THE EFFECTIVENESS OF SELF-DIRECTED LEARNING (SDL) TO TEACH READING VIEWED FROM STUDENTS’ SELF-ESTEEM.

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 85-97
http://jurnal.pasca.uns.ac.id
THE EFFECTIVENESS OF SELF-DIRECTED LEARNING (SDL) TO TEACH READING
VIEWED FROM STUDENTS’ SELF-ESTEEM
1

1

Selamet, 2 Samiati Tarjana1, 3 Ngadiso2
(Student of Magister Program of English Education of Pascasarjana UNS)
(Uns.zailani@yahoo.com)
2
(Teacher of English Education of Pascasarjana UNS)
2
(Teacher of English Education of Pascasarjana UNS)

ABSTRACT
The objectives of the research are: (1) to identify whether Self-Directed Learning Method (SDL)
is more effective than Problem-Based Learning Method (PBL) to teach reading to the eleventh
graders of SMA Negeri 1 Keruak; (2) to identify whether the students having high self–esteem

have better reading ability than those having low self-esteem to the eleventh graders of SMA
Negeri 01 Daik Lingga; and (3) to identify whether there is an interaction between the
teaching methods and students’ self-esteem to teach reading. The research methodology was
the experimental research.The research was conducted at SMA Negeri 01 Keruak from July to
November 2012.The population of this research was eleventh graders of SMA Negeri 1
Keruak.The data analysis shows the following findings: (1) SDL is more effective than PBL to
teach reading for the eleventh graders of SMA Negeri 01 Keruak; (2) The students having high
self–esteem have better reading ability than those having low–one; and (3) There is an
interaction between the teaching methods and students’ self-esteem for teaching reading. It
means that the effectiveness of the teaching methods depends on the degree of the students’
self-esteem for the eleventh graders of SMA Negeri 01 Keruak.
Key words: Self-Directed Learning (SDL) Method, Problem Based Learning (PBL) Method,
Reading, Self-Esteem

INTRODUCTION

covers four language skills that must be

English is an international language in

mastered

the world because English is Lingua

successful in English, those are: listening,

Franca (international language) so it is

speaking,

important for people to learn it. By

central point.

learning

English,

the

students

In

are

if

someone

reading,

Senior

wants

and

High

to

writing

School,

be

as a

reading

expected to absorb and keep up with the

comprehension

is very urgent

thing.

development of science, technology, art,

There are so many things that are

and etc.

presented in the form of texts. The

Today English as one of the subject

teacher can use the reading text to teach

matters learned by students at any

some kinds of English elements such as

educational level, such as elementary

teaching

school, intermediate school, and upper

teaching vocabulary through the text,

intermediate level. It is the key to face

teaching pronunciation through the text,

the globalization era. As an international

etc.

language, it plays an important role in

integratedly in the teaching learning

many aspects of life such as education,

process.

economic,

international

grammar

These

through

elements

can

the

be

text,

taught

relationship,

Reading ability is also necessary to

technology, and etc. English language

help students to understand many kinds

85

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Vol. I, Issue 1 (2012), PP 85-97
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of tests that are commonly used to

text being read. This condition is caused

measure their ability such as in final

by many factors such as they rarely read,

examination

of

they are lazy to open their dictionary to

questions are presented in the form of

find the meaning of words available in

reading text. Furthermore, the students

the text, etc. These problems may affect

can get some information and knowledge

their

by reading. Via reading the students can

understanding the text given.

test

where

most

and

enlarge

to

have

low

ability

in

Some methods have been created to

also develop their grammar, structure
understanding

ability

describe the development of teaching

their

reading. Some suggestions for teaching

vocabulary mastery.
involves

learners are: (1) students complete cloze

much more than readers’ responses to

passage (in which learners fill in specific

the text. Reading comprehension is a

words that are left out of a text; (2)

multicomponent, highly complex process

provide instruction in comprehension

that involves many interactions between

strategies such as using headings and

readers and what they bring to the text

graphics

(previous knowledge, strategy use) as

summarizing verbally, skimming, and

well as variables related to the text itself

scanning; (3) assess students’ strategy by

(Klingner, Vaughn, and Boardman, 2007:

asking

8).

