The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

scholarly journals THE EFFECT OF TEACHING STRATEGIES AND LEARNING STYLE ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2020 ◽  
Vol 3 (1) ◽  
pp. 68-77
Author(s):  
Fitri, Ayu
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Visual Learning ◽  
Advance Organizer ◽  
Visual Style ◽  
Group 2 ◽  
Experimental Group ◽  
Group 1

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 ?= 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= 9,1Ftab= 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= 47,4Ftab= 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.

scholarly journals THE EFFECT OF TEACHING STRATEGIES AND SELF REGULATION ON STUDENTS’READING COMPREHENSION

2018 ◽  
Vol 14 (3) ◽  
Author(s):  
Irmayanti Irmayanti ◽  
Didik Santoso ◽  
Rahmad Husein
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Random Sampling ◽  
Self Regulation ◽  
Sampling Technique ◽  
Direct Reading ◽  
Academic Year ◽  
Cluster Random Sampling

The objectives of this experimental research were to find out whether: (1)The students’ achievement in reading comprehension taught by using Read, Ask, Put, and Paraphrasing (RAPP) strategy was higher than that taught by using Direct, Reading Thinking, Active (DRTA) strategy, (2) the students’ achievement in reading comprehension with high self-regulation was higher than that low self-regulation, and (3) there was an interaction between teaching strategies and self-regulation on the students’ achievement in reading comprehension. The population of this research was the students in grade XII of Madrasah Aliyah Negeri Sipirok of 2016/2017 academic year. There were 63 students as samples of this research by applying cluster random sampling technique. The instruments of this research were reading comprehension test and questionnaire sheet. The data were analyzed using ANOVA at the level of significant α = 0.05. The result of the data analysis proved that: (1) the students’ achievement in reading comprehension taught by using RAPP strategy was higher than the students were taught by using DRTA strategy (2) the students’ achievement in reading comprehension with high self-regulation was higher than the students were given low self-regulation, (3) there was interaction between teaching strategies and self-regulation. The students’ achievement in reading comprehension is influenced by teaching strategies and self-regulation. Keywords: teaching strategies, self-regulation, reading comprehension

The Effect of Students’ Learning Models and Style on Students’ Achievement in Reading

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Elisa P.N. Nainggolan ◽  
Busmin Gurning ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Random Sampling ◽  
Visual Learning ◽  
Auditory Learning ◽  
Visual Style ◽  
Level Of Significance ◽  
Test Result ◽  
Cluster Random Sampling

The objectives of the research were to find out whether a) students’ achievement in reading comprehension taught by using Jigsaw model was higher than taught by using Task-Based Learning (TBL) b) students’ achievement in reading comprehension with visual style was higher than that students with auditory style. The population was the students of SMA Budi Murni 2 Medan with 104 students. The samples were 3 parallel classes and two classes by applying cluster random sampling. The questionnaire was administered for classifying the students upon the visual and auditory learning style. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significance α= 0.05. The result proved that students’ achievement in reading comprehension taught by using Jigsaw was higher than that taught by using TBL,  students’ achievement in reading comprehension with visual learning style was higher than those with auditory learning style and there was interaction between models of learning and learning styles on students’ achievement in reading comprehension. Moreover, Tuckey-test result also showed that visual style students got higher achievement if they were taught by using Jigsaw model while auditory style students got higher achievement if they were taught by using TBL model. Keywords: Effect; Models of Learning; Reading Comprehension; Students’ Learning Style; Students’ Achievement

The effect of Teaching Methods and Learning Styles on Students’ Achievement in Reading Comprehension

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Parwati Parwati ◽  
Busmin Gurning ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Experimental Research ◽  
Teaching Methods ◽  
Visual Learning ◽  
Kinesthetic Learning ◽  
Visual Style ◽  
Jigsaw Method ◽  
Experimental Group

The objectives of this experimental research were to investigate whether: 1) students’ achievement in reading comprehension taught by using CIRC method was higher than taught by using Jigsaw method. 2) students’ achievement in reading comprehension with visual style was higher than those with kinesthetic style, 3) there was interaction between teaching methods and learning styles on students’ achievement in reading comprehension. One hundred of 2011/2012 grade X students of SMAN 1 Delitua were selected as sample by applying cluster random sample technique. The research design was experimental research by using factorial design 2x2. Experimental group 1 was treated by using CIRC method and experimental group 2 was treated by using Jigsaw method. The questionnaire was conducted for classifying the students upon the visual and kinesthetic learning style. 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 CIRC was higher than that taught by using Jigsaw method, with Fobs= 3.36>Ftab=2.70, (2) students’ achievement in reading comprehension with visual learning style was higher than that with kinesthetic learning style with Fobs= 8.64>Ftable=2.70, (3) there is interaction between teaching method and learning styles on students’ achievement in reading comprehension with Fobs=7.74>Ftable=2.70. The result of Scheffe-Test showed that visual style students got higher achievement if they were taught by using CIRC method while kinesthetic style students got higher achievement if they were taught by using Jigsaw method.

