The Correlation of Visual, Auditory, and Kinesthetic Learning Style on Students' English Learning Achievement

Abstract

ABSTRACT 

Setyoningsih, L, Dhini. 2019. The Correlation of Visual, Auditory and Kinesthetic Learning Style on Students’ English Learning Achievement. Thesis, English Education Department, Postgraduate Program, Islamic University of Malang, Advisor : Dr. Hj. Kun Aniroh, M.Pd.

Key Words : visual learning style, auditory learning style, kinesthetic learning style, achievement

The aim of this research is to know whether significant or not the correlation of visual, auditory and kinesthetic learning styles to students’ English learning achievement. This research focused on those learning styles on students’ English learning achievement. To conduct the research, this study uses a correlation design with Multiple Regression to describe the correlation of visual, auditory and kinesthetic learning styles on students’ English achievement of Junior High School 2 Pesanggaran students. 123 (One Hundred Twenty and Three)  VIII Graders involved in this study. They have learned English materials based on 2013 Indonesian National Curriculum and are facing two semesters in each grade.  

To collect the data, the questionnaire about visual, auditory and kinesthetic learning styles are administered to investigate the students’ learning style preference. Their last semester score of English academic achievement are also collected to support this study. SPSS V.20 is used in computing and analyzing the result of the data collection.            

The data analysis finds that there is a significant correlation among visual learning style, auditory learning style, kinesthetic learning style and English learning achievement. The regression coeficient of these three factors is 0.868. meaning these three factors give 86.8 % contribution to the students’ English learning achievement. It indicates that there is only 13.2 % contribution of other factors that influence the students’English learning achievement. The other factors can be personality, motivation, or sociolinguistic factor that are not discussed in this study.

Among the three predictor variables, auditory and kinesthetic learning style have the contribution to English learning achievement as the dependent variable. Auditory learning style has the significant coefficient 0.000, while kinesthetic learning style has significant coefficient 0.000 or lower than 0.05. It means they have significant correlation to the students’ English learning achievement. Then visual learning style has the significant coefficient 0.076 or higher than 0.05. So, it means that visual learning style doesn’t have positive correlation to the students’ English learning achievement.

Considering these findings, it is suggested to the future researcher to investigate the correlation of the other factors with English learning comprehension. Then, to the teacher, students’ learning style identification can guide them to appropriate methods and materials to maximize students’ learning.