ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643

Volume 10, Issue 2, June 2022 https://journal.uniku.ac.id/index.php/ERJEE

THE CORRELATION BETWEEN STUDENTS’ LEARNING STYLES AND

THE ELEVENTH GRADE STUDENTS’ SPEAKING ABILITY AT SMA N 4
PALEMBANG
Aprilia Sari Rahayu
Master of English Education, Faculty of Teacher Training and Education,
Universitas Sriwijaya Palembang, Palembang, Indonesia
Email: apriliasarirahayu01@gmail.com

Eryansyah Eryansyah (Corresponding author)

Universitas Sriwijaya Palembang, Palembang, Indonesia
Email: eryansyah@unsri.ac.id

Margaretha Dinar Sitinjak

Universitas Sriwijaya Palembang, Palembang, Indonesia
Email: magiedinar@yahoo.com

APA Citation: Rahayu, A. S., Eryansyah, E., & Sitinjak, M. D. (2022). The correlation between students’ learning
styles and the eleventh grade students’ speaking ability at SMA N 4 Palembang. English
Review: Journal of English Education, 10(2), 579-586.
https://doi.org/10.25134/erjee.v10i2.6260.
Received: 02-02-2022 Accepted: 24-04-2022 Published: 30-06-2022
Abstract: The objective of this study was to find out whether or not there was a significant correlation of
learning style and the eleventh grade students' speaking ability. In this study, the population was ten students the
eleventh grade students of SMA N 4 Palembang. The sample of this study, the researcher used purposive
sampling technique. In order to collectthe data, in this study used interviews and an oral test from virtual classes.
Analyze the data, the researcher used Pearson Product Moment Correlation Coefficient on SPPS. The result
speaks interviews with students used the scale rating scores. From these results, the minimum score was 80, the
maximum score was 88, and the mean score was 86. Second method was an oral test from virtual classes. In this
test the researcher asked the students to tell about the most beautiful place that they have ever visited. Based on
the results of the oral test score from virtual classes, the minimum score was 86, the maximum score was 92, and
the mean score was 90. It could be concluded, that there was significant correlation between learning style and
the eleventh gradestudents' speaking ability at SMA N 4 Palembang.
Keywords: Teaching; speaking; learning style; speaking ability.

INTRODUCTION important to be used in daily life (Parmawati,

In today’s global society, communicative 2018). With optimal speaking skills, students
competence in English is increasingly important understand expressing their thoughts and feel the
(Tokunaga, 2021). Comprehensively, Burns (2019) benefits of learning so that learning becomes more
elaborated that a competent speaker of English meaningful (Asnita & Khair, 2020; Khairoes &
should have three core competencies, namely Taufina, 2019). However, speaking is not as easy as
knowledge of language and discourse, core it seems and more than just pronouncing words
speaking skills, and communication strategies. (Supina, 2018).
English skill is needed in order to communicate Sahara, Zulaikah, and Jelita (2021) defined
well in this global world (Rao, 2019). speaking as the action of delivering sounds or
Among other three English skills (listening, words to communicate with others to share a few
reading, and writing), Nunan (2019) believed that in thoughts or data orally. Thoughts and data are
learning to communicate in English, speaking takes involved in communication through speaking.
place as the most important language in the world. Besides, core speaking skill also refers to the
Parmawati (2018) also added that it is even the most capacity to negotiate speech (e.g. building on

