THE EFFECT OF TEACHING STRATEGIES AND CURIOSITY ON STUDENTS’ ACHIEVEMENT IN READING EXPOSITION TEXT.

i

ACKNOWLEDGEMENT

First of all, I would like to express great gratitude to The Almighty God, Jesus Christ, for this strength in this glorious bless which makes me able to do this research and composes this thesis. Being as His child is a miracle which leads me ways of life and goal.

Then, I would like to say my sincere gratitude to my advisors Prof. Dr. Busmin Gurning, 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. Dr. Berlin Sibarani, M.Pd, Dr. Rahmad Husein, M.Ed, and Dr. Anni Holila Pulungan, M.Hum, 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. Masner as the head master of SMA Swasta RK Serdang Murni Lubuk Pakam for allowing me conducting research in there. Thanks to the English teacher, Mrs. Sisca Eva Bukit, S.Pd who helps me in conducting the treatment in the classroom. To all students of SMA Swasta RK Serdang Murni Lubuk Pakam, especially for the Grade XI IPA 1 and XI IPA 2, thanks for the cooperative attitude and work during the research.

Acknowledge my gratitude to Dr. Rahmad Husein, M.Ed and Dr. Anni Holila Pulungan, M.Hum. Head and secretary of English Applied Linguistic Study Program for assistance in completing the administrative procedures, and Mr. Farid Ma’ruf as an administrator of LTBI who has given assistance in completing the 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.

Finally, I would like to express my special thanks from my deepest heart to my beloved husband, Lengsipeng Manurung, S.Pd, M.Pd 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 my beloved daughters, Pearl Princila Manurung, Princes Thesalonika, Prudence Hesita Manung and Vini Manurung for their prays, understanding, caring and support, without them this thesis would not have been completed.

Medan, 21stMarch 2017

iii ABSTRACT

Siregar, Aguslani. 8156111024. The Effect of Teaching Strategies and Curiosity on Students’ Achievement in Reading Exposition Text. A Thesis. English Applied Linguistic Program. State University of Medan. 2017.

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 SQ3R 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 five classes, namely XI IPA1, XI IPA2, XI IPS1, XI IPS2 and XI IPS3. And total number of populationis 152 students. Then two classes are chosen in this study. There are 76 students from grade XI of 2016/2017 academic year of SMA RK SERDANG MURNI 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 SQ3R 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 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 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 that students having high curiosity get higher score if they are taught by using INSERT strategy while students having low curiosity get higher scores if they are taught by using SQ3R strategy.

ABSTRAK

Siregar, Aguslani. 8156111024. Pengaruh Strategi Membaca dan Rasa Ingin Tahu Siswa dalam Teks Exposisi. Tesis. Linguistik Terapan Bahasa Inggris, Pasca Sarjana Universitas Negeri Medan. 2017.

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 SQ3R. 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 XI SMA Swasta RK Serdang Murni Lubuk Pakam T.A. 2016/2017. Jumlah populasi pada penelitian ini 152 siswa. Ada 5 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 XI IPA1 diajar dengan menggunakan strategi INSERT dan kelas XI IPA2 diajar dengan menggunakan strategi SQ3R. 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 arahdenganlevel 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 SQ3R, dimana Fhitung (27.32) > Ftab (3.98), (2) hasil belajar siswa yang memiliki rasa ingin tahu yang tinggi lebih tinggi daripada siswa yang memiliki rasa ingin tahu yang rendah, dimana Fhitung(6.92) > Ftab(3.98), (3) terdapat interaksi antara strategi pengajaran dan rasa ingin tahu terhadap hasil belajar siswa dalam pemahaman membaca, dimana Fhitung (15.43) > Ftab (3.98). Dan hasil Tuckey-test juga menunjukkan bahwa siswa yang memiliki rasa ingin tahu yang tinggi akan mendapat hasil yang lebih tinggi jika diajar dengan menggunakan strategi INSERT sedangkan siswa yang memiliki rasa ingin tahu yang rendah akan mendapat hasil yang lebih tinggi jika diajar dengan menggunakan strategi SQ3R.

