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.