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The correlation between students’ learning styles and the eleventh grade students’ speaking ability at SMA N 4
Palembang
previous utterances, monitoring understanding, Index (EF-EPI). In 2018, Indonesia was predicated
repairing communication breakdown, giving in low proficiency level with the rank of 34th out of
feedback), and the capacity to manage the flow of 44 countries. In 2018, it increased to 27th out of 44
speech as it occurs (Mutaat, 2022). Speaking has countries still in the low proficiency level with the
many aspects in it; grammar, pronunciatin, fluency, score of 53.31. In 2013, Indonesia was positioned in
and etc. In terms of core speaking skills, Burns moderate proficiency level, in the rank of 25th out of
(2019) postulated that this skill refers to the ability 60 countries with the score of 53.44. In comparison
to process speech quickly to increase fluency (e.g. with some countries in Asia, Indonesia is positioned
speech rate, chunking, pausing, formulaic language, under Singapore (Rank 12th) and Malaysia (Rank
discourse markers). Fluency measures attempt to 11th) which included to high proficiency countries.
tap into an underlying abstract concept, the so- At SMAN 4 Palembang, the students often face
called ‘cognitive fluency’, which is a speaker’s some frequent problems, such as lack vocabulary
efficiency of planning and encoding speech (Bielak, due to their nescience of English words. This
2022). If the fluency level in the speaking skill is to problem might lead into a language barrier in
be enhanced, there must be an increase in the communication, as Salawazo, Simbolon, Hutabarat,
classroom interaction in English, especially among Veronika, & Saragih (2020) mentioned that if
students (Phan, Ho, & Nguyen, 2022). student cannot master and learn more vocabulary,
Many students believe that fluency to they will face more difficulty in the language
communicate verbally with others often consider learning either in speaking, listening, or reading.
more important than the ability to read or write Nikijuluw (2020) also added to be a fluent English
(Nazara, 2017). Achieving the flow of fluency in learner, they need to master its vocabulary. If they
speaking takes time, considering the language have it, they can express their idea, write in their
learner is far from an artificial environment, unlike own words, listen and understand what other people
the classroom environment in normal life, he needs speak easily. Specifically, to be a fluent speaker, it
to reach a normal speaking pace in order to be able is necessary to have both a lot of practice and a
to express himself effectively to the people he sufficient amount of vocabulary (Kumar, Qasim,
communicates with (Bacha, Kumar, Bibi, & Yunus, Mansur, & Shah, 2022). With sufficient vocabulary
2021). Burnkart (2018) argued that speaking is the items, the speaker is able communicate and
most important language skills that need to be understand the written expression (Siswanto,
controlled, and the achievement in mastering Fitriana, and Bram, 2019). Therefore, teacher needs
English is based on the ability to speak English. In to link the new vocabulary to the context or class
addition, the new parameter used to determine environment in order to make students easier to
success in second/foreign language education understand and remember the meaning of it. This is
program is to develop English speaking proficiency supported by Sarifa (2018) arguing that learning
(Widiati & Cahyono, 2016) in which it is followed vocabulary through context helps the student bridge
by the changed paradigm of English learners that a the gap between the students’ real-life exposure to
large percentage of the world’s language learners vocabulary and the learning environment of the
study English on the goal of developing proficiency class. Otherwise, if the teacher sill use vocabulary-
in English (Richards & Renandya, 2012). Students’ based handbooks without the media, students will
speaking proficiency is based on their own be bored and lazy to learn new words, thereby many
vocabulary knowledge, size, depth and speed, students fail to master English because their
which making a better view on relation between vocabulary is still lacking (Febriyani, Mustain,
vocabulary and speaking (Putra, Ikhsanudin, & Kiptiyah, 2021), then they will not able to
Bunau, 2021). communicate fluently in consecutive sentences as
In Indonesia, Wardiman (2018) mentioned that well (Lengari, 2022).
the changed paradigm in learning English is not Not only vocabulary, the teacher also needs to
followed by the change of students’ proficiency in teach the other aspects in speaking as having a good
speaking English. Although it was found that the vocabulary does not guarantee the students have the
position of Indonesia in terms of the score of same level of other aspect ability. This is in line
English proficiency has increased for the last three with Andriani & Wahyuningsih (2019) who found
years based on Education First-English Proficiency that students whose great mastery of vocabulary

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Volume 10, Issue 2, June 2022 https://journal.uniku.ac.id/index.php/ERJEE

