STUDENTS LEARNING STYLE IN ENGLISH DEPARTMENT AND

THEIR ACHIEVEMENT IN VOCABULARY AT THE FIRST SEMESTER

OF IAIN SULTAN THAHA SAIFUDDIN JAMBI

A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training
in Partial Fulfillment of the Requirement for the Degree of Strata 1 (S1)

BY :
HELTY
NIM: 205014000448

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1430 H / 2009 M
 STUDENTS LEARNING STYLE IN ENGLISH DEPARTMENT AND
THEIR ACHIEVEMENT IN VOCABULARY AT THE FIRST SEMESTER
OF IAIN SULTAN THAHA SAIFUDDIN JAMBI

A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training
in Partial Fulfillment of the Requirements for the Degree of Strata 1 (S1)

BY :
HELTY
NIM: 205014000448

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1430 H / 2009 M
 STUDENTS LEARNING STYLE IN ENGLISH DEPARTMENT AND
THEIR ACHIEVEMENT IN VOCABULARY AT THE FIRST SEMESTER
OF IAIN SULTAN THAHA SAIFUDDIN JAMBI

A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training
in Partial Fulfillment of the Requirements for the Degree of Strata 1 (S1)

BY :
HELTY
NIM: 205014000448

Approved by:

Dra. Hidayati, M.Pd.

NIP. 150 231 927

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1430 H / 2009 M
 ABSTRACT

HELTY. 2009. Students Learning Style in English Department and Their

Achievement in Vocabulary at the First Semester of IAIN Sultan Thaha
Saifuddin Jambi. Thesis, Degree of Strata-1 of English Language
Education Department Program of Faculty of Tarbiyah and Teachers
Training Syarif Hidayatullah State Islamic University Jakarta. Advisor:
Hidayati, Dra. M.Pd.

Key words: Learning style, and vocabulary

This study tries to describe the students learning style in English

department and their achievement in vocabulary at the first semester of IAIN
Sultan Thaha Saifuddin Jambi. More specifically, the study is aimed at describing
and analyzing Each student has his own learning style and Influence the student
learning style toward his achievement in vocabulary.
This study is categorized as descriptive evaluative because it is intended to
describe the objective condition about student learning style in English
department and their achievement in vocabulary. The subjects of this study are
students of English department at first semester. The techniques used to collect the
data are observation, documentation and questionnaire.
The finding of the study is the first year students of English Department of
Tarbiyah Faculty of State Institute for Islamic Studies of Sulthan Thaha Saifuddin
Jambi can be grouped into four learning style types based on they preferred ways
of going about learning. These four learning style types are concrete learners,
analytical learners, communicative learners, and authority-oriented learners. As it
can be seen in the list of activities that each type of learners may be potential to
propose enriching vocabulary.
Based on the findings above, it is suggested to language learners to be
familiar with their own learning style types so that they can benefit the strength of
their styles and manipulate the weaknesses of their style. For language teachers,
they may take learners style into account for the sake of varying learning
strategies and ways in carrying out the lesson in the classroom so that they can
promote learners need.
 ABSTRAK

HELTY. 2009. Students Learning Style in English Department and Their

Achievement in Vocabulary of IAIN Sultan Thaha Saifuddin Jambi.
Skripsi, Program Studi Pendidikan Bahasa Inggris, Program Strata 1
Universitas Islam Negeri Syarif Hidayatullah Jakarta. Pembimbing: Dra.
Hidayati, M.Pd.

Key words: Gaya Belajar, Kosakata, IAIN Sultan Thaha Saifuddin Jambi

Penelitian ini mencoba menggambarkan bagaimana gaya belajar

mahasiswa di jurusan bahasa inggris IAIN Sultan Thaha Saifuddin Jambi dan
bagaimana pula hasil belajar mereka dalam penguasaan kosakata. Secara
mendetail, penelitian ini bertujuan menggambarkan dan mengaevaluasi: Gaya
belajar yang dimiliki masing-masing mahasiswa dan pengaruh gaya belajar
mereka dalam memperoleh hasil belajar kosakata.
Penelitian ini dikategorikan sebagai penelitian deskriptif evaluatif, karena
penelitian ini bertujuan untuk menggambarkan kondisi sesungguhnya gaya belajar
dan hasil belajar kosakata para mahasiswa di juruasan bahasa inggris. Subjek
penelitian ini adalah seluruh mahasiswa jurusan bahasa inggris semester I. Dalam
penelitian ini, peneliti melakukan pengamatan, Dokumentasi data, dan pemberian
angket untuk mengumpulkan data.
Hasil penelitian ini menemukan bahwa mahasiswa semester I jurusan
bahasa inggris IAIN Sultan Thaha Saifuddin Jambi dapat dikelompokan menjadi
empat tipe gaya belajar berdasarkan cara belajar yang mereka sukai. Empat tipe
gaya belajar tersebut adalah: Pembelajar konkret, Pembelajar analytical,
Pembelajar communicative, dan Pembelajar authority-oriented. Sebagaimana kita
ketahui berdasarkan criteria tiap tipe, gaya belajar akan sangat bermanfaat untuh
membantu menambah atau memperbanyak kosakata yang dimiliki mahasiswa.
Berdasarkan hasil penelitian yang ada, peneliti menyarankan kepada
seluruh pembelajar bahasa agar dapat mengetahui gaya belajar yang dimilikinya,
dengan demikian mereka akan lebih mengetahui lagi kekurangan dan kelebihan
mereka dalam pembelajaran bahasa inggris. Begitu pula kepada para guru, untuk
dapat mengetahui seluruh tipe gaya belajar siswa agar mereka dapat menggunakan
berbagai strategi yang dianggap baik dalam pengajaran bahasa inggris di kelas
serta dapat memenuhi segala kebutuan siswa dalam pembelajaran bahasa.
 ACKNOWLEDGEMENT

