The Effect of Double Entry Journal (DEJ) Strategy and Self-Efficacy on Students’ Reading Comprehension at Grade X IPS Students at SMA Negeri 2 Padang

Abstract

Reading teaching strategy Double Entry Journal (DEJ) and students’ self efficacy are the factors that influence students’ reading comprehension served in the background of this research. In accordance with the background, this research was aimed at testing the effect of DEJ and student’s self efficacy on students’ reading comprehension. This study was experimental research with quasi and 2×2 factorial design. It was conducted at tenth grade of Social science students at SMA Negeri 2 Padang as the population of this research. The sample was chosen by using cluster random sampling. The reading comprehension test and questionnaire of self efficacy were used to collect the data of the research. The results of data analysis showed that; (1) DEJ strategy produced better reading comprehension than small group discussion (SGD) strategy; (2) DEJ produced better reading comprehension of students with high self efficacy; (3) DEJ did not produce better reading comprehension of students with low self efficacy; (4) there was no interaction between strategies and students’ self efficacy on students’ reading comprehension. Based on the finding, it is concluded that DEJ is an effective strategy for students’ reading comprehension compared to SGD.