Nurul Fitriyanni Bachtiar 13601010034

THE CORRELATION BETWEEN LEARNING STYLE AND
STUDENTS’ SPEAKING ACHIEVEMENT AT THIRD SEMESTER OF

ENGLISH DEPARTMENT STUDENTS AT BORNEO UNIVERSITY
THESIS
By:
NURUL FITRIYANNI BACHTIAR
NPM: 13.601010.034
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
BORNEO UNIVERSITY TARAKAN
TARAKAN
2018
THE CORRELATION BETWEEN LEARNING STYLE AND
STUDENTS’ SPEAKING ACHIEVEMENT AT THIRD SEMESTER OF
ENGLISH DEPARTMENT STUDENTS AT BORNEO UNIVERSITY
THESIS
By:
NURUL FITRIYANNI BACHTIAR
NPM: 13.601010.034
Presented to Borneo University of Tarakan in partial fulfillment of the

requirements for degree of sarjana in English Education
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
BORNEO UNIVERSITY TARAKAN
TARAKAN
2018
PAGE APPROVAL
This is to certify that the sarjana’s thesis of Nurul F Bachtiar has been approved by the
thesis advisors for further approval by the Board of Examiners.
Tarakan, March 2018

Approved by:
Advisor,
Syarifa Rafiqa, M. Pd
NIDN.111510871
ii
PAGE OF APPROVAL
Title : The Correlation Between Learning Style and Students’ Spekaing

Achievement at Third Semester of English Department Students
at Borneo University Tarakan
Name : Nurul Firtriyanni Bachtiar
NPM : 13.601010.034
Faculty : Teacher Training and Education
Program of Study : English Education Department
1. Syarifa Rafiqa, M.Pd 1.....................................................

NIDN. 1115108701
2. Romlah Ulfaika, M.Pd 2………………………………….

NIDN. 1101058701
3. Rizki Diliarti Armaya, M.Hum 3…………………………………

NIDN.17.11.6.0157
Acknowledged by:
Dean ofTeacherTrainingandEducationFaculty
Date of Graduation : ..................................
iii
ABSTRAK
Nurul Fitriyanni Bachtiar. 2018. The Correlation between Learning Style and English
Speaking Achievement at Third Semester of English Department Students at Borneo
University Tarakan(dibimbing oleh Syarifa Rafiqa)
Tujuan dari penelitian ini adalah untuk mengetahui gaya belajar yang dominan
dimiliki oleh mahasiswa jurusan Bahasa Inggris semester 3 dan mengetahui hubungan
antara gaya belajar dengan English Speaking Achievement. Gaya belajar diperoleh
berdasarkan kuisioner, wawancara dan dokumen berupa daftar nilai mahasiswa yang
didapatkan dari dosen mata kuliah English Speaking Achievement.
Sampel diperoleh dengan menggunakan total sampling sebanyak 73 mahasiswa
jurusan Bahasa Inggris semester 3 Universitas Borneo Tarakan. Terdapat 30 mahasiswa
(40%) yang memiliki gaya belajar visual, 19 mahasiswa (26%) memiliki gaya belajar
auditori, 12 mahasiswa (16%) memiliki gaya belajar kinestetik, 6 mahasiswa (8%) yang
memiliki gaya belajar visual dan auditori, 4 mahasiswa (6%) yang memiliki gaya belajar
visual dan kinestetik, 2 mahasiswa (3%) memiliki gaya belajar auditori dan kinestetik.
Hasil penelitian mengenai hubungan antara gaya belajar dengan hasil English Speaking
Achievement pada mahasiswa semester 3 jurusan Bahasa Inggris Universitas Borneo
Tarakan: (1) Gaya belajar yang paling banyak digunakan oleh mahasiswa adalah visual
(2) Ada hubungan sempurna antara gaya belajar dengan hasil English Speaking
Achievement mahasiswa semester 3 jurusan Bahasa Inggris Universitas Borneo Tarakan.
Koefisien berkorelasi positif sehingga mendifinisikan terdapat korelasi yang
significant. Itu terlihat pada uji SPSS, bahkan ada variable yang menghasilkan korelasi
sempurna (1.000) maka hubungan tersebut disebut korelasi sempurna atau hubungan
linear sempurna dengan kemiringan (slope) positif.
Kata Kunci : Gaya Belajar Mahasiswa, English Speaking Achievement
iv
ABSTRACT
Nurul Fitriyanni Bachtiar. 2018. The Correlation between Learning Style and English
Speaking Achievement at Third Semester of English Department Students at Borneo
University Tarakan(Advised by Syarifa Rafiqa)
The objectives of this research is to find out the dominant learning style that used
by the third semester of English Department students of Borneo University Tarakan and
to find out is there any correlation between learning style and english speaking
achievement of the third semester of English Department students of Borneo University
Tarakan. Learning style achieved by the number of questionnaire and interview, while
document is the score of students’ english speaking achievement was got from the english
speaking lecturer.
The sample total is 73 third semester of English Department students with total
sampling. There were 30 students (40%) have visual learning style, 19 students (26%)
have auditory learning style, 12 students (16%) have kinesthetic learning style, 6 students
(8%) have visual and auditory learning style, 4 students (6%) have visual and kinesthetic
learning style, 2 students (3%) have auditory and kinesthetic learning style. The results
of the research about the correlation between learning style and English speaking
achievement at third semester of English Department students at Borneo University
Tarakan: (1) the most learning style that used by the students is visual (2) there is a perfect
correlation between learning style and English speaking achievement at third semester of
English Department students at Borneo Tarakan.
The coefficient correlation is positive which, there is a significant correlation. It
can be seen by the result of SPSS test, there is a variable which obtain the perfect
correlation or there is a perfect linear correlation with the positive slope.
Key Words: Students Learning Style, English Speaking Achievement
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ACKNOWLEDGEMENT
First of all let us praise the one and only Allah SWT for His grace and guidance,
so this thesis can be accomplished. Thesis with the title “The Correlation between
Learning Style and English Speaking Achievement at Third Semester of English
Department Students at Borneo Universtiy Tarakan”, to complete the requirement for the
degree of Sarjana in English Education Department at Borneo University.
This thesis would not have been possible to complete without the guidance and
help of several individuals during its completion process. This section is especially
dedicated to express the researcher sincere gratitude to them
1. Prof. Dr. Adri Patton, M. Si as the Rector of Borneo University Tarakan
2. Dr. Suyadi, S.S., M.Ed as the dean of Faculty of Teacher Training and Education
3. Syarifa Rafiqa, M.Pd as the head of English Department Faculty of Teacher
Training and Education and as the advisor. The researcher extremely thankful and
indebted to her for sharing expertise, and sincere and valuable guidance and
encouragement extended to the researcher. Thanks for the time revising,
explaining, revising and re-explaining
4. Romlah Ulfaika, M.Pd and Rizki Diliarti Armaya, M.Hum as the examiners, who
gave the useful opinion for this thesis
5. All lectures and staff in faculty of teacher training and education especially the
lecturers of English Department, thank you very much for every suggestions and
motivation
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6. The researcher’s parents, Subakir Bachtiar and Tukiyah, they are the reason to
always be strong to face the challenges in everyday, the reason why the researcher
have to always keep up the spirit day by day, thanks also for the support
emotionally and financially
7. Her beloved siblings Mansyur, Agus Salim, Mohammad Sholihin and Ade
Mustika Dewi Bachtiar for always help her and make her happy everytime
8. Her very best friends, Tiara Audia S.Pd, Nur Candra Ariana S.Pd, Prihandhini
Putri S.Pd, Eka Sulistiawati S.Pd, Fitria Nurul S.Pd, Marsela S.Pd, Dini Sulistiani,
Siti KartikaS.Pd, Aisyah S.Pd, Nita Hesti Kurnia S.S, Murniati S.Pd, Leti Eka
Yanti, Nur Fatimah Azzahra, Okky Octaviani, and Shinta Devi Ermayana for
every attention and love and always there for her.
9. For all her beloved brothers and sister out there, the researcher pious brothers and
sisters who always give her new knowledge, who always help her to be better
everyday and who always being faithful to her, may Allah loves and always taking
care of them.
10. Big family of English Department especially for English Department in class of
2013 for every motivations, support and happiness in every day.
11. Last but not least, those who cannot be mentioned one by one, who have helped
and support the writer to finish this thesis.
Hopefully, may Allah always bless those mentioned above and all their sacrifice
becomes their merciful deeds to help them gain a success in their future life. The
researcher realizes that this research is far from being perfect. Therefore, any
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constructive criticism and suggestion will be gladly accepted. Finally, it is expected
that this thesis will be beneficial for the readers.
Tarakan, 11th March 2018
Researcher
viii
TABLE OF CONTENTS
PAGE OF APPROVAL ...................................................................................... ii
TABLE OF CONTENTS .................................................................................... iii
LIST OF TABLE………………………………………………………………. iv
LIST OF APPENDICES..................................................................................... v
CHAPTER I INTRODUCTION
A. Background of the Research .......................................................................... 1
B. Problem Statements ....................................................................................... 3
C. Objectives of the Research............................................................................. 4
D. Significances of the Research ........................................................................ 4
E. The Scope and Limitation of the Research ………………………………… 5
F. Definition of Key Terms …………………………………………………… 5
CHAPTER II REVIEW OF LITERATURES
A. Concept of Learning Style…………………………………………………. 6
B. Concept of English Speaking………………………………………… .... … 17
C. Concept of Achievement…………………………………………………… 19
D. Previous Research …………………………………………………………. 20
CHAPTER III RESEARCH METHOD
A. Research Design ............................................................................................ 24
B. Population and Sample ................................................................................. 25
C. Research Instruments ..................................................................................... 25
1. Deep Questionnaire………………………………………………. ......... 25
ix
2. Document analysis……………………………………………………. .. 26
D. Technique of Data Collection ........................................................................ 27
E. Data Analysis ................................................................................................ 28
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings ......................................................................................................... 31
1. The Result of Questionnaire ................................................................... 31
2. The Result of Interview............................................................................ 41
3. The Result of Document Analysis ......................................................... . 51
4. Hypothesis testing ................................................................................... 52
a. Normality test .................................................................................... 52
5. Correlation test ....................................................................................... . 53
B. Discussion ..................................................................................................... 55
CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion ..................................................................................................... 58
B. Suggestion ...................................................................................................... 59
REFERENCES .................................................................................................... 61
APPENDICES ..................................................................................................... 64
x
LIST OF TABLES
Table .............................................................................................................. Page
Table 3.1 Table of the Example of Questionnaire ................................................ 26
Table 3.2 The Table of Scoring Rubric of Speaking skill …………………….... 27
Table 3.3 The Table of Category Classification ................................................... 29
Table 3.4The Table of Correlation Coefficient .................................................... 31
Table 4.1 Table the Result of Students Learning Style Questionnaire.................. 32
Table 4.2 Table of Score Distribution ................................................................... 51
Table 4.3 Table of One-Sample Kolmogorov-Smirnov Test ................................ 52
Table 4.4 Table of Correlation betweenLearning Style and English Speaking
achievement .......................................................................................................... 53
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LIST OF FIGURES
Figure .............................................................................................................. Page
Figure 4.1 Chart of Percentages Distribution of Students Learning Style ............ 40
Figure 4.2 Chart of the Result of Interview Number 1 ........................................ 42
Figure 4.10 Chart of the Result of Interview Number 9 ...................................... 50
xii
LIST OF APPENDICES
Appendix ......................................................................................................... page
1. Learning style Questionnaire .................................................................... 64
2. Criteria of Learning Style Questionnaire .................................................. 67
3. The Script of Interview Guidelines ………………….. ............................ 68
4. The sample of students Learning Style questionnaire .............................. 69
5. The score of Learning Style Questionnaire .............................................. 87
6. The script of Interview ... .......................................................................... 91
7. The result of Interview .. ........................................................................... 103
8. English achievement of the students ... ..................................................... 106
9. The photo documentary ............................................................................ 110
10. Surat Ijin Penelitian ………. .................................................................... 111
11. Surat Keaslian Tulisan … ......................................................................... 112
12. Curriculum Vitae …................................................................................. 113
xiii
CHAPTER I
INTRODUCTION
This chapter discusses background of the research, problem statements,
objectives of the Research, significances of the research, the scope and the
limitation of the research and definition of key terms.
A. Background of the Research
Nowadays, educators face many kinds and characteristics of students.
Common educators did not know about learning style of students. It is a way that
how students absorb, manage, and process the information. It is known that, there
are three categories of students learning styles, are visual learning style, auditory
learning style, and kinesthetic learning style.
Pearson (2005:21) states that during the school years, however, educators
often ignore these tactual and kinesthetic preferences. Instead, classroom
instruction focuses on auditory and visual teaching strategies. While, kinesthetic
students are learn by touching, feeling, moving, and experiencing. This lead the
students look active than the other students and tend to be minority who do not
doing well in school.
Most of students who do well in school tend to be those who learn either
by listening in class or by reading. This leads most of us to believe that the
brighter students are auditory or visual learners. In reality, the teachers usually
teach by telling (auditory), assigning readings (visual), or explaining and writing
on a chalkboard (auditory and visual). Youngsters who are able to absorb through
these two senses are the ones who retain what they have been taught. They also
1
2
respond well on tests, which are either auditory (teacher-dictated) or visual
(written or printed).
One of the students’ success in learning English can be measured by their
English speaking achievement. The score itself consist of students’ vocabulary,
fluently, diction, grammar use. It related to the Chuah Chong-Cheng’s statement
discusses the importance of learning styles as being not only necessary, but also
important for individuals in academic settings. Most students favor to learn in
particular ways with each style of learning contributing to the success in retaining
what they have learnt. Studies carried out conclude that students retain 10% of
what they read, 26% of what they hear, 30% of what they see, 50% of what they
see and hear, 70% of what they say, and 90% of what they say as they do
something. These facts reveal that each learning style has its own strengths and
weaknesses (Audia 2016:1).
The important of knowing the learning style in learning is it would make
easy the students to adjust the material and the students will catch the material
well in the class. In this case of this research the researcher, conducted about the
learning style that is important in learning English. When the students know what
their learning style, they can make the class be more effective than before which is
that is mean the objectives of the learning process in the class will be raised.
According to Deporter and Hernacki (2016:79) there are three learning
styles, that are visual, auditory, and kinesthetic learning style. Visual learning
style is the learning style where the learner feel interest and easy to understand the
material by using picture. Auditorial learning style is the learning style where the
3
learner likes for hearing to understand the material. Kinesthetic learning style is
the learning style where the learner will understand the material when in the
learning process they are move and do something.
Based on the preliminary study at April 29th 2017 that the researcher got
from the second student semester of Borneo University, lot of students are still
hard to speak up in English. Most of the students like to write, and read but not
speak. Their English speaking skill also have a big diverse. This fact lead the
researcher to find out the correlation between students learning style and the
English speaking achievement.
The reason why the researcher chose the third semester students of
English Department were, first because the student still at their first year of
learning English speaking class, the second this could help them in the future to
got their better score of achievement in speaking class after they get the
comprehending about their learning styles.
The purpose of this research was to understand the most learning style
and to investigate the correlation between learning style and English speaking
skill at Borneo University third semester students of English Department in
academic year 2017/2018.
B. Problem Statements
There were two problems of the Research in this research, they were :
1. What is the most learning style that used by the third semester of English
Department students at Borneo University?

