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. REFERENCES Afdhalina. 2011. The Effect of Reading Strategies and Learning Style on the Students Achievement in Reading Comprehension. Medan: UNIMED. Al Odwan, T. Abd.Al-Hameed. 2012. The Effect of The Directed Reading Thinking Activity through Cooperative Learning on English Secondary Stage Students’ Reading Comprehension in Jordan. International Journal of Humanities ans Social Science. Vol. 2 No. 16, pp. 138-151 Anderson, W.2001. A Taxonomy for Learning, Teaching, and Assessing. England: Longman. Alexander, J.E. 1988. Teaching Reading 3 Ed. Boston, Scott: Foresman. Arikunto, Suharsimi. 2003. Prosedur penelitian Edisi Revisi. Jakarta: Rineka Cipta. Ary, D, Lucy C. Jacob and Asghar Razaviah. 1979. Introduction to Research in Education. 2 nd Ed. Holt. Rinehart and Winston. Berlyne, DE. 1998. Curiosity and Learning. Chicago: Rand McNally. Blair, h and Ruplay, H. 1981. Principles and Practices of Teaching Reading 5 th Edition. Colombus: A Bell Howell Commpany. Bloom, B. 1982. Taxonomy of Education Objectives, handbook I: Cognitive Domain. New York: David McKay. Brassel, Danny and Rasinsky, Timothy. 2008. Comprehension that Works Taking Students Beyond Ordinary Understanding to Deep Comprehension. Huntington Beach: Corinne Burton. Brown, H Douglas. 2004. Principle of Language learning and Teaching 5 th Edition. London: Longman. Buss, Lauren M. 2005. Using Reading Response Journals for Reading Comprehension. Journal for Reading. Vol 8 1 pp 1-7. Charles, Alderson, J. 2000. Assessing Reading. Cambridge: Cambridge University. Coldwell, Jo Anne Schudut. 2008. Comprehension Assesment. London: The Fuilford Press. Cunningham, P, Moore. S, Cunningham, J Moore, D. 2000. Reading and Writing in Elementary Classroom 4 th edition. New York: Longman