1

CHAPTER I
INTRODUCTION

In this chapter, the writer presents: (1) background; (2) problems of the
study; (3) objectives of the study; (4) significance of the study; (5) hypotheses;
and (6) criteria of testing hypotheses.

1.1 Background
Nowadays, no one denies the importance of English as a global language.
The number of English language learners has grown rapidly and foster their
academic success that is more important because their English proficiency is still
unsatisfied. In English language, there are four skills that students must know and
learn. They are listening, speaking, reading, and writing. Among the four skills,
reading and writing are important skills because they can be easily linked to other
language skills and give more information than listening and speaking. According
to Burhan (2012: 9), reading is a physic and mental activity to reveal the meaning
of the written texts, while in that activity there is a process of knowing letters. It
says a physic activity because the parts of the body, our eyes particularly, do it.
And it says mental activity because perception and memory as parts of thought are
involved in it. He then concludes that the main goal of reading is a process of
comprehending written texts. Dealing of it, Cline et.al (2006: 2), states that
reading is decoding and understanding written texts. Decoding requires translating
the symbols of writing system (including Braille) into the spoken words which

they represent. Understanding is determined by the purposes for reading, the

context, the nature of the text, and the readers strategies and knowledge. Further,
Cline et.al (2006: 2) in their second definition states that reading is the process of
deriving meaning from the text. For the majority of readers, this process involves
decoding written text. Some individuals require adaptation such as Braille or
auditorization to support the decoding process. Understanding is determined by
the purposes for reading, the context, the nature of the text, and the readers
strategies and knowledge.
In Indonesia, some of the students are reluctant to read books because they
think that reading is not the main activity to get new information. A research
conducted by SiSwati (2010, p.124) in one of the public universities in Central
Java showed that 85.9% chose to watch television, 40.3% chose to listen to radio
as their source of information while reading was just 23.5%. Another research
done by Strauss (2012, p.1) found that Thai L2 students were reluctant to read
scientific English books; they chose magazine and fiction English books as their
favorite options. They read English text books just to find the information for
example technology and traveling book or when an examination pushed them to
read an English book.
The importance of reading and the chance that skill creates to develop
other skills and aspect in language has caused it to be the main educational focus
for many years. Based on the school based curriculum which is applied now, the
teaching of reading is to make students able to comprehend the written texts in
daily context and to access knowledge. However, the condition of the students

reading comprehension achievement in Indonesia is still far from being expected.

The result of PISA (The program for international students assessment) study
from 2000 to 2009 shows that Indonesian students reading achievement still low.
Since 2000 to 2009, the rank position of Indonesian reading achievement still
below 30. In 2003 the average score was 382, among 40 countries participated
Indonesia was in the 39th rank. In 2006 Indonesia was in the 48th rank out of 56
countries participated in the survey with the average score was 393. In 2009
Indonesia was in the 57th rank out of 56 countries participated in the survey with
the average score was 402.
Learning style is not a brand new topic in education and can be encountered
in the studies that took place in the last 20 years. Learning style was described as
the line which individual prefers in order to adopt the new data and strategies that
they process for active learning. In order words, learning styles are conceptual
cognitive, behavioral patterns which are exposed to time and duties (Guild, 1994,
as cited in ballonea and czernik, 2001). The McVay lych learning styles inventory
which used in this study consists of three dimensions called visual, auditory, and
kinesthetic
It is important for a student to recognize their own learning preferences.
However, it is probably impractical for teachers to direct their teaching styles to
these preferences. Students should not be labeled as having one fixed learning
style. Instead, educators need to recognize that individuals will have particular
modes of learning that are more dominant than others. Instructors need to adopt
approaches to teaching that enable students who have different learning styles to

