THE CORRELATION BETWEEN THINKING STYLE AND ACADEMIC ACHIEVEMENT OF UNDERGRADUATE ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF UIN RADEN FATAH PALEMBANG.

SRIWARSITI, EKA (2017) THE CORRELATION BETWEEN THINKING STYLE AND ACADEMIC ACHIEVEMENT OF UNDERGRADUATE ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF UIN RADEN FATAH PALEMBANG. Diploma thesis, UIN RADEN FATAH PALEMBANG.

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Abstract

The objectives of this study were (1) to find out whether or not there is a significant correlation between each type of thinking styles and students’ academic achievement, (2) to identify if thinking style significantly influence to academic achievement, and (3) to find out which thinking style is the best predictor for the academic achievement of undergraduate English Education Study Program students of UIN Raden Fatah Palembang. In this study, 460 students English Education Study Program of UIN Raden Fatah Palembang in the academic year 2016-2017 became the population of this study. By means of purposive sampling technique, 88 students became the samples of this study. The method used in this study was a correlational study. The data were collected by using a questionnaire and a documentation. Pearson Product Moment correlation coefficient and regression analysis of SPSS 21 were used to analyzed the data. The results showed that (1) among 13 types of thinking style, there were 9 types of thinking style which have positive significant correlation to the students’ academic achievement (legislative p=0.00, executive p=0.01, judicial p=0.00, hierarchical p=0.00, monarchic p= 0.00, oligarchic p=0.00, anarchic p=0.00, internal p=0.00, external p=0.00) , (2) the nine types of thinking style influenced the students’ academic achievement with 48.8% contribution, (3) hierarchical thinking style was the best predictor and gave contribution to students’ academic achievement with 29.8% contribution. Key words: thinking styles, academic achievement

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