A Thesis
THE EFFECT OF TEACHING STRATEGIES AND LEARNING
STYLE ON STUDENTS’ READING COMPREHENSION
Arranged by:
MARIA MARSHINTA ARITONANG Registration Number: 8126112020
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
ABSTRACT
Maria Marshinta Aritonang, 8126112020. The Effect of Teaching Strategies and Learning Style on Students’ Reading Comprehension, A Thesis, English Applied Linguistics Study Program. State University of Medan. 2015
Reading comprehension plays a central role in human life. Unfortunately, most of students just read without knowing what they read. Teaching strategies (CORI and K-W-L) and learning style (introvert, extrovert) affect the strategy and way that students prefer to learn reading comprehension. This research examined teaching strategies and learning style as one possible factor affecting students’ reading comprehension. The objectives of this research were to see if; (1) students’ reading comprehension achievement taught by using CORI significantly higher than taught by K-W-L strategy, (2) students’ reading comprehension achievement with introvert style higher than extrovert style and (3) a significant interaction between teaching strategies (CORI, K-W-L) and learning style (introvert, extrovert) on students’ reading comprehension achievement. The subject for this research were eleventh grade students from SMA N. 1 Tanjung Morawa. The instrument for this research were reading comprehension test and questionnaire sheet. The data were analyzed using ANOVA, Scheefe Test. Based on the analysis, there were found that: (1) students’ reading comprehension achievement taught by using CORI is significantly higher than taught by K-W-L strategy (67.52 > 59.33), (2) students’ reading comprehension achievement with introvert style is higher than extrovert style (69.42 > 57.43), and (3) there is interaction between teaching strategies and learning style ( 4.82 > 4.00).
ABSTRAK
Maria Marshinta Aritonang, 8126112020. Pengaruh Strategi Mengajar dan Gaya Belajar pada Pemahaman Murid dalam Membaca, Tesis, Linguistik Terapan Bahasa Inggris, Pascasarjana, Universitas Negeri Medan. 2015
Pemahaman dalam membaca memegang peranan penting dalam kehidupan manusia. Sayangnya, banyak murid yang hanya membaca tanpa mengetahui apa yang mereka baca. Strategi mengajar (CORI, K-W-L) dan gaya belajar ( introvert, extrovert) mempengaruhi strategy dan cara murid untuk belajar memahami bacaan (reading comprehension). Penelitian ini menguji strategi mengajar dan gaya belajar sebagai salah satu faktor yang mempengaruhi pemahaman murid dalam membaca. Tujuan dari penelitian ini adalah untuk melihat apakah; (1) prestasi pemahaman membaca murid yang diajarkan dengan CORI lebih tinggi daripada yang diajarkan dengan K-W-L, (2) prestasi pemahaman membaca murid dengan gaya belajar introvert lebih tinggi daripada murid dengan gaya belajar extrovert, dan (3) ada hubungan yang berarti antara strategi mengajar (CORI, K-W-L) dengan gaya belajar (introvert, extrovert) pada prestasi murid dalam memahami bacaan. Sampel dari penelitian ini adalah murid kelas sebelas dari SMA N.1 Tanjung Morawa. Instrumen yang digunakan untuk penelitian ini adalah Test membaca (reading comprehension test) dan angket (questionnaire sheet). Data dianalisis dengan menggunakan ANOVA, Scheefe Test. Berdasarkan hasil analisis, ditemukan bahwa: (1) prestasi pemahaman murid dalam membaca yang diajarkan dengan menggunakan CORI lebih tinggi dari pada yang diajarkan dengan menggunakan K-W-L (67.52 > 59.33), (2) prestasi pemahaman membaca murid dengan gaya belajar introvert lebih tinggi daripada murid dengan gaya belajar extrovert (69.42 > 57.43), dan (3) ada hubungan antara gaya mengajar dengan gaya belajar (4.82 > 4.00).
