The Effect of Learning Styles to Build Learner Autonomy

The purpose of this study was to investigate the effect of fielddependent and field-independent cognitive learning styles on learning achievement and the relation between cognitive learning and gender. The subjects were SMU students of Social Science (IPS) and Mathematics and Natural Science (WA) classes of SMUK Triyana. The scores of summative test of several school subject matters were used as the data. The results show that cognitive learning styles do not have any effect on the students' achievement on History subject matter. However, cognitive learning styles influence English learning. This study also shows that gender does not affect achievement.

In the 13th century Thomas from Aquinas succeeded in convincing the church to accept divergent thinking which opened wide opportunities for scientists to exercise their intellectual faculties to explore new fields in science.In the 16th century Sir Francis Bacon from England introduced to the world the scientific approach to investigate environments, thus he provided the foundation for the development of systematic teaching methodology in the future.
Advancement in the sense of thinking process and efficient teaching methodology was progressing very slowly indeed.It took approximately two thousand four hundred years for the teaching n-rethodology to develop into a discipline of science.Only for the last 25 years has the science of teaching rnethodology shown some satisfactory result within short periods.
Nevertheless as a discipline of science, teaching methodoiogy cannot imprcve faster than our understanding about the learning process.Except teaching rnethodology other factors contribute to the success of the teaching-learning process, o. a. the factor of the le:rner himself, namely $he types of ccgnitive leaming styies and the treamer autanorny.The existence of cognitive learning styles has been acknowledged and its relationship with as well as its effect on the surrounding variables Frave been investigated scientifically.How successful the role of the teacher is in promoting autonomy in his class, say Bngiish language class, rnay depend among others how far the teacher can recognize the cognitive learning styles of his students.
The fact that people differ frorn each other on a number of dimensions might not be taken into serious consideration.The difference in physical strength, age, gender, and maturity rnay easily be detected and be clearly recognized by every body.Even the difference in talent or basic competence can be known due to the observation by novelists, philosophers and poets long before the existence of scientific psychology.Some differences found in people may be due to unique leaming history.
Whatever the source of those difference may be, they have a sound impact on the methodology one designs the system of learning.
One of the differences among the students is their entry behavior.What is meant by entry behavior here is a set of skills and learning procedures the students take with them into their learning situation.
Learning procedure here refers to prior learning experiences the students take with them into their new situation.For example, a student has to l2O 'lLI.'l.lN Jounuil, Vtlunte Xll Nunrher l, I;rhruurv 20Ol solve a long series of division problem, he has a capability in rernembering a whole set of multiplication table which come in handy, this ability to remember the multiplication table is called learning procedure.
If we pay careful attention to a number of people studying any assignments, it is obvious the difference in each of their performances.Some people work faster than others; for some it takes longer time to study the material; sorne make fewer mistakes, etc.Such serious performances might be because of some factors such as, for example, heterogeneous learning procedure in the past or diversified maturity.
Besides, differences in performance might be also due to inherent basic capacity and competence.Some students are smarter than others or they may have special talents such as in music or mathematics.Those special talents enable those students to be more apt to gain certain skills than other students.
Nevertheless, certain capacity will be lost through inactivity, it should be practiced again and again in order to develop.Ttris capacity is learner autonorny, namely a capacity for detachment, criticai reflection, decision making, ancl independent action (Little, 1991).Students should be encour- aged to take responsibillty for their own work, by being given some control over what, how aiid wLren they learn.Such studenis are more likely to be atrle to set realistic goals, pian programrnes eif worlr., develop strategies for coping with new and unf,oreseen situations, evaluate and assess their own work and.generally, to leam how to learn from their own successes and failures in ways which will help them to be more efficient learners in the future.All these wiii be much easier if the students (as well as the teachers) know their own cognitive learning styies and what effect they have on their acadernic achievement.
According to Based on all the discussions above there arises several questions which can be turned into research questions or research problems; they are as follows: Iid(1tt, lh( IilJtcl ttl l.rttrning.\/-yl.r ,., Ilutltl Lrrtrrtirrl4 Anlrtrrlrtrt lll l.Is there any different effect on the students' achievcment bctwccrt those whose cognitive leaming style is field-dependent and tltosc whose cognitive learning style are field-independent?
2. Which cognitive learning style has greater effect, that of field- dependent or that of field-independent? 3. Is there an interaction between cognitive leaming styles and gender'/ The main objective of this study is to get ernpirical data on the solution of the problems stated above, namely whether there is ir significant effect on achievement between students who are field-dependent and field-independent b-v taking gender into consideration.The rcstrll of this study will become one of the irnportanf factors to a successl'ul autonomous learning.

