ABSTRACT
       The study investigated whether or not  there are any significant differences of  the use 
       reading  strategies  between  visual  and  auditory  learners  at  eleventh  grade  of  science   
       program  in  SMA  1  Polewali.  In  addition,  the  study  also  revealed  the  influence of 
       reading strategies to the students‘ reading comprehension.
       This  research  presents  mixed  method  of  quantitative  and  qualitative  which  designed 
       to provide a clear picture of students‘ reading comprehension and reading  strategies.  A  
       number  of  students  were  collected  in  order  to  identify  their  learning  styles which 
       aimed to find  the  sample  criteria  of  this  study.  This  study  produced  40    students  from 
       different learning styles  -  visual and auditory. All the participants were  asked  to  complete  
       the  pre  and  post  English  reading  test  and  were  joined  the  FGD which served as the 
       main source of data. 
       The findings for this study revealed two of cases. The first case indicated that  there are the 
       differences  of  reading  strategies  used  by  visual  and  auditory  in  pre  and    post  reading 
       comprehension test. In pre reading test, both visual and auditory learners  were  found  to  
       use  their  natural  strategies  that  reflect  on  their  sensory  preferences.  Yet, those 
       learners sometimes use additional learning style to create strategy which cannot be handled 
       by only one learning style. In post reading test, students seem have enhanced  their  reading 
        strategies  on  the  basis  of  the  strategies  instruction  and  combined  it  to  their  natural  
       reading  strategies.  The  second  case  indicated  that  the  strategy instruction has affected 
       students‘ reading comprehension in post reading test. The implications of the findings could 
       potentially become a reference for teacher in  Indonesia  in  order  to  strengthen  students‘  
       reading    comprehension    through    reading    strategies  for  students‘  present  and  future 
       learning.
      Keywords: reading strategies, reading comprehension, learning styles
                           ABSTRAK
      Studi  ini  meneliti  apakah  ada  perbedaan  yang  signifikan  pada  penggunaan  strategi 
      membaca antara pelajar visual dan auditori pada program sains kelas sebelas di  SMA  1  
      Polewali.    Studi    ini    juga    mendeskripsikan    pengaruh    strategi    membaca    terhadap 
      pemahaman membaca siswa. 
      Penelitian ini mempresentasikan metode gabungan – Quantitatif dan Qualitatif yang dirancang 
      untuk memberikan  gambaran jelas mengenai pemahaman membaca  siswa  dan  strategi  
      membaca  yang  digunakan.  Sejumlah  siswa  dikumpulkan  untuk  mengidentifikasi  gaya  
      belajar  mereka  yang  bertujuan  untuk  menemukan  kriteria  sampel penelitian ini. Studi ini 
      menghasilkan 40 siswa dari gaya belajar yang berbeda –  visual  dan  auditori.  Semua  peserta 
       diminta  untuk  menyelesaikan  pre  dan  post  English  Reading  Test  dan  mengikuti  FGD  
      yang  dijalankan  sebagai  sumber  data utama. 
      Hasil dari studi ini mengungkap dua kasus studi. Kasus pertama menunjukkan  bahwa  ada  
      perbedaan  penggunaan  strategi  membaca  yang  digunakan  oleh  pelajar  visual  dan  
      auditori  dalam  pre  dan  post-  Reading  Comprehension  Test.  Dalam  prereading test, pelajar 
      visual  dan  auditori  menggunakan  strategi  alami  yang  merupakan    refleksi    dari    pilihan   
      sensorik  mereka.  Namun,  pelajar  tersebut  terkadang  menggunakan  tambahan  gaya  
      belajar  yang  dapat  menghasilkan  strategi  membaca  yang tidak bisa diatasi hanya dengan 
      satu  gaya  belajar  saja.  Dalam    post-    reading  test,    siswa  nampaknya  telah  memperluas 
      wawasan  strategi  membaca  berdasarkan  instruksi    strategi    membaca    dan    dengan   
      mengkombinasikan  strategi  tersebut  dengan  strategi  alami  mereka.  Kasus  kedua  
      menunjukkan  bahwa  instruksi  strategi  membaca  dapat  mempengaruhi pemahaman siswa 
      dalam  post-    reading  test.  Implikasi  dari  penemuan    ini  secara  potensial  dapat  menjadi 
      referensi bagi pengajar di Indonesia dalam tujuan  memperkuat  pemahaman  membaca  siswa 
       melalui  strategi  membaca  pada  masa  pembelajaran sekarang dan masa depan.