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TABLE OF CONTENTS

Pages

ACKNOWLEDGEMENT………. i

ABSTRACT……… iii

TABLE OF CONTENTS………... v

LIST OF TABLES……….. viii

LIST OF FIGURES……… x

LIST OF APPENDICES……… xi

CHAPTER I. INTRODUCTION……….. 1

1.1 Background of the Study………. 1

1.2 Problems of the Study………... 6

1.3 Objectives of the Study………. 6

1.4 Scopes of the Study………... 7

1.5 Significances of the Study………. 7

CHAPTER II. REVIEW OF LITERATURE……….. 9

2.1 Theoretical Framework……… 9

2.1.1 Students’ Achievement in Reading Comprehension……….. 10

2.1.2 Reading Comprehension………. 13

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 SQ3R Strategy………... 23

2.2.2.1 The Procedures in SQ3R………. 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………. 34

2.5 Conceptual Framework……… 36

2.5.1 The Differences between Students’ Achievement in Reading Comprehension Taught by Using INSERT and SQ3R Strategy… 36 2.5.2 The Differences between Students’ Achievement in Reading Comprehension having High and Low Curiosity…………...……. 40

2.5.3 The Interaction between Teaching Strategies and Curiosity on Students’Achievement in Reading Comprehension………... 41

CHAPTER III. RESEARCH METHODOLOGY……… 46

3.1 Research Design………... 46

3.2 Population and Sample………. 47

3.2.1 Population……….... 47

3.2.2 Sample………. 47

3.3 Procedure of Treatment……… 48

3.4 Control of Treatment ………... 49

3.4.1 InternalValidity ………. 50

3.4.2 External Validity………. 51

3.5 The Instrument of Data Collection………... 51

3.5.1 Questionnaire of Curiosity……….. 52

3.5.2 Reading Comprehension Test………. 53

3.6 Instrument Validation..………. 54

3.6.1 Validity of Reading Comprehension Test………..…. 54

3.6.2 Reliability of Reading Comprehension Test………..…. 54

3.6.3 Validity of Curiosity Questionnaire……….……… 55

3.6.4 Reliability of Curiosity Questionnaire………... 55

3.7 The Technique of Analyzing Data………... 56

3.8 Statistical Hypotheses……….. 56

CHAPTER IV. DATA ANALYSIS, FINDINGS, AND DISCUSSION… 58 4.1 The Data Description……….. 58

4.1.1 Students’ Reading ComprehensionAchievement Taught by using INSERT Strategy………... 58

4.1.2 Students’ Reading Comprehension Achievement Taught by using SQ3RStrategy……….. 60

4.1.3 Students’ Reading Comprehension Achievement of Students with High Curiosity……….………... 61

4.1.4 Students’ Reading Comprehension Achievement of Students with LowCuriosity……….………... 62

4.1.5 Students’ Achievement in Reading Comprehensionwith High Curiosity and Taught by using INSERT Strategy………. 63

4.1.6 Students’ Achievement in Reading Comprehensionwith Low Curiosity andTaught by using INSERT Strategy……….….... 64

4.1.7 Students’ Achievement in Reading Comprehensionwith High Curiosity and Taught by using SQ3RStrategy…………...………. 65

4.1.8 Students’ Achievement in Reading Comprehensionwith Low Curiosity and Taught by using INSERT Strategy……… 66

4.2 Requirement of Data Analysis………... 67

4.2.1 Normality of the Test……….... 67

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4.2.2.1 Groups of Teaching Strategies and Curiosity………... 68

4.2.2.2 Groups Interaction……… 68

4.3 Testing of Hypotheses………... 69

4.3.1 Students’ Achievement in Reading Comprehension that was taught By Using INSERT is Higher than by Using SQ3R Strategy…….. 70

4.3.2 Students’ Achievement in Reading Comprehensionwith High Curiosity is Higher than withLow Curiosity.……….. 70

4.3.3 Interaction between TeachingStrategies and Curiosity on Students’ Achievement in Reading Comprehension……… 71

4.4 Discussion………. 74

4.4.1 Students’ Achievement in Reading Comprehension that was taught by Using INSERT is Higher than by Using SQ3R Strategy…….. 74

