Improving the English Learning Achievement and Attitudes through the VAK (Visual, Auditory, and Kinesthetic) Oriented Learning Model of the Students of the State Senior High School 1 (SMAN 1) Anjir Muara

Abstract

This study is aimed at: 1) improving the students’ achievement and attitudes in learning English through the VAK learning model, and 2) revealing whether or not the VAK learning model is effective in improving English learning achievement and attitudes of class X-1 students of State Senior High School 1 (SMAN 1) Anjir Muara. This study was a classroom action research. The subjects were 18 students of class X-1. The study comprised two steps namely the preliminary study and the action. The preliminary study presented the problems encountered by the students and the action comprised planning, action and observation, and reflection. The research instruments were observation sheets, a test, and a questionnaire. The data were collected through observation, questionnaire, testing, and recording. The data analysis comprised the data reduction, data display, and conclusion drawing. The data were analyzed quantitatively and qualitatively. The results of the study are as follows. First, the VAK learning model is effective in improving the students’ English learning achievement. Fifteen of the eighteen students (83.33 percent) achieve the criterion of progress (KKM) of 60. The mean score before the action is 35.37 and the mean score after the action is 63.52, improving the students’ achievement by 28.15. In listening and reading, the students show 83.33 percent of improvement in finding topics of discussion, 66.67 percent of improvement in identifying explicit pieces of information, and 61.11 percent of improvement in identifying implicit pieces of information. In speaking and writing, the students show 72.22 percent of improvement in vocabulary and 77.77 percent of improvement in grammar. In the VAK class, the model helps the students enhance their information intakes. The students can comprehend easily the learning material. They can process, retain, and concentrate on the difficult information. Second, the VAK learning model is effective in improving the students’ attitudes. Eight of the eighteen students (44 percent) have favorable attitudes before the action and fourteen of the eighteen students (78 percent) attain favorable attitudes after the action showing an improvement by 34 percent in favorable attitudes. In the VAK activities, the students show feelings of involvement, excitement, and interest. Their involvement is performed in varieties of ways, such as facial expressions, gestures, body movements, eye movements, and vocal characteristics. They are involved, enthusiastic, and interested in participating in the teaching and learning process