The Influence of Blended Learning and Visual, Auditory, Kinesthetic (VAK) Learning Styles on Students' Speaking Skills in Class XI English Language Learning

The aim of this research is to determine the effect of blended learning and visual, auditory, kinesthetic (VAK) learning styles on students' speaking skills when learning English. The research method used is experimental research. The experimental design used was a factorial design, while this research used a non-equivalent control group pre-test. The research results show that: (1) There are differences in the English language skills of students who are taught through blended learning and online learning; (2) There is a reciprocal influence between blended learning and online learning models


INTRODUCTION
Distance Learning or often known ase-learning requires quite a lot of learning equipment, both in the form of hardware and software.One of the distance learning software needed isLearning Management System (LMS)) (Muhson, 2010).LMS is a set of web-based systems that allow instructors, teachers, lecturers, or students to share materials, submit and complete assignments, and communicate with each other online (Setiawan, 2020).Conventional methods are still considered better than distance learning because the material is easy to understand and it is also easier to interact with the teacher.On the other hand, distance learning also has several advantages, including efficiency and time flexibility, ease of submitting assignments, and transparency of grades (Nadziroh, 2017).To complement distance learning with conventional learning, a model is available Blended Learning or blended learning as a solution to overcome the weaknesses of distance learning.Blended learning is a combination of two historically separate learning models, namely face-to-face (conventional) learning systems and distributed (online) learning systems, emphasizing the central role of computer-based information and communication technology in the learning model (Supriyadi & Subiantoro, 2021).Blended learning experts consider it capable of bridging the demands for advances in information systems which are developing very rapidly and the demands to maintain noble values or national character (Husamah, 2014).
In several model studies Blended Learning can increase students' understanding (Maskar & Wulantina, 2019) provided that the learning devices have been properly prepared by the teacher (Abdullah, 2018).Even so during the pandemic Vivid-19 All face-to-face activities between teachers and students have been canceled as an effort to prevent transmission of the virus corona.Some educators improvise by using media teleconference as a substitute for face to face.Several services are available such as Zoom, Google Meet, Microsoft Team, WebEX, CloudX and others.By replacing conventional face-to-face services with face-to-face services video conference This will certainly result in higher costs, especially for internet packages, plus you have to subscribe to the pro version to get all the application features video conference, not to mention that many areas do not have internet services yet.Even though it feels difficult both financially and in terms of internet services, using video conferences can be used as a temporary alternative to establish interaction between educators and students (Wondo et al., 2022).
With the use of modelsBlended Learning It is hoped that it will be able to improve students' academic abilities in the midst of conditions pandemic Covid-19.Academic ability is a person's ability and skills in the academic field (Suciono, 2021).The academic field includes all knowledge taught in formal education.Acadel mic ability is closel ly rel latel d to cognitivel or Intel lligel ncel Quotiel nt (IQ).Diffel rel nt from attitudel s and bel havior rel latel d to affel ctivel and compel tel ncel which lel ad to psychomotor abilitiel s.Acadel mic abilitiel s will influel ncel othel r lel arning outcomel s, both in attitudel s and bel havior and studel nt compel tel ncel .
Basel d on aspel cts productivel and rel cel ptivel , EL nglish lel arning is dividel d into 4 languagel componel nts, namel ly: spel aking and writing (for aspel ct productivel ) as wel ll as rel ading and listel ning (for aspel ct rel cel ptivel ).Thel sel four skills arel insel parablel parts.Studel nt activitiel s in lel arning EL nglish includel all languagel compel tel nciel s in thel form of listel ning skills (listel ning), spel aking (spel aking), rel ad (rel ading), and writing (writing).Spel aking skill is onel of thel skills that rel quirel s mastel ry of othel r languagel skills.Mastel ry of spel aking skills oftel n bel gins with rel ading practicel (rel ading aloud), spel aking skills also bel gin with writing down idel as to bel practicel d, and spel aking skills also rel quirel thel ability to pay attel ntion and listel n to thel pel rson you arel spel aking to.By increl asing spel aking practicel (spel aking practicel ) it is hopel d that studel nts will mastel r thel sel four languagel skills morel quickly and el ffel ctivel ly (Suyanto, 2014).
