THE EFFECT OF TEACHING STRATEGIES AND
CURIOSITY
ON STUDENTS’ ACHIEVEMENT IN READING
COMPREHENSION
A Thesis
Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
ANASTASIA RENOVA T. SIBUEA Registration Number: 8106112002
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
i
ACKNOWLEDGEMENT
First of all, it is thankful for Jesus Christ who had given his blessing, health and luck so that I am able to finish this thesis successfully. This thesis appears in its current form also due to the assistance and guidance of several people. I would like to offer my sincere thanks to all of them who made this thesis possible and unforgettable experience to me.
Then, I would like to say my sincere gratitude to my advisors Prof. Dr. Berlin Sibarani, M.Pd and Prof. Dr. Hj. Sumarsih, M.Pd, who have supported me during my thesis completion with their patience, motivation, enthusiasm, and immense knowledge. Beside my advisors, I would like to express my deep thanks to Prof. Busmin Gurning, M.Pd, Prof. Dr. Lince Sihombing, M.Pd, Prof. Dr. Sri Minda Murni, MS, and Dr. Rahmad Husein, M.Ed, as my reviewers and examiners for the valuable inputs to be inserted in this thesis.
Furthermore, I would like to express my high appreciation to Drs. Sangap Ginting, M.Pd as the head master of SMA Swasta Methodist Lubuk Pakam for allowing me conducting research in there. Thanks to the English teacher, Ms. Trisnawati Marpaung, SS, M.Hum, who helps me in conducting the treatment in the classroom. To all students of SMA Swasta Methodist Lubuk Pakam, especially for the Grade XI IPS 1 and XI IPS 2, thanks for the cooperative attitude and work during the research.
ii
official administration to fulfill this thesis. And also all lectures who have given very valuable knowledge and science during my study at English Applied Linguistics Study Program Postgraduate School of State University of Medan.
My time at LTBI UNIMED was enjoyable due to my lovely friends the member of class B LTBI XVIII that became part of my life, especially Ibu Delfina, Luhetri Muhdalifa Manalu, Julia Ratih, Hestika Ginting, Eka Dessy, Fitri Ayunisa, Ibu Hairani and the group members of line. I am grateful for the fun and memorable time we had. My gratitude is also to my partner in Sunday School HKBP P. Bulan, especially the teacher of “Horong IA”, Ms. Ida, Ms, Friska and
Ms. Sondang.
Finally, I would like to express the profound gratitude from my deep heart to my beloved family; my mother, Dra. Ratna Uli Gultom; my brothers, Erick Sibuea and Tommy Sibuea for their endless love, prays and support both moral and material before, during and after my academic years at Postgraduate School Program of State University of Medan, and special my special thanks also go to Silaban’s big family, my beloved husband Rejeki Silaban, ST, my handsome boy
Melkisedek Silaban and my little princess Tabita Silaban for their understanding, caring and support, without them this thesis would not have been completed.
Medan, February 2016
iii ABSTRACT
Sibuea, Anastasia R.T. 8106112002. The Effect of Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension. A Thesis. English Applied Linguistic Program. State University of Medan. 2016.
The objectives of this study are to know whether: 1) students’ achievement in reading comprehension taught by using INSERT strategy is significantly higher than taught by using DRTA strategy. 2) Students’ achievement in reading comprehension having high curiosity is higher than having low curiosity, 3) there was interaction between teaching strategies and curiosity on students’ achievement in reading comprehension. An experimental research with factorial design 2x2 is used in this study. There are 76 students from grade X of 2015/2016 academic year of SMA Methodist Lubuk Pakam as sample of this study. The students are divided into two groups. Each group consists of 38 students. The first group is treated by using INSERT strategy and the second group is treated by using DRTA strategy. Curiosity of the two groups is measured by giving questionnaire to classify the students having high and low curiosity. Students’ achievement in reading comprehension is measured by giving multiple choice tests. The data are analyzed by applying two-way ANOVA at the level significance α = 0.05. The finding of the data shows that: (1) students’ achievement in reading comprehension taught by using INSERT is higher than that taught by using DRTA, 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 interaction
between teaching strategies and curiosity on students’ achievement in reading comprehension with Fobs (15.43) > Ftab (3.98). After Tuckey test is done, it reveals
iv ABSTRAK
Sibuea, Anastasia R.T. 8106112002. Pengaruh Strategi Membaca dan Rasa Ingin Tahu Siswa dalam Pemahaman Membaca. Tesis. Linguistik Terapan Bahasa Inggris, Pasca Sarjana Universitas Negeri Medan. 2016.
