THE EFFECTS OF TASK-BASED LANGUANGE LEARNING AND RECIPROCAL TEACHING STRATEGIES ON STUDENTS READING COMPREHENSION

The objectives of this experimental research were to investigate: 1) the students achievement in reading comprehension taught by using Task- Based Learning and Reciprocal Teaching, 2) the difference between students achievement in reading comprehension with high and low competence in Grade Point Average (GPA), and, 3) the interaction between teaching strategies and competence on students achievement in reading comprehension. The study was conducted at State Islamic Higher Education (Sekolah Tinggi Agama Islam Negeri: STAIN)) Malikussaleh Lhokseumawe. The population was 120 Semester IV students, English Study Program. From the total number of students, 60 were chosen as the samples. It was an experimental study with factorial design. The independent variables were Task-Based Learning, Reciprocal Teaching, Students Competence, and the dependent variable was reading comprehension achievement. The Unit 2 (two) was taught by using Task- Based Learning and unit 3 (three) was taught by using Reciprocal Teaching. The instrument used was a multiple choice test of 50 items with 4 options. The data collected were analysed with two ways analysis of Variance (2 x 2 ANOVA). The results showed that (1) the students achievement in reading comprehension taught by using Task Based Language Learning is better than Reciprocal Teaching, (2) there is a significant difference between students achievement in reading comprehension of students who have high, and low competence. and, (3) there is an interaction between teaching strategies and competence toward reading comprehension achievement Based on the findings, it can be concluded that teaching reading comprehension with Task-Based Language Learning make the students achievement higher than Reciprocal Teaching, because Task Based Language Learning significantly affects the students achievement in reading comprehension. Therefore, the implication for the teacher to be trained and given more information about this method and the teacher should apply it in English instruction to develop the students reading comprehension achievement.