COMPARATIVE STUDY OF DIRECT AND INDIRECT LEARNING STRATEGIES TO STUDENTS’ READING COMPREHENSION: A STUDY AT SMKN 1 CENTRAL PRAYA ACADEMIC YEAR 2016/2017

Abstract

The study set to describe a comparative role of direct and indirect learning strategies to students’ reading comprehension at SMKN Central Praya. There were three research questions which were proposed for the study. First, the most and the least frequently of learning strategies used by the students. Second was the relation of direct and indirect learning strategies to students’ reading comprehension. Third were the more effective strategies between direct and indirect learning strategies to students’ reading comprehension. The quantitative research approach with multiple regressions statistics analysis was employed. The study employed modified SILL (Strategy Inventory of Learning Strategy) and reading comprehension national examination like test as instruments. The result showed that the most frequently used learning strategy was social strategy with mean 3.276 and the least was memory strategy with mean 2.855. It was found that both direct and indirect learning strategies simultaneously had significant relation to students reading comprehension with variation (F) score 3.786 with Sig 0.007. Direct and indirect learning strategies contributed of 10.1 % to students’ reading comprehension. Furthermore, with t score 3.373 with Sig 0.001, indirect learning strategies (metacognitive and social learning strategies) was found to be more effective than direct learning strategies to students’ reading comprehension.

Key Words: Direct Learning Strategy, Indirect Learning Strategies, modified SILL (Strategy Inventory of Learning Strategy), Reading comprehension.