THE EFFECT OF LEARNING STRATEGIES AND COGNITIVE LEARNING STYLE ON STUDENTS‟ READING COMPREHENSION

Abstract

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. There were two stages of sampling: cluster random sampling and purposive sampling. There were two instruments used in this research: multiplechoice test and questionnaire. Then the data were analyzed by two-way ANOVA. Three conclusions are drawn as the result. First, there was significance difference between students who are treated by discovery learning strategy and direct instruction learning strategy on reading comprehension. Second, there was a significant difference between impulsive and reflective students on their reading comprehension. Third, there was a significant interaction between learning strategies and students‘ cognitive learning style on reading comprehension. The data also showed that discovery learning strategy was more effective than direct instruction learning strategy. In addition, Reflective students learn more effective than impulsive students to read a text.
Keywords: Reading Comprehension, Learning Strategies (discovery and direct
instruction learning), and Cognitive Learning Style (Impulsivity and Reflectivity)