learn effectively. This means that teaching needs to be designed to include

different learning opportunities and appropriate assessments to ensure that the
learning is accessible to the largest number of students. Applying a mix of
teaching approaches to the classroom and in planning the learning opportunities
for students should benefit the maximum numbers of students. At Learning, we
train brain for success.
Learning style not only creates awareness for the students but they can also be
used to inform them about their strength and weakness. Being cognizant of their
strength and weakness might trigger them to be more motivated to learn.
Furthermore, by interviewed by writers to students of eleventh graders. They
dont know about learning style. Moreover they have good score of reading
comprehension achievement. they have score average 80.
In MAN 3 Palembang where this study was conducted, students learning
style and reading comprehension achievement. Reading comprehension is the
required study for them based on the curriculum. Based on the informal interview
with the English teacher and students of MAN 3 Palembang who had learned
reading, most of the students were not satisfied with their reading achievement
and still faced some difficulties regarding their reading such as vocabulary, main
idea, and authors mean.
Based on the explanation above, the writer was interested in conducting a
research study entitled The Correlation between students learning style and
Reading comprehension achievement of the eleventh graders of state Islamic
senior high school 3 Palembang.

1.2 Problems of the Study

The problems that will be described in this study are formulated in the
following questions:
1) What learning style do most eleventh graders of MAN 3 Palembang use in
reading?
2) Is there any correlation between students learning styles and reading
comprehension achievement of eleventh graders of MAN 3 Palembang?
1.3 Objectives of the Study
Based on the problems, the objectives of the study was to find out are:
1. What learning style do most eleventh graders of MAN 3 Palembang use in
reading?
2. Is there any correlation between students learning styles and reading
comprehension achievement of eleventh graders of MAN 3 Palembang?

1.4 Significance of the Study

This study can be considered as significant in providing worth information

that can assist the schools authority to provide more effective services and better
understanding on the concept of their reading for their students. This research
hopefully contributes for the following:
1. Teachers of English at MAN 3 Palembang
This result. It is expected to give the benefit for the teacher of English
especially in teaching process the students in reading comprehension
2. Students at MAN 3 Pakjo Palembang
For the students they will have the knowledge of what factor that can influence
their English achievement.
3. For the next study
4. The writer hopes that the result of the study can give meaningful for the next
researcher.
1.5. Hypotheses
According to Creswell (2012, p.111), hypotheses are statements in
quantitative research in which the investigator makes a prediction or a conjecture
about the outcome of a relationship among attributes or characteristics. In this
study, there are two kinds of hypotheses. They are null hypotheses (Ho) and
alternative hypotheses (Ha).

1)

H0: There are no correlations among each students learning styles to

their reading comprehension achievement of eleventh graders MAN
3 Palembang
Ha: There are significant correlations each students learning styles to
their reading comprehension achievement of eleventh graders MAN
3 Palembang

1.6 Criteria of Testing the Hypothesis

To test the hypothesis above the writer uses the 95%

level

significance (0.05) at two-tailed test which is required as follows:

1.
2.

If t-obtained is higher than t-table, H0 is rejected and Ha is accepted

If t-obtained is lower than t-table, Ha is rejected and H0 is accepted

CHAPTER II

of

LITERATURE OF REVIEW
The topics discussed in this chapter are (2.1) learning styles, (2.2) kinds of
learning style, (2.3) Reading Comprehension, (2.4) State Islamic senior High
School Number 3 Palembang, and previous related study.
2.1 Learning Styles
Teaching and learning is the most important relationship. The key of success
in process teaching and learning is not depended on how the teacher teaches, but
also the most important thing is how the student learns. Every single of student
has different learning styles, it depended on their own. They prefer to learn.
Learning styles refer to the variation in the ability to accumulate as well as
assimilate information. Principally, the students learning styles is the method the
best allows them to gather and use knowledge in a specific manner. Most experts
agree that there are three basic learning styles; auditory, visual, and kinesthetic.
These definitions of these learning styles are as follows:
Auditory, these individual discover from information through listening and
interpreting information by the means of pitch, emphasis and speed. These
individuals gain knowledge from reading out loud in the classroom and may not
have full understanding of information that is written.
Visual, visual learners think in pictures and learn best in visual images. They
depend on the instructors or facilitators non-verbal cues as body-language to
help with understanding. Sometimes, visual learners favor sitting in the front of
the classroom. They also take descriptive notes over the material being presented.