ACKNOWLEDGMENT
I would like to thank my Jesus Christ for His blessing, guidance so that
this thesis could be finished. I also would like to express my deep thanks to my
first adviser, Prof. Dr. Berlin Sibarani, M.Pd.. He has been my academic adviser,
mentor, and collaborator. He remains an inspiration to me and has contributed
significantly and generously to this thesis. I would thank to my second adviser,
Dr. Zainuddin, M.Hum. for his suggestion.
My sincere thanks are extended to Prof. Dr. Busmin Gurning, M.Pd., Dr.
Syahron Lubis, M.A. and Dr. Sri Minda Murni, M.S. as the reviewers for the
correction and suggestion in this thesis.
I would also thank to Prof. Dr. Busmin Gurning, M.Pd. as the Head of
English Applied Linguistics, Dr. Sri Minda Murni, M.S. as the secretary of
English Applied Linguistics and all lectures of the English Applied Linguistics in
State University of Medan for their valuable knowledge and help.
Besides, my thanks and appreciation to headmaster of SMA N.1 Tanjung
Morawa for his help and permission. Next, for the English teacher for his help and
suggestion, my special gratitude is also extended to the eleventh grade students of
SMA N. 1 Tanjung Morawa for their cooperation during the undertaking of this
thesis.
The last but not the least, my special thanks are dedicated to my beloved
parents, best sisters and brothers, brothers in law, also my cheerful nephews for
their endless love and motivation during the process of writing this thesis.
Medan, April 2015
The Writer,
v
TABLES OF CONTENT
ABSTRAK ... i
ABSTRACT ... ii
ACKNOWLEDGEMENT ... iii
TABLES OF CONTENT ... v
CHAPTER I: INTRODUCTION 1.1. Background of the Research ... 1
1.2 The Problems of the Research... 7
1.3 The Objectives of the Research... 8
1.4 The Scope of the Research ... 8
1.5 The Significance of the Research ... 9
CHAPTER II: REVIEW OF LITERATURE 2.1 Theoretical Framework.. ... 10
2.2 Students’ Achievement in Reading Comprehension…... 10
2.3 Reading Comprehension ... 12
2.3.1 The Nature of Reading Comprehension... 12
2.3.2 Factors Underlying Reading Comprehension.. ... 13
2.3.3 Taxonomy of Reading Comprehension.. ... 15
2.3.4 Learning Reading Comprehension ... 16
2.3.5 Reading Comprehension Assessment ... 17
2.4 Teaching Strategy…... 18
vi
2.4.1.1 The Nature of CORI… ... 20
2.4.1.2 The Philosophical Assumption of CORI.. ... 24
2.4.1.3 Procedure Application of CORI.. ... 25
2.4.1.4 The Underlying Factors of CORI Effectiveness in Reading Comprehension.. ... 26
2.4.2 K-W-L Strategy ... 27
2.4.2.1 The Nature of K-W-L Strategy...27
2.4.2.2 The Philosophical Assumption of K-W-L Strategy.. ... 30
2.4.2.3 Procedures Application of K-W-L ... 31
2.4.2.4 The Underlying Factors of K-W-L Effectiveness in Reading Comprehension.. ... 33
2.5 Learning Style ...34
2.5.1 The Nature of Learning Style ... 34
2.5.2 Extrovert ... 35
2.5.3 Introvert… ... 36
2.5.4 The Differences between Extroverts and Introverts... 37
2.6 Conceptual Framework.. ... 38
2.6.1 The Differences between CORI and K-W-L Strategy on Reading Comprehension . ... 38
2.6.2 The Differences between Extrovert and Introvert on Reading Comprehension … ... 40
2.6.3 The Interaction between Teaching Strategies (CORI, K-W-L) and Learning Style (Introvert, Extrovert)… ... 43
vii
CHAPTER III: RESEARCH METHODOLOGY ... 45
3.1. Research Design.. ... 45
