STUDENTS’ PREFERRED LEARNING STYLE AND ITSCORRELATION TO MOTIVATION IN LEARNING ENGLISH
A THESIS
By :
Venaranda Septiana Andhy Pramucara
Student Number: 09.80.0016
ENGLISH DEPARTMENTFACULTY OF LANGUAGE AND ARTS
SOEGIJAPRANATA CATHOLIC UNIVERSITYSEMARANG
2015
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STUDENTS’ PREFERRED LEARNING STYLE AND ITSCORRELATION TO MOTIVATION IN LEARNING ENGLISH
A Thesis Presented as Partial Fulfilment of the Requirements to Obtain the
Sarjana Sastra Degree in the Language and Arts Study Programme
By :
Venaranda Septiana Andhy Pramucara
Student Number: 09.80.0016
ENGLISH DEPARTMENTFACULTY OF LANGUAGE AND ARTS
SOEGIJAPRANATA CATHOLIC UNIVERSITYSEMARANG
2015
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A THESIS ON
STUDENTS’ PREFERRED LEARNING STYLE AND ITSCORRELATION TO MOTIVATION IN LEARNING ENGLISH
by
Venaranda Septiana Andhy PramucaraStudent Number : 09.80.0016
Approved by,
Emilia Ninik Aydawati, SP., M.Hum November 9th, 2015
Major Sponsor
Dra. Cecilia Titiek Murniati, M.A., Ph.D November 9th, 2015
Co-Sponsor
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A thesis defended in front of the Board of Examiners on November 9th, 2015 and
declared acceptable
BOARD OF EXAMINERS
Chairperson : Emilia Ninik Aydawati, SP., M.Hum .................................
Secretary : Dra. Cecilia TitiekMurniati, M.A., Ph.D .................................
Member : Antonius Suratno, Ph.D .................................
Semarang, November 9th, 2015
Faculty of Language and Arts
Soegijapranata Catholic University,
Dean,
Angelika Riyandari, Ph.D056.4.1998.768
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ACKNOWLEDGEMENT
First and foremost, the writer would like to dedicate her grateful gratitude
to Jesus Christ for the mercy, grace, and strength He has given so that she, finally,
can finish and submit this thesis with so many helps and guidance from many
people.
The writer would also like to express her sincerest gratitude to those who
have helped her in finishing this thesis:
1. She would like to thank to papa and mama who always give her love,
patience, understanding, incessant prayers, moral and also material supports.
Love you.
2. She would like to thank to Ms. Ninik as a major sponsor of the writer, who
has sincerely guided the writer and encouraged her with patience and advice
in finishing this thesis. She greatly thank her.
3. Thank also goes to Ms. Cecilia as co-sponsor, who has corrected her thesis
carefully and provided great guidance.
4. All lectures of the Faculty of Language and Arts Soegijapranata Catholic
University who have helped the writer to become a more educated person.
5. All of FBS staff, for all the ease in taking care of all the administration during
her lectures.
6. Thanks a lot to Mbak Eli and Mbak Septi for time, energy, thought, and all
that they have given and take to the writer during this time. Only the Lord can
reciprocate the kindness of them both.
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7. Thank to Mas Fajar and Mbak Novi because they have given the writer some
advices, times, places, and satire that is useful as long as she make this thesis.
8. Incessant thank to Cubi who always support, patient, and caring to the writer
during this time. Thank also because he always make the writer smile when
she felt down and slumped. She can be stronger because of him.
9. Dear sister, Octa, thanks to your support and your strange noise but
comforting during this time, so the writer feel entertained while at home.
10. For the writer best friends: Tia, Nyonyo, Flo, Mas Yudha, Mas Wedus, Mas
Gondrong, Mas Aming, Ikbal, Ary, Citra, Abi-Papu, Reymon, Lily, Mas
Anggita, Mas Haryo, and Mas Rendi who became the writer inspiration to
graduating soon. She grateful because she have all of you as her best friend.
Thanks for all guys.
11. Thanks to 2009 force friends for togetherness and cooperation during the
anticipated studies in Soegijapranata Katholic University Semarang.
Especially for Ana, thank you for your help and support to the writer.
12. To Pak Sabari and Bu Sabari in the village of Gemer Muntilan. Thank you for
your sincere prayers for the writer over the years. Both of you are the second
parents for the writer.
