THE EFFECT OF TEACHING STRATEGIES AND SELF-EFFICACY ON THE STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

The objectives of this experimental research were to investigate whether: 1) the students’ achievement in reading comprehension taught by using K-W-L strategy was higher than that taught by using reciprocal teaching strategy, 2) the students’ achievement in reading comprehension with high self-efficacy was higher than that low self-efficacy, and 3) the interaction between teaching strategies and self-efficacy on the students’ achievement in reading comprehension. The population of this research was the students in grade XI of SMA Swasta Nur Azizi Tanjung Morawa in the academic year 2014/2015. The total number of population was 4 classes containing 134 students. There were two classes containing 64 students chosen as sample of this research by cluster random sampling technique. The experimental group was taught by using K-W-L strategy and the control group was taught by using reciprocal teaching strategy. The research design was experimental design with factorial design 2x2 because there were two independent variables (teaching strategies) and two moderator variables (self-efficacy). The questionnaire was conducted for classifying the students’ self-efficacy upon high and low. The students’ achievement in reading comprehension text was measured by using reading comprehension test. The data were analyzed by applying two-way analysis of variance (ANOVA) at the level of significance α = 0.05. The result revealed that (1) the students’ achievement in reading comprehension taught by using K-W-L strategy was higher than that taught by using reciprocal teaching strategy, with Fobs = 4.11 > Ftab = 4.00, (2) the students’ achievement in reading comprehension with high self-efficacy was higher than that with low self-efficacy, with Fobs = 5.22 > Ftab = 4.00, (3) there was interaction between teaching strategies and self-efficacy on the students’ achievement in reading comprehension, with Fobs = 4.24 > Ftab = 4.00. Tuckey-Test result also showed that the students who have high self-efficacy got higher achievement if they were taught by using K-W-L strategy while the students who have low self-efficacy got higher achievement if they were taught by using reciprocal teaching strategy.