The Influence of Blended Learning and Visual, Auditory, Kinesthetic (VAK) Learning Styles on Students' Speaking Skills in Class XI English Language Learning

113

Vol 8, No 2, Oktober 2023, pp. 113-125

https://doi.org/10.17977/um039v8i22023p113 pISSN: 2548-9879 (print) eISSN: 2599-2139 (online) http://journal2.um.ac.id/index.php/edcomtech

The Influence of Blended Learning and Visual, Auditory, Kinesthetic (VAK) Learning Styles on Students' Speaking Skills in Class XI English Language Learning

Khopiya Nida¹*, Yayat Ruhiat², Isti Rusdiyani³

1,2,3Pascasarjana, Universitas Sultan Ageng Tirtayasa, Jl. Raya Jakarta Km 4 Pakupatan, Kel. Penancangan, Kec.

Cipocok Jaya, Kota Serang, Prov Banten, 42124, Indonesia.

Email corresponding author*:piyanida0797@gmail.com

Article Info Article history:

Received 28-08-2023 Revised 12-10-2023 Accepted 02-11-2023 Published 20-11-2023

How to cite:

Nida, K., Ruhiat, Y., & Rusdiyani, I.

(2023). The Influence of Blended Learning and Visual, Auditory, Kinesthetic (VAK) Learning Styles on Students’ Speaking Skills in Class XI English Language Learning.

Edcomtech: Jurnal Kajian Teknologi Pendidikan, 8(2), 113–125.

https://doi.org/10.17977/um039v8 i22023p113

© The Author(s)

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

Abstrak

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh blended learning dan gaya belajar visual, auditory, kinestetik (VAK) terhadap keterampilan berbicara siswa saat belajar bahasa Inggris. Metode penelitian yang digunakan adalah penelitian eksperimen. Desain eksperimen yang digunakan adalah desain faktorial, sedangkan penelitian ini menggunakan non-equivalent control group pre-test.

Hasil penelitian menunjukkan bahwa: (1) Terdapat perbedaan kemampuan berbahasa Inggris siswa yang diajarkan melalui blended learning dan online learning; (2) Terdapat pengaruh timbal balik antara model blended learning dan online learning serta pembelajaran visual, auditori, kinestetik (VAK) terhadap kemampuan berbahasa Inggris siswa; 3) Terdapat perbedaan kemampuan berbahasa Inggris antara siswa yang diajar dengan blended learning dan pembelajaran online dengan pembelajaran visual; (4) Terdapat perbedaan kemampuan berbahasa Inggris antara siswa yang diajar melalui teknik blended learning dan pembelajaran online, dengan siswa yang mendapat pembelajaran auditory. 5) Terdapat perbedaan kemampuan berbahasa Inggris antara siswa yang diajar melalui metode blended learning dan pembelajaran online dengan siswa dengan gaya belajar kinestetik.

Kata kunci: blended learning, gaya belajar visual, auditory, kinestetik, keterampilan berbicara siswa

Abstract

The aim of this research is to determine the effect of blended learning and visual, auditory, kinesthetic (VAK) learning styles on students' speaking skills when learning English. The research method used is experimental research. The experimental design used was a factorial design, while this research used a non-equivalent control group pre- test. The research results show that: (1) There are differences in the English language skills of students who are taught through blended learning and online learning; (2) There is a reciprocal influence between blended learning and online learning models as well as visual, auditory, kinesthetic (VAK) learning on students' English language skills; (3) There are differences in English language skills between students taught using blended learning and online learning with visual learning; ( 4) There are

differences in English language skills between students who are taught through blended learning and online learning techniques, and students who receive auditory learning; and (5) There are differences in English language skills between students taught via blended learning and online learning methods and students with a kinesthetic learning style.

Keywords: blended learning, visual, auditory, kinesthetic, students' speaking skills.

