CHAPTER I

INTRODUCTION

In this chapter, the researcher discuss about background of the study,

identification of the problems, limitation of the problem, the statement of the

problem, objective the study, benefits of the study, and the definition of the key terms.

A. The Background of the Study

Crow and Crow (in Sayekti, 2015: 20) described learning involves change. It

is concerned with acquisition of habits, knowledge, and attitudes. It enables the

individual to make both personal and social adjusment. Since the concept of change is

inherent in the concept of learning, any change in behaviour implies that learning is

taking place or has taken place . Learning that occurs during the process of change

can be referred to as the learning process.

According to Brown (2000: 7) a search in contemporary dictionaries reveals

that learning deals with “aquiring or obtainig knowledge of a subject or a skill by

study, experience, or instruction”. He, then breaks down the definition of learning

into more spesific ways: 1) Learning is acquisition or getting, 2) Learning is retention

of information or skill, 3) retention implies storage systems, memory, and cognitive

organization, 4) Learning involves active, conscious focus on and acting upon events

outside or inside the organism, 5) Learning is relatively permanent but subject to

forgetting, 6) Learning involves some from of practice, perhaps reinforced practice,

7) Learning is a change in behaviour.

Similar to Brown’s last component of the definition of learning, Kimble and

Garmezy (1963: 133) as cited in Brown (2000: 7) advocate that learning not only

deals with getting knowledge but also leads to permanent change in behaviour cause

by reinforced practice. The change in behavioral tendency, however, cannot be seen

directly after someone learns a certain subject. There are also probably other factors

that influence the change in behaviour.

English is taught at schools in order that students are able to master the four

skills, they are listening, speaking, reading, and writing. Harmer (2007: 265) states

that we use language in terms of four skills reading, writing, speaking and listening.

Learning English has become an important subject to be mastered by each individual

in all over the world. English has the function for transferring knowledge which is

mostly used in many education institution. In indonesia, English has been formally

taught from elementary school until university level.

English is an important foreign language that plays a significant role in the

context of education. The importance of English leads people to study English for

different needs and purposes. Pinter (2006: 5) states that teacher needs to develop

successful activities based on students’ need in language learning. In fact, every

student has different needs. There are two types of students; those are normal and
exceptional students. Kirk (1989: 37) defines children with special need is special

need is children with different ability than normal children in mental, physical,

emotional, communication ability, and social behaviour.

Learning style is the key for developing our capability, in our job, school, and

in the personality relationship. When we are familiar with our own and other people

in the way to absorb and process information, it will more easy to learning and

communicate with other (De Porter and Hernacky, 1992: 110). It means someone who

knows his way to absorb and process the information and use their modality as

maximum way, they will do learning better. Thus, the different way of students

understanding of lesson material usually called by learning style, and that is a

possibly will influence the students’ to learn english.

Visual impairment is defined as a visual disorder that interfere the learning

process and the optimal learning achievement, thus, special methods of teaching,

learning, adjustment of learning materials and learning environment (Sunaryo and

Surtikanti, 2011: 20). In term with visual impairment students, English learning

cannot be taught in common model, however, they need a special model which makes

learning process run effectively. For example, when teacher recognize a new

vocabulary, they cannot only just say about the name of the object. It is essential for

techer bringing the object, then, the students touch it to acquire more description

about the shape of the object. Due to the visual impairment, students often use sense

of touch to recognize the object around them. They develop their concept about
physical object by their tactual experience, while sighted students develop it by visual

object.

IAIN Surakarta is one of College which is located in Surakarta. IAIN

Surakarta has received many students with special needs, such as students with

blindness or low vision, students with deaf or hard of hearing, students with physical

disabilities and many other. But in here, there is no special services for students with

special needs as facilities and infrastructure and also the lecturers who do not have

the ability to teach students with visual needs. The researcher is interested to know

how the way students with visual impairent to learn English Subject. So, the

researcher choose the tittle that is “English Learning Style of Students with Visual

Impairment at Second Semester in IAIN Surakarta”.