Tujuan dari penelitian ini untuk menguji apakah : 1) hasil belajar siswa dalam pemahaman membaca yang diajarkan dengan strategi INSERT lebih tinggi dari pada yang diajarkan dengan strategi DRTA. 2) hasil belajar siswa dalam pemahaman membaca yang memiliki rasa ingin tahu yang tinggi akan lebih baik dari siswa yang memiliki rasa ingin tahu yang rendah, 3) terdapat interakssi antara strategi pengajaran dan rasa ingin tahu siswa terhadap hasil belajar siswa dalam pemahaman membaca. Populasi dari penelitian ini adalah siswa kelas X SMA Methodist Lubuk Pakam T.A. 2015/2016. Jumlah populasi pada penelitian ini 152 siswa. Ada 4 kelas dan 2 kelas telah dipilih sebagai sampel. Kedua kelas ini terdiri dari 38 students, jadi jumlah sampel pada penelitian ini 76 siswa. Penelitian ini menggunakan eksperimental design dengan menggunakan factorial design 2x2. Kelas 2 diajar dengan menggunakan strategi INSERT dan kelas X-3 diajar dengan menggunakan strategi DRTA. Instrument yang digunakan untuk mengukur pemahaman membaca ialah pilihan berganda dan rasa ingin tahu siswa diukur dengan menggunakan angket untuk mengetahui tinggi rendahnya rasa ingin tahu siswa. Data dianalisis dengan menggunakan ANOVA dua arahdengan level signifikan α = 0.05. berdassarkan analisa ditemukan bahwa : (1) hasil belajar siswa yang diajar dengan menggunakan strategi INSERT lebih tinggi daripada yang diajar dengan menggunakan strategi DRTA, dimana Fhitung (27.32) > Ftab
(3.98), (2) hasil belajar siswa yang memiliki rasa ingin tahu yang tinggi lebih tinggi daripada siswa yang memiliki rassa igin tahu yang rendah, dimana Fhitung
(6.92) > Ftab (3.98), (3) terdapat interaksi antara strategi pengajaran dan rassa
ingin tahu terhadap hasil belajar siswa dalam pemahaman membaca, dimana Fhitung (15.43) > Ftab (3.98). Dan hasil Tuckey-test juga menunjukkan bahwa siswa
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1.5 Significance of the Study………. 8
CHAPTER II: REVIEW OF LITERATURE……….. 9
2.1 Theoretical Framework……… 9
2.1.1 Students’ Achievement in Reading Comprehension……….. 9
2.1.2 Reading Comprehension………. 10
2.1.3 Levels of Reading Comprehension………. 13
2.1.4 The Assessment of Reading comprehension………... 15
2.1.5 Genre………... 16
2.2 Teaching Strategies……….. 18
2.2.1 INSERT Strategy……… 20
2.2.1.1 The Procedures of INSERT Strategy………... 21
2.2.2 DRTA Strategy………... 23
2.2.2.1 The Procedures in DRTA………. 25
2.3 Curiosity……….. 27
2.3.1 Types of Curiosity……….. 29
2.3.2 High and Low Curiosity of Students in Learning……….. 32
2.4 Relevant Studies ………. 33
2.5 Conceptual Framework……… 35
2.5.1 The Differences between Students’ Achievement in Reading Comprehension Taught by Using INSERT and DRTA Strategy… 35 2.5.2 The Differences between Students’ Achievement in Reading Comprehension having High and Low Curiosity…………...……. 39
2.5.3 The Interaction between Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension………... 40
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CHAPTER III: RESEARCH METHODOLOGY……… 43
3.1 Research Design………... 43
3.2 Population and Sample………. 44
3.2.1 Population……….... 44
3.2.2 Sample………. 44
3.3 Procedure of Treatment……… 45
3.4 Control of Treatment ………... 46
3.4.1 Internal Validity ………. 46
3.4.2 External Validity………. 48
3.5 The Instrument of Data Collection………... 48
3.5.1 Questionnaire of Curiosity……….. 49
3.5.2 Reading Comprehension Test………. 50
3.6 Instrument Validation..………. 50
3.6.1 Validity of Reading Comprehension Test………..…. 50
3.6.2 Reliability of Reading Comprehension Test………..…. 51
3.6.3 Validity of Curiosity Questionnaire……….……… 51
3.6.4 Reliability of Curiosity Questionnaire………... 52
3.7 The Technique of Analyzing Data………... 52
3.8 Statistical Hypotheses……….. 53
CHAPTER IV: DATA ANALYSIS, FINDINGS, AND DISCUSSION… 55 4.1 The Data Description……….. 55
4.1.1 Students’ Reading Comprehension Achievement Taught by using INSERT Strategy………... 55
4.1.2 Students’ Reading Comprehension Achievement Taught by using DRTA Strategy……….. 57
4.1.3 Students’ Reading Comprehension Achievement of Students with High Curiosity……….………... 58
4.1.4 Students’ Reading Comprehension Achievement of Students with Low Curiosity……….………... 59
4.1.5 Students’ Achievement in Reading Comprehension with High Curiosity and Taught by using INSERT Strategy………. 60
