Significance of the Study
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
students understanding.
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