THE EFFECT OF DIRECT READING THINKING ACTIVITY (DRTA) ON STUDENTS’ READING COMPREHENSION (AN EXPERIMENTAL STUDY AT SMA NEGERI 4 BOGOR)

• Main Author: Fajaria Lusyani
• Format: Article
• Language: English
• Published: English Education Department 2019-05-01
• Series: Getsempena English Education Journal
• Online Access: https://geej.stkipgetsempena.ac.id/?journal=home&page=article&op=view&path=144
• ISSN: 2355-004X; 2502-6801

<p><span style="font-family: Times New Roman;"><span style="font-size: medium;">The aim of this study was to investigate the effect of directed reading thinking activity (DRTA) on students’ reading comprehension at second grade students of SMA Negeri 4 Bogor. The population of this study consisted of 60 secondary grade students at SMA Negeri 4 Bogor. The two groups’ including pre-post test true experimental design was used in this study. The instrument tools are students’ reading score such as pre-test and post-test such as summarizing and responding test; and reading assessment rubric. The result showed that </span><em><span style="font-size: medium;">t</span>_{<span style="font-size: small;">-calculated</span>}<span style="font-size: medium;"> is 14.136 </span></em><span style="font-size: medium;">with the value of df is 58 while the result of </span><em><span style="font-size: medium;">t</span>_{<span style="font-size: small;">-table</span>}</em><span style="font-size: medium;"> in the level significant </span><em><span style="font-size: medium;">t</span>_{<span style="font-size: small;">0.05 </span>}<span style="font-size: medium;">= 1.684</span></em><span style="font-size: medium;"> and </span><em><span style="font-size: medium;">t</span>_{<span style="font-size: small;">0.01</span>}<span style="font-size: medium;"> = 2.423</span></em><span style="font-size: medium;">. Since the </span><em><span style="font-size: medium;">t</span>_{<span style="font-size: small;">-calculated</span>}</em><span style="font-size: medium;"> is higher than t-table <em>(</em>14.136 <em>&gt; 1.624 &lt; 2.423)</em>, it can be concluded that the alternative hypothesis (<em>Ha</em>) is accepted and null hypothesis (Ho) is rejected. It is concluded that Directed Reading Thinking Activity (DRTA) effects on student’s reading comprehension.</span></span></p><p> </p>Keywords: <strong><em>DRTA, reading comprehension, true experimental design, secondary grade students</em></strong>