Objectives of the Research

Learning achievement is the most essential part of learning. Nana Sudjana 2002: 3 defines that learning achievement is a change of behaviors as the learning results, in a broader definition it covers cognitive, affective, and psychomotor aspects. Dimiyati and Mudjiono 2002: 3 also mentions that learning achivement is a result of interaction between learning and teaching activities. From teacher‟s views, teaching activities are ended with evaluation. From students‟ views, learning achievement is the end of teaching processes. Benjamin S. Bloom Dimiyati and Mudjiono, 2002: 26-27 mentions 6 types of behaviors in cognitive aspect, they are: 1 Knowledge, reaches memory ability about something learned and stored in the memory. Knowledge is related to facts, events, rule definitions, theories, principles, or methods. 2 Understanding, includes ability to catch meanings of something learned. 3 Implementation, covers ability to implement a method and rule to face real and new problems, for example, using principles. 4 Analysis, consists of ability to break down a unit into parts, so the whole structure can be well understood, for example, minimizing problems into smaller part. 5 Synthesis, embraces all abilities to form a new pattern, for example, ability to arrange a program. 6 Evaluation, contains ability to make opinions of something based on a certain criteria, for example, ability to assess examination results. In reference to the definitions of learning achievement, it is concluded that learning achievement is abilities possessed by students after receiving their learning experiences. The abilities include cognitive, affective, and psychomotor aspects. Learning achievement can be seen by evaluation aiming to collect proving data that will show students‟ proficiency levels in achieving the goal of learning. The observed learning achievement in this research is cognitive learning achievement that covers three levels, they are knowledge, understanding, and implement ation. Instruments used to measure the students‟ learning achievement in cognitive aspect is written tests. c. Factors that Influence Learning Achievement Globally, factors that influence learning achievement according to Muhibbin Syah 2007: 145 are: 1 Internal factors consisting of two aspects, they are: physiology and psychology aspects that consist of five factors: a Students‟ intelligence b Students‟ attitudes c Students‟ abilities d Students‟ interests e Students‟ motivation 2 External factors consisting of three types: a Social environments b Non-social environments infrastructure, including learning media