Alhamdulillahirabbil alamin. First of all, the writer thanks to Allah SWT,

the Beneficent and the Merciful, Who gives the mercy, blessing, and guidance in
order to complete this skripsi. She also gives her regard and compliments to our
holy Prophet Muhammad SAW for leading us from the darkness to the better life
today.
Furthermore, in this moment the writer would like to thanks to many
people who participate in completion of her skripsi entitled: STUDENTS
LEARNING STYLE IN ENGLISH DEPARTMENT AND THEIR
ACHIEVEMENT IN VOCABULARY AT THE FIRST SEMESTER OF
IAIN SULTAN THAHA SAIFUDDIN JAMBI. To finish this skripsi, the
writer cannot do by herself. She would like to express her deepest gratitude and
thank to her beloved parents Prof. Dr. H. Asafri Jaya Bakri, MA and Hj. Emizola,
M.H, her beloved husband Pada Oloan Siregar, S.Kom, her brother, and sister for
their continuous supports.
The writer also would like to express her thanks, great gratitude and
appreciation to her advisor Dra. Hidayati, M.Pd. for her professional help,
guidance, and suggestions up to this skripsi as it is.
Her special thanks are also due to all lecturer of English Education
Departement who recommended sources of information, Drs. Syauki, M.Pd as a
Head of English Education Department, and Prof. Dr. Dede Rosyada as dean of
Faculty of Tarbiyah and Teachers Training.
Moreover she would like to address her sincere gratitude to all of civitas
academica of IAIN STS Jambi especially to Mahyuzar Rahman, M.Pd. for giving
permission to use their classes to conduct the observation and collecting data.
Finally, she would like to express her deepest sincere and gratitude to her
aunty Monalisa, M.Pd. who gives more help to finish this skripsi and to all her
friends who have shared ideas in various discussion and literature.
 May Allah SWT, pours His reward to many parties who help the writer in
completing this skripsi.

Jakarta, 22 January 2009

The writer
 OUTLINE

Page
ACKNOWLEDGEMENT ............................................................................ i
ABSTRACT IN ENGLISH............................................................................ iii

ABSTRAK DALAM BAHASA INDONESIA iv

TABLE OF CONTENTS............................................................................... v
LIST OF TABLES ......................................................................................... vii
LIST OF DIAGRAMS ................................................................................... viii
LIST OF APPENDICES................................................................................ ix

CHAPTER I INTRODUCTION ................................................................... 1

A. The Background of the Study ............................................... 1
B. The Scope and Limitation of the Study................................. 3
C. The Statement of the Problems ............................................. 3
D. The Objectives of the Study.................................................. 3
E. The Significance of the Study............................................... 4
F. The Scope and Limitation of the Study................................. 4

CHAPTER II THEORITICAL FRAMEWORK ......................................... 5

A...........................................................................................Lea
rners Differences.................................................... 5
1. .....................................................................................Ag
e .................................................................................. 6
2. .....................................................................................Mo
tivation .............................................................. 8
3. .....................................................................................Lea
rning Strategies ................................................ 9
 4. .....................................................................................Lea
rning Style........................................................ 11
B...........................................................................................Ty
pes of Vocabulary .................................................. 14
C...........................................................................................Vo
cabulary Achievement............................................ 15

CHAPTER III RESEARCH METHODOLOGY......................................... 17

A...........................................................................................Res
earch Design .......................................................... 17
B...........................................................................................Pop
ulation and Sampling ............................................. 18
C...........................................................................................Inst
rumentation............................................................ 18
D...........................................................................................Tec
hniques of Data Analysis........................................ 19
E. ..........................................................................................Pro
cedures................................................................... 21

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS .................. 22

A...........................................................................................Res
earch Findings........................................................ 22
B...........................................................................................Dis
cussion................................................................... 29

CHAPTER V CONCLUSIONS AND SUGGESTIONS............................... 32

A...........................................................................................Co
nclusion ................................................................. 32
B...........................................................................................Sug
gestion ................................................................... 32
BIBLIOGRAPHY .......................................................................................... 33
APPENDIXES................................................................................................ 35
 LIST OF TABLE

Table 4.1 : Scala For Learning Style ....................................................... 22

Table 4.2 : Students Learning Style and Their Score in Vocabulary.... 24
Table 4.3 : Test Item of Learning style.................................................... 27
Table 4.4 : Mean Score of Each Learning Style types............................. 28
 LIST OF DIAGRAMS

Figure 4.1: Learning Style Type Diagram .................................................... 28

 LIST OF APPENDICES

A. Questionnaire
B. Vocabulary Test
C. The Key Answer
D. Syllabus of the Subject
E. Distribusi Ujicoba Soal I
F. Daya Beda dan tingkat Kesukaran Soal yang di Uji Cobakan
G. Distribusi Ujicoba Soal II
H. The Culculation of The Reliability of The Test
I. Statement Letter of the Research
J. Biography
 CHAPTER I
INTRODUCTION

This chapter presents the background of study, the statement of the

problem, the objective of the study, the significance of the study, the scope and
limitation of study.

A. The Background of Study

As a universal language, English has a significant position in Indonesia,
since it is learnt from elementary school to university level. It is the only foreign
language, which is learnt as the compulsory subject by the Indonesian students.
One of the goals of learning English is to enable learners to communicate in
English both orally and in written form.
In learning English, some students perform more successfully than the
others for some reasons. Many factors hypothesized to enhance or inhibit the
second language acquisition capability of learners; they are social, motivational,
affective, aptitude, and personality, experiential, instructional, biological, and
cognitive.1 Moreover, the important variables in second language learning are age,
motivation, attitude, aptitude, personality and learning style.2 Thus, it is known
that there are various factors, which influence students in learning a language.
Due to such factors, general pattern in modern methodology is for the
teaching to be the learner-cantered.3 Thus, it is the teacher who serves as guide in
the learning process, but it is the learners who assume some responsibility for the
direction of the learning and who bear ultimately for how much learning takes
1
place. It implies that learners are the doers who hold an important role in learning.
Others are only guides, and motivators, as well as advisors.

