In the same occasion, Yusuf described that achievement is regarded as action of completing or attaining by exertion. It subsumes anything won by exertion, a
feat, a distinguished and successful action.
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Achievement motivation is determined by conflicting approach and avoidance tendencies. The positive influences are the expectancy or perceived
probability of success, the incentive value of successful task fulfillment and need for achievement. The negative influences involve fear of failure, the incentive to
avoid failure and the probability of failure.
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To sum up the achievement definition, it can be concluded that the meaning of achievement is a result of activities that have been done. However, in learning
activity, it means the mastering of knowledge or skill that is developed by a lesson and shown by score or mark. So, English achievement is the progress toward
English subject. This achievement can be measurement from the skill abilities, for example speaking, reading, listening and writing.
B. Previeous Study
There are some previous studies about students’ learning style and their English achievement.
Andriansyah, 2010 studied about, “Hubungan antara Gaya Belajar Siswa
dengan Hasil Belajar Siswa pada Mata Pelajaran IPS di SMP Islam YKS Depok
”.
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Skripsi at Social Education Department, Syarif Hidayatullah State Islamic University, Jakarta.
The aim of this study is to know about correlation between students’ learning
style and their Social learning achievement. In this study, the writer observes learning style which is not focused on Visual, Auditory and kinesthetic learning
style. The writer observes about learning st yle which focused on how students’
39
Yusuf, Inter-Relationship among Academic Performance, Academic Achievement and Learning Outcomes, pp. 6-7.
40
Zoltan Dornyei, Motivational Strategies in Language Classroom, New York: Cambridge University Press, 1992, p.10.
41
Andriansyah, “Hubungan antara Gaya Belajar Siswa dengan Hasil Belajar Siswa pada Mata Pelajaran
IPS di SMP Islam YKS Depok,” Skripsi at Social Education Department, Undergraduated Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2010, unpublished.
process information. Those are field dependence and field independence learning style, perceptive and receptive learning style, impulsive and reflective learning
style, intuitive and systematics learning style. Moreover, the method which is used in this study is correlational method. It is different with method which is used by
the writer. It is ex post facto method. In addition, the writer in this study did not distinguish each student on their selves learning style. Without knowing each
student’s learning style, the writer found that there is a correlation between students’ learning style and their Social learning achievement.
Widiyanti, 2011 studied about, “Pengaruh Gaya Belajar terhadap
Kemampuan Pemecahan Matematika d i SMPN I Surade, Sukabumi.” Skripsi at
Mathematic Education Department, Syarif Hidayatullah State Islamic University, Jakarta.
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The aim of this study is to know influence student’s learning style through Mathematic Problem Solving Ability. Method of this study uses Ex Post Facto
with random sampling technique. The result of this study stated the data is not supported hypothesis which stated that student ability of Mathematic Problem
Solving which has auditoria learning style is higher than visual. Then, student ability of Mathematic Problem Solving which has kinesthetic learning style is
higher than visual. Moreover, student ability of Mathematic Problem Solving which has kinesthetic learning style is higher than auditoria. The conclusion of the
study is student ability of Mathematic Problem Solving can be influenced by learning style. This study is observed about students’ learning style which focus
on VAK visual, auditoria and kinesthetic learning style. The difference is this study is not observed abo
ut students’ English learning achievement. This study observes about mathematic problem solving ability.
C. Thinking Framework
42
Teti Widiyanti, “Pengaruh Gaya Belajar terhadap Kemampuan Pemecahan
Matematika di SMPN I Suraade, Sukabumi,” Skripsi at Mathematic Education Department,
Undergaduated Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2011, unpublished.
Many people think that some factors which initiate problem in the teaching and learning process are the students’ lacking effort to improve their skill or
knowledge. Besides, the problem in teaching and learning reading that make students’ difficult to increase their reading skill is their lacking of reading pratice.
The teachers also seldom make habit them reading English text and the method used by teachers do not build their interest in reading learning.
However, the problems are not those things; there is also factor which influence students’ reading skill. It is students’ learning style. Every students has
different learning style. As stated in this chapter, there are three types of learning style. Those are visual, auditory and kinesthetic learning style.
Based on the theory, students’ visual learning style are easier to get information from what they see. They are the best speller, fast and dilligent
reader. However, students’ auditory learning are a good speaker. They are prefer read loudly and hear what they read to read silently. Then, students’ kinesthetic
learning are active students. They cannot sit quietly in a long time because their focus is on their physics and always moving.
Because of that difference, students get difficulty to increase their reading skill. They cannot adapt their learning style in learning process in the class.
Moreover, it is worst if they do not know what their own learning style and lost their interest and motivation when the teachers teach them using one method
which is only focus on one learning style. Thus, it is become the problem for students and will impact to their achievement in reading.
According to theory, students’ visual learning style is dominating in reading skill than auditory and kinesthetic learning style. So that, it needs further
investigation to know the comparison of learning style; visual, auditory and kinesthetic. It is considered and believed that learning style influences
achievement. So if students have different learning style, it means that they also have different achivement. Hence, this study can prove the theory and hypothesis.
D. Research Hypotheses
