T HE E F F E CT O F USING DIR E CTE D R E AD ING T HINK IN G AC T IVIT Y (D RTA) S T RA T E G Y ON READ ING COM PREHE NSIO N AC HIE VEM E NT OF T HE T E NTH G RA DE S T UD E NTS AT S M AN AR J ASA JE M B E R IN TH E 201 2 /201 3 AC AD E M IC Y E AR

Abstract

R e a ding

in Eng li sh a s a

F or e i g n L a n g u a g e

(E F L )

c ontribut e s a

pa rt of

e ssential

skil ls to be

tau g ht be sides the other

skil ls. I n othe r wor ds,

re a di ng

a lm ost

domm inate s a ll

the students‘ a c ti vit ies be fo re

ha ving

oth e r skil ls. C onc e rnin g

re a din g , C a rr e l e t. a l

(1995 :1) state

that ― F or

m a n y

students, r e a din g

is b y

f a r the most

im porta nt of

the four

skil ls in a

for e ig n lan g ua ge ‖ . Th rou g h re a ding, students a re

a ble to lea rn spea kin g , li stening , a nd wr it in g . Gr e ll e t (1996 :3), state s that re a din g

c ompre he nsion

is

t he

pr oc e ss of

unde rsta nding a

wr it ten tex t. W he n stud e nts re a d a

wr it ten tex t, the y

must

be

a ble to ge t a ll

the infor mation fr om the tex t. F u rthe rmor e ,

the y

must

c ompre h e nd t he

wor ds, s e ntenc e s, a n d pa ra gr a phs in o rde r

to

ga in the mea ning

of

the whole

tex t . As

state d b y

H e nning s, (1997 :269) re a ding re quire s

unde rsta ndin g

wo rd s , s e ntenc e s ,

a nd

pa r a g ra p h s to c ompre h e nd mor e

c ompl e x

mea ning .

This re se a rc h

wa s

a n e x pe rimen tal r e se a rc h.

T h i s r e s ea r c h

w a s c o n du c t e d

to

i n v e s t i g a t e

t h e

e ff e c t

o f

u s i n g

Dire c ted R e a din g

Thinki ng

A c ti vit y

(D R T A)

stra te g y

on re a din g

c ompre h e nsion

a c hiev e ment o f the

ten th g r a de

students

a t S MAN

A rja s a

J e mber

in the 201 2 /201 3

a c a d e mi c

y e a r .

T h e

po pu l a t i o n

o f t h i s

r e s ea r c h

w a s

t h e t e n t h

y ea r

s t ud e n t s

o f

S M A N

Ar j a sa

J e m b e r

i n

t h e

2012/2013

aca d e mi c

y e a r. Homog e nit y

test w a s d one

to know the homo g e n e it y

o f the populati on a nd to

de ter mi ne

the re se a rc h s a mpl e s.

The

re sult

of

th e

homog e n e it y

test wa s

a na l y z e d using

AN OV A a nd the r e sult showe d th a t ‗F ‘ w a s hi g h e r th a n

F tabl e ( 5.1 4> 2.05) . I t

m e a ns t h a t

t h e

p o pu l a t i o n

w a s h e t e r o g e n e o u s .

T h u s ,

t w o

c l a s s e s

wh i c h

h a d

t h e

c l o s e s t

m e a n

s c o r e

w e r e

c h o s e n

a s t h e

r e s p o n d e n t s

o f t h e

r e s e a r c h .

T h e

c a l c u l a t i o n

r e v e a l e d

t h a t

t wo

c l a ss e s

w h i c h

h a d

t h e

c l o s e s t

m ea n s c o r e

w e r e

X 1

a n d

X 2.

Th e

tot a l

number

of

the

re spo nde nts

wa s

76

students

that

c onsi sted

of

38

students

of

X 1

as

the

e x pe rimen tal

gr oup

that

wa s

taug ht

re a ding

b y

usin g

Dire c te d

R e a ding

Thinki ng

A c ti vit y

( DRTA)

stra te g y ,

while

t he

c o ntrol

g roup

c onsi sted

of

38

students

of

X 2

that wa s t a u g ht

re a ding

b y

usi n g

Qu e sti on Answ e r stra t e g y .

0 T h e

p r i m a r y

d a t a

o f

t h i s

r e s ea r c h

w e r e

c o ll ec t e d

f r o m t h e

s t ud e n t s ‘

s c o r e

o f re a din g

c ompre h e nsion

t e s t ,

wh i l e

t h e

s upp o r t i n g

d a t a

o f

th i s

r e s ea r c h

w e r e

g a i n e d

t h r o u g h i n t e r v i e w a n d

d o c u m e n t a t i o n .

T he

p r im a r y

d a t a

w e r e c o ll ec t e d

a n d

t h e n

a n a l y ze d

b y

u s i n g

t t e s t

f o r m u l a .

T h e

r e s u l t

i n d i c a t e d

t h a t

t h e

v a l ue

o f

t s t a t i s t i c

w a s

2.86 ,

while

the

t table

with

the

sig nific a nt

leve l

of

5%

a nd

the

de gr e e

o f

fr e e dom

(D f)

of

74

wa s

1 .67.

The

va lue

of

t test

wa s

2.86

a nd

it

wa s

hig he r

than

1.67

( 2.86 > 1.67) .

The r e for e ,

the

null

h y pothesis

(H o)

whic h

wa s

for mul a ted:

― ther e

is

no

sig nific a nt

e f f e c t

of

u s i ng

Dire c ted

R e a ding

Thi nking

A c ti vit y

( DRTA )

stra te g y

on

the

tenth

g ra d e

student s‘

re a ding

c ompr e he nsi on

a c hiev e ment

a t

S M AN

Ar ja sa

J e m b e r

i n

t h e

2012/2013

aca d e m i c

y ea r ‖

w a s

r e j ec t e d.

On

the

othe r

ha nd,

the

for mul a ted

a lt e rna ti ve

h y pothesis

( Ha ):

― ther e

is

a

sig nifi c a nt

e ff e c t

of

u s i ng

Dire c ted

R e a din g

Thinki ng

Ac ti vit y

( DRTA )

st r a te g y

on

the

tenth

g r a de

students‘

re a din g

c ompre h e nsion

a c hieve m e nt

a t S M AN

Ar ja s a

J e m b e r

i n

t h e

2012/2013

aca d e m i c

y ea r ‖

wa s a c c e pted.

T h e

r e s e a r c h

r e s u l t s

p r o v e d

t h a t

t h e r e

w a s

a

s i g ni f i c a n t

e ff ec t

o f

u s i ng

Dire c ted R e a din g Thinki ng

Ac ti vit y

( D R TA )

stra te g y

on the tenth

g r a de

students‘ re a din g

c omp re he nsion

a c hieve ment

a t S M AN

A rj a s a

J e m b e r

i n

t h e

2012/2013 aca d e m i c

y ea r .

T h e r e f o r e ,

i t

i s r ec o mm e n d e d

f o r t h e E n g l i s h

t eac h e r

to

a p p l y

Dire c ted Re a ding Thinki ng A c ti vit y

( DRTA )

stra te g y

a s

a n

a l t e r n a t i ve

stra te g y

in t eac h i n g

r e a d i n g .