Perbedaan Pengaruh Pembelajaran Kontekstual Terhadap Hasil Belajar Bahasa Inggris Antara Siswa Yang Bergaya Belajar Visual, Auditori Dan Kinestetik (Di SD IT Albanna)

Ningrum, Da • Sudiana, Ny • Yudana, Made
Journal article None • 2013

Abstract

(1) there was no differences of contextual teaching learning effects to student's English achievment between auditory and kinetic student, the score of t count = 1,818 and t table = 2,31 (t count < t table). Based on the teory that t count > t table so, the result of the analysis is not significant. (2) there was no differences of contextual teaching learning effects to student's English achievment between auditory and visual student, the score of t count = 1,008 and t table = 2,31 (t count < t count). Because t count > t table so the result is not significant, (3) there was no differences of contextual teaching learning effects to student's English achievment between kinetic and visual student, the score of t count = -1,409 dan t table = 2,31 (t count < t table). If t count > t table so, the result is not significant. (4) there was no differences of contextual teaching learning effects to student's English achievment between auditory, visual and kinetic student, the score of t count = -1,409 dan t table = 2,31 (t count < t table). Based on the teory, that if t count > t table so the result is not significant.

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