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having high self-esteem 61.02 is higher than the one of those having low self-esteem 55.78. It can be concluded that the students having high self-esteem have higher
reading skill than students having low self-esteem.
3. Collaborative Strategic Reading is more appropriate used for students with high self-
esteem while Direct Instruction Method is more appropriate for low self-esteem students.
F
o
interaction 65.22 is bigger than F
t
at the level of significance α=0.05 4.00 and F
t
at the level of significance
α=0.01 7.08. Because F
o
interaction is higher than F
t
, it can be concluded that there is interaction effect between the two variables, teaching methods
and self-esteem on the students’ reading. From the hypothesis testing above, it can be seen that there is interaction effect
between the two variables, teaching methods and self-esteem, so calculation must be continued to Tukey test. It shows as follows:
Table 15. Summary of Tukey Test PAIR
TUKEY
O
q
CRITICAL
t
q
STATUS A
1
– A
2
4.39 2.89
Significant
B
1
– B
2
3.92 2.89
Significant
A
1
B
1
– A
2
B
1
10.85 3.00
Significant
A
1
B
2
- A
2
B
2
5.30 3.00
Significant
Based on the summary of Tukey test above, it can be concluded that:
1. Collaborative Strategic Reading CSR compared with Direct Instruction Method
n iance
error c
X c
X q
var
2 1
- =
39 .
4 32
93 .
56 47
. 55
33 .
61 =
- =
From the computation above, it can be concluded that q
o
4.39 is higher than q
t
2.89. Because q
o
between columns 4.39 is higher than q
t
2.83, the difference between columns is significant. It can be concluded that teaching reading using
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Collaborative Strategic Reading SCR to the eleventh grade students at SMA Muhammadiyah 1 Ponorogo significantly differs from the one using Direct Instruction
Method. The mean score of students taught using Collaborative Strategic Reading SCR 61.33 is higher than the one of those taught using Direct Instruction Method
55.47. It means that teaching reading using Collaborative Strategic Reading SCR to the eleventh grade students at SMA Muhammadiyah 1 Ponorogo is more effective
than the one using Direct Instruction Method.
2. Students having high self-esteem compared with ones having low self-esteem.
n iance
error r
X r
X q
var
2 1
- =
92 .
3 32
93 .
56 78
. 55
02 .
61 =
- =
From the computation above, it can be concluded that q
o
3.92 is higher than q
t
2.89. Because q
o
between rows 3.92 is higher than q
t
2.89, so the difference between rows is significant. It can be concluded that the students who have high self-
esteem are significantly different in their reading skill from students who have low self- esteem. The mean score of students having high self-esteem 61.02 is higher than
those who have low self-esteem 55.78, so the students who have high self-esteem have a better reading skill than the students who have low self-esteem.
3. Comparing students having high self-esteem taught using Collaborative Strategic
Reading and Direct Instruction Method.
n iance
error r
c X
r c
X q
var
1 2
1 1
- =
85 .
10 16
93 .
56 47
. 50
56 .
71 =
- =
From the computation above, it can be concluded that q
o
10.84 is higher than q
t
3.00. Because q
o
between columns HSE 10.84 is higher than q
t
3.00, so the difference between columns is significant. It can be concluded that the students who have high
self-esteem who are taught using Collaborative Strategic Reading is significantly different in their reading skill from the students who have high self-esteem who are
taught using Direct Instruction Method. The mean score of students having high self-
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esteem who are taught using Collaborative Strategic Reading 71.56 is higher than that of those who have high self-esteem who are taught using Direct Instruction
Method 50.47, so Collaborative Strategic Reading is more effective than Direct Instruction Method to teach reading for the students who have high self-esteem.
4. Comparing students having low self-esteem taught using Collaborative Strategic