strategy is used; (4) assess learners’

Reading

comprehension

vital

for

our

them

predict

which

meaning,

comprehension

reading comprehension by having them

Consequently, the ability to read is
extremely

to

read

students,

passages

and

answer

especially for the senior high school

comprehension questions about the text

students. However, the students who do

in multiple choice or short answers; and

not

(5) have students summarize readings

understand

the

importance

of

(Duzer, Burt, and Terrill, 2005: 18).

learning to read will not be motivated to
learn. Then, learning to read takes an

The teacher’s method is an important

effort, and students who see value of

factor that may affect the students’

reading in their personal activities will be

ability to teach reading comprehension.

more likely to work hard than those who

There are some kinds of method that can

fall to see the benefits (Burns, et al.,

be applied by the English teacher to

1996: 5).

develop their students’ ability in reading.

Moreover, the fact shows that many

One of them is self-directed learning; the

students do not like to read. It is caused

self-directed learning is written mainly

by their lack of vocabulary mastery so

for the training practitioner who has

that they have difficulty to understand

some experience in the field–namely,

the text, even to get the meaning of the

instructional designers or senior trainers

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who are familiar with material

or

retention of information; an integrated

program development and need to match

(rather than discipline-bound) knowledge

training designs with a range of training

base; development of lifelong learning

situations. For instance, training novices

skills; exposure to real-life experience at

who may not understand how to perform

an

a

what

increased student-faculty liaison; and an

interactive video can consult the suggest-

increase in overall motivation (Greening

ed readings list to learn enough about

in Klegeris, Hurren, 2011: 1).

need

analysis

or

exactly

earlier

stage

in

the

curriculum;

these and other concepts to apply them

Another factor that also determines

in SDL or become expert at them if their

the success of teaching reading ability is

role demands it (Gibbons, 2002: 2-3).

self-esteem. It refers to an individual’s
sense of his or her value worth, the

SDL is any increase in knowledge,
skill,

accomplishment,

or

extent

personal

to

which

a

person

values,

development that an individual selects

approves or appreciates, prizes, and likes

and brings about by his or her own

him or herself. Self-esteem is considered

efforts

any

an evaluative component of self-concept,

is

a broader representation of the self that

important because it enables students to

includes cognitive and behavioral aspects

customize their approach to learning

as well as evaluative or affective ones.

tasks, combines the development of skill

While the construct is most often used to

with the development of character, and

refer to a global sense of self-worth,

prepares them for learning throughout

narrow concepts such as appearance

their lives (Gibbons, 2002: 2-3).

esteem or body esteem are used to imply

using

circumstances

any
at

method

any

time.

in
SDL

Another method that can be applied

a sense of self-esteem in more specific

by the English teacher is Problem-based

areas.

learning (PBL) that can be described as a

themselves from time to time. Feelings of

learning environment where the problem

low self-esteem may be triggered by

drives the learning. Students are given a

being treated poorly by someone else

problem that is posed such that they

recently or in the past, or by a person’s

realize the need to gain up to date,

own

evidence-based knowledge before they

However, low self-esteem is a constant

can solve the problem. This drives the

companion for too many people, especial-

students

ly

to

investigate

and

discuss

Most

people

judgments

those

who

of

feel

him

experience

bad

or

about

herself.

depression,

identified learning issues in groups with

anxiety, phobias, psychosis, delusional

the instructor as facilitator and coach.

thinking, or who have an illness or a

The following immediate benefits to

disability (Rattan, at al, 2006: 1).

students have been identified: increased

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This study is aimed at finding out: (1)

as the independent variables and self-

Whether self-directed learning (SDL) is

asteem

more

problem-based

teaching reading ability for the eleventh

learning (PBL) to teach reading ability for

grade students of SMA Negeri 1 Keruak.

