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indicates the strength of the relationship between the variables. The values of the correlation coefficient can range from -1 to +1. A coefficient close to +1
or to -1 indicates a strong relationship between two variables. Scores closes to zero indicated the absence of a relationship between the two variables. The
variables are positively related, if the coefficient has positive sign.
8
Furthermore, in order to make calculating the data of research easier and valid, the researcher used application SPSS 16.0 from windows computer
program. The value of sig from the output of SPSS with the level of significance 0, 05 is compared. If the value of sig is higher than the level of
significance, the null hypothesis is rejected and the alternative hyphothesis is accepted
, it means that there is significant correlation and “vice versa” If the value of sig is lower than the level of significance, the null hyphothesis is
accepted and the alternative hyphothesis is rejected, it means that there is no significant correlation.
8
Mark Balnaves and Peter Caputri, Introduction to Quantitative Research Methods an Investigative Approach. London: SAGE Publication Ltd, 2001, 155.
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38
CHAPTER IV RESEARCH FINDING
In this chapter the researcher describes the findings and the discussion which is covered during the research. The data obtained is expected to be able to answer the
research questions mentioned in the first chapter. The descriptions of finding are students’ preference learning style and students’ critical reading achievement. The
researcher presents them based on the data collected and the procedures presented in the chapter III.
A. Students’ Learning Style Preference in Critical Reading Class
In the first research of this study the researcher has distributed learning style
questionnaire to students. It was done on May 11st, 2015 and May 13rd, 2015 . In this section the researcher distributed learning style questionnaires to the 62
students the students from class A and class B of critical reading class as the sample of this research. It contains 30 questions. Students can answer by circling
the options that they prefer. One question only has one answer. The format of answer as follow:
= Never
1 =
Rarely 2
= Sometimes
3 =
Often 4
= Always
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The researcher gathers the data from questionnaire as follows:
Table 4.1 The Result of Students’ Total Score from Questionnaire
No. Name
Total score Question A
Question B Question C
1 AHR
30 25
17 2
BAAP 24
21 16
3 DAC
26 29
27 4
IN 22
14 16
5 KKN
33 23
28 6
MJ 20
21 22
7 MB
24 24
18 8
PKY 24
23 24
9 RH
28 27
26 10 RM
22 19
19 11 SAF
20 20
15 12 SI
27 32
28 13 WU
27 14
21 14 AMA
27 29
29 15 ECR
25 26
15 16 IPY
30 15
19 17 YA
31 25
22 18 MTK
21 19
20 19 BAR
22 18
23 20 DL
23 21
26 21 DAW
22 26
19 22 EMBP
25 21
24 23 EWA
25 24
28 24 HJ
23 23
24 25 MI
20 21
25 26 MN
25 24
19 27 RN
25 22
16 28 SA
32 23
24
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29 YT 28
19 18
30 ZB 30
25 28
31 AFH 24
18 17
32 AN 22
25 28
33 AHM 32
24 23
34 HS 26
26 20
35 ALA 21
19 20
36 SM 32
26 30
37 WAH 27
24 26
38 DM 30
16 16
39 FAG 25
24 28
40 FNU 21
16 17
41 MD 26
26 25
42 IN 30
25 28
43 NAS 30
20 24
44 WH 25
24 28
45 ADA 23
26 23
46 AL 31
27 27
47 BRH 29
26 17
48 DAP 24
17 20
49 EAP 23
18 21
50 ENW 30
17 28
51 EKA 30
25 28
52 FYA 30
21 20
53 HK 28
28 23
54 IMA 21
19 21
55 KA 24
31 21
56 LM 31
26 32
57 LFS 22
19 23
58 MM 25
21 24
59 MF 24
23 26
60 RP 20
25 16
61 AM 29
23 24
62 MZ 20
13 11
N = 62
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The researcher makes the percentage from 30 items that consist of 10 questions for visual learner categories, 10 questions for auditory learner
categories and 10 questions for kinesthetic learner categories. The researcher categorizes students’ learning style based on their score from each question.
Visual learners get highest score in question A, Auditory learners get highest score in question B, and Kinesthetic learners get highest score in question C. But,
from the data the researcher finds some students have the same high score in different learning style. It means that a student can prefer to have more than one
learning style, it is also known as mix of learning style or multiple learning styles. Everyone has a mix of learning styles. Some people may find that they
have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances.
1
Because of the explanation above the researcher adds the total of respondent becomes 70
respondents N = 70. In the table the researcher categorizes the type of learners and makes percentages.
The researcher breaks down the data into percentage to make it easy for the readers to understand the result of the observation. The formula to count the
percentage as follows:
1
“Overview of Learning Styles,” accessed June 25, 2015, http:www.learning-styles- online.comoverview.