1
Paul Eggen and Don Kauchak. Educational Psychology windows on classrooms 5th
edition, New Jersey: Merrill Prentice Hall. 2001. P122-152
2
Douglas Brown. Principle of Language Learning and Teaching. New Jersey: prentice
Hall, inc.1987.
3
Paul Eggen and Don Kauchak. Ibid. P550
 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 students vocabulary. Lets 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 students
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
2008/2009.
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 students 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 learners 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

The results of this study are expected to contribute to (1) English learner
who takes vocabulary course, (2) The lecturer of IAIN Sultan Thaha Saifuddin
Jambi and (3) Other researchers.
It is expected that the findings of this research may give contribution to
English learners to recognize their own learning style types in order to find out
better ways in learning English. Students with the best learning style may
accommodate their style to improve their vocabulary achievement.
Meanwhile, for the English lecturers to consider the strengths of learning style to
be one of the considerations in determining various techniques and strategies in
teaching vocabulary. By doing so, it will be practical for them to meet various
learners needs. For other researchers, this study can be used as consideration for
further study,.
 CHAPTER II
THEORETICAL FRAMEWORK

This chapter discusses (A) Learner differences such as: (1) age, (2)
motivation, (3) learning strategy, (4) learning style. (B) Types of vocabulary, and
(C) Vocabulary achievement.

A. Learner Differences
Students are different in a hundred ways. Good teachers have always
adapted to individual students characteristics; it is part of being a flexible and
creative teacher. In order to teach effectively, the teachers need to learn their
student, since some of the procedures will vary depending upon in their classes.
Most scholar and practitioners in the field today agree that both the rate
and the degree of success of second language learning are affected by individual
learner differences.8 Many also believed those learner factors such as aptitude,
attitude, motivation, personality, age, cognitive style, and preferred learning
strategies need to be considered in any comprehensive theory of second language
acquisition. Ellis (1985) remarked that SLA researches may knowledge the
importance of such factors in the eventual attainment of advanced levels of
proficiency or in approaches has tended to ignore individual differences or
minimize their importance.9
The learners live in different environments with their own socio-cultural
background. A number of the learners live in urban areas but most of them live in
the country areas. Differences in these two types of educational settings may have
5
great influence upon the process of teaching and learning.
Life experiences of learners living in urban areas might be far different
from those of learners in the country areas. With sophisticated facilities and
equipment such as tape recorders, video recorders, televisions and computers
8
R. Ellis. Understanding Second Language Acquisition. Oxford: Oxford University
Press. 1985
9
R. Ellis. Ibid
together with their programs. Some cities have foreigners of different
nationalities. On the other hand, to rural learners these things might be strange.
Like their urban counterparts, they are familiar with things found in their
environments. All of this may have influence upon the learners ways of thinking,
life style, learning style, and educational orientation as well as upon the types of
concepts learned through their interaction with their environments. The factors of
learner differences are going to look in detail, as follow:

1. Age
One of the significance factors to be considered to teach the student is
ages, since different ages lead to different competencies, needs, and cognitive
skill. For instance, children are more likely taught through playing or games while
adult are recently taught through use of abstract taught. Some people claim that
children are better learner than adult. It is supported by Jeremy Harmer, children
appear pick up new languages effortlessly. 10
Jeremy Harmer have divide three classifications of ages, there are:

a. Young children, especially those up the ages of nine or ten in

Following ways:
They respond to meaning even if they do not understand individual words.
They often learn indirectly rather than directly- that is they take in
information from all sides, learning from everything around them rather
than only focusing on the precise topic they are being taught.
Their understanding comes not just from explanation, but also fom what
they see and hear and, crucially, have a chance to touch and interact with.
They generally display and enthusiasm for learning and a curiosity about
the world around them.
They have a need for individual attention and approval from the teacher.

10
Jeremy Harmer. The Practice of English Language Teaching (third edition completely
revised and updated). Longman. p:38
 They are keen to talk about themselves, and respond well to learning that
uses themselves and their own lives as main topics in the classroom.
They have a limited attention span; unless activities are extremely
engaging they can easily get bored, losing interest after ten minutes or so.

b. Adolescents, teenage students are in fact overall the best language learner:
Identify has to be forged among classmates and friends; peer approval may
be considerably more important for the student than the attention of the
teacher which.
Teenagers, if they are engaged, have a great capacity to learn, a great
potential for creativity, and a passionate commitment to things, which
interest them.
Student must be encouraged to respond to text and situations with their
own thoughts and experience, rather than just by answering questions and
doing abstract learning activities.
We are able to discuss abstract issues with them. Indeed part of our job is
to provoke intellectual activity by helping them to be aware of contrasting
ideas and concepts, which they can resolve for themselves-though still
with our guidance.

c. Adult language learners are notable for a number of special characteristic:

They can engage with abstract thought.
They have a whole range of life experiences to draw on.
They have expectations about the learning process, may already have their
own set patterns of learning.
Adults tend, on the whole, to be more disciplined than some teenagers, and
crucially, they are often prepared to struggle on despite boredom.
They come into classrooms with a rich range of experiences, which allow
teachers to use a wide range of activities with them.
Unlike young children and teenagers, they often have a clear
understanding of why they are learning and what they want to get out of it.
However, adults are never entirely problem-free learners, and have a number of
characteristics, which can sometimes make learning and teaching problematic.
They can be critical of teaching methods. Their previous learning
experiences may have predisposed them to one particular methodological
style, which makes them uncomfortable with unfamiliar teaching patterns.
They may have experienced failure or criticism at school, which replicate
the anxious and under-confident about learning language.
Many older adults worry that their intellectual powers may be dismissing
with age.

2. Motivation
Several perspectives have been offered upon the subjective aspect of
language learning, notably in the motivation. Motivation is probably the most
often used for explaining the success or failure of virtually any complex task.11 It
is easy to claim that a learner will be successful with the proper motivation and
countless studies and experiment in human learning show that motivation is a key
to learning. Someone will be successful in his study if there is desire in him to
study. Desire and drive to study are called motivation. According to Gardner
(1985), motivation involves four aspects: a goal, effortful behaviour, a desire to
attain the goal and favourable attitudes toward the activity. 12 These four aspects
are dimensional, however and they in turn group themselves into two conceptually
distinct categories. The goal, although a factor involved in motivation, is not a
measurable component of motivation. So these three components are reflected in
the measures: intensity, desire to learn English, and attitudes toward learning
English.
Motivation depends on many things, too many to mention, but three of the
most important motivations are variety, success and sense of purpose. We all
know that monotony is very demotivating, whilst variety stimulates interest.

