The Effect of Using Directed Reading Thinking Activity Strategy on the Tenth Grade Students’ Reading Comprehension Achievement at SMA Negeri 1 Yosowilangun

Abstract

In English language teaching reading is one of the skills that should be learned by senior high school students. There are many strategies that can be applied in teaching reading process. One of the strategies that can make student become active readers is Directed Reading Thinking Activity. DRTA is a strategy that provides students with many abilities. DRTA provides the students the ability to use prediction while reading, activates their prior knowledge, determines purpose of reading, and encourages reading the text. Therefore the researcher was interested in investigating whether or not Directed Reading thinking Activity (DRTA) strategy is effective as a new strategy in teaching reading for grade X of SMA NEGERI 1 Yosowilangun. The population of this research was all of the tenth grade students’ of SMA Negeri 1 Yosowilangun in the 2014/2015 academic year. The research respondents were determined by cluster random sampling by lottery. based on the result of homogeneity test. The number of the respondents was 70 students, consisting of 36 students of grade X4 as the experimental group that was taught reading by using DRTA strategy, and 34 students of X8 as the control group that was taught reading by using Question-Answer strategy. The main data of this research were obtained from the students’ scores of reading comprehension test. The scores were analyzed by using independent sample T-Test (SPSS) program to compare the mean scores of reading comprehension test between two different groups after given treatments. xv Based on the calculation, the result of t-test showed that there was a significant effect of using DRTA strategy on the tenth grade students’ reading comprehension achievement. It was proven by the value of the significant column in the t-test table that showed the value of 0.002 which is lower than 0.05 (confidence level of 95%). This means that the null hypothesis (H0) formulated: “There is no significant effect of using DRTA strategy on the tenth grade students’ reading comprehension achievement at SMA Negeri 1 Yosowilangun” was rejected, while the alternative hypothesis (Ha): “There is a significant effect of using DRTA strategy on the tenth grade students’ reading comprehension achievement at SMA Negeri 1 Yosowilangun” was accepted. The research results proved that there was a significant effect of using DRTA Strategy on the tenth grade students’ reading comprehension achievement at SMA Negeri 1 Yosowilangun. Therefore, it is recommended for the English teacher to use the DRTA as the strategy in teaching reading. Moreover, it is hoped that the result of this research can be used as a reference and information for future researchers to conduct a further research by different research design or dealing with similar topic in different aspect of investigation.