English Learning Styles and Students' Interest in Learning English: A Correlational Study among Eighth-Grade Students at MTs Al Mujahidin 1 Samarinda
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Abstract
English language learning plays an important role in global communication, academic development, and access to various international knowledge resources. However, various factors influence students' engagement and interest in learning English, including individual and environmental factors and students' learning preferences. This study aims to investigate the relationship between English learning styles and students' interest in learning English among eighth-grade students at MTs Al Mujahidin 1 Samarinda in the 2025/2026 academic year. This research employed a quantitative approach with a correlational research design. The research subjects consisted of 33 eighth-grade students selected using a total sampling technique. Data were collected through two instruments: a learning style questionnaire based on Fleming's VARK model and a learning interest questionnaire based on Hidi and Renninger's Four-Phase Model of Interest Development. The data were analyzed using IBM SPSS Statistics 27 through validity testing, reliability testing, normality testing, and Spearman Rank correlation analysis. The results showed that visual learning was the most dominant learning style among students, while most students demonstrated high to very high levels of interest in learning English. However, the correlation analysis showed a coefficient of -0.265 and a significance value of 0.136 (p > 0.05), indicating no significant relationship between students' learning styles and their interest in learning English. These findings suggest that learning style preferences do not solely determine students' interest in learning English; other factors, such as teaching strategies, classroom environment, motivation, and learning experiences, also influence it. Future research should investigate other factors affecting students' learning interest using larger sample sizes and broader educational contexts.
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