The Effect of Learning Strategies and Cognitive Learning Style on Students’ Reading Comprehension at SMPN 75 Jakarta In 2014/2015 Accademic Year

nyai suminten, m.pd; ujang suparman, ma, ph.d; dr. santi chairani djonhar, ma;

This research was written based on the idea coming from a current Indonesia
curriculum which suggests English teachers to implement discovery learning.
However, there are only a few research studies about discovery learning strategy
as EFL and non research studies about it in Indonesia and the effect of cognitive
learning style on reading comprehension. Furthermore, one of the writer’s
colleagues told that she often finds some difficulties in developing her students’
reading comprehension. For this reason, the writer was curious to conduct a
research to get more information about the effect of learning strategies and
cognitive learning style on students’ reading comprehension.
There were three objectives of this research: 1) there was significance
difference between students who are treated by discovery learning strategy and
those who are treated by direct instruction learning strategy on reading
comprehension, 2) there was a significant difference between impulsive and
reflective students on their reading comprehension, 3) there was a significant
interaction between learning strategies and students’ cognitive learning style on
reading comprehension. The research was conducted for the eighth grades
students of SMPN 75 Jakarta, located at Jl. Raya Kebon Jeruk No. 19 Jakarta
Barat for seven months. This research belongs to 2x2 factorial. There were two
stages of sampling: cluster random sampling and purposive sampling. The
respondents investigated were 44 students from two classes. There were two
instruments used in this research: multiple-choice test and questionnaire.
Multiple-choice test was used to measure students’ reading comprehension and
questionnaire was used to determine whether the students belong to impulsivity or
reflectivity. Then the data were analyzed by two-way ANOVA.