11
H.D. Brown, Op Cit.
12
R.C. Gardner Social Psychology and Second Language Learning: The Role of Attitudes
and motivation. 1981. London. P220
Attempting to learn something that has no meaning or relevance or purpose to
students is also demotivating, whilst meaningful language stimulates curiosity in
our students, thus motivating them. If students achieve success in task, they are
usually very pleased and not afraid to try again. Success is great motivator.

3. Learning Strategies
To distinguish learning strategy and learning style, this part is provided
with some concepts, which related to both terms directly and indirectly.
According to willing learning strategy is a specific mental procedure for
gathering, processing, associating, categorizing, rehearsing and retrieving
information or patterned skills13. He states that learning style is individual
learners natural, habitual, and preferred ways of learning. From these the
definition can be explained that a learning strategy rely on the efforts of the
learner themselves in acquiring of their progress in learning language, while
learning style has owned by learners naturally.
Good language learners always attempt to seek the best ways to get progress in
learning; in other word they try to apply strategies for their learning. Robin and
Thompson state that things that should be taken charge of learning:

1. Find your own way

You know your self best:
You need to be personally involved in mastering language. You cannot
always rely on your teacher to provide you with an approach that is
specifically designed for you.
2. Plan
Set clear goals:

13
Ken willing, Op Cit.
 Clarifying your objectives will help you develop a clearer direction and
will also provide you with some benchmarks to measure your
performance.
Establish a regular schedule:
Arrange your activity for studying in a day or a week regularly by
considering the best time of the day.
Plan to learn something new every day:
For additional class, learn something new everyday, especially enriching
vocabulary on your own ways.
Assess the difficulty of each task:
Be familiar whether the task is difficult or not. Then adjust the study time.
3. Monitor and Evaluate
Pay attention to your learning successes:
What efforts you have done up to reaching the success.
Pay attention to the learning successes of others:
Be sure how others learn better may work for you
Experiment to determine your modality preference:
Be familiar with preferred ways of better learning for certain task
Notice which strategies work and which dont:
Keep using strategies that work best for you and try working with
classmate if certain strategy doesnt work.
Experiment and note reaction:
When you use a new idiom try to watch the listener reaction if he as for
clarification you have probably use it in appropriately.
4. Learning Style
Some statements mention that education, ultimately, must come to grip the
different learning needs of individual learners. They, however, state that there is
still no connection between theory and practice in identifying learners needs.
They add that some educators today are raising critical questions about the ways
in which students learn. This effort and related research focus on student learning
skill and learning style.
 Language teaching today is humanistic. Teachers are responsible for
taking students affective needs into consideration. Teachers initiate activities from
which students can learn, and then step aside to assist as needed.
Moreover, Sardiman (2007) emphasizes that determining the purpose of
learning, actually should be connected and suited with learners characteristics.14
He adds that having knowledge about learners characteristics will be very useful
in selecting the accurate ways in teaching. Viewing learners needs are important
enough to promote language learning; students preferred ways of learning
become main consideration of many recent investigations. It is based on research
evidence that moving from student learning style will meet their needs.
Each learner has his/her own preferences and the ways in learning a
language. Having different preferred ways show that each learner has his/her own
learning style. Educators attempt to define learning style differently. Willing
(1988) state that learning style is individual learners natural, habitual, and
preferred ways of learning.15 Moreover, Nunan (1991) defines it like the
following:
Learning style refers to any individual preferred
ways of going about learning. It is generally
considered that ones learning style will result from
personality variables, including psychological and
cognitive make-up, socio-cultural background, and
educational experience.16
Different terms are used to refer to different types of learning style.
Willing (1988) uses the terms of concrete, analytical, communicative, and
authority-oriented for learning style types.17 The characteristics of each type
usually performed are as follows:
Type 1: Concrete Learners
a. In class they prefer to learn by game.

14
Sardiman. Interaksi dan motivasi Belajar. Jakarta: Rajawali Perss.1992.p.120
15
Ken Willing. Op. Cit.p1
16
David Nunan. 1991. Language Teaching Methodology. New York: Prentice Hall, Ltd.
17
Ken Willing. Op. Cit
b. In class they prefer to learn by pictures, films, and
videos.
c. They like to learn by talking in pairs.
d. At home, they like to listen cassettes.
e. In class they like to listen cassettes.
f. They like to go out with the class and practice English.

Type 2: Analytical learners

a. They like to study grammar.
b. At home they like study English books
c. They like to study alone.
d. They want the teacher to let them find their
mistakes.
e. At home they like to learn by reading
newspapers.

Type 3: Communicative learners

a. They want the teacher let them find the rules
of structural items being taught.
b. They like to speak to native speakers.
c. They like to talk friends in English.
d. At home they like to watch TV in English.
e. They like to uses English in shops, buses, etc.
f. They like to learn English by hearing them.
g. They like to learn by conversation.
h. They want the teacher to let them find their
own mistakes.

Type 4: Authority-Oriented learners

a. They want the teacher to give them the rules
of structural items being taught.
 b. They like the teacher to tell them all their
mistakes.
c. They like the teacher to explain everything to
them.
d. They like to write everything in their
notebooks.
e. They like to have their own textbooks.
f. In class they like to learn by reading.
g. They like to study grammar.
h. They like to learn English words by seeing
them.

Rubin and Thomson (1982) categorize learners into two types. They are
known as rule learners and intuitive learners.18 The characteristics of both types
are shown as following:

Type 1: Rule Learners

These learners prefer a highly structured approach with
much explanation in mother tongue, graded exercises,
constant correction, and careful formation of rules. They
are very analytical, reflective, and reluctant to say
anything in foreign language that is not grammatically
perfect.

Type 2: Intuitive learners

These learners rely more on intuition, the gathering of
examples, and imitation. They are willing to take risks.

