ABSTRACT
The research aims at revealing whether: (1) Shadow-Reading is more
effective than Guided Reading to generate students’ reading comprehension; (2)
the students with high level of motivation have better reading comprehension than
those with low level of motivation; and (3) there is an interaction between
teaching methods used and students’ levels of motivation. This research involves
three variables; two independent variables and a dependent variable. The two
independent variables are teaching methods (Shadow-Reading and Guided
Reading) and students’ level of motivation. Meanwhile, the dependent variable is
reading comprehension. The research examines the effect of the two independent
variables on the dependent variable.
The research was conducted in the second semester of the eighth grade of
SMP Negeri 1 Singkawang in the academic year of 2014/2015. The sampling
used was cluster random sampling. The samples were two classes which consisted
of 30 students of class VIII F as the experimental class and 30 students of class
VIII C as the control class. The instruments used in this research covered learning
motivation test (questionnaire) and reading comprehension test. Before being
applied, both the learning motivation and the reading comprehension test were
tried out to test validity and reliability of the items. The data obtained from the
treatment were analyzed using ANOVA 2x2 and Tukey test.
The result of the research reveals that: (1) Shadow-Reading is more
effective than Guided Reading to generate students’ reading comprehension; (2)
the students with high level of motivation have better reading comprehension than
those with low level of motivation; and (3) there is an interaction between
teaching methods and the students’ level of motivation to generate students’
reading comprehension.
Therefore, it can be concluded that Shadow-Reading is an effective
method to generate students’ reading comprehension to the eighth grade students
of SMP Negeri 1 Singkawang in the academic year of 2014/2015. However, in the
implementation of the methods, the teacher must consider about the students’
level of motivation. The result of this research showed that motivation influences
the students’ reading comprehension. By considering the students’ level of
motivation, the teacher can apply Shadow-Reading to teach reading in order to
generate students’ reading comprehension.
Keywords: experimental study, reading comprehension, shadow-reading, guided
reading, motivation