Fitriana Kartika Sari, 0203518083 (2020) THE EFFECTIVENESS OF ANTICIPATION-GUIDE AND VISUALIZATION STRATEGIES IN TEACHING READING COMPREHENSION TO STUDENTS WITH HIGH AND LOW MOTIVATION. Masters thesis, UNNES.

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Abstract

Reading comprehension is perceived to be one of difficult ability in mastering English for many students. Furthermore, English teacher usually used conventional teaching strategy in reading class. Thus, variative, innovative and attractive strategies are needed to enable students to achieve their best reading performance. Anticipation Guide and Visualization strategy were assumed to be the appropriate strategies applied in reading class to improve students reading comprehension. This study is an experimental research with a factorial design which has aimed to investigate (1) the interaction among Anticipation Guide and Visualization strategies, reading comprehension, and students motivation (2) the effectiveness of Anticipation Guide strategy to teach reading comprehension to students with high motivation (3) the effectiveness of Anticipation Guide strategy to teach reading comprehension to students with low motivation (4) the effectiveness of Visualization strategy to teach reading comprehension to students with high motivation (5) the effectiveness of Visualization strategy to teach reading comprehension to students with low motivation (6) the significant difference between the use of Anticipation Guide strategy to teach reading comprehension to students with high and low motivation (7) the significant difference between the use of Visualization strategy to teach reading comprehension to students with high and low motivation. The population of the study were the eighth grader students of SMP N 1 Kersana Brebes in the academic year of 2019/2020. The samples were taken from two class, 8F as the first experimental group and 8H as the second experimental group. Anticipation Guide strategy was used in the first experimental group while Visualization strategy was used in the second experimental group. To answer the research question number one, two ways ANOVA with F-test at the 5% (0.05) level of significance was used. The research questions number two up to fifth, T-test was used. While for research question number seventh, two ways ANOVA with F-test 5% was used. The findings of this study showed that (1) there is interaction among Anticipation Guide and Visualization strategies, reading comprehension and students motivation level (2) Anticipation Guide strategy is effective to teach reading comprehension to students with high and low motivation (3) Visualization strategy is effective to teach reading comprehension to students with high and low motivation (4) there is significant difference between the use of Anticipation Guide strategy to teach reading comprehension to students with high and low motivation (5) there is significant difference between the use of Visualization strategy to teach reading comprehension to students with high and low motivation

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