The Effects Of Perception Of Learning Styles And Vocabulary Mastery On Students' Ability To Read Argumentative Texts (Survey At Public Vocational Schools In Jakarta)

Eryn Nurrul Jannah, Hasbullah Hasbullah, Rifari Baron

Abstract


The purpose of this study is to analyze and find out: 1. The effects of perception of learning styles and vocabulary mastery on students' ability to read argumentative text. 2. The effect of perception of learning styles on students' ability to read argumentative text. 3. The effect of vocabulary mastery on students' ability to read argumentative text. The method used in this research is a survey with correlation and multiple regression techniques. The results of this study are: 1) There is a significant influence between the perception of learning style and vocabulary mastery on the ability to read argumentative texts of state vocational high school students in Jakarta. This is proven by sig= 0.000<0.05 and Fcount= 24.864. 2) There is a significant effect of perceived learning style on students' reading ability in argumentative text at vocational high schools in Jakarta. This is proven by sig= 0.006<0.05 and tcount= 2.877. 3) There is a significant influence of vocabulary mastery on students' reading ability in argumentative text at vocational high schools in Jakarta. This is proven by sig= 0.001<0.05 and tcount= 3.650.

Keywords


Learning Style Perception; Vocabulary Mastery; Students' Ability to Read Argumentative Text

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DOI: https://doi.org/10.30998/senndika.v2i1.8467

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