3.2. Population and Sample … ... 46
3.2.1 Population… ... 46
3.2.2 Sample… ... 46
3.3. Research Variable … ... 46
3.4. Instrument of Data Collection … ... 47
3.4.1 Reading Comprehension Test ... 47
3.4.2 Questinnaire of Learning Style.. ... 49
3.5. Validity and Reliability of Instrument … ... 49
3.5.1 Validity ... 49
3.5.1.1 Validity of Reading Comprehension Test ... 49
3.5.1.2 The Validity of Questionnaire ... 50
3.5.2 Reliability ... 51
3.5.2.1 Reliability of Reading Comprehension Test... 52
3.5.2.2 The Reliability of Learning Style Questionnaire ... 52
3.6 Item Facility of Reading Comprehension Test ... 52
3.7 Item Discrimination of Reading Comprehension Test ... 53
3.8 Distractor Efficiency of Reading Comprehension Test ... 54
3.9 Research Procedure...55
3.10 Control of the Treatment…. ... 55
viii
CHAPTER IV: RESULT AND DATA ANALYSIS 4.1 Data Description... 63
4.1.1 The Students’ Achievement on Reading Comprehension Taught by CORI ... ..64
4.1.2 The Students’ Achievement on Reading Comprehension Taught By Using K-W-L ... ..66
4.1.3 The Introvert Students’ Achievement on Reading Comprehension Taught By Using CORI and K-W-L...67
4.1.4 The Extrovert Students’ Achievement on Reading Comprehension Taught By Using CORI and K-W-L ... ..69
4.1.5 The Introvert Students’ Achievement on Reading Comprehension Taught By Using CORI ... ..70
4.1.6 The Extrovert Students’ Achievement on Reading Comprehension Taught By Using CORI ... ..72
4.1.7 The Introvert Students’ Achievement on Reading Comprehension Taught By Using K-W-L ... ..73
4.1.8 The Extrovert Students’ Achievement on Reading Comprehension Taught By Using K-W-L ... ..75
4.2 Requirement Testing of Data Analysis ... 76
4.2.1 Normality Testing ... ..76
4.2.2 Homogeneity Testing... 77
ix
4.2.2.2 Homogeneity Testing of Introvert and extrovert ... ..78
4.2.2.3 Homogeneity Testing of Teaching Strategies and Learning Style ... ..79
4.3 Hypothesis Testing ... 80
4.3.1 Hypothesis 1 ... ..81
4.3.2 Hypothesis 2 ... ..82
4.3.3 Hypothesis 3 ... ..82
4.4 Discussion ... 85
4.4.1 The Students’ Reading Comprehension Taught By Concept Oriented Reading Instruction (CORI) is Higher than those Taught by Know-Want to Know- Learn (K-W-L). ... 85
4.4.2 The Introvert Students’ Reading Comprehension is Higher than Extrovert Students’ Reading Comprehension and … ... 91
4.4.3 Interaction between Teaching Strategies and Learning Style on Students’ Achievement in Reading Comprehension ... 92
CHAPTER V: CONCLUSION AND SUGGESTIONS 5.1 Conclusions ... 94
5.2 Suggestions ... 95
References...96
xii
LIST OF APPENDICES
Appendix A. Lesson Plan ... 99
Appendix B. Reading Comprehension Test ... 113
Appendix C Validity and Reliability of Instrument Reading Comprehension Test ... 125
Appendix D. Description of Students’ Score ... 136
Appendix E. Description of Basic Statistic Calculation ... 138
Appendix F. Normality Testing ... 149
Appendix G. Homogeneity Test of Variance ... 157 C Appendix H Description of Students’ Score on Learning style Questionnaire159 Appendix I Hypothesis Testing (ANOVA) ... 161
x
LIST OF TABLES
Table 2.1 Differences between Approach, Method, and Strategy ... 19
Table 2.2 K-W-L Chart ... 33
Table 2.3 Differences between Extrovert and Introvert ... 37
Table 2.4 Differences between CORI and K-W-L... 39