B. Types of Vocabulary

18
Irene Thomson and Rubin. Op Cit. p8
 When someone talks about vocabulary, the first time comes to ones mind:
vocabulary is a group of words in certain language as a part of teaching and
learning foreign language.
In any languages one of the ways to improve English is by enlarging
vocabulary, as a very important language component. Someone cannot speak,
understand, read or write a foreign language without knowing a lot of words.
Therefore, Rubin and Thompson said vocabulary learning is at the heart of
mastering a foreign language.19
When learners has mastered the basic grammatical pattern of language,
they next task is to master vocabulary or at least that part of vocabulary that they
need.
What is vocabulary? If we find the meaning of vocabulary in dictionary,
vocabulary is list of the words with their meaning, especially in book for learning
foreign language20 and in Websters dictionary, vocabulary is a list or collection
of words or words and phrases usually alphabetical arranged, explained and
defined.21
There are type two kinds of vocabulary: active vocabulary and passive
vocabulary, 22 active vocabulary is vocabulary actually used in the speaking and
writing, it is also called as productive vocabulary. Passive vocabulary is
vocabulary that can understand in the context of reading and listening, it is also
called as receptive vocabulary.
In the other verse vocabulary divided into four kinds of vocabulary there
are:

Reading vocabulary is vocabulary that figure out the meaning by using
text.

Listening vocabulary is vocabulary by using sound.

19
Irene Thomson and Rubin. Op Cit. p.79
20
A.S Hornby, Oxford advanced Learners Dictionary (Oxford University Press, 1989)
21
Philip Babvock Gove, Websters Third New International Dictionary (USA:
Massachusetts. G&C. Meriam Company,1996), P. 2560
22
www.putlearningfirst.com/language/vocab1.html

Speaking vocabulary is vocabulary that used correct spelling and
pronouncing.

Writing vocabulary is vocabulary that uses by correctly grammar,
accurately thinking, & appropriately context.23
Based on thats opinion vocabulary does not only affect reading skill but
also listening, speaking, and writing skill as well. In speaking the words choose by
a native or speaker affects the impression they make, how well they understand,
and how people reach to it. In listening, vocabulary influence how much a listener
understands the how is well a reader influence how well can a reader comprehend
the writers ideas in reading material. In writing, the choise of word determines
how clearly and accurately the writer can express their ideas to the reader.

C. Vocabulary Achievement
According to guide of evaluation (1993), evaluation is asset of activities
used to gain, analyse, and interpret data about the students progress and learning
outcomes that are done systematically and continuously so that the result will
become meaningful information for decision making, in teaching learning
vocabulary. There are two kinds of evaluation procedures for this course:
procedure of evaluating learning achievement. The evaluation of learning progress
is intended to get three aspects, such as: (a) get information about students
learning progress, (b) obtain feed backs for remedial teaching and enrichment, and
(c) get feed backs for improvement of teaching and learning strategies. This kind
of evaluation is usually conducted after having completed six or seven
instructional material. This kind of evaluation is well known as mid semester test
or formative test (Ujian Tengah Semester). The scores of this test are combined
with those obtained from the end of six-month terms evaluation (semester) to
determine grades for the students report achievement for each scores he joined.
The evaluation of learning outcomes is intended to measure the
achievement of the instructional objectives at the end of each six-month terms
program of the university students. The evaluation which is given at the end of

23
www.harenet.ne.jp/waring/papers/phd.html
each six-month terms (Ujian Akhir Semester) or at the end of the academic year is
known as summative test or final test (Ujian Akhir Semester).
In learning English, one of the important elements that to be gained by the
students is vocabulary. The result of learning vocabulary is usually known as
vocabulary achievement. Thus vocabulary achievement can be defined as learning
outcomes of vocabulary mastered by the students after they gained the vocabulary
best. Vocabulary achievement can be seen from how much the students have
already mastered and improving their vocabularies are determined from these test
performances.
 CHAPTER III
RESEARCH METHODOLOGY

This chapter will explain about design of the research, population and
sample, instrumentation and method of data gathering, technique of data analysis,
and procedure.

A. Research Design
This study is conducted to get description and evaluation about students
learning style in English department and their achievement at first semester of
State Institute for Islamic Studies Sultan Thaha Saifuddin Jambi in academic year
2008/2009.
This study is categorized as descriptive-evaluative in nature. It is called
descriptive research because this study tries to describe and interpret a condition,
idea, a process, cause and effect, as well as a tendency occurred and it is also
called a quantitative research because the writer uses some numerical data
analysed statistically.24 And this study is also called evaluative because it tries to
evaluate objectively about students learning style in English department and their
achievement at first semester of IAIN Sultan Thaha Saifuddin Jambi. The
evaluation is conducted by way of analysing the student learning style and their
achievement.
The data of this study can be categorized into qualitative and quantitative.
The data obtained from observation, and documentation are categorized into
qualitative. Meanwhile, the data obtained from questionnaire are categorized into
quantitative.
17

B. Population and Sampling

24
Sanafiah Faisal. Metodologi penelitian pendidikan. Usaha Nasional. P.119
 The population of this research is the first year students of English
department. They are distributed into three parallel classes of English department
students. The population of this study is around 90 students, they are divided into
class A, B, and C with 30 students every classes.
To decide the sample of this study is taken on the basis of purposive
sampling. In purposive sampling the researcher establishes a set of criteria or list
and attribute that the study must process, then the researcher searches the subjects
who match with the criteria.25 In the descriptive research, it is desirable to have a
minimum of 15 % sample out of the population. In this case, the researcher is
going to find unlimited number of students who belong to each learner types.

C. Instrumentation
Technique of collecting data in this study was four kinds namely;
Observation, Documentation, Questionnaire, and Test.
1. Observation
Observation is the main technique in collecting the data about

students learning style in learning vocabulary in the physical classroom

atmosphere. The observation has already done in IAIN Sultan Thaha

Saifuddin Jambi from July 2008 up to December 2008. the observation

was conducted six times while the lecturing of vocabulary course was

going on.

2. Documentation
Documentation technique was also to obtained. The written data
such as; (a) The lecturing preparation made by the lecturer, (b)
Vocabulary syllabi made by the lecturer, and (c) Students scores of
vocabulary test.