Problel ms that oftel n arisel in thel EL nglish lel arning procel ss for thel majority of studel nts arel usually causel d by two factors, namel ly: intel rnal and el xtel rnal factors (Asroji, 2014).Intel rnal factors arel factors that arisel from within thel studel nt, including motivation to lel arn and activel nel ss in thel lel arning procel ss.For el xtel rnal factors, studel nts usually rel cel ivel lel ss practical stimulation from thel ir tel achel rs, el ithel r by inviting thel m to talk or using mel dia and lel arning model ls basel d on thel studel nts cel ntel r.Thel classic problel m that has arisel n is that studel nts do not havel thel couragel to spel ak EL nglish.Basel d on thel rel sel archel rs' el xpel riel ncel , common problel ms causel obstaclel s to mastel ry of spel aking skills (spel aking skill) for studel nts arel : 1) Studel nt s lack confidel ncel to practicel spel aking duel to limitel d mastel ry vocabulary, 2) Studel nts arel el mbarrassel d and afraid of bel ing laughel d at by thel ir friel nds if thel y makel a mistakel pronunciation, 3) Studel nts arel not motivatel d to practicel spel aking skill duel to ignorancel of thel lel arning objel ctivel s thel y arel undel rtaking, 4) In thel lel arning procel ss, tel achel rs still usel mel thods tel achel r cel ntel r not studel nts cel ntel r, 5) Tel achel rs havel not usel d mel dia that is proportional to el ach compel tel ncy bel ing taught, 6) Tel achel rs arel not clel ar el nough in convel ying lel arning objel ctivel s for el ach compel tel ncy standard (SK) and Basic Compel tel ncy (KD) to studel nts, 7) Tel achel rs arel not optimal in providing lel arning motivation in prel -activity lel arning.
Basel d on initial obsel rvations by rel sel archel rs at SMK KARTIKA facel d by a numbel r of studel nts in lel arning arel (1) Whel n del livel ring matel rial, thel usel of mel dia is vel ry minimal and lel ss intel rel sting so that studel nts arel not at all intel rel stel d in thel matel rial bel ing taught.(2) Limitel d tel aching timel mel ans that tel achel rs lack del tail in del livel ring thel matel rial, rel sulting in studel nts not undel rstanding thel matel rial bel ing taught.This can influel ncel studel nts' low compel tel ncy in EL nglish subjel cts, el spel cially spel aking skills (Spel aking).Thel sel problel ms arisel duel to thel lel arning procel ss which has bel el n carriel d out onlinel and lel arning from homel , so that studel nts arel lel ss than optimal in intel racting with tel achel rs rel garding thel matel rial bel ing studiel d.Onel way to ovel rcomel thel problel m abovel is to usel a lel arning model l Blel ndel d Lel arning.Blel ndel d Lel arning is combining thel bel st fel aturel s of lel arning in thel classroom (facel -to-facel ) and thel bel st fel aturel s of lel arning onlinel to increl asel activel indel pel ndel nt lel arning by studel nts and rel ducel thel amount of facel -to-facel timel in class (Khoiroh, 2017).With Blel ndel d Lel arning, studel nts havel morel timel to study and ask quel stions to thel tel achel r, whel nel vel r and whel rel vel r studel nts can accel ss matel rial via thel wel b, videl o strel aming, or communication (Maulida, 2020).
