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THE EFFECT OF TEACHING STRATEGIES AND LEARNING STYLE

ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

Fitri Ayu
Universitas Panca Budi
Email : [email protected]

ABSTRACT
The objectives of this experimental research were to investigate whether: 1) students’
achievement in reading comprehension taught by using advance organizer strategy was
higher than taught by using reciprocal strategy. 2) students’ achievement in reading
comprehension with visual style was higher than that students with verbal style, and 3) there
was interaction between teaching strategies and learning styles on students’ achievement in
reading comprehension. The population of this research was the students in grade X of
private senior high school named SMA Kartika I-1 Medan in 2012/2013 school year. The
total number of population was five classes containing 200 students. There were two classes
containing 83 students chosen as sample of this research by applying cluster random
sampling technique. In further, there was cluster random assignment done in both two classes
in order to know the position of the class whether as experimental group 1 or experimental
group 2.The experimental group 1 was treated by using advance organizer strategy and the
experimental group 2 was treated by using reciprocal strategy. Then,the research design was
experimentby using factorial design 2x2 because there is two independent variables (teaching
strategies) and two attributives (learning styles). The questionnaire was conducted for
classifying the students’ learning style upon the visual and verbal. Next, students’
achievement in reading comprehension text was measured by using reading comprehension
test. The data were analyzed by applying two- way analysis of variance (ANOVA) at the
level of significance α= 0,05. The result reveals that (1) students’ achievement in reading
comprehension taught by using advance organizer was higher than that taught by using
reciprocal strategy, with Fobs= 9,1>Ftab= 3,96, (2) students’ achievement in reading
comprehension with visual learning style was higher that that with verbal learning style, with
Fobs=11,7 >Ftab= 3,96,(3) there is interaction between teaching strategies and learning
styles on students’ achievement in reading comprehension with Fobs= 47,4>Ftab= 3,96.
Moreover, Tuckey-Test result also showed that visual style students got higher achievement
if they were taught by using advance organizer strategy while verbal style students got higher
achievement if they were taught by using reciprocal strategy.

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INTRODUCTION able to gather the new knowledge from the

Reading is one of the four language text.
skills in language learning. Its role is realized In fact, the knowledge will not be
as very substantial not only for the language reached by students if they lack of
competency mastery but also for the comprehending a text. It is because the reading
knowledge mastery. By giving reading activity is not only as the process of communication
in the language learning, teacher actually has between the reader and the writer through
opened students’ schemata or horizon. In written symbol in the text but also as an
further condition, the knowledge they got from activity which must enable the students as the
reading will give big impact for other language readers to grasp the information implied in the
skills such as writing and speaking. If the text by activating their thinking process so that
students have limited knowledge, they the reading comprehension is earned.
automatically will not be able to write In contrast, The reality shows that
something or speak something even though there are so many students who are able to
they had mastered the structure of English read out loud some texts in the class with the
well. appropriate pronunciation but they do not
Thus, knowledge is actually the know what they are reading about. It is
product of doing reading in the language because they do not apply the way they use
learning which does not come suddenly when reading in their native language to
without any processes at the previous. The reading in foreign language they are learning.
processes are started by the interaction They just spent their time to earn the meaning
between the readers and the text such as word by word, then consult the unknown
looking the print, deciphering in some sense vocabularies, continue with the meaning of
the marks on page. Then, the readers try to each sentences. Actually, what it is done by
think what they are reading. Next, they think them just touch the linguistic knowledge. This
what is meant to them, how it relates to other is actually the phenomenon teacher faced in
things they have read, and how they connect it the class included in SMA Kartika I-1 Medan.
with their prior knowledge so that they are The phenomenon is seen in the table 1.1.
Table1.Students’ achievement in reading comprehension in SMA Kartika
I-1Medan

