CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
2. Correlation between Students Learning Style and Their
variables. Before analyzed the correlation between students learning style and students achievement, the researcher collected data from students. All data collected from questionnaires and students score achievement table. Finally, data of questionnaires were being analyzed and calculated to see significant correlation between students learning style and their echievement in learning
English. Pearson Product Moment formula was used to find out the students learning style and their echievement in learning English through the data which have been obtained. After being calculated the correlation coefficient was 0.334. It lied on 0.20-0.399 that was classified low correlation.
The related finding based on the result of the research, the researches found that the most dominant students learning style was Auditory Learning Style so the researches concluded that the successrate of students in learning process was highly determind by the students learning style and how the processed in receiving the material in the class, as already explained by De Porter and Hernacki that Auditory Learning Style is a learning by listening. It means that the students tend to learn through listening media. This is evidenced by the result of the questionnaire that has been given to the students where the most dominant learning style was Auditory Learning Style.
Based on the explanation in chapter 2, De Porter and Hernacki also mention the characteristic of students Auditory Learning Style they are: 1) Talk to your self while working; 2) Easily disturbed by the commotion; 3) Move lips and say the words in the book while reading; 4) Feeling difficult to write but clever in telling stories; 5) Prefer to verbal jokes rather than comics; 6) Speak in patterned rhythm; 7) Learn by listening and remembering what is being discuss and explain things at length; 9) Can mimic the color, rhythm, tone of voice, and others. Four of the characteristic above also on the questionnaire, they are: 1) I move my lips or pronounce the words while
reading; 2) I think writing is difficult but I am good in speaking; 3) I easily remember what the teacher said; and 4) I easily remember the lesson given orally.
The results of this study are in line with previous studies that examined the correlation between learning styles and students achievement.
The results of previous studies that examined the correlation between learning styles and learning outcomes include: research conducted by Astindari shows that there is a positive correlation between learning styles and learning outcomes. A similar study also conducted by Pujiarti revealed that there was a positive and significant correlation between learning styles and learning achievement in fifth grade students of SD Negeri Experiment 4 Wates Kulon Progo. Other research conducted by Kasmirawati shows that there is a correlation between learning styles and student achievement. The results of a similar study conducted by Yurdin revealed that there is a relationship between learning styles and learning outcomes. Research in line with that conducted by Markovic and Jovanovic shows that learning styles significantly influence learning outcomes. Furthermore, Suyanto states that learning styles influence learning outcomes.
The above interpretation is in accordance with the opinion of Purwanto who suggests factors that influence learning outcomes, which are classified into two groups, namely (1) the factors that exist in the organism itself are also called individual factors and (2) existing factors outside of individuals called social factors. Wulandari states the factors of learning
habits possessed since childhood, where in the first year of high school education is usually still traditional. Information is mostly given only visually or auditory, so the habit of obtaining this information will cause students to be more patterned with visual or auditory learning styles. They will bring visual or auditory learning habits when they enter the higher education bench.
Another possibility is from external factors, namely the existence of an education system in Indonesia currently patterned more on the delivery of theory, as well as with the exams given more referring to mastery of the theory. In addition, there are factors in facilities, facilities to support the teaching and learning process (PBM), curriculum, instructional methods which are more conditioned to learn Visually or Auditoriously. As De Porter, et al. have stated that in reality we have all three learning styles, namely visual, audio and kinesthetic, only one learning style dominates them. From these results we know that in fact we are more likely to use just one learning style and all learning styles possessed by students have equal opportunities to obtain good learning outcomes. In this relationship in our opinion, this is what makes the reason why the results of this study reveal the correlation between learning styles and learning outcomes.
Learning style is one of the factors that can affect students achievement, although the correlation was low, but student learning styles are still important to be considered by each teacher.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
Based on the previous chapters, in this chapter the researcher gives some conclusions. It also provides the suggestions for both teachers and students involved in the teaching and learning process, in term of developing level of students learning style and students‟ achievement.
A. Conclusions
As the data presented and discussed in the chapter four, the researcher concluded this research as follow:
1. Based on the result of questionnaire, the most dominant students choose Auditory Learning Style as their learning style. So it could be provided by the students learning style at the Eleventh Grade Students of SMA Somba Opu was Auditory Learning Style.
2. Based on the result of using Pearson Product Moment formula the researcher found that there was low correlation between students learning style and their achievement in learning English at the Eleventh Grade Students of SMA Somba Opu. It was found that r analysis was 0,334, it lied on 0.20-0.399 which was interpreted as low correlation.
B. Suggestion
As the data presented in the chapter four, the researcher gave the suggestion for students especially at the Eleventh Grade Students of SMA Somba Opu, English teacher, and researches as follows:
1. From the results of the study, the researcher found that there was low correlation between students‟learning style and students achievement in learning English. For that, the researcher suggest that teacher pay more attention to the students learning style especially Auditory Learning Style in the classroom so that students grades increase when appropriate learning style are applied.