4
2. Is there any correlation between learning style and the English Speaking
achievement at the third semester of English Department students at Borneo
University?
C. Objectives of the Research

Objectives of the Research were formulated as follows:
1. To gave comprehend about the most learning style of the third semester of
English Department students at Borneo University.
2. To investigated about the correlation between students’ learning style and
English speaking achievement of third semester of English Department
students at Borneo University.
D. Significances of the Research
The result of the research was expected two significances, that were
1. Theoritically
a. This research gives the additional information about the differences of
students’ learning style
b. This research as the reference either for the literature or the reference for the
previous research
2. Practically
a. For the researcher
This research gives the perception that each student has different learning
style and learning style influencing the English speaking achievement

5
b. For the lecturer
1) This research can be used for understanding the students learning style
2) This research can be used as the guidance of the teacher to adjust the
differences students’ learning style to increase the students’ English speaking
achievement
3) Increasing teacher understanding that there are 3 types of learning style and the
teacher have to be more creative to make students with all of the different
learning style will be enjoyed the material in the class
E. The Scope and Limitation of the Research
This research will be focused on the students’ learning style and the
students’ English speaking achievement. The limitation of this research will be
focused on the third semester students of Teacher Training and English Education
at Borneo University in academic year 2017/2018
F. Definition of Key Terms
In order to avoid misunderstanding in interpreting the meaning of the
terms that is used in the research, the term which are relevant to this research are
elaborate as follows:
1. Learning Style is a style of students’ way to understand the learning process. It
that divided into three types, that are visual learn by what they see, auditory
learn by what they hear or listen and kinesthetic learn by moving, doing, acting
out and touching.

6
2. English speaking achievement is the result that has been achieved by learners
in the English speaking class process as indicated by the test score or number
of outcome evaluations conducted by the lecturer.