Semester Means of students’ achievement in language learning

Reading Speaking Listening Writing
I 55 74 70 72
II 58 76 80 78

However, not all teaching strategies as how knowledge is organized, how the mind
are applicable for reading comprehension. The works to process new material with the
teaching strategies needed are those are able to previous one. Research findings have provided
connect the students’ prior knowledge with the evidence of the superior effects of various
new information in given text. Here, there are types of advance organizers used to facilitate
two simple strategies which are selected in this reading comprehension (Lin and Chen, 2007).
study. They are advance organizer and The findings also prove that reading is not
reciprocal strategy. passive activity because there are some
The advance organizer is chosen as the processes happened when one is reading a text.
strategy used in this research because it is so While, the reciprocal involves explicit
challenging and meaningful in learning by instruction by the teacher in the students’ use
touching some concern in reading a text such of the strategies, such as predicting, clarifying,
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questioning and summarizing, to develop their higher than those students with verbal
reading comprehension. As the students learning style?
become more familiar with the use of the 3. Is there any significant effect between
strategies, the teacher plays a less prominent teaching strategies of reading and
role and the students develop the ability to learning styles?
work co-operatively with their peers Methodology
(Wisaijorn, 2010). Quantitative experimental was applied
However, finding the worthy in this research because this research would
strategies in teaching reading is not enough. like to establish the comparison (different
There is another point which is also important effect of teaching strategies on learning
to be known by teacher when teaching reading styles) required by the hypothesis in this
in classroom. Some experts related with experiment so that a meaningful
cognitive theory such as Bruner and David interpretation of the results in this research
Ausible uttered that learning style is also would be obtained.
important point which should be identified by In more detail, the designed used was
the teacher after considering the purpose of the factorial design 2x2 in order to compare the
study. By knowing the learning styles which two teaching strategies (namely advance
the students have, teacher easily will find the organizer and reciprocal strategy) and the
appropriate way to teach them so that the two learning styles of students ( namely
students will also enjoy the teaching- learning visual and verbal style). So, there were some
process. variables found in this research design
Therefore, this research was conducted namely independent variables, moderator,
to answer these following questions: and dependent variable. The independent
1. Is the students’ achievement in variables were the teaching strategies,
reading comprehension taught by advance organizer and reciprocal strategy
using advance organizer strategy while the moderators were the learning styles
significantly higher than taught by of students whether visual or verbal style.
using reciprocal strategy? Then, the students’ achievement in reading
2. Is the students’ achievement in comprehension was the dependent variable.
reading comprehension for those The research design from those variables is
students with visual learning style is presented through table 5.

Table 5. Research design

Teaching Strategies (A) Advance Organizer Reciprocal

Learning Style (B) (A1) (A2)
Visual (B1) A1B1 A2B1
Verbal (B2) A1B2 A2B2

Remark:
A1 B1 = Students whose learning style is visual and taught by advance organizer strategy
A2 B1 = Students whose learning style is visual and taught by reciprocal strategy
A1 B2 = Students whose learning style is verbal and taught by advance organizer strategy
A2 B2 = Students whose learning style is verbal and taught by reciprocal strategy

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In further, the relationship among the independent variables, moderator variable, and
dependent variable was known by using Winer’s model (1971) in table 6 as the following:
Table 6. The relationship among the independent variables, moderator variable, and dependent
variable is known by using Winer’s model

Measured Skill Students’ Achievement in Reading (P)

Teaching Strategies Advance Organizer Reciprocal
(A1) (A2)
Learning Visual (B1) PA1B1 PA2B1 PB1
Style Verbal (B2) PA1B2 PA2B2 PB2
PA1 PA2

Example: PA1B1: Students’ achievement in reading comprehension with visual learning style taught
by advance organizer.

