THE COMPARATIVE ANALYSIS OF STUDENTS’ LEARNING STYLES ON THEIR ENGLISH PROFICIENCY AT STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI
| Main Authors: | Aried Triyadi, TE140966, Ash, Marzuki Arsyad, Firdiansyah, |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://repository.uinjambi.ac.id/975/1/TE140966%20Arief%20Triyadi%20Pendidikan%20Bahasa%20Inggris%20-%20Arief%20Triyadi.pdf http://repository.uinjambi.ac.id/975/ |
Daftar Isi:
- This study is aim at knowing the differences of students’ learning style on their English Proficiency. This object of the study is 2014 students of English Education Program of Education and Teacher Training Faculty of Islamic State University of Jambi. Research method of this study is comparative using clustered random sampling technique. The research samples are 40 students from 4 class; 10 students in each class. The sample is determining into 3 categories of learning style; visual, auditory and kinesthetic learning style. The technique of collecting data is using percentage and ANOVA (analysis of variance). The results of this study are the majority of the students has visual learning style that 62,5% or 25 students. The study also find 22,5% or 9 students are Low Intermediate qualification of EPT result and 77,5% or 31 students are Elementary qualification of EPT result. Moreover, from 25 Visual students’, there are 20% students (5 students) in Low Intermediate qualification and 80% students (20 students) in Elementary qualification. In Auditory students, from 10 students, there are 30% students (3 students) in Low Intermediate qualification and 70% students (7 students) in Elementary qualification. In Kinesthetic students, from 5 students, there are 20% students (1 students) in Low Intermediate qualification and 80% students (4 students) in Elementary qualification. Furthermore, from calculation data using ANOVA, score from the analysis is 0,577 and score is 3,28 or , that means, there are no significant difference of students’ English proficiency based on their learning style.