4.1.6 Students’ Achievement in Reading Comprehension with Low Curiosity and Taught by using INSERT Strategy……….….... 61
4.1.7 Students’ Achievement in Reading Comprehension with High Curiosity and Taught by using DRTA Strategy…………...………. 62
4.1.8 Students’ Achievement in Reading Comprehension with Low Curiosity and Taught by using INSERT Strategy……… 63
4.2 Requirement of Data Analysis………... 64
4.2.1 Normality of the Test……….... 64
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4.2.2.1 Groups of Teaching Strategies and Curiosity………... 65
4.2.2.2 Groups Interaction……… 65
4.3 Testing of Hypotheses………... 66
4.3.1 Students’ Achievement in Reading Comprehension that was taught By Using INSERT is Higher than by Using DRTA Strategy…….. 67
4.3.2 Students’ Achievement in Reading Comprehension with High Curiosity is Higher than with Low Curiosity.……….. 67
4.3.3 Interaction between Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension……… 68
4.4 Discussion………. 71
4.4.1 Students’ Achievement in Reading Comprehension that was taught by Using INSERT is Higher than by Using DRTA Strategy…….. 71
4.4.2 Students’ Achievement in Reading Comprehension with High Curiosity is Higher than with Low Curiosity.………. 73
4.4.3 The Interaction between Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension……… 74
4.5 Limitation of Research……….. 75
CHAPTER V: CONCLUSION, IMPLICATION AND SUGGESTION 76 5.1 Conclusions……… 76
5.2 Suggestions ………... 76
5.3 Implications ……… 77
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LIST OF TABLES
Table 1.1 Reading Comprehension Score of X Grade Level Students of SMA
Swasta Methodist Lubuk Pakam 2014/2015………... 3
Table 2.1 INSERT Chart……… 22
Table 2.2 The Differences between INSERT and DRTA as Reading Strategy……….. 26
Table 2.3 The Nature of Curiosity………. 27
Table 2.4 Characteristic of High and Low Curiosity………. 32
Table 2.5 INSERT Symbols..………. 36
Table 3.1 Factorial Research Design 2x2……….……….. 43
Table 3.2 The Procedures in reatment……… 45
Table 3.3 Specification of Students’ Curiosity……….……….. 49
Table 3.4 The Outline of the Students’ Reading Comprehension Test.……. 49
Table 3.5 The Format of Two Way ANOVA……… 52
Table 4.1 Summary of Research Data Description………... 54
Table 4.2 Frequency Distribution of the Score of Students Taught by Using INSERT Strategy………... 55
Table 4.3 Frequency Distribution of the Score of Students Taught by Using DRTA Strategy……….. 56
Table 4.4 Frequency Distribution of the Score of Students with High Curiosity………. 57
Table 4.5 Frequency Distribution of the Score of Students with Low Curiosity………. 58
Table 4.6 Frequency Distribution of the Score of Students with High Curiosity and Taught by Using INSERT Strategy.……….... 59
Table 4.7 Frequency Distribution of the Score of Students with Low Curiosity and Taught by Using INSERT Strategy …..……….. 60
Table 4.8 Frequency Distribution of the Score of Students with High Curiosity and Taught by Using DRTA Strategy .………..….... 61
Table 4.9 Frequency Distribution of the Score of Students with Low Curiosity and Taught by Using DRTA Strategy .……….. 62
Table 4.10 Summary on the Result of Normality Test ………... 63
Table 4.11 The Result of Homogeneity Variance by Using F-test…………. 64
Table 4.12 Summary on the Result of Homogeneity Test by Using Barlett Test……… 64
Table 4.13 Result of Homogeneity Test on each Sample Groups………….. 65
Table 4.14 Two –Way ANOVA……….………...……… 65
Table 4.15 Summary on Calculation Result of Two –Way ANOVA………. 66
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LIST OF FIGURES
Figure 4.1 Histogram on Student Reading Comprehension Achievement Taught by Using INSERT Strategy………... 55 Figure 4.2 Histogram on Students Reading Comprehension Achievement Taught by Using DRTA Strategy……... 56 Figure 4.3 Histogram on Students Reading Comprehension Achievement with
High Curiosity ……….. 57
Figure 4.4 Histogram on Students Reading Comprehension Achievement with Low Curiosity ……….. 58 Figure 4.5 Histogram on Students Reading Comprehension Achievement with
High Curiosity and Taught by Using INSERT Strategy……….. 59
Figure 4.6 Histogram on Students Reading Comprehension Achievement with Low Curiosity and Taught by Using INSERT Strategy.……….. 60 Figure 4.7 Histogram on Students Reading Comprehension Achievement with
High Curiosity and Taught by Using DRTA Strategy …………. 61 Figure 4.8 Histogram on Students Reading Comprehension Achievement with