INTRODUCTION

Distance Learning or often known ase-learning requires quite a lot of learning equipment, both in the form of hardware and software. One of the distance learning software needed isLearning Management System (LMS)) (Muhson, 2010). LMS is a set of web-based systems that allow instructors, teachers, lecturers, or students to share materials, submit and complete assignments, and communicate with each other online (Setiawan, 2020).

Conventional methods are still considered better than distance learning because the material is easy to understand and it is also easier to interact with the teacher. On the other hand, distance learning also has several advantages, including efficiency and time flexibility, ease of submitting assignments, and transparency of grades (Nadziroh, 2017). To complement distance learning with conventional learning, a model is available Blended Learning or blended learning as a solution to overcome the weaknesses of distance learning. Blended learning is a combination of two historically separate learning models, namely face-to-face (conventional) learning systems and distributed (online) learning systems, emphasizing the central role of computer-based information and communication technology in the learning model (Supriyadi

& Subiantoro, 2021). Blended learning experts consider it capable of bridging the demands for advances in information systems which are developing very rapidly and the demands to maintain noble values or national character (Husamah, 2014).

In several model studies Blended Learning can increase students' understanding (Maskar & Wulantina, 2019) provided that the learning devices have been properly prepared by the teacher (Abdullah, 2018). Even so during the pandemic Vivid-19 All face-to-face activities between teachers and students have been canceled as an effort to prevent transmission of the virus corona. Some educators improvise by using media teleconference as a substitute for face to face. Several services are available such as Zoom, Google Meet, Microsoft Team, WebEX, CloudX and others. By replacing conventional face-to-face services with face-to-face services video conference This will certainly result in higher costs, especially for internet packages, plus you have to subscribe to the pro version to get all the application features video conference, not to mention that many areas do not have internet services yet.

Even though it feels difficult both financially and in terms of internet services, using video conferences can be used as a temporary alternative to establish interaction between educators and students (Wondo et al., 2022).

With the use of modelsBlended Learning It is hoped that it will be able to improve students' academic abilities in the midst of conditions pandemic Covid-19. Academic ability is a person's ability and skills in the academic field (Suciono, 2021). The academic field includes all knowledge taught in formal education. Acade^lmic ability is close^lly re^llate^ld to cognitive^l or Inte^lllige^lnce^l Quotie^lnt (IQ). Diffe^lre^lnt from attitude^ls and be^lhavior re^llate^ld to affe^lctive^l and compe^lte^lnce^l which le^lad to psychomotor abilitie^ls. Acade^lmic abilitie^ls will influe^lnce^l othe^lr le^larning outcome^ls, both in attitude^ls and be^lhavior and stude^lnt compe^lte^lnce^l.

Base^ld on aspe^lcts productive^l and re^lce^lptive^l, E^Lnglish le^larning is divide^ld into 4 language^l compone^lnts, name^lly: spe^laking and writing (for aspe^lct productive^l) as we^lll as re^lading and liste^lning (for aspe^lct re^lce^lptive^l). The^lse^l four skills are^l inse^lparable^l parts. Stude^lnt activitie^ls in le^larning E^Lnglish include^l all language^l compe^lte^lncie^ls in the^l form of liste^lning skills (liste^lning), spe^laking (spe^laking), re^lad (re^lading), and writing (writing). Spe^laking skill is one^l of the^l skills that re^lquire^ls maste^lry of othe^lr language^l skills. Maste^lry of spe^laking skills ofte^ln be^lgins with re^lading practice^l (re^lading aloud), spe^laking skills also be^lgin with writing down ide^las to be^l practice^ld, and spe^laking skills also re^lquire^l the^l ability to pay atte^lntion and liste^ln to the^l pe^lrson you are^l spe^laking to. By incre^lasing spe^laking practice^l (spe^laking practice^l) it is hope^ld that stude^lnts will maste^lr the^lse^l four language^l skills more^l quickly and e^lffe^lctive^lly (Suyanto, 2014).

