Tias Windi Alvita (0813042048) SLA FINAL EXAMINATION TASK

THE COMPARISON BETWEEN LEARNING STYLE AND THE STUDENT MID TEST ACHIEVEMENT SCORE AT THE SECOND GRADE OF SOCIAL MAJOR STUDENT OF SMA NEGERI 1 GADINGREJO

TIAS WINDI ALVITA

0813042048

 

ENGLISH EDUCATION STUDY PROGRAM

ARTS AND LANGUAGE EDUCATION DEPARTMENT

SCHOOL OF EDUCATION AND PEDAGOGY

THE UNIVERSITY OF LAMPUNG

2011

TABLE OF CONTENTS

Cover

Table Of contents

CHAPTER I Introduction

A.    Background of the problem

B.     Formulation of the problem

C.    Objective of the study

D.    Definition of term

CHAPTER II Theoretical Framework

A.    Concept of Learning

B.     Concept of Learning  Style

C.    Index of Learning Style

CHAPTER III Research Method

A.    Research Design

B.     Variable

C.    Population and sample

D.    Instrument

E.     Data analysis

CHAPTER IV Result and Discussion

A.    Result of Research

B.     Discussion

CHAPTER V Conclusion

REFERENCES

I.         INTRODUCTION

This chapter discusses about background of the problem, formulation of the problems, objectives of the research, uses of the research, and definition of term.

A.    Background of the Problem

Everyone has her own characteristic in learning. The different way in learning creates many learning styles. Learning styles are characterized strengths and preferences in the ways that the students process information and learn. Culture, which influences the manner information is processed (Tsui, 1996), also influences learning style preference more so than other factors (Sauceda-Castillo, 2001).

Wang, Haertel, and Walberg (1997) discussed how educational strategies used to improve adult student learning can be used to provide ideas and considerations for forming educational practices. What gives meaning to people will influence decision making. In addition, what has shaped a person’s way of thinking provides the basis for understanding how that person accepts and rejects criteria. Hodges (1988) stated that it was important to know the learning styles of students to assist them in being able to achieve in their studies. If preferred learning styles are known for the students, then specialized teaching techniques can be applied to these students, thereby improving achievement.

Various learning style models provide foundational information for instruction and curriculum design. Various learning style models are used to design instruction. Examples of these models are the Myers-Briggs Type Indicator, Kolb’s learning style model (1984), and Felder-Soloman Learning Style Inventory (Felder, 1996; Kolb, 1984; McCaulley, 1990). Because students learn in different ways, teaching methods should not only vary but also take into consideration these differences. The researcher is interested in obtaining data regarding learning styles and achievement to know how comparison of the learning style and the students’ achievement.

B.     Formulation of the problem

Based on the background of the problem above, the problems of this research are formulated as follows:

1. How many kinds of the learning styles of the second grade of social major student of SMA Negeri 1 Gadingrejo as measured by the Felder-Solomon Learning Style Inventory?

2. How is the comparison between students' learning styles and their mid test achievement scores as measured by the Felder-Soloman Learning Style Inventory?

C.  Objective of the Research

Related to the formulation of the problem, the objectives of this research are as follows:

1.      To find out the kinds of the learning styles of the second grade of social major student of SMA Negeri 1 Gadingrejo as measured by the Felder-Solomon Learning Style Inventory

2.      To find out the comparison  between students' learning styles and their mid test achievement scores as measured by the Felder-Solomon Learning Style Inventory

D.    Uses of the Research

The uses of this research are as follows:

1.           Practically, this research can be used as reference for English teacher at senior high school to know the learning style of the student and the relationship between the learning style and the student’s achievement at the student of SMA Negeri 1 Gadingrejo.

2.           Theoretically, this research can be used as a contribution to English teacher and other students who are interested in conducting the future research in the same field.

E.     Definition of Terms

· Learning styles are defined by Grasha (1996), as “personal qualities that influence a student’s ability to acquire information, to interact with peers and the teacher, and otherwise to participate in learning experiences” (p. 41). Felder (1996) defines learning styles as characteristic strengths and preferences in the manner in which students take in and process information. James and Gardner (1995) define it as the manner in which people process, store and recall what they are attempting to learn. In all definitions, learning styles entail the student’s ability to relate new information along with the environmental factors which allow a student to acquire new knowledge.