B. The Problem Statements

There are some problems that cab be identified. The identification of

this study are as follow:

1. How is english learning style of the students with visual impairment?
2. What are the problems faced by the students with visual impairment in

learning English?
C. The Problem Limitation
In this research, the writer has limited the scope of her study on the

following account.
1. The description of this study is limited to explain the learning style

that used by students with visual impairment to learn English.

2. The subject of this study is the students on second semester of IAIN

Surakarta.
D. The Objectives of the Study
 The objectives of this study are stated as follows:
1. To describe the learning styles that usually used by students with

visual impairment to learn English.

2. To find out the problems encountered by the English teacher during

the teaching and learning process.

3. To find out the problems encountered by students with visual

impairment during the learning process.

E. The Benefit of Study
Through a case study which is one of descriptive research type in

ualitative approach, there are some expected benefits that could be taken from

this research. They are portrayed in the following detail.

a. Government
The result of this study becomes a reference for the government about

the phenomena of learning English for students with special needs

especially visual impairment. Moreover, the government can give more

attention and provide special facilities that support the learning process for

students with visual impairment. Therefore, both sighted and visual

impairment student have the same right to get education.

b. Lecturer
Having finished the study, the writer expects to get additional

information to the lecturer that students with special needs especially visual

impairment have their own learning styles that may be different from

normal student. So, the lecturer can also be able to adjust how to deliver

material for students with visual impairment, they can also understand with

the materials that have been delivered.

c. Researcher
 For the study herself, this study gives better understanding about the

style to learn english students with visual impairment.

d. Student
It is hoped that students can be conscious with the learning style they

have, and then they can learn English with enjoy according to their own

way.

CHAPTER II

THEORITICAL REVIEW

This chapter presents some theories such as reviews on learning styles, review

on students with visual impairment, and the last is the researcher’s rationale. The

researcher will discuss some classfication of the key terms here.

A. Reviews on Learning Styles

1. Learning Style
a. The Definition of Learning Styles

Pritchard (2009: 44) said that Neuro – Linguistic Programming is

concerned with how we communicate and how this affects our learning.

Over many years, and through many research projects, including close and

detailed observation of the way we communicate, three particular learning

style – visual, auditory and kinesthetic – have been identified.

 Ternant in Desmita (2009: 145) states that cognitive style is an

individual characteristic and consistent approach to organizing and

processing information. According to Ferrari and Steinberg in Desmita

(2009: 145), cognitive style refers to dominant or typical ways children

use their cognitive abilities across a wide range of situation, when the

situation is complex enough to allow variety of responses.

Largely, cognitive style is called learning style. Learning style are

simply different approaches or ways of learning. Therefor, cognitive style

is a part of learning style. Every student has different learning style.

Learning style describes how the students accept, interact, and respond the

learning process.

Learning style might be thought of as “cognitive, affective, and

physiological traits that are relatively stable indicators of how learners

perceive, interact with, and respond to the learning environment.” Or,

more simply, as “a general predisposition, voluntary or not, toward

processing information in a particular way (Brown in Desmita, 2009: 146)

From the definitions given above, it can be concluded that

Learning style is the way and technique that they use to learn and process

information and knowledge. It helps students learn more fast and easier

with selecting and using the appropriate learning style that they like.
 Learning styles refer to the variations in your ability to accumulate as well

as assimilate information. Basically, learning style is the method that best

allows you to gather and use knowledge in a specitic manner. Most experts

agree that there are three basic learning styles. Each individual may

possess a single style or could possess a combination of different learning

styles. In most cases characteristics of a learning style can even be

observed at a relatively young age.

b. The Types of Learning Style

Basically, learning styles are divided into three part, they are as

follows (Jensen and Nickelsen, 2011: 35).