Kinesthetic learners, individuals that are kinesthetic learn best with active and act
hands-on approach. These learners favor interaction with the physical world.
Most of the time kinesthetic learners have difficult time staying on target and can
become unfocused effortless (Gilakjani, 2012 P, 105-106). Each individual may
possess as single style or could possess a combination of.
Brown, 2000. As cited by Gilakjani, 2012. Defines learning styles as the
manner in which individuals perceive and process information in learning
situations. Learning style preference is one aspect of learning style, and refers to
the choice of one learning situations or condition over another.
different learning styles. In some cases, the characteristic of a learning style
can even be observed at relatively young age. (Guild, 1994, as cited in Ballone
and Czerniak, 2001). State about the learning style that learning style are
conceptual, cognitive, behavioral, patterns which are exposed to time and duties.
Learning style is sometimes defined as the characteristic cognitive, affective,
social, and physiological behaviors that serve as relatively stable indicators of
how learners perceive, interact with, and respond to the learning environment.
The category of learning style. Cohen, oxford and chi (2001) divide the
students learning style into eleven categories, they are as follows:
1. How the student use their physical sense. Student (physical sense are divided
into three parts, namely: visual (the students learn mainly through seeing),
auditory (the student

learn mainly

through hearing) and the last one is

kinesthetic ( the student learn through doing)

10

2. How the students expose themselves to learning situations. In this category,

they are divided into 2 parts, such as extroverted (the students enjoy a wide a
range of social, interactive learning tasks (games, conversation, discussions,
debate, role-plays, simulation). If introverted, (the students probably) like to do
more independent work ( studying or reading by them or learning with a
computer)
3. How the students handle possibilities. This category is divided into randomintuitive, that the students are most likely more future- oriented, like to
speculate about possibilities, enjoy abstract thinking, and tend to disfavor stepby-step instruction. But if concrete-sequential, the students are likely to be
more present-oriented, prefer one-step-at-time activates.
4. How the students deal with ambiguity and with deadlines. This category is
consists of closure-oriented, students probably focus carefully on most or all
learning tasks, strive to meet deadlines, plan ahead for assignment, and want
explicit. Whereas, open-oriented means that the students enjoy discovery
learning ( in which you pick up information naturally) and prefer to relax
5. How the students receive information. In this category, they are divided into
global style preference, means that the students enjoy getting the gist or main
idea and comfortable communicating. While the particular preference, the
students focus more on details and remember specific information about a topic
well.

11

6.

How the students further process information. This category is divided into

synthesizing person, means the students can summarize material well, enjoy
guessing meaning and predicting outcomes, and notice similarities quickly. If the
students are analytic, they can pull ideas a part and do well on logical analysis and
contrast tasks.
7.

How the students commit material to memory. This category is divided

into two parts, sharpener, the students tend notice differences and seek
distinctions among items as commit material to memory. Next, if the students are
leveler, they are likely to clump material together in order to remember it by
eliminating or reducing differences, and by focusing

almost exclusive

similarities.
8.

How the students deal with language rules, in this category there is

detective learner, means the students like to go from general to the specific, to
apply generalizations to experience, and to start with rules and theories rather
than with specific to general and prefer to begin with examples rather than rules or
theories
9.

How the students deal with multiple input. This category is divided into 2

parts, they are: first field-independent, means students like to separate or abstract
material from within a given context, even in the presence of distractions. Second,
field-dependent means students tend to deal with information in a more holistic or
gestalt way.
10. How the student deal with response time. This category consists of
impulsive, learner; the students react quickly in acting or speaking, without