scholarly journals THE EFFECT OF TEACHING STRATEGIES AND SEL-EFFICACY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Arthalina Romauli Sinaga ◽  
Rahmad Husein ◽  
Sri Minda Murni
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Teaching Strategies ◽  
Self Efficacy ◽  
Random Sampling ◽  
Sampling Technique ◽  
Compensation Strategy ◽  
Academic Year ◽  
Annotation Strategy ◽  
Cluster Random Sampling

The objective of this experimental research were to find out whether: (1) The students’ achievement in reading comprehension taught by using Annotation strategy was higher than that taught by using Compensation strategy, (2) the students’ achievement in reading comprehension with high self-efficacy was higher than that low self-efficacy, and (3) there was  interaction between teaching strategies and self-efficacy on the students’ achievement in reading comprehension. The population of this research was the students in grade IX of SMP Negeri 18 Medan of 2016/2017 academic year. There were 52 students as samples of this research by applying cluster random sampling technique. The instruments of this research were reading comprehension test and questionaire sheet. The data were analyzed using ANOVA at the level of significant α = 0.05. The result of the data analysis proved that:    (1) the students’ achievement in reading comprehension taught by using Annotation strategy was higher than that taught by using Compensation strategy, with Fobs (66.73) ˃ Ftab (4.10),  (2) the students’ achievement in reading comprehension with high self-efficacy was higher than that with low self-efficacy, with Fobs (94.83) ˃ Ftab (4.10),  (3) there was interaction between teaching strategies and self-efficacy, with Fobs (11.29) ˃ Ftab (4.10).     Keywords: teaching strategies, self-efficacy, reading comprehension

scholarly journals THE USE OF VISUAL AUDITORY KINESTHETIC (VAK) LEARNING STYLES TO INCREASE STUDENTS’ VOCABULARY

2019 ◽  
Vol 11 (2) ◽  
pp. 239
Author(s):  
RAHMAH WAHDANIATI SUAIB
Keyword(s):  
Learning Styles ◽  
Sampling Technique ◽  
Control Group ◽  
Writing Test ◽  
Kinesthetic Learning ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Cluster Random Sampling ◽  
Vocabulary Achievement

The objectives of this research were: (1) To find out whether or not the Visual Auditory Kinesthetic learning stylesincreases the students’ vocabulary. (2) To find out whether or not the students are interested in studying English by using Visual Auditory Kinesthetic learning styles. This research employed quasi experimental design. This research used cluster random sampling technique. The research data were collected by using two kinds of instruments namely: writing test for the students’ vocabulary achievement and questionnaire for the students’ interest. The results of the research were: (1) the implementation of Visual Auditory Kinesthetic learning styles in teaching vocabulary improve the students achievement as there is a significant difference vocabulary mean score of the experimental group in posttest was significantly higher than the control group (82.40 > 58.80). (2) The students interest in Visual Auditory Kinesthetic learning styles was categorized as very high.  It can be concluded that the Visual Auditory Kinesthetic learning styles in the teaching process is effective to be implemented in improving the students’ vocabulary achievement and the students have high interest toward Visual Auditory Kinesthetic learning styles in teaching English vocabulary.

STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR GEOGRAFI

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Liyusri . ◽  
Julaga Situmorang
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Random Sampling ◽  
Instructional Strategy ◽  
Visual Learning ◽  
Sampling Technique ◽  
Student Acheivement ◽  
Kinesthetic Learning ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan: (1) hasil belajar Geografi siswa yang dibelajarkan dengan strategi pembelajaran berbasis masalah (SPBM) lebih tinggi dibandingkan yang dibelajarkan dengan strategi pembelajaran ekspositori (SPE), (2) perbedaan hasil belajar siswa yang memiliki gaya belajar Visual, Auditorial, dan Kinestetik, (3) interaksi antara strategi pembelajaran dan gaya belajar siswa terhadap hasil belajar Geografi siswa. Populasi penelitian adalah siswa kelas XI Ilmu Sosial SMA Negeri 1 Pinangsori. Pengambilan sampel dilakukan dengan Cluster Random Sampling. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2x3. Teknik analisa data yang digunakan teknik ANAVA dua jalur pada taraf signifikan α = 0,05. Hasil penelitian menunjukkan (1) hasil belajar Geografi siswa yang dibelajarkan dengan strategi pembelajaran berbasis masalah (SPBM) lebih tinggi dibandingkan yang dibelajarkan dengan strategi ekspositori (SPE); (2) Terdapat perbedaan hasil belajar Geografi siswa yang memiliki gaya belajar Visual, Auditorial, dan Kinestetik; (3) terdapat interaksi antara strategi pembelajaran dan gaya belajar mempengaruhi hasil belajar  Geografi siswa.   Kata Kunci: strategi pembelajaran berbasis masalah dan ekspositori, gaya belajar visual, auditorial, dan kinestetik, hasil belajar geografi   Abstract: This research was aimed to: (1) the student acheivement of Geography who were tought by problem based instructional strategy is higher than that taugh by exspository instruction strategy, (2) the differences of the students acheivements of Geography who have Visual, Auditory and Kinesthetic learning style, (3) the interaction between instructional strategy and learnig style of student acheivement. The population  in this research is all of student grade XI social sciences at Senior High School 1 Pinangsori of Tapanuli Tengah. The sampling technique use in this research is cluster random sampling technique. The research method used was quasi exsperiment with 2x3 factorial designs. Tecnique analyses data was two way ANOVA testing at significance 0,05. The result showed that: (1) student acheivement of Geography who were taught by problem based instructional strategy is higher than that student acheivement who were taught by exspository instruction strategy; (2) there are differences of students acheivements which is as has Visual, Auditory, dan Kinesthetic learning style; (3) there are interaction between instructional strategy and learnig style of student acheivement. Keywords: problem-based learning strategies and expository, visual learning styles, auditory, and kinesthetic learning outcomes geography

scholarly journals Analisis Pemecahan Masalah Siswa Ditinjau dari Gaya Belajar

2020 ◽  
Vol 6 (1) ◽  
pp. 50-65
Author(s):  
Hesti Febriyanti ◽  
Heni Pujiastuti
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Random Sampling ◽  
Visual Learning ◽  
Sampling Technique ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Research Populations ◽  
Cluster Random Sampling

Abstrak Penelitian ini bertujuan untuk mengetahui pemecahan masalah dari masing-masing gaya belajar yang berbeda. Penelitian ini termasuk dalam penelitian deskriptif-kualitatif. Popuasi yang diambil dalam penelitian ini adalah siswa SMPN 1 Kibin tahun ajaran 2019/2020. Teknik pengambilan sampel penelitian menggunakan teknik cluster random sampling. Instrumen yang digunakan dalam penelitian ini berupa kuesioner, tes, wawancara, dan peneliti. Data mengenai menganalisis pemecahan masalah diambil dari kuesioner dan tes. Hasilnya didapat gaya belajar visual mendominasi. Kemudian 1 siswa dari gaya belajar yang berbeda dijadikan sampel untuk di wawancara. Hasil analisis menunjukkan pemecahan masalah setiap siswa berbeda karena dipengaruhi oleh gaya belajar. Gaya belajar visual dalam pemecahan masalah cenderung menekankan pada soal tes dan mencari informasi yang mendetail untuk memecahkan masalah. Gaya belajar auditorial dalam memecahkan masalah cenderung mengandalkan ingatan ketika pembelajaran. Gaya belajar kinestetik dalam pemecahan masalah cenderung memahaminya terlebih dahulu, kemudian dikonstruksikan dalam kehidupan sehari-hari. Dari hasil tersebut dapat disimpulkan bahwa gaya belajar memegang peranan penting dalam pemecahan masalah. Kata kunci : Pemecahan masalah; Gaya belajar visual; Gaya belajar auditorial; Gaya belajar kinestetik   Abstract This study aims to determine the problem solving of each different learning style. This research is included in descriptive-qualitative research. Populations taken in this study were students of SMPN 1 Kibin 2019/2020 school year. The research sampling technique used cluster random sampling technique. The instruments used in this study were in the form of questionnaires, tests, interviews, and researchers. Data regarding analyzing problem solving is taken from questionnaires and tests. The result is that the visual learning style is dominated. Then 1 student from a different learning style is sampled to be interviewed. The analysis shows that each student's problem solving is different because it is influenced by learning styles. Visual learning styles in problem solving tend to emphasize test questions and look for detailed information to solve problems. Auditory learning styles in solving problems tend to rely on memories when learning. Kinesthetic learning styles in problem solving tend to understand them first, then constructed in daily life. From these results it can be concluded that the learning style plays an important role in problem solving. Keywords: Problem solving; Visual learning style; Auditory learning style; Kinesthetic learning style

