THE EFFECT OF STUDENTS COGNITIVE STYLE ON THEIR READING COMPREHENSION
Abstract
Tujuan penelitian ini adalah untuk menemukan apakah gaya kognitif siswa berpengaruh terhadap prestasi pemahaman membaca mereka, dan seberapa signifikan pengaruhnya. Desain penelitian ini kuantitatif menggunakan non-correlational of ex post facto design. Populasi dari penelitian ini adalah siswa kelas delapan di SMP. Sampel penelitian sebanyak 60 siswa. Instrumen yang digunakan adalah kuisioner gaya kognitif dan tes pemahaman membaca. Data yang terkumpul dianalisis menggunakan Pearson Product Moment, One-Way ANOVA di SPSS 16.0. Hasil penelitian menunjukkan bahwa nilai f-table dari gaya kognitif terhadap prestasi pemahaman membaca siswa 2.363 dengan nilai signifikansi .130 lebih besar dari f-value (.05). Dapat disimpulkan bahwa tidak ada hubungan yang signifikan antara gaya kognitif pada prestasi pemahaman membaca siswa. Namun, nilai rata-rata siswa independen lebih tinggi dari nilai siswa dependen. Dapat disimpulkan bahwa, bidang independen adalah gaya kognitif yang lebih baik pada pemahaman membaca siswa dibandingkan dengan bidang dependen.
The objective of this study was to find out whether any significant effect of cognitive style on students reading comprehension. This was quantitative research applied non co-relational of ex post facto design. The population was the eight grade students of SMP. There were 60 students as the sample. The instruments were in the form of questionnaire about cognitive style and reading comprehension test. The data were analyzed by using Pearson Product Moment- One Way ANOVA in SPSS 16.0. The result showed that F-table score of cognitive style on students reading comprehension was 2.363 and the significant value was .130. It concluded that there was no significant effect of students cognitive style on students reading comprehension. Moreover, the mean of students field independent score was higher than the students field dependent. It can be concluded that, independent field was the better cognitive style in reading comprehension than dependent filed.
Keyword: cognitive style, effect, reading comprehension
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