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This study was aimed at finding out whether; (1) the use of the Extending Concept through Language Activities (ECOLA) technique is more effective than brainstorming technique in teaching reading comprehension; (2) there is any difference of reading comprehension achievement of students taught by using ECOLA technique; and (3) there is an interaction between ECOLA technique, motivation, and self-efficacy towards students' reading comprehension. This study is a quasi-experimental research with a nonequivalent group design. Two classes were taken as the sample by using cluster random sampling. One class, as an experimental class, was taught by using the ECOLA technique. Another class, as a control class, was taught by employing the brainstorming technique. To attain the data, instruments in the form of a reading test and the questionnaires were employed. Afterwards, the data were analyzed by using Multifactor Analysis of Variance (Two Way ANOVA). The finding of this study showed that; (1) the ECOLA technique was more effective than the brainstorming technique in teaching reading comprehension; (2) there was the difference of reading achievement of students taught using the ECOLA technique viewed from the motivation and self-efficacy and it was indicated by the value of sig. (0.001) and (0.004); and (3) there was the interaction between ECOLA technique and self-efficacy towards students’ reading comprehension but there was no interaction between the technique and motivation. In addition, there was no significant interaction between the technique, motivation, and self-efficacy because it was indicated by the value of sig (0.302) was higher than significant level 0.05. To improve students’ reading comprehension, the ECOLA technique is recommended and the attention of moderate variables is encouraged.
Haerazi et al. (Wed,) studied this question.