%0 Generic
%9 Other
%A Melati Dwi Anda Syaputri, 1113042055
%C Universitas Lampung
%D 2015
%F eprints:10173
%I Fakultas Keguruan dan Ilmu Pendidikan
%T IDENTIFYING THE USE OF READING LEARNING STRATEGIES  IN RELATION TO LEARNING STYLES
%U http://digilib.unila.ac.id/10173/
%X Learning styles of learners usually influence the learning process of language. Based on my experiences, not all the teachers considered their learners’ learning style. Some teachers only used the techniques based on their styles without considering their learners’ styles in processing the knowledge in learning process. However, the learning process sometimes was not effective. Not only learning styles, but also learning strategies are needed in order to learn more effectively in learning process. Unfortunately, most of learners do not use the strategies effectively in learning, especially in learning reading, so that sometimes learners find difficulty in the learning process. However, in learning English reading, each learner may have various learning strategies. Different learner may use different learning strategies to help them in learning process.  This research was aimed at finding out learning styles and the strategies used by learners with different learning styles in learning English reading. This research was a quantitative study and was conducted to 32 learners in first grade of SMAN 3. In collecting data, the researcher gave two questionnaires to measure learning styles, whether they belonged to Visual, Auditory, or Kinesthetic styles, and reading learning strategies, whether they used cognitive, metacognitive, and social strategies. After that, the data were analized using ANOVA.  The results showed that (1) the learners which were grouped under kinesthetic was found 15 learners (46,88%), visual was 9 learners (28,12%) and auditory was 8 learners (25%), (2) visual learners mostly used cognitive strategy, kinesthetic learners and auditory learners mostly used social strategy in learning reading. Then, all learners used metacognitive as the second preference of strategy.