· Achievement is defined using the student’s level of passing grades in classes.

II THEORETICAL FRAMEWORK

This chapter discusses about the concept of learning, the concept of learning styles, and the index of learning styles.

A.    Concept of Learning

Learning theory is the basis for understanding how students learn. A review of the literature on learning theories highlights two main areas from which the hypotheses are based: constructivism and social cognition. Constructivist theory builds knowledge based on previously gained information and experiences (Vygotsky, 1978). Social cognitive theory, based on Piaget’s (1972) theory of cognitive development, includes the premise that social interaction is fundamental to the development of cognition.

B.     Concept of Learning Style

Learning styles are a collection of multiple modes that determine how an individual perceives, processes and understands information. Learning styles are the modalities by which students most efficiently learn (Claxton & Murrell, 1987). They also are a major factor influencing a student’s educational performance (Claxton & Murrell, 1987; Dunn & Dunn, 1979; Felder, 1998; Torres & Cano, 1994). Students exhibit different approaches to learning and that this may differ from culture to culture due to its influences (Richardson, 1994).

Learning styles are ways in which students use information, stimuli and other forms of processes in a consistent manner to gain knowledge (Felder, 1993; Piaget, 1950; Vygotsky, 1978). Learning styles are not isolated categories but are a scale by which a preference may be made in the way a person learns. People can learn in multiple ways, however, the preference for learning may differ. A learning style can be defined in various ways, including the preference by which individuals learn best. A learning style does not preclude that individuals can learn in multiple ways and using various tools, rather it indicates that a preferred learning method exists by which information is attained, reflected upon and understood. In addition, as theory indicates, Tanner and Allen (2004) stated

            From a biological perspective, the brain is the organ of learning, and as such, a learning style is likely to be a complex, emergent interaction of the neurophysiology or an individual’s brain and the unique developmental process that has shaped it through experience and interaction with the environment. (p. 198)

The Felder-Silverman model shows that students can differ in how they learn. The original model emphasized four different but dichotomous methods of learning: sensing-intuitive, visual-verbal, active-reflective, and sequential-global signifying the individual’s preferred learning style. What these method refer to are (a) the sensory method by which information is received, (b) the modality by which information is received, (c) the process why which information is received, and (d) the order in which the information is received. Each student learns using the four areas or dimensions by which the information is learned. The emphasis of these areas of learning is that they are a continuum and are related to each other.

C.    Index Of Learning Styles (ILS)

The Index of Learning Styles is an on-line instrument used to assess preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) of a learning style model formulated by Richard M. Felder and Linda K. Silverman. The instrument was developed by Richard M. Felder and Barbara A. Soloman of North Carolina State University.

1. Active and Reflective Learners (ACT-REF): Active learners learn better by actively participating and discussing or applying it with others. Reflective learners learn better by thinking about things, preferably alone.

2. Sensing and Intuitive Learners (SEN-INT): Sensing learners learn better when presented with facts, and think more in practical ways. Intuitive learners learn best when presented with the possibilities of innovation and relationships. They tend to work faster than sensing learners, who prefer to think things through more.

3. Visual and Verbal Learners (VIS-VER): Visual learners learn better when they see objects, pictures, diagrams, flow charts, and videos. Verbal learners, on the other hand learn better when they read words in a written fashion and when words are spoken. Listening is a preferred method of learning.

4. Sequential and Global Learners (SEQ-GLO): Sequential learners learn better when subjects are presented in a linear manner. Each step follows another, and therefore, it forms a logical sequence. Global learners learn best when they are able to go from one area to another, to use information in a nonlinear manner. In all dimensions, the learning styles are a dichotomy of learning and are continuous without extremes necessarily, but a stream from one end to the other (Felder, 1993, p. 286).

III RESEARCH METHOD

A.    Research Design

This research is a quantitative research. In conducting the research, the researcher involves a group of students that is called co-relational study. The researcher uses one class of second grade students that is given questionnaire about learning style. The researcher find out the correlation between the students learning styles and their mid test achievement score. The research design is described as follows:

T1 T2

T1 = first variable (questionnaire of learning style)

T2 = second variable (students’ mid test achievement score)

B.     Variable

The independent variables in this study were the learning styles. The dependent variable was the student mid test achievement score that is taken from the teacher who taught in SMA N 1 Gadingrejo. The dependent variable, student achievement as measured by the overall grade, was based on an A-F scale (A = 90-100; B = 80-89;

C = 70-79; D = 60-69; F < 60).

