THE EFFECT OF TEACHING STRATEGIES AND LEARNING STYES ON STUDENTS READING COMPREHENSION

Purba, Darry Christine Silowaty (2010) THE EFFECT OF TEACHING STRATEGIES AND LEARNING STYES ON STUDENTS READING COMPREHENSION. Masters thesis, UNIMED.

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Abstract

This thesis deals with the quantitative study about teaching strategies and learning styles. The teaching strategies are individualization and cooperative, visual and kinesthetic are as the learning styles. Those were carried to find out the students learning achievement through the teaching strategies and learning styles and also to define which one higher than the other and to show the interaction among those. One Way Analysis of Variance and Newman Keuls are applied to compute the data The analysis on learning achievement of cooperative teaching strategy is higher than individualization teaching strategy, while learning achievement of the visual learning style is higher than kinesthetic learning style. There is an interaction among cooperative, individualization, visual and kinesthetic. This is showed by the score of cooperative teaching strategy on the visual students is higher than the cooperative teaching strategy on the kinesthetic students. This is also happened on the individualization teaching strategy on visual and kinesthetic rill students.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIP
Thesis advisorGuming, Busmin195907131986011001
Thesis advisorNibaho, JUNSPECIFIED
Call Number: 418.407 1 Pur e
Keywords: Belajar;Strategi;Penelitian;Membaca;Masalah;Kreatif;
Subjects: L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice) > LB1049 Reading (General)
L Education > LB Theory and practice of education > LB2300 Higher Education > LB2381 Academic degrees
Divisions: Program Pasca Sarjana > Linguistik Terapan Bahasa Inggris
Depositing User: Mrs Yuni Chairani
Date Deposited: 09 Apr 2016 08:13
URI: http://digilib.unimed.ac.id/id/eprint/3501

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