still have some difficulties in grammar and spelling. Siregar, 2021). Moreover, Hosseini & Mehraein
In SMAN 4 Palembang, they also mentioned that (2022) agreed that identifying and reflecting on
they do not know what and how to express it. learners’ individual differences can make them
Unfortunately, either in the classroom or outside the aware of their strengths and weaknesses and help
classroom, learners often neglect English practice. them to be autonomous. There are three learning
They only have a little amount of time in the styles which summarize learning style: visual
classroom to speak English and tend to speak their learning style (vision), auditory learning style
mother tongue (Indonesian) outside the classroom (hearing), and kinesthetic learning style (moving,
so their English practice is inadequate. As Jaya, touching, and doing).
Petrus, & Pitaloka (2022) mentioned that the Each student has all three styles of learning with
English speaking activities are always over as soon only one style usually dominating how he or she
as they finish the class and they use mother tongue can learn. Therefore, it would be easier for the
or local dialect to speak with their friends and instructor to incorporate teaching habits through
family. In addition, the other factors that lead different strategies and methods by understanding
learners to find learning speech problems are each student's characteristics and learning styles.
that are afraid of making mistakes and are shy of From the researcher’s mini observation through
speaking up in the classroom. According to Baldwin one of teachers in SMA Negeri 04 Palembang, she
(2011), speaking in front of people is one of the found two problems in learning speaking.
more common phobias that students encounter and First, students lack of confidence in speaking
feeling of shyness make their mind go blank or that class. This phenomenon when students feel
they will forget what to say. nervous, not confident, and anxious is called as
Students should pay attention the characteristics foreign language anxiety (Asysyifa, Handayani,
of good speaking activity, so that they can speak as Rizkiani, 2019). Besides that, the students have no
fluency as possible based on the goal of speaking. motivation to express themselves in English, fearful
In order to provide this fluent speaking, it is of criticism or losing face, worried about making
necessary to apply different methods and mistakes and shy (Sudirman, Junaid, & Tamallo,
techniques to the student (Kumar et al., 2022). 2020). As Hallemans (2021) stated, learning a
According to Ur (2013), there are many speech as part of a study does not ensure students'
characteristics of good speaking activity as follow: confidence in speaking English publicly. Speaking
(1) learners talk a lot, (2) participation is even, (3) confidence grows along with the amount of effort.
motivation is high, (4) language is an acceptable These can be reduced by self-motivation and
level. On another research conducted by Handayani concentration in learning English (Sulastri &
(2019), there are some strategies which can be used Ratnawati, 2018). Motivation in learning English
by the teacher to improve the students’ speaking comes from many aspects, such as being praised by
skill; role-play, drilling, outdoor activity, direct others, self-eagerness to learn, looking up to
strategy, and giving motivation. someone with better knowledge, etc (Maulana,
Furthermore, how students learn and how Ikhsanudin, & Suhartono, 2020).
teachers teach, and how they connect with each Second, students are less- creative in developing
other, are affected by their various styles of speaking skills which possibly caused by many
learning. There is a different and consistent way of factors, not to mention, the technique that is used by
perceiving, organizing and maintaining each the teacher. Students’ speaking skill is not improved
learner. Learning styles can be defined, categorized, through acting out their own dialogue in front of the
and described as a collection of variables, behaviors class. In this case, it is teacher’s duty to find the
and attitudes that improve learning in any situation. suitable topics which match with students’ interest.
This is because this learning style is used as a As Rao (2018) stated, while selecting the topics, the
measure of how learners view the learning teachers have to take into consideration of the
environment, how to communicate, and how they learners' needs and interests that lead the learners to
react. Therefore, educators must consider learning work more on the given topics with interest and
styles and learning strategies in selecting and enthusiasm. Besides, in the process of learning and
designing learning materials to maximize student teaching English as a foreign language, teachers
achievement (Albeta, Haryati, Futra, Aisyah, & should also pay much attention to the students'

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The correlation between students’ learning styles and the eleventh grade students’ speaking ability at SMA N 4
Palembang
personalities which can be affected by some This study aimed to find out whether there is a
affective factors (Karsudianto, 2020). Sarifa (2020) significant contribution of learning style and the
added that a language teacher needs to choose an eleventh grade students' speaking ability. Therefore,
appropriate method to teach each skill effectively. this research used correlation research. Creswell
Jabeen (2019) also added that teacher has to create a (2012) stated, correlation is a statistical test to
friendly environment for the students to learn a determine the tendency or pattern for two (or more)
foreign language. variables or two sets of data to vary consistently.
Based on the above statements, the researcher Concerning the sample of this research, the
conducts a study entitled "The correlation among researcher used purposive sampling technique. In
students learning style and the eleventh grade this research, the research data were from an
students' speaking ability at SMA N 4 Palembang” interview the students and oral test from virtual
to find out whether there is a significant contribution classes, r-product moment, and multiple regression.
of learning style and the eleventh grade students' First, the researcher interviewed the students.
speaking ability. There were 10 questions that the researcher asked.
After that, the researcher assessed their speaking
METHOD interview used an adaptive speaking.

