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Cognitive and Structure-Proposition-Evaluation Strategies in Teaching TOEFL Reading Comprehension to High Low Motivated Students

English Education Journal · Vol. 8 No. 3 (2018) · pp. 308–316

DOI
10.15294/eej.v8i3.23429
ISSN
2087-0108, 2502-4566
Published
2018-07-26
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

The present study investigated the effectiveness of Cognitive and Structure-Proposition-Evaluation strategies in teaching TOEFL reading comprehension to high and low motivated students. An experimental research with factorial design 2x2 was used in this research. The first group was treated by using cognitive strategy and the other was treated by using SPE strategy. The motivational questionnaire was conducted for classifying the students upon the high and low motivation. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) cognitive strategy had a significant effect for teaching TOEFL reading comprehension among students with high and low motivated students, (2) SPE strategy had a significant effect for teaching TOEFL reading comprehension among high and low motivated students, (3) there was no significant difference between the students’ achievement after the implementation of cognitive and SPE strategies for teaching TOEFL reading comprehension among high and low motivated students, (4) there was no significant difference of students’ motivation in reading comprehension when they are taught by using cognitive and SPE strategies for high and low motivated students, (5) there was no interaction among teaching strategies (cognitive and structure-proposition-evaluation strategies), motivation (high and low motivated students), and students’ reading comprehension.

Collaboration network of the authors

40 authors · 136 co-authorship links · showing the 40 most connected

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Co-authorOrganisationJoint articles
Djoko SutopoAffiliation unknown8
Januarius MujiyantoAffiliation unknown6
Widhiyanto WidhiyantoAffiliation unknown6
Mursid SalehAffiliation unknown6
Dwi Anggani Linggar BharatiAffiliation unknown5
Issy YuliasriAffiliation unknown5
Abdurrachman FaridiAffiliation unknown5
Sri Wuli FitriatiAffiliation unknown5
Sri Wuli FitriatiAffiliation unknown4
Dwi Anggani Linggar BharatiAffiliation unknown4
Ahmad SofwanAffiliation unknown3
Hendi PratamaAffiliation unknown3
Zulfa SakhiyyaAffiliation unknown2
Rudi HartonoAffiliation unknown2
Frimadhona SyafriAffiliation unknown2
Warsono WarsonoAffiliation unknown2
SRI WAHYUNIAffiliation unknown1
Zumala HusnaAffiliation unknown1
Rini Susanti WulandariAffiliation unknown1
Hanum BestariAffiliation unknown1
Prahita Isnaini NingtyasAffiliation unknown1
Hendrikus Joko YuliantoAffiliation unknown1
Anindya PangestikaAffiliation unknown1
Rahayu Puji HaryantiAffiliation unknown1
Nurlaely HidayatiAffiliation unknown1
Lucky Kristina DamayantiAffiliation unknown1
Agus PrayogoAffiliation unknown1
Andika Farid AbdillahAffiliation unknown1
M. Syaeful Rizki UAffiliation unknown1
Amalia RahmawatiAffiliation unknown1
Agus Rofi’iAffiliation unknown1
Ismi KusumaningroemAffiliation unknown1
Masfa MaizaAffiliation unknown1
Daud JiwandonoAffiliation unknown1
Ahmad TauchidAffiliation unknown1
Dafi KhusnitaAffiliation unknown1
Agnes Arum BudianaAffiliation unknown1
Nor ChotimahAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eej/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Cognitive and Structure-Proposition-Evaluation Strategies in Teaching TOEFL Reading Comprehension to High Low Motivated Students</dc:title>
	<dc:creator>Ekadini, Lulu'</dc:creator>
	<dc:creator>Rukmini, Dwi</dc:creator>
	<dc:description xml:lang="en-US">The present study investigated the effectiveness of Cognitive and Structure-Proposition-Evaluation strategies in teaching TOEFL reading comprehension to high and low motivated students. An experimental research with factorial design 2x2 was used in this research. The first group was treated by using cognitive strategy and the other was treated by using SPE strategy. The motivational questionnaire was conducted for classifying the students upon the high and low motivation. The data were analyzed by applying Two-Way ANOVA. The result reveals that (1) cognitive strategy had a significant effect for teaching TOEFL reading comprehension among students with high and low motivated students, (2) SPE strategy had a significant effect for teaching TOEFL reading comprehension among high and low motivated students, (3) there was no significant difference between the students’ achievement after the implementation of cognitive and SPE strategies for teaching TOEFL reading comprehension among high and low motivated students, (4) there was no significant difference of students’ motivation in reading comprehension when they are taught by using cognitive and SPE strategies for high and low motivated students, (5) there was no interaction among teaching strategies (cognitive and structure-proposition-evaluation strategies), motivation (high and low motivated students), and students’ reading comprehension.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2018-07-26</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/eej/article/view/23429</dc:identifier>
	<dc:identifier>10.15294/eej.v8i3.23429</dc:identifier>
	<dc:source xml:lang="en-US">English Education Journal; Vol 8 No 3 (2018): September 2018; 308-316</dc:source>
	<dc:source>2087-0108</dc:source>
	<dc:source>2502-4566</dc:source>
	<dc:source>10.15294/eej.v8i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eej/article/view/23429/11114</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 English Education Journal</dc:rights>
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