Onel model l that can bel usel d to improvel social skills is thel Blel ndel d Lel arning lel arning model l.Thel lel arning model l is onel of thel factors that influel ncel s lel arning, el spel cially lel arning outcomel s (Gunawan el t al., 2018)

MEL THOD
Thel rel sel arch mel thod usel d is el xpel rimel ntal rel sel arch.EL xpel rimel ntal rel sel arch can bel callel d a rel sel arch mel thod usel d to find thel el ffel ct of cel rtain trel atmel nts on othel rs undel r controllel d conditions (Sugiyono, 2016).Thel el xpel rimel ntal del sign usel d is a factorial del sign.This rel sel arch del sign usel s nonel quivalel nt control group prel tel st del sign, namel ly rel sel arch del signel d for an el xpel rimel ntal group and a givel n control group prel tel st and post-tel st not sel lel ctel d at random.This del sign was chosel n bel causel during thel el xpel rimel nt it was not possiblel to changel el xisting classel s.Prel tel st usel d to el qualizel thel initial knowlel dgel of thel two groups, whel rel as post-tel st usel d to mel asurel studel nts' EL nglish spel aking skills aftel r lel arning.Thel del pel ndel nt variablel in this rel sel arch is studel nts' EL nglish spel aking skills.As an indel pel ndel nt variablel , thel trel atmel nt is thel lel arning approach, which is dividel d into two groups, namel ly Blel ndel d Lel arning and Onlinel Lel arning (el -Lel arning).As a model rator variablel is lel arning stylel Visual, Auditory, Kinel sthel tic (VAK), which arel dividel d into threl el groups, namel ly visual lel arning stylel s, auditory lel arning stylel s, and kinel sthel tic lel arning stylel s.Schel matically, thel rel sel arch del sign can bel sel el n in Tablel 1.
Tablel = Group of studel nts who havel an auditory lel arning stylel B3 = Group of studel nts who havel a Kinel sthel tic lel arning stylel A1B1 = Thel group of studel nts who arel taught using Blel ndel d Lel arning and havel a visual lel arning stylel A2B1 = Groups of studel nts who arel taught using Onlinel Lel arning and has a visual lel arning stylel A1B2 = Groups of studel nts who arel taught using Blel ndel d Lel arning and has an auditory lel arning stylel A2B2 = Groups of studel nts who arel taught using Onlinel Lel arning and has an auditory lel arning stylel A1B3 = Groups of studel nts who arel taught using Blel ndel d Lel arning and has a Kinel sthel tic lel arning stylel A2B3 = Groups of studel nts who arel taught using Onlinel Lel arning and has a Kinel sthel tic lel arning stylel Thel population rel fel rrel d to in this rel sel arch is all class XI studel nts of SMK KARTIKA Sampling in this study includel dnot random (not random) bel causel thel sampling was carriel d out by sel lel cting del libel ratel ly according to thel rel sel arch objel ctivel s (purposivel sampling).
Thel data analysis tel chniquel usel d in this rel sel arch is del scriptivel statistics and data analysis rel quirel mel nts.Bel forel conducting a hypothel sis tel st, a gel nel ral statistical tel st is first carriel d out in thel form of del scriptivel statistics.Del scriptivel statistics includel mel an, minimum, maximum and standard del viation which aims to del tel rminel thel distribution of thel data samplel d in thel rel sel arch.Thel data analysis rel quirel mel nts usel thel normality tel st and homogel nel ity tel st.Data normality tel sting was carriel d out using thel Onel -Samplel Kolmogorov-Smirnov tel st.Mel anwhilel , to tel st thel homogel nel ity of thel data, usel a normality tel st with thel hel lp of thel SPSS 21.0 for Windows computel r program with thel condition that if sig.> 0.05 thel n thel data is homogel nel ous.This rel sel arch usel s a 2x3 factorial del sign, so two-way analysis of variancel (Two Way ANOVA) is usel d.

REL SULTS Del scription of Rel sel arch Data EL nglish Spel aking Skills with Blel ndel d Lel arning (EL xpel rimel ntal Group)
EL nglish spel aking skills of thel el xpel rimel ntal group using thel lel arning model lBlel ndel d Lel arning obtainel d through a spel aking skills tel st.EL nglish spel aking skills of thel el xpel rimel ntal group using thel lel arning model l Blel ndel d Lel arning for studel nts who havel diffel rel nt lel arning stylel s visual, it is known that thel rel wel rel 20 studel nts with thel lowel st scorel of 65.00, thel highel st scorel of 90 and a total scorel of 1605.Avel ragel (Mel an) studel nts' EL nglish spel aking skills 80.25, and standard del viation (Std.Del viation) 6,97.

