THE EFFECT OF TEACHING STRATEGIES AND LEARNING STYLE ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION AT TARBIYAH FACULTY IAIN NORTH SUMATRA

The objectives of this study were to examine whether (1) the students’ achievement in reading comprehension taught by using DRTA and Individualization Strategies had same achievement, (2) the achievement in reading comprehension of the students with extrovert learning style is significantly higher than the students with introvert learning style if they taught by using DRTA strategy, but if they are taught by using Individualization strategy, the students with introvert learning style significantly higher than the students with extrovert learning style, (3) there is no interaction between DRTA and Individualization Strategies and Learning Styles to the students’ achievement in reading comprehension. It was an experimental research with factorial design 2x2. The population of the study was all students of English Educational Department of State Institute for Islamic Studies North Sumatra (IAIN SU) Medan. There are five parallel classes and the total number of the students is 162 students. By applying cluster random sampling, the sample of this study will be taken two class, that is fourth grade of English Educational Program (PBI-3 and 4). They consists of 60 students. The PBI-3 class was treated by using DRTA Strategy and the PBI-4 was treated by using Individualization Strategy. The students’ Learning Style was measured by using questionnaire. The students’ achievement in reading comprehension was measured by giving a test. The data were analyzed by using two-way ANOVA by using SPSS program. After the data had been calculated, it is found that (1) DRTA and Individualization strategies significantly affect students’ achievement in reading comprehension (Sig. = 0.026<0.05), students’ achievement in reading comprehension taught by using DRTA strategy is as same as the students’ taught by using Individualization strategy (76.10). (2)the achievement in reading comprehension of the students with Extrovert learning style is higher than the students with Introvert learning style (83.64>73.80) and (3) there is no interaction between teaching strategies and Learning Style if they combined on the students’ achievement in reading comprehension (Sig. = 0.658 > 0.05).