C.    Population and sample

The population uses for this research consists of senior high school students of SMA N 1 Gadingrejo. The course subject is English subject. The subject of the research is the second grade student in social major that consists of twenty five students.

D.    Instrument

The instrument of this research is referred to the Learning Style Inventory (LSI) by Felder and Solomon (1999) questionnaire. The questionnaire is developed using the four learning style dimensions (active-reflective, sensing-intuitive, visual-verbal, and sequential global) of the instrument adapted from a learning style model developed in 1988 by Felder and Silverman. The researcher downloads the questionnaire and translates it into Indonesia. Then the researcher gives the questionnaire to the second grade student in social major of SMA N 1 Gadingrejo.

E.     Method of Data analysis

After getting the data of students answer about their learning styles, the researcher analyzes the data. It is used to know whether there is a positive correlation between learning styles and students’ mid test achievement score.

The researcher examines the students’ score using the following steps:

1.       Making the table of the students answer about their learning style

2.      Tabulating the data by using SPSS to know the comparison between learning styles and students’ mid test achievement score.

IV RESULT AND DISCUSSION

A.                Result of Research

The questionnaire that is used to assess the students learning style is as follow:

Index of Learning Styles Questionnaire

Barbara A. Soloman
First-Year College
North Carolina State University
Raleigh, North Carolina 27695

Richard M. Felder
Department of Chemical Engineering
North Carolina State University
Raleigh, NC 27695-7905

Top of Form

Directions

Please provide us with your full name. Your name will be printed on the information that is returned to you.

Full Name       :

Gender  (M/F) :

GPA                :

For each of the 44 questions below select either "a" or "b" to indicate your answer. Please choose only one answer for each question. If both "a" and "b" seem to apply to you, choose the one that applies more frequently.

1.      I understand something better after I
 (a) try it out.
(b) think it through.

2.      I would rather be considered
(a) realistic.
(b) innovative.

3.      When I think about what I did yesterday, I am most likely to get
 (a) a picture.
 (b) words.

4.      I tend to
(a) understand details of a subject but may be fuzzy about its overall structure.
 (b) understand the overall structure but may be fuzzy about details.

5.      When I am learning something new, it helps me to
(a) talk about it.
(b) think about it.

6.      If I were a teacher, I would rather teach a course
 (a) that deals with facts and real life situations.
 (b) that deals with ideas and theories.

7.      I prefer to get new information in
 (a) pictures, diagrams, graphs, or maps.
 (b) written directions or verbal information.

8.      Once I understand
 (a) all the parts, I understand the whole thing.
 (b) the whole thing, I see how the parts fit.

9.      In a study group working on difficult material, I am more likely to
 (a) jump in and contribute ideas.
 (b) sit back and listen.

10.  I find it easier
 (a) to learn facts.
(b) to learn concepts.

11.  In a book with lots of pictures and charts, I am likely to
 (a) look over the pictures and charts carefully.
 (b) focus on the written text.

12.  When I solve math problems
 (a) I usually work my way to the solutions one step at a time.
 (b) I often just see the solutions but then have to struggle to figure out the steps to get to them

13.  In classes I have taken
 (a) I have usually gotten to know many of the students.
 (b) I have rarely gotten to know many of the students.

14.  In reading nonfiction, I prefer
(a) something that teaches me new facts or tells me how to do something.
 (b) something that gives me new ideas to think about.

15.  I like teachers
 (a) who put a lot of diagrams on the board.
 (b) who spend a lot of time explaining.

16.  When I'm analyzing a story or a novel
 (a) I think of the incidents and try to put them together to figure out the themes.
 (b) I just know what the themes are when I finish reading and then I have to go back and find the incidents that demonstrate them.

17.  When I start a homework problem, I am more likely to
 (a) start working on the solution immediately.
(b) try to fully understand the problem first.

18.  I prefer the idea of
 (a) certainty.
 (b) theory.

19.  I remember best
 (a) what I see.
 (b) what I hear.

20.  It is more important to me that an instructor
 (a) lay out the material in clear sequential steps.
 (b) give me an overall picture and relate the material to other subjects.

