THE EFFECT OF TEACHING STRATEGIES AND STUDENTS’ MOTIVATION IN READING COMPREHENSION

The objectives of this experimental research were to investigate whether: 1) students’ achievement in reading comprehension taught by using metacognitive strategy was higher than taught by using Question answer relationship strategy. 2) students’ achievement in reading comprehension with high motivation was higher than that students with low motivation, and 3) there was interaction between teaching strategies and students’ motivation on students’ achievement in reading comprehension. The population of this research was the students in grade XI science class of Senior High School named SMA N 1 Talawi in 2016/2017 school year. The total number of population was four classess containing 128 students. There were two clssess containing 64 students chosen as sample of this research by applying cluster random sampling technique. In further, there was cluster random assignment done in both two classess in order to know the position of the class whether as experimental group 1 or experimental group 2. The experimental group 1 was treated by using metacognitive strategy and the experimental group 2 was treated by using question answer relationship strategy. Then, the research design was experiment by using factorial design 2x2 because there were two independent variables (teaching strategies) and two attributives (students’ motivation). The questionnaire was conducted for classifying the students’ motivation upon high motivation and low motivation. Next, students’ achievement in reading comprehension text was measured by using reading comprehension test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significance α = 0.05. The result reveals that (1) students’ achievement in reading comprehension taught by using metacognitive strategy was higher than that taught by using question answer relationship strategy, with Fobs = 4.27 > Ftab = 4.00, (2) students’ achievement in reading comprehension with high motivation was higher than that with low motivation., with Fobs = 19.89 > Ftab = 4.00, (3) there is interaction between teaching strategies and students’ motivation in reading comprehension with Fobs = 4.47 >, Ftab = 4.00.