The Effect of Directed Reading Thinking Activity (DRTA) Method on Students’ Reading Comprehension for State Islamic Senior High School
Keywords:
Directed Reading Thinking Activity (DRTA) method, teaching reading, reading comprehension, narrative textsAbstract
This study aims to find out the effect of using Directed Reading Thinking Activity (DRTA) Method on students’ reading comprehension. A quasi-experimental design was used with pre-test and post-test non-equivalent control group design. The number of participants was 63 students divided into an experimental group (31) and a control group (32) of the students of MAN 1 Pekanbaru. Two research questions and four hypotheses were posed in this study. Before conducting the treatment, pretest was administered, and posttest was administered after the treatment. Independent and dependent (paired) sample t-tests were used to analyze the data. The research finding showed a significant effect of using Directed Reading Thinking Activity (DRTA) method on students’ reading comprehension. Using DRTA method contributed 72% on students’ reading comprehension, meanwhile the control group using non-DRA method contributed 49%. At last, it can be inferred that DRTA method is suitable to apply in teaching reading comprehension at State Islamic Senior High School (MAN) 1 Pekanbaru.References
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