scholarly journals KEEFEKTIFAN STRATEGI TANGGAPAN DAN KOMENTAR TERHADAP BACAAN DALAM PEMBELAJARAN MENULIS

2021 ◽  
Vol 5 (1) ◽  
pp. 60-73
Author(s):  
Restiana Wati ◽  
Darmiyati Zuchdi
Keyword(s):  
Random Sampling ◽  
Sampling Technique ◽  
Response Strategy ◽  
School Level ◽  
Significant Difference ◽  
Group 2 ◽  
Data Collection Technique ◽  
Written Test ◽  
Experimental Group ◽  
Cluster Random Sampling

Penelitian ini bertujuan untuk menguji keefektifan strategi pembuatan tanggapan dan strategi komentar terhadap bacaan dalam pembelajaran menulis teks eksposisi tingkat Sekolah Menengah Pertama. Penelitian ini juga bertujuan untuk menguji kefektifan strategi pembuatan tanggapan terhadap teks, strategi komentar terhadap bacaan, dan strategi konvensional dalam pembelajaran menulis teks eksposisi. Sampel penelitian ini adalah 92 siswa yang dipilih melalui teknik cluster random sampling. Teknik pengumpulan data menggunakan tes tulis. Teknik analisis data yang digunakan adalah analisis varians satu jalan dan dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan bahwa pertama, terdapat perbedaan yang signifikan antara strategi pembuatan tanggapan terhadap teks dan strategi konvensional. Kedua, pada penelitian ini adalah terdapat perbedaan antara strategi komentar terhadap bacaan dan strategi konvensional. Ketiga, tidak terdapat perbedaan antara strategi pembuatan tanggapan terhadap teks dan strategi komentar terhadap bacaan, namun hasil rata-rata kelompok eksperimen 1 lebih besar dibandingkan kelompok eksperimen 2. Dengan demikian, urutan keefektifan ketiga strategi tersebut adalah strategi pembuatan tanggapan terhadap teks, strategi komentar terhadap bacaan, dan strategi konvensionalTHE EFFECTIVENESS OF RESPONSE STRATEGY ON TEXT AND COMMENTS ON READING IN LEARNING WRITINGThis study aimed to examine the effectiveness of the strategy of making responses and strategies for commenting on the reading in learning to write exposition text for Junior Hight School level. This study was also to determine the effectiveness of strategies for making responses to texts, strategies for commenting on reading, and conventional strategies in learning to write exposition texts. The sample of this study was 92 students who were selected through cluster random sampling technique. The data collection technique used a written test. The data analysis technique used was one-way analysis of variance and continued with the Scheffe test. The results showed that first, there was a significant difference between the strategy for making responses to the text and the conventional strategy. Second, result in this study is that there is a difference between the commentary strategy on reading and the conventional strategy. Third, there is no significant difference between the strategy for making responses to text and the strategy for commenting on reading, but the average result of the experimental group 1 is greater than that of the experimental group 2. Thus, the order of the effectiveness of the three strategies is the strategy of making responses to text, the strategy of commenting on readings, and conventional strategies.

THE EFFECT OF USING COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION ON HORTATORY EXPOSITION TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Rut Emi Febriyani Simamora ◽  
Lince Sihombing ◽  
Johannes Jefria Gultom
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Strategic Reading ◽  
Collaborative Strategic Reading ◽  
Post Test ◽  
Csr Strategy ◽  
Experimental Group

This study is aimed at finding out the effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text. Experimental design was applied in this research. The population was the 2014/2015 second year students (grade XI) of SMA Swasta YAPIM Medan. There were two paralel classes that consisted of 34 students. The total number of the population were 68 students. The total number of the sample were 68 students. The researcher selected the sample by using total sampling technique. The sample was divided into two groups, experimental group and control group. The experimental group was taught by using Collaborative Strategic Reading (CSR) strategy while the control group was taught without using Collaborative Strategic Reading (CSR) strategy. The data were taken by administering the pre-test and post-test to both control and experimental groups. These data were analyzed by using t-test. The result of computing the t-test obviously showed that t-observed (5.61) is higher than t-table (1.99) with the degree of freedom (df= 66) at the level significance 0.05. It means that the alternative hypothesis stating that there is a significant effect of Collaborative Strategic Reading (CSR) on students’ achievement in reading comprehension on hortatory exposition text is accepted. Keywords : Collaborative Strategic Reading, Reading Comprehension

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