4.4.2 Students’ Achievement in Reading Comprehensionwith High Curiosity is Higher than withLow Curiosity.………. 76

4.4.3 The Interaction between Teaching Strategies and Curiosity on Students’ Achievement in ReadingComprehension……… 77

4.5 Limitation ofResearch……….. 78

CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION 79 5.1 Conclusions……… 79

5.2 Suggestions………... 79

5.3 Implications……… 80

References……….. 82

LIST OF TABLES

Pages Table 1.1 Reading Comprehension Score of X Grade Level Students of

SMA Swasta RK Serdang Murni Lubuk Pakam 2015/2016……... 3

Table 2.1 INSERT Chart……….... 22

Table 2.2 The Differences between INSERT and SQ3R as Reading Strategy.. 27

Table 2.3 Where does the curiosity come from?………... 28

Table 2.4 Characteristic of High and Low Curiosity………... 32

Table 2.5 INSERT Symbols..……….... 37

Table 3.1 FactorialResearch Design 2x2……….……….... 46

Table 3.2 The Procedures in reatment……….. 49

Table 3.3 Specification of Students’ Curiosity……….……… 52

Table 3.4 The Outline of the Students’ Reading Comprehension Test.……... 53

Table 3.5 The Format of Two Way ANOVA……….. 56

Table 4.1 Summary of Research Data Description… ………... 58

Table 4.2 Frequency Distribution of the Score of Students Taught by Using INSERTStrategy………... 59

Table 4.3 Frequency Distribution of the Score of Students Taught by Using SQ3R Strategy………... 60

Table 4.4 Frequency Distribution of the Score of Students with High Curiosity………... 61

Table 4.5 Frequency Distribution of the Score of Students with Low Curiosity………... 62

Table 4.6 Frequency Distribution of the Score of Students with High Curiosity and Taught by Using INSERT Strategy.………... 63

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Table 4.7 Frequency Distribution of the Score of Students with Low Curiosity and Taught by Using INSERT Strategy…..……….... 64 Table 4.8 Frequency Distribution of the Score of Students with High Curiosity

and Taught by Using SQ3R Strategy .………..…... 65 Table 4.9 Frequency Distribution of the Score of Students with Low Curiosity

and Taught by Using SQ3R Strategy .………... 66 Table 4.10 Summary on the Result of Normality Test………... 67 Table 4.11 The Result of Homogeneity Variance by Using F-test…………... 68 Table 4.12 Summary on the Result of Homogeneity Test by Using Barlett

Test……….... 68 Table 4.13Result of Homogeneity Test on each Sample Groups…………... 69

Table 4.14 Two– Way ANOVA……….………...………... 69

Table 4.15 Summary on Calculation Result of Two–Way ANOVA………... 70 Table 4.16Summary of the Calculation Result on Tuckey Test……..…... 72

LIST OF FIGURES

Pages Figure 4.1 Histogram on Student Reading Comprehension Achievement

Taught by Using INSERT Strategy………... 59 Figure 4.2 Histogram on Students Reading Comprehension Achievement

Taught by Using SQ3R Strategy……... 60 Figure 4.3 Histogram on Students Reading Comprehension Achievement with

High Curiosity ………... 61 Figure 4.4 Histogram on Students Reading Comprehension Achievement with

Low Curiosity………... 62

Figure 4.5 Histogram on Students Reading Comprehension Achievement with High Curiosity and Taught by Using INSERT Strategy………... 63 Figure 4.6 Histogram on Students Reading Comprehension Achievement with

Low Curiosity and Taught by Using INSERT Strategy.………... 64 Figure 4.7 Histogram on Students Reading Comprehension Achievement with

High Curiosity and Taught by Using SQ3R Strategy…………... 65 Figure 4.8 Histogram on Students Reading Comprehension Achievement with

Low Curiosity and Taught by Using SQ3R Strategy…………... 66 Figure 4.9 The Interaction between Teaching Strategies and Curiosity……... 71

1 CHAPTER I INTRODUCTION

1.1Background of the Study

Reading is one of the important skills to be mastered by the students besides writing, speaking, and listening in order to be able use English as global language to communicate and get information well. (Hammer, 2003) declares 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. 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.

By reading, students can broaden their knowledge and get a lot of information. Therefore, it is very important to teach reading well to the students and make it interesting activities for students.