TT{EORE:TXCAL FRAMFX/YORK
Cognitive learning styles can make a difference in student's acadernic perforrnance.Clnce, an educational specialist said that in ttre tr960s whctt there vras a child that did not $/ant to learn, the teachers and the school counseiors tend to focus their attention on the child's intelligence, cmo- {ionai condition, and spiritual conftrict as the main rfason for his unwillingness to learn.They rvere not looking for other facfors that rnay causc (for example the cognitive learning style) the child not to want to learn.Two students having equal intelligence test scores could do their assign- ments with different cognitive style of learning.In his book Apllying Educational Psychology Dembo (1991) wants to show that a certuin cognitive learning factor has more influence on achievement rather than intelligence.
This cognitive leaming styles has an important implication for thc student-teacher interaction as well as for determining the methodology going to be implemented.If teachers are willing to spend rnore time studying thoroughly about this cognitive learning styles, there will be more opportunities to develop specific material and teaching procedure for certain students.Designing a teaching-learning procedure based on cog- nitive learning styles is a good example of adjusting to students' differ- ences in order to produce a more effective result.
One dimension of cognitive learning styles that has been studied most often is the field-dependent and field-independent.This dimension serves as a standard how far students can cope with the influence of some elements, such as background/environment (the field) that rnay dcviate if they try to distinguish aspects which are relevant to certain situation.The more detached a student is from things that can detract hirn, the more analytic he is and the more he is independent from the field or his environment.The more dependent one is or the more he cannot detach himself from things that trouble him, the more helpless he seems and the more he is dependent on his field surroundings (Dembo, 1991).
In his article Stipek and Weisz (1994) show some characteristics of people who are field-dependent and those who are field-independent.People who are field-dependent pay very rnuch attention to the society that surrounds them and they are dependent on other people in adopting their attitude and belief.It can be seen frorn them that they are very sensitive towards the surrounding society.On the ottrer hand those who are field-independent show greater interest in abstract aspects and atrl kinds of stimulus otrjectives.These two types of people react differently towards their surroundings and environments.
Ware and l-ee (1995) also discuss the consequences of the different *rientation between the two types of people that have diff'erent cognitive leaming sfytres in reference to the teaching-learning material preferred by each type respeelively.Frurthemnore they snid there was no significanf data showing that there was a difference in achievernent between those who have freid-dependent cognitive learning style and those who have field-independent cognitive learning style in general knowledge and rote learning.Although it seerned that they reacted towards a different stirnulus: peopie who have field-dependent cognitive learning styie are better in leaming and rernernbering objective material (Dernbo, 1991).
Another difference between those two types of cognitive leaming styles is the fact that sociai reinforcement has a greater impact on people who are field-dependent rather than on those who are field-independent.Usually the teachers sey that students react differently towards praise and reproach.Whether a student needs social reinforcement or not may depend on his cognitive learning style, either field-dependent or field- independent.
Students wittr those two cognitive learning styles react in various ways towards the teaching-learning material from the aspect of its organization.If the material is not neatly organized yet, the students should arranged it.Field-independent students are more competent in mastering the organization needed to arrange the teaching-learning mate- Ilrrtnu, Ihe liJJi'rl rtJ ltanting Slyl(s l(, Iluild Irurning Auton.,ntyl?'l rial.If the material has already been neatly organized, then the learning competency for both leaming styles (field-dependent and field-indepen- dent) students are equal.
An important aspect in reference to the dimension of this cognitive learning style is that it is very much influenced by culture.In line what Stipek (1994) stated field-dependent comes from the experience of respecting other people's customs and habits in the society, from the feeling of being protected and the existence of a close relationship between rnother and child.Ramirez and Price-Williarns (1991) showed that Mexican-Arnerican children are more field-dependent, while the Euro-American children axe rnore fi eld-independent.
According to Cohen the greater part of the school environment reflects fi eld-independent style Consequently Mexican-American children and other children who are used to the field-dependent environment will find rnuctr difficulty in adapting themselves to the school environment.Ramirez anrJ Castaneda are of the opinicn tl'rat the teachers should help Nhose children in cleveXoping into two-fold cognitive style, narnely fleld- dependent style as well as field-independent style lDembo, 1991).Witkin anc! friends deveioped a set of test whlch they called field- dependence" Students who are field-dependeret depend very much on their surroundings (usualiy what is real).Witkitt's set of test is to measure the dirnension of field-dependent" Frorn Witkin's test if it is obvious that someone has a field-independent cognitive iearning style, then he has a tendency to be more independent in society (Hagen and Thorndike, 1994).
The difference in gender within the cognitive scope seems to be very small, as was revealed by many results of researches.Although in matters of general intelligence and general knowledge there is no differ- ence between maie and female students, the girls are rnuch better in doing verbal assignments and the boys are more excellent in mathematics and visual-spatial assignments.ln reference to standard achievement tests the girls have got higher scores than the boys in subject matters that have some relation with verbal competence, swiftness of perception, and accnracy; while the boys are much better than the girls in subject matters that use reasoning abilities and spatial skills.In the elementary schools the girls are much better in achievement that the boys, but when they are in high schools the boys are better that the girls.More boys than girls do not like to read, those boys form a 75 Va-85 7o of the children who cannot read in the senior high schools (Dembo, 1991).
Concerning the personality of the children, the girls are in general more dependent and have a higher anxiety level, while the boys are more aggressive and have a high expectation for success.The difference between male and fernale in reference to aggressiveness and expectation for success is a finding that determines those two characteristics.
Referring to dependence and anxiety there is no understanding among the researchers.In an unpublished article there was written that concern- ing dependence and anxiety the girls consistently achieve higher that the boys.However, there are no data stating that the boys are less dependent and less anxious than the girls, it was only stated that the boys consistently are less dependent and less anxious.The relationship between those above personal characteristics and intellectual performance differ between boys and girls.For example, a feeling of shyness, being careful and other components concerning anxiety are positively correlated with IQ of the boys but not with that of the girls.
Most psychologists and sociologists look at the difference of gender frorn the point of role training and social expectation.Since at the age of 2 or 3 years the boys ancl girls have had a dil'ferent attitr.rdeand a different interest, whicle are then influenced and reinforced by the parents.
It seems that the acadernic perforunance and motivation of the boys are contradicting to thcse of the girls in the elementary schoois, high schcols and college level.In general the boys experience difficulties in the elementary schools.In line with the teachers' reports the boys in the eiementary schools are more aggressive, show worse academic perfor- mance, have lower level of frustration and boredom, show higher level of activity, and have shorter concentration span than the girls (Dembo, 1991).
At the early stages in high school the boys show a better academic performance than the girls.Being successful in choosing a vocation has become an important component to show his identity as a male being for the boys, and the adolescent boys are more interested to master subject matters that are related to vocational purposes.