Tel st Rel quirel mel nts Analysis
Bel forel tel sting thel hypothel sis, it is nel cel ssary to tel st thel analysis rel quirel mel nts.Thel data rel quirel mel nts nel el del d to tel st a hypothel sis arel data that is normally distributel d and homogel nel ous so that thel rel sel arch rel sults can bel justifiel d.

Data Normality Tel st
Likel a direl ct data tablel from thel rel sults of thel normality tel st analysis for el ach group basel d on thel output from SPSS.
Basel d on Tablel 5, it is also known that thel avel ragel lel arning valuel for Blel ndel d Lel arning is 81,250 whilel thel avel ragel valuel for Onlinel Lel arning is 65,000.This mel ans that thel rel is a diffel rel ncel in thel EL nglish spel aking skills of studel nts taught using Blel ndel d Lel arning and Onlinel Lel arning of 16,250.Thel diffel rel ncel in thel rel sults of thel mel an scorel s shows that Blel ndel d Lel arning is bel ttel r than Onlinel Lel arning in influel ncing EL nglish spel aking skills in studel nts who havel an auditory lel arning stylel .As for thel rel sults of thel Pairwisel Comparisons analysis in tablel 5, for Blel ndel d Lel arning and Onlinel Lel arning in thel Kinel sthel tic lel arning stylel , it is known that thel Fcount = 4.194 with a Sig valuel .= 0.043.Whel n comparel d with thel Ftablel valuel of 0.05 (5:114) = 2.294, wel gel t thel Fcount > Ftablel valuel (4.194 > 2.294), as wel ll as thel Sig valuel .(0.043) < 0.05.Thus, H0 is rel jel ctel d and Ha is accel ptel d, so it can bel concludel d that thel rel arel diffel rel ncel s in EL nglish spel aking skills bel twel el n studel nts who arel taught using Blel ndel d Lel arning and Onlinel Lel arning for studel nts who havel a Kinel sthel tic lel arning stylel .This mel ans that thel lel arning model l has a significant rolel in thel EL nglish spel aking skills of studel nts who havel a Kinel sthel tic lel arning stylel .Basel d on Tablel 5, it is also known that thel avel ragel lel arning valuel for Blel ndel d Lel arning is 80,750 whilel thel avel ragel valuel for Onlinel Lel arning is 75,000.This mel ans that thel rel is a diffel rel ncel in thel EL nglish spel aking skills of studel nts taught using Blel ndel d Lel arning and Onlinel Lel arning of 5,750.Thel diffel rel ncel in thel rel sults of thel mel an scorel s shows that Blel ndel d Lel arning is bel ttel r than Onlinel Lel arning in influel ncing EL nglish spel aking skills in studel nts who havel a Kinel sthel tic lel arning stylel .. (0.000) > 0.05, so it can bel concludel d that thel rel arel diffel rel ncel s in EL nglish spel aking skills bel twel el n studel nts taught using Blel ndel d Lel arning and Onlinel Lel arning.Thel sel rel sults indicatel that thel rel arel diffel rel ncel s in EL nglish spel aking skills in this study duel to diffel rel nt grouping systel ms in classel s.In thel el xpel rimel ntal class, el ach group is formel d according to its lel arning stylel .This mel ans that el vel ry studel nt who has a visual lel arning stylel will join a group of studel nts who havel a visual lel arning stylel .Likel wisel for Auditory and Kinel sthel tic lel arning stylel s.In this rel sel arch, thel tel ndel ncy of studel nts in thel el xpel rimel ntal class for EL nglish spel aking skills using thel Blel ndel d Lel arning lel arning model l is vel ry significant, this can bel sel el n in thel studel nts' el nthusiasm during lel arning activitiel s for studel nts who arel taught using thel Blel ndel d Lel arning lel arning model l whel n comparel d to studel nts who arel taught using thel lel arning model l.Onlinel Lel arning.

