THE CORRELATION BETWEEN STUDENTS’ LEARNING STRATEGIES AND TEXT TYPES IN STUDENTS’ READING COMPREHENSION

Abstract

The objectives of this research are to find out whether there is any correlation between students’ learning strategies and text types in students’ reading comprehension; and to investigate which learning strategy is mostly applied by students in reading. The design of this research is a co-relational study of ex post design. The sample of the research was class VIII B consisting of 30 students. The result shows that there is a correlation between students’ learning strategies and text types in students’ reading comprehension with rxy are 0.416 (on descriptive text) and 0.403 (on recount text) with N 30 at  = 0.05 while rtable is 0.3494. Thus, rxy > rtable; meaning that there is correlation of the two variables which are categorized as moderate correlation. Another result shows that metacognitive strategies are mostly applied by students in reading. It has been found that the mean of cognitive learning strategies is 32.1; metacognitive strategies is 32.33; and socio-affective strategies is 28.5. The researcher suggests that the English teacher should apply metacognitive strategies in teaching reading comprehension as one of alternative strategies especially because it has been found that the strategy can make them successful in learning reading.

Keywords: descriptive text, learning strategies, reading comprehension, recount text, text types