1. Visual style (visual learner)

Individuals who fall into this category typically learn through

what they are able to see with their own eyes. Visual learners have a

tendency to describe everything that they see in terms of appearances.

These learners love visual aids such as photos, diagrams, maps and

graphs. Visual learners frequently are good writers and will

commonly perform quite well on written assignments.

The best ways for visual learner to process the information by

recording, allocating, calculating, simplifying, describing, proving,

preparing, evaluating, rewriting, drawing a picture, making mind-map,

making a note, and using graphics organizer.

a. Visual style has some characteristics, they are:

 1) Like to look at books and pictures ( would rather read

than be read to)

2) Love to look at orderly things – demands neat

surrondings
3) Can find what others have lost – remember where

things have been seen

4) See the details
5) Can’t get directions orally – need things written down
6) Like to work puzzles
7) May have speech problems
8) May watch teacher’s face intently
9) Need overall view and purpose
b. There are some learning strategies for visual style, those are:
1) On worksheets, put a heavy line around items to help

pupils to attend to one item at a time or like items

2) Allow students to point if necessary; let students touch

words while reading

3) Have students have a clear tabletop
4) Have many routines
5) Give one step at a time
6) Write down directions on chalkboard
7) Use matching games (words and definitions; prefixes

and roots, etc.)

8) Use charts, graphs, maps – color
9) Use highlighters to help keep track of information
10) Use mirror to see mouth make sounds of words
11) Allow students to work with rulers and number lines
12) Use flip charts marked with colors instead of

chalkboard; then hang the charts with key information around

the room as you present them, and refer back to them

13) Mind map information
14) Stand still while presenting chunks of information;

move around in between chunks

 15) Distribute copies of key phrases or outlines of the

lessons, leaving space for notes

16) Use icons to represent key concepts
17) Give students overviews of information first before

giving the details

2. Auditory style (audio learner)

Auditory style (auditory learner) is learning style where learner or

students are very good in listening. They tend to absorb information in a

more efficient manner through sounds, music, discussions, teachings, etc.

These individuals will be more likely to record lectures so that they can

replay them at a later time for study purposes. Auditory learners

appreciate books on tape and may find that reading aloud will help them

to retain information. Rather than written reports, auditory learners tend

to do better on oral presentations and reports.

The best ways for auditory learner to process the information by

Telling the information loudly, Listening the voice recording, Discussing

with friends or learning group, recording an argument or statement, doing

interview; teaching someone or people, and debating with others.

a. Auditory style has some characteristics, they are:

1) Easily distracted
2) Speak in rhythmic patterns
3) Learn by listening, move lips/say words while reading
4) Dialogue both internally and externally
5) Are the chatterboxes
6) Tell jokes and try to be funny
 7) Can win spellling bees if taught Say-spell-say method
8) Are good storytellers
9) Could have poor handwriting or letter reversals
10) Know the words to several songs
11) Have poor perception of time and space
12) Have difficulty listening and taking notes at the same

time
b. There are some learning strategies for auditory style (auditory

learner), those are:

1) Allow tape recordings of books and note taking
2) Allow them to repeat out loud what you say

(whispering)
3) Help them to talk themselves through difficult concepts
4) Turn information into a song a rap
5) Play music in background during activities (not for all

activities, though)
6) Use vocal variation (inflection, pace, volume) in your

presentation
7) Teach the way you test; if you present information in a

specific order or format, test the information in the same way

8) Use callbacks, having students repeat key concepts and

directions back
9) Have students, after each chunk of teaching, tell their

neighbor one thing they learned

10) Develop and encourage students to come up with

mnemonic devices to help them remember key concepts

11) Use music pieces as cues for routine activities (e.g.,

circus music for cleanup)

12) Decrease any noise dtstractions
13) Use few, precise words while giving directions
14) Use the same words if you repeat
15) Speak directly to these children
 16) Have students say punctuation marks as they read to

develop awareness of their functions

17) Play lots of rhyming and blending games
18) Pair students with a visual learner

