THE EFFECT OF TEACHING READING METHODS AND LEARNING MOTIVATION ON THE STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

Rangkuti, Sa’adah Bahri (2013) THE EFFECT OF TEACHING READING METHODS AND LEARNING MOTIVATION ON THE STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION. Masters thesis, UNIMED.

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Abstract

The objectives of this study are to investigate whether: (1) Students’ achievement in reading comprehension taught by using SPE Method is higher than students’ Achievement in Reading comprehension taught by using SQ4R, (2) Reading comprehension achievement of high learning motivation students is higher than reading achievement of low learning motivation students, and (3) There is significant interaction between teaching reading methods and students learning motivation on students reading comprehension achievement. An experimental research with factorial design 2x2 was used in this research. There were 68 students from 2012/2013 academic year of SMK Negeri 1 Panyabungan as sample of this research. The students were divided into two groups. The first group was treated by using SPE and the second group was treated by using SQ4R. The learning motivation test was conducted for classifying the students upon the high learning motivation and the low learning motivation. Students’ achievement in reading comprehension was measured by using multiple choice tests. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) students achievement in reading comprehension taught by using SQ4R is Higher than that of taught by using SPE, with Fobserved is higher than Ftable at the level of significance α=0,05 (FA = 7,22 > Ftable = 3,98), (2) reading comprehension achievement of high learning motivation students is higher that reading achievement of low learning motivation students, with Fobserved is higher than Ftable at the level of significance α=0,05 (FB = 4,87 > Ftable = 3,98). (3) There is significant interaction between teaching reading method and students learning motivation on students achievement in reading comprehension with Fobserved is higher than Ftable at the level of significance α=0,05 (F AB = 9,73 > Ftable = 3,98). Thus, teaching methods and students’ learning motivation significantly affect the students’ achievement in reading comprehension. It implies that in the attempt to improve students’ achievement in reading comprehension, English teachers should apply SPE methods or SQ4R methods as one of teaching methods and pay more attention to the students’ motivation.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIP
Thesis advisorSibarani, Berlin195706151982031005
Thesis advisorGurning, Busmin195907131986011001
Call Number: 418.407 19 Ran e
Keywords: Theoretical framework; Teaching methods; Students' learning motivation
Subjects: L Education > LB Theory and practice of education
P Language and Literature > P Philology. Linguistics
Divisions: Program Pasca Sarjana > Linguistik Terapan Bahasa Inggris
Depositing User: Mrs Siti Nurbaidah
Date Deposited: 08 Apr 2016 08:09
URI: http://digilib.unimed.ac.id/id/eprint/1587

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