This study aimed to find out the most dominant listening strategies used by the students and to determine the correlation between the use of listening strategies and their listening comprehension. The type of the research was quantitative with correlational design. This study used a population of the 4th semester students of English Education Study Program, University of Riau Kepulauan, in which the sample was selected by total sampling technique. Data were collected by using listening strategy questionnaire and listening test. To analyze the data, descriptive statistics (Mean and Standard Deviation) were used to find out the most dominant strategies to the ones that were rarely used by students in completing listening comprehension task. Second, to find out whether or not  there was a significant correlation between listening strategies used and listening skills, the data were analyzed by  using Pearson Correlation to determine the correlation between two variables, listening strategies and listening comprehension.

The objective of this study was to find out whether there is any correlation between cognitive style and student’s reading comprehension. The researcher limited the cognitive style in this study in Field Dependence and Field Independence. For example, students with Field dependence tend to have low reading comprehension because they difficult to construct their own perception and to find the information that not exactly written in the text.  The research design was correlational research. The population of this research was 271 students of Eleventh Grade of SMAN 3 Batam in the Academic Year 2015/2016. The population was selected simple random sampling technique. Embedded Figure Test (EFT) and Reading comprehension test were used as the instrument of this research. Then the researcher analyzed the correlation by using Spearman Ranked Correlation formula to correlate both cognitive style (variable X) and students reading comprehension (variable Y). The result showed that Zcountedis 5.157 and Ztableis 1.96. It means Zcountedis greater than Ztableand Ho is rejected and Ha is accepted. The researcher found out that there was a significant correlation between cognitive style and student’s Reading Comprehension at Eleventh Grade of SMAN 3 Batam in the Academic Year 2015/2016.Keywords : cognitive style, field dependence, field independence and reading comprehension.

This study is aimed to identify the motivation of students in learning Speaking. At first, it is found out that there were 50% of the students still have low motivation in learning speaking. This research was a qualitative research that describes the condition of students in learning speaking. The writer tried to use another method which is called Cooperative Leaning to enhance students’ motivation in learning speaking. After doing it for some period of time, it showed a result that at the end of the course, students who have low motivation decrease to 20% only. By applying cooperative learning, teacher only plays a little part in speaking in one meeting. The teacher only gives a short explanation about the lesson and then guide the students to do the rest of the activities. The improvement can be seen obviously. The percentage of students who have lack of motivation in speaking decrease significantly. Only 20 % that still feel shy to speak in front of the class, but if we put them in group, they want to participate although still play small parts in their group. They enjoy and are satisfy in learning process. Moreover, they concern with the next speaking activities.Keywords: low motivation, speaking, cooperative learning.

This research aimed to find out the correlation between students’ vocabulary mastery and speaking ability at grade 8 of SMP Negeri 26 Padang. This research was quantitative research which used correlational technique design. The sample of the research was 30 students of grade eight selected by clustering sampling. The instruments used in the research were vocabulary test and speaking test. Vocabulary test consisted of 50 questions of multiple choices, and speaking test in the form of role play. The research data were in the form of interpretation of students’ vocabulary and speaking test results, and their correlation. Based on data analysis, it was found that students’ vocabulary mastery and speaking ability were fair. They were proved by the mean score 65 for vocabulary mastery and 68 for speaking ability. Moreover, there was strong correlation between students’ vocabulary mastery and speaking ability. It was shown by the rvalue = 0,703.

Salah satu kemampuan yang dikembangkan dalam pembelajaran matematika adalah kemampuan pemecahan masalah. Siswa sudah mampu mengerjakan soal matematika tetapi belum cukup baik dalam menganalisis dan berpikir dengan maksimal. Sehingga menyebabkan rendahnya kemampuan pemecahan masalah matematika siswa. Hal ini juga di sebabkan karena adanya perbedaan gaya kognitif pada masing masing siswa. Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah barisan dan deret pada gaya kognitif reflektif dan gaya kognitif impulsif berdasarkan asimilasi dan alomodasi. Pendekatan yang digunakan adalah pendekatan kualitatif. Sumber data penelitian ini adalah siswa kelas XI SMA Negeri 14 Muaro Jambi. Pada penelitian ini siswa di berikan soal tes MFFT, untuk mendapatkan subjek gaya kognitif reflektif dan gaya kognitif impulsif. Siswa yang tepilih menjadi subjek penelitiaan diberikan soal kemampuan pemecahan masalah barisan dan deret. Hasil penelitan menunjukkan bahwa siswa dengan gaya kognitif reflektif lebih cenderung mengalami asimilasi pada setiap tahapan pada proses pemecahan masalah, hal ini disebabkan siswa dengan gaya kognitif reflektif lebih detail dalam menganalisis soal. Sedangkan siswa dengan gaya kognitif impulsif lebih cenderung mengalami akomodasi pada setiap tahapan pemecahan masalah hal ini disebabkan siswa dengan gaya kognitif impulsif terlalu cepat dalam merespon dan tidak menganalisis soal dengan teliti.