The population of this study was the rejected. As a result, the first hypothesis of this
whole five classses (containing 200 students) research formulated that the students’
of private senior high school in Medan, SMA achievement in reading comprehension taught
Kartika I-1 Medan. by advance organizer strategy is higher than
Cluster random sampling and taught by reciprocal strategy is really true.
assignment were the techniques used in this
research in taking the sample. Cluster Secondly, the mean of students’ score
random sampling was the technique of taking with visual style is 80,9 while students’ score
sample group of subjects that were selected with verbal style is 80,2. In addition, the
by chance, without bias. It would be used ANOVA test shown that Fobserved> Ftable in
only to consider two classes in the Grade X which the F observed is 11,7 and F table is
selected as the representative of the 3,96. Automatically, the null hypothesis had
population. been successfully rejected so that the second
hypothesis formulatedthat students’
Result of the research achievement in reading comprehension with
The hypothesis of this research is visual style is higher than the students’
verified by two way analysis of variance achievement in reading comprehension with
(ANOVA) with factorial design. verbal style is really true.
Based on the data analysis, it was Furthermore, from the result of
known than the mean of students’ score in ANOVA calculation in interaction, it is known
reading comprehension taught by advance that the F observed = 47,41is higher than F
organizer strategy is 82,5 while students’ score table= 3,96. In addition it shows that there is a
in reading comprehension taught by reciprocal rejection of the null hypothesis successfully.
strategy is 76,1. Thus, there is interaction between the teaching
In addition, the result of ANOVA test strategies and the learning styles. The
shown that Fobserved> Ftable in which the F interaction between the teaching strategies and
observed is 9,1 and F table is 3,96. Therefore, learning styles is seen from this following
the null hypothesis had been successfully figure:

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100

90 Advance organizer

80

70
reciprocal

60

50

Visual Verbal

Figure 16.The interaction between teaching strategies and learning styles

Discussion material and students' current knowledge,"

From the research findings and the making them an excellent technique for
hypothesis testing, it is known that there is linking prior knowledge to new learning, as
significant interaction between teaching well as for organizing learning.
strategies and students’ learning styles. The In further, the advance organizer
fact proofs that teaching strategies and strategy is suitable for the students with visual
learning styles are two important points which learning style because this strategy lets the
significantly influence the students’ students to see relationships among key
achievement. concepts, terms, concept illustrations, and
In addition, the Tuckey-test is details which then will be paraphrased into
calculated in order to know which sample organizer based on their own words so that the
interaction has better achievement in reading advance organizer becomes meaningful
comprehension among the cells. The result understanding of the new material. Actually,
indicates that students with visual style is that is the reason why the advance organizer is
worthy if it is matched with advance strategy suitable for the students with visual style.
while students with verbal style is worthy if it In addition, the advance organizer
is matched with reciprocal strategy. strategy has higher achievement in reading
Advance organizer strategy focuses on comprehension because it is combined with
the increasing students’ likelihood in the students having visual style. It is eligible
understanding new material by organizing the combination because advance organizer
new information into hierarchies and strategy enabling students to be independent
organizing information so that the learners in organizing the information after
relationships between isolated bits of reading a text while the visual style is the
information can be detected. Faw and Waller natural style of students in learning something
(1976) uttered that advance organizers are "a easily if it is emerged through structure or
kind of conceptual bridge between new organizer. Naturally, they will be more curious

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when they are asked to find out the key words Based on the data analysis and
of the idea in order to recall it easily, build up research findings at the previous chapter, it is
organization of idea implied in a text so that concluded that:
the information becomes one unity. 1) students’ achievement in reading
Moreover, in advance organizer the comprehension text by using advance
students also present their organized idea in organizer strategy is higher than that
front of the class. Actually, it challenges their taught by using reciprocal strategy;
ability in defending their idea. If they do not 2) in reading comprehension, the
have a good comprehension, they achievement of students with visual
automatically will not be able to defend their learning style is higher than students
idea in the class. As the result, when the with verbal learning style;
students with visual style is taught by using 3) there is significant interaction between
advance organizer strategy, they get a good teaching strategies and learning styles
achievement which is 86,7. on students’ achievement in reading
Meanwhile, the reciprocal strategy is comprehension. On the other words, it
one of teaching strategy focused on four can be said that the students’
phases namely predicting, clarifying, achievement in reading
questioning, and summarizing in order to comprehension is influenced by
understand the information in a text. In this teaching strategy and students’
case, the students guide only to catch the learning style.
information about 5W+1H (What, Who, Why,
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