Table 2.5 Differences between Extrovert and Introvert on Reading comprehension42 Table 3.1 Factorial Design ... 45
Table 3.2 The Specification of Reading Comprehension Test ... 48
Table 3.3 The Range of Item Facility ... 53
Table 3.4 The Range of Item Discrimination... 54
Table 3.5 The Treatment ... 59
Table 3.6 Two Way Variance ... 61
Table 4.1 The Total Data Description ... 64
Table 4.2 Data Description of Students’ Score Taught by CORI ... 64
Table 4.3 Frequency Distribution of Students’ Achievement on Reading Comprehension Taught by CORI ... .65
Table 4.4 Data Description of Students’ Score Taught by using K-W-L ... 66
Table 4.5 Frequency Distribution of Students’ Achievement on Reading Comprehension Taught by K-W-L ... 66
Table 4.6 Data Description of Introvert Students’ Achievement on Reading Comprehension Taught by Using CORI, K-W-L ... 67
Table 4.7 Frequency Distribution of Introvert Students’ Achievement on Reading Comprehension Taught by Using CORI and K-W-L... 68
Table 4.8 Data Description of Extrovert Students’ Achievement on Reading Comprehension Taught by Using CORI and K-W-L ... 69
xi
Table 4.10 Data Description of Introvert Students’ Score Taught by Using CORI 71
Table 4.11 Frequency Distribution of The Introvert Students’ Score Taught by
Using CORI ... 71
Table 4.12 Data Description of CORI and Extrovert Students ... 72
Table 4.13 Frequency Distribution of the Extrovert Students’ Score taught by Using CORI ... 72
Table 4.14 Data Description of K-W-L and Introvert Style ... 73
Table 4.15 Frequency Distribution of the Introvert Students’ Score Taught by Using K-W-L... 74
Table 4.16 Data Description of K-W-L and Extrovert Style ... 75
Table 4.17 Frequency Distribution of the Extrovert Students’ Taught by Using K -W-L ... 75
Table 4.18 Summary on the Result of Normality Test ... 77
Table 4.19 Summary Analysis of ANOVA Homogeneity Testing between CORI and K-W-L by Barlett Test... 78
Table 4.20 Resullt Analysis of ANOVA Homogeneity Testing between CORI and K-W-L by Barlett Test ... 78
Table 4.21 Summary Analysis of ANOVA Homogeneity Testing between Introvert and Extrovert Style by Barlett Test ... 79
Table 4.22 Resullt Analysis of ANOVA Homogeneity Testing between Introvert and Extrovert by Barlett Test ... 79
Table 4.23 Summary Analysis of ANOVA Homogeneity Testing between Teaching Strategy and Learning style by Barlett Test ... 79
Table 4.24 Teching strategy and Learning Style by Barlett Test ... 80
Table 4.25 Two Way ANOVA ... 80
Table 4.26 Summary on Calculation Result of two-way Anova ... 81
List of Figures
Figure 4.1 Histogram of Students’ Achievement on Reading Comprehension
Taught by using CORI ... …..65
Figure 4.2 Histogram of Students’ Achievement on Reading Comprehension Taught by using K-W-L ... …..67
Figure 4.3 Histogram of Introvert Students taught by using CORI and K-W-L.68 Figure 4.4 Histogram of Extrovert Students Taught by using CORI and K-W-L.70 Figure 4.5 Histogram of CORI and Introvert ... …..71
Figure 4.6 Histogram of Histogram of CORI and Introvert Style ... …..73
Figure 4.7 Histogram of K-W-L and Introvert Style ... …..74
Figure 4.8 Histogram of Histogram of K-W-L and Extrovert Style ... …..76
CHAPTER I
INTRODUCTION
1.1The Background of the Research
Reading comprehension plays a central role in human life, especially in a globalized era.