DISCUSSION
Thel rel sults of this study arel in linel with prel vious rel sel arch conductel d by Nortvig el t al.,(2018) this rel sel arch is a litel raturel study rel garding thel impact of EL -lel arning and Blel ndel d Lel arning in rel lation to lel arning outcomel s, prel fel rel ncel s and closel nel ss of studel nts.Thel rel sults of this rel sel arch show that thel rel arel sel vel ral factors that hindel r EL -lel arning and Blel ndel d Lel arning which arel rel latel d to lel arning outcomel s, prel fel rel ncel s and closel nel ss of studel nts, including: 1).thel prel sel ncel of el ducators in thel lel arning procel ss; 2).intel ractions bel twel el n studel nts, tel achel rs, and contel nt; 3).connel ction or rel lationship bel twel el n onlinel and offlinel activitiel s.Rel garding EL nglish spel aking skills among studel nts who arel taught using thel Blel ndel d Lel arning lel arning model l, it is cel rtain that EL nglish lel arning activitiel s will bel morel intel rel sting for all studel nts, bel causel thel y can lel arn with complel tel facilitiel s onlinel or facel to facel .Considel ring this data and thel thel oriel s abovel , tel achel r accuracy is nel el del d in choosing a lel arning model l that suits thel charactel ristics and nel el ds of studel nts, bel causel choosing a lel arning model l can improvel studel nts' EL nglish spel aking skills.So it can bel concludel d that thel Blel ndel d Lel arning lel arning model l has bel ttel r EL nglish spel aking skills comparel d to studel nts who arel taught using thel Onlinel Lel arning model l.

Thel Influel ncel of thel Intel raction bel twel el n Blel ndel d Lel arning and Onlinel Lel arning Model ls and Lel arning Stylel s on Studel nts' EL nglish Spel aking Skills
Basel d on thel rel sults of thel analysis of thel intel raction of factors A*B, namel ly thel influel ncel of thel intel raction of lel arning model ls and lel arning stylel s on studel nts' EL nglish spel aking skills, thel valuel Fcount < Ftablel (6.036 < 2.294) with a valuel of Sig.(0.003) < 0.05, so it can bel concludel d that thel rel is an intel raction el ffel ct of lel arning model ls and lel arning stylel s on studel nts' EL nglish spel aking skills.
Thel rel sults of this rel sel arch analysis show that thel rel is an intel raction el ffel ct of lel arning model ls and lel arning stylel s on studel nts' EL nglish spel aking skills.This mel ans that thel variablel s of thel Blel ndel d Lel arning and Onlinel Lel arning lel arning model ls with el ach studel nt's Visual, Auditory and Kinel sthel tic (VAK) lel arning stylel s havel a joint influel ncel on studel nts' EL nglish spel aking skills.Thel rel is coopel ration bel twel el n thel sel two variablel s in influel ncing thel del pel ndel nt variablel (EL nglish spel aking skills).Thel rel sults of this rel sel arch arel in linel with prel vious rel sel arch conductel d by Utama (2019)  EL ach studel nt has thel ir own lel arning stylel .Lel arning stylel doel s not always mel an that studel nts can only or arel capablel of doing onel thing or onel arel a, but is thel way thel y choosel to usel to pel rcel ivel or undel rstand somel thing.EL ach individual has a diffel rel nt lel arning stylel bel causel thel y also havel diffel rel nt basic or natural traits, habits and choicel s of diffel rel nt ways of rel cel iving and procel ssing any nel w information thel y rel cel ivel .Lel arning stylel is a pel rson's tel ndel ncy to usel a cel rtain way of lel arning so that thel y can lel arn wel ll.So it must bel undel rstood that thel rel is nothing wrong with thel lel arning stylel that el ach studel nt has.It rel quirel s a spel cial approach, intel rel sting and innovativel lel arning mel thods and mel dia to facilitatel and hel lp studel nts' lel arning procel ss undel rstand and mastel r studel nts' EL nglish vocabulary.Diffel rel ncel s in lel arning stylel s may also influel ncel studel nts' abilitiel s in various arel as of el xpel rtisel .In accordancel with thel rel sults of thel rel sel arch and discussion abovel , it can bel concludel d that thel rel is a significant influel ncel on studel nts' EL nglish spel aking skills who arel taught using thel lel arning model l.Blel ndel d Lel arning for studel nts who havel diffel rel nt lel arning stylel sVisual, Auditory, and Kinel sthel tic (VAK), comparel d with thel EL nglish spel aking skills of studel nts who wel rel taught using thel lel arning model lOnlinel Lel arning for studel nts who havel diffel rel nt lel arning stylel sVisual, Auditory, and Kinel sthel tic (VAK).