the eleventh grade students of SMA

The research design used in this research

Negeri

was

effective

1

than

Keruak;

(2)

Whether

the

as

a

the

simple

attribute

factorial

variable

design.

in

This

students having high self-esteem have

research involved three kinds of variables

better reading ability than those having

namely independent variables, dependent

low self-esteem for the eleventh grade

variable,

students of SMA Negeri 1 Keruak; (3)

independent variable of this research was

Whether there is an interaction between

teaching methods. The teaching methods

the methods and students’ self-esteem to

are the factors of this study, which are

teach reading.

manipulated, measured, and selected to

and

attribute

variable.

The

know the effect and the relationship to
RESEARCH METHOD

the

The method applied in this research was

methods used in this study were self-

an experimental research. Experimental

directed

research is a research in which the

learning. These two different teaching

researcher manipulates the independent

methods were related to two groups of

variable.

students. In this case, the self-directed

As

stated

by

Johnson

and

phenomenon

learning

and

problem-based

learning

experimental research is to investigate

functioned as an experimental group and

the possible cause-and-effect relationship

problem-based learning of students was

by

functioned as a control group.

one

independent

of

The

Christensen (2000: 23), the aim of the

manipulating

group

investigated.

students

was

Furthermore, the dependent variable

variable to influence the other variable(s)
by

of this research was the students’ reading

controlling the other relevant variables,

ability of the eleventh grade students of

and

the

SMA Negeri 1 Keruak in the academic

manipulation by some statistical means.

year of 2012/2013. The attribute variable

By

independent

of this study was students’ self-esteem in

variable, the researcher can see if the

learning. This variable was also assumed

treatment makes a difference on the

as the secondary independent variable to

subjects.

the phenomenon investigated. In this

in

the

experimental

measuring

manipulating

the

group,

effects

the

and

of

study

Referring to this research, the writer

the

writer

was

interested

in

chose the experimental research method

investigating the effect of independent

because this research was related to the

variable (X) or methods on dependent

effectiveness of teaching methods used

variable (Y) or reading ability, in which

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the relationship between X and Y is

population according to a certain rules.

influenced by the attribute variable (Z) or

Furthermore, he states that a sample is

students’

always smaller than a population, and it

self-esteem.

The

research

design used is as follows:

is often much smaller.

Table of Research Design
SDL Method

PBL Method

can be concluded from the number of

A1

A2

population involved in this research. The

Self-

A1B1

A2B1

huge number of population requires a

Self-

A1B2

A2B2

Main effect
High

The number of sample, therefore, it

Esteem (B1)
Low

specific number. On the other hand,
when the population is not too large,

Esteem (B2)

population can be involved as sample.

This study was conducted at the

The sample of this research is the

eleventh grade students of SMA Negeri 1
Keruak

in

the

2012/2013.

academic

Then,

the

year

research

eleventh grade students. There were two

of

available programs for the students at

was

SMA Negeri 1 Keruak, science and social

conducted on July up to November 2012.

program. Science program consisted of

This point presents about population of

two classes with 61 students and social

the study, sample of the study, and

program consisted of four classes with

sampling of the study.
According

to

Gay

(1992:

120 students. The researcher took two

125),

classes from social program, XI IPS 1 and

population is the group of interest to the

XI IPS 2 as a sample of this research. Each

searcher, the group to which she or he

class consisted of 38 students so the

would like the results of the study to be
generalized.

It

may

be

called

total number of the sample was 76

that

students.

population is any individuals having the

Based on the above theories, the

quality or characteristic in common from

writer took only 76 students (19 students

which a researcher may get the data.
In

this

research,

the

from XI IPS 1 and 38 students from XI IPS

target

2) or two classes from all of population

population of this study was all of the

as the sample of this study. In dividing

eleventh grade students of SMA Negeri 1

each of the class into the group of high

Keruak in the academic year 2012/2013.

and low self-asteem, the writer took 19

The total numbers of the population were

students who had high self-esteem and

181 students divided into 5 classes.

