The Relationship between Students Perceptual Learning Style, Cognitive Reading Strategy and Narrative Text Reading Comprehension (A Correlational Study at the Ninth Grade of Junior High School in Ciputat Timur)

The objectives of the study were to see the association relationship between students? perceptual learning style to narrative text reading comprehension, to see the association relationship between students? cognitive reading strategy and narrative text reading comprehension and to find out co-relationship among students? perceptual learning style and cognitive reading strategy to their narrative text reading comprehension. The participants were the ninth grade of Junior High School in Ciputat Timur. This research was quantitative research based on correlation associative crosstab analysis and anava analysis. This study was conducted at Students of Junior High School 2, 3, 10 and 13 Ciputat Timur with the population was 240, the sample was 120 students and the technique was used simple random sampling.The data were gained by administering questionnaire and test narrative text reading comprehension. The findings show that based on data analysis result (1) It was found there was no significant relationship between students? learning style to narrative text reading comprehension because sig learning style .539. (2) It was found that there was significant relationship between students? cognitive reading strategy and students? narrative text reading comprehension because the value of Sig for Cognitive Reading Strategy was .000. (3) It was found that there were no co-relationship among learning style and cognitive reading strategy to narrative text reading comprehension because t-observed .820. As the discussion result, cognitive reading strategy as seen as the directly mental process related to information processing, namely acquiring, saving, searching or using the information. It means that cognitive reading strategy extend the function for the learner to create the best learning in order to absorb and understand the L1 and L2 context using bottom-up and top-down strategy