RESFARCIIMETHOD
This is an ex post facto study as the variables under investigation cannot be manipulated.The variables under study are as follows: Riltna, 'l'he Efli'ct of Lroming Stylrs ut lluill Intntinlq Att.,ttt'ttty 125 f .independent variables : cognitive learning styles, namcly l'iclcl-tlcpcrr- dent & field-independent 2. controlled variables : gender: male & female 3. dependent variable : academic achievement Populatian.The population of this study is SMU students of IPS classes(Social Science Classes) and of IPA classes (Mathematic and Natural Science Classes).The reason why those two kinds of classes arc chosen is because some subject matters are given in both kinds ol classes.
Sample.The sample in this study are SMU students of IPS and II'}A classes level 3, "SMUK TRIYANA" Sampling technique.The sampling technique employed is randorn' l'hc ciass it self is an intact group.
Desigru.The independent variabies in this study cannot be manipulalecl; as sllch there was no treatment for thern.Tire statistical analysis erlployed is 2 X 2 ANCIVA, namely cognitive leaming styles ({'icltl- independent or FI >< field-dependent or FD) and gender (male >< female)" 2 X 2 ANOVA CLS FI/IFA FDiIPS GENDER Note : FI = Field-independent/IPA (m1) FD = Field-dependent/IPS (m2) Instrument The research instrument is the summative test at the end of the schoolyear.
Scope of the study.This study covers only the achievement of level 3 M F SMU students, i.e. those of IPA classes (field-independent) and those of IPS classes (field-dependent) within the scope of two cognitiYe styles, namely field-independent and field-dependent coveringboth male as well as female students.The subject under study are History, a content subject, and English, a skill subject.

