistics, discourse analysis, and teaching English as a foreign
language (TEFL). She has also taught a similar area at the University, Universitas Negeri
Makassar, since 2001. She can be contacted at email: [email protected].

Nur Mutmainna Halim was born in Ujung Pandang, Indonesia. She finished her
bachelor's degree in Department of English Education in 2012 at Universitas Negeri Makassar.
After that, she took Applied Linguistics for her Magister Degree at Universitas Negeri
Yogyakarta and finished in 2015. She is currently working as an English lecturer at Makassar
Islamic University. She can be contacted at email: nur_muthmainnah_halim@uim-
makassar.ac.id.

J Edu & Learn, Vol. 18, No. 3, August 2024: 762-772