PERCEPTION ON LEARNING STYLES AND VOCABULARY MASTERY: THEIR EFFECTS TOWARDS READING COMPREHENSION IN NARRATIVE TEXTS

Dewi Puspitasari; Hasbullah; Maria Cleopatra

doi:10.30998/inference.v9i2.246

Authors

Dewi Puspitasari UNINDRA Author
Hasbullah Author
Maria Cleopatra Author

DOI:

https://doi.org/10.30998/inference.v9i2.246

Keywords:

Perception on learning Styles, Vocabulary, Reading

Abstract

This study investigates the effects of perception on learning styles and vocabulary mastery on students’ reading comprehension of narrative texts. The research was conducted at Public Junior High Schools in Bogor in the 2024/2025 academic year with 87 students as the sample. Using a survey method with a quantitative approach, data were analyzed through descriptive statistics and multiple linear regression with SPSS 22. The regression equation obtained was Ŷ = 8.534 + 0.354X₁ + 0.578X₂. The findings indicate that perception on learning styles and vocabulary mastery significantly and simultaneously influence students’ reading comprehension (Sig. = 0.000 < 0.05; F = 163.277). Partially, perception on learning styles (t = 3.992; Sig. = 0.000 < 0.05) and vocabulary mastery (t = 5.696; Sig. = 0.000 < 0.05) both show significant effects. Thus, these two factors play an important role in improving students’ comprehension of narrative texts.

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