CHAPTER II
REVIEW OF LITERATURES
This chapter explains about the reviews that focus on literatures related to
the learning styles and English speaking skills. This chapter discusses the concept
of learning style, the concept of learning, and the concept of English speaking
achievement.
A. Concept of Learning Style
Learning Style has been defined by various scholars mostly as a signal
for individual differences. These differences may manifest itself in ‘life styles’
and even in personality types (Zhang & Sternberg 2012:143). Kolb (2015:145)
and Honey and Mumford (2011:145) describe learning style as an individual
preferred or habitual ways of processing and transforming knowledge. According
to Kolb (2011:146), psychological attributes, resulted from individual differences,
determine the particular strategies a person chooses while learning. On the other
hand, Keefe (2008:145) emphasizes learning styles as cognitive, affective, and
psychological traits that serve as relatively stable indicators of how learners
perceive, interact with, and respond to the learning environment.
DePorter(2010:213) states that learning style is the key to develop the
performance in office, school and in another private situation. When students are
aware of how to absorb and manage the information, they also can learn and
communicate easily with their usual style.
7
8
The field of educational psychology comprises numerous learning style
models, all aiming at an improvement of learning. Learning style assessments
could contribute to the learner’s intrapersonal knowledge as a part of his/her
declarative meta-knowledge. Accordingly, intrapersonal knowledge is defined as
knowledge about the own thinking, memory, and corresponding tendencies
Brown(2012:2). Therefore, by knowing about specific preferences a learner
unifies, he/she at least fulfills a basic prerequisite to self regulate his/her learning
process and environment in a way that suits his/her individual learning
preferences.
Learning styles are regarded as one of the crucial factors to be taken into
account when designing instruction and learning environments: “Instruction
designed to address a broad spectrum of learning styles has consistently proved to
be more effective than traditional instruction, which focuses on a narrow range of
styles” Felder and Brent ( 2005:59). However, the scientific understanding of the
concept of learning style is rather inconsistent. Learning style models range from
holistic approaches e.g., the Dunn and Dunn learning style model; Dunn et al.,
(2012:1) to specific models that focus on certain dimensions of learning, i.e.,
information gathering, processing, and retrieval e.g., the Felder-Silverman
learning-style model; Felder and Silverman, (2012:1).
Brown in Audia (2016:7) defines that learning styles is the manner in
which individuals perceive and precede information to get used to the situations.
He argues that learning style preference is one aspect of learning style, and refers
to the choice of one learning situation or condition over another. Kolb in Audia
9
(2016:7) states that learning style is personal attribute, results of individual
differences, and particular strategies that a person chooses while learning.
“Genius Learning Strategy” book by Gunawan in Tiara (2016:7) states that
there are seven general approaches in classifying types and characteristics of
learning style as follows:
a. The approach is based on information processing; determining a different way
in processing new information. This approach is developed by Kagan, Kolb,
Honey and Umford Gregorc, Butler, and McCharty.
b. The approach is based on personality; determining different types of personal
characters. This approach is developed by Myer-Briggs, Lawrence, Keirsey
and Bartes, Simon and Byram, Singer-Loomis, Grey-Whellright, Holland, and
Geering.
c. The approach is based on perceptual modality; determining dependency level
through certain sensory perception. The approach is developed by Bandler,
Grinder and Mesick.
d. The approach is based on environment; determining different response
through physical, psychological, and social condition, and instructional. This
approach is developed by Witkin and Eison Canfield. physical, psychological,
and social condition, and instructional.
e. The approach is based on social interaction; determining different ways in
connecting with others. This approach is developed by Grasha-Reichman,
Perry, Mann, Furmann-Jacobs, and Merill.

10
f. The approach is based on intelligence; determining different talent. This
approach is developed by Gardner and Handy.
g. The approach is based on cerebral area; determining relative domination of
cerebral area, such as left hemisphere and right hemisphere. This approach is
developed by Sperry, Bogen, Edwards, and Herman.
According to Bobbi DePorter (2010) states that there are three modalities
of the learners : visual, auditory and kinesthetic.
According to Dunn and Dunn in Gillakjani (2012:35), only 20-30% of
school age children appear to be auditory learners, 40% are visual learners, and
30-40 % are tactile/kinesthetic or visual/tactile learners. While Barbe in Gillakjani
(2012) states that for grade school children the most frequent modality strengths
are visual (30%) or mixed (30%), followed by auditory (25%), and then by
kinesthetic (15%).
From the definition above, it can be concluded that students’ learning
style is a style of students’ way to understand the learning process. It also refers to
the easiest and the fastest technique to absorb the information. Every student has
their own dominant learning process. There are a lot of learning styles, but the
learning style that will be focused in this research is the VAK learning style that
consists of Visual, Auditory and Kinesthetic based on Rita Dunn research and the
explanation of each learning style as follows:
1. Visual
Visual is an understanding new ideas and concepts when people see an
image to get the information.

11
a. Visual Learning Style
DePorter and Hernacki(2016:116) states that visual learners learn by what
they see. Based on LdPride (2008:110), individuals who fall into this category
typically learn through what they see using their own eyes. Visual learners are
those students who jockey for the positions at the front of the class, must have
front row theater seats and love to be right up front for sport events in order to
obtain the best view. Visual learners had a tendency to describe everything that
they see in terms of appearances. These learners love visual aids such as photos,
diagrams, maps and graphs. Based on Brown(2007:75) Visual learners frequently
are good writers and will commonly. Visual learners like tables, pictures, and the
other graphic information.
DePorter and Hernacki (2016:116) states that the students with this learning
style access the visual that is created and memorized from colors, mental pictures,
and prominent pictures. People with visual learning style are discipline,
perfectionist, keep the performance, remember the picture, really love reading, ask
someone to recite, need illustration of the whole purpose, catch the details, and
also remember what they see.
Based on DePorter et al (2010:216), visual makes a lot of symbols and
pictures on their notes. In math and science, table and graphic will deepen their
comprehension. Mind mapping also will be a good instrument, because a visual
learner will learn from what they catch in the whole picture.
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b. Visual Learning Style in Learning Process
Based on DePorter and Hernacki(2016:116) these are some of the
following characteristics of visual learners in learning process, they are:
1. The students who has this learning style usually neat and tidy
2. When speak to communicate with the others, the students speak quickly
3. Usually Planner and regulator of long-term good
4. Meticulous to details because they are average is a perfectionist people
5. Concerned with the appearance, both in terms of clothing and presentation
6. Good speller and can see the actual words in their minds
7. Remember what is seen rather than being heard
8. Remember everything by the visual association
9. Usually cannot be bothered by the commotion
10. Have problems to remember verbal instructions unless written and often ask
to help the people to repeat
11. They are a good viewer, that is why they are precise and diligent readers
12. If have to choose the students prefer to read than reading out
13. Views and objectives requires thorough and exercise caution before mentally
feel uncertain about a problem or project
14. Crossed scratch without sense while talking on the phone and in meetings
15. Forgot to convey a verbal message to others
16. Often answered questions with a yes or no
17. They are prefer demonstration than speech because they like see something
than focus on sound

13
18. They are preferring art than music for example, picture, photo and etc.
2. Auditory
Auditory is an understanding new ideas and concepts when people hear the
information, people who learn a tune in a snap.
a. Auditory Learning Style
Based on LdPride(2016:116) auditory learners are very good listeners.
They tend to absorb information in a more efficient manner through sounds,
musics, discussions, teachings, etc. These individuals will prefer to record lectures
so that the students can replay them at a later time for research purposes. Brown
(2007:77) states that auditory learners appreciate books on tape and finding that
reading aloud will help the students to retain information. Rather than written
reports, auditory learners tend to do better on oral presentations and reports.
Auditory learning style likes the explanation and audiotape.
DePorter and Hernacki(2016:116) states that the people with the auditory
learning style access all kinds of music, intonation, rhythm, rhyme, internal
dialog, and the prominent sound. Auditory learners could be identified if the
attention is easy to be broken, speak with rhythm, learn by hearing, activate the
lips, and read aloud.
DePorteret al (2010:216) states that the auditory learners like to record
than learn, because they like listening to the information repeatly. There are some
auditory learners who like to listen to the music when they are learning and there
are auditory learners who think it as the disturbance. The auditory learners have to
be allowed to speak with their own self with low sound when they work or learn.
14
b. Auditory Learning Style in Learning Process
Bobbi De Porter and Hernacki (2016:116) states that these are some of the
following characteristics of auditory learners in learning process, they are:
1. The auditory learner usually speak with their self
2. Easily distracted by the commotion by their friend in the class
3. Moving their lips and said writing in a book when reading
4. Enjoying reading aloud and listening everything
5. Can repeat back and mimick the tone, rhythm and timbre
6. Finding it difficult to write but having a great storytelling
7. When they are speak, they are speaking in rhythm pattern
8. Usually a fluent speaker, that is why the listener will easy to catch the point
of the auditory learner
9. Prefering musics to arts.Example guitar, piano, etc.
10. Sailed to listen and remember what was discussed than seen.
11. Likes to talk, discuss, and explain things like length
12. Having a problem with a job work involving visualization, such as cut to
pieces to fit each other.
13. Smarter to spell loudly than to write. It is because they are like to speak
14. If they get two options between oral jokes or comic, they are prefer an oral
joke than comics.
3. Kinesthetic
Kinesthetic is an understanding new ideas and concepts when people doing
a physical way or by working things out tactilely.

