[ABSTRAK
Penelitian ini bertujuan untuk melihat pengaruh kecocokan gaya belajar dan gayamengajar terhadap pencapaian akademik siswa kelas 8 di dua SMP negeri diKecamatan Bekasi Utara. Kuesioner diberikan kepada 10 kelas dan kepada 2orang guru Bahasa Inggris kelas 8 di dua SMP negeri di Kecamatan tersebut.Hasil wawancara dan observasi kelas digunakan untuk mentriangulasi data yangdidapat dari kuesioner. Hasil penelitian menunjukkan gaya belajar yang dominanpada siswa di dua SMP negeri di Kecamatan Bekasi Utara adalah Dependent dangaya mengajar yang dominan pada guru adalah Facilitator. Dependent danFacilitator adalah pasangan gaya belajar dan gaya mengajar yang tidak cocokberdasarkan Gabungan Gaya Mengajar dan Gaya Belajar yang dikemukakan olehGrasha (1995). Ketidakcocokan tersebut tidak mempengaruhi pencapaianakademik siswa kelas 8, ditunjukkan dengan 70% siswa yang diteliti mendapatkannilai di atas atau sama dengan KKM (Kriteria Kelulusan Minimal). Pencapaian inidimungkinkan karena gaya mengajar lain yang melengkapi gaya mengajardominan guru cocok dengan gaya belajar dominan siswa, dan gaya belajar lainyang dimiliki siswa selain gaya belajar dominan mereka cocok dengan gayamengajar dominan yang dimiliki guru mereka. Kecocokan tersebut menjadi faktorpenentu yang membuat perolehan nilai siswa baik. Oleh karena itu, faktor gayabelajar dan gaya mengajar lain perlu diikutsertakan dalam analisis tentangkecocokan gaya belajar dan gaya mengajar yang dihubungkan dengan pencapaianakademik siswa.

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ABSTRACT
The research aimed at investigating the influence of a match between learning andteaching styles on eighth graders? achievement in two state junior high schools inBekasi Utara Sub District. Questionnaires were given to students in 10 classes and2 English teachers of eighth grade in two state junior high schools in Bekasi UtaraSub District. Interview and class observation were other instruments used in thisresearch, and the results were used to triangulate the data obtained from thequestionnaires. The result of the research shows that the dominant learning stylein those schools is Dependent, and the dominant teaching style is Facilitator.According to Grasha?s Clusters of Teaching and Learning Style (1995),Dependent learning style and Facilitator teaching style do not match. Themismatch found does not influence students? achievement proven by the fact inwhich 70% students who participated in this study has a higher or the same scoreas KKM (Kriteria Kelulusan Minimal). The satisfying achievement reached byeighth grader students in two state junior high schools is possibly caused by thefact that the teachers? other teaching styles which accompany their dominantteaching style matched with the students? dominant learning style, and thestudents? other learning styles besides their dominant learning style matched withtheir teachers? dominant teaching style. This finding shows that the other teachingand learning styles that matched to one another played an important role inhelping the students perform well in their study. Therefore, they should be takeninto account in analyzing the influence of a match between learning and teachingstyles on students? achievement in class, The research aimed at investigating the influence of a match between learning andteaching styles on eighth graders’ achievement in two state junior high schools inBekasi Utara Sub District. Questionnaires were given to students in 10 classes and2 English teachers of eighth grade in two state junior high schools in Bekasi UtaraSub District. Interview and class observation were other instruments used in thisresearch, and the results were used to triangulate the data obtained from thequestionnaires. The result of the research shows that the dominant learning stylein those schools is Dependent, and the dominant teaching style is Facilitator.According to Grasha’s Clusters of Teaching and Learning Style (1995),Dependent learning style and Facilitator teaching style do not match. Themismatch found does not influence students’ achievement proven by the fact inwhich 70% students who participated in this study has a higher or the same scoreas KKM (Kriteria Kelulusan Minimal). The satisfying achievement reached byeighth grader students in two state junior high schools is possibly caused by thefact that the teachers’ other teaching styles which accompany their dominantteaching style matched with the students’ dominant learning style, and thestudents’ other learning styles besides their dominant learning style matched withtheir teachers’ dominant teaching style. This finding shows that the other teachingand learning styles that matched to one another played an important role inhelping the students perform well in their study. Therefore, they should be takeninto account in analyzing the influence of a match between learning and teachingstyles on students’ achievement in class]