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

The objectives of this experimental research were to find out whether: 1) the students’ achievement in reading comprehension taught by using PLAN strategy was higher than that taught by using QAR strategy, 2) the students’ achievement in reading comprehension with high self-efficacy was higher than that low self-efficacy, and 3) the interaction between teaching strategies and self-efficacy on the students’ achievement in reading comprehension. The population of this research was the students in grade XI IPA of SMA Swasta YAPIM Simpang Kawat of 2014/ 2015 academic year. The total number of population in this research was 157 students. There were 5 classes and two classes were chosen as sample. The two classes consist of 32 students, so 64 students were selected as sample of this research by applying cluster random sampling technique. The experimental group was taught by using PLAN strategy and the control group was taught by using QAR strategy. The research design was experimental research by using factorial design 2x2. The questionnaire was administered for classifying the students’ self-efficacy (high and low self-efficacy). The students’ reading comprehension achievement 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 of the data analysis proved that: (1) the students’ achievement in reading comprehension taught by using PLAN strategy was higher than that taught by using QAR strategy, with Fobs (17.77) > Ftab (4.00), (2) the students’ achievement in reading comprehension with high self-efficacy was higher than that with low self-efficacy, with Fobs (5.28) > Ftab (4.00), (3) there was interaction between teaching strategies and self-efficacy on students’ achievement in reading comprehension, with Fobs (20.23) > Ftab (4.00). Moreover, Tuckey-test result also showed that high self-efficacy students got higher achievement if they were taught by using PLAN strategy while the low self-efficacy students’ got higher achievement if they were taught by using QAR strategy.