THE EFFECT OF TEACHING STRATEGIES AND CURIOSITY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

The objectives of this study are to know whether: 1) students’ achievement in reading comprehension taught by using INSERT strategy is significantly higher than taught by using DRTA strategy. 2) Students’ achievement in reading comprehension having high curiosity is higher than having low curiosity, 3) there was interaction between teaching strategies and curiosity on students’ achievement in reading comprehension. An experimental research with factorial design 2x2 is used in this study. There are 76 students from grade X of 2015/2016 academic year of SMA Methodist Lubuk Pakam as sample of this study. The students are divided into two groups. Each group consists of 38 students. The first group is treated by using INSERT strategy and the second group is treated by using DRTA strategy. Curiosity of the two groups is measured by giving questionnaire to classify the students having high and low curiosity. Students’ achievement in reading comprehension is measured by giving multiple choice tests. The data are analyzed by applying two-way ANOVA at the level significance α = 0.05. The finding of the data shows that: (1) students’ achievement in reading comprehension taught by using INSERT is higher than that taught by using DRTA, with Fobs (27.32) > Ftab (3.98), (2) students’ achievement in reading comprehension with high curiosity was higher than those students with low curiosity with Fobs (6.92) > Ftab (3.98), (3) there was interaction between teaching strategies and curiosity on students’ achievement in reading comprehension with Fobs (15.43) > Ftab (3.98). After Tuckey test is done, it reveals that students having high curiosity get higher score if they are taught by using INSERT strategy while students having low curiosity get higher scores if they are taught by using DRTA strategy.