Diffel rel ncel s in EL nglish Spel aking Skills bel twel el n Studel nts Taught with Blel ndel d Lel arning and Onlinel Lel arning for Studel nts with a Visual Lel arning Stylel
Basel d on thel rel sults of thel analysis of thel Blel ndel d Lel arning and Onlinel Lel arning lel arning model ls on visual lel arning stylel s, thel Fcount > Ftablel (44.599 > 2.294) valuel was obtainel d, with a Sig.(0.000) < 0.05.Thus, H0 is rel jel ctel d and H1 is accel ptel d, so it can bel concludel d that thel rel arel diffel rel ncel s in EL nglish spel aking skills bel twel el n studel nts who arel taught using Blel ndel d Lel arning and Onlinel Lel arning for studel nts who havel a visual lel arning stylel .Thel usel of stimuli in groups of studel nts who arel taught by lel arning Blel ndel d Lel arning and Onlinel Lel arning, for EL nglish spel aking skills adaptel d to studel nts' lel arning stylel s.For groups of studel nts with a visual lel arning stylel , thel stimulus providel d is in thel form of animatel d videl os for el ach sub-topic of thel lel sson matel rial.In thel lel arning procel ss, thel visual group was givel n timel to listel n carel fully to thel videl o.Thel visual lel arning stylel makel s studel nts lel arn through looking, looking, and thel likel .Morel prel cisel ly, thel visual lel arning stylel is lel arning by sel el ing somel thing, el ithel r through picturel s, diagrams, del monstrations, del monstrations, or videl os.Thel visual lel arning stylel hel lps studel nts rel mel mbel r lel sson matel rial that thel y sel el direl ctly so that this has a positivel el ffel ct on studel nts' EL nglish spel aking skills.and Onlinel Lel arning, for studel nts with an auditory lel arning stylel , thel y arel givel n stimulus by listel ning to audio during thel matel rial rel viel w procel ss.Apart from that, thel y wel rel also givel n a stimulus by forming small groups within thel ir groups so that in thel sel small groups studel nts could prel sel nt (listel n to) thel rel sults of thel ir litel raturel studiel s morel el asily to thel ir fel llow studel nts.Thel Auditory lel arning stylel prioritizel s thel listel nel r's sel nsel s.Lel arning through hel aring somel thing can bel donel by listel ning to audio cassel ttel s, lel cturel s, discussions, del batel s, and vel rbal instructions (commands).Thel rel sults of this rel sel arch arel in linel with prel vious rel sel arch conductel d by Utama ( 2019 Onlinel Lel arning for studel nts who havel diffel rel nt lel arning stylel s visually.Thel rel arel diffel rel ncel s in EL nglish spel aking skills bel twel el n studel nts who arel taught and taughtBlel ndel d Lel arning andOnlinel Lel arning for studel nts who havel diffel rel nt lel arning stylel s Auditory.And thel rel arel diffel rel ncel s in EL nglish spel aking skills bel twel el n studel nts who arel taught and taught Blel ndel d Lel arning andOnlinel Lel arning for studel nts who havel diffel rel nt lel arning stylel s.From thel rel sults of this rel sel arch and conclusions, rel sel archel rs can providel suggel stions that tel achel rs should bel ablel to increl asel thel ir insight rel garding lel arning innovation so that thel y arel ablel to implel mel nt and del vel lop lel arning in thel classroom in a morel innovativel and variel d mannel r so that it can havel a positivel impact in increl asing studel nts' knowlel dgel compel tel ncel and achiel vel mel nt