19 students who had low self-asteem

Sample refers to any group from
which

the

information

is

gained

from grade XI IPS 1 (Experimental class)

as

and IPS 2 (Control class). Furthermore,

Christensen (2000: 158) defines sample

the writer took 19 students who had high

as a set of elements taken from a larger

self-esteem

89

from

grade

XI

IPS

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(Experimental class) and 19 students who

XI IPS 1 and 38 students from class XI IPS

had low self-esteem from grade IPS 2

2. This number of sample was considered

(Control class). In determining the sample

representative enough used as a subject

(2 out of all), the researcher applied

of research.

cluster random sampling and did not use

Gay (1992: 154) states that a test is a

random assignment. So, this research was

means of measuring the knowledge, skill,

categorized

feeling, intelligence, or aptitude of an

as

a

quasi-experimental

research. After that, the researcher did a

individual or group.

lottery to divide both classes from 76
students

into

38

students

In this study, the researcher used

as

questionnaire and objective tests related

Experimental group and 38 students as

to the material and the topic provided.

Control group.

Questionnaire was used to know the

Sampling is the process of drawing

students’ self-esteem in learning and test

sample from a population, (Johnson and

was applied to the students’ ability in

Christensen, 2000: 156). They also state

reading.

that when we take samples, we study the

In

order

to

know

the

level

of

characteristics of subset (called sample)

students’ self-esteem, the students were

selected from larger group (called the

given

population) in order to understand the

questionnaire consisted of statement lists

characteristic of population.

and four responses, which should be

The sampling technique used in this
study

was

The

chosen by the students. The responses
consisted

technique. Cluster random sampling is a

disagree,

sampling

not

positive statement, the score 4 to 1, while

selected

for negative statement, the score is from

in

random

questionnaire.

sampling

individuals,

cluster

self-esteem

which
are

groups,

randomly

of

(strongly

agree,

agree,

and strongly disagree). For

(Suharsimi, 1992: 132). In this case, all

1

members of selected groups have similar

students’

characteristics. Based on this idea, cluster

students were given reading test with five

random sampling is a sampling technique

options (a, b, c, d, and e). The items of

that chooses the sample of study by

students’ self-esteem questionnaire and

taking certain classes that have similar

reading test were made and arranged

characteristics. Therefore, among the five

based on the indicators at the blue print,

classes, the writer decided to take only

which were formulated on the construct.

to

4.

Furthermore,
reading

to

know

competence,

the
the

two classes (XI IPS 1 and XI IPS 2)

The techniques used in analyzing the

randomly as the sample of the study,

data of this study were descriptive and

which consisted of 76 students. In this

inferential

case, 38 students were taken from class

analysis was used to know the mean,

90

analysis.

The

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ENGLISH TEACHING
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median, mode, and standard deviation of

qo between cells (A1B1

students’

The

higher than qt at the level of significance

inferential analysis is used to test the

α = 0.05 (2.96), applying SDL method

hypotheses. In this study, the researcher

differs significantly from PBL method to

applied 2 × 2 ANOVA.

teach reading for students who have high

scores

in

reading.

–

A2B1) (9.04) is

Tukey test is applied to know the

self-esteem. Because qo between column

difference between the two methods and

by cells (A1B2 – A2B2) (3.10) is higher than qt

the mean score to know which is more

at the level of significance α = 0.05 (2.96),

effective, SDL Method or PBL Method for

applying PBL method to teach reading

teaching reading (Ngadiso, 2009: 19).

differs significantly from PBL method to
teach reading for students who have low

RESULTS AND DISCUSSION

self-esteem.