3. Kinesthetic style (kinesthctic learner)

Kinesthetic style is where students or learners are to do tactile

learning. This means that they learn best through moving, doing,

acting out and touching. Projects that are hands-on in nature are best

for kinesthetic learners. Kinesthetic learners tend to become frustrated

when they must sit for long periods of time. They enjoy conducting

experiments, exploring and performing tasks.

a. Kinetthetic learner has some characteristics, those are:
1) Are movers – that’s how they learn
2) Want to touch and feel everything
3) Rub hands along wall while in lines
4) Put hands on door frames and touch desks while

walking
5) Often write everyhing – might doodle often
6) Can take gadgets apart and put them back together
7) Have many “things” to play with
8) Enjoy doing crafts or other things with hands
9) Are not clumsy – good at sports
10) Maybe the children making paper airplanes
11) Stand close to people
12) Point while reading
13) Memorize by walking and seeing
14) Need concrete objects as learning aids
15) Explore new environment intensely
b. There are some learning strategies for kinestetic style (kinestetic

learner), those are:

 1) Use skits, role-playing, plays with content embedded
2) Memorize information by linking a movement to it
3) Show them how to do things
4) Allow them to sit on floor and work
5) Use props as you teach to spark curiosity and add

emphasis to key concepts

6) Create simulations of concepts to allow students to

experience them
7) Give parallel assistance, when working with students

individually, by sitting next to them rather than in front of or

behind them
8) Demonstrate concepts while allowing students to

perform step-by-step
9) Figure out ways to get the moving-movement should be

a part of every lesson

10) Provide a timer for when work/study time is over
11) Provide a quiet, calm activity after physical activity

(e.g., read aloud after PE or recess)

12) Teach addition and subtraction on the monkey bars
13) Let them clap or tap syllables or numbers
14) Create human graphs
15) Use manipulatives (files, magnetic letters, coins, etc.)
16) Use sandpaper letters, felt letters, etc.
17) Attach verbal labels on objects in classroom
c. Classification of Learning Styles
Based on Reid in Fauziati (2010: 134), summeries these ideas by

proposing three major learning styles; cognitive (field-independent/dependent

learning style, analytic/global learning style, relative/impulsive learning

style), sensory (auditory, visual, kinestetic, multi-sensory), and personality

(extroversion/introversion, tolerance of ambiguity, left and right brain

functionning).
Here, the following elaborates about the three major learning styles:
a. Cognitive Learning Styles
According to Reid (1999) cognitive styles deals with the mental

process of information. The cognitive styles classified into three points:

field-independent/dependent learning style, analytic/global learning style,

relative/impulsive learning style.

1) Field-independent/dependent learning style
According to Brown (2004) a field independent style is the

ability to perceive a particular, relevant item or factor in a field of

distracting items. This learning style enable learner distinguish

parts from a whole, to concentrate on something (e.g reading the

book in noisy train station), to analyze separate variables without

the contamination of neighboring variables.

Field dependent style is the tendency to be dependent on the total

field so that the the parts embedded within the field are not easily

perceived, although that total field is perceived more clearly as

unified whole.
2) Global or Holistic/Analytic Learning Style
This style deals with the details focus. According to Oxford

(2002) emphasized that global learners tend to like socially

interactive, communicative events in which they can emphasize the

main idea and avoid analysis on the details on the contrary with

analytic learners tend to concentrate on details and tend to aviod

more communicative activities.

3) Reflective/Impulsive Learning Style
 Brown (2004) said that reflective learning style is a typical

style that produces a slower more calculated answer. In the other

words, they tend to think systematically and be more calculated in

making decision. Impulsive learning style is the one that produces

a quick, gambling answer. Impulsive learners tend to make a quick

or gambling guess at an answer to a problem.

b. Sensory Learning Styles

Based on Oxford 2002 (in Fauziati 2010: 136) sensory learning

refers to physical, perceptual learning channels with which a learner is

most comfortable with. These can be classified three major types:

auditory, visual, and kinestetic learner.

