Abstract
The objectives of this study were to find out whether 1) students’ achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students’ achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching strategies and curiosity on students’ achievement in reading comprehension. Quasi experimental research with factorial design 2 × 2 was used in this study. The total number of sample were 76 persons, with 38 students of each class (experimental and control classes). The first class was treated by using INSERT strategy and the second class was treated by using SQ3R strategy. The students were also divided into two groups based on curiosity, such as high and low curiosity. The data were collected through reading comprehension by using objective test, whereas for aptitude like curiosity, questionaire was used. The data were then analyzed by applying two-way ANOVA at the level of significance at α = 0.05. The data analysis revealed that (1) students’ achievement in reading comprehension taught by using INSERT was higher than those taught by using SQ3R, with Fobs (27.32) > Ftab (3.98), (2) students’ achievement in reading comprehension with high curiosity was higher than those students with low curiosity with Fobs (6.92) > Ftab (3.98), (3) there was an interaction between teaching strategies and students’ curiosity on students’ achievement in reading comprehension with Fobs (15.43) > Ftab (3.98). Tuckey test was then applied to verify the interaction between each sample comparison.
Highlights
Reading is one of the important skill to master by the students besides writing, speaking, and listening in order to be able to use English in global to communicate and to get information well
The first class was treated by using INSERT strategy and the second class was treated by using SQ3R strategy
Learning to comprehend the texts nowadays is a complicated task to do for students of Senior High School since Kurikulum Tingkat Satuan Pendidikan (KTSP) requires them to know various text genres based on their levels, for example; Recount, Narrative, Procedure etc
Summary
Reading is one of the important skill to master by the students besides writing, speaking, and listening in order to be able to use English in global to communicate and to get information well. Some people read to get feeling and pleasure while the others read to get ideas and information They are reading to have general understanding. Learning to comprehend the texts nowadays is a complicated task to do for students of Senior High School since Kurikulum Tingkat Satuan Pendidikan (KTSP) requires them to know various text genres based on their levels, for example; Recount, Narrative, Procedure etc. By knowing those genres, hopefully they are being informational literate in terms of knowledge elevation in accordance with their need in their lives as stated in content standard (Standar isi) of KTSP. From 50 questions tested only 15 questions are aimed at testing listening skill while the rests are aimed at testing reading comprehension skill
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