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
Abstract
SUMMARY
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.
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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.