THE EFFECTS OF CONCEPT MAPPING, VENN DIAGRAMS, AND CRITICAL THINKING ON READING COMPREHENSION ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS OF SMA BINA WARGA 2 PALEMBANG

Abstract

critical thinking on students’ reading comprehension achievement. The method used in this study was factorial design. Forty students of eleventh graders of SMA Bina Warga 2 were selected and divided equally into two groups as the sample based on some criteria. They were: (1) regularly taught by the same English teacher, (2) from the same study program (natural science), (3) mostly on the same reading level (level 3), and (4) on the same level of critical thinking (High, Medium, and Low) for each group. The instruments used were critical thinking test, and reading comprehension achievement test. In analyzing the data, four statistical analyses were used: Paired Sample t-test, Independent Sample t-test, Multiple Regression analysis, and two-way ANOVA. The results of the study showed that there was a significant difference in reading comprehension achievement between the students who were taught by using concept mapping and those who were taught by using Venn diagrams (ρ = .014). As a whole, there was no interaction effect of the strategies used and students’ critical thinking level on reading comprehension achievement (ρ = 0.427). However, partially, there was interaction effect in details aspect of reading comprehension achievement (ρ = 0.047). The discussion of the results of the study is therefore presented and eventually conclusions are drawn and suggestions are offered.