Proble^lms that ofte^ln arise^l in the^l E^Lnglish le^larning proce^lss for the^l majority of stude^lnts are^l usually cause^ld by two factors, name^lly: inte^lrnal and e^lxte^lrnal factors (Asroji, 2014). Inte^lrnal factors are^l factors that arise^l from within the^l stude^lnt, including motivation to le^larn and active^lne^lss in the^l le^larning proce^lss. For e^lxte^lrnal factors, stude^lnts usually re^lce^live^l le^lss practical stimulation from the^lir te^lache^lrs, e^lithe^lr by inviting the^lm to talk or using me^ldia and le^larning mode^lls base^ld on the^l stude^lnts ce^lnte^lr. The^l classic proble^lm that has arise^ln is that stude^lnts do not have^l the^l courage^l to spe^lak E^Lnglish.Base^ld on the^l re^lse^larche^lrs' e^lxpe^lrie^lnce^l, common proble^lms cause^l obstacle^ls to maste^lry of spe^laking skills (spe^laking skill) for stude^lnts are^l: 1) Stude^lnt s lack confide^lnce^l to practice^l spe^laking due^l to limite^ld maste^lry vocabulary, 2) Stude^lnts are^l e^lmbarrasse^ld and afraid of be^ling laughe^ld at by the^lir frie^lnds if the^ly make^l a mistake^l pronunciation, 3) Stude^lnts are^l not motivate^ld to practice^l spe^laking skill due^l to ignorance^l of the^l le^larning obje^lctive^ls the^ly are^l unde^lrtaking, 4) In the^l le^larning proce^lss, te^lache^lrs still use^l me^lthods te^lache^lr ce^lnte^lr not stude^lnts ce^lnte^lr, 5) Te^lache^lrs have^l not use^ld me^ldia that is proportional to e^lach compe^lte^lncy be^ling taught, 6) Te^lache^lrs are^l not cle^lar e^lnough in conve^lying le^larning obje^lctive^ls for e^lach compe^lte^lncy standard (SK) and Basic Compe^lte^lncy (KD) to stude^lnts, 7) Te^lache^lrs are^l not optimal in providing le^larning motivation in pre^l-activity le^larning.

Base^ld on initial obse^lrvations by re^lse^larche^lrs at SMK KARTIKA face^ld by a numbe^lr of stude^lnts in le^larning are^l (1) Whe^ln de^llive^lring mate^lrial, the^l use^l of me^ldia is ve^lry minimal and le^lss inte^lre^lsting so that stude^lnts are^l not at all inte^lre^lste^ld in the^l mate^lrial be^ling taught. (2) Limite^ld te^laching time^l me^lans that te^lache^lrs lack de^ltail in de^llive^lring the^l mate^lrial, re^lsulting in stude^lnts not unde^lrstanding the^l mate^lrial be^ling taught. This can influe^lnce^l stude^lnts' low compe^lte^lncy in E^Lnglish subje^lcts, e^lspe^lcially spe^laking skills (Spe^laking). The^lse^l proble^lms arise^l due^l to the^l le^larning proce^lss which has be^le^ln carrie^ld out online^l and le^larning from home^l, so that stude^lnts are^l le^lss than optimal in inte^lracting with te^lache^lrs re^lgarding the^l mate^lrial be^ling studie^ld. One^l way to ove^lrcome^l the^l proble^lm above^l is to use^l a le^larning mode^ll Ble^lnde^ld Le^larning.

Ble^lnde^ld Le^larning is combining the^l be^lst fe^lature^ls of le^larning in the^l classroom (face^l-to-face^l) and the^l be^lst fe^lature^ls of le^larning online^l to incre^lase^l active^l inde^lpe^lnde^lnt le^larning by stude^lnts and re^lduce^l the^l amount of face^l-to-face^l time^l in class (Khoiroh, 2017). With Ble^lnde^ld Le^larning, stude^lnts have^l more^l time^l to study and ask que^lstions to the^l te^lache^lr, whe^lne^lve^lr and whe^lre^lve^lr stude^lnts can acce^lss mate^lrial via the^l we^lb, vide^lo stre^laming, or communication (Maulida, 2020).

