The Effect of Inquiry Learning Strategy versus Expository and Achievement Motivation ON THE Students’ Outcomes in Reading Fiction of Critical Literacy Approach

Abstract

the aims of this research are to know (1) the difference of students’ outcomes in reading fiction of critical literacy approach between the students taught by inquiry learning strategy and expository learning strategy; (2) the difference of students’ outcomes in reading fiction of critical literacy approach between the students who have high achievement motivation and low achievement motivation; and (3) the interaction between the learning strategy and achievement motivation and the students ‘outcomes in reading fiction of critical literacy approach. The type of this research is factorial approach experiment 2 x 2. The subjects of this research are the students of education of language and Indonesian literary study program, Teachers Training Faculty UNDANA Kupang, consisting of two parallel classes, namely 32 students of experiment group (inquiry) and 31 students of control group (expository) with moderator variable achievement motivation (high and low). The data of research result is processed by ANOVA statistical analysis. The result of research indicates that (1) the use of inquiry learning strategy is more excellent (mean 76,35) comparing to expository learning strategy (mean 71,38) to the students’ outcomes in reading fiction of critical literacy approach; (2) there is a difference of significant students ‘outcomes between the students with high achievement motivation (mean 76,82) and the students with low achievement motivation (mean 70,53); and (3) there is no significant interaction between the learning strategy and achievement motivatio