12

thinking the situation through. While reflective learner, students think things
through before taking action.
11. How the student deal with the learning more effectively about material.
This category of metaphoric learner, the students are more comprehensible by
developing and applying extended metaphor to it. (Visualizing the grammar
system of given language as engine that can be assembled and dissembled. Then
the students literal learner, they prefer a relatively literal representation of
concepts and like to work with language material more or less as it is on the
surface.
2.2 Reading Comprehension
There are numbers of ways define reading, so what is reading? Reading is a
mental process. Although the eyes are involved in sending information about print
to the brain, the brain performs the real act of reading. To perform the act of
reading is to recognize words in print and to comprehend their collective meaning.
One without the other is not reading. When a student correctly pronounces the
words of sentence in print but does not understand anything about their collective
meaning, he has fallen short of reading.
To know what reading comprehension is, it is important to know what
comprehension is. Thompson, et al (2004) define comprehension as the active
process of constructing the meaning from text; it involves access previous
knowledge, understanding the vocabulary and the concepts, making inferences,
and linking key ideaas.

13

Reading principally means understanding the message that is written

explicitly or implicitly stated in the text. According to beech and Colley
(1987,p.201), reading is form of problem solving, the reader has to solve the
problem of what successive encounter words, phrases and sentences in a written
mean. Further Catherine snow and chair (2002, p. 11) state that reading
comprehension entails three elements:
1.

The readers who is doing the comprehending

2.

The text that is to be comprehended

3.

The activity in which comprehension is a part.

In short, reading comprehension is the process simultaneously extracting

and constructing meaning through interaction and involvement with written
language. The words extracting and constructing are used to emphasize both the
importance and the insufficiency of the text as a determinant of reading
comprehension.
2.4 Two aspects of reading
When doing a reading activity, students have their own ways depending on
their reading skill reading level. There are two aspects of reading as stated by
Yashamita (2004) the product of reading and the process of reading. The product
of reading refers to the level of understanding, which is considered to be achieved
by ones reading ability. The product of reading is usually examined by reading
comprehension test. The process of reading refers to the various strategies that
readers use. The strategies used will be depended on the objective of reading
activity.

14

2.5 The Importance of Reading Comprehension

There are many opinions about what reading comprehension is, but more or
less they are the same, according to Royer ( 2004, p. 30-42) reading
comprehension is the process of understanding and constructing meaning from a
piece of text. Reading difficulties become more apparent when the readers are
unable to grasp the meaning from the text passage. Moreover, he says that reading
comprehension may be affected by the difficulty of the text, and the readers
familiarity with the subject matter, among other factors.
Generally to see whether someone understand or grasp the meaning of a text,
he or she should do reading comprehension test. Then he or she considered
understand the text if he or she can answer most questions about it. In order to
assess the students reading comprehension achievement before giving the reading
test to the students.
Why do reading is so important? According to the report the commission on
reading in United States (Anderson, Hiebert, Scott, &Wilkinson, 1985), reading is
corner stone for success, not just in school throughout life. The commission noted
without the ability to read well, opportunities for personal fulfillment and job
success will inevitably be lost (p.1) Kirsch and Guthrie(1984) in their study with
adult readers found that reading is necessary aspect of job and career
development, especially n responding to changes.

15

2.6 Levels of reading comprehension

Berry (2005) states that there are four levels of reading comprehension when
it comes to education and retention, they are literal, imperative or inferential,
applied or evaluative and appreciative.
a. Literal
The first level, which is the literal level, is based on what was actually stated in the
material. It is the easiest because it deals with the facts that were presented,
nothing more. In this level, there is no need to go beyond what was stated the
material just has to get absorbed as it was shared, with no bias or opinion by the
reader or students. For the most part, as long as the person understood the
material, the language of it, what was viewed, than it is safe to say that they
achieved the literal of comprehension?
b. Imperative or inferential
This level requires that subject material is not only understood, but also that
general understanding of what was implied is reached. This forcing the student to
build his or her understanding of the subject matter by using the facts presented to
read between lines for the true meaning of what was meant for absorption.
c. Applied or evaluative
It is level that deals with the student applying what was shared to real life
events or situations this level does allow for the student or reader to include bias
and their opinion as it relates to the subject material. Their ability to translate its
meaning to their own experience is the measure by which their level of actual
understanding is based, so far as their retention goes

16

d. Appreciative
It is based on the students own feelings towards the material or author. It is
considered more abstract than any of the other levels because personality, likes
and dislikes can affect this level.
1.

