IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH LEARNING STYLES

Writing is an extremely complex cognitive activity in which the writer required to demonstrate control of variables simultaneously. This research aimed investigate whether there was a significant difference students’ writing achievement before and after being taught through learning style. Since students Islamic Senior High School Sekayu still found it very difficult do. The sample eleventh grade student. conducted by applying quasi-experimental factorial research. Non-randomized sampling technique applied this Modality Test Questioners from Neil Fleming determine styles. 62 science students. In terms pretest – posttest non- equivalent group design. Mean posttest’s score higher than pre-test. It means that increase writing’s their styles learning.
 learning.