The Correlation of Students’ Learning Styles, Learning Motivation, and Speaking Ability

The study aimed at finding out the correlation between (1) Students’ learning style in speaking ability of communication and broadcasting Islam major, (2) correlation of learning motivation in speaking ability of communication and broadcasting Islam major, (3) correlation of students’ learning style and learning motivation in speaking ability of communication and broadcasting Islam major. This study was carried out at Communication and broadcasting Islam Major in UIN Sultan Maulana Hasanuddin Banten. The method which is used in this study was the correlational method. The sample was 30 students which were taken by a simple random sampling technique. The instruments in collecting the data were questionnaires and tests. The questionnaire was used to collect the data on students’ learning styles and learning motivation. The technique which was used to analyze the data was Simple correlation and Multiple Regression Correlation which were computed by the Statistical Product and Service Solutions (SPSS). The results of the analysis of the data on this research show that: (1) there is a significant correlation between learning style and speaking ability ρ < α (0.043 < 0.05), (2) there is a significant correlation between learning motivation and speaking ability ρ < α (0.041 < 0.05), and (3) there is a significant correlation between learning style and learning motivation toward speaking ability ρ < α (0.045 < 0.05).


Introduction
Nowadays, one of the main objectives in the foreign language learning area is to enhance awareness about students' differences and their possible influence on the learning process and accordingly, on learning results (Ghaedi & Jam, 2014: 4).
The classroom becomes a place of inequity, where some students receive what they need and others do not. Some students struggle along while feeling somewhat deprived of confused.
Learning style is the easiest way owned by individuals in absorbing, organize, and process information received. An appropriate learning style able to absorb and process information and make learning easier with student's learning styles. Style usage learning is limited in one form, especially those that are verbal or with an auditorial path, which can certainly cause the absorbing imbalance of information. Therefore, within learning activities, students need to be assisted and directed to recognize learning styles that suit her so that purpose learning can be achieved effectively.
In the teaching and learning process, students need learning motivation for their spirit in their study. Students who have high motivation will get good learning outcomes.

Theoretical Review
Speaking is one of the productive skills where this aspect becomes a parameter of successful teaching and learning in the classroom (Richards, 2008). Without speech, we cannot communicate with one another. Without speech, a language is reduced to a mere script. The use of language is an activity that takes place within the confines of our community.
Speaking is the verbal use of language to communicate with others. The purpose for which we wish to communicate with others is so large that they are innumerable, and as this is not a book about human needs and desires we will not even attempt to provide examples (Syafrizal, et al, 2018

Result
The result of the validity and reliability test found that vocabulary mastery and reading habit instruments are valid and reliable. Moreover, writing instruction is also readable. The first hypothesis says that there is a positive correlation between students' learning style (X 1 ) and Speaking ability (Y).
That hypothesis is an alternative hypothesis

Conclusion
The first finding of the hypothesis testing shows that there is a positive correlation between students' learning style (X 1 ) and speaking ability (Y). Based on the resulting product-moment correlation analysis, the value of significance testing also shows that the correlation between students' learning style and Speaking ability is significant, because of ρ < α (0.043 < 0.05).
From the score, it can be known that learning style gives a contribution to speaking.
The second finding of the hypothesis testing shows that there is a positive correlation between learning motivation (X 2 ), and Speaking ability (Y). Based on the resulting product-moment correlation analysis, the value of significance testing also shows that the correlation between learning motivation and Speaking ability is significant, because of ρ < α (0.041 < 0.05).
From the score, it can be known that learning motivation gives a contribution to speaking ability.
The third finding of the hypothesis testing shows that there is a correlation between learning style (X 1 ), learning motivation (X 2 ), and Speaking ability (Y).
Based on the resulting product-moment correlation analysis, the value of significance testing also shows that the correlation between ρ < α (0.045 < 0.05). From the score, it can be known that learning style and learning motivation give a contribute to speaking ability.
Regarding the result of study, the researchers recommend further study to investigate how motivation and learning style effect on students learning achievement for other language skills. This actually needed as response to the recent study.