THE EFFECT OF TEACHING APPROACHES AND SELF-EFFICACY ON THE STUDENTS’ACHIEVEMENT IN READING COMPREHENSION

The objective of this study were to describe whether: (1) the students’ achievement in
reading comprehension taught by using scientific approach significantly higher than
that taught by using genre based approach; (2) the students’ achievement in reading
comprehension with high self-efficacy significantly higher than that low self-efficacy;
(3) there is significant interaction between teaching approach and self-efficacy on the
students’ achievement in reading comprehension. The population of this research was
the students in grade X of MAN Kabanjahe of 2018/2017 academic year. There were
64 students as samples of this research by applying cluster random sampling
technique. The instruments of this research were reading test and questionnaire sheet.
The data were analyzed by using ANOVA at the level of significant α = 0.05. Based
on the data analysis, the findings proved that: (1) the students’ achievement in
reading comprehension taught by using scientific approach was higher than that
taught by using genre based approach, with Fobs (3,94) > Ftab (3,15), (2) the students
achievement in reading comprehension with high self-efficacy was higher than with
low self-efficacy, with Fobs (304,5) > Ftab (3,15), (3) there was interaction between
teaching approaches and self-efficacy, with Fobs (3,22) > Ftab (3,15).