Table 1. Interview questions

No Components Rating Comments
score
1 Pronunciation 5 Has few traces of foreign accent
4 Always intelligible, though one conscious of a definite accent
3 Pronunciation problem necessities concentrated listening and occasionally lead
to misunderstanding
2 Very hard to understand because of pronunciation problems, most
frequently be asked to repeat
1 Pronunciation problems to serve as to make speaking virtually unintelligible
2 Grammar 5 Make few (if any) noticeable errors of grammar and word order
4 Occasionally makes grammatical and word order errors that do not,
however obscure meaning
3 Make frequent errors grammar and word order, which occasionally obscure
meaning
2 Grammar and word order error make comprehension difficult, must often
rephrases sentence and or restrich himself
1 Errors in grammar and we order so, severe as to make speaking virtually
unintelligible
3 Vocabulary 5 Use of vocabulary and idioms is virtually that of native speaker
4 Sometimes uses inappropriate terms and or must rephrases ideas because
of lexical inadequacies
3 Frequently uses the wrong words conversation somewhat limited
because of inadequate vocabulary
2 Misuse of words and very limited vocabulary make comprehension quite
difficult.
1 Vocabulary
4 Fluency 5 Fluency Speech fluent and efforts less as that of a native speaker
4 Speed of speech seems to be slightly affected by language problem
3 Speed and fluency are rather strongly affected by language problem
2 Usually hesitant, often forced into silence by language limitation
1 Speaking is also halting and fragmentary as to make conversation virtually
impossible
5 Comprehension 5 Appears understand everything without difficulty
4 Understand nearly everything at normal speed, although occasionally
repetition may be necessary
3 Understand most of what is said at slower than normal speed without repetition

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2 Has great difficulty following what is said cancomprehend only "social

conversation" spoken slowly and with frequent repetition
1 Cannot be said to understand even simple conversational English.
(Haris, 1969)
After that, the researcher used the selected rubric Table 4. Score category
and analyzed based on the indicators and scored as Score Interval Category Students’ Students’
follows: Learning speaking
Final score = Total score x 10 Styles Ability
25 86-100 Excellent 8 8
The second method was an oral test using virtual 71-85 Good 2 2
classes. In this test, the researcher asked the 56-70 Average - -
41-55 Poor - -
students to tell about the most beautiful place that
0-40 Fail - -
they have visited. To assess the students' speaking
Based on the research results, the researcher
performance, the researcher used score intervals, as
analyzed using the Pearson Product Moment
follows:
Coefficient in SPSS. The result indicated that the
value of r-obtained of the two variables was 0.946
Table 2. Score intervals
Score Interval Category
higher than the r-critical 0.235 (0.946 > 0.235).
86-100 Excellent Meanwhile, the significant F result was 0.000.
71-85 Good Because the F value was less than 0.005 (0.000
56-70 Average <0.005).
41-55 Poor That is, there was a significant relationship
0-40 Fail between students' learning styles and speaking
To analyze the data, the researcher used Pearson ability. You can see in the table below:
Product Moment Correlation Coefficient on SPPS
to find out whether or not there is a significant Table 5. Correlations
contribution of learning style and the eleventh grade LS SA
students' speaking ability. LS Pearson 1 .946**
Correlation
RESULTS AND DISCUSSION Sig. (2-tailed) .000
Based on the results of speaking interviews with N 10 10
**
students used the scale rating scores of Harris SA Pearson .946 1
Correlation
(1969), it was found that the minimum score was
Sig. (2-tailed) .000
80, the maximum score was 88, and the mean score
N 10 10
was 86. Meanwhile, based on the results of the oral
**. Correlation is significant at the 0.01 level (2-
test score from virtual classes, the minimum score
tailed).
was 86, the maximum score was 92, and the mean
Finally, based on the results R was 0.946. From
score was 90. You can see in the table below:
this output, the adjusted R square results were
0.881. Which means, 88.1% of the influence of
Table 3. Descriptive statistics
student learning styles (visual learning styles,
N Min Max Mean Std.
Deviation
auditory learning styles, and kinesthetic learning
LS 10 80 88 85.60 3.373 styles) in learning English. And also 88% of
SA 10 86 92 89.50 2.369 students' speaking skills in learning English. You
Valid N 10 can see in the table below:
(listwise)
Based on the results of the speaking interview Table 6. Model summary
score and the oral test score for use virtual classes, Adjusted R Std. Error of
Model R R Square Square the Estimate
there were 8 students in Excellent category and 2 1 .946a .894 .881 .817
students in Good category. You can see in the table a. Predictors: (Constant), LS
below:
Table 7. ANOVAa