15
a. Kinesthetic Learning Style
Based on LdPride(2016:93) kinesthetic learners are tactile learning. This
means that they learn best through moving, doing, acting out and touching.
Projects that are hands-on in nature are best for kinesthetic learners. Kinesthetic
learners tend to become frustrated when they must sit for long periods of time.
They enjoy conducting experiments. Brown (2007:89) state that kinesthetic
learners show their favorite way to the demonstration and the other physic activity
Based on DePorter and Hernacki (2016:118) the kinesthetic learners
access all kinds of movement and emotion that are created and could be
memorized like movement, coordination, rhyme, emotional expression and
physical pleasure. Kinesthetic learners could be identified if the learners touch
people and stand really close, have a lot of movements, learn by doing, point the
written when reading, respond physically, remember while walking and seeing.
Based on DePorter et al (2010:217) kinesthetic learners like the applied
project. The short joke proved that it can help. Kinesthetic learners likes to learn
by movement and will be better to memorize information by associating the
movement with every fact. There are a lot of kinesthetic learners who estrange
their selves from their seat, they like to sit on the floor and spread the work around
them.
Based on the research of Maneses from Texas University in Chatib
(Audia: 2016:14) the human brain is the fastest to catch the information from the
movement. The result from that research got that almost 90% that is memorized is
16
the learning process that is done by the activity. Then common model such as
speech teacher model when delivering the material is hard to memorize.
b. Kinesthetic learning style in learning process
Based on DePorter and Hernacki(2016) states that these are some of the
following characteristics of kinesthetic learners in learning process, they are:
1. Kinesthetic learner usually speaks slowly.
2. Responding physical attention than an oral call
3. When the students communicate with the other, they are always touching
people to get their attention
4. Standing close when talking to people
5. Always oriented to the physical and sedentary
6. Having the early development of large muscles
7. Learning through manipulating and practices
8. Memorizing the way it goes and see
9. Using a finger as a bookmark when reading
10. Many use the body cues to interact
11. Unable to sit still for a long time they are prefer to around the class
12. Can not remember the geography, unless the students had never been in this
place
13. Using words that contain action to speak with the others
14. Loved books oriented to the plot – the students reflect the action with body
movements while reading
15. Possibly a kinesthetic learner has bad writing

17
16. The students always want to do everything
17. In the class the students loves the learning process which use games that
occupies their self
B. Concept of English Speaking
Speaking is an interactive process of constructing meaning that involves
producing and receiving and processing information (Brown, 2015:5). Its form
and meaning are dependent on the context in which it occurs, including the
participants themselves, their collective experiences, the physical environment,
and the purposes for speaking. It is often spontaneous, open-ended, and evolving.
However, speech is not always unpredictable. Language functions (or patterns)
that tend to recur in certain discourse situations (e.g., declining an invitation or
requesting time off from work), can be identified and charted. For example, when
a salesperson asks "May I help you?" the expected discourse sequence includes a
statement of need, response to the need, offer of appreciation, acknowledgement
of the appreciation, and a leave-taking exchange. Speaking requires that learners
not only know how to produce specific points of language such as grammar,
pronunciation, or vocabulary (linguistic competence), but also that they
understand when, why, and in what ways to produce language (sociolinguistic
competence). Finally, speech has its own skills, structures, and conventions
different from written language. A good speaker synthesizes this array of skills
and knowledge to succeed in a given speech act.
In this research, the basic achievement that this thesis deals with is
speaking, undoubtedly important in a second language acquisition process.

18
Speaking is one of the most difficult skills language learners have to face. In spite
of this, it has traditionally been forced into the background while we, teachers of
English, have spent all our classroom time trying to teach our students how to
write, to read and sometimes even to listen in a L2 because grammar has a long
written tradition (Bueno, Madrid and Mclaren, 2006: 321).
Spoken language production is often considered one of the most difficult
aspects of language learning Brown & Yule (2015:2). Speaking seems to be the
most important skills of all the four skills (listening, speaking, reading, and
writing) because people who know a language are usually referred to as speakers
of that language. The major of all English language teaching should be to give
learners the ability to use English effectively, accurately in communication
(Davies and Pearson, 2007).
For most people, the ability to speak a language is synonymous with
knowing that language. Nevertheless, “speaking in a second or foreign language
has often been viewed as the most demanding of the four skills” (Bailey and
Savage 2015: 6).
Bailey and Savage (2015:7) Speaking is an “activity requiring the
integration of many subsystem all these factors combine to make speaking a
second or foreign language a formidable task for language learners yet for many
people, speaking is seen as the central skill”.

19
C. Concept of Achievement
Based on Magnuson (2007:33) achievement is the extent to which a
students, teachers, or institution has achieve their short or long-term educational
goals. Von, Sophie & Benedikt (2011:65) achievement is commonly measured
through examinations or continuous assessments. Achievement is the result
achieved by someone when doing tasks or current activity. In other hand Bossaert
& Douman (2011:79) achievement is defined as the ability, skills and attitude of
person in terms of getting things done. While, in academic achievements the
mastery of knowledge or skills developed by the subjects, usually indicated by
test scores or the number value assigned by the teachers.
According to Baumeister (2007:91) achievement represents performance
outcomes that indicated the extent to which a person has accomplished specific
goals that were the focus of activities in instructional environments, specifically in
school, college, and university. School systems mostly define cognitive goals that
either apply across multiple subject areas or included the acquisition of knowledge
and understanding in a specific intellectual domain (Abruzzi, Kristen J & Cristina
2016:75).
Thus, from all the explanation it can conclude that English speaking
achievement is the result that has been achieved by learners in the English
speaking class process as indicated by the test score or number of outcome
evaluations conducted by the teachers. So, the speaking achievement of students
focused on the value or number that reached students in learning English speaking
class process at university. This value is mainly in terms of skills, because this
20
aspect is often assessed by the teacher to know the mastery of knowledge is used
as a measure of students speaking achievement.
D. Previous Research
To prove the originality of this research, the researcher presents some
previous researches that deal especially with learning style and the result of
English test. Those related researches are explained as follow:
The first research is about, The Effect of Different Learning Styles on
Developing Writing Skills of EFL Saudi Learners by Dr. Omnia Nabih Ahmed
(2012), Applied Linguistic Department, Yanbu University College.Thefirst
researcher, Dr. Omnia Nabih Ahmed in 2012 research about the effect of different
learning styles on developing writing skills of EFL Saudi learners. Which took
place in Saudi, while, the instrument that had been used by Dr. Omnia Nabih
Ahmed were learning style inventory and writing test. Results of this research
were, post test shows clear improvement in the performance of the experimental
group. Their ability to distinguish between relevant and irrelevant sentences, to
edit and revise a given text and to write correct English sentences in a paragraph
form was developed. Which, learning style is just one of the many factors which
influence the learning process and the learning results. Knowledge of learning
styles cannot be used to remove all difficulties in understanding the learning
process and other troubles in foreign language teaching, it is necessary for
teachers to combine learning style with other individual differences, such as a
learner’s personality, language aptitude, and so on. However, learning style is an
important factor in successful language learning, teachers’ skills in matching and

21
diversifying learners’ style preferences is essential to effective teaching and
learning. Knowledge of students' learning styles is helpful for teachers in class
preparation, designing, class delivery methods, choosing appropriate technologies,
and individual instruction for effective EFL classroom.
The second research, is the study about The Correlation Between Students’
Learning Style and Students’ Speaking Achievement by Muhammad Faris
Fahrudin (2015), English Education, Faculty of Language and Arts, State
University of Surabaya. The second researcher, Muhammad Faris Fahrudin in
2015 research about the correlation between students’ learning style and students’
speaking achievement. Took place in Surabaya, this research used quantitative
method and the instrument of this research were field notes, questionnaire and
students’ speaking scores as the instruments. The results and discussions of this
research become the sources of drawing the conclusion of this study. Concerning
the correlation between students’ learning styles and students’ speaking score, it
was found that students’ learning styles have no correlation with students’
speaking score of the twelfth grade in SMA Negeri 1 Tumpang. However, the
ANOVA analysis showed that there is no significant correlation between learning
styles and speaking achievement of XII IA 3 students of SMA Negeri 1 Tumpang
since the p.value (0.259) obtained is higher than the significance value (0.05).The
reason why the three learning styles do not significantly affect students’ speaking
score might be caused by some other factors that could not be explained by this
Anova analysis. In another word, the success of students’ speaking may come
from the internal factor such as the students themselves and the external factors
22
like the role of the instructor, teaching media, the design of the curriculum or the
way the test was conducted. In conclusion, students’ success in speaking is not
significantly affected by their preference to employ particular learning style.
While, the third research, is the study about The Influence of Students’
Learning Style on Their Speaking Ability at Class IX of MTs Muslimin Peusing
Bandung Barat by Siti Marwiah & Kaswan (2014), STKIP Siliwangi Bandung.
The third researcher Siti Marwiah & Kaswan in 2014 research about the influence
of students’ learning style on their speaking ability at class IX. Took place in
Bandung. The method of this research used quantitative research, while
questionnaire and test were as the instruments. The research of this research
shows that there is no significant difference among students’ speaking ability
based on their learning styles because the data clearly reports that all the result of
significance value are higher than 0.05. Meanwhile, to have the significant
difference, the sig, value or significance value should lower than 0.05. The
conclusion is the best speaking score is individual learner from other learning
styles, and there is no significant difference between learning style on their
speaking ability.
From all the previous researches above, it can be conclude that the
researches has some similarities, there are, the first the second and the third
research study about the students’ learning style. Their object of the research also
had the same age that is a middle adolescent student. The last common that all the
three research had is, all the researches above prove that there was nothing to do
23
with the students way of learning style and their ability in learning English as a
foreign language.
It also has the differences between the first research, the second research
and the third research, that are, the first research was about learning style and
writing skill, while the second research was about learning style and speaking
achievement, and the third research was about the learning style and speaking
skill. Then the other differences is, the first research was trying to find the effect
of students’ learning style and writing skill, while the second research trying to
find the correlation of students’ learning style and speaking achievement, and the
third research was trying to find the influence of students’ learning style and
speaking skill. While for the last differences is, the first research’ took place in
Arab, Yanbu University. While the second research’ took place in Indonesia,
SMA Negeri 1 Tumpang. Then, the third research’ took place in Indonesia, MTS
Peusing, Bandung.
CHAPTER III
RESEARCH METHOD
This chapter deals with the research method of the study, including the
research design, population and sample, research instrument, technique of data
collection, and data analysis.
A. Research Design
This research used descriptive quantitative research, because the
researcher wants to prove that the data are showed using numbers. The researcher
did not give the current activity, and every activity goes like usual.
Based on Sugiyono (2013:61), Quantitative method is the scientific
method because it fulfills the scientific rule that is concrete and empiric, objective,
measured, rational, and systematic. This method is also called as a discovery
method because it could be developed into the new science knowledge. This
method is also called as a quantitative research because the research data are the
numbers and the analysis of the data use statistics.
The purpose of this research are to know about the most learning style
that is used by the third semester students of English Department and, if there is
any correlation between learning style and the English speaking skill of third
semester English Department students at Borneo University 2017/2018.
The technique that had been used to get the data is by using the learning
style questionnaire and the students’ English speaking skill of the 3rd semester
24
25
English Department students at Borneo University. The data analysis that had
been used in this research is statistical analysis.
B. Population and Sample