                         LIST OF CONTENT
     ACKNOWLEDGEMENT  ..................................................................................  i
     ABSTRACT  ................................................................................................  iii
     LIST OF CONTENT  ......................................................................................  v
     LIST OF TABLE ..........................................................................................  viii
     Chapter I INTRODUCTION............................................................................  1
      A.  Background of the Study  ...................................................................  1
      B.  Identification of Problems  ..................................................................  5
      C.  Scope of Problem  .............................................................................  5
      D.  Research Question  ...........................................................................  6
      E.  Objective of the Study  ......................................................................  6
      F.  Significance of the Research  ...............................................................  6
     Chapter II LITERATURE REVIEW  ..................................................................  8
     A.  Previous Study  .....................................................................................  8
     B.  Theoretical Background  .......................................................................  10
      1.  Learning Styles................................................................................  10
      a.  Definition of Learning Style  ..............................................................  10
      b.  Classification of Learning Styles  ........................................................  12
      c.  The Relevance of Learning Style with Learning Strategies.......................  15
      2.  Reading  ........................................................................................  16
      a.  Definition of Reading  ......................................................................  16
      3.  Reading Comprehension  .................................................................  18
      4.  Reading Strategies  .........................................................................  19 
      a.  Cognitive Strategies  ............................................................................  20
      b.  Metacognitive Strategies  ......................................................................  21
      c.  Social Strategies  .................................................................................  21
      d.  Affective Strategies  ............................................................................  21
      C.  Theoretical Framework  .......................................................................  30
     Chapter III METHODOLOGY  ..........................................................................  31
       A.  Technique of Collecting Data  ..................................................................  31
      1.  Library Research  ................................................................................  31
      2.  Field Research  ...................................................................................  31
       B.  Place, and Schedule of Research  .............................................................  31
      1.  Place of Research  ..............................................................................  32
      2.  Schedule of Research  .........................................................................  32
       C.  Population and Sample  .........................................................................  32
      1.  Population  ........................................................................................  32
      2.  Sample  ............................................................................................  32
       D.  Data Collection Procedures  ...................................................................  33
      1.  Identification of Learning Styles and Pre-Test  ........................................  33
      2.  Strategies Instruction  .........................................................................  34
      3.  Post-Test, FGD  ...................................................................................  35
       E.  Data Collection Instruments  ...................................................................  36
      1.  Questionnaire  ...................................................................................  36
      2.  Reading English Test  ..........................................................................  36
       3.  Recording and Note Taking  ..................................................................  36
       F.  Technique of Data Analysis  .....................................................................  37
       1.  Identification of Learning Style  .............................................................  37
      2.  Scoring of Students‘ Reading Comprehension  ........................................  38
      3.  Identification of Students‘ reading strategies  .........................................  39
    Chapter IV RESEARCH AND FINDINGS  ..........................................................  40
      A.  Data Description...................................................................................  40
      1.  Data Population  ................................................................................  41
      2.  The Comparison of Reading Comprehension Score (Pre-Post est)  .............  42
         a.  Visual Learning Style  ...............................................................  42
         b.  Auditory Learning Style  ............................................................  44
      3.  FGD (Focus Group Discussion)  ............................................................  46
         a.  Before Reading Strategy Instruction (BRSI)  ................................  46
         b.  After Reading Strategy Instruction (ARSI)...................................  53
      B.  Data Analysis  ....................................................................................  58
      1.  Analyses for Research Question 1  .......................................................  58
      2.  Analyses for Research Question 2  .......................................................  62
    Chapter V CONCLUSION AND REFLECTION  ............................................... .... 64
    BIBLIOGRAPHY  ........................................................................................  66
    APPENDIX 1  .............................................................................................  68
    APPENDIX 2  .............................................................................................  72
    APPENDIX 3  .............................................................................................  76
    APPENDIX 4  .............................................................................................  77