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LIST OF APPENDICES
Appendix A Reading Comprehension Test…………..………... 82
Appendix B Curiosity Questionnaire………... 92
Appendix C The Validity of Reading Comprehension Test……… 94
Appendix D The Validity Reading Comprehension Test Result……… 100
Appendix E Reliability of Reading Comprehension Test………... 101
Appendix F The Validity of Curiosity Questionnaire………. 102
Appendix G The Validity Questionnaire Result………. 104
Appendix H The Reliability of Questionnaire……….……… 105
Appendix I Description of Students’ Score……….…….. 106
Appendix J Description of Basic Statistic Calculation………... 107
Appendix K Normality Test of the Data…... 113
Appendix L Homogeneity Test of Variance……… 117
1 CHAPTER I
INTRODUCTION
1.1Background of the Study
Reading has different meaning for different people. Some people read to
get feeling and pleasure while the others read to get ideas and information. For
students, particularly they read to have general understanding, specific and detail
information (Harmer, 2003). It means that when the students read any texts, they
try to understand what the words mean, see the pictures painted by the words,
engage with what they are reading to respond to the content, and catch the
message conveyed by the writer.
Reading is one of the four language skills in language learning. Its role is
realized as very substantial not only for the language competency mastery but also
for the knowledge mastery. By giving reading activity in the language learning,
teacher actually has opened students’ schemata or horizon. In further condition,
the knowledge they got from reading will give big impact for other language skills
such as writing and speaking.
Thus, knowledge is actually the product of doing reading in the language
learning which does not come suddenly without any process at the previous. The
processes are started by the interaction between the readers and the text such as
looking at the print, deciphering in some sense of the marks on page. Then, the
readers try to think what they are reading. Next, they think what is meant to them,
how it relates to other things they have read, and how they connect it with their
2
In fact, the knowledge will not be reached by students if they lack of
comprehending a text. It is because reading is not only as the process of
communication between writer and reader through written symbols in the text but
also as an activity which must enable the students as the readers to grasp the
information implied in the text by activating their thinking process so that the
reading comprehension is earned.
It is as what is argued by Light and McNaughton (2012). They uttered that
the reading comprehension is require the learner to decode or recognize by sight
the words in the written text, understand the meaning of the words/sentences,
relate the meaning of the sentences to the rest of the text, activate prior knowledge
and experience about the topic, use this prior knowledge to infer meaning and
support understanding, monitor understanding of the text continually.
Learning reading comprehension, nowadays, is a complicated task to do
by the 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, Descriptive, News Item,
Report, exposition, Anecdote, Spoof, Explanation, Discussion and Review. By
knowing those genres, it is hoped that the students are being informational literate
in terms of knowledge elevation in accordance with their needs in their lives as
stated in Content Standard (Standar Isi, 2006) of KTSP. And as the evaluation,
Badan Standar Nasional Pendidikan (BSNP) will formulate genre-based questions
to test students’ reading comprehension in State – Examination (UN). Even, the
3
Form 40 questions tested, only 15 questions are aimed at testing listening skill
while the rests are aimed at testing reading comprehension skill.
Those all the effort done by the government expects that students will read
many texts as the preparation before facing the national examination. In further
effect, it will train students about how gather knowledge from a text. This activity
must be started from the daily teaching-learning process. So in hope, the students
will not have difficulties in comprehending the text when they are in national
examination.
