ABSTRACT

KHINTI WANDAS. 2017.

The Effectiveness of Directed Reading Thinking Activity (DRTA) Towards Students’

Narrative Reading (A Quasy- Experimental Research of the Eleventh Grade at SMA
Negeri 4 Seluma in Academic Year 2016/2017)

Thesis. English Departement Study Program, Islamic Education and Tadris Faculty.

Advisor: 1. Dr. Syamsul Rizal, M.Pd, 2. Nadrah, M.Pd

Key Words: Reading, Directed Reading Thinking Activity (DRTA)

The problems in this study were most of students of SMA N 4 Seluma in academic year
2016/2017 were did not interested in long reading text, some of them also did not knowing
and identifying the message what the author extends in the text.
This study was carried out to investigate the effectiveness of Directed Reading Thinking
Activity (DRTA) towards Narrative Reading at Eleventh Grade of SMA N 4 Seluma.
Specifically, it was conducted to identify whether there was any significant effect on
students’ narrative reading between those who were taught using Directed Reading Thinking
Activity and those who were not.
This research was used A Quasy-Experimental Research. The study adopted pretest – posttest
in the experimental and control groups. Two classes were purposively selected to be
experimental and control groups. The experimental group was taught by using Directed
Reading Thinking Activity (DRTA) and the control group was not.
After giving treatment, the result of regression Coefficient correlation (R) between DRTA
Strategy and students’ narrative reading was 0.901. While Coefficient determination (R
square) showed how far the effect of DRTA towards Students’ Narrative Reading. It showed
R square was 0.760. It means that the effect of Directed Reading Thinking Activity (DRTA)
towards Students’ Narrative reading was 76,0% (0.760) and 24,0% (0.240) was influence by
other variable. The output also shown that F score was 13.951 and significant level was
0.000. When F score was > than F table (13.951 > 4.30 ) and significant level was < than 0.05
(0.000 < 0.05) it means that there was any significant effect Directed Reading Thinking
Activity (DRTA) strategy towards students’ narrative reading. So, it could conclude that Ho
is rejected and Ha is accepted.
ABSTRAK
KHINTI WANDAS. 2017.

The Effectiveness of Directed Reading Thinking Activity (DRTA) Towards Students’

Narrative Reading (A Quasy- Experimental Research of the Eleventh Grade at SMA
Negeri 4 Seluma in Academic Year 2016/2017)

Thesis. English Departement Study Program, Islamic Education and Tadris Faculty.

Pembimbing: 1. Dr. Syamsul Rizal, M.Pd, 2. Nadrah, M.Pd

Kata Kunci: Directed Reading Thinking Activity (DRTA), Reading

Ada beberapa masalah pada penelitian ini yaitu kebanyakan siswa kelas XI SMA N 4 Seluma
pada tahun ajaran 2016/2017 tidak tertarik terhadap teks-teks bacaan yang berbentuk