The population of this research is the third semester English Department
students at Borneo University 2017/2018, with the total students is 73. Based on
Sugiyono (2010:217) total sample is the researcher used all the number of
population, because of the number of population are quite small less than 100. In
this research, the researcher used a total sample, which is the number of the
sample are less than 100, the sample of this research is the whole population of
third semester students at English Department are 73 students.
C. Research Instrument
The instruments that used in the research are questionnaire, interview,
and speaking test which could be explained as follows:
1. Deep Questionnaire
The instrument that the researcher was taken from quantum teaching
book (Bobbi, Reardon, & Nourie Singer Sarah, 2010). The questionnaires are
shared to the students at the third semester of English Department students, and
the students were choosen as the representation from each local of the third
students. The questionnaires used English language.
There are 36 questions. It consist of 12 items for visual learner, 12 items
for auditory learner and 12 items for kinesthetic learner, but the students have to
fill it all without any explanation, and these are the visual, auditorial, and
26
kinesthetic. The students got a questionnaire completely with 36 items of question
in it.
This test needs the students to choose one of their own styles when they do
the activity, for example:
Kadang-
No. Pertanyaan Sering Jarang
kadang
1. Apakahandasenangberbicara √
If the student answers sering (often), it means the score is two. If the
student answers kadang-kadang (sometimes), the score is one.If the student
answer jarang (rarely), it means the score is zero.
To analyze the questionnaire, the researcher used Bobbi Mark and Sarah‘s
way. If the students’ learning style score is dominant in the first, which is the
visual, they are cotegorized into the visual, but if the total showsthat the students
are dominant in auditory questions, they are categorizedinto the auditory type. The
same way to determine the next learning style is applied.
The researcher interview the representation of the student. The function of
interview is for strengthen the information. There are 9 questions base on their
habitual activities, and the sample has to answer it verbally.
2. Document Analysis
The researcher took the English speaking achievement of third semester
students’ in the English Department at Borneo University. The researcher took 73

27
students’ English speaking achievement from the English speaking lecturer of
English Department at Borneo University.
To categorize the score of students, the researcher did categorize it into 3
types of score, they are high, medium and low. The step that used by the
researcher to decide it as follow as this.
Score≥mean + SD value ≥ high
Mean – SD ≤ score < mean + SD <Medium
Mean – SD score <low
After did the calculation, the researcher did find 3 types of the standard
score. The students who have score 83 they were enter to high, between 75-83
were be enter medium and students who have score under 73 were be enter to the
law category.
D. Technique of Data Collection
There were three steps of technique of Data Collection, the first, the
researcher chose the sample. Second, the researcher took a learning stylestesttothe
samples, the samples have to fill all columns, and there are 36 columnsin the
questionnaire. The samples have 15 minutes to answer 36 questions of the test.
After that, the researcher collected the questionnaire paper back and
determined the students’ learning style. The researcher counted all of the data of
students’ learning style and classified the students based on the learning style.
Then, the researcher chose the representation of the sample to answer the
questions from the researcher from the interview sheet. The students answered by
the option of the answer.

28
The next step, the researcher took the students’ English speaking
achievement result of the 3rdsemester students of English Department from the
lecturer.
The last procedure is the researchercorrelated the learning style and the
students’ English speaking achievement. The result of learning style will be
correlated with students’ English speaking achievement.
E. Data Analysis
Data Analysis is the way that will be used in this research to execute the
data. The data had been processed in quantitative because the form of the data is
number. The calculation will be employed by SPSS computer program version 20
for windows 8
There were two ways that the researcher used to execute the data. That
were analyzed the data of students’ learning style and correlation test.
1. Analyze the Students learning style
The first step was given the score of each option that students choose. The
maximum score is 2 and the minimum score of every learning style scale option is
0 . The next step is count the percentage of students’ learning style.
Note :
P : Percentage
F : Frequency
N: Number of Cases (total of sample)
29
After did the scoring, the next step is classified the dominant learning style
of every students, every learning count by the students’ total and compare with the
total of the whole students. The researcher used the category classification
according to Arikunto (2010:277)
Category Percentage scale

Very Good 81%-100%
Good 61%-80%
Enough 41%-60%
less 21%-40%
Very less 0%-20%
2. Analyze the correlation
Arikunto (2013:281) stated that “to test the correlation between two
variable with interval data and ratio, the formula that have to be used is product -
moment correlation’’ this research will use SPSS to test both of variable to find
out the correlation of learning style and english speaking achievement and answer
the problem statements of this research.
Based on Arikunto(2013:315) the formula of product- moment correlation
is :
Note :
rxy : coefficient correlation between x and y
N : total of sample
X : score of item
Y : total score
30
ΣX : number of items score

ΣY : number of total score
ΣX2 : quadrat number of score item
ΣY2 : quadrat number of total score
After it, the researcher gave the interpretation correlation coefficient,
according to Sugiyono (2013)
Coefficient Correlation Scale

0,00 -0,199 Very Low
0,20 – 0,399 Low
0,40 – 0.599 Medium
0,60 – 0,799 Strong
0,80 – 1,000 Very strong
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter deals with the findings and discussion, the findings consist
of the result of questionnaire, interview and document of 73 students that chosen
as the sample of this research.
A. Findings
In this chapter, the researcher will give the explanation about what was
the researcher find out doing the research.
1. The Result of Questionnaire
To determine the students’ learning style, the researcher counted score
for each type of learning style. Every choice that students chose marked what
kinds of learning style they have. There were 12 questions about visual learning
style, 12 questions about auditory learning style, and there were 12 questions
about kinesthetic learning style. The following is the result of the learning style
questionnaire.
Table 4.1 Table the Result of Students Learning Style Questionnaire
Answer
No Question Total
Often sometimes Seldom
Are you neat and organized?
1 32 37 4 73
2 Are you talking fast? 16 45 12 73
Are you a good long-term planner and

3 regulator? 13 46 14 73
Are you a good speller and can you see the

4 words in your mind? 28 32 13 73
31
32
Do you remember what you see more than what

5 you hear? 49 18 6 73
Do you memorize with visual associations (eye

6 senses)? 36 34 3 73
Is it difficult to remember oral commands unless
7 they are written down and do you often ask 14 50 9 73

people to repeat what they say?
Would you rather read by yourself than people

8 read for you? 40 28 5 73
Would you prefer to strike out a streak during a

9 call or attend a meeting? 24 32 17 73
Would you prefer to do a demonstration rather

10 than make a speech? 12 30 31 73
11 Do you prefer art (painting or dancing)? 27 28 18 73
Do you know what to say, but do not know the

12 right word? 34 35 4 73
13 Are you talking to yourself while working? 30 30 13 73
Are you easily distracted by the commotion?

14 32 36 5 73
Do you move your lips or pronounce the word

15 while reading 37 30 6 73
16 Do you like to read aloud and listen? 34 28 11 73
Can you repeat and mimic the tone, change and

17 color of the sound? 27 35 11 73
Do you feel writing is difficult, but good at

18 telling stories? 23 31 19 73
19 Are you talking in a rhythmic pattern? 14 38 21 73
Do you think you are an eloquent speaker?

20 15 31 27 73
33
Do you prefer music to art? (paintings and

21 dances) 47 22 4 73
Did you learn by hearing and remembering what

22 was discussed rather than what you saw? 19 42 12 73
Do you like to discuss, talk and explain at

23 length? 19 31 23 73
Would you rather spell out loud than write it

24 down? 10 39 24 73
25 Are you talking slowly or carefully? 17 41 15 73
Did you touch people to get his attention while

26 talking? 19 30 24 73
Do you stand close when talking to someone?

27 23 39 11 73
28 Are you physically oriented and multitudinous? 19 45 9 73
Do you learn through manipulation and

29 practice? 19 46 8 73
30 Do you learn by walking and seeing? 38 19 16 73
Do you use a finger to point while reading?