21.  I prefer to study
 (a) in a study group.
 (b) alone.

22.  I am more likely to be considered
 (a) careful about the details of my work

(b) creative about how to do my work.

23.   When I get directions to a new place, I prefer
 (a) a map.
 (b) written instructions.

24.  I learn
 (a) at a fairly regular pace. If I study hard, I'll "get it."
(b) in fits and starts. I'll be totally confused and then suddenly it all "clicks.

25.  I would rather first
(a) try things out.
 (b) think about how I'm going to do it.

26.  When I am reading for enjoyment, I like writers to
(a) clearly say what they mean.
 (b) say things in creative, interesting ways.

27.  When I see a diagram or sketch in class, I am most likely to remember
 (a) the picture.
 (b) what the instructor said about it.

28.  When considering a body of information, I am more likely to
(a) focus on details and miss the big picture.
 (b) try to understand the big picture before getting into the details

29.  I more easily remember
(a) something I have done.
(b) something I have thought a lot about

30.  When I have to perform a task, I prefer to
 (a) master one way of doing it.
 (b) come up with new ways of doing it.

31.  When someone is showing me data, I prefer
(a) charts or graphs.
(b) text summarizing the results.

32.  When writing a paper, I am more likely to
 (a) work on (think about or write) the beginning of the paper and progress forward.
 (b) work on (think about or write) different parts of the paper and then order them.

33.  When I have to work on a group project, I first want to
 (a) have "group brainstorming" where everyone contributes ideas.
 (b) brainstorm individually and then come together as a group to compare ideas.

34.  I consider it higher praise to call someone
 (a) sensible.
 (b) imaginative.

35.  When I meet people at a party, I am more likely to remember
 (a) what they looked like.
 (b) what they said about themselves.

36.  When I am learning a new subject, I prefer to
 (a) stay focused on that subject, learning as much about it as I can.
 (b) try to make connections between that subject and related subjects

37.  I am more likely to be considered
 (a) outgoing.
 (b) reserved.

38.  I prefer courses that emphasize
 (a) concrete material (facts, data).
(b) abstract material (concepts, theories).

39.  For entertainment, I would rather
 (a) watch television.
 (b) read a book.

40.  Some teachers start their lectures with an outline of what they will cover. Such outlines are
 (a) somewhat helpful to me.
 (b) very helpful to me.

41.  The idea of doing homework in groups, with one grade for the entire group,
 (a) appeals to me.
 (b) does not appeal to me.

42.  When I am doing long calculations,
 (a) I tend to repeat all my steps and check my work carefully.
 (b) I find checking my work tiresome and have to force myself to do it.

43.  I tend to picture places I have been
 (a) easily and fairly accurately.
 (b) with difficulty and without much detail

44.  When solving problems in a group, I would be more likely to
(a) think of the steps in the solution process.
(b) think of possible consequences or applications of the solution in a wide range of areas.

From 44 questions:

·Question number 1,5,9,13,17,21,25,29,33,37,41 reflects the active-reflective learner. Option A for active and B for reflective.

·Question number 2,6,10,14,18,22,26,30,34,38,42 reflects the sensing and intuitive learner. Option A for sensing and B for intuitive.

·Question number 3,7,11,15,19,23,27,31,35,39,43 reflects the visual and verbal learners. Option A for visual and B for verbal.

·Question number 4,8,12,16,20,24,28,32,36,40,44 reflects the sequential and global learners. Option A for sequential and B for global.

In the questioner, there are eight learning style that can represent the students’ learning styles. They are active, reflective, sensing, intuitive, visual, sequential and global. Based on the result of the students’ answer in questionnaire, the researcher find more than eight types of learning style. They are learning style number nine and ten. Learning style number nine is the style that is used by the student by combining the two existed learning style. From the analysis on SPSS, they are seven students who combine two learning style in their learning activity. For the example, the student combines the global and sensing activity in her learning style. The learning style number ten is the style that is used by student by combining three existed style. Based on the analysis, there are four students who use this learning style. For the example there is student who combines active, intuitive, and visual. It can be seen on the table below.

