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Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia

Research Article

The Effect of Learning Strategies and Motivation on Reading Texts Comprehension

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  • @INPROCEEDINGS{10.4108/eai.3-11-2018.2285708,
        author={Suriwaty  Suriwaty and Mukhtar  Mukhtar and Naeklan  Simbolon},
        title={The Effect of Learning Strategies and Motivation on Reading Texts Comprehension},
        proceedings={Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia},
        publisher={EAI},
        proceedings_a={ACEIVE},
        year={2019},
        month={7},
        keywords={learning strategy motivation inquiry expository reading comprehension},
        doi={10.4108/eai.3-11-2018.2285708}
    }
    
  • Suriwaty Suriwaty
    Mukhtar Mukhtar
    Naeklan Simbolon
    Year: 2019
    The Effect of Learning Strategies and Motivation on Reading Texts Comprehension
    ACEIVE
    EAI
    DOI: 10.4108/eai.3-11-2018.2285708
Suriwaty Suriwaty1,*, Mukhtar Mukhtar1, Naeklan Simbolon1
  • 1: Department of Educational Technology, Universitas Negeri Medan, Medan, Indonesia
*Contact email: suriwaty.usman@gmail.com

Abstract

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).

Keywords
learning strategy motivation inquiry expository reading comprehension
Published
2019-07-31
Publisher
EAI
http://dx.doi.org/10.4108/eai.3-11-2018.2285708
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