THE EFFECT O LEARNING STRATEGIES AND LEARNIGN STYLES ON STUDENTS ACHIEVEMENT IN VOCABULARY

Yulidar, (2010) THE EFFECT O LEARNING STRATEGIES AND LEARNIGN STYLES ON STUDENTS ACHIEVEMENT IN VOCABULARY. Masters thesis, UNIMED.

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Abstract

wia• The objectives of this study are to investigate whether: (1) Studentsachievement in vocabulary taught by using Keyword Method learning strategy is higher than studentsachievement in vocabulary taught by using Mind Map learning strategy, (2) there is different students achievement in vocabulary between students who have visual and auditory learning styles and (3) there is significant interaction between students learning strategies and learning styles oi students achievement in vocabulary. It was an experimental research with the population of students of State Senior High School (Sekolah Menengah Atas Negeri: SMAN) 16 Medan of Grade XI, Natural Science (Ilmu Pengetahuan Alam:IPA). Based on Cluster Ramdom Sampling technique, two classes were chosen, namely IPA1 and IPA2. the data were analyzed using Two-way ANOVA with 2 x 2 factorial design. Students learning style was measured using Personal Learning Style Inventory (Wyman, 1996). Students achievement in vocabulary was measured using 50 multiple choice items with 4 options and the reliability 0.90 based on Kuder-Richardsons Formula 20 (Arikunto, 2008). The result reveals that (1) Keyword Method and Mind Map significantly affect students achievement in vocabulary (Fobserved = 4.43 > Ftable = 3.96). students achievement in vocabulary taught by using Keyword Method is higher than students achievement in vocabulary taught by using Mind Map (72.25 > 70.03), (2) visual and auditory learning styles significantly affect students achievement in vocabulary (Fobserved = 11.10 > F table = 3.96). Visual students have higher achievement in vocabulary than auditory students (72.61 > 68.81) and (3) There is significant interaction between learning strategy and learning style on students achievement in vocabulary (Fobse,,ed = 23.97 > F table = 3.96). Analysis using Scheffee-test reveals that visual and auditory students have higher achieveme they are taught by using Keyword Method while Mind Map is more effectiv visual students. Thus, it can be concluded that the application of learning stra and the understanding of students learning styles affect students achievement in vocabulary.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIP
Thesis advisorSetia, Eddy195704121984031001
Thesis advisorArifin, Tina Mariany1944030219699022001
Call Number: 401.4 Yul e
Keywords: signifikansi;belajar mengajar;teori dan praktek;vocabulary
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Program Pasca Sarjana > Linguistik Terapan Bahasa Inggris
Depositing User: Mrs Yuni Chairani
Date Deposited: 09 Apr 2016 08:13
URI: http://digilib.unimed.ac.id/id/eprint/3491

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