No	Active (1)	Reflective (2)	Sensing (3)	Intuitive (4)	Visual (5)	Verbal (6)	Sequential (7)	Global (8)
1	0.45	0.54	0.63	0.36	0.45	0.54	0.45	0.63
2	0.63	0.36	0.72	0.27	0.72	0.27	0.36	0.63
3	0.36	0.63	0.63	0.36	0.81	0.18	0.63	0.36
4	0.72	0.27	0.81	0.18	0.81	0.18	0.63	0.36
5	0.36	0.63	0.81	0.18	0.45	0.63	0.81	0.18
6	0.54	0.45	0.81	0.18	0.36	0.63	0.63	0.36
7	0.54	0.45	0.72	0.27	0.72	0.27	0.36	0.63
8	0.72	0.27	0.27	0.72	0.72	0.27	0.45	0.54
9	0.54	0.45	0.63	0.36	0.63	0.36	0.27	0.72
10	0.54	0.45	0.81	0.18	0.45	0.54	0.36	0.63
11	0.45	0.54	0.81	0.18	0.54	0.45	0.72	0.27
12	0.63	0.36	0.90	0.09	0.63	0.36	0.45	0.54
13	0.63	0.36	0.72	0.27	0.72	0.27	0.54	0.45
14	0.63	0.36	0.54	0.45	0.72	0.27	0.54	0.45
15	0.72	0.27	0.63	0.36	0.72	0.27	0.63	0.36
16	0.63	0.36	0.72	0.27	0.45	0.54	0.90	0.09
17	0.63	0.36	0.45	0.54	0.36	0.63	0.63	0.36
18	0.63	0.36	0.63	0.36	0.45	0.54	0.72	0.27
19	0.54	0.45	0.54	0.45	0.36	0.63	0.45	0.54
20	0.63	0.36	0.63	0.36	0.45	0.54	0.36	0.63
21	0.72	0.27	0.72	0.27	0.72	0.27	0.63	0.36
22	0.36	0.63	0.72	0.27	0.36	0.63	0.36	0.63
23	0.54	0.45	0.72	0.27	0.90	0.09	0.27	0.72
24	0.27	0.72	0.63	0.36	0.90	0.09	0.45	0.54
25	0.72	0.27	0.90	0.09	0.54	0.63	0.54	0.45

Table 4.1

The Percentage of The means of The Students Answer for Each Learning Style

Table 4.2 Students’ Learning Styles and Students’ Mid Score

No	Name	Learning Style	Mid Score
1	Adelia Wirmasari	9	80
2	Anggun Alvionita	9	80
3	Annisa Wulandari	5	85
4	Arifa Hikmawati	9	80
5	Arum Arupi	9	75
6	Asep Arahman	3	65
7	Ayu Prastika Utami	9	75
8	Bayani Amri Putri	10	50
9	Devi Mareta Anjani	8	75
10	Dwi Iswahyudi	3	75
11	Ega Yulitasari	3	75
12	Ericha Marwoto Putri	3	70
13	Handriadi	9	60
14	Ikhsan Muhamad	5	75
15	Imas Aulia Ruandini	9	70
16	Ina Maulidina	7	75
17	Jeffri Fajar Saputra	10	75
18	Mafiana Annisya	7	65
19	Meva Darmawan	6	75
20	Nurul Afifah	10	75
21	Ria Ambarwati	10	75
22	Rike Nurjannah	3	85
23	Rojali Said	5	65
24	Romadhan Tanjung	5	85
25	Wahyu Surya Nanda	3	30

No	Act	Ref	Sens	Intu	Vis	Verb	Sequent	Glob	Total students
1	23	2							25
2			18	7					25
3					8	17			25
4							9	16	25
5	13	12							25
6			22	3					25
7					5	20			25
8							4	21	25
9	16	9							25
10			16	9					25
11					20	5			25
12							14	11	25
13	14	11							25
14			12	13					25
15					14	10			25
16							21	4	25
17	3	22							25
18			24	1					25
19					21	4			25
20							18	7	25
21	12	13							25
22			14	11					25
23					13	12			25
24							18	7	25
25	6	19							25
26			3	22					25
27					19	6			25
28							3	22	25
29	18	7							25
30			15	10					25
31					8	17			25
32							19	6	25
33	17	8							25
34			20	5					25
35					16	9			25
36							13	12	25
37	14	11							25
38			23	2					25
39					21	4			25
40							5	20	25
41	21	4							25
42			23	2					25
43					19	6			25
44							22	3	25