Previous Related Studies

There are five studies related to learning style and in language learning and

the writer would like to mention only some of them.

a)

The correlation between the learning styles and reading comprehension

achievement of the students of English study program in tourism of polytechnic

Sriwijaya written by Farnia Sari in 2010. In her study she found that there was no
any significant correlation between students learning style and their reading
There is similarity and difference between Farnia Saris study and the writers
study. Farnia sari study had the same field to be investigated; reading
comprehension. Then the difference is that Farnia sari used the students of English
study program in tourism of polytechnic Sriwijaya, meanwhile the writer used the
eleventh graders of MAN 3 Palembang.
b) The correlation among the sixth semester nursing science study program
students learning styles, learning attitudes and reading achievement of
Muhamadiyah health school Palembang. Her study, she found the students
learning style were used to their reading comprehension achievement was
auditory.

17

There are similarities and differences between Erita Suwarnis study and the
writers study. Erita Suwarnis study had the same field to be investigated reading
comprehension achievement and learning style. While the differences are that her
study used learning attitudes, while the writer used the learning style and reading
achievement.
c) The influence of PQRST method and learning style toward students
reading comprehension achievements of the eight grade students of SMPN 7
Palembang written by Wenny artika in 2010, she found PQRST Method and
learning style gave a very good influence toward reading comprehension
achievement of the eight grade students of SMP N 7 Palembang.
There are similarities and differences between Wenny Artikas study and the
writers study. Wenny Artikas study had the same field to be investigated reading
comprehension. While the difference is that her study used PQRST Method.
While the writer used student learning style.
d) The Influence of Learning Style and Learning strategies on reading
comprehension achievement for the eighth years student of state junior High
School 10 Palembang written by M. Mirza Fansyuri in 2010. In his study he found
that there was no a significant influence between learning style (X1), learning
strategies (X2) and reading comprehension (Y) for simultaneously.
The similarity of Mirzas study is that he had the same field to be investigated;
reading comprehension. While the difference is that Mirzas study learning
strategies divides in two major direct and indirect, while the writer used students
learning style which were correlated with reading comprehension achievement.

18

e) Variation in learning styles in a group of Chinese English as a foreign

language learner written by lihui wang in 2007, findings from the study indicated
that the participant did vary in their preference for particular learning styles. A
great variety of learning styles preferences were distributed unevenly among the
sample population with global, visual, and learning styles mildly preferred by
larger number of them.

19

CHAPTER III
RESEARCH METHOD AND PROCEDURES
This is chapter; the writer presents (3.1) Method of Research, (3.2) The
Operational Definitions. (3.3) The Population and Sample, (3.4) Population (3.5)
sample (3.6) The Technique for Collecting Data, (3.7) Questionnaires (3.8) Test
(3.9) Technique of Analyzing Data, and (3.10) data analysis.
3.1 Method Research
In doing this research, descriptive method especially correlation study were
used based on Creswell 2012, p. 338. A correlation is statistical test determine the
tendency or pattern for two (or more) variables or two sets of data to vary
consistently. A correlation statistic as a linear relationship is the product moment
correlation coefficient. It is also called the bivariate correlation.
The writer used correlation research because the writer wanted to find out the
students learning styles, and the correlation with their reading comprehension
achievement at State Islamic Senior High School Number 3 Palembang.
3.2 The Operational Definitions
The title of this research was the correlation between students learning styles
and reading comprehension achievement of the Eleventh Graders of State Islamic
Senior high school 3 Palembang.
To avoid misinterpretation, some terms used in the title were defined
operationally. They were correlation, learning styles and reading comprehension
achievement.

20

A. Correlation
Correlation is the mutual relationship among the two variables in this study.
B. Learning styles
Learning style as the manner in which individuals perceive and process
information in learning situation. This would be measured by Barsch Learning
Style Inventory.
C. Reading comprehension achievement
Reading Comprehension Achievement means the process to understand the
meaning of written text. In this study students reading comprehension
achievement would be measured by set of reading comprehension test. The focus
on students reading comprehension achievement, such as understanding the
vocabulary in the text, determining the main idea stated explicitly or implicitly in
the text, identifying supporting details in the text. Making inferences and
evaluating and making judgement about the text. The type of questions in the
reading comprehension was multiple choice questions at all.

