THE EFFECT OF LEARNING STRATEGIES AND COGNITIVE STYLE ON STUDENTS' ACHIEVEMENT IN READING COMPREHENSION

• Main Authors: Indra Kurniawan Siregar (Author), Rica Umrina Lubis (Author), Muttaqin Kholis Ali (Author)
• Format: Book
• Published: STKIP PGRI Situbondo, 2024-07-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.47668/edusaintek.v11i4.1449; 1858-005X; 2655-3392
• Keywords: Learning Strategies, Cognitive Styles, Reading Comprehension; Education; L; Technology; T
• Source: Edusaintek, Vol 11, Iss 4 (2024)

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.