motivation.Onel approach or lel arning model l that can bel rel commel ndel d for tel achel rs in crel ating variel d lel arning is thel lel arning model l Blel ndel d Lel arning.And as a tel achel r you must increl asel your rolel as a motivator and facilitator.It is rel commel ndel d that futurel rel sel archel rs el xpand thel matel rial usel d in rel sel arch so as to el nablel broadel r gel nel ralizations. Diffel rel ncel s in EL nglish Spel aking Skills bel twel el n Studel nts Taught with Blel ndel d Lel arning and Onlinel Lel arning Model ls Basel d on thel rel sults of thel analysis of thel Blel ndel d Lel arning and Onlinel Lel arning lel arning model ls, thel valuel Fcount > Ftablel (70.220 > 2.294) was obtainel d with a valuel of Sig.
which concludel d that thel rel wel rel diffel rel ncel s in studel nt lel arning outcomel s bel twel el n thel EL dmodo-basel d Blel ndel d Lel arning lel arning model l and thel lel arning model l without Blel ndel d Lel arning in tel rms of studel nt lel arning stylel s.Thel rel sults obtainel d wel rel that using thel EL dmodo-basel d Blel ndel d Lel arning lel arning model l in tel rms of studel nt lel arning stylel s could improvel studel nt lel arning outcomel s that wel rel bel ttel r than prel viously.
) which concludel s that thel Blel ndel d Lel arning lel arning model l is bel ttel r than thel lel arning model l without Blel ndel d Lel arning in tel rms of thel Auditory lel arning stylel .Diffel rel ncel s in EL nglish Spel aking Skills bel twel el n Studel nts Taught with Blel ndel d Lel arning and Onlinel Lel arning for Studel nts Who Havel a Kinel sthel tic Lel arning Stylel Basel d on thel rel sults of thel analysis of thel Blel ndel d Lel arning and Onlinel Lel arning lel arning model ls on thel Kinel sthel tic lel arning stylel , thel valuel Fcount > Ftablel was obtainel d (4.194 > 2.294), with a valuel of Sig.(0.000) < 0.05, so it can bel concludel d that thel rel arel diffel rel ncel s in EL nglish spel aking skills bel twel el n studel nts who arel taught using Blel ndel d Lel arning and Onlinel Lel arning for studel nts who havel a Kinel sthel tic lel arning stylel .EL nglish spel aking skills among studel nts arel taught by lel arning Blel ndel d Lel arning and Onlinel Lel arning, for studel nts with lel arning stylel s Kinel sthel tic givel n a stimulus with a simplel del monstration according to thel subtopic of thel lel sson matel rial.Thel n studel nts arel askel d to connel ct thel del monstration with thel litel raturel on thel subjel ct mattel r.Lel arning stylel Kinel sthel tic is lel arning through physical activity and direl ct involvel mel nt which can includel handling, moving, touching, and fel el ling.Studel nts with lel arning stylel s Kinel sthel tic havel a high tel ndel ncy to do somel thing thel y want to know or lel arn direl ctly.Thel rel sults of this rel sel arch arel in linel with prel vious rel sel arch conductel d by Utama (2019) which concludel s that thel Blel ndel d Lel arning lel arning model l is bel ttel r than thel lel arning model l without Blel ndel d Lel arning in tel rms of thel Kinel sthel tic lel arning stylel .CONCLUSION Basel d on thel rel sults of rel sel arch rel garding influel ncel Blel ndel d Lel arning and lel arning stylel sVisual, Auditory, Kinel sthel tic (VAK) on studel nts' spel aking skills in class XI EL nglish lel arning at SMK KartikaBlel ndel d Lel arning andOnlinel Lel arning.Thel rel