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Merie Agustiani
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THE EFFECTS OF DRTA AND LC STRATEGIES ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT OF NARRATIVE TEXTS BASED ON ENGLISH SCORE LEVELS Merie Agustiani
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 3, No 2 (2016): The Journal of English Literacy and Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v3i2.3615

Abstract

Abstract: Accelerating state development and promoting international relationship are the aims of Indonesian EFL teaching that require the students to have a good ability in reading. Therefore, teaching reading strategies to students is very essential to help them seek knowledge in this globalization era. Literature Circles (LC) and Directed Reading Thinking Activity (DRTA) are two strategies which are believed help students to have better comprehension. This study aimed at investigating the effects of DRTA and LC strategies on reading comprehension achievement of narrative texts. Forty eight tenth graders of MAN Baturaja were chosen randomly on the basis of their English score levels and assigned equally into LC and DRTA groups. Reading comprehension test was administered to the students before and after the interventions. The results indicated that both LC and DRTA strategies made difference on students’ reading comprehension significantly (ρ<0.000); there was significant difference in students’ reading comprehension achievement between students in DRTA and LC groups (ρ<0.03). However, there was no significant interaction effect of strategies used and English score levels on students’ reading comprehension achievement (ρ>0.87). Keywords: LC, DRTA, reading comprehension achievement, ten graders
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