THE EFFECTIVENESS OF RECIPROCAL STRATEGY COMPARED WITH COGNITIVE STRATEGY TO TEACH READING COMPREHENSION OF STUDENTS WITH HIGH AND LOW MOTIVATION MTsQ DAARUL ISTIQOMAH BANJAR ACADEMIC YEAR 2021/2022

Abstrak

This thesis is experimental research with the factorial design which aims at findings the effectiveness of reciprocal strategies and cognitive strategies in teaching reading to the highly motivated students and low-motivated students of Mts Daarul Istiqomah Banjar.

The sample of the study was the class eight-graders students of Mts Daarul Istiqomah Banjar academic year 2020/2021 consisting of 33 students. There are five classes for the eighth graders, and each of the classes consists of approximately 33 students. In this research, the writer took 2 classes namely VIII men and VIII women divided into two classes as the experimental and control group. After that, the researcher classified the students based on their motivation in reading. Using a questionnaire, the researcher selected 8 students for highly motivated and 8 for low motivation. Based on the classifications, there are 16 students in the experimental class and 16 students in the control class. Therefore, the number of samples is 32 students. Four reading passages is selected, each passage followed by 10 multiple-choice reading comprehension questions, with a total number of 40 questions in a given test. The test lasted for around 60 minutes.  In addition, greater care is needed in choosing passages so that the passage type matches the reading strategies taken. Students were asked to take the same comprehension test at the beginning (pre-test) and the end (post-test). The researcher scored all the test papers, whereby subjects received one point if they chose the correct answer. To know the quality of the test, the writer held a test to measure the validity and reliability of the test used in this research.

The result of the study revealed that in the experimental group shows that, there was a significant between the score pretest and posttest of highly motivated students. It can be seen, there was increasing of score 14.375 points from the pretest to the posttest. Secondly, the reading test of low-motivated students by using reciprocal strategy is 15.625 points. It means that there was a significant increase in scores from the pretest to the post-test. The result of the test in the control class showed that there was a significant score pretest and posttest of high motivation taught by cognitive strategy. It can be seen, there was increasing of score 14.375 points from the pretest to the post-test. And then, the reading test of low-motivated students is 11.250 points. It means that there was a significant increase in scores from the pretest to the posttest. And then, based on the hypothetical test, it was obtained Sig. 0.421> 0,05. It can be concluded that Ho is accepted, and Ha is rejected. It means that there was no significant student achievement in the score between the use of reciprocal strategy and cognitive strategy. The writer can explain that the strategy in reading was not significant influencing students' achievement in reading, but the fact shows that motivation has a significant influence on the students reading achievement ( see the table ANOVA test). In this case, two kinds of motivation were investigated: high and low-motivated students. Based on SPSS output, it was obtained F= 49,549 and a value of Sig. 0,000 < 0,05. It means that Ha was accepted and Ho was rejected. Therefore, there was a sign of student achievement between high and low-motivated students.

Referring to the result of the study, it is recommended that teachers should activate students’ awareness of using reciprocal strategies by Pre-test and Post-test in teaching reciprocal strategy and cognitive strategy as the reading strategies to increase students’ reading motivation.

Keywords: Teaching reading strategies, reciprocal strategies, cognitive strategies, highly motivated students, low motivated students