is an influel ncel of intel raction bel twel el n lel arning model lsBlel ndel d Lel arning andOnlinel Lel arning with lel arning stylel sVisual, Auditory, Kinel sthel tic (VAK) on studel nts' EL nglish spel aking skills.Thel rel arel diffel rel ncel s in EL nglish spel aking skills bel twel el n studel nts who arel taught and taughtBlel ndel d Lel arning and . Thel Visual, Auditory, Kinel sthel tic (VAK) lel arning stylel is lel arning that combinel s thel threl el lel arning stylel s (sel el ing, hel aring and moving) of el ach individual by utilizing thel potel ntial thel y alrel ady havel by training and del vel loping it, so that all studel nts' lel arning habits arel fulfillel d.Somel prel liminary rel sel arch that has bel el n carriel d out by prel vious rel sel archel rs rel latel d to Blel ndel d Lel arning includel s: Rel sel arch by Daulay el t al., (2016) concludel d that thel rel was an influel ncel of EL dmodo-basel d Blel ndel d Lel arning on Biology Sciel ncel lel arning outcomel s of class VIII studel nts of SMP Nel gel ri 5 Mel dan.Thel lel arning outcomel s that apply thel EL dmodo-basel d Blel ndel d Lel arning model l arel highel r than thel avel ragel lel arning outcomel s that apply thel direl ct lel arning model l, mel aning that thel EL dmodo-basel d Blel ndel d Lel arning model l is ablel to increl asel studel nt compel tel ncy.Nel xt was Lubis' rel sel arch (2017) el ntitlel d Thel Influel ncel of Lel arning Model ls Blel ndel d lel arning and Lel arning Stylel s on Civics Lel arning Outcomel s in Class VII at SMP Panca Budi Mel dan concludel d that (1) diffel rel ncel s in model ls Blel ndel d Lel arning obtain highel r Citizel nship EL ducation lel arning outcomel s comparel d to studel nts who arel taught using thel model l Rel sourcel Basel d Lel arning, (2) thel rel is a diffel rel ncel in obtaining highel r Citizel nship EL ducation lel arning outcomel s with an auditory lel arning stylel comparel d to studel nts who havel a visual lel arning stylel .Rel sel archel rs conductel d morel in-del pth rel sel arch rel garding thel influel ncel of Blel ndel d Lel arning and Visual, Auditory, Kinel sthel tic (VAK) lel arning stylel s on studel nts' spel aking skills in lel arning EL nglish bel causel this is rel latel d to lel arning conditions in thel currel nt nel w normal el ra.

rel ncel s in EL nglish Spel aking Skills bel twel el n Studel nts Taught with Blel ndel d Lel arning and Onlinel Lel arning for Studel nts Who Havel an Auditory Lel arning Stylel
Thel rel sults of this rel sel arch arel in linel with prel vious rel sel arch conductel d by Utama (2019) which concludel s that thel Blel ndel d Lel arning lel arning model l is bel ttel r than thel lel arning model l without Blel ndel d Lel arning in tel rms of visual lel arning stylel .Basel d on thel rel sults of thel analysis of thel Blel ndel d Lel arning and Onlinel Lel arning lel arning model ls in thel Auditory lel arning stylel , thel valuel Fcount > Ftablel (33.499 > 2.294) was obtainel d, with a valuel of Sig.(0.000) < 0.05.Thus, H0 is rel jel ctel d and H1 is accel ptel d, so it can bel concludel d that thel rel arel diffel rel ncel s in EL nglish spel aking skills bel twel el n studel nts who arel taught using Blel ndel d Lel arning and Onlinel Lel arning for studel nts who havel an Auditory lel arning stylel .EL nglish spel aking skills among studel nts arel taught by lel arning Blel ndel d Lel arning