Table 4.3 The Frequencies of Students’ Answer for Each Learning Style

Descriptive
Mid Test
	N	Mean	Std. Deviation	Std. Error	95% Confidence Interval for Mean		Minimum	Maximum
					Lower Bound	Upper Bound
3	6	65.00	17.607	7.188	46.52	83.48	30	75
5	4	77.50	9.574	4.787	62.27	92.73	65	85
6	1	65.00	.	.	.	.	65	65
7	2	80.00	7.071	5.000	16.47	143.53	75	85
8	1	75.00	.	.	.	.	75	75
9	7	74.29	7.319	2.766	67.52	81.05	60	80
10	4	68.75	12.500	6.250	48.86	88.64	50	75
Total	25	71.80	11.804	2.361	66.93	76.67	30	85

One-way

ANOVA
Mid Test
	Sum of Squares	Df	Mean Square	F	Sig.
Between Groups	678.821	6	113.137	.764	.607
Within Groups	2665.179	18	148.065
Total	3344.000	24

Means Plots

Table 4.4 The Result of The Comparison Between Learning Style and Students Mid Test Achievement Score

B.     Discussion

From the table 4.3 of the students answer, there are the frequencies of each answer as follow:

Question number 1 that reflects the active-reflective learner, the student who answers active is 23 students and the student who answer reflective is 2 students. Number 5, the student who answers active is 13 students and the student who answer reflective is 12 students. Number 9, the student who answers active is 16 students and the student who answer reflective is 9 students. Number 13, the student who answers active is 14 students and the student who answer reflective is 11 students. Number 17, the student who answers active is 3 students and the student who answer reflective is 22 students. Number 21, the student who answers active is 12 students and the student who answer reflective is 13 students. Number 25, the student who answers active is 6 students and the student who answer reflective is 19 students. Number 29, the student who answers active is 18 students and the student who answer reflective is 7 students. Number 33, the student who answers active is 17 students and the student who answer reflective is 8 students. Number 37, the student who answers active is 14 students and the student who answer reflective is 11 students. Number 41, the student who answers active is 21 students and the student who answer reflective is 4 students.

Question number 2, which reflects the sensing and intuitive learner, the student who answers sensing is 18 students and the student who answer intuitive is 7 students. Number 6, the student who answers sensing is 22 students and the student who answer intuitive is 3 students. Number 10, which reflects the sensing and intuitive learner, the student who answers sensing is 16 students and the student who answer intuitive is 9 students. Number 14, which reflects the sensing and intuitive learner, the student who answers sensing is 12 students and the student who answer intuitive is 13 students. Number 18, which reflects the sensing and intuitive learner, the student who answers sensing is 24 students and the student who answer intuitive is 1 students. Number 22, which reflects the sensing and intuitive learner, the student who answers sensing is 14 students and the student who answer intuitive is 11 students. Number 26, which reflects the sensing and intuitive learner, the student who answers sensing is 3 students and the student who answer intuitive is 22 students. Number 30, which reflects the sensing and intuitive learner, the student who answers sensing is 15 students and the student who answer intuitive is 10 students. Number 34, which reflects the sensing and intuitive learner, the student who answers sensing is 20 students and the student who answer intuitive is 5 students. Number 38, which reflects the sensing and intuitive learner, the student who answers sensing is 23 students and the student who answer intuitive is 2 students. Number 42, which reflects the sensing and intuitive learner, the student who answers sensing is 23 students and the student who answer intuitive is 2 students.

Question number 3, which reflects the visual and verbal learners, the student who answers visual is 8 students and the student who answer verbal is 17 students. Question number 7, which reflects the visual and verbal learners, the student who answers visual is 5 students and the student who answer verbal is 20 students. Question number 11, which reflects the visual and verbal learners, the student who answers visual is 20 students and the student who answer verbal is 5 students. Question number 15, which reflects the visual and verbal learners, the student who answers visual is 14 students and the student who answer verbal is 10 students. Question number 19, which reflects the visual and verbal learners, the student who answers visual is 21 students and the student who answer verbal is 4 students. Question number 23, which reflects the visual and verbal learners, the student who answers visual is 13 students and the student who answer verbal is 12 students. Question number 27, which reflects the visual and verbal learners, the student who answers visual is 19 students and the student who answer verbal is 6 students. Question number 31, which reflects the visual and verbal learners, the student who answers visual is 8 students and the student who answer verbal is 17 students. Question number 35, which reflects the visual and verbal learners, the student who answers visual is 16 students and the student who answer verbal is 9 students. Question number 39, which reflects the visual and verbal learners, the student who answers visual is 21 students and the student who answer verbal is 4 students. Question number 43, which reflects the visual and verbal learners, the student who answers visual is 19 students and the student who answer verbal is 6 students.