The reality is that there are so many students who are able to read texts
with the appropriate pronunciation but they do not know what they are reading
about. It is because they do not apply the way they use when reading in their
native language to reading in foreign language they are learning. They just spent
their time to earn the meaning word by word, then consult the unknown
vocabularies, continue with the meaning of each sentences. Actually, what it is
done by them just touch the linguistic knowledge. This is actually the
phenomenon teacher faced in the class included in SMA Swasta Methodist Lubuk
Pakam. The phenomenon is seen in the following table 1.1.
Table 1.1 Reading Comprehension Score of X Grade Level Students of SMA Swasta Methodist Lubuk Pakam 2014/2015
Semester Means of students’ achievement in language learning
Reading Speaking Listening Writing
I 60 70 65 72
II 65 72 70 75
As long as the academic year 2014-2015, it is found that the average score
of students’ achievement in reading comprehension in the first semester on
4
year is 65 whereas the completeness scores of students’ achievement in reading
comprehension is 75. It means that the students’ achievement in reading is still
under Minimal Passing Grade Criteria (Kriteria Ketuntasan Minimal: KKM)
The lowness of students’ achievement in comprehending a text is caused
the students get bored directly when the text is given to them. As a result, they are
less interested in further activities related with the reading text. The fact shows
that strategies which are challenging the students are needed so that they are more
curios in reading class.
According to Alexander (1998), reading comprehension is influenced by
many factors, among others are reading material, the total program of reading
instruction, the children own personality, attitudes, interest, motivation, habits and
his out of school environment influence the development of reading
comprehension.
It is clear that reading is not easy as people think. It is not easy to have the
ability of drawing meaning from the printed page and interpret the information.
That is why the teaching strategies are needed.
However, not all teaching strategies are applicable for reading
comprehension. The teaching strategies needed are those are able to connect the
students’ prior knowledge with the new information in given text.
One of the strategies is INSERT, this strategy stands for Interactive
Notation System for Effective Reading and Thinking. It uses symbols or notation
such as check mark or plus sign as a way for the reader to respond to the text
5
information that is found in the text. It also helps them to identify what they do
not know or are confused about text during reading.
Another strategy is DRTA (Directed Reading-Thinking Activity). This
strategy based on the students centered and constructivism learning theories while
the teacher as facilitator. In DRTA lesson teacher encourage to stimulus and
develop the comprehension by activating students’ background knowledge,
having them predictions, and answer question.
Despite of teaching strategy another factor that influence of reading
comprehension is the student own personality. One of student personality that
includes and related in learning process is curiosity. Curiosity, undoubtedly, is a
personal factor that really affects the success of teaching and learning in the
classroom. When learner’s curiosity is well provoked, they will have great wander
through the tasks given by the teachers, new sensation directed towards the
process of learning, positive behavior and better concentration and attention while
teaching and learning process occur. Those attitudes, of course, are considered as
strong motivators to facilitate cognitive, affective, and psychomotor developments
in teaching and learning any skills, including reading comprehension.
Moreover, curiosity is considered to be an information-seeking process
that directs and motivates learning (Loewenstein, 1994). When the students are
exposed to INSERT and DRTA strategies in comprehending a text, they, actually
are treated to be information seekers since they must be aware of what they know
and what they believe and they must confront what they know and believe with
6
Based on the explanation above, it is believed that teaching strategies and
the level of students’ curiosity significantly affect reading comprehension
achievement of students. Therefore, in this study the researcher is interested in
discovering the effect of INSERT and DRTA strategies in improving the students’
reading comprehension for those who have high and low curiosity.
1.2 The Problems of the Study
Based on the background above, the problems of this study are formulated
in questions such as the following;
1. Is the students’ reading comprehension achievement taught by using
INSERT strategy significantly higher than that taught by using DRTA
strategy?
2. Is the students’ reading comprehension achievement with high curiosity
higher than that with low curiosity?
3. Is there any significant interaction between teaching strategies and
students’ curiosity?
1.3 The Objectives of the Study
In the line with the problems, the objectives of the study are:
1) to find out whether the students’ reading comprehension achievement
taught by using INSERT strategy is higher than taught by using DRTA
7
2) to find out whether students’ reading comprehension achievement of high
curiosity is higher than reading comprehension achievement of low
curiosity, and
3) to find out whether there is significant interaction between teaching
strategies and students’ curiosity in students’ achievement on reading
comprehension.
