Dody Feliks Pandimun Ambarita, Satri Sinaga, Permata Sari Br Siregar, Angeleva Sinaga, Patresia Situmorang, Riris Silalahi

Hubungan Antara Gaya Belajar dan Hasil Belajar Bahasa Inggris Kelas V SD Negeri 060967 Medan Belawan

Introduction

Hubungan antara gaya belajar dan hasil belajar bahasa inggris kelas v sd negeri 060967 medan belawan. Penelitian ini mengkaji hubungan antara gaya belajar (visual, auditori, kinestetik) dan hasil belajar Bahasa Inggris siswa kelas V SD di Medan Belawan. Ditemukan korelasi signifikan.

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara gaya belajar belajar dan hasil belajar Bahasa Inggris kelas V SD Negeri 060967 Medan Belawan. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif. Jenis penelitian ini adalah korelasional. Subjek penelitian ini adalah siswa kelas V di SD Negeri 060967 Medan Belawan yang berjumlah 34 orang siswa dengan teknik random sampling. Berdasarkan hasil penelitian yang telah dilakukan, dapat disimpulkan bahwa syarat hipotesis diterima berdasarkan uji korelasi product moment adalah jika thitung > ttabel, thitung = 0.486 dan ttabel = 0,348, sehingga H0 ditolak dan Ha diterima. Siswa dengan gaya belajar visual sebanyak 18 orang (52,94%), gaya belajar auditori 8 orang (23,52%), gaya belajar kinestetik 5 orang (14,70%), gaya belajar visual auditori 1 orang (2,94%), dan gaya belajar visual kinestetik 1 orang (2,94%). Dengan demikian dapat dikatakan bahwa gaya belajar dan hasil belajar Bahasa Inggris kelas V SD Negeri 060967 Medan Belawan memiliki hubungan (korelasi).

Review

This study investigates the relationship between learning styles and English learning outcomes among fifth-grade students at SD Negeri 060967 Medan Belawan. Utilizing a quantitative, correlational design with a sample of 34 students selected via random sampling, the research aimed to determine if such a connection exists. The abstract concludes that a significant correlation was identified between these two variables, leading to the rejection of the null hypothesis. The topic is highly relevant to educational psychology and pedagogy, particularly concerning effective language instruction at the elementary level. A key strength of this study lies in its focus on a practical educational issue: understanding how student learning preferences might influence their academic performance in English. This insight can be invaluable for educators seeking to optimize their teaching strategies. Methodologically, the use of quantitative correlational analysis is appropriate for the stated objective. However, the abstract's presentation of results could be more informative. While it reports the *t*-statistic and confirms statistical significance (t_hitung > t_tabel), it omits the actual Pearson correlation coefficient (r-value). The *r*-value is crucial for interpreting the *strength* and *direction* of the relationship, which is a primary outcome expected from a product-moment correlation analysis. Additionally, while the distribution of various learning styles within the sample is provided, the abstract does not elaborate on how each specific style relates to learning outcomes beyond an overall correlation, limiting the depth of immediate insights. For future reporting, it is strongly recommended that the correlation coefficient (r-value) be explicitly stated alongside the significance test results to provide a complete picture of the relationship's magnitude. Furthermore, exploring the individual correlations between specific learning styles (visual, auditory, kinesthetic, etc.) and English learning outcomes would offer more nuanced and actionable recommendations for teachers. Despite these points, the finding of a significant correlation, even in its current presentation, underscores the importance of considering student learning styles in the development of English language curricula and teaching methodologies. This research provides a foundational step towards understanding student needs in this context, offering a valuable contribution that could guide educators in creating more adaptive and effective learning environments.

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