3.3 The Population and Sample

3.3.1 Population

21

Population is the group of interest to the researcher, group to which

researcher would like to generalize the result of the study (Frankle & Wallen,
2009. P, 91).
In this study, population was all the students attending to eleventh grade of
MAN 3 Palembang, during the academic year 2015- 2016. The total number of
students was 199 consisting 78 males and 121 females.

Table 1.
The Population of the Study

No
1
2
3
4

Class
MIA 1
MIA 2
MIA3
MIA 4
Total

Male
18
17
19
20
74

Female
20
20
19
18
77

Total
38
37
38
38
151

Source: : The Student of science Study Program of State Islamic Senior High School
Palembang in the Academic Year of 2015-2016

4.3.2

Sample.
Frankle and wallen (2009, p 90) states that sample is the group on which

information is obtained. In this study, the sample was all the population available;
therefore the technique for choosing

the sample was the interact sampling

22

technique. It means the total number of students as the sample was consisting of
78 males and 121 females.
4.4 Techniques for Collecting the Data.
In order to collect the data questionnaire on students learning styles were
distributed and reading comprehension was also tested to students.
To know the students learning styles. Questionnaires were given to the sample.
Then reading comprehension test was also given in other to know the students
reading comprehension achievement
3.4.1 Questionnaire of Students Learning styles
In order to obtain some information related to students learning styles the
writer used ready-made questionnaire devised by Barsch. It consists of 24 items.

The Aspects of learning Style as follows:

Table 2
Table of Aspects of Learning Styles Questionnaire
No

Aspects

Item number

Total number

Visual

2,3,7,10,14,16,20,22

Auditory

1,5,8,11,13,18,21,24

Kinesthetic

4,6,9,12,15,17,19,23

Total

24

23

The writer shared questionnaire to sample respondence. And they have answer
and linkert scale. Seldom = 1 point, sometimes =3 point, Often=5 point. There are
24 statements given to the sample.
The questionnaire was written in Bahasa in order to make easier from students to
answer.

4.4.2

Reading Comprehension Test

A set of reading comprehension test was given to measure the students

reading comprehension achievement. In this test, the students read the text and
find the answer of the questions based on the text.
The reading comprehension test consists of 50 questions in the form of
multiple choices comprising aspect which can be seen in the table of specification
of reading comprehension test.
The Table of Test Specification
Table 3

24

The writer has 10 texts as the material of reading comprehension test and uses
Readability test tool access from http:// www.read-able.com to check the
readability of whole text.
Table 4
The readability level of reading text
1.
2.
3.
4.
5.
6.
7.
8.
9.

Reading texts
Lion and the mouse
The jackal who saved the lion
Ali Baba and the forty thieves
Malin Kundang
What time is it?
The smartest parrot
The hermit
The princess
The zoo job story

Flesh reading ease

62,1
52,8
86,9
60
68
71
64,2
72
66,3

Text category
Standard
Fairly difficult
Easy
standard
standard
standard
standard
Fairly easy
Standard

25

10. A bear and rabbit

70,2

Fairly easy

In flesh reading ease, a higher score indicates easier readability: score usually
range between 0 and 100. The writer assumes that the appropriate range for 16 to
18 years old is between 35 and 65.
Table 5
Readability level of Reading Text
Score
90-100
80-89
70-79
60-69
50-59
30-49
0-29

Readability level
Very easy
Easy
Fairly easy
Standard
Fairly difficult
Difficult
Very confusing
(Source: http://read-able.com)

26

In scoring the test the writer used the formula in which the numbers of the
right answer was divided to the total number of the times 100.
The score interval for reading achievement test based on State Islamic Senior
high school. Here is the guideline:

