THE EFFECT OF TEACHING STRATEGIES AND CURIOSITY LEVELS ON THE STUDENTS’ ACHIEVEMENT IN INFERENTIAL READING COMPREHENSION OF SMA KALAM KUDUS MEDAN

The objectives of this experimental research were to find out whether: 1) the students’ achievement in inferential reading comprehension taught by using GO Strategy was significantly higher than that taught by using DRTA Strategy, 2) the students’achievement in inferential reading comprehension having high curiosity was higher than having low curiosity, 3) there was interaction between teaching strategies and curiosity on students’ achievement in inferential reading comprehension. The population of this research was the students in grade XI of SMA Kalam Kudus in 2016/2017 school year. The total number of population were 140 students. There were sample technique. The research design was experimental research by using factorial design 2x2. The students were divided into two experimental groups. Each group consists of thirty five students. The first group was treated by using GO strategy and the second group was treated by using DRTA strategy. The questionnaire was conducted for classifying the students having high and low curiosity. Students’ achievement in inferential reading comprehension was measured by giving multiple choice tests. The data were 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 GO strategy is higher than that taught by using DRTA strategy, with Fobs (13,428) > Ftab (0,01), 2) the students achievement in inferential reading comprehension with high curiosity was higher than those students with low curiosity with Fobs (4,559) >Ftab (0,00), 3) there was interaction between teaching strategies and curiosity on students’ achievement in inferential reading comprehension with Fobs (2,258) >Ftab (0,40). After computing the Scheffe Test, the result that students having high curiosity got higher score if they were taught by using GO strategy while students having low curiosity got higher scores if they were taught by using DRTA strategy.