In the^l le^larning proce^lss, te^lache^lrs have^l an important role^l in making the^l knowle^ldge^l taught acce^lptable^l to e^lxisting stude^lnts (Ye^lstiani & Zahwa, 2020). The^l le^larning proce^lss cannot be^l se^lparate^ld from the^l te^lache^lr's ability to de^lve^llop le^larning mode^lls and me^lthods that are^l orie^lnte^ld towards incre^lasing the^l inte^lnsity of stude^lnt involve^lme^lnt e^lffe^lctive^lly in the^l le^larning proce^lss which can foste^lr stude^lnt inte^lre^lst, atte^lntion and motivation so that the^l le^larning proce^lss be^lcome^ls more^l me^laningful (Octavia, 2020). Social skills can not only be^l de^lve^llope^ld

through mate^lrial but also through various me^lthods, me^ldia and e^lvaluations (Komar &

Winarsih, 2020).

One^l mode^ll that can be^l use^ld to improve^l social skills is the^l Ble^lnde^ld Le^larning le^larning mode^ll. The^l le^larning mode^ll is one^l of the^l factors that influe^lnce^ls le^larning, e^lspe^lcially le^larning outcome^ls (Gunawan e^lt al., 2018). The^l Visual, Auditory, Kine^lsthe^ltic (VAK) le^larning style^l is le^larning that combine^ls the^l thre^le^l le^larning style^ls (se^le^ling, he^laring and moving) of e^lach individual by utilizing the^l pote^lntial the^ly alre^lady have^l by training and de^lve^lloping it, so that all stude^lnts' le^larning habits are^l fulfille^ld. Some^l pre^lliminary re^lse^larch that has be^le^ln carrie^ld out by pre^lvious re^lse^larche^lrs re^llate^ld to Ble^lnde^ld Le^larning include^ls: Re^lse^larch by Daulay e^lt al., (2016) conclude^ld that the^lre^l was an influe^lnce^l of E^Ldmodo-base^ld Ble^lnde^ld Le^larning on Biology Scie^lnce^l le^larning outcome^ls of class VIII stude^lnts of SMP Ne^lge^lri 5 Me^ldan. The^l le^larning outcome^ls that apply the^l E^Ldmodo-base^ld Ble^lnde^ld Le^larning mode^ll are^l highe^lr than the^l ave^lrage^l le^larning outcome^ls that apply the^l dire^lct le^larning mode^ll, me^laning that the^l E^Ldmodo-base^ld Ble^lnde^ld Le^larning mode^ll is able^l to incre^lase^l stude^lnt compe^lte^lncy.

Ne^lxt was Lubis' re^lse^larch (2017) e^lntitle^ld The^l Influe^lnce^l of Le^larning Mode^lls Ble^lnde^ld le^larning and Le^larning Style^ls on Civics Le^larning Outcome^ls in Class VII at SMP Panca Budi Me^ldan conclude^ld that (1) diffe^lre^lnce^ls in mode^lls Ble^lnde^ld Le^larning obtain highe^lr Citize^lnship E^Lducation le^larning outcome^ls compare^ld to stude^lnts who are^l taught using the^l mode^ll Re^lsource^l Base^ld Le^larning, (2) the^lre^l is a diffe^lre^lnce^l in obtaining highe^lr Citize^lnship E^Lducation le^larning outcome^ls with an auditory le^larning style^l compare^ld to stude^lnts who have^l a visual le^larning style^l. Re^lse^larche^lrs conducte^ld more^l in-de^lpth re^lse^larch re^lgarding the^l influe^lnce^l of Ble^lnde^ld Le^larning and Visual, Auditory, Kine^lsthe^ltic (VAK) le^larning style^ls on stude^lnts' spe^laking skills in le^larning E^Lnglish be^lcause^l this is re^llate^ld to le^larning conditions in the^l curre^lnt ne^lw normal e^lra.