Because Fo between columns (7.805) is

Based on the result of normality test

bigger than Ft at the level of significance

it was found that the sample was on

α = 0.05 (3.97), Ho is rejected and the

normal

difference

is

obtained) is lower than Lt (L table) at the

between rows

level of significance α = 0.05. L stands for

(9.830) is bigger than Ft at the level of

Lilliefors and the data were homogenous

significance α = 0.05 (3.97), Ho is rejected

because χo2 is lower than χt2 at the level of

and the difference between rows is

significance α = 0.05. Furthermore, the Ho

significant. Because F

columns by

was rejected because Fo was higher than

rows (35.893) is bigger than Ft at the level

Ft (Fo > Ft). Based on the above result it

of significance α = 0.05 (3.97), Ho is

can be stated that (1) SDL method is a

rejected and there is an interaction

method The teaching method applied by

between

the teachers is one of important factors

between

significant. Because F

the

columns
row

interaction

teaching

methods

and

distribution

because

Lo

(L

students’ self-esteem to teach reading.

influencing

Because qo between columns (A1 – A2)

Therefore, a teacher must give a wise

(4.52) is higher than qt at the level of

decision in choosing the appropriate

significance α = 0.05 (2.86), applying SDL

method

method differs significantly from PBL

successfully.

method to teach reading. Because qo

methods compared in this study are self-

between rows (3.98) is higher than qt at

directed learning (SDL) and problem-

the level of significance α = 0.05 (2.86), it

based learning (PBL). In this case, self-

can be concluded that the students who

directed

learning

have high self-esteem and those who

process

that

have low self-esteem are significantly

learning

different in their reading ability. Because

resources, planning and implementing

91

students’

in

reading

order

to

As

stated

is

centers

needs,

teach

an

ability.

reading

before,

the

instructional
on

assessing

securing

learning

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learning
activities,
and

evaluating

by the same group within the work

learning.

processes, although sometimes they work

The teacher asks individual students

on different tasks individually or in sub-

questions about the text to monitor their

groups. Participants with different roles

comprehension.

(e.g.,

After

reading,

the

teacher

and

learner)

can

teacher invites students in a discussion

collaboratively perform activities at the

focusing on the aim at reading and

same

follow-up activities that focus on the

participant with a certain role works only

content of the text and the specific skill

at the role-related steps and does not

that

care about the work at other steps.

students

Khodabandehlou,

learn
et

al.,

to

use.

(2005:

step.

In

workflow

systems,

a

9)

For each activity, exactly one role is

elaborate teacher's role in self-directed

defined. Even if multiple performers with

learning to teach reading. In SDL, teacher

the same role are engaged in the same

engages students in discussion on topics

step, they deal with different work items

from the self-directed learning readiness

individually. Mathews (2007: 2) describes

scale in doing reading exercises, learners

PBL that the teacher’s responsibility to

should be allowed to collaborate with the

teach students about the rationale and

teacher in determining the meaning of

structure of a problem-based approach to

word in reading passage, teacher works

language learning. For students who are

with students and suggests generating

accustomed to more traditional, teacher-

similar discussion to find main idea from

centered classrooms, it is critical that

the text given in teaching reading, teacher

they know they will be given direct,

also needs to model learning strategies

follow-up instruction, but that during the

for students to predict the meaning,

problem-solving phase, the teacher’s role

clarifying the purposes of the text, and

is to observe and support. Students also

summarizing of reading, teacher suggests

need to understand that their goal is to

students to get message from reading

work together to comprehend the text.
Therefore,

text, teacher needs to allow individual

SDL

method

is

more

learners to find meaning of word based

effective than PBL method to teach

on the context, teacher allows learners to

reading; (2) The students who have high

explore ideas of the text from reading,

self-esteem have better reading ability

and teacher allows learners to identify

than those having low self-esteem. The

pronoun reference from the text. In PBL,

students with high self-esteem are proud

participants of PBL course often work as

of their successes and tolerant of their

a whole from the beginning to the end.

failures. Such people tend to have an

The

work

procedure

is

optimistic view about life, and to be able

defined

collaboratively by the group and executed

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to tolerate external stress

without

parent who is harshly critical of their

becoming excessively anxious.
Although

capable

failures, and register only short-lived

of

being

pleasures

when

they

succeed.

