Senior High School Students’ Learning Style and Their Listening Comprehension Achievement

Abstract

This research aimed to find a correlation between students’ learning style and their achievement in listening comprehension. The method employed in this study was a quantitative method through correlational research design. The data were gathered by distributing learning style questionnaire through Google Forms and testing a listening comprehension for 80 students of twelfth grade of SMAN 7 Palembang. The data were analyzed by Spearman Rank-Order. Based on the data analyses, for analytical learner, the rho-obtained (.161) was lower than the r-table (0.320); for communicative learner, the rho-obtained (.500) was lower than the r-table (0.997); for authority-oriented learner, the rho-obtained (.229) was lower than r-table (0.432); and the last, for mixed-type learner style, the rho-obtained was (-.393) was lower than r-table (0.482). It means that the null hypothesis (H0) was accepted and the alternative hypothesis (Hα) was rejected. Therefore, it is concluded that there was no significant correlation between students’ learning style and their listening comprehension achievement.