25
Suharsimi Arikunto. Procedure penelitian. Rienneka Cipta. P.128
 3. Questionnaire
The questionnaire was aimed at getting the data about students
learning style in learning of vocabulary in first semester of IAIN Sultan
Thaha Saifuddin Jambi. The questionnaires consist of 27 items, the items
based on four learner style type. The items of the questionnaire for
learning style are not in one group. In other words, they are randomly
arranged.

4. Test
The materials for vocabulary test are taken on the basis of the
vocabulary syllabus used by English department of State Institute for
Islamic Studies Sultan Thaha Saifuddin Jambi. The total numbers of test
items are 50 items.

D. Techniques of Data Analysis

The raw data obtained through observation, documentation, questionnaire,
and test. Were analysed in some ways as follows;

1. Data From Observation

The data analysis was conducted by arranging data obtained
systematically, this was done to make it easier for the researcher to write
the researcher report. Then the data were analysed to answer the 2nd
research question.

2. Data From Documentation

The data obtained from documentation covered the preparation of
vocabulary course made by lecturer, to know how well the syllabus was
going on and how well the student improvement when they joining this
 course. This data was used to support 2nd research question and
crosscheck among the four instrument to gathered the data.

3. Data From Questionnaire

Data from questionnaire was used to answer 1 st research question.
The items of this questionnaire are adopted with some modification from
the ones used by willing (1998). Such modification is made for its
appropriateness to be applied in Indonesia setting. The statement of the
questionnaire set out in the following way: statement 2, 3, 4, 5, 15, 16,
23 deals with concrete learning style, statement 9, 11, 14, 17, 20, 24
deals with analytical learning style, statement 13, 19, 21, 22, 25, 26, 27
deals with communicative learning style, and statement 1, 6, 7, 8, 10, 12,
17, 18 deals with authority-oriented learning style. For each item it was
provided four alternative categories and scored differently as the
following: no=1, a little=2, good=3, and best=4.

4. Data From Test

The data obtained from the vocabulary test used to answer 2nd
research question and to support the data from the questionnaire. This
vocabulary test consist of 50 items which was classified into (a) Fill in the
blank table 20 items, (b) Finding the antonym 10 items, (c) Shapes name 10
items, and (d) Transportation name 10 items. For each correct answer is
scored 2 (two) and for the false one is scored 0 (zero).
The student score derived from these four kinds of different test, latter on

enter into table distribution of learning style types. To find out these data, the

researcher used the descriptive analysis technique (percentage) which is

described in the table percentage using formula;

f
P= X 100%
N
 f is frequency
N is number of learner
p is percentage

E. Procedure
1. Preparation
Preparing the questionnaire
2. Operation
Distributing the questionnaire to be filled out by the respondents
Employing vocabulary test
3. Analysis
Analysis of the data of the questionnaire result
Analysis of the data of vocabulary test
Computing data gained from vocabulary test
Interpreting the result of analysis
Making conclusion
 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS

In this chapter, the researcher discussed the research finding and discussions.
It starts with the displaying of the data, and will be followed with the discussion
of the data.

A. Research Findings
There are two kinds of data that have to be displayed in this part. The first
one is the data taken from students learning style and the second one is data of
students score on vocabulary test.
The first research finding about student learning style will be presented in
the following table

Table 4.1: SCALA FOR LEARNING STYLE

SCALA FOR CONCRETE LEARNING STYLE

NO Characteristic
1 The student prefer learning by game
The student prefer learning by using pictures, films, and
2 videos
3 The students like to learn by talking in pairs.
4 The student like to listen cassettes at home
5 The student prefer to listen cassettes in the classroom
6 The student like to practice English in the outdoors

SCALA FOR ANALYTICAL

22 LEARNING STYLE

NO Characteristic
1 The student like to study grammar
2 The student like study English by using English books
3 The student like to study alone
4 They want the teacher to let them find their mistakes
The student like to study English by reading news
5 papers
 SCALA FOR COMMUNICATIVE LEARNING STYLE
NO Characteristic
They want the teacher to let them find the rules of
1 structural
2 The student like to speak to native speakers
The student like to communication by English with their
3 friend
4 The student like to watch English TV program
5 The student like to use English in shops, buses, etc
6 The student like to learn English by hearing them
7 The student like to learn by conversation
They want the teacher to let them find their own
8 mistakes

SCALA FOR COMMUNICATIVE LEARNING STYLE

NO Characteristic
They want the teacher to give them find the rules of
1 structural
2 They like the teacher to tell them find all their mistakes
3 The student like the teacher to give explanation
4 The student like using their notebooks
5 The student like to have their own textbooks
6 The student like to learn by reading
7 The student like to study grammar
8 The student like to learn English word by seeing them

Table 4.2: Students Learning Style and Their Score

in Vocabulary Test

Table of Authority oriented Learning Style

NO TESTEE LEARNING STYLE SCORE
1 Imron rosidi Authority oriented 89
2 Indah permata sari Authority oriented 83
3 Mira ermita Authority oriented 54
4 Mulina Authority oriented 76
5 Murni Authority oriented 81
6 Norhapisa Authority oriented 60
7 Nurlaila Authority oriented 61
8 Heriyanti Authority oriented 73
9 Tati kurniasih Authority oriented 61
10 Siti sapur Authority oriented 57
11 Rts. Amelia susanti Authority oriented 75
12 Oktavianti Authority oriented 60
13 Maya romantir Authority oriented 39
14 Zulyanto Authority oriented 69
15 Nanang kamaluddin Authority oriented 65
16 Sisca cryshanty mukti Authority oriented 71
17 Futri reskiyah Authority oriented 80
18 Emilda Authority oriented 97
19 Beben hartina Authority oriented 75
20 Anita Amelia Authority oriented 98
21 Arfita sulistiyani Authority oriented 84
22 Armitati Authority oriented 80

