THE EFFECT OF LEARNING STRATEGIES AND COGNITIVE STYLE ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION
Abstract
The objectives of the study were to (1) determine students' achievement in reading comprehension as taught by reciprocal teaching (RT) and collaborative strategies reading (CSR); (2) determine students' achievement in having dependent and independent cognitive styles; and (3) determine how learning strategies and cognitive style affect one another. The research population comprised 154 students from five classrooms in SMP Negeri 1 Angkola Timur's VIII class. Sixty-one students were sampled using cluster random sampling; of these, thirty students from class VIII-2 were taught the reciprocal teaching-learning strategy, and thirty students from class VIII-1 were taught the collaborative strategic reading (CSR) learning technique. The test was used as a means of gathering data. The findings indicated that: (1) students taught the Collaborative Strategic Reading (CSR) learning strategy X ̅ = 16.53 had higher achievement than students taught the Reciprocal Teaching learning strategy X ̅ = 15.43; (2) students with field-independent cognitive style X ̅ = 16.09 had achievement than students with field-dependent cognitive style X ̅ ̅ = 15.80 with Fcount = 7.79 > Ftable = 1.00; and (3) there is an interaction between learning strategies and cognitive styles on reading comprehension achievement.
Downloads
References
Ahmadi, Mohammad Reza. 2012. “Reciprocal Teaching Strategy as an Important Factor of Improving Reading Comprehension.” Journal of Studies in Education, Macrothink Institute. Vol. 2, No. 4 p. 153-173
Alqarni, Fawaz. 2015. “Collaborative Strategic Reading to Enhance Learners’ Reading Comprehension in English as a Foreign Language”. Roma: Academic Journal of Interdisciplinary Studies Vol 4 No.1, MCSER Publishing
Bremer, Christine D., Sharon Vaughn. 2002. Collaborative Strategic Reading (CSR): Improving Secondary Students’ Reading Comprehension Skills. Minneapolis: National Center in Secondary Education and Transition
Klingner, Janette K., Sharon Vaughn, and Jeanne Shay Schumm. 1998. “Collaborative Strategic Reading During Social Studies in Heterogeneous Fourth-Grade Classroom”. The Elementary School Journal University of Chicago.
Klingner, Janette K., and Sharon Vaughn. 1999. “Promoting Reading Comprehension, Content Learning, and English Acquisition through Collaborative Strategic Reading”. Journal International Reading Association Vol. 52. No.7 p 738-747
Moreillon, Judi. 2007. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: The American Library Association
Nosratinia, Mania, Elaheh Mirzakhani, dan Alireza Zaker. 2013. “Toward a Humanistic Instruction: Collaborative Strategic Reading Approach and EFL Learners Reading Comprehension”. International Journal of Advanced Studies in Humanities and Socia Science, Vol. 1, Issue 8, hal. 1119-1138
Palincsar, Annemarie Sullivan and Ann L. Brown. 1984. Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. No. 2 hal. 117-175. Illinois: Lawrence Erlbaum Associates
Peraturan Pemerintah Republik Indonesia No. 19 Tahun 2005 tentang Standar Nasional Pendidikan (SNP)
Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22 Tahun 2006 tentang Standar Isi untuk Satuan Pendidikan Dasar dan Menengah
Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 23 Tahun 2006 tentang Standar Kompetensi Lulusan (SKL) untuk Satuan Mata pelajaran untuk tingkat Pendidikan Dasar dan Menengah
Pritchard, Alan. 2009. Ways of Learning: Learning Theories and Learning Styles in the Classroom. London: Routledge Taylor and Francis Group
Oczkus, Lori. 2013. Reciprocal Teaching: Powerful Hands-on Comprehension Strategy. USA: The Utah Journal of Literacy
Seymour, Jennifer R., and Helena P. Osana. 2003. Reciprocal Teaching procedures and principles: two teachers’ developing understanding. Teaching and Teacher 19:328
Copyright (c) 2024 Indra Kurniawan Siregar, Rica Umrina Lubis, Muttaqin Kholis Ali
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal allows anyone to compose, correct, and do derivative works, even for commercial purposes, as long as they credit for the original work. This license is the freest. It is recommended for maximum distribution and use of licensed material.
The submitted paper is assumed not to contain any proprietary materials that are not protected by patent rights or patent applications; The responsibility for technical content and protection of proprietary materials rests with the authors and their organizations and not the responsibility of journal or its editorial staff. The primary (first/appropriate) author is responsible for ensuring that the article has been viewed and approved by all other authors. The author's responsibility is to obtain all necessary copyright waivers to use any copyrighted material in the manuscript before submission.
Jurnal Pendidikan, Sains dan Teknologi allows the author(s) to hold the copyright without restrictions and allow the author(s) to retain publishing rights without restrictions. Jurnal Pendidikan, Sains dan Teknologi CC-BY-SA or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work. Jurnal Pendidikan, Sains dan Teknologi allows the author(s) to hold the copyright without restrictions and allow the author(s) to retain publishing rights without restrictions. Jurnal Pendidikan, Sains dan Teknologi CC-BY-SA or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work.
In developing strategy and setting priorities Jurnal Pendidikan, Sains dan Teknologi recognize that free access is better than priced access, libre access is better than free access, and libre under CC-BY-SA or the equivalent is better than libre under more restrictive open licenses. We should achieve what we can when we can. We should not delay achieving free in order to achieve libre, and we should not stop with free when we can achieve libre.
Jurnal Pendidikan, Sains dan Teknologi is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share a copy and redistribute the material in any medium or format
- Adapt a remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