ME^LTHOD

The^l re^lse^larch me^lthod use^ld is e^lxpe^lrime^lntal re^lse^larch. E^Lxpe^lrime^lntal re^lse^larch can be^l calle^ld a re^lse^larch me^lthod use^ld to find the^l e^lffe^lct of ce^lrtain tre^latme^lnts on othe^lrs unde^lr controlle^ld conditions (Sugiyono, 2016). The^l e^lxpe^lrime^lntal de^lsign use^ld is a factorial de^lsign. This re^lse^larch de^lsign use^ls none^lquivale^lnt control group pre^lte^lst de^lsign, name^lly re^lse^larch de^lsigne^ld for an e^lxpe^lrime^lntal group and a give^ln control group pre^lte^lst and post-te^lst not se^lle^lcte^ld at random. This de^lsign was chose^ln be^lcause^l during the^l e^lxpe^lrime^lnt it was not possible^l to change^l e^lxisting classe^ls. Pre^lte^lst use^ld to e^lqualize^l the^l initial knowle^ldge^l of the^l two groups, whe^lre^las post-te^lst use^ld to me^lasure^l stude^lnts' E^Lnglish spe^laking skills afte^lr le^larning. The^l de^lpe^lnde^lnt variable^l in this re^lse^larch is stude^lnts' E^Lnglish spe^laking skills. As an inde^lpe^lnde^lnt variable^l, the^l tre^latme^lnt is the^l le^larning approach, which is divide^ld into two groups, name^lly Ble^lnde^ld Le^larning and Online^l Le^larning (e^l-Le^larning). As a mode^lrator variable^l is le^larning style^l Visual, Auditory, Kine^lsthe^ltic (VAK), which are^l divide^ld into thre^le^l groups, name^lly visual le^larning style^ls, auditory le^larning style^ls, and kine^lsthe^ltic le^larning style^ls. Sche^lmatically, the^l re^lse^larch de^lsign can be^l se^le^ln in Table^l 1.

Table^l 1. Re^lse^larch De^lsign Lelarning (A)

Lelarning Stylel VAK (B)

Blelndeld Lelarning (A1)

Onlinel Lelarning (el-Lelarning) (A2)

Visual (B1) A1B1 A2B1

Auditoryal (B2) A1B2 A2B2

Kinelstheltic (B3) A1B3 A2B3

Total A1B1 + A1B2 + A1B3 A2B1 + A2B2 + A2B3

Information:

A1 = Group of studelnts taught with Blelndeld Lelarning

A2 = Groups of studelnts who arel taught using Onlinel Lelarning B1 = Group of studelnts who havel a visual lelarning stylel B2 = Group of studelnts who havel an auditory lelarning stylel B3 = Group of studelnts who havel a Kinelstheltic lelarning stylel

A1B1 = Thel group of studelnts who arel taught using Blelndeld Lelarning and havel a visual lelarning stylel A2B1 = Groups of studelnts who arel taught using Onlinel Lelarning and has a visual lelarning stylel A1B2 = Groups of studelnts who arel taught using Blelndeld Lelarning and has an auditory lelarning stylel A2B2 = Groups of studelnts who arel taught using Onlinel Lelarning and has an auditory lelarning stylel A1B3 = Groups of studelnts who arel taught using Blelndeld Lelarning and has a Kinelstheltic lelarning

stylel

A2B3 = Groups of studelnts who arel taught using Onlinel Lelarning and has a Kinelstheltic lelarning stylel The^l population re^lfe^lrre^ld to in this re^lse^larch is all class XI stude^lnts of SMK KARTIKA Sampling in this study include^ldnot random (not random) be^lcause^l the^l sampling was carrie^ld out by se^lle^lcting de^llibe^lrate^lly according to the^l re^lse^larch obje^lctive^ls (purposive^l sampling).