2. The researcher suggest to students when learning are ongoing, show your ability to adapt to the learning process with learning style that you think are very suitable, so the results can be what you expect.
3. The reseacher suggest to another reseachers who want to know how about to determined the sudents‟ learning style related to the sudents‟
achievement, the researcher hopes this thesis would become one of reference to improve the the knowledge related to learning style method.
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APPENDIX 1
QUESTIONNAIRE ABOUT STUDENTS LEARNING STYLE
Name :
Class :
Attendance number :
INSTRUCTION
1. Write your name, class, and attendance number in the upper left corner 2. Give cross (X) on the choice that suits with your situation
3. Your answer will not affect your value
4. Thank you for your willingness to fill this questionnaire
NOTE:
SA : Strongly Agree A : Agree
U : Undecided D : Disagree
SD : Strongly Disagree
No. STATEMENTS OPTION
SA A U D SD
1. I better remember what is seen than what is heard
2. I prefer reading than people read to me 3. I like to write the instructions that delivered
to me
4. I learn the teaching materials by reading
and summarizing.
5. I am easy to understand lessons when using media images, posters, videos, and so on.
6. I enjoy doodling on my book when learning are ongoing.
7. I mark important parts of teaching materials using different colors.
8. I move my lips or pronounce the word while reading.
9. I like to read aloud and listen
10. I think writing is difficult but I am good in speaking.
11. I easily remember the lessons given orally 12. I like if the teacher gives an oral test rather
than writing test.
13. I easily remember what the teacher said 14. I don‟t like writing task.
15. I memorize the teaching materials while walking.
16. I use a lot of body language when explain something.
17. I move the pen, finger, or leg when listening.
18. I easily learn while practicing/doing.
19. I usually use my finger to point the sentence that I read.
20. I am not skilled in giving verbal explanations or directions
APPENDIX 2
THE RESULT OF STUDENTS’ LEARNING STYLE QUESTIONNAIRE AT THE ELEVENTH GRADE STUDENTS OF SMA SOMBA OPU
Respondent Question Number
Score
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 4 4 3 4 3 4 3 4 4 3 4 4 3 4 3 3 4 3 4 3 71
2 5 5 4 5 4 2 4 5 4 3 4 3 4 4 4 5 3 4 5 4 81
3 3 4 5 5 3 4 4 5 4 5 4 4 5 5 5 4 3 4 3 4 83
4 4 3 5 3 5 3 4 5 5 5 5 5 4 3 4 4 3 4 4 1 79
5 5 4 4 5 4 4 3 5 5 3 2 4 3 3 4 4 4 3 2 3 74
6 5 4 3 3 2 3 3 5 4 5 5 4 5 5 2 4 5 5 5 5 82
7 3 3 4 3 5 2 4 5 4 3 4 2 4 5 5 4 5 4 5 4 78
8 4 4 3 4 3 3 4 4 4 4 3 5 4 5 5 4 5 4 4 4 80
9 5 5 4 3 4 3 4 5 5 4 5 5 4 3 4 3 4 4 2 3 79
10 3 3 4 4 4 2 4 4 5 3 4 5 4 5 3 4 5 4 4 4 78
11 5 5 4 4 4 3 4 5 4 3 4 4 3 4 5 4 4 3 3 3 78
12 5 4 3 3 3 3 1 5 5 4 4 5 4 5 5 2 5 5 5 3 79
13 5 4 5 4 3 3 4 5 4 4 4 5 4 5 5 3 4 4 4 3 82
14 4 4 4 4 5 3 4 4 4 4 3 4 3 3 4 3 4 2 3 4 73
15 5 5 3 4 5 4 5 5 3 3 4 4 3 4 2 4 4 3 4 4 78
16 4 5 4 3 4 3 4 3 4 4 5 5 5 3 5 4 4 3 4 4 80
17 5 4 4 4 5 3 4 5 4 4 4 5 3 5 4 4 5 4 4 4 84
18 5 4 5 3 5 4 5 4 4 2 5 5 4 4 2 5 4 3 3 4 80
19 5 3 4 5 3 5 3 5 4 5 4 5 5 5 3 2 4 3 4 5 82
20 4 3 3 3 2 5 4 4 3 5 4 5 5 5 4 5 3 4 3 5 79
21 5 4 4 2 5 4 4 3 5 4 4 4 2 2 5 4 5 3 4 4 77
22 4 4 3 3 3 3 3 4 4 4 4 4 4 5 3 3 4 4 2 3 71
N=22
Total Score 1728
Mean Score 79