It opens up new world and opportunities for individual. The chief goal of reading is to drive
some understanding of what the writer conveyed, use that information-whether for fact
gathering, learning a new skill or a pleasure. That is why reading comprehension is so important,
without it the readers cannot gather any information, use it efficiently and enjoy the richness of
life.
Moreover, the ability to comprehend what they read drives readers to life safely,
productively, and to continue develop socially, emotionally, intellectually. Reading
comprehension is the construction of the meaning of a written communication. Readers
comprehend a text when they are able to take the information from written text and do something
with it in a way that demonstrates knowledge or understanding of that information. In other
words, reading comprehension is a kind of communication which is found in the written text, and
it includes the thought, the message of the text to draw the meaning and the information from
written text.
The awareness of the importance of reading comprehension in our life encourages the
Indonesia government to make a policy in educational system; reading is a subject that must be
taught from Primary until Senior High School. Students are expected to be able to comprehend
the written text they read well through teaching and learning reading. This is line with the
so that they can read, comprehend English text, summarize and represent the text with their own
words effectively and efficiently (Curriculum, 2006).
Although reading comprehension is very important, but there are still most of people just
read without knowing what they read. They just simply follow words on a page from left to right
while sound them out and fail to comprehend what they read. Comprehension is the ability to go
beyond the words, to understand the idea and the relationship between ideas conveyed in text.
Their failure makes readers cannot make sense of details that are only implicit and have
impression that reading is a bore activity that spend much time.
Furthermore, based on the researcher’s preliminary research by interview with the
teachers and students in SMA Negeri 1 Tanjung Morawa, there are number of crucial issues
concerning the teaching and learning of reading comprehension. First of all, some students
always feel bored when they are studying reading because they do not know the technique to
understand the reading material easily and they lack of vocabulary. Secondly, students’ poor
knowledge becomes one cause that makes them difficult to comprehend the reading text.
Thirdly, teachers do not use background knowledge to activate their students’ minds about what
they are going to learn; teachers also do not let their students ask questions due to the use of
traditional methods in which teachers take the major role to explain everything; do what the
student is supposed to do; while the students role is restricted to only listening to what is
inculcated to them by their teachers. In this situation, students are just listeners to what the
teacher explains; they do not have a chance to articulate what they know about the topic, what
they want to know about the topic or what they have learnt about the topic. That situation makes
students misunderstand and fail to construct the meaning. It is showed from their achievement
The students’ achievement is affected by several factors: teaching strategy, motivation,
and learning style (Travers,1970). The use of effective reading comprehension strategy is
perhaps the most important means to helping students improve comprehension and learning from
text. There is a great deal of evidence for the importance of reading strategy. One source of
evidence is that successful students know when and how to use deliberate strategy to repair
comprehension. One implication from that finding is that teaching reading strategy to struggling
students may be a key toward helping them to improve comprehension.
Concept-Oriented Reading Instruction (CORI) is an instruction that merger reading
strategy instruction, conceptual knowledge in science and support for students’ motivation”
(Guthrie, et.al, 2004). CORI is considered as an effective strategy which helps students to
increase their comprehension because it is designed to teach and increase students’ reading
comprehension by increasing their reading engagement. Reading engagement is reading that
intrinsically motivated, strategic, geared toward conceptual knowledge and socially interactive.
This strategy includes how to activate background knowledge before reading a text, how to ask
question before and while reading a text, how to search the relevant information, how to
graphically organize new conceptual knowledge and how to identify the structure of knowledge.
Initially, each of those strategies is taught separately. Later, students are taught to combine and
integrate each strategy into a repertoire that can be used during collaborative and independent
reading.
Some previous researches on the use of CORI have been conducted. A research of the use
CORI in reading comprehension for Elementary students was conducted by Guthrie (1998) who
used an experimental method. He revealed that students’ reading achievement increased after
more likely to learn and use strategy for gaining knowledge from multiple texts. CORI increased
students’ ability to use a range of strategies, and students who were more adept in using CORI
gained more conceptual knowledge.