I{YFOTTIESNS
In reference to the theoretical framework and as a tentative answer to the research problems, some hypotheses are deducted as follows: 1.There is a different effect on the achievement of students who have field-dependent cognitive learning styie and those who have field- independent cognitive learning style.
2. Field-independent cognitive learning style has greater effect on the acadernic achievement of students.
Dembo, 1991).Based on this definition this Ildnu, The ElJbcr oJ' Leunriulg Stylts nt lluild Intrninll Autonony 127 study includes students who are from Social Science classes (IPS) to those who are field-dependent.
Field-independent people can overcome the influence of all kinds of (back-ground/surrounding/freld) elements that detracted them.These people like to work as astronomers and engineering, that does not always need to work with other people.The academic fields that these persons choose as their preference is mathematics and physical social sciences that emphasizes on objectives and abstraction.Based on this explanation this study includes students from the Mathematics and Natural Science ciasses (iFA) as field-independent.
Learner autonomy is a matter of explicit on conscious intention: the learner must at least take sorne of, the initiatives that give shape and direction to the learning process, and must share in monitoring progress and evaluating the extent to which leaming targets are achieved.

RESUI-:T OF ffiEST]UI}Y
The result of the stuciy is discussed below" beginning with the description of the data: Description of data: Swl$ect mstter: Englisla From the tabulation of the obtained data it turned out that: the Mean sr;ore of the FI (field-independent) students = 7. 846, while the Mean score of the FD (field-dependent) students = 7.192"We can see that the FI students have obtained higher mean score than the FI students, though the difference is not much.
The Mean score of the M(ale) FI students = 7.769 The Mean score of the F(emale) Ftr students = 7.923The Mean score of the M(ale) FD students = 7.077 The Mean score of the F(emale) FD students = 7.308 We can see the difference of mean scores among those four groups, however the significance of those differences has still to be statistically tested by employing the 2 x 2 ANOVA statistical analysis.

Swbject matter: History
From the tabulation of the obtained data it is shown that: The Mean score of the FI students = 6.982 The Mean score of the FD students = 6.615 As the case is with English, in this subject matter (History) the FI students Learning Style and Gender) is retained.In other words it can also be said that gender does not have any influence on students' achievement.
Subject malter: History Concerning History the result of the analysis is a bit different from English.The analysis of the History data revealed that all the three null hypotheses are retained.This means that there is no effect on the achievement of FI as well as FD students.In other words, in History the cognitive leaming style has no effect on achievement.DTSCUSSION tsased on the data analysis for the subject matter English, one of the three hypotheses is rejected, while for the subject rnatter History all three hypotheses failed to be rejected.Probably, the reasons why the null hypotheses failed to be rejected is trecause: 1" There was an effor in the sampling technique.The sehool used as sample, "SMUK TRIYANA", is a good school,that is to say the stridents are very disciplined.Enroltrmerit of the students are very strict and the headmasters as well as the teachers follslw the regulation and so do the students.These factors migttt be the cause that the students are almost hornogenous.History is a content subject and English is a skill subject.Frcm the data analysis it was revealed that concerning the subject matter English, the FI students had higher achievement than the FD stu- dents.The FI students are students from IPA classes who are used to handle mathematical problerns everyday.Most probable there is positive correlation between the achievement and mathernatics.As for the subject matter History, which is a content subject, the achievement between the FI and FD students are the same.
The sample in each group is mot much, only 13 students.That there was no effect of gender on achievement is in line with the data revealed by Good and Brophy (1995).They said that there was an improvement on the effort of abolishing the notion that there had to be made a difference between male and female in society.Also Feingold (1992) has made a conclusion that the great difference in participation between male and female has disappeared these last years.
l-]0 7'l:l'l"lN Journul, Wtlunc Xll Nuntlxtr I, l,ebruury 2&)l CONCLUSION It is revealed in this study that cognitive learning style, namely field- independent and field-dependent, does not have any effect on the achievement of students in History (subject matter); on the other hand it has an effect on English (subject matter).As for the variable gender, it has no effect on students' achievement.
The result of this study might be one of the factors to be taken into consideration by teachers if they want to apply learning autonomously in their classes.As they can take measure which students to encourage, how far to encourage, and how to encourage so that ieamer autonomy can be promoted in the class.

RECOIVIMM{DATION
In reference to the result of this study, it would be much better to have a replieation of this research: : Int.CLSX G *.A Ho: Int.CI-SXG =0 Level of Confidence cr alpha = 0.05 Note: mr = mean score of achievement of students who are field-inde- pendent fl, = mean score of achievement of students who are field-dependent CLS = cognitive learning style G = gender DEFIMUON OF TERNIS Field-dependent people work more globally and easily detracted by all kinds of background/surrounding elements.They are attracted to other people, like to work as teachers.Like to work that involve other people,