THE EFFECT OF TEACHING STRATEGIES AND STUDENTS` MOTIVATION ON READING COMPREHENSION ACHIEVEMENT

The objectives of this study are to explain wether: (1) Are students’ reading comprehension achievement taught by using TPS significantly higher than that taught by using DRTA strategies (2) Is there any significant difference of the students’ reading comprehension achievement with high motivation and than that of low motivation taught by using TPS and DRTA strategies. (3) Is there any significant interaction between teaching strategies and motivation on the students’ reading comprehension achievement. The research design was experimental with
research by using factorial design 2x2. There were 72 students from 2018/2019 academic year of SMAS Muhammadiyah 8 Kisaran as sample of this research.
The students were divided into two groups. The first group was treated by using TPS and second group was treated by using DRTA. The motivation test was
conducted for classifying the students upon the high motivation and the low motivation by using questionnaire. Students’ achievement in reading comprehension was measured by using multiple choice tests. The data were
analyzed by applying Two-Way ANOVA, The result revealed that (1) Students’ reading comprehension achievement taught by using TPS significantly higher than that of taught by using DRTA with Fobserved is Higher than Ftable at level signififance α = 0.05 ( Fobs = 82.20 > Ftab = 3.98), (2) There was significant differennce of students achievement in reading comprehension with high motivation was taught by using TPS was higher than that low learning motivation taught by using DRTA with F observed is higher than Ftable at the level significance α = 0.05 (Fobs = 41.26 > Ftab 3.98). (3) There was significance interaction between teaching reading strategies and students motivation on students achievement in reading comprehension with Fobserved is higher than F table at the level significance α = 0.05 ( Fobs = 14.81 > Ftab = 3.98). Thus, teaching strategies and students’ motivation significantly affect the students achievement in reading comprehension.