31 19 31 23 73
32 Do you use body language? 32 29 12 73
33 Can’t you sit quietly for a long time? 27 27 19 73
34 Do you make a decision based on feelings? 34 28 11 73
Did you tap a pen, finger and other objects while

35 listening? 25 34 14 73
36 Do you take time for exercise? 13 37 23 73
Total 73
34
The first part of questionnaire refers to the question about activity of the
students in the daily life, the objectives of the questions were to identify and to
detect the score of visual learning style of each student. From that questions,
based on the activity could be seen that the students entered to visual learning
style when the students answered prefer chosen the visual activity. If the students
have the dominant score on visual, it means the students have visual learning
style. Based on the questionnaire, there were 30 students who have the high score
on visual learning style or on the first part of questionnaire the implication of the
result was there were 30 students (41 %) from the whole number of 73 students
who have visual learning style.
The first question of the questionnaire, there were 32 students (44 %)
who answered “always”, 37 students (51 %) answered “sometimes” and there
were 4 students (5 %) who answered “seldom”. On the second question, there
were 16 students (22 %) who answered “always”, 45 students (62 %) answered
“sometimes” and there were 12 students (16 %) who answered “seldom”. On the
third question, there were 13 students (18 %) who answered “always”, 46 students
(63 %) answered “sometimes” and there were 14 students (19 %) who answered
“seldom”. On the fourth question, there were 28 students (38 %) who answered
“always”, 32 students (44 %) who answered “sometimes” and there were 13
students (18 %) who answered “seldom”. On the fifth question there were 49
students (67 %) who answered “always”, 18 students (25 %) who answered
sixth question, there were 36 students (49 %) who ansewered “always”, 34

35
students (47 %) who answered “sometimes” and there were 3 students (4 %) who
answered “seldom”.
The most preferred option to choose on the seventh question, who
answered “always”, 14 students (20 %), there were 50 students (68 %) who
answered “sometimes” and there were 9 students (12 %) who answered “seldom”.
On the eight question, there were 40 students (55 %) who answered “always”, 28
answered “seldom”. On the ninth question, there were 24 students (33 %) who
answered “always”, 32 students (44 %) who answered “sometimes” and there
were 17 students (23 %) who answered “seldom”. On the tenth question, there
were 12 students (16.5 %) who answered “always”, 30 students (41 %) who
answered “sometimes” and there were 31 students (42.5 %) who answered
“seldom”. On the eleventh question, there were 27 students (37 %) who answered
students (25 %) who answered “seldom”. On the twelfth question, there were 34
“sometimes” and there were 4 students (5 %) who answered “seldom”.
The second part of the questionnaire refers to the question about activity
of the students in the daily life, the objectives of the question were to identify and
detect the score of auditory learning style of each student. From that question,
based on the activity could be seen that the students entered to auditory learning
style when the students answered prefer to choose the auditory activity. If the
students have the dominant score on auditory, it means the students have auditory
36
learning style. Based on the quesionnaire, there were 19 students who have the
high score on auditory learning style or on the first part of questionnaire , the
implication of the result was there were 19 students (26 %) who have auditory
learning style.
On the thirteenth question, there were 30 students (41 %) who answered
“always”, 30 students (40 %) who answered “sometimes”, and there were 13
students (18 %) who answered “seldom”. On the fourteenth question, there were
32 students (44 %) who answered “always”, 36 students (49 %) who answered
fifteenth question, there were 37 students (51 %) who answered “always”, 30
answered “seldom”. On the sixteenth question, there were 34 students (46.5 %)
who answered “always”, 28 students (38.5 %) who answered “sometimes” and
there were 11 students (15 %) who answered “seldom”. On the seventeenth
question, there were 27 students (37 %) who answered “always”, 35 students (48
%) who answered “sometimes" and there were 11 students (15 %) who answered
“seldom”. On the eighteenth question, there were 23 students (31.5 %) who
answered “always”, 31 students (42.5 %) who answered “sometimes”, and there
were 19 students (26 %) who answered “seldom”.
For the question number nineteenth, there were 14 students (19 %) who
were 21 students (29 %) who answered “seldom”. On the twentieth question,
there were 15 students (20.5 %) who answered “always”, 31 students (42.5 %)

37
who answered “sometimes” and there were 27 students (37 %) who answered
“seldom”. On the twenty-first question, there were 47 students (64.5 %) who
were 4 students (5 %) who answered “seldom”. On the twenty-second question,
there were 19 students (26 %) who answered “always”, 42 students (57.7 %) who
answered “sometimes” and there were 12 students (16.5 %) who answered
“seldom”. On the twenty-third question, there were 19 students (26 %) who
answered “always”, 31 students (42.5 %) who answered “sometimes” and there
were 23 students (31.5 %) who answered “seldom”. On the twenty-fourth
%) who answered “sometimes” and there were 24 students (33 %) who answered
“seldom”.
The third part of questionnaire refers to the question about activity of the
students in the daily life, the objectives of the questions were to identify and to
detect the score of kinesthetic learning style of each student. From that question,
based on the activity could be seen that the students entered to kinethetic learning
style when the students answered prefer to choose the kinesthetic activity. If the
students have the dominant score on kinesthtetic, it means the students have
kinesthtetic learning style. Based on the questionnaire, there were 12 students who
have the high score on kinesthetic learning style or on the third part of
questionnaire, the implication of the result was there were 12 students (16.5 %)
who have kinesthetic learning style.

38
For the question number twenty-fifth, there were 17 students (23.5 %)
who answered “always”, 41 students (56 %) who answered “sometimes” and there
were 15 students (20.5 %) who answered “seldom”. On the twenty-sixth, there
were 19 students (26 %) who answered “always”, 30 students (41 %) who
answered “sometimes” and there were 24 students (33 %) who answered
“seldom”. On the twenty-seventh question, there were 23 students (31.5 %) who
answered “always”, 39 students (53.5 %) who answered “sometimes” and there
were 11 students (15 %) who answered “seldom”. On the twenty-eight question,
there were 19 students (26 %) who answered “always”, 45 students (62 %) who
answered “sometimes” and there were 9 students (12 %) who answered “seldom”.
On the twenty-ninth question, there were 19 students (26 %) who answered
students (11 %) who answered “seldom”. On the thirtieth question, there were 38
“sometimes” and there were 16 students (22 %) who answered “seldom”.
The next question in the questionnaire, there were 19 students (26 %)
who answered “always”, 31 students (42.5 %) who answered “sometimes” and
there were 23 students (31.5 %) who answered “seldom”. On the thirty-second
%) who answered “sometimes” and there were 12 students (16 %) who answered
“seldom”. On the thirty-third question, there were 27 students (37 %) who
were 19 students (26 %) who answered “seldom”. On the thirty-fourth question,

39
there were 34 students (46.5 %) who answered “always”, 28 students (38.5%)
who answered “sometimes” and there were 11 students (15 %) who answered
“seldom”. On thirty-fifth question, there were 25 students (34 %) who answered
“always”, 34 students (46.5 %) who answered “sometimes” and there were 14
students (19.5 %) who answered “seldom”. On the thiry-sixth question, there were
13 students (18 %) who answered “always”, 37 students (50.5 %) who answered
“sometimes” and there were 23 students (31.5 %) who answered “seldom”.
Based on the result of the questionnaire, there were dome students who
prefer to dominant on two learning styles, students who have the same score of
two learning styles show that the students have to dominant learning styles. There
were 6 students (8 %) who entered to visual auditory learning styles. The
implication of this result refers to the students who like to learn by using picture
and like to listen to the audio. Visual auditory students were the students who
have two kinds that combined into one kind of learning style. This modality
learned by the pictures, like to discuss and also used speech on their learning
process.
Besides that the researcher also found the other combination of two
learning styles. The researcher identified if from the same high score of two kinds
of learning style, they were visual and kinesthetic. The student likes to see and
move. Based on the data when researcher did the research, there were 4 students
(6 %) who have this learning style.
While the other students got the same high score in the auditory and
kinesthetic. It means the students have auditory and kinesthetic learning style,
40
which is the combination of two kinds of learning style, auditory and kinesthetic.
The students dominant on two learning style made students enter to this learning
style. The student like to speak and move. Based on the data when the researcher
did the research, there were 2 students (3 %) who entered to this learning style.
From the calculation, the researcher got the most learning style that used
by the students were visual learning style with the total of 30 students, followed
by auditory learning style with the total of 19 students, kinesthetic with the total
12 students, visual and auditory 6 students, visual and kinesthetic 4 students,
auditory and kinesthetic were 2 students.
The calculation of percentage distribution of the students’ learning style
were presented in Chart 4.1
Figure 4.1 Chart of Percentages Distribution of Students Learning Style
41%
26%
16%
8%
6%
VISUAL 3%
AUDITORY
KINESTHETIC
VISUAL
AUDITORY VISUAL
KINSECTETIC AUDITORY
KINESTHETIC
41
Based on the chart above, visual learning style percentage is 41 % (30
students), auditory learning style percentage is 26 % (19 students) and kinesthetic
learning style percentage is 16 % (12 students), visual and auditory learning style
is 8% (6 students), visual and kinesthetic is 6 % (4 students), and auditory and
kinesthetic is 3% (2 students), the researcher concluded that the most learning
style that used by the third semester of English Department students at Borneo
Universtiy Tarakan is visual learning style.
2. The Result of Interview
Based on the interview, the researcher found the different answers by the
students from every question. The interview held on January, 5th 2018. The
reasearcher took every representation of each learning style. So there were 6
interviewers of this research.
There were nine questions, three questions were about visual learning
style, three questions were about auditory learning style and 3 questions were
about kinesthetic learning style. Every answer of the question indicated the
students learning style. Some of the students answered and dominant in the visual
activity, the students were entered to visual learning style, some of students
answered and dominant in auditory activity and it means the students were entered
to auditory learning style. There were also the students who answered and
dominant in kinesthetic activity and it refers to kinesthetic learning style. Besides,
there were some students who have 2 types of learning style.

