THE EFFECT OF READING STRATEGIES AND STUDENT’S MOTIVATION ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

The objectives of this study are to find out if: (1) students’ achievement in reading comprehension that taught by using Collaborative Strategic Reading strategy is higher than those that taught by using Guided Reciprocal Peer Questioning strategy, (2) students’ achievement in reading comprehension with high motivation is hihger than those with low motivation, (3) there is interaction of reading strategies and students’ motivation in reading comprehension.

An experimental research with factorial designed 2x2 was used in this study. The population of this research was all students of grade VIII of SMPN 38 Medan Academic Year 2014/2015 which have 272 students and consists of 8 classes. There were two classes as samples of this research taken by using Cluster Random Sampling; one class used as experiment class that taught by using Collaborative Strategic Reading strategy and another class used as control class that taught by using guided reciprocal peer questioning strategy. Motivation was measured by given questionnaire for classifying the students that have high motivation and low motivation. Students’ achievement in reading comprehension was measured by given multiple choice test of reading text that covers the requirements of reading comprehension meaning

The data were analyzed by applying Two-Way ANOVA, comparing F_observed and F_table at the level of significance α=0.05, the result reveals that (1) students achievement in reading comprehension that taught by using Collaborative Strategic Reading strategy (x ̅=74.79) is higher than those that taught by using guided reciprocal peer questioning strategy (x ̅=68.53) with F_observed=11.12>F_table=3.99, it means Collaborative Strategic Reading strategy affects reading comprehension better than guided reciprocal peer questioning strategy (2) students’ achievement in reading comprehension with high motivation (x ̅=72.37) is higher than those with low motivation (x ̅=70.10) with F_observed=10.56>F_table=3.99, it means high motivation affects reading comprehension better than low motivation (3) there is interaction of reading strategies and students’ motivation, based on F_observed=26.25<F_table=3.99, it can be concluded that students with high motivation is better taught by using Collaborative Strategic Reading and students with low motivation is better taught by using Guided Reading Peer Questioning.