The Correlation Between Students’ Learning Styles and English Vocabulary Acquisition (Correlation Study on Tenth Grade Students at MAN 1 Kab. Gorontalo)

Abstract

This study was conducted to examine the correlation between students’ learning styles and their English vocabulary acquisition among tenth-grade students at MAN 1 Kab. Gorontalo. This study employed a quantitative correlational method. The study population consisted of tenth-grade students, with a sample of 40 students selected using purposive sampling. The data collection instruments used the VAK learning style questionnaire adapted from Fleming (2001), consisting of 22 items on a 1–5 Likert scale, and a vocabulary test comprising 40 questions measuring meaning, synonyms, antonyms, and usage. Data analysis used the Spearman Rank correlation test. The results showed that the visual learning style had no significant correlation with meaning, synonyms, antonyms, and usage, with a p-value > 0.05. The auditory learning style also had no significant correlation with the four aspects of vocabulary, with a p-value > 0.05. The kinesthetic learning style did not have a significant correlation with meaning, synonyms, and antonyms, but it had a significant correlation with usage, with a value of r = -0.333 and Sig = 0.036 < 0.05. The strength of the correlation falls into the weak category with a negative direction. Based on these findings, it can be concluded that the VAK learning style is not a major factor correlation students’ vocabulary acquisition.