Such

disappointed and depressed by specific

people

experiences, people with high self-esteem

sensitive to failure and to rejection, to

recover quickly as the children who are

have low tolerance for frustration, to take

secure in their mother’s love. In contrast,

a

people with low self-esteem carry within

disappointments,

them a disapproving

pessimistic view of life.

parent who is

are

long

appropriate

time

to

to

recover
and

be

very

following

to

have

a

harshly critical of their failures, and

Therefore, it can be concluded that

register only short-lived pleasures when

the students having high self-esteem

they succeed. Such are appropriate to be

have better reading ability than those

very sensitive to failure and to rejection,

having low self-esteem to teach reading;

to have low tolerance for frustration, to

(3)

take a long time to recover following

teaching methods and students’ self-

disappointments,

a

esteem to teach reading. Self-directed

pessimistic view of life. According to

learning is still in the formative stage,

Emler (2001: 58), young people with very

guidelines

for

high self-esteem are more likely to: hold

classroom

activities

prejudiced

ethnic

encourage to understand the text by him

minorities, reject social influence, and

or herself. Instead, he or she will be able

engage in physically risky pursuits, more

to find some information and ideas from

spirit, and success academically.

the text given. Since many students do

and

attitudes

to

have

towards

There

is

an

interaction

the

between

development
that

allow

of
and

Meanwhile, low self-esteem students

grow into independent learners, it is

indicate discomfort with the process in

obvious that some current classroom

their comments that there is insufficient

practices

direction; they request more feedback on

learning.

do

encourage

independent

success or failure or unsure whether all

Khodabandehlou, et al., (2005: 9)

relevant areas are covered. It is in

elaborates teacher's role in self-directed

accordance with the characteristic for the

learning to teach reading. In SDL, teacher

students having low self-esteem. The

engages students in discussion on topics

students are passive in the class and they

from the self-directed learning readiness

just become the followers in the teaching

scale in doing reading exercises, learners

and learning process.

should be allowed to collaborate with the

According to Epstein in Brown and

teacher in determining the meaning of

Marshall (2002: 28), people with low self-

word in reading passage, teacher works

esteem carry within them a disapproving

with students and suggests generating

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similar discussion to find main idea from

comments

the text given in teaching reading, teacher

direction; they request more feedback on

also needs to model learning strategies

success or failure or unsure whether all

for students to predict the meaning,

relevant areas are covered.

clarifying the purposes of the text, and

that

there

is

insufficient

Mathews (2007: 2) describes PBL that

summarizing of reading, teacher suggests

the

students to get message from reading

students

text, teacher needs to allow individual

structure of a problem-based approach to

learners to find meaning of word based

language learning. For students who are

on the context, teacher allows learners to

accustomed to more traditional, teacher-

explore ideas of the text from reading,

centered classrooms, it is critical that

and teacher allows learners to identify

they know they will be given direct,

pronoun reference from the text.

follow-up instruction, but that during the

self-esteem expect to do well in their

process,

teaching

they

usually

and

the

teach

rationale

and

Students also need to understand

learning

have

about

to

is to observe and support.

accomplishment, try hard, and try to be
In

responsibility

problem-solving phase, the teacher’s role

The students having high level of

successful.

teacher’s

that their goal is to work together to

better

comprehend

the

text.

