Each learner has his own preferred ways in learning. The learners bring their unique learning style into classroom. Learners as the raw input have certain
characteristics both physiology and psychology which are able to influence learning process as well as achievement.
4
It is understood that learners’ tendencies and preferred ways in learning and how they go about learning will also influence
their success. Having different preferences, tendencies, and ways among learners in learning English show that learners have their own learning style types which
also influence their learning outcome. This is in line with Willing 1988 suggest that accommodating learning style and strategy preferences in the classroom can
result in improving learner satisfaction and attainment.
5
The characteristic of each learner type display several activities inside classroom and outside classroom can enrich student’s vocabulary. Let’s take an
example for concrete learner. Mostly activities of learning for this learner type are learning by games, pictures, films, videos and cassettes. Here, the student’s
possibilities of obtaining new vocabularies are widely enough. Furthermore, the chances for analytical learners enlarge their vocabularies are the same as concrete
learners since they take reading as their dominant activities in learning. Having reading habit may automatically give them wide horizon as well as many
vocabularies. Based on the learners styles described above this study is intended to
investigate on “students learning style types and how it influences the students’ level of success.
B. The Scope and Limitation of the Study
This study focuses on the students learning style and their influence toward their achievement in learning vocabulary at first semester of English
department student IAIN Sultan Thaha Saifuddin Jambi for academic year 20082009.
This study is to describe and analyse about students learning style in vocabulary course.
4
M.Ngalim Purwanto. Psikologi Pendidikan.Bandung: Remaja Rosdakarya. 1990. p107.
5
Ken Willing. Learning Style in Adult Migrant Education. National Curruculum Resources Centre Adult Adelaide, South Australia: NCRC. 1988. p1.
C. The Statements of the Problem
Based on the background mentioned above, the writer conducts a study concerning the tendency of student’s learning style and how they influence the
students’ success. The general question for this research is “How are the student learning
styles and their influence toward their achievement?” This main question can be formulated into more specific questions as
follows: 1. Does each student have his own learning style?
2. Does the student learning style influence his achievement in vocabulary?
D. The Objectives of this Study
In line with what has been stated in the statement of the problems, this study tries to describe the students learning style in English department and their
achievement in vocabulary of IAIN Sultan Thaha Saifuddin Jambi. More specifically, the study is aimed at describing and analysing:
1. Each student has his own learning style. 2. The influence of the student learning style toward his
achievement in vocabulary. Moreover, Rubin and Thomson 1982 estimate that learner’s style is
appropriate to particular task.
6
In relation to this, the four learning style types found by willing 1988, namely: concrete, analytical, communicative, and
authority-oriented learners might work on four different tasks.
7
To recognize whether or not one learner type is appropriate to particular task, it can be seen on the success of a student who belongs to that type. This
6
Joan Rubin and Irene Thomson. How To Be A More Successful Language Learner. Boston
: Heinle and Heinle Publisher, Inc.1982. p8.
7
Ken Willing. Op Cit. P68
study will be carried out to describe and analyse the student learning style and their achievement in vocabulary.
E. The Significances of the Study
