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All Journal TELL - US JOURNAL IJLHE: International Journal of Language, Humanities, and Education
Agnescia, Elany
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Integrating Directed Reading Thinking Activity (DRTA) with Peer Assisted Learning Strategy (PALS) to Improve Students’ Reading Comprehension Using Narrative Text Agnescia, Elany; Raja, Patuan; Sukirlan, Muhammad
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9702

Abstract

This study aimed to find out whether the integrated Directed Reading Thinking Activity (DRTA) with Peer Assisted Learning Strategy (PALS) improves students' reading comprehension better than the Original DRTA. This research employed a quantitative method. The study was conducted with the first-grade students at SMA Negeri 4 Bandar Lampung. Two classes were used: an experimental class, which was taught using the integrated DRTA with PALS, and a control class, which was taught using the original DRTA. The results of the post-test showed that the control group had a mean score of 80.51, whereas the experimental group had a higher mean score of 83.94. The t-test results for the post-test indicated a Sig. (2-tailed) value was 0.049 (< 0.05), there is a statistically significant difference between the two groups after the treatment. The experimental group achieved better improvement in students’ reading comprehension compared to the control group. These findings suggest that integrated DRTA with PALS improves students' reading comprehension.  Keywords: DRTA, PALS, Reading Comprehension 
Improving Students’ Reading Comprehension through GIST (Generating Interaction between Schemata and Text) Strategy Agnescia, Elany; Sutrisno AB, Joko; Marcela, Eny Dwi
IJLHE: International Journal of Language, Humanities, and Education Vol. 5 No. 1 (2022): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v5i1.880

Abstract

This research aimed to improve students’ learning activities and their reading comprehension by using Generating Interaction between Schemata and Text (GIST) strategy. In this research, the researcher used Classroom Action Research as the method of this research. This research implemented Generating Interaction between Schemata and Text (GIST) in 2 cycles with 3 meetings in each cycle. The sample of this research was in one class with 31 students. The test used in this research was 30 multiple choice questions. The average score of students’ activities based on the observation sheet in cycle I obtained range 7 which categorized as quite active and increased to be 7.7 in cycle II which categorized as active. The average score of students’ reading comprehension in cycle I was 68.46 and increased to be 79.11 in cycle II. The percentage of the students’ reading comprehension test in cycle I who passed Minimum Mastery Criteria was 45.16% students passed the KKM and in cycle II the result increased to be 83.87% students passed KKM. From the learning activities and test result, the researcher concluded that there was an improvement in students' learning activities and their reading comprehension by implementing Generating Interaction between Schemata and Text (GIST) strategy at the eighth-grade students of SMP Negeri 21 Bandar Lampung in the academic year of 2021/2022.
Co-Authors Eny Dwi Marcela, Eny Dwi Muhammad Sukirlan Patuan Raja Sutrisno AB, Joko