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TABLE OF CONTENTS
PAGES OF TABLE ................................................................................................. i
PAGES OF APPROVAL........................................................................................ ii
BOARD OF EXAMINERS ................................................................................... iii
ACKNOWLEDGEMENT ..................................................................................... iv
TABLE OF CONTENTS....................................................................................... vi
LIST OF TABLES ................................................................................................. ix
ABSTRACT.............................................................................................................x
ABSTRAK ............................................................................................................. xi
CHAPTER 1 INTRODUCTION .............................................................................1
1.1. Background .......................................................................................................1
1.2. Field of the Study..............................................................................................3
1.3. Scope of the Study ...........................................................................................3
1.4. Problem Formulation ........................................................................................3
1.5. Objectives of the Study .....................................................................................3
1.6. Significance of the Study ..................................................................................4
1.7. Definition of Terms...........................................................................................4
CHAPTER 2 LITERATURE REVIEW ..................................................................5
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2.1. The Importance of English Language ...............................................................5
2.2. Learning Style ...................................................................................................6
2.2.1. Visual......................................................................................................7
2.2.2. Auditory ..................................................................................................8
2.2.3. Kinesthetic...............................................................................................9
2.2.4. Tactile .....................................................................................................9
2.3. Learning Motivation........................................................................................10
2.3.1. Integrative and Instrumental Motivation......................................................12
2.3.2. Intrinsic and Extrinsic Motivation ...............................................................13
2.4. Preferred Learning Styles and Motivation ......................................................14
CHAPTER 3 REASERCH METHODOLOGY ....................................................17
3.1. Data Colection.................................................................................................17
3.1.1. Participants...................................................................................................17
3.1.2. Instruments ..................................................................................................18
3.1.3. Procedure...............................................................................................19
3.2. Data Analysis..................................................................................................20
CHAPTER 4 DATA ANALYSIS AND INTERPRETATION.............................23
4.1. The Students’ Preferred Learning Style ..........................................................23
4.2. The Correlation Between Students’ Preferred Learning Style and Motivation
25
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CHAPTER 5 CONCLUSION AND SUGGESTION............................................30
5.1. Conclusion ......................................................................................................30
5.2. Suggestions .....................................................................................................31
5.2.1. English Teacher.....................................................................................31
5.2.2. Future Researchers ................................................................................32
BIBLIOGRAPHY..................................................................................................33
APPENDICES
Appendix 1......................................................................................................35
Appendix 2......................................................................................................35
Appendix 3......................................................................................................37
Appendix 4......................................................................................................40
Appendix 5......................................................................................................42
Appendix 6......................................................................................................42
Appendix 7......................................................................................................43
Appendix 8......................................................................................................43
Appendix 9......................................................................................................43
Appendix 10....................................................................................................44
Appendix 11....................................................................................................44
Appendix 12....................................................................................................44
Appendix 13....................................................................................................45
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LIST OF TABLES AND GRAPHICS
Table 3.2. Calculation Process for Each of the Learning Style Categories ...........23
Table 4.2. The Number of Students’ Motivation Score .........................................26
Table 4.3. Descriptive Statistics.............................................................................27
Table 4.4. Correlations...........................................................................................28
Graphic 4.1. Stuedents’ Preferred Learning Styles................................................24
Graphic 4.2. Correlation Between Students’ Preferred Learning Style and
Motivation................................................................................................................5
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ABSTRACT
This thesis is to find out students’ preferred learning style and motivation
in learning English. The writer wanted to know is there or not relationship
between preferred learning style and motivation of the 64 students of 8th grade in
SMP Negeri 16 Semarang in learning English. The research done by the method
of sample.
The result of the study showed that the highest number is the visual
learning style, with total score of 1974. Meanwhile, the amount of the lowest is
auditory, with a total score of 1504. So, it can be concluded that the most of
students’ preferred learning style is visual. The results of research conducted by
computer program (SPSS 16.0) showed that there were a significant relationship
between students’ preferred learning style and motivation. Research results
showed that the value of the corellation coefficient was 0.260*, or in other words,
the value is more than 0.250 and less of 0.325 (p> 0.01 significant level). Then,
the results also showed that there was an star sign, which means that correlation
between two variables significant at the level 0.05 (2-tailed).
Keyword: Learning Style, Motivation, correlation analysis.
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ABSTRAK
Skripsi ini bertujuan untuk menemukan gaya belajar yang lebih disukai
dan hubungannya dengan motivasi belajar siswa dalam mempelajari bahasa
inggris. Penulis ingin mengetahui ada atau tidak hubungan antara gaya belajar
yang lebih disukai dan motivasi dari 64 siswa kelas 8 di SMP Negeri 16 Semarang
dalam mempelajari bahasa Inggris. Penelitian dilakukan dengan metode sampel.
Hasil dari penelitian menunjukan bahwa jumlah tertinggi adalah gaya
belajar visual dengan jumlah skor 1974. Sedangkan jumlah terendah adalah
auditory dengan jumlah skor 1504. Sehingga dapat disimpulkan bahwa gaya
belajar yang paling disukai siswa adalah visual. Hasil dari penelitian yang
dilakukan dengan program komputer (SPSS 16.0) menunjukan bahwa ada
hubungan yang signifikan antara gaya belajar yang disukai dan motivasi siswa.
Hasil penelitian menunjukan bahwa nilai koefisien korelasi adalah 0.260*, atau
dengan kata lain nilainya lebih dari 0.250 (p < 0.05 significance level) dan kurang
dari 0.325 (p > 0.01 significant level). Kemudian, hasil menunjukan juga bahwa
ada 1 tanda bintang (*) yang artinya korelasi antara gaya belajar yang disukai dan
motivasi siswa signifikan pada level 0.05 (2-tailed).
Kata Kunci: Gaya belajar, Motivasi, analisis korelasi.