The

students

attitudes. They have high desire to pay

having low self-esteem tend to expect the

attention to the teacher. They are active

worst, use less effort on their tasks,

in joining the teaching and learning

especially challenging, demanding ones,

process. According to Emler (2001: 58),

and achieve less success. Even, when

young people with very high self-esteem

students

are

more

attitudes

likely

to:

towards

self-esteem

achieve

hold

prejudiced

success, they are less appropriate to

ethnic

minorities,

attribute their success to their abilities or

reject social influence, and engage in

to enjoy it.

physically risky pursuits, more spirit, and

According to Epstein in Brown and

success academically.
Therefore,

having

Marshall (2002: 28) people with low self-

self-directed

learning

esteem carry within them a disapproving

(SDL) is better to teach reading for

parent who is harshly critical of their

students

failures, and register only short-lived

having

high

self-esteem.

Meanwhile, PBL demonstrates the quality

pleasures

of students’ learning and maintains by

people

relying

and

sensitive to failure and to rejection, to

formal

have low tolerance for frustration, to take

on

students’

autonomy

personal

responsibility

teaching.

Some

on

students

indicate

a

discomfort with the process in their

long

when

are

appropriate

time

disappointments,

94

they

to

succeed.
to

recover
and

to

Such

be

very

following
have

a

ENGLISH TEACHING
Vol. I, Issue 1 (2012), PP 85-97
http://jurnal.pasca.uns.ac.id
pessimistic view of life.
method

is

more

Thus,

PBL

than

SDL

effective

Alyousef,
Suleiman
Hesham.
2005.
Teaching Reading Comprehension to
Esl/Efl
Learners.
thearabknight@gmail.com.
Ann Marie McGuiness. 2005. Strategies
for Self-Directed Learning: Motivating
Today’s Learner. AST Instructor’s
Workshop.
Anderson, Neil J. 2008.
Practical
Language Teaching Reading. New
york.
Ashmore, Rea. 2001. Promoting the Gift
of Literacy. Boston: Allyn and Bacon.
Barrett Terry. 2005. Understanding
Problem
-Based
Learning.
http://www.nuigalway.ie/celt/pblboo
k/
Bound, David and Grahamei, Feletti.
1991. The Challenge of ProblemBased Learning. Second Edition.
London. Stirilin (USA).
Brown. H Douglas. 1994. Teaching by
Principles an Interactive Approach to
Language Pedagogy. San Francisco
State University: Longman.
Brown, H. D. (2000). Principles of
Language Learning and Teaching. In
A. Ascher (Ed.), (Fourth Edition ed.):
Scan Francisco State University.
Brown, H. Douglas. 2001. Principles of
Language Learning and Teaching.
San Francisco State University:
Prentice Hall, Inc.
Brown, Jonathon D., and Marshall,
Margaret A. 2002. Self-Esteem: It’s
Not What You Think. University of
Washington.
Burmeister, Lou E. 1974. Reading
Strategies for Secondary School
Teachers. Addison-Wesley Publisher.
Burns, Paul C., Roe, Betty D., Ross, Elinor
P. 1996. Teaching Reading in Today’s
Elementary Schools. U.S.A. Houghton
Mifflin Company.
Carnine, Douglas, Silbert, Jerry, and
Kameenui, Edward J. 1990. Direct
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All right.
Catford, J. C. 1965. A Linguistic Theory of
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Costa and KaUick. 2004. Launching SelfDirected Learners. California.

method to teach reading for the students
having

low

concluded

self-esteem.
that

there

is

It

can

be

interaction

between methods of teaching used (selfdirected

learning

and

problem-based

learning) and degree of self-esteem to
teach reading.
Self-directed

learning

is

more

effective than problem-based learning to
teach reading for students having high
self-esteem. On the other hand, problem
based learning is more effective than selfdirected learning to teach reading for
students having low self-esteem.

CONCLUSION
Based

on

the

findings,

it

can

be

concluded that in general SDL Method is
more effective than PBL Method to teach
reading
between

and
the

there

is

teaching

an

interaction

methods

and

students’ self-esteem in teaching reading.
For the students who have high selfesteem, SDL is more effective than PBL
Method to teach reading but for the
students who have low self-esteem, PBL is
more effective than SDL Method to teach
reading. It means that the effectiveness
of the method depends on the degree of
the students’ self-esteem.
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