The^lre^l are^l two data colle^lcte^ld in this re^lse^larch, name^lly data about le^larning style^ls Visual, Auditory, Kine^lsthe^ltic (VAK) and stude^lnts' spe^laking skills in E^Lnglish subje^lcts. Data about stude^lnt le^larning style^ls obtaine^ld from stude^lnt score^ls afte^lr answe^lring the^l instrume^lnt is in the^l form of a le^larning style^l que^lstionnaire^l in the^l form of a scale^l like^lrt. Stude^lnt le^larning style^ls in this re^lse^larch are^l attribute^l variable^ls, so that the^l que^lstionnaire^l re^lsults obtaine^ld can diffe^lre^lntiate^l stude^lnts who have^l le^larning style^ls Visual, Auditory, Kine^lsthe^ltic (VAK).

Me^lanwhile^l, data about stude^lnts' spe^laking skills is an asse^lssme^lnt and stude^lnt le^larning outcome^ls afte^lr re^lce^living two le^larning mode^lls, name^lly Ble^lnde^ld Le^larning and Online^l Le^larning (e^l-Le^larning).

The^l data analysis te^lchnique^l use^ld in this re^lse^larch is de^lscriptive^l statistics and data analysis re^lquire^lme^lnts. Be^lfore^l conducting a hypothe^lsis te^lst, a ge^lne^lral statistical te^lst is first carrie^ld out in the^l form of de^lscriptive^l statistics. De^lscriptive^l statistics include^l me^lan, minimum, maximum and standard de^lviation which aims to de^lte^lrmine^l the^l distribution of the^l data sample^ld in the^l re^lse^larch. The^l data analysis re^lquire^lme^lnts use^l the^l normality te^lst and homoge^lne^lity te^lst. Data normality te^lsting was carrie^ld out using the^l One^l-Sample^l Kolmogorov- Smirnov te^lst. Me^lanwhile^l, to te^lst the^l homoge^lne^lity of the^l data, use^l a normality te^lst with the^l he^llp of the^l SPSS 21.0 for Windows compute^lr program with the^l condition that if sig. > 0.05 the^ln the^l data is homoge^lne^lous. This re^lse^larch use^ls a 2x3 factorial de^lsign, so two-way analysis of variance^l (Two Way ANOVA) is use^ld.

RE^LSULTS

De^lscription of Re^lse^larch Data

E^Lnglish Spe^laking Skills with Ble^lnde^ld Le^larning (E^Lxpe^lrime^lntal Group)

E^Lnglish spe^laking skills of the^l e^lxpe^lrime^lntal group using the^l le^larning mode^llBle^lnde^ld Le^larning obtaine^ld through a spe^laking skills te^lst. E^Lnglish spe^laking skills of the^l e^lxpe^lrime^lntal group using the^l le^larning mode^ll Ble^lnde^ld Le^larning for stude^lnts who have^l diffe^lre^lnt le^larning style^ls visual, it is known that the^lre^l we^lre^l 20 stude^lnts with the^l lowe^lst score^l of 65.00, the^l highe^lst score^l of 90 and a total score^l of 1605. Ave^lrage^l (Me^lan) stude^lnts' E^Lnglish spe^laking skills 80.25, and standard de^lviation (Std. De^lviation) 6,97.

E^Lnglish spe^laking skills of the^l e^lxpe^lrime^lntal group using the^l le^larning mode^llBle^lnde^ld Le^larning for stude^lnts who have^l diffe^lre^lnt le^larning style^lsAuditoryal, it is known that the^lre^l we^lre^l

20 stude^lnts with the^l lowe^lst score^l of 70.00, the^l highe^lst score^l of 95 and a total score^l of 1625.

Ave^lrage^l (Me^lan) stude^lnts' E^Lnglish spe^laking skills 81.25, and standard de^lviation (Std.

De^lviation) 6,85. The^l E^Lnglish spe^laking skills of the^l e^lxpe^lrime^lntal group use^ld the^l le^larning mode^llBle^lnde^ld Le^larning for stude^lnts who have^l diffe^lre^lnt le^larning style^lsKine^lsthe^ltic, it is known that the^lre^l we^lre^l 20 stude^lnts with the^l lowe^lst score^l of 65.00, the^l highe^lst score^l of 90 and a total score^l of 1615. Ave^lrage^l (Me^lan) stude^lnts' E^Lnglish spe^laking skills 80.75, and standard de^lviation (Std. De^lviation) 6,74.

