THE CONTRIBUTION OF LEARNING STYLES, TEACHING STYLES, AND LEARNING ENVIRONMENT TOWARDS GRADE ELEVEN STUDENTSâ ENGLISH ACHIEVEMENT OF SMA NEGERI 1 RENDANG - ., I WAYAN BUDIARTA; ., Prof. Dr. Nyoman Dantes; ., Prof. Dr. A. A. I. Ngurah Marhaeni,MA (Jurnal Pendidikan Bahasa, 2014)
Penelitian ini bertujuan untuk mengetahui korelasi antara gaya belajar, gaya mengajar, dan lingkungan belajar terhadap prestasi belajar bahasa Inggris siswa kelas XI SMA Negeri 1 Rendang. Penelitian ini dilakukan dengan menggunakan pendekatan kuantitatif ex-post facto, dengan studi korelasional yang melibatkan 100 orang siswa sebagai populasi sampel. Kuesioner digunakan untuk mengukur data gaya belajar, gaya mengajar, dan lingkungan belajar. Sedangkan data prestasi belajar bahasa inggris siswa diperoleh dengan pencatatan dokumen nilai rapor. Instrumen yang disusun distandardisasi untuk mengetahui validitas dan reliabiltasnya. Pengolahan data dilakukan dengan analisis deskriptif, regresi sederhana dan regresi ganda. Temuan penelitian menunjukkan bahwa; 1) gaya belajar siswa memberikan kontribusi yang signifikan sebesar 21,3%; 2) gaya mengajar memberikan kontribusi yang signifikan sebesar 25,9%; 3) lingkungan belajar memberikan kontribusi yang signifikan sebesar 19,8%; dan ketiga variable secara bersama-sama memberikan kontribusi sebesar 36,2% terhadap prestasi belajar bahasa inggris. Sumbangan efektif gaya belajar siswa sebesar 9,50%, gaya mengajar sebesar 15,6% dan lingkungan belajar sebesar 11,8%. Secara simultan ketiga variabel memberikan sumbangan efektif (SE) sebesar 36,25% terhadap prestasi belajar bahasa inggris. Kata Kunci : gaya belajar, gaya mengajar, lingkungan belajar dan prestasi belajar bahasa Inggris This study was conducted in order to find out a correlation between learning styles, teaching styles, and learning environment towards grade eleven studentsâ English achievement of SMA Negeri 1 Rendang. It was conducted by employing a quantitative ex-post facto design with correlation study involving a total number of 100 students as population sample. Questionnaire was used to measure learning styles, teaching styles, and learning environment. While the data of studentsâ English achievement was obtained from the studentsâ scores of English in their school report card. The instrument was standardized in order to know its validity and reliability. The data analysis was done descriptively by using simple regression and multiple regressions. The findings showed that; 1) there was a significant contribution of Learning styles (21.3%); 2) there was a significant contribution of teaching styles (25.9%); 3) there was a significant contribution of learning environment (19.8%); and 4) there was a significant contribution of those three variables towards studentsâ English achievement (36.2%). The effective contribution of learning style was 9.50%, teaching style was 15.6%, and learning environment was 11.8%. Simultaneously all variables have effective contribution (SE) about 36.25 % towards studentsâ English achievement. keyword : english achievement, learning environment, learning styles, teaching styles.