Table of Communicative Learning Style

NO TESTEE LEARNING STYLE SCORE
1 Astra Yusnita Communicative 72
2 Communicative 81
Eka maryani
3 Communicative 98
Endang sri lestari
4 Communicative 61
Fitri nur utami
5 Communicative 73
Fitri yani
6 Communicative 52
Nuria fitri
7 Communicative 96
Mira krisnawati
8 Communicative 84
Kholil mahmudi
9 Communicative 42
Hasniati
10 Desi purnamasari Communicative 52
11 Siti naila Communicative 60
12 Communicative 57
Rukiza
13 Communicative 87
Hani yunizah
Table of Analytical Learning Style
NO TESTEE LEARNING STYLE SCORE
1 Emi yulianti Analytical 80
2 Fitriati Analytical 86
3 Halimah Analytical 94
4 M.isa Analytical 100
5 Nur Hasanah Analytical 86
6 Siti sari Analytical 82
7 Mira lesmana Analytical 72
8 Budiyono Analytical 74
9 Abu mahzuro Analytical 99
10 Sepnildawati Analytical 90

Table of Concrete Learning Style

NO TESTEE LEARNING STYLE SCORE
1 Uslindawati Concrete 60
2 Vebri samdi Concrete 60
3 Sukriani Concrete 56
4 Sulastri fitri Concrete 81
5 Sulistyarini Concrete 48
6 Sapriyanto Concrete 67
7 Rts. Eka syafitri Concrete 73
8 Rio hastomi Concrete 68
9 Retin hadiyanti Concrete 67
10 Melani safli Concrete 70
11 Mella wahyuni Concrete 84
12 Eni irmawanti Concrete 77
13 Fadhila zulfa Concrete 93
14 Ahmad qusayairy Concrete 57
15 Mawaddah warahmah Concrete 83
16 Moningka Fatimah Concrete 57
17 M.husnul nugroho Concrete 88
18 Nurmalinda Concrete 53
19 Siti yulina Concrete 59
20 Fadhilawati Concrete 82
21 Wakhid oktaviansyah Concrete 84
22 Yose rizal Concrete 100
23 Marlina Concrete 71
24 Fina fitri mawaddah Concrete 93
25 Budi utomo Concrete 77
26 Dwi hayati Concrete 96
27 Alif nurhidayati Concrete 88

Table of the Other Learning Style

NO TESTEE LEARNING STYLE SCORE
1 Ria azzillah Other 47
2 Sri utami Other 48
3 Suwanti ningsih Other 75
4 Kurniati Other 47
5 Indra gunawan Other 69
6 Jayanti mayasari Other 82
7 Handayani Other 54
8 Atinasari Other 96
9 Faridatun nusroh Other 96
10 Siti khatijah Other 87

Table 4.3: Test Items of Learning Style

Test Learning Style
NO Items C A COM AO
1 1 X
 2 2 X
3 3 X
4 4 X
5 5 X
6 6 X
7 7 X
8 8 X
9 9 X
10 10 X
11 11 X
12 12 X
13 13 X
14 14 X
15 15 X
16 16 X
17 17 X
18 18 X
19 19 X
20 20 X
21 21 X
22 22 X
23 23 X
24 24 X
25 25 X
26 26 X

Figure 4.1: Students learning style at 1 st semester of IAIN STS Jambi

 Number Of Subject
Concrete
30 Learning
Style
25
Authority-
Oriented
20 Learning
Style
Communicativ
15
e Learning
Style
10
Analytical
Learning
5 Style

Others
0
1 2 3 4 5
Learning Style Types

Based on the diagram 4.1 above, it shows that various learning style
owned by learners data from the questionnaire, it was found that there are 27
(32,9%) students are belong to concrete learners, 10 (12,2%) students are
analytical learners, 13 (15,8%) students are communicative learners, 22 (26,8%)
students are authority-oriented learners, and 10 (12,2%) students do not belong to
any of those learning styles. The last one is considered as other learning style
since there is no predominant style attaches on them.
The other has data to be conveyed here is students score on vocabulary
test which grouped into each learning style in form of mean score. To give clearly
information above will be display in the following table.

Table 4.4: Mean scores of each group of learning style type

Learning Style Types Mean Score

1 Concrete Learners 74.15
2 Analytical Learners 86.30
3 Communicative Learners 70.38
4 Authority-oriented Learners 72.18
5 Others 70.10
Based on the mean scores of each group of learning style type above, it
can be conclude that mean score for concrete learners is 74.15. For each of
learning style types, namely: analytical learners, communicative learners,
authority-oriented learners, their mean scores are presented in order 86.30, 70.38,
72.18. The mean score for those who do not belong to any of these learning style
types is 70.10. The complete score can be seen in the table 4.1.