42
Figure 4.2 Chart of the Result of Interview Number 1
The first question was “what is your habit when you calling someone ?”.
The objective of this question was to detect the students learning style based on
what they do when calling someone. Based on the graphic, it can be concluded
from 6 students, there were 1 visual student who like to doodling when calling, 1
auditory student like to hearing carefully , 1 kinesthetic student who entered to
making a feet movement, 1 student who like to doodling and hearing, 1 student
who like to doodling and making feet movement, 1 student who like to hearing
carefully and making feet movement.

43
The second question was “what kind of learning activity that they like ?”.
The objective of this question was to detect student’s learning style based on the
way of learning that they like. Based on the graphic above it can be concluded
from 6 students, there were 1 visual student answered learning by see the
demonstration, 1 auditory student answered learning by hearing the speech, and 1
kinesthetic student answered learning and playing, 1 visual auditory
student answered learning by see the demonstration and learning by
hearing the speech, 1 visual kinesthetic student answered learning by see the
demonstration and also learning and playing, 1 auditory kinesthetic student
answered learning by hearing the speech and learning while playing.

44
The third question was “how you memorize something ?”. The objective
of this question was to detect the student’s learning style by their favorite way to
memorize something. Based on the graphic above, it can be concluded from 6
students, there were 1 visual student answered by imagining, 1 auditory student
answered by saying, 1 kinesthetic student answered memorize by walking. 1
visual auditory answered by imagining and saying, 1 visual kinesthetic student
answered imagining while walk, 1 auditory kinesthetic student answered by
saying and walking.

45
The fourth question was “how do you learn ?”. The objective of this
question was to detect the student’s learning style by their way to learning
something. Based on the graphic above, it can be concluded from 6 student, 1
visual student answered by seeing, 1 auditory student answered by saying, 1
kinesthetic student answered by walking and 1 visual auditory student answered
by seeing and saying, 1 visual kinesthetic student answered by seeing and
walking, while 1 auditory kinesthetic student answered saying and walking.

46
The fifth question was “what is your activity when you discuss ?”. The
objective of this question was to detect the student’s learning style by their
activity when discuss. Based on the graphic above, it can be concluded from 6
students, 1 visual student answered prefer to see, 1 auditory student answered
prefer to speak, 1 kinesthetic student answered prefer to move, 1 visual auditory
student answered prefer to see and to speak, 1 visual kinesthetic student answered
prefer to see and move while 1 auditory kinesthetic student answered prefer to
speaking and some other time moving.

47
The sixth question was “how do you learn ?”. The objective of this
question was to detect the student’s learning style by their way to learning
something. Based on the graphic above, it can be concluded from 6 students, there
were 1 visual student answered by seeing, 1 auditory student answered by saying,
1 kinesthetic student answered by walking, 1 visual auditory student answered by
seeing and saying, 1 visual kinesthetic student answered by seeing and moving,
while 1 auditory kinesthetic student answered by saying and walking.

48
7. how do you spend your free time?
watching the television listening the music doing exercise
1 1 1
1 1 1 1 1 1
Visual Auditory Kinesthetic Visual and Visual and Auditory

Auditory Kinesthetic and
Kinesthetic
The seventh question was “how do you spend your time ?”. The objective
of this question was to detect the student’s learning style by their favorite activity
to spend the time. Based on the graphic above, it can be concluded from 6
students, there were 1 visual student answered watching the television, 1 auditory
student answered listening to the music, 1 kinesthetic student answered
exercising, 1 visual auditory student answered by watching television and some
other time listening to the music, 1 visual kinesthetic student answered by
watching television and sometimes exercising, while 1 auditory kinesthetic
student answered by listening to the music and some other time did exercising.
49
The eight question was “what kind of activity do you like ?”. The
objective of this question was to detect the student’s learning style by their
favorite way to memorize something. Based on the graphic above, it can be
concluded that from 6 students, there were 1 visual student answered by seeing
the scenery, 1 auditory student answered by speech, 1 kinesthetic student
answered by exercising, 1 visual auditory student answered by seeing the scenery
and speech, 1 visual kinesthetic student answered by seeing the scenery and
exsercising, while 1 auditory kinesthetic student answered by speech and
exercising.
50
9. How do you teach something to other people?

by showing by telling by way practising
1 1 1
1 1 1 1 1 1
Visual Auditory Kinesthetic Visual and Visual and Auditory

Auditory Kinesthetic and
Kinesthetic
The ninth question was “how do you explain something to someone ?”.
Based on the graphic above, it can be concluded that from 6 students, there were 1
visual student answered by showing, 1 auditory student answered by telling, 1
kinesthetic student answered by practising, 1 visual auditory student answered by
showing and telling, 1 visual kinesthetic student answered by showing and
practising, while 1 auditory kinesthetic student answered by telling and practising.
From the answer of the students above, the students answer constantly on
their learning style, visual learners likes to learn with contributing the visual
sense. Auditory learners like to always learn using the sound as the media and the
kinesthetic learners like to always move when learning.

51
3. The Result of Document Analysis
The English Speaking achievement got from the english speaking lecturer
started from the first meeting until the last meeting on the third semester in the
academic year 2017/2018. The data was taken from the English Speaking
lecturer. The researcher used the criteria scale from Arikunto to determine
English Speaking achievement category. The document analysis can be seen in
the table 4.5
Table 4.2 Table of Score of Distribution
Learning Style
No Catergory V A K VA VK AK Total
1 High 1 1 0 1 0 0 3
2 Medium 13 4 6 3 3 1 30
3 Low 16 14 6 2 1 1 40
Total of Students 73
From the table above, it can be concluded that the high score reached by 1
visual student, 1 auditory student, and 1 visual and auditory student, for the
medium score reached by 13 visual students, 4 auditory students, 6 kinesthetic
students, 3 visual and auditory students, 3 visual and kinesthetic students, and 1
auditory and kinesthetic student, meanwhile for the low category reached by 16
visual students, 14 auditory students, 6 kinesthetic students, 2 visual and auditory
students, 1 visual and kinesthetic student, and 1 auditory and kinesthetic student.
52
4. Hypothesis Testing
In order to know the correlation between learning styles and English
Speaking achievement of third semester of English Department students of
Borneo University Tarakan, the Pearson Product Moment Correlation Coefficient
used.
a. Normality Test
Normality test was one of the preconditions of correlation test. Normality
test used to knows was the data have a normal distribution or not by used the
statistic test non parametric Kolmogorov Smirnov.
The base of the statistic test decision parametric Kolmogorov Smirnov (K-
S) based on the probability > 0.05 so the research have a normal distribution. The
result of normality test with statistic test parametric Kolmogorov-Smirnov (K-S)
present in the table 4.6
Table 4.3 Table of One-Sample Kolmogorov-Smirnov Test
V A K VA VK AK
N
73 73 73 73 73 73
Normal Mean
14.54 13.65 13.24 14.10 13.97 13.5
Parametersa,b
Std.
3.2001 3.123943 2.60291316 2.6029131 2.592 2.54608
Deviation
7581 22 6 393
Most Extreme Absolute
.106 .097 .061 .061 .073 .078
Differences
Positive
.106 .075 .061 .061 .062 .078
Negative
-.040 -.097 -.041 -.041 -.073 -.043
Test Statistic
.109 .106 .097 .061 .073 .078
Asymp. Sig. (2-tailed)
.032c .040c .088c .200c,d 200c,d .200c,d
53
a. Test distribution is Normal.

b. Calculated from data.
c. Lilliefors Significance Correction.
d. This is a lower bound of the true significance.
The Hypothesis that is used in the normality test were
H0: the sample have a normal distribution
H1: the sample have no normal distribution
The criteria of the test is H0 is accepted if the significance criteria score >
0.05, and H0 rejected if the significance score < 0.05, from the table can be seen
that all of the variable has the significance score more than 0.05, so H0 is accepted.
It means the entire variable has a normal distribution.
5. Correlation Test
The result of normality test shows that all of the variable has normal
distribution, the statistic test that is used to knows the correlation between
learning style and the English achievement of the third semester English
Department students of Borneo University Tarakan used Pearson correlation test.
Table 4.4 Table of Correlations between Learning Style and English Speaking Achievement
ENGLISH SPEAKING ACHIEVEMENT
Pearson Correlation 1 0.050
VISUAL Sig. (2-tailed) 0.794
N 30 30
Pearson Correlation 1 -0.067
AUDITORY Sig. (2-tailed) 0.784
N 19 19
KINESTHETIC Sig. (2-tailed) 0.237
N 12 12
VISUAL AUDITORY Sig. (2-tailed) 0.599
N 6 6
Pearson Correlation 1 -0.293
VISUAL KINESTHETIC
Sig. (2-tailed) 0.707
54
N 4 4
Pearson Correlation 1 1.000**
AUDITORY KINESTHETIC Sig. (2-tailed) 0
N 2 2
The correlation between visual learning style and english speaking
achievement are seen by the Pearson correlation is 0,050. The number of
correlation indicates that, there is correlation between learning style and it entered
to very low category according to Sugiyono (2013).
The correlation between auditory learning style and english speaking
achievement are seen by the Pearson correlation is -0.067. The number of
correlation indicates that there’s a negative correlation between learning style and
english speaking achievement, and it entered to low category.
The correlation between kinesthetic learning style and english speaking
achievement are seen by the Pearson correlation is 0.370. The number indicates
that there is a correlation between learning style and english speaking
achievement and it entered to low category .
The correlation between visual and auditory learning style and english
speaking achievement are seen by the Pearson correlation is 0.274. The number
indicates that there is a correlation between learning style and english speaking
achievement and it entered to low category .
The correlation between visual and kinesthetic learning style and english
speaking achievement can be seen by the Pearson correlation is -0.293. The
number indicates that there is no correlation between learning style and english
speaking achievement and it entered to low category .

