THE EFFECT OF TEACHING TECHNIQUES ON CURIOSITY LEVELS ON READING COMPREHENTION

The objectives of this study are to find out whether or not: (1) student’ achievement in reading comprehention taught by directed reading thinking activity tehnique is significantly higher than explicit instruction technique, (2) student’ achievement in reading comprehention those who have high curiosity is higher than those who have low curiosity. (3) there is interaction betwen Teaching Techniques on Curiositylevels on Readingcomprehention. An experimental research whith factorial desigh 2 x 2 wa used in this study. the population will be taken as a simple it is 120 students that will be devided into two groups. The first group that consist of 60 students will be given a treatment by using task based language teaching and the second group 60 students will be given a treatment by using inquiry based learning.Curiosity was measured by given questionnaire for classifying the student that have high Curiosity and low Curiosity. ANOVA with factorial design 2x2 above indicated that F observed of teaching strategies = 143.18>Ftable = 3.92 at level of significance α = 0.05. So, it can be concluded that there is significant effect of teaching strategies on students’ achievement in reading comprehension, F observed of self-efficacy = 4.19>Ftable = 3.92 at level of significance α = 0.05. So, it can be concluded that there is significant effect of curiousity on students’ achievement in reading comprehension, F observed of interaction = 1.69<Ftable = 3.92 at level of significance α = 0.05. So, it cannot be concluded that there is significant interaction between teaching strategies and curiousity on students’ achievement in reading comprehension.