The other research on the use of CORI has been conducted by Ofrina (2009). She
conducted an action research for Senior High School students. She found that the students’
achievement in reading comprehension is better after applying CORI. The students enjoyed the
process of teaching learning because they were free to choose the source of knowledge. Students
did not only work in group but they had a chance to work individually.
The other strategy that helps students to increase their comprehension is K-W-L (Know,
Want to Know and Learn). K-W-L is a strategy which activates students’ background
knowledge, establish students’ goal and monitor students’ comprehension in reading. Students
recall what they know about the topic of a text before and during reading for the purpose of
learning the content as fully as possible and linking the background knowledge to the new
knowledge. It will be used to help them to build some questions which deepen the understanding
that they have. Questions which are built from the activating background knowledge are more
interesting and intriguing. Through K-W-L strategy students are not only encouraged to pose
some questions but more to enlarge and deepen their understanding and comprehending actively.
They read the text to answer their questions as fully as possible and monitor their comprehending
of text by listing what they know after reading the text.
Previous research on the use of K-W-L has been conducted. A research of the use CORI
in reading comprehension for Senior High School students was conducted by Mo’minah
Mahmoud (2013) who used an experimental method. He found that K-W-L is an effective
previous knowledge within the students and leads to enhance the students' ability to interpret the
reading material and adapt it to cope with their cognitive background.
Based on the explanation above, CORI and K-W-L have some similarities and
differences. Both of them activate the students’ background knowledge in learning reading
comprehension. Background knowledge has an important place in learning reading. They believe
background knowledge will not only help students to understand the text but more to expand the
meaning of the text. Beside it, CORI and K-W-L help students to set their purpose in reading by
generating some questions before reading the text. The purpose will guide the students in reading
the text. It helps them to take the important information that they need from the text.
Unfortunately, K-W-L does not let the students to learn from many sources. It just provides a
text for the students in learning reading comprehension. Meanwhile, CORI provides many
sources for students in learning reading comprehension. The students are able to choose the own
source in learning. They acquire information from the text and from their environment. Students
share with their friend in order to gain more and more information, then, they try to deepen their
understanding about the text. In CORI, the students do not only work in a group but they also
have a chance to work individually.
From the explanation above, the researcher would like to conduct a research on using
CORI and K-W-L in teaching reading comprehension. Research would like to investigate the
effectiveness of CORI and K-W-L in improving the students’ achievement in reading
comprehension.
Teaching strategy cannot stand alone to improve the students’ comprehension and
students’ ability to learn from challenging text, it should be integrated with students’ style in
2009). Every student has a different style in learning which is affected by personality,
environment, cognitive, and metacognition. According to psychological theories, learning style is
divided into extrovert, introvert. Extrovert refers to who are happy to try things out and who
focus on the world of people. They learn best when they can work with a friend and learn by
trying something themselves instead of watching or listening to others. When they have
difficulty with understanding, they benefit by talking about their ideas with others. Introvert
refers to who are more likely to think things through and to focus on the world of idea. They
learn best when they can find quiet place to work and have enough time to reflect on, redraft and
improve their work. They often like to make connections between school work and personal
interest. The appropriate strategy and style in learning make students more enjoy and interest
with the class.
Based on the researcher’s preliminary research by interview with the teachers and
students in SMA N.1 Tanjung Morawa, the teachers did not pay their attention to the students’
style in learning. Teacher felt that all the students have a same way in learning. The students just
need a clear explanation from teacher and a lot of assigments. Discussing is not a good way in
learning for students, because the students will not get anything from discussing. Students just
talk about nothing in discussing group. They need a quite situation in order to help them
consentrate with the subject.
From the explanation above, researcher assumes that CORI strategy is better than K-W-L
strategy in teaching learning reading comprehension. Because CORI does not just let the students
to work in group but it also gives a chance for students to work individually. Meanwhile, K-W-L
strategy just allows the students to work in group, so the introvert students are not able to
students than extrovert students. The achievement of introvert students on reading
comprehension is significantly higher if they are taught by CORI strategy than K-W-L strategy.