E^Lnglish Spe^laking Skills with Online^l Le^larning (Control Group)

Data on E^Lnglish spe^laking skills of the^l control group use^ldOnline^l Le^larning obtaine^ld through a spe^laking skills te^lst. E^Lnglish spe^laking skills of the^l control group using the^l le^larning mode^llOnline^l Le^larning for stude^lnts who have^l diffe^lre^lnt le^larning style^ls visual, it is known that the^lre^l we^lre^l 20 stude^lnts with the^l lowe^lst score^l of 30.00, the^l highe^lst score^l of 80 and a total score^l of 1230. Ave^lrage^l (Me^lan) stude^lnts' E^Lnglish spe^laking skills 61.50, and standard de^lviation (Std. De^lviation) 13,48. E^Lnglish spe^laking skills of the^l control group using the^l le^larning mode^llOnline^l Le^larning for stude^lnts who have^l diffe^lre^lnt le^larning style^lsAuditoryal, it is known that the^lre^l we^lre^l 20 stude^lnts with the^l lowe^lst score^l of 40.00, the^l highe^lst score^l of 80 and a total score^l of 1300. Ave^lrage^l (Me^lan) stude^lnts' E^Lnglish spe^laking skills 65.00, and standard de^lviation (Std. De^lviation) 9,87. The^l control group's E^Lnglish spe^laking skills use^ld the^l le^larning mode^llOnline^l Le^larning for stude^lnts who have^l diffe^lre^lnt le^larning style^lsKine^lsthe^ltic, it is known that the^lre^l we^lre^l 20 stude^lnts with the^l lowe^lst score^l of 65.00, the^l highe^lst score^l of 90 and a total score^l of 1500. Ave^lrage^l (Me^lan) stude^lnts' E^Lnglish spe^laking skills 75.00, and standard de^lviation (Std.

De^lviation) 7,25.

Te^lst Re^lquire^lme^lnts Analysis

Be^lfore^l te^lsting the^l hypothe^lsis, it is ne^lce^lssary to te^lst the^l analysis re^lquire^lme^lnts. The^l data re^lquire^lme^lnts ne^le^lde^ld to te^lst a hypothe^lsis are^l data that is normally distribute^ld and homoge^lne^lous so that the^l re^lse^larch re^lsults can be^l justifie^ld.

Data Normality Te^lst

Like^l a dire^lct data table^l from the^l re^lsults of the^l normality te^lst analysis for e^lach group base^ld on the^l output from SPSS.

Table^l 2. Normality Te^lst Re^lsults Onel-Samplel Kolmogorov-Smirnov Telst

BL VISUAL

BL AUDITORYAL

BL KINELSTHELTIC

OL VISUAL

OL AUDITORYAL

OL KINELSTHELTIC

N 20 20 20 20 20 20

Normal Parameltelrs^a,b

Melan 80.2500 81.250 80.750 61.50 65.00 75.00

Std.

Delviation 6.97269 6.8585 6.7424 13.48 9.867 7.254 Most ELxtrelmel

Diffelrelncels

Absolutel .186 .172 .186 .186 .200 .200

Positivel .114 .172 .114 .114 .156 .200

Nelgativel -.186 -.128 -.186 -.186 -.200 -.116

Telst Statistic .830 .771 .831 .831 .894 .894

Asymp. Sig. (2-taileld) .495 .593 .495 .495 .400 .400

Base^ld on Table^l 2, the^l Kolmogorov-Smirnov normality te^lst for the^l visual le^larning style^l e^lxpe^lrime^lntal group (A1B1) obtaine^ld a significance^l value^l (Sig.) of 0.495; Auditory le^larning style^l (A1B2) obtaine^ld a significance^l value^l (Sig.) of 0.593; Kine^lsthe^ltic le^larning style^l A1B3) obtaine^ld a

significance^l value^l (Sig.) of 0.495. This me^lans that the^l e^lxpe^lrime^lntal group's Sig. > 0.05, it can be^l conclude^ld that the^l distribution of the^l e^lxpe^lrime^lntal group data is normally distribute^ld.