1)Auditory Learner

An auditory learner learns best when information is presented

audit-orally or through hearing things. This means that more the

learner is able to hear the information; the easier it may be for the

learner to learn the information.

2)Visual learner

Visual learners are those who learn through seeing things. In

the other words, they learn best when information is presented visually.

This means that more of the learner is able to see the information; the

easier it may be for that learner to learn the information.

3) Tactile/Kinesthetic Learner
 Tactile/Kinesthetic learners are those who learn through

experiencing/doing things. They learn bst when the information is

presented using touch and movement. This means that more the

learners are able to touch, manipulate the materials used to present the

information, or use their body movements; the easier it may be for

them to learn the information.

c. Personality Learning Styles

Based on Fauziati (2010: 142) there are three major personality types

significant in foreign language learning, namely: extroversion or introversion,

tolerance or intolerance of ambiguity, and left/right brain functioning.

1) Extroversion or introversion
Extroversion gain their gratest energy from the external world.

They are energized being with other people. They want interaction

with people and have many friendships. According to Erhman (1999)

said that extroverts can take a lot of benefits from the following

activities: video – conferencing, face – to – face interaction, class

discussion, multimedia, chat rooms, and group work. It is contrast with

introvert, introverts derive their energy from the internal world,

seeking privacy and tending to have just a few friendships, which are

often very deep. Erhman (1999) and Oxford (2002) also said that

intovert may take benefits from activities such as individual work,

reading and writing assignments.

2) Tolerance/Intolerance of Ambiguity
 Tolerance for ambihuity is another style dimension of language

learning. It concerns the degree of which learners are cognitively

willing to tolerate ideas which are incongruent with their belief system

or structure of knowledge. Some people are relatively open-minded in

accepting ideologies, events, or facts which contradict their own

views; they are more content than other to entertain contradictory

propositions. Intolerant for ambiguity are more closed-minded and

dogmatic, tend to reject items which are contradictory with their

existing system; the wish to see every ideas fit into an acceptable place

in their cognitive organization, and if does not fit, it is rejected.

3) Left and Right Brain Functioning
The left hemisphere is associated with rational, analytical

thought, verbal, mathematical and linier processing of information.

The right hemisphere is associated with visual, tactile, and auditory

images; it is more efficient in processing holistic, integrative, and

emotional information.
B. Reviews on Visual Impairment
2. Visual Impairment
a. The Definition of Visual Impairment

Hallahan (1994: 361) said the two most common ways of

describing someone with visual impairment are the legal and educational

definitions. Legal definition depend on the measurement of visual acuity

and field of vision. A person who is legally blind has visual acuity of
20/200 or less in better eye, even with correction, or has very narrow (less

than 20 degrees) field of vision.

From the definition given by expert, it can be concluded that visual

impairment is a person who is legally blind or low vision which cannot

correct vision to within normal or near normal limits. Therefore, special

methods of teaching, learning. Adjusment of learning materials and

learning environment are necessary.

b. The Types of Visual Impairment

(Ananya: 2012) Types of visual impairment divided into two types,

those are:
1) Low visual acuity means vision between 20/70 and

20/400 with the best possible correction, or a visual field of

20 degrees or less
2) Blindness is defined as a visual acuity worse than

20/400 with the best possible correction, or a visual field of

10 degrees or less
c. The Cause of Visual Impairment.
(Hallahan: 1944: 363) The most common visual problems are the

results of errors of refraction refers to the bending of the light rays as they

pass through the various structures of the eye. Myopia (nearsightedness),

hyperopia (farsightedness), and astigmatism (blurred vision) are example

of refraction errors that effect central visual acuity. Although each can be

serious enough to cause significant impairment (myopia and hyperopia are

the most common impairments of low vision), wearing glasses or contact

lenses usually can bring vision within normal limits.