And the achievement of extrovert students on reading comprehension is significantly highert if
they are taught by K-W-L strategy than CORI strategy. Because of that, the researcher would
like to conduct a research on the use of two strategies; CORI, K-W-L and leanring styles;
introvert style and extrovert style in reading comprehension.
1.2 The Problems of the Research
The problems of the research are formulated as the following:
1. Is the students’ reading comprehension achievement taught by using CORI significantly
higher than K-W-L strategy?
2. Is the students’ reading comprehension achievement with introvert style higher than
extrovert style?
3. Is there any significant interaction between teaching strategies; CORI, K-W-L and
learning style; introvert style, extrovert style on students’ achievement in reading
comprehension?
1.3The Objectives of the Research
The objectives of this research are:
1. to find out whether the students’ achievement on reading comprehension that taught by
using CORI strategy is significantly higher than K-W-L strategy.
2. to find out whether students’ achievement on reading comprehension with introvert style
3. to find out whether there is interaction between teaching strategies (CORI, K-W-L) and
learning style (introvert, extrovert) on student’s achievement in reading comprehension.
1.4The Scope of the Research
The students’ reading comprehension is influenced by some factors, they are; internal
factors and external factors. The internal factors come from the students, such as; motivation,
learning style, interest, self efficacy,etc. Meanwhile, the external factors come form the students’
environment, such as; teacher, material, society, the teaching strategy,etc. In line with it,
researcher underlies that the teaching strategies will be studied in this research. It is limited on
the effect of CORI and K-W-L on students’ reading comprehension based on the students’ style
in learning. It means that by knowing the students’ style (introvert, extrovert) in learning and
applying the teaching strategies (CORI, K-W-L), the researcher able to describe the effect of
teaching strategies (CORI, K-W-L) and learning style (introvert, extrovert) on students’ reading
comprehension.
1.5The Significances of the Research
Theoretically, the findings of this research are expected to be able to improve the
teaching reading through CORI and K-W-L strategy. This research is also expected as the
reference for other researchers to conduct a research in reading comprehension.
Practically, this research findings hopefully will be used for English teacher as alternative
teaching strategies in teaching English. Basically, the using of various strategies in teaching
learning process especially teaching reading will increase the students’ ability in certain subject,
application of alternative teaching strategies in teaching English. Meanwhile, students are
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
As the researcher had been systematically conducted and the analysis was carefully
completed, the researcher then comes to the conclusions. The conclusions statistically portrayed
significant effect on students’ reading comprehension was taught by CORI and K-W-L that have
introvert and extrovert styles in learning. Based on the scientific interpretation on the statistical
analysis result, the conclusions are portrayed as follows:
1. The students reading comprehension taught by CORI is higher than those who taught by
K-W-L strategy. And CORI is significantly more effective than K-W-L.
2. The introvert students’ reading comprehension is higher than extrovert students’ reading
comprehension. And Learning style significantly and directly affects the students’
reading comprehension.
3. Teaching strategies and learning style interactively affect the students’ reading
comprehension. Generally CORI is more effective than K-W-L but specifically the
combination of CORI and introvert style is more effective than the others and K-W-L
worked better for extrovert style rather than introvert style since it tempted the students to
compete seriously.
In line with the conclusions, there are some suggestions stated as the following:
a. English teachers are recommended to use CORI and K-W-L strategies in teaching
reading comprehension because these two strategies can improve the students’
achievement on reading comprehension. In addition, teachers should recognize the
students’ style in learning before they apply the strategies in teaching.
b. The students are recommended to be more active to read more English texts in order to
get reading comprehension skills. Students can use CORI or K-W-L strategy which can
improve their knowledge on reading comprehension thus their achievement on reading
comprehension will be higher.
c. Other researchers may take a further research in the area of CORI and K-W-L strategies
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