The Effect of Teaching Strategies and Students' Self-Efficacy on Students Achievement in Reading Comprehension

Abstract

The aim of this research are to find out:1)Whether the students by using Meta cognitive strategies have higher achievement than students taught by using strategic instruction model in reading comprehension.,2)Whether students who have high self-efficacy have higher achievement than students who have low self-efficacy in reading comprehension achievement, and 3)if the interaction between teaching strategies and self efficacy significantly affects reading comprehension achievement. The study was conducted in the third semester students of FKIP HKBP Nommensen University. The population was done than 200 students and the samples taken were 80 students. This research applied factorial design 2x2 by using the instruments of collecting data; reading comprehension test and questionnaire. All data were analyzed by using Two Way Analysis of Variance (ANOVA). The result showed that 1) There was a significant effect of teaching strategies on students reading comprehension achievement 2)there is significant effect of self efficacy on students' reading comprehension achievement, and 3) there is a significant interaction between teaching strategies and self efficacy on students' reading comprehension achievement.