Category Good
APPENDIX 3
STUDENTS’ SCORE ACHIEVEMENT
No. Students‟
Students‟ Achievement Mean Score
1 2 3
1. Muh. Farid Ikhsan 80 75 75 77
2. Al-Muspaina 80 80 80 80
3. Muh. Arya 80 80 70 77
4. Dewa Putra Alamsyah 76 78 80 78
5. Resky Fitria Ramadhani 76 78 77 77
6. Muh. Iswady Saputra 82 84 83 83
7. Sutanzhu 77 77 80 78
8. Siti Erja Zarkasi Kasyim 80 81 82 81
9. Rika Aprilia 82 84 83 83
10. Nuraeni 90 75 80 82
11. Khusnul Hatimah 80 85 75 80
12. Winni Lidya 85 80 78 81
13. Husna 80 80 80 80
14. Samsul Alamsyah 80 80 75 78
15. Abdul Jalil 75 75 80 77
16. Devi Sulastriani 85 80 75 80
17. Putri Aprilia 80 75 85 80
18. Fahri 75 75 75 75
19. Nurul Anbiya 75 75 75 75
20. Asriani 75 75 75 75
21. Muh. Rafli 75 85 80 80
22. Putri Ramadhani 80 75 75 77
N=22
Total Score 1734
Total Mean Score 79
Category High
APPENDIX 4
THE SCORE OF SUDENTS’ LEARNING STYLE AT THE ELEVENTH GRADE STUDENTS OF SMA SOMBA OPU
Respondents Score Category
1 71 Good
2 81 Very Good
3 83 Very Good
4 79 Good
5 74 Good
6 82 Very Good
7 78 Good
8 80 Good
9 79 Good
10 78 Good
11 78 Good
12 79 Good
13 82 Very Good
14 73 Good
15 78 Good
16 80 Good
17 84 Very Good
18 80 Good
19 82 Very Good
20 79 Good
21 77 Good
22 71 Good
Total 1728
Mean Score 78.54
APPENDIX 5
THE SCORE OF STUDENTS’ ACHIEVEMENT AT THE ELEVENTH GRADE STUDENTS OF SMA SOMBA OPU
Respondents Score Category
1 77 High
2 80 High
3 77 High
4 78 High
5 77 high
6 83 Very High
7 78 High
8 81 Very High
9 83 Very High
10 82 Very High
11 80 High
12 81 Very High
13 80 High
14 78 High
15 77 High
16 80 High
17 80 High
18 75 High
19 75 High
20 75 High
21 80 High
22 77 High
Total 1734
Mean Score 78.81
APPENDIX 6
THE CORRELATION BETWEEN SUDENTS’ LEARNING STYLE AND STUDENTS’ ACHIEVEMENT AT THE ELEVENTH GRADE
STUDENTS OF SMA SOMBA OPU
Respondents X Y XY X2 Y2
1 71 77 5467 5041 5929
2 81 80 6480 6561 6400
3 83 77 6391 6889 5929
4 79 78 6162 6241 6084
5 74 77 5698 5476 5929
6 82 83 6806 6724 6889
7 78 78 6084 6084 6084
8 80 81 6480 6400 6561
9 79 83 6557 6241 6889
10 78 82 6396 6084 6724
11 78 80 6240 6084 6400
12 79 81 6399 6241 6561
13 82 80 6560 6724 6400
14 73 78 5694 5329 6084
15 78 77 6006 6084 5929
16 80 80 6400 6400 6400
17 84 80 6720 7056 6400
18 80 75 6000 6400 5625
19 82 75 6150 6724 5625
20 79 75 5925 6241 5625
21 77 80 6160 5929 6400
22 71 77 5467 5041 5929
N = 22 ∑X =
1728
∑Y = 1734
∑XY = 136242
∑X2 = 135994
∑Y2 = 136796
APPENDIX 7
PEARSON PRODUCT MOMENT CORRELATION
2 2 2 2
( )
[ ( ) ][ ( )
xy
N XY X Y
N X r
X N Y Y
2 2
22.
[22.135 1 136242
8
(1728.
[
1734)
994 ( 72 ) ] 22.136796 (1734) r
xy
2997324 2996352
(2991868 2985984)(3008192 3006756)
r
xy
972
(5884)(1436) r
xy
972 8449242 r
xy
972 2906.758 r
xy
0.334 r
xy
APPENDIX 8
CRITICAL VALUES FOR PEARSON PRODUCT MOMENT CORRELATION COEFFICIENT
df = n – 2
= 22-2 = 20
df Level of Significance
5 % 1 %
1 0.997 0.999
2 0.950 0.990
3 0.878 0.959
4 0.811 0.917
5 0.754 0.874
6 0.707 0.834
7 0.666 0.798
8 0.632 0.765
9 0.602 0.735
10 0.576 0.708
11 0.553 0.684
12 0.532 0.661
13 0.514 0.641
14 0.497 0.623
15 0.482 0.606
16 0.468 0.590
17 0.456 0.575
18 0.444 0.561
19 0.433 0.549
20 0.4223 0.537
25 0.381 0.487
30 0.349 0.449
35 0.342 0.418
40 0.304 0.393
45 0.288 0.372
50 0.273 0.354
60 0.250 0.324
70 0.232 0.301
80 0.217 0.283
90 0.205 0.267
100 0.194 0.254
(Gay in Hardianti, 2015: 77)
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