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dc.contributor.authorGALUH EKA YUNITA
dc.date.accessioned2014-01-14T09:13:58Z
dc.date.available2014-01-14T09:13:58Z
dc.date.issued2014-01-14
dc.identifier.nimNIM080210491023
dc.identifier.urihttp://repository.unej.ac.id/handle/123456789/14285
dc.description.abstractSUMMARY The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy on Reading Comprehension Achievement of The Tenth Grade Students at SMAN Arjasa Jember in The 2012/2013 Academic Year; Galuh Eka Yunita, 080210491023; 2013:56 pages; English Education Program of Language and Arts Education department, the Faculty of Teacher Training and Education, Jember University. Reading in English as a Foreign Language (EFL) contributes a part of essential skills to be taught besides the other skills. In other words, reading almost domminates all the students‘ activities before having other skills. Concerning reading, Carrel et. al (1995:1) state that ―For many students, reading is by far the most important of the four skills in a foreign language‖. Through reading, students are able to learn speaking, listening, and writing. Grellet (1996:3), states that reading comprehension is the process of understanding a written text. When students read a written text, they must be able to get all the information from the text. Furthermore, they must comprehend the words, sentences, and paragraphs in order to gain the meaning of the whole text. As stated by Hennings, (1997:269) reading requires understanding words, sentences, and paragraphs to comprehend more complex meaning. This research was an experimental research. This research was conducted to investigate the effect of using Directed Reading Thinking Activity (DRTA) strategy on reading comprehension achievement of the tenth grade students at SMAN Arjasa Jember in the 2012/2013 academic year. The population of this research was the tenth year students of SMAN Arjasa Jember in the 2012/2013 academic year. Homogenity test was done to know the homogeneity of the population and to determine the research samples. The result of the homogeneity test was analyzed using ANOVA and the result showed that ‗F ‘ was higher than F table (5.14>2.05). It means that the population was heterogeneous. Thus, two classes which had the closest mean score were chosen as the respondents of the research. The calculation revealed that two classes which had the closest mean score were X-1 and X-2. The total number of the respondents was 76 students that consisted of 38 students of X-1 as the experimental group that was taught reading by using Directed Reading Thinking Activity (DRTA) strategy, while the control group consisted of 38 students of X-2 that was taught reading by using Question-Answer strategy. viii 0 The primary data of this research were collected from the students‘ score of reading comprehension test, while the supporting data of this research were gained through interview and documentation. The primary data were collected and then analyzed by using t-test formula. The result indicated that the value of tstatistic was 2.86, while the t-table with the significant level of 5% and the degree of freedom (Df) of 74 was 1.67. The value of t-test was 2.86 and it was higher than 1.67 (2.86>1.67). Therefore, the null hypothesis (Ho) which was formulated: ―there is no significant effect of using Directed Reading Thinking Activity (DRTA) strategy on the tenth grade students‘ reading comprehension achievement at SMAN Arjasa Jember in the 2012/2013 academic year‖ was rejected. On the other hand, the formulated alternative hypothesis (Ha): ―there is a significant effect of using Directed Reading Thinking Activity (DRTA) strategy on the tenth grade students‘ reading comprehension achievement at SMAN Arjasa Jember in the 2012/2013 academic year‖ was accepted. The research results proved that there was a significant effect of using Directed Reading Thinking Activity (DRTA) strategy on the tenth grade students‘ reading comprehension achievement at SMAN Arjasa Jember in the 2012/2013 academic year. Therefore, it is recommended for the English teacher to apply Directed Reading Thinking Activity (DRTA) strategy as an alternative strategy in teaching reading.en_US
dc.language.isootheren_US
dc.relation.ispartofseries080210491023;
dc.subjectReadingen_US
dc.titleTHE EFFECT OF USING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON READING COMPREHENSION ACHIEVEMENT OF THE TENTH GRADE STUDENTS AT SMAN ARJASA JEMBER IN THE 2012/2013 ACADEMIC YEARen_US
dc.typeOtheren_US


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