Table 6.
Score for Reading Comprehension Test (Grade 11)
No

Score Interval

Categories

Score

80-100

Very good

Very good

70-79

Good

Good

57-69

Fair

Fair

40-56

Poor

Poor

<40

Very poor

Very poor

27

3.5 Validity and Reliability

Information on validity and reliability is very important to determine the
appropriateness and the usefulness of measurement instrument
3.5.1. Validity
. Validity is the most important idea to consider when preparing or
selecting an instrument for use. More than anything else, researchers want the
information they obtain through the use of an instrument to serve their purposes.
(Fraenkel, 2009. P.147)
According to Sugiyono (2008: 139), in order to estimate the construct
validity, expert judgments is required. The number of experts to estimate the
instrument at least three people. The writer asked Winny Agustia Riznanda M. Pd
as Evaluator I, Eka Sartika M.Pd as Evaluator II, and Janita Norena M.Pd as
Evaluator III to estimate his instruments. Based on the assessment carried out by
Evaluator I and II it can be used by many revisions, and evaluator III can be used
with few revisions. It means that research instruments can be applied in this
research,
The writer had already tried out the questionnaire and reading comprehension
achievement of State Islamic Senior Number 2 Palembang. The try out of the test
was carried out Tuesday march 1, of March 2, 2016. At 10.00-11.30- 13.00-1430. the research instrument of the test were to 40 students of eleventh grade
students of science (XI MIA 4 and 1) The writer did the try out to find the
validity intruments using pearson

correlation coeffiecient formula SPSS 20.

28

According to Basrowi and Soenyono (2007:24) if the result of the test show that
rcount is higher than rtable (0.312), it means that the item is valid. And there are
50 questions for the reading comprehension acheievement.
Then the result of try out reading comprehension achievement the valid
question item are 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 21, 22, 23,
24, 25, 26, 28, 29, 31, 32, 33, 34, 36, 37, 38, 39, 41, 42, 43, 44, 45, 46, 47, 48.
The items invalid are 1, 16, 20, 27, 28, 30, 35, 40, 49, 50.

3.5.2

Reliability

Reliability refers to the consistency of the scores obtained how consistent they
are for each individual from one administration of an instrument to another and
from one set of items to another. (Fraenkel, 2009. P.154)
Test reliability means that the test is consistent. The obtain of the reliability
or consistency of the test and questionnaire. The internal consistency estimation of
reliability is used here. The test is tried out and calculated by using Spearman
Brown Prophecy or split half procedure formula of SPSS (statistical product and
service solution) version 20. The reliability coefficient for reading comprehension
is 710. Then the reliability of questionnaires is 717. The result of validity and
reliability test in each question items was displayed in table 7 and 8.

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The Table 7.
Validity Test Result

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Table 8.
The Result of Reliability Reading Comprehension Test.

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3.6 The Techniques For Analyzing Data

In analyzing the data obtained from the test, the writer used SPSS 20 version
for computing the descriptive data. To find out the learning styles of eleventh
graders state Islamic senior high school Palembang, the writer analyzed the data
from questionnaire by using percentage analysis.
Statistical analysis of Pearson Product Moment Correlation Coefficient was
used to investigate whether there was a significant correlation between students
learning styles on students reading comprehension achievement. The value of the
correlation coefficient was calculated by using SPSS (Statistical Package for
Social Sciences) program. If the significance value (Sig. 2-tailed) was less than
alpha=0.05, it is reported that there is a significant correlation between
independent and dependent variable and in estimating the correlation, the writer
used the r-table of correlation proposed by Duwi Priyatno (2009:121). At last, if
there was significant correlation between variables measured, the Regression
analysis was used to find out the contribution of students learning styles, to their
reading comprehension achievement. Regression analysis was intended to support
the correlation coefficient analysis.
Table 5
r value interpretation

Size of r
0.00 0.199
0.20 0.399
0.40 0.599
0.60 0.799
0.80 1.000

Strength of correlation
Interpretation
Weak correlation
Low correlation
Moderate correlation
High correlation
Very high correlation