The Effect of REDW (Read, Examine, Decide, Write) Strategy and Reading Self Efficacy Toward Students’ Reading Comprehension of Descriptive Text at First Grade Students of SMP Tri Bhakti Pekanbaru

The research aimed to finding out the effect of REDW (Read, Examine,
Decide, Write) strategy and reading self-efficacy on students’ reading
comprehension of descriptive texts. The design of this research was an
experimental research with factorial design 2x2. The population of the research
was the first grade students of SMP Tri Bhakti Pekanbaru in 2016/2017 academic
year. Reading comprehension test and reading self-efficacy questionnaire were
used as the instruments of the research. Then, the data were analyzed by using ttest
and Two Ways Anova formula. The findings of the research indicated that (1)
students taught by using REDW strategy had better reading comprehension of
descriptive texts than those who are taught by using QAR strategy. It was proven
by the result of t-test indicating that tobserved was bigger than ttable, (2) students who
had high reading self-efficacy taught by using REDW strategy had better reading
comprehension of descriptive texts than those who were taught by using QAR. It
is proven by the result of t-test indicating that tobserved was bigger than ttable, (3)
students who had low reading self-efficacy taught by using REDW had better
reading comprehension of descriptive texts than those who were taught by using
QAR. It is proven by the result of test indicating that tobserved was bigger than ttable,
and (4) there was no interaction between both strategies and reading self-efficacy
toward students’ reading comprehension of descriptive texts where Fobserved was
less than Ftable. In conclusion, REDW strategy had significant results on students’
reading comprehension significantly than QAR strategy and there was no
interaction between teaching strategies and reading self-efficacy on student’
reading comprehension