THE EFFECT OF TEACHING STRATEGIES AND STUDENTS SELF-EFFICACY ON STUDENTS ACHIEVEMENT IN READING COMPREHENSION AT GRADE VIII OF SMP GKPS 3 PEMATANG SIANTAR

This study was intended to find out: 1) whether students that taught by using Metacognitive strategy have higher achievement than students that taught by using Strategic instruction model in reading comprehension., 2) whether students that have high self-efficacy have higher achievement than students that have low self-efficacy in reading comprehension achievement, and 3) if the interaction between teaching strategies and self-efficacy significantly affects reading comprehension achievement. The study was conducted on students grade VIII of SMP Swasta GKPS 3 Pemnatangsiantar academic year 2013/2014. The population was more than 120 students and the sample was 70 students. This study was conducted by using factorial design 2 X 2. The instruments of collecting data were reading comprehension test and questionnaire. The technique of collecting data was done by using Two Way of Analysis of Variance(ANOVA). The first result proved that 1) the teaching strategies have a significant effect on students reading comprehension achievement, it was supported by the calculation that showed the mean score of students achievement taught by using Metacognitive strategy was 79,89 is higher than mean score of students achievement taught by Strategic Instruction Model was 75,71 (79,89 > 75,71), and the calculation of Two way Analysis of Variance (ANOVA) showed that F observed = 4,07 is higher than F table = 3,99 (4,07 > 3,99). 2) self-efficacy has a significant effect on students reading comprehension achievement, the calculation two way Analysis Variance (ANOVA) showed F Observed 8,05 is higher than F Table 3,99 (8,05 > 3,99). 3) there is significant interaction between teaching strategies and self-efficacy students reading comprehension achievement. The calculation showed that F Observed = 9,53 higher than F table = 3,99. (9,53 > 3,99). The multiple comparisons was conducted by using T-Test. The findings showed that 1) There is significant effect of teaching strategies on students reading comprehension achievement, 2) there is a significant effect of self-efficacy on students reading comprehension achievement, and 3) there is a significant interaction between teaching strategies and self-efficacy on students reading comprehension achievement.