No. Student
X Y
XY X²
Y²
Student 31 79
72 5688
6241 5184
Students 32 78
76 5928
6084 5776
Student 33 79
76 6004
6241 5776
Student 34 76
48 3648
5776 2304
Student 35 86
72 6192
7396 5184
∑N = 35 ∑X=2953 ∑Y=2478 ∑XY=209358 ∑X²=250837 ∑Y²=179524
Based on the Table 4.5, X represents questionnaire score of students’ learning
style and Y represents their reading comprehension score of narrative text. From the calculation of statistic, it can be showed that:
N = 35 X = 2953
Y = 2478 XY = 209358
X² = 250837 Y² = 179524
∑ ∑ ∑ √{ ∑ ∑ }{ ∑ ∑ }
√
√
√
√
To make sure the calculation above, the writer used Pearson Product Moment Correlation through SPSS 22 program. The use of this formula is to know
whether the calculation done manually was correct. The result of the formula was described as follow:
Table 4.7 The Result of Correlation Calculation
Correlations
Student_Learning _Style
Reading_Compre hension
Student_Learning_Style Pearson Correlation
1 ,109
Sig. 2-tailed ,534
N 35
35 Reading_Comprehension
Pearson Correlation ,109
1 Sig. 2-tailed
,534 N
35 35
The results of the two calculations were the same which means that there was no mismatch in the process of calculating the data. Meanwhile, the result of
correlation between students’ learning style and their reading comprehension of narrative text was 0.109. This is concluded that the correlation between the two
variables was negligible. After finding the “r” correlation score, the writer counted the significance of
variables by calculating r
xy
is tested by significance test formula.
√ √
Description:
= r
=0.109 n
=35
Calculation
√ √
=
√ √ –
=
√ √ –
=
√
=
The calculation above is the score of significant test in order to know the significance of the two variables. The calculation is done to test the hypothesis
that has been made. Before testing thet
count,
the writer made two hypotheses of significance as follows:
H
a
: There is significant relationship between students’ learning style and their reading comprehension of narrative text.
H
o
: There is no significant relationship between students’ learning style and their reading comprehension of narrative text.
The formula of the test: 1. If t
hitung
t
tabel
= H
a
is accepted, H
o
is rejected. It means that there is significant relationship between students’ learning style and their reading comprehension
of narrative text. 2. If t
hitung
t
tabel
= H
a
is rejected, H
o
is accepted. It means that there is no significant relationship between students’ learning style and their reading
comprehension of narrative text. According to the calculation above, the result was compared by the t
Table
in the significant of 5 and N=35, the writer found the Degree of Freedom Df and
t
Table
in the formula bellow: Df = N
– nr = 35
– 2 =
–
= 33 =
=
2.035 see Appendix 9 From Df = 33, it is obtained that t
tabel
of 5 = 2.035. It showed that t
o
t
table
0.6652.035. Hence, the null hypothesis H is accepted. It means, there
is no significant correlation between students’ learning style and their reading comprehension of narrative text.
B. Interpretation
From the calculation above, it is showed that the correlation value r
o
0.109 and r
table
from the total respondent N=35 in 5 of significant level 0.344 see Appendix 8. The Degree of Freedom Df is 33, then the writer got the t
table
is 2.035.
The statistical hypotheses were: 1. If r
o
r
t
= H
a
is accepted, H
o
is rejected. 2. If r
o
r
t
= H
a
is rejected, H
o
is accepted. According to the score of r
o
0.109, it indicates that the score of r
o
r
t
was 0.1090.344. It means that H
is accepted or there was no significant relationship between students’ learning style and their reading comprehension of narrative
text. To interpret the index score r
o
0.109, the Table of “r” Product Moment shows
that the correlation value is on the very low size, in which between 0.00-0.20. According to the data description, eighth grade students of MTs. Izzatul Islam
Bogor in academic year 20152016 have forty two percent of students which are visual learners. Simply, visual learners are they who learn through seeing,
reading, watching and so on to increase their understanding the new knowledge or information. Then, there is thirty seven percent students who have auditory style.
They learn best through hearing. Meanwhile, the kinesthetic style is twenty percent. They prefer learn through physical movement; by touching or practicing.
The explained description shows that visual learners are the highest percentage of learning style among eighth grade students of MTs. Izzatul Islam Bogor.
As the result, all the significant value of comparisons are lower than the t
table
. Hence, it can clearly be said that there is no significant correlation between
students’ learning style and their reading comprehension of narrative text. On the other hand, the finding of this study is different from some elaborated
theories conveyed by some experts which being said that learning style can affect someone’s reading comprehension. In a research carried out by Schuma, it was
found that learning style give an exact impact in acquisition of skills associated with learning to read.
1
She stated that accommodating learning style is an important consideration in providing same opportunities for the success of all
students. Therefore, learning style was considered has a significant factor in affecting reading comprehension.
On the contrary, the result of this study was different with the expert above. The result was reported that there was no significant effect of learning style
toward students reading comprehension. Reading comprehension is not dominantly influence by learning style.
Moreover, the study was confirmed by Sari Febrianti that the result of the study was proved that there was no significantly different in reading
comprehension score based on students’ learning style. As addition, a research done by Santy Widya Pratiwi, Zainal Arifin and Dewi
Nopita found that from the 23 students of English Education Program in FKIP UNTAN Pontianak in academic year 20112012, there was no significant
correlation between learning style and students’ reading comprehension.
2
Hence, it can be concluded that learning style is not the factor that influence reading
comprehension. To sum up, the data interpretation showed a result that students’ learning
style did not correlate to their reading comprehension of narrative text of eighth grade students in MTs. Izzatul Islam Bogor in academic year 20152016.
1
Schuma, in Ibrahim Abdu Saadi, An Examination of the Learning Style of Saudi Preparatory School Students who are High or Low in Reading Achievement, Thesis of Victoria
University, 2014, p. 4, published.
2
Santy Widya Pratiwi, et. al., The Correlation between Learning Style and Students’
Reading Comprehension, Jurnal Holistic, 2011, pp. 1 –10.
45
CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion
This research investigated the relationship between students’ learning style
and their reading comprehension of narrative text. This study used correlational study to describe the data that obtained from
students’ learning style quistionnaire and their reading comprehension score. The data that researched obtained was
further calculated using the Pearson Product Moment Correlation Coefficient through SPSS.
Referring to the research question, the research shows that there is very low correlation between students’ learning style X and their reading
comprehension of narrative text Y. The statistical hypothesis also shows that Ho is accepted and Ha is rejected. The r-value which means the correlation between
X variable and Y variable is very low; on level 0.00-0.20. In conclusion,
students’ learning style does not give the crucial influence for students in comprehending narrative text
or the significant of students’ learning style is negligible to their reading comprehension of narrative text.
B. Suggestion
Based on the conclusion of the research, the writer puts some suggestions, they are:
1. For Students Students do not need to pay attention on their learning style. Somehow,
considering of some characteristics of learning style would be advantageous. If students improve the characteristic, it would be helpful.
2. For Teachers It is suggested to the teachers to explain the materials about reading by using
visual teaching media. It is a good way to get an optimal learning environment in the classroom. Teachers should also encourage the students to read the books as
often as possible, so that the students can increase their knowledge.
3. For Future Research The research should be done with some improvements, such as types of the
questionnaire, reading comprehension test, number of sample, previous study, etc. or through the experimental one. This is expected to see more clearly and
comprehensibly on the relationship between students’ learning style and their
reading comprehension of narrative text.