1.4 The Scope of the Study
There are many strategies which are probably used by teacher for
improving the students’ achievement in teaching reading comprehension, but in
this case, the scope of the study is intended to discuss only on INSERT strategy
and DRTA strategy. Dealing with these strategies, the curiosity of students will be
also investigated. By knowing high and low curiosity of students this study is
expected to give clearer description on the effect of teaching strategies and
curiosity on students’ achievement in reading comprehension.
And the types of text that would like to be used as the sample of reading
comprehension is exposition text. Since the text often appears in National
Examination and mostly the students give the wrong answer to the questions on
this type of the text. The students’ achievement in reading comprehension will
tested deals with taxonomy of comprehension, they are: literal, inferential and
8 1.5 Significance of the Study
The findings are expected to be useful for development of theory and
practice. Theoretically, it is able to give positive contributions for teaching in
overcoming problem in reading through value finding in the area of teaching
reading. Moreover, this study will extend students’ knowledge, develop their
knowledge of decoding skills and expand their ability to comprehend what they
read.
Meanwhile, practically the results of this study are hoped to be useful for
English teacher, especially, because it can be used as an alternative in varying the
English teaching related with reading comprehension. In hope, this research will
be able to change paradigm saying that reading is as boring activity. Hopefully, by
76
CHAPTER V
CONCLUSIONS, SUGGESTION AND IMPLICATIONS
5.1 Conclusions
Based on the data analysis, some conclusions are derived from meaningful
of discussion of this study in the following:
1. INSERT strategy and DRTA strategy give the different effect on students’
achievement in reading comprehension. Students’ achievement in reading
comprehension that taught by using INSERT strategy is higher than
students taught by using DRTA strategy.
2. The students’ achievement in reading comprehension with high curiosity
is higher than that of students with low curiosity.
3. There is significant interaction between teaching strategy and curiosity on
students’ achievement in reading comprehension. Students have high
curiosity showed significant effect on their achievement in reading
comprehension if they were taught by using INSERT strategy. While
students have low curiosity showed significant effect on their achievement
in reading comprehension if they were taught by using DRTA strategy.
5.2 Suggestions
In connection with the conclusions, some suggested stated as follows:
1. English teachers are recommended using INSERT and DRTA in reading
comprehension since both strategies can improve students’ achievement in
reading comprehension.`
77
2. English teachers should encourage low curiosity students to participate in
study English in order to get better achievement in reading
comprehension.
3. This study only focuses on the aspect of curiosity. Meanwhile there are
many aspects that can influence students’ achievement in reading
comprehension. Thus, future researcher should examine other personality
variables.
5.3 Implications
The findings of this study give implication to English teachers and
students who want to improve their achievement in reading comprehension. This
study has tested reading comprehension teaching strategies; they are INSERT and
DRTA. They were applied on students have high students and low curiosity in
order to know which teaching strategy are suitable for them in improving their
achievement in reading comprehension.
The first result of this study showed that students’ achievement in reading
comprehension taught by using INSERT is higher than students’ achievement in
reading comprehension taught by using DRTA. Because INSERT strategy
provides students with the ability to read and learn to apply practice of good
readers, and learn to carefully observe, communicate and participate. Through
INSERT students is guided to be independent learner and given freedom to
improve and develop their ability. The teacher only gives direction how to use the
symbols and students themselves develop their mind and hoped the students can
78
The second result of this study showed that the students’ achievement in
reading comprehension that high curiosity is higher than students’ achievement in
reading comprehension of low curiosity. It gives implication to the English
teacher that they should be aware of students’ curiosity. The identification of
students’ curiosity can determine the teachers in deciding what efforts they will do
to make the students pay more attention when they are teaching reading
comprehension. So, understanding that students have different curiosity is the key
to success in teaching since teachers can choose which teaching strategy is
suitable to apply for students.
The third result of this study showed that there is significant interaction
between teaching strategies and students’ curiosity on students’ achievement in
reading comprehension. It implies that any teaching strategies applied by teachers
should be related to the levels of students’ curiosity. By knowing the students’
curiosity, the teachers can help their students to overcome their problem in
teaching learning process. English teacher is suggested by using INSERT for high
curiosity in order to improve their achievement in reading comprehension since
high curiosity have their own desire that serves to activate or organize their
curiosity of something by some steps that included in INSERT. For low curiosity
students, English teacher is suggested using DRTA, teacher provide modeling of
desired behavior, offering explanations, inviting students participation, verifying
79
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