The cause of visual impairment is divided into 2; internal and

external, such as:

1. Internal Factors.
Internal factor is the cause of handicapped that

commonly come fom themselves. The marriage between a

family can cause the children born with visual impairment:

There is gen recessive that does not appear to parent can

appear in children.
2. External Factors.
The visual impairment can be caused by some diseases

such as lack of nutrition that is needed when pregnant, lack of

vitamin A, diabetes mellitus, stroke, blood high pressure,

effect of chemical and accidents.

d. The Characteristics of Children with Visual Impairment
People have different characteristics, like children with visual

impairment; they have characteristics that are different from children who

have normal vision. Children with visual impairment generally are

suspicious to others, sensitive, depending on something, blindsm,

unpretentious, like daydream, have strong imaginations, critical, and

courageous.
There are another characteristics for children with visual impairment

on their psychological and behavioral based on Hallahan and Kauffman

(1944: 366), those are:

1. Language Development
 Most people believe that lack of vision does not alter very

significantly the ability to understand and use language. They point

many studies which show that students whoa are visualy impaired do

not differ from sighted student on verbal intelligence test. Because

auditory more than visual perception is the sensory modality through

which e learn language, it is not surprising that studies have found

people who are blind to be unimpaired in language functioning. The

child who is blind is still able to hear language and may even be more

motivated than the sighted child to use language because it is min

channel through which he or she communicates with others.

2. Intellectual Ability
a. Performance on standardized intelligence tests

At one time, it was popular for researchers to compare the

itelligence of sighted peole with that of persons with blindness.

Most authorities now believe that such comparisons are virtually

impossible because finding comparable tests is so difficult. From

what is known, there is no reason to believe that individually with

visual impairment result in lower intelligence.

b. Conceptual ablities

Some important difference exist between how those with a

without sight perceive the world, most of which are due to the

difference between tactual and visual experiences. Persons who are

blind more non tactual and auditory information to learn about

world than to the sighted, who obtain a great deal of information

through sight. According to Hull (1997) in Hallahan (1944:367), a

person who is blind described it, he “sees” with his fingers.

c. Mobility
A very important ability for the successful adjusment of

many people with visual impairment is their mobility-their skill in

moving about their environment. Mobility skills depend to a great

extent on spatial ability. Mobility skills vary greatly among people

with visual impairment. A critical variable appears to be

motivation, and some authorities have noted that those who have

more residual vision and those who become frustrated by their loss

of vision and less motivated to acquire mobility skills.

d. Academic Achievement

The academic achievement of students who are blind with

sighted students must be interpreted cautiously because the two

groups must be tested under different conditions. Compared with

student who are hearing impaired is not as adversely affected.

e. Social Adjusment
An important point to keep in mind is that even though

people with visual impairment differ from the sighted in how they

interact socially, this does not mean that they are socially

maladjusted. It does mean, however, that initial interactions

between sighted and those without sight may be strained. Another

 important point is that it should not only be up those who are

visually impaired to change their ways of interacting socially.

e. The Impact of Visual Impairment on Language Skills

Student with visual impairment have difference language skills

with sighted student. Indirectly visual impairment affects on the

language skills: listening, speaking, reading and writing skills.

a. Listening

Listening cannot replace vision. Being able to recognise and

associate an object, person or action with a sound is necessary to make

meaning out of a situation. First hand experiences are essential to make

sense of a situation.

Students with a vision impairment use listening skills to:

1) recognise voices and sounds

2) gather information from verbal communication
3) select pertinent features from verbal communication
4) gather and monitor environmental information.

Gathering information through listening has limitation because of:

1) fatigue caused by concentration

2) difficulty in interpreting silences
3) the lack of other clues information is not complete.

