READING COMPREHENSION ACHIEVEMENT AND VOCABULARY MASTERY THROUGH SOCIAL CONSTRUCTIVIST STRATEGIES

This research aims at investigating whether: (1) teaching reading comprehension using K-W-L influences students’ reading comprehension achievement and vocabulary mastery, (2) teaching reading comprehension with Reciprocal Teaching (RT) influences students’ reading comprehension achievement and vocabulary mastery, (3) the students having high reading comprehension achievement and vocabulary mastery will achieve better results when taught with K-W-L, and (4) the students having low reading comprehension achievement and vocabulary mastery will achieve better results when taught with Reciprocal Teaching, and (5) the students’ social values grow among students. Factorial design 2x2 was used in this research. The subjects were the second-semester students of Business Administration study program consisting of four classes of high and low. The first group was treated with K-W-L and the second group was treated with RT. The data were analyzed by using t-test. Based on the analyses, K-W-L and Reciprocal Teaching significantly affect students’ achievements on reading comprehension and vocabulary, but students' achievements on reading comprehension and vocabulary mastery taught by using RT are higher than those of the students taught by using K-W-L. Social values such as cooperative, responsible, respectful, and critical among students also grow