Question number 4, which reflects the sequential and global learners, the student who answers sequential is 9 students and the student who answer global is 16 students. Number 8, which reflects the sequential and global learners, the student who answers sequential is 4 students and the student who answer global is 21 students.  Number 12, which reflects the sequential and global learners, the student who answers sequential is 14 students and the student who answer global is 11 students. Number 16, which reflects the sequential and global learners, the student who answers sequential is 21 students and the student who answer global is 4 students. Number 20, which reflects the sequential and global learners, the student who answers sequential is 18 students and the student who answer global is 7 students. Number 24, which reflects the sequential and global learners, the student who answers sequential is 18 students and the student who answer global is 7 students. Number 28, which reflects the sequential and global learners, the student who answers sequential is 3 students and the student who answer global is 22 students. Number 32, which reflects the sequential and global learners, the student who answers sequential is 19 students and the student who answer global is 16 students. Number 36, which reflects the sequential and global learners, the student who answers sequential is 13 students and the student who answer global is 12 students. Number 40, which reflects the sequential and global learners, the student who answers sequential is 5 students and the student who answer global is 20 students. Number 44 which reflects the sequential and global learners, the student who answers sequential is 23 students and the student who answer global is 2 students.

Based on the table 4.1 we can make conclusion as in table 4.2. From the percentage of each learning style for each student, the biggest percentage of learning style for each student shows the learning style of each student. As in the descriptive table result from one way ANOVA analysis, there are only seven learning styles that represent the students’ learning style from 10 results finding of learning style in social major students of SMA N 1 Gadingrejo. They are sensing that reflects six students, visual four students, verbal one student, sequential two students, global one student, learning style no. 9 seven students, and learning style number 10 four students. 

From the six students who have sensing learning style, one student gets the lowest score in his mid test. The score is 30.based on the A-F scale; he is in the level of F. There is one sensing student who is still in the level of D with 65 score. Three of sensing students are in C scale with the score 70, 75, and 75. The last of sensing student is in the B scale with the 80 score. From the four students who have visual learning style, one student is in the D scale with 65 score. One student in C scale with 75, and two students are in the B scale with 85 score. From one student who has verbal learning style, she is in the C scale with 75 score. From two students who have sequential learning style, one student in C scale with 65 and one student in B scale with75. From one student who has global learning style, she is in B scale with 75 score. From seven students who have no. 9 learning style, one student is in D scale with 60, three students are in C scale with 70, 75, 75, and three students are in B scale with 80 for the three of them. From four students who have no.10 learning style, one student is in the F scale with 50, and three students are in the C scale with 75 for three of them.

Based on one way ANOVA analysis, the researcher gets f = 0,764 with p<0,05. So, from the result it shows that learning style does not have correlation with the mid test achievement score. The result of the analysis shows that each learning style has different mean and standard deviation. In this research, it has been proved that sensing learning style and verbal learning style get the lowest  mean of the mid test score on 65,00. The visual learning style get 77,50 as the means of the mid test score. The sequential learning style get the highest level of the mid test mean on 80,00. The global learning style get the mean on 75,00. The no.9 learning style get 74,29 as the mean of the mid test. The no. 10 learning style get 68,75 as the mean of the mid test.

CHAPTER V

CONCLUSION

Based on the research result and discussion the researcher makes conclusion as follow:

1.      There are only seven learning styles that represent the twenty five students’ learning style of second grade student in social major of SMA N 1 Gadingrejo from 10 results finding of learning style. They are sensing, visual, verbal, sequential, global, learning style no.9, and learning style no. 10.

2.      The learning style does not have correlation with the mid test achievement score.

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Setiyadi, B. 2006. Metode Penelitian untuk pengajaran Bahasa Asing Pendekatan   

              Kualitatif dan Kuantitatif. Yogyakarta: Penerbit Graha Ilmu.

http.//www. Learning_styles. SOLOMON ILS.htm