The Effect of Teaching Strategies and The Students’ Interest in Reading Comprehension

This study aimed to see the effect of teaching strategies and the students’ interest in reading comprehension which discussed about the use of different teaching strategies (INSERT and K-W-L) and the interest level of students towards investigated their achievement in comprehending a narrative text. This research purposed to; 1) examine whether the students’ interest in reading comprehension was significantly higher taught by using INSERT strategy than taught by using K-W-L strategy; 2) examine whether the students’ achievement with high interest in reading comprehension was significantly higher than with low interest; and 3) find out whether any significant interaction between teaching strategies and students’ interest towards students’ achievement in reading comprehension. This study was also conducted by using quantitative with an experimental research. The population of this study was the students of MTs. Al-Ulum Medan which was taken from 7 classes of VIII grade, and as the sample of this study was only chosen 2 classes namely VIII-1 and VIII-2 which each class had 30 students. This study was designed by a simple factorial design 2x2 which meant comparing two teaching strategies (INSERT and K-W-L) and two interest levels (high and low). After did a treatment by using INSERT strategy, the mean score of VIII-1 students’ achievement was 17.60 and the mean score of VIII-2 students’ achievement that was treated by applying K-W-L strategy was 16.15. From those mean scores showed that INSERT strategy was most effective which the score was higher than K-W-L strategy score. Thus, it can be concluded that; 1) students’ interest in reading comprehension that was taught by using INSERT strategy is higher than using K-W-L strategy; 2) students’ achievement in reading comprehension with high interest is higher than the students with low interest; 3) there was significant interaction between teaching strategies and students’ interest towards students’ achievement in reading comprehension.