Listening is very important to students with a vision

impairment. It provides an avenue for transmitting educational

information and is important for the student’s safety when moving

around.
 As the student progresses through school, taped information

and programs using synthetic speech are increasingly used. These

require well developed listening skills.

b. Speaking

Vision impairment has little effect on students’ language

development.

Students with a vision impairment, particularly those with no

sight, may often use verbal communication in a form that may not be

socially acceptable. Inappropriate use of language and speech is

sometimes used in an attempt to avoid silence and to keep another

person engaged and ‘in contact’. For example students may:

1) talk aloud to themselves

2) engage others in conversation with unrelated and

constant questionong
3) break into a conversation group by imposing or

introducing a
non related topic
4) continue speaking after people have left.

Where necessary, students will need some specialised

educational support to develop appropriate verbal communication

skills.

c. Reading
 Reading is an essential element for academic success. Many

students with visual impairment have difficulty in this area. The level of

near vision is a major factor in determining the choice of reading

medium, i.e. the use of print or braille. Usually, only one form is taught,

although in a few cases both may be used.

(The State of Queensland (Department of Education): 1998:

19)Many students with low vision use the same size print as their

sighted peers. Sometimes glasses or other aids are prescribed

(magnifiers or closed circuit televisions) to assist with reading and

writing.

There are some students who will need enlarged materials

because of their eye condition or who experience problems with

processing of some visual information. Some of the difficulties students

encounter are:

1) coloured print is often difficult to read

2) text over pictures is hard to distinguish
3) pictures can be too detailed and congested to interpret
4) some mathematics symbols which are smaller that

regular text
5) glare or bright light on shiny pages
6) overhead transparencies
7) printed information located in the distance
8) close working distance can cause fatigue and postural

discomfort.
d. Writing
 Some students with low vision write neatly and legibly while

the writing of others may be hard to read. Handwriting for these students

can be tiring because:

1) they have to be closer to the page and this can cause

strain to
neck and back muscles
2) hand-eye coordination takes longer.
It is standard practice to teach keyboarding in middle primary

school to avoid problems of slow and illegible handwriting and to gain a

reasonable typing speed by high school. Typing skills readily transfer to

computer work. A sloped desk or raised-top desk may be used to assist

with reading and writing activities.

For a student with low vision, copying or reading from the

board can take additional effort and time. Some students use telescopes

to read boardwork or distance materials. Other strategies can include

providing the student with a print copy of boardwork or overhead

transparencies.

C. Previous Study
In the study, the researcher found some previous study who used the

research about learning style, but actually the researcher has different focus of

the research with her. The first previous research is “An Analysis of English
Learning Style on Speaking Skill at Tenth Grade Students of SMA

Muhammadiyah 1 Klaten 2015/2016 Academic Year”. This thesis was written by

Maulvi Kusuma Nurmalasari (IAIN, 2016). The differences between the previous

study and this study is about the subject of the study. In the previous study, the

subject of study is the students at Tenth Grade Students of SMA Muhammadiyah

1 Klaten, whereas the subject of this study is the students with visual impairment

in IAIN Surakarta.
The second research is “The Implementation of English Teaching and

Learning Process to Students with Visual Impairment” was made by Afifah

Linda Sari in academic year 2012/2013. She is from Universitas Sebelas Maret.

The similarities between the previous study and this study is about the subject of

study. The differences between the previous study and this study is about the

variable of the study. In the previous study focus on teaching and learning

process, whereas in this study is about learning style.

The third research is “Education of Students with Visual Impairment in

Kenya: Trends and Issues”. This journal was written by Mary W. Kiarie from

Southern Connecticut. The similarities between the previous study and this study

is about the subject of the study. In the previous study, the subject of study is

students with visual impairment in Kenya, and the subject of this study is the

students with visual impairment in IAIN Surakrta.

Based on the research above, the researcher interested to make a similar

research about learning style. The present study deals with English learning style
of students with visual impairment in IAIN Surakarta. So, it can be said that the

presents study has the similarities and differences from the previous study above.