The Effect of Tea Party Strategy toward Students' Reading Comprehension of Narrative Text

n teaching reading, teaching technique and reading interest influence student’s reading comprehension. Tea Party strategy requires students to access background knowledge or review what they have learned to overcome the problems in reading comprehension. The research was conducted to find out the effect of Tea Party strategy and reading interest on students’ reading comprehension of narrative texts. The design of this research was quasi experimental with 2x2 factorial design. The total population of this research was 147 of the first year students at SMA N 12 Pekanbaru 2016/2017 academic year which divided into four classes. Reading comprehension test and reading interest questionnaire were used as research instruments. Then, the data were analyzed using t-test formula and two ways Anova. The result of this research shows that (1) The students who are taught by using Tea Party Strategy have better reading comprehension of narrative text than those who are taught by using Small Group Discussion Strategy. It was proven by result of t-test which showed that tobserved (4.63) was bigger than ttable (1.66), (2) the students with high reading interest who are taught by using Tea Party Strategy have better reading comprehension of narrative text than those who are taught by using Small Group Discussion Strategy, (3) the students with low reading interest who are taught by using Tea Party Strategy have better reading comprehension of narrative text than those who are taught by using Small Group Discussion Strategy, (4) there was no interaction between those strategies and reading interest toward students’ reading comprehension, where Fobserved (0.04) was less than Ftable (4.11). As conclusion, Tea Party strategy had a significant effect on students’ reading comprehension than Small-Group Discussion.