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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Language Literacy: Journal of Linguistics, Literature, and Language Teaching Journal of English Language Teaching and Linguistics Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan
Utami, Yuni Putri
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Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Journal : Journal of English Language Teaching and Linguistics

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Fostering Students’ Reading Comprehension Ability through Directed Reading Thinking Activities (DRTA) Strategy Yuni Putri Utami; Sugirin Sugirin
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (738.811 KB) | DOI: 10.21462/jeltl.v4i2.250

Abstract

The current curriculum school reform in Indonesia supported the students to be a critical thinker in the sense that the students become a centered of teaching instruction in the school life. This changing becomes a new demand for the teacher as an educator to facilitate their learners with teaching aids practices that adjust learners to be actively participate in the classroom. Thus, this study used Directed Reading Thinking Activities (DRTA) to reveal the effectiveness of this strategy on the students’ reading comprehension teaching. A quasi-experimental research design with pretest and posttest was used in this study. Two classes were randomly selected as the sample of this research. They are class 8C which used Directed Reading Activities (DRA) as the control group, while class 8H becomes the experimental group which used Directed Reading Thinking Activities (DRTA). Independent and dependent (paired) sample t-tests were used to analyze the data. The research finding showed: 1) there were no significant differences of posttest score among the students taught by using DRTA and those taught by using DRA strategy in reading comprehension teaching, 2) there were significant effects of using DRTA in reading comprehension teaching for grade eight students. DRTA strategy was believed to give more contribution (82%) than DRA strategy which contributed only 77%. In conclusion, DRTA was effective strategy in reading comprehension teaching.
Co-Authors Achmad Faqih Fane, Awati Ilahi, Lailiy Kurnia Izzudidin, Izzuddin Linia, Marisa Lukman Hakim Nurul Fadhilah Siti Maghfiroh Sugirin Wahyudi Wahyudi