The Effect of Learning Strategies and Motivation on Reading Texts Comprehension

This study aimed to: (1) find out the comprehension ability of reading reading texts of students taught with inquiry learning strategies with students taught using expository, (2) determine reading comprehension ability of reading texts of students who have higher learning motivation with students who have low motivation, and (3) find out the interaction between learning strategies and motivations for students' reading comprehension ability. The research design was presented in factorial 2x2 design with variance analysis technique (Anava). Data collection techniques carried out were multiple choice reading comprehension tests, as well as learning motivation questionnaires. The results of the study showed: (1) students were taught with inquiry learning strategies obtained higher reading comprehension than students taught with expository strategies where (F observed = 3.830 > F table = 3.26), (2) students who have high learning motivation gained high reading comprehension than students who have low learning motivation where (F observed = 11,397> F table = 3.26), (3) there was no interaction between learning strategies and motivation towards reading texts comprehension where (F observed = 0.456 <F table = 3.26).