ABSTRACTThe research aims at revealing whether: (1) Shadow-Reading is moreeffective than Guided Reading to generate students’ reading comprehension; (2)the students with high level of motivation have better reading comprehension thanthose with low level of motivation; and (3) there is an interaction betweenteaching methods used and students’ levels of motivation. This research involvesthree variables; two independent variables and a dependent variable. The twoindependent variables are teaching methods (Shadow-Reading and GuidedReading) and students’ level of motivation. Meanwhile, the dependent variable isreading comprehension. The research examines the effect of the two independentvariables on the dependent variable.The research was conducted in the second semester of the eighth grade ofSMP Negeri 1 Singkawang in the academic year of 2014/2015. The samplingused was cluster random sampling. The samples were two classes which consistedof 30 students of class VIII F as the experimental class and 30 students of classVIII C as the control class. The instruments used in this research covered learningmotivation test (questionnaire) and reading comprehension test. Before beingapplied, both the learning motivation and the reading comprehension test weretried out to test validity and reliability of the items. The data obtained from thetreatment were analyzed using ANOVA 2x2 and Tukey test.The result of the research reveals that: (1) Shadow-Reading is moreeffective than Guided Reading to generate students’ reading comprehension; (2)the students with high level of motivation have better reading comprehension thanthose with low level of motivation; and (3) there is an interaction betweenteaching methods and the students’ level of motivation to generate students’reading comprehension.Therefore, it can be concluded that Shadow-Reading is an effectivemethod to generate students’ reading comprehension to the eighth grade studentsof SMP Negeri 1 Singkawang in the academic year of 2014/2015. However, in theimplementation of the methods, the teacher must consider about the students’level of motivation. The result of this research showed that motivation influencesthe students’ reading comprehension. By considering the students’ level ofmotivation, the teacher can apply Shadow-Reading to teach reading in order togenerate students’ reading comprehension.Keywords: experimental study, reading comprehension, shadow-reading, guidedreading, motivation