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Aprilia Sari Rahayu, Eryansyah Eryansyah, & Margaretha Dinar Sitinjak
The correlation between students’ learning styles and the eleventh grade students’ speaking ability at SMA N 4
Palembang
Sum of Asnita, A., & Khair, U. (2020). Penerapan model
Model Squares Df Mean F Sig. pembelajaran time token untuk meningkatkan
Square keterampilan berbicara siswa. ESTETIK: Jurnal
1 Regression 45.156 1 45.156 67.602 .000b Bahasa Indonesia, 3(1).
Residual 5.344 8 .668 https://doi.org/10.29240/estetik.v3i1.1501.
Total 50.500 9 Asysyifa., Handayani, A. M., & Rizkiani, S. (2019).
a. Dependent Variable: SA Students’ speaking anxiety in EFL classroom.
b. Predictors: (Constant), LS
PROJECT Journal, 2(4), 581-587.
From these results, the minimum score was 80, Bacha, M. S., Kumar, T., Bibi, B. S., & Yunus, M. M.
the maximum score was 88, and the mean score was (2021) Using English as a lingua franca in
86. Based on the results of the oral test score from Pakistan: Influences and implications in English
virtual classes, the minimum score was 86, the Language Teaching (ELT). Asian ESP Journal.
maximum score was 92, and the mean score was 90. 17(2), 155-175.
There are 8 students who were excellent category Baldwin, C. (2011). How to overcome shyness during
and only 2 students who were good category. The r- oral presentation. Retrieved from
obtained result of the two variables was 0.946 http://www.ehow.com.
higher than the r-critical 0.235 (0.946 > 0.235). Bielak, J. (2022). To what extent are foreign language
anxiety and foreign language enjoyment related
There was even a very strong correlation between to L2 fluency? An investigation of task-specific
students' learning styles and speaking ability. And emotions and breakdown and speed fluency in
the last result R was 0.946. From this output, the an oral task. Language Teaching Research, 1-
adjusted R square results were 0.881. Which means, 31.
88.1% of the influence of student learning styles Burnkart, G. S. (2018). Spoken language: What it is and
(visual learning styles, auditory learning styles, and how to teach it. washington, DC: CAL.
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CONCLUSION Creswell, J. (2012). Educational research. Boston:
The conclusion of this study is it was found that Pearson Education.
there was a significant correlation between learning Febriyani., Mustain., & Kiptiyah, M. (2021). The impact
style with the eleventh grade students' speaking of wordlist media in learning vocabulary. SELL
ability at SMA N 4 Palembang. It can be seen from Journal, 6(1), 76-85.
the mean score of students’ interview and the mean Hallemans, N. (2021). Using student-created video
score on the oral test score using virtual classes presentations to build experiential learning in
about the most beautiful place that they have the oral EFL presentation classroom. Korean
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Handayani, U. D. (2019). English teachers’ strategy in
ACKNOWLEDGEMENT teaching speaking [State Institute of Islamic
The researcher would like to express her profound Studies Ponorogo].
gratitude to the Sriwijaya University community for http://etheses.iainponorogo.ac.id/6914/
the support and high appreciation to the research Harris, D. P. (1969). Testing English as a second
participants for their participation and cooperation. language. New York: McGraw Hill Book
Company.
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