The Effect of Learning Strategies and Linguistic Intelligence on the Results of English Texts Reading Comprehension for High School Students in Medan

Abstract

The objectives of this research are: (1) the difference of results of students' English text comprehension who are taught with the Collaborative Strategic Reading (CSR) strategies and student taught by using the Directed, Reading, Thinking, Activity (DRTA) strategy (2) the difference of results the students who have high linguistic intelligence is better than students who have low linguistic intelligence (3) the interaction between learning strategies and linguistic intelligence in influencing students' learning outcomes of understanding English texts. This study is a quasiexperimental research. The population in this study all students of class XI MIPA SMA Negeri 2 Medan and XI MIPA SMA Negeri 5 Medan. The research instrument is an objective test of valid and reliable learning outcomes of students' English text comprehension, and a linguistic intelligence questionnaire sheet. The data analysis technique used is Two Way Anova on data that has been normally distributed and homogeneous. The results obtained by testing hypotheses: (1) the average of the children achievement taught by Collaborative Strategic Reading (CSR) strategy is higher than students taught by Directed, Reading, Thinking, Activity (DRTA) strategy, which indicated by Fc = 8,65 > Ft = 3,98 at significance level α = 0,05 with df (1.68); (2) the average of the students who have the ability of high linguistic intelligence is higher than the students who have low linguistic intelligence, which is indicated by Fc= 9,38 > Ft= 3,98 at significance level α=0,05 with df (1.68); (3) there is interaction learning strategy and linguistic intelligence to the Understanding English text outcomes student, which is indicated by Fc = 5,58 > Ft =3,98 at significance level α = 0.05 with df (1,68). Based on the data analysis it can be concluded that Collaborative Strategic Reading (CSR) strategy is better than the Directed, Reading, Thinking, Activity (DRTA) strategy in improving students' learning outcomes of understanding English texts. Students who have a high linguistic intelligence obtain higher English learning outocmes than the students who have low linguistic intelligence.