Reading is considered to be an important early step in the development of mental and linguistic abilities. Reading comprehension is the ultimate purpose of reading because the purpose of all reading is to understanding and interpret what is read.

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

2

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 prior knowledge so that they are able to gather the new knowledge from the text.

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

3

to test students’ reading comprehension in State – Examination (UN). Even, the reading comprehension takes dominant point among the other kinds of questions. Form 50 questions tested, only 15 questions are aimed at testing listening skill while the rests are aimed at testing reading comprehension skill.

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 RK Serdang Murni Lubuk Pakam. The phenomenon is seen in the following table 1.1.

Table 1.1 Reading Comprehension Score of XI Grade Level Students of SMA Swasta RK Serdang Murni Lubuk Pakam 2015/2016

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 2015-2016, it is found that the average score of students’ achievement in reading comprehension in the first semester on 2015/2016 of school year is 60 and the second semester on 2015/2016 of school 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)

4

Considering the condition above, The teacher needs a new strategy of learning reading text activity in order to make the students become active, enjoy ,and comprehend about the main point of reading text. There are many strategies that are popular to make teaching reading more effective and interesting. These strategies are expected to be useful to improve the students’ reading comprehension achievement. 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 curious in reading class.

According to Anderson (2006), reading is requires a high level of muscular co-ordination, sustained, effort and concentration. 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 while reading. It is used by relating what they know previously to new 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 SQ3R (Survey, Question, Read, Recite, Review). This strategy based on the students centered and constructivism learning theories while

5

the teacher as facilitator. In SQ3R lesson teacher encourage to stimulus and develop the comprehension by activating students’ background knowledge.

Inspite 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. (Driscoll, 2005, p.295) declares curiosity, in children and adults alike, is a strong motivor of learning. 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, a deeper level of curiosity by creating a problem situation which can be resolved only by knowledge-seeking behavior states (Keller, in Driscoll, 2005, p.296). When the students are exposed to INSERT and SQ3R 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 the information conveyed by the writer in a text.

Based on the explanation, 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

6

discovering the effect of INSERT and SQ3R 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 SQ3R 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 SQ3R strategy.

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.

7

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 SQ3R 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 critical comprehension.

1.5 The Significances 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

8

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 these strategies reading is able to be an interesting activity to be done by anyone.

to test students’ reading comprehension in State – Examination (UN). Even, the reading comprehension takes dominant point among the other kinds of questions. Form 50 questions tested, only 15 questions are aimed at testing listening skill while the rests are aimed at testing reading comprehension skill.

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 RK Serdang Murni Lubuk Pakam. The phenomenon is seen in the following table 1.1.

Table 1.1 Reading Comprehension Score of XI Grade Level Students of SMA Swasta RK Serdang Murni Lubuk Pakam 2015/2016

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 2015-2016, it is found that the average score of students’ achievement in reading comprehension in the first semester on 2015/2016 of school year is 60 and the second semester on 2015/2016 of school 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)

Considering the condition above, The teacher needs a new strategy of learning reading text activity in order to make the students become active, enjoy ,and comprehend about the main point of reading text. There are many strategies that are popular to make teaching reading more effective and interesting. These strategies are expected to be useful to improve the students’ reading comprehension achievement. 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 curious in reading class.

According to Anderson (2006), reading is requires a high level of muscular co-ordination, sustained, effort and concentration. 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 while reading. It is used by relating what they know previously to new 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 SQ3R (Survey, Question, Read, Recite, Review). This strategy based on the students centered and constructivism learning theories while

the teacher as facilitator. In SQ3R lesson teacher encourage to stimulus and develop the comprehension by activating students’ background knowledge.

Inspite 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. (Driscoll, 2005, p.295) declares curiosity, in children and adults alike, is a strong motivor of learning. 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, a deeper level of curiosity by creating a problem situation which can be resolved only by knowledge-seeking behavior states (Keller, in Driscoll, 2005, p.296). When the students are exposed to INSERT and SQ3R 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 the information conveyed by the writer in a text.

Based on the explanation, 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 SQ3R 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 SQ3R 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 SQ3R strategy.

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 SQ3R 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 critical comprehension.

1.5 The Significances 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 these strategies reading is able to be an interesting activity to be done by anyone.