THE EFFECT DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGYON STUDENTS’ READING COMPREHENSION (An Experimental Study in STKIP Kusuma Negara Jakarta)

Megawati Megawati

Abstract


This research conducted in STKIP Kusuma Negara Jakarta. It uses experiment method who 40 students first semester. This research purposes: (1). To know result of the research which doesn’t use DRTA strategy. (2). To knowresult of the research which use DRTA strategy. (3). To know the effect Directed Reading Thinking Activity (DRTA) on Students’ Reading Comprehension. Method of the research is experiment. It consists of 40 students. There are 20 students group experiment class and 20 students groupcontrol class. Instrument reading comprehension is multiple choice, as much as twenty items. It uses random sampling technique. Test data analysis use homogeneity test and normality test, in order that it can proceed with the analysis of statistical parametric. Analysis results and hypothesis obtained (1). students’reading comprehension using DRTA strategies: mean = 85.80; median= 85.50 ; variance= 22.695; (2). students’ reading comprehension using conventional learning: mean =68.65   ; median= 68.00 ; variance=18.766. (3). There is significant effect directed reading thinking activity (DRTA) towards students’reading comprehension. It can be seen that t-score was 21.291 and sig.=0.000 < 0.05. It can be concluded that DRTA strategies give effects to increase students’ability in reading comprehension. Student encourage to give prediction and think the reading text. DRTA strategies suitable to apply in teaching reading comprehension in STKP Kusuma Negara Jakarta

 

Keywords: Directed Reading Thinking Activity (DRTA), Students’ Reading Comprehension


Full Text:

PDF

References


Alderson, Miles. 2000. Assessing Reading. New York: Cambridge University Press, p.134

Al-Odwan,T.A.A.H.2012. The effect of the Directed Reading Thinking Activity through Cooperative Learning on English Secondary Stage Students’Reading in Jordan. International Journal of Humanities And Social Vol.2 No.16. The world Islamic Sciences and Education University, Amman, Jordan.

Almasi, J. 2003. Teaching strategies processes in reading. New York: The Guilford Press.

Agustiani, Merry. 2016. The effect of DRTA and LC strategies on students’ reading comprehension achievement of narrative texts based on English Score levels. Journal of English Literacy Education (JELE), Vol. 3, No. 2, Nov.

Brown, Douglas. 2003. Language Assesment. Principle and Classroom Practices, (California: Longman. P 206

Brown, H. D. 2007. Teaching by Principles. England Cliffs .New Jersey: Prentice, p.8

Crawford, Alan, Saul.E. Wendy, Samuel Mathews & James Maxinsters. 2005. Teaching and learning Strategies for the thinking Classroom. The International Debate Education Association, New York 1009

Glass, C. and Zygouris-Coe,V. 2006. Directed Reading Thinking Activity. Florida

Grabe,W., &Stoller, F.L. 2002. Teaching and Reading. London: Longman

Jennings, C. and Sheperd, J. (1998). Literacy and the Key Learning Areas: Successful Classroom Strategies. Australia: Eleanor Curtain Publising

Megawati, M. (2017). THE IMPROVING STUDENTS’READING COMPREHENSION THROUGH GRAMMAR TRANSLATION METHOD. ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH, 2(2), 95-108.Taken from http://ojs.unpkediri.ac.id/index.php/inggris/article/view/833

Mohammad Mehdi Yazdani. 2015. The Explicit Instruction of Reading Srategies: Directed Reading Thinking Activity vs. Guided Reading Strategies. International Journal of Applied Linguistics & English Literature. Australia: Australian International Academic Centre. Vol. 4 No. 3; May 2015

Rasinski, T and Brassel, D.2008. Comprehension that work: Taking Students Beyond Ordinanry Understanding to Deep Comprehension. Corrine Burton: Huntington

Seftika. 2016. Directed reading thinking Activity (DR-TA) Strategy to Teaching Reading. SMART Journal Volume 2 No.2 Agustus 2016 hlm 121-127. http://ejournal.stkipmpringsewu-lpg.ac.id/index.php/smart

Stuaffer, R. 1969. Directing Reading Maturity as a Cognitive Process. New-York: Harper & Row.

Sun-Hyung, M.2002. The effect of Interesting Text on the Reading Comprehension of Korean College EFL Students: A Comparison of Seductive Details and Interesting Elaborations. Ed. D. dissertation, The University of Texas, Austin, USA

Soedarso. 2001. Speed-Reading: Sistem membaca Cepat dan Efektif. PT.Gramedia: Jakarta. P.58

Talal Abd Al-Hameed. 2012. The effect of The Directed Reading Thinking Activity through Cooperative Learning on English Secondary Stage Students’ Reading Comprehension in Jordan. International Journal of Humanities and Social Science: USA. Vol. 2 No. 16 [Special Issue-August 2012]

Mohammad Mehdi Yazdani. 2015. The Explicit Instruction of Reading Srategies: Directed Reading Thinking Activity vs. Guided Reading Strategies. International Journal of Applied Linguistics & English Literature. Australia: Australian International Academic Centre. Vol. 4 No. 3; May 2015

Yatmini. 2017. The Use of Directed Thinking Activity (Drta) to Teach Reading Comprehension for the eleventh Grade Students in SMKN 1 Poncol. Penerbitan Artikel Ilmiah Universitas Muhammadiyah Ponorogo, 1 (1):21-29


Article Metrics

Abstract views: 28   PDF views: 15