The Effect of KWL Strategy, QARs Strategy, and Curiosity on Students’ Achievement in Reading Comprehension
KWL and QARs are two teaching strategies which activate prior knowledge, retrieve information, and provoke students’ curiosity. Although both strategies have different procedures, they affect students’ reading comprehension achievement. To know the effect of both strategies and curiosity on students’ reading comprehension achievement, an experimental research with Two-Way ANOVA analysis is carried out. The data analysis of 120 students of SMA Negeri 1 Tanjungbalai, North Sumatera, Indonesia, shows that: (1) The students taught by KWL strategy have higher achievement in reading comprehension than those taught by QARs strategy (the mean score of group 1 is 74.2 while the mean score of group 2 is 73.3 with Fobserved = 6.74>Ftable = 3.92 at significance level = 0.05), (2) The students with high curiosity have higher achievement in reading comprehension than those with low curiosity (the mean score of group having high curiosity is 82.8 while the mean of group having low curiosity is 64.7 with Fobserved = 5.91>Ftable = 3.92 at significant level = 0.05), (3) There is significant interaction between these two teaching strategies and curiosity on students’ reading comprehension achievement (Fobserved = 4.70>Ftable = 3.92 at significant level = 0.05). Among all variables tested by Tuckey-Test, the students with high curiosity taught by KWL strategy and the students with low curiosity taught by QARs strategy show the most significant interaction (Qobserved = 21.9>Qtable = 2.76 and Qobserved =21.8>Qtable =2.76 at significant level = 0.05). So, KWL strategy is compatible to the students with high curiosity while QARs strategy is suitable for the students with low curiosity.
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