THE DIFFERENCES OF STUDENTS’ ACHIEVEMENT IN TEACHING FABLE BY USING VAK AND DIRECT MODEL AT SEVENTH GRADE OF SMP NEGERI 12 BULUKUMBA
Astuti Yamin1, Setya Yuwana Sudikan2, Suharmono Kasiyun3 Universitas Negeri Surabaya yaminastuti@yahoo.com
ABSTRACT
This study aimed to analyze and describe: differences between VAK model and direct model of visual, auditory, and kinesthetic students’ achievement in . The design was true experimental with factorial design. The samples were students seventh grade of SMPN 12 Bulukumba taken by purposive sampling with learning style test. Data were analyzed by Independent sample t-test with significance 0.05. The finding resulted there is a significant difference between VAK model and direct model toward visual students’ achievement in learning fable (p value 0.006<0.05); there is no statistically significant difference toward auditory students’ achievement in learning fable (p value 0.869>0.05); there is a significant difference toward kinesthetic students’ achievement in learning fable (p value 0.025<0.05); and student achievement on cognitive, psychomotor domain, and comprehensive achievement between those who have visual, auditory, and kinesthetic learning style didn’t show any significant difference. Teaching by using VAK is more effective than direct method.
Key Words: Fable Learning style VAK teaching model Direct teaching model Visual Auditory Kinesthetic
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