55
The correlation between auditory and kinesthetic learning style and english
speaking achievement can be seen by the Pearson correlation is 1.000. The
number indicates that there is a perfect correlation between learning style and
english speaking achievement and it entered to very strong category .
From the research finding, it can be concluded that there is a strong
correlation between learning style and englsih speaking achievement of the third
semester English Department students of Borneo University Tarakan.
B. Discussion
This section presents the discussion based on the findings of the research.
It is concerned about the correlation between learning style and English speaking
achievement of the third semester English Department students of Borneo
University Tarakan. Based on the research findings, the researcher found that
there is a correlation between learning style and English speaking achievement of
the third semester English Department students of Borneo University.
The researcher found there are some third semester of English
Department students at Borneo University used more than one kind of learning
style, and it is in line with the statement of DePorter and Hernacki (2016:125)
state that there are the typical of people who enter to one learning style, and 2
learning styles. So, there were visual, auditory, kinesthetic, visual and auditory,
visual and kinesthetic, and auditory and kinesthetic.
There were 40 % (30 students) who entered visual learning style, visual
students preferred to learn by using sense of sight seeing, the were felt interesting
on learning by using the media such as picture, diagram, video and etc. It has the
56
same statement with Deporter and Hernacki (2016:116) stated that the students
with this learning style access the visual that is created and memorized form
colors, mental pictures, and prominent pictures.
Meanwhile, there were 26 % (19 students) who entered to auditory
learning style, auditory students preferred to learn by using sense of sound, they
were felt efficiency and interesting on learning through sounds, it is in the same
line with LdPride (2008:215) stated that auditory learning style students tend to
absorb the information in a more efficient manner through sounds, music,
disscussion, teaching, and etc.
For students with kinesthetic learning style, there were 16 % (12
students) who entered this learning style. Kinesthetic students prefer to learning
by moving, it can make them understand more and easy to catch the information
in learning process. It supported with DePorted and Hernacki (2016:216)
statement that kinesthetic student access all kinds of movement and emotion those
are created and could be memorized by movement, coordination, rythme,
emotional expression and physical pleasure.
Besides of that 3 kind of learning styles, there were students with 2 types
of learning style that the researcher found, they were visual and auditory, visual
and kinesthetic, and auditory and kinesthetic. There were 8 % (6 students) who
entered to visual and auditory learning styles. There were 6 % (4 students) who
entered to visual and kinesthetic learning styles. Then, there were 3 % (2 students)
who entered to auditory and kinesthetic learning styles, and they were easy to
57
learn in more than one way. It supported by DePorter and Hernacki (2016:225)
stated that there were some students who have 2 kinds of learning style.
In this research the researcher found that the most learning style that used
by the third semester of English Department students at Borneo University is
visual learning style. The researcher also found that there is a correlation between
learning styles and students’ english speaking achievement with a positive slope.
It seen by the calculation of the Pearson correlation test used BY SPSS. It means,
if the number of learning styles are high so do with the number of the students’
english speaking achievement are also high, and if the number of the learning
styles are low so do with the students’ english achievement are also low. This
research found that there is a perfect correlation between learning styles and
students’ english speaking achievement.

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter deals with the research findings and discussions, the
finding consist of the results of questionnaire, interview and document of 73
students that chosen as the sample of this research.
A. Conclusion
Based on the result of the research about the correlation between
learning style and English speaking achievement of the third semester English
Department students of Borneo University Tarakan, the research concussed in 2
points.
Firstly, the results of the research shows that the visual learning style is
the most learning style that is used by the third semester English Department
students of Borneo University Tarakan. From 73 students, there were 30 students
(40 %) has visual learning style, 19 students ( 26 %) has auditory learning style,
12 students (16 % ) has kinesthetic learning style, 6 students (8 %) has visual
auditory learning style, 4 students ( 6 %) has visual kinesthetic learning style, and
2 students ( 3 %) has auditory kinesthetic learning style.
Then the highest score of English Speaking achievement of the third
semester English Department students of Borneo University reached by 1 visual
learning style student, then 1 auditory learning style student and 1 visual auditory
learning style student.
58
59
Secondly, the classification of the category are, the high category reached
by 1 visual student, 1 auditoy student, and 1 visual auditory student. The medium
category reached by 13 visual students, 4 auditory students, 6 kinesthetic
students, 3 visual auditory students, 3 visual kinesthetic students, and 1 auditory
kinesthetic students. While, for the low category reached by 16 visual students,
14 auditory students, 6 kinesthetic students, 1 visual kinesthetic student, and 1
auditory kinesthetic student.
The last result, that there is the correlation between learning style and
English Speaking achievement of the third semester English Department students
of Borneo University Tarakan.
B. Suggestions
Related to the conclusion above, the suggestions are given to the English
lecturer and the students
1. For the lecturer, they should know the students learning style, the function
of knowing the students learning styles used to understand about the
differences that appear on every students, that which is could impact on
the result of English Speaking achievement of the third semester English
Department students of Borneo University Tarakan.
2. For the students, they should know their learning style to make them easy
when absorb information in the learning process in the class. Knowing
their own learning style could make the students always learn on their own
favourite way even in the students’ house, besides that, the students can
increase the English Speaking achievement in class.

60
3. For the other researcher, they should know that the students can used more
than one learning style besides visual, kinesthetic and auditory, there are
visual and kinesthetic, visual and auditory, and auditory and kinesthetic
because there is the possibility of the student to have two learning style
even more.
61
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63

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THE CORRELATION BETWEEN LEARNING STYLE AND

STUDENTS’ SPEAKING ACHIEVEMENT AT THIRD SEMESTER OF

Presented to Borneo University of Tarakan in partial fulfillment of the

Tarakan, March 2018

Title : The Correlation Between Learning Style and Students’ Spekaing

Name : Nurul Firtriyanni Bachtiar

Faculty : Teacher Training and Education

Program of Study : English Education Department

1. Syarifa Rafiqa, M.Pd 1.....................................................

2. Romlah Ulfaika, M.Pd 2………………………………….

3. Rizki Diliarti Armaya, M.Hum 3…………………………………

Date of Graduation : ..................................

Kata Kunci : Gaya Belajar Mahasiswa, English Speaking Achievement

Key Words: Students Learning Style, English Speaking Achievement

Learning Style and English Speaking Achievement at Third Semester of English

degree of Sarjana in English Education Department at Borneo University.

dedicated to express the researcher sincere gratitude to them

1. Prof. Dr. Adri Patton, M. Si as the Rector of Borneo University Tarakan

3. Syarifa Rafiqa, M.Pd as the head of English Department Faculty of Teacher

encouragement extended to the researcher. Thanks for the time revising,

explaining, revising and re-explaining

gave the useful opinion for this thesis

emotionally and financially

every attention and love and always there for her.

2013 for every motivations, support and happiness in every day.

and support the writer to finish this thesis.

that this thesis will be beneficial for the readers.

Tarakan, 11th March 2018

PAGE OF APPROVAL ...................................................................................... ii

TABLE OF CONTENTS .................................................................................... iii

A. Background of the Research .......................................................................... 1

B. Problem Statements ....................................................................................... 3

C. Objectives of the Research............................................................................. 4

D. Significances of the Research ........................................................................ 4

E. The Scope and Limitation of the Research ………………………………… 5

F. Definition of Key Terms …………………………………………………… 5

CHAPTER II REVIEW OF LITERATURES

A. Concept of Learning Style…………………………………………………. 6

B. Concept of English Speaking………………………………………… .... … 17

D. Previous Research …………………………………………………………. 20

CHAPTER III RESEARCH METHOD

A. Research Design ............................................................................................ 24

B. Population and Sample ................................................................................. 25

C. Research Instruments ..................................................................................... 25

1. Deep Questionnaire………………………………………………. ......... 25

D. Technique of Data Collection ........................................................................ 27

E. Data Analysis ................................................................................................ 28

CHAPTER IV FINDINGS AND DISCUSSION

1. The Result of Questionnaire ................................................................... 31

2. The Result of Interview............................................................................ 41

3. The Result of Document Analysis ......................................................... . 51

4. Hypothesis testing ................................................................................... 52

a. Normality test .................................................................................... 52

5. Correlation test ....................................................................................... . 53

CHAPTER V CONCLUSION AND SUGGESTIONS

Table .............................................................................................................. Page

Table 3.1 Table of the Example of Questionnaire ................................................ 26

Table 3.2 The Table of Scoring Rubric of Speaking skill …………………….... 27

Table 3.3 The Table of Category Classification ................................................... 29