The^l normality te^lst for the^l visual le^larning style^l control group (A2B1) obtaine^ld a significance^l value^l (Sig.) of 0.495; Auditory le^larning style^l (A2B2) obtaine^ld a significance^l value^l (Sig.) of 0.400; Kine^lsthe^ltic le^larning style^l A2B3) obtaine^ld a significance^l value^l (Sig.) of 0.400.

This me^lans that the^l e^lxpe^lrime^lntal group's Sig. > 0.05, it can be^l conclude^ld that the^l distribution of the^l control group data is normally distribute^ld.

Homoge^lne^lity Te^lst

The^l Homoge^lne^lity Te^lst is use^ld to de^lte^lrmine^l whe^lthe^lr se^lve^lral data population variants are^l the^l same^l or not. If the^l significance^l value^l is more^l than 0.05 the^ln it can be^l said that the^l variance^l of two or more^l groups of data is the^l same^l. Like^l a data table^l dire^lctly from the^l re^lsults of the^l homoge^lne^lity te^lst with SPSS.

Table^l 3. Re^lsults of the^l Homoge^lne^lity of Variance^l Te^lst

F df1 df2 Sig.

2.387 5 114 .843

Base^ld on the^l re^lsults of table^l 3 data, it is known that the^l value^l is 0.843, which me^lans the^l Sig. > 0.05. So it can be^l conclude^ld that the^lse^l sample^ls come^l from a population that has homoge^lne^lous variance^l. Thus the^l use^l of variance^l analysis te^lchnique^ls has be^le^ln fulfille^ld. Be^lfore^l te^lsting the^l hypothe^lsis, first calculate^l the^l total score^l and ave^lrage^l score^l for e^lach group, which can the^ln be^l use^ld as a basis for statistical de^lcisions for te^lsting the^l hypothe^lsis. Like^l a data table^l dire^lctly from the^l re^lsults of analysis using SPSS.

Table^l 4. Re^lsults of Two-Way Anova Analysis Delpelndelnt Variablel: ELnglish Spelaking Skills

Sourcel Typel III Sum

of Squarels Df Melan Squarel F Sig.

Correlcteld Modell 7508.542^a 5 1501.708 19.051 .000

Intelrcelpt 656380.21 1 656380.2 8326.87 .000

FACTOR_A 5535.208 1 5535.208 70.220 .000

FACTOR_B 1021.667 2 510.833 6.480 .002

FACTOR_A * FACTOR_B 951.667 2 475.833 6.036 .003

ELrror 8986.250 114 78.827

Total 672875.00 120

Correlcteld Total 16494.792 119

a. R Squareld = .444 (Adjusteld R Squareld = .407)

Table^l 5. Pairwise^l Comparisons Delpelndelnt Variablel: Spelaking Skills Krelativitas (I) Pelndelkatan

Pelmbellajaran Melan (J) Pelndelkatan

Pelmbellajaran Melan

Melan Diffelrelncel

(I-J)

F Sig.

Visual

BL

80,250

OL

61,500 16,250^* 44,599 .000

Auditoryal 81,250 65,000 15,750* 33,499 .000

Kinelstheltic 80,750 75,000 13.500^* 4,194 .000

Base^ld on the^l re^lsults of the^l Two Way Anova analysis in Table^l 4, for factor A, name^lly the^l Ble^lnde^ld Le^larning and Online^l Le^larning le^larning approach, it is known that the^l Fcount = 70.220 with a Sig value^l. = 0.000. Whe^ln compare^ld with the^l Ftable^l value^l of 0.05 (5:114) = 2.294, the^l