Teaching writing by using Visual, Auditory, Read/Write, And Kinesthetic (VARK) learning style in descriptive text to the seventh grade students of SMPN 2 Jiwan

Ilham Nugroho Hanurawan


Writing is one of the English skills. Teaching writing is a process to improve students' ability to write in English correctly. Descriptive text is text used to describe a person, place or object. The difficulty experienced in teaching writing through descriptive text is the lack of attention of students towards the explanation given by the teacher. To overcome this, researchers applied VARK learning style to teaching writing. VARK learning style is a learning style using all five senses to get information or knowledge in the teaching and learning process. This study aims to explain the application of VARK learning style in teaching writing through descriptive text. The procedures for applying VARK learning style in teaching writing through descriptive text are: (1) The teacher explains the meaning, patterns and characteristics of descriptive text languages, (2) The teacher asks students to make small groups, (3) The teacher gives examples of descriptive texts, ( 4) The teacher gives questions in the form of pictures to students and asks to make descriptive texts, (5) The teacher asks students to show the results of students' work in front of the class. Based on this research, it can be seen that the advantages of VARK learning style is that it can increase student learning interest, student enthusiasm and reciprocity between teacher and students.

Full Text:



Anderson, M. (1998). Text types in English. Nationaly Library of Australia: Mcmilan.

Bogdan, R., and Biklen, S.K. (2007). Qualitative Reseach for Education. Syracuse University: Pearson.

Creswell, J. W. (2007). Qualitative Inquiry & Research Design. United States of America: Sage Publications.

Douglas, B. (2000). Teaching by Principles an Interactive Approach to Language Pedagogy, second edition. San Francisco: Longman

Fleming D, Neil. (2001). Not Another Inventory, Rather a Catalyst for Reflection. New Zealand: University of Nebraska

Harmer, J. (1998). How to Teach Writing. Edinburgh Gate: Longman.

Harmer, J. (2004). How to Teach Writing. Edinburgh Gate: Pearson Longman

Hyland, K. (2003). Second language Writing. New York: Cambridge University Press.

Jackson. (2004). Learning Styles and Pedagogy in Post-16 Learning. Trowbridge, Wiltshire: Learning and Skills Research center.

Kothari, C.R. (2004). Methods &Techniques, Second Edition. New Delhi: New Age International Limited.

Kane, T. (1998). OXFORD essential Guide for Writing. New York: Berkley Books New York.

Miles, M., and Huberman, M. (1994). Qualitative data Analysis. California: Sage Publications.

O’malley, J. M. (1996). Authentic Assessment for English Language Learner. United States of America: Longman

Spring, S. (2001). Perspective on Physician Assistant Education vol 2. Cambridge: Cambridge University Press.

Yin, R. K. (2011). Qualitative Research from Start to Finish. New York: The Guilford Press

Article Metrics

Abstract has been read : 640 times
PDF file viewed/downloaded: 0 times

DOI: http://doi.org/10.25273/etj.v5i1.4721


  • There are currently no refbacks.

Copyright (c) 2019 English Teaching Journal : A Journal of English Literature, Language and Education

ETJ Stats


English Teaching Journal: A Journal of English Literature, Language and Education indexed by:

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.