B. Discussions
From the data above, it is acknowledged that the first year students of English
Department of Tarbyiah Faculty of State Institute for Islamic Studies of Sultan
Thaha Saifuddin Jambi can be grouped into four learning style types base on they
preferred ways of going about learning. These four learning style types are
concrete learners, analytical learners, communicative learners, and authority-
oriented learners. As it can be seen in the list of activities that each type of
learners may be potential to propose enriching vocabulary. Learners achievement
in vocabulary for each learning style types are in range of 70 to 75 except
analytical learners. Based on mean scores in table 1, the difference of mean score
between authority-oriented and communicative learners is 1.80 points. While
communicative and analytical learners have differences up to 15.92 points. The
different mean score between analytical and concrete is 12.15 points. Concrete
and communicative learners have differences up to 3.77 points. 4.05 points is the
difference of concrete and authority-oriented learners. The different mean score
between analytical and authority-oriented is 14.12 points.
The difference of 1.80 for authority-oriented learners and communicative
learners shows that these two learning style types have no significant difference in
vocabulary. It means that these learners tend to have approximately similar
mastery of vocabulary. 15.92 of different points of communicative and analytical
learners are considered significant enough. It displays that these two types of
learners have different mastery of vocabulary. For concrete and analytical
learners, 12.15 points is viewed enough to distinguish them in term of vocabulary
mastery. While concrete and communicative learners only have difference of 3.77
points, so that these two learning style types may gain similar mastery of
vocabulary. The other pair of learning style types that have a little bit different in
vocabulary mastery are concrete and authority-oriented learners since the
difference is only 4.05 points. The last pair that have to be displayed here are
analytical and authority-oriented learners. They got the difference of 14.12 points.
Therefore, they may be classified as the groups with two different mastery of
vocabulary
Beside four learning style types found by the researcher, there is other
finding considered unique. There are certain numbers of English learners who do
not belong to any of these learning style types since they do not have predominant
style. Therefore, they are grouped as others. The mean score of their vocabulary
test is the lowest one among other types of learners. It is 70.10. If it is compared
with mean score of concrete learners, the difference is 4.05 points, while with
analytical learners, it has significant different. It is 16.19 points. The smallest
difference among those of learning style types is 0.20 points compared with
communicative learners. If it is compared with authority-oriented learners, the
difference is 2.08 points. The lowest vocabulary mastery of this group of learners
is likely due to their absence of accurate preferred ways of going about learning.
In other words, their preferred ways in learning English tend not to meet their
needs. Therefore, their progresses are not maximal enough.
Something occurred surprisingly is the mean score of analytical learners in
term of their vocabulary mastery which reaches the highest one. The difference
with the second highest one, concrete learners mean score, is 12.15. The quite
significant different of this learning style types with others can be caused by their
preferred ways of going about learning that tend to be receptive. The researcher
analyzes that analytical learners tend to prefer learning mostly through reading.
As it is trusted by many experts that reading habit not only contributes wide
horizon and critical thinking but also gain more knowledge. In line with these,
learners who learn through reading may enrich their vocabulary unconsciously.
Having many vocabularies through reading is kinds of acquisition. The learners
get progress in their vocabulary as they gain their vocabulary in their mother
tongue.
 In conclude, it can be said that various learning style types owned by
learners may relate to their difference mastery of vocabulary. In other words,
students preferred ways of going about learning tend to be taken into account of
their mastery of vocabulary.
 CHAPTER V
CONCLUSION AND SUGGESTION

This chapter presents conclusion and suggestion to complete this thesis.

A. Conclusion
It can be concluded that there are four learning style types of language
learners. They are concrete, analytical, communicative, and authority-oriented
learners. Small number of learners do not belong to any of those type since they
do not have predominant style of language learners. The levels of vocabulary
mastery for each learning style types are various. These are most likely due to the
learners different preferred ways of going about learning.

B. Suggestion
It is suggested to language learners to be familiar with their own learning
style types so that they can benefit the strength of their styles and manipulate the
weaknesses of their style. For language teachers, they may take learners style into
account for the sake of varying learning strategies and ways in carrying out the
lesson in the classroom so that they can promote learners need.

32
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Ellis, R. 1985. Understanding Second Language Acquisition. Oxford: Oxford

University Press.

Eggen, Paul and Don Kauchak. 2001. Educational Psychology windows on

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Faisal,Sanafiah .Metodologi penelitian pendidikan. Usaha Nasional

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Role of Attitudes and motivation. London: Edward Arnold.

Gay, L.R. 1976. Educational Research (competencies for Analysis and

Application Third Edition). Florida International University: Merril
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(www.putlearningfirst.com/language/vocab1.html)

Hadi, H.Amirul dan H. Haryono. 1998. Metodologi Penelitian Pendidikan 2

untuk Fakultas Tarbiyah Komponen MKDK. Bandung: Pustaka Setia

Heaton, J. B. 1995. Writing English Language Test. USA: Longman Inc New
York.

Hornby, A. S. 1989. Oxford Advanced Learners Dictionary. London: Oxford

University Press.

Harmer, Jeremy. 2002. The Practice of English language Teaching 3rd Edition
Completely revised and updated. Longman.

Kasbolah, Kasihani. 1993. Teaching-Learning Strategies I: Instructional

Materials (Part A). Malang: English Department. FPBS IKIP MALANG.

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Hall, Ltd.

M.Ngalim Purwanto. 1990. Psikologi Pendidikan. Bandung: Remaja Rosdakarya.

Philip Babvock Gove. 1996. Websters Third New International

Dictionary.USA: Massachusetts. G&C. Meriam Company.

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APPENDIX L
BIOGRAPHY

Helty was born in the small town of Sungai Penuh,

Jambi on November 9th, 1984. She is the first of three
children of Prof.Dr.H. Asafri Jaya Bakri, MA and
Hj. Emizola, MH. As her parent wanted all their children
to be able to continue their study to the higher level, and
they moved to Jakarta in1987 and so do their children. In
Jakarta her father continuing his study at pasca sarjana
program in IAIN Syarif Hidayatullah Jakarta (UIN).
She graduated from TK Aisiyah Kampung Utan
Jakarta Selatan, in 1990. Later on she continued her study in SDN 02 Kampung
Utan Jakarta Selatan only two years. She and her family moved to Jambi again
because of joined her fathers job as head of family, and she continued her study
in SDN 66/IV Telanaipura Jambi, graduated in 1996. She graduated from Islamic
Junior High Shool (SMP Islam) Al-falah Jambi, in 2000 and continued her high
school in Islamic Senior High School (MA. Lab) Jambi from which she graduated
in 2003. She began her study in the English department of IAIN Sultan Thaha
Saifuddin Jambi, but she moved to Jakarta in 2005 and continuied her study in
UIN Syarif Hidayatullah Jakarta until now.
Echi a name called by her friends, had joined some organizations to
improve her leadership ability. When she was in junior high school, she was a
vice leader of students council (OSIS) in 1998. In senior high school she was a
main secretary of students council (OSIS) in 2001. While she was studying in
university she had many experiences of organizations, in 2005 she to be trusted as
ministry of art and culture and as ministry of education of students executive
organization (BEM-Non Regular) faculty of tarbiyah and teachers training.
Besides her education and organization she also can to fall in love, that
began Since she know someone that make her hypnotized, she feel happy and
more adult in walk on her life. Pada Oloan Siregar, S.Kom is someone who gives
her different attention and asks for her in marriage. She received him as her soul
mate or fiance in October 20, 2007. Finally, she and her fiance getting marriage
in February 8, 2008. They facing this life with they love and their parents bless.
Direction:
Check list one of the best choices that show your real condition to
the statements in the left.
For Example:
I like to learn by listening to songs. no a little good
best