Zul Astri


Students are individuals with individual needs, interests and methods of processing information.
This research aims to elaborate the correlation between learning styles and students‘ academic
achievement in speaking skill and explains how well the teaching material and classroom
activities fulfill the needs of students with different learning styles. The respondents of this study
are 30 students of English Department students of academic year 2009/2010. The researcher
conducted One-Group Pretest-Posttest design where there is only one group experiment that is
given pre-test and post-test. In gathering the data, questionnaire, classroom observation, pre, and
post tests are applied. Questionnaire is to know their basic learning style in general. Next,
classroom observation is to see and find out students‘ attitude, classroom activities and classroom
participations. Pre-test is to see their basic speaking skill before the class started and they are
given learning activities. In addition, post-test is to measure students‘ speaking skill after they are
given learning activities by teacher. The result of the research shows that 36, 8 % visual learners
can improve their skill after learning activities are given. Moreover, auditory learners are clearly
seen that they are sophisticated speakers and listeners so in this speaking class they can show
their ability and it is proved from the data that 83, 3 % auditory learners have increased speaking
skill. Furthermore, the learning activities also appropriate for tactile and visual- auditory
learners because 100 % of tactile and visual auditory learners can improve their speaking
skill after learning activities are conducted in the classroom.
Keywords: Learning style, Material, and English Speaking Skill.

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Kantor Redaksi Jurnal Ilmu Budaya: Dewan Redaksi Jurnal Ilmu Budaya Alamat: Jurusan Sastra Prancis Fakultas Ilmu Budaya Universitas Hasanuddin. Kampus Unhas Jl. Perintis Kemerdekaan KM. 10 Makassar Sulawesi Selatan Indonesia. Email:, No. Telp./Fax. 0411-587223