2C2IIR in Teaching Language and Grammar Based on the Learning Style of the Senior High School

Abstract

INTRODUCTION

This study aimed to determine the learning style of the Senior High School in studying language and grammar with the use of 2C2IIR in the lesson proper. This action research reviews some methodological trend for their learning. Being creative teachers requires the implementation of creative and innovative teaching strategies in order to meet student's individual needs. Many students make a different mistake in grammar that's why the researchers decided to provide some innovation, intervention, and strategies. The best teacher believes in the capacity of their students to learn. They utilize a range of pedagogical approaches to ensure this learning occurs. These reasons of concern deserve further consideration by the researchers.

METHODS

One hundred (100) students from the Tanza National Trade School and one hundred (100) students from the ESSDS that belong to a heterogeneous group in Grade 11 were selected using random sampling. Kolb Learning Theory was used to identify the learning style of the students. We used the descriptive quantitative design to compare the result of the two schools and descriptive qualitative for the description of learning style.

RESULTS

Findings revealed that students can be classified as diverging, converging, accommodating, and assimilating. Researchers observed that reflective approaches are more familiar and got the highest score among other approaches. There are no significant differences in all teaching approaches in both schools.

DISCUSSIONS

The teachers should be flexible and carefully adapt their pedagogical based on the learning style of learners. Effectiveness of the pedagogy often depends on how the learners interact with this. Group works can be helpful for students of different ability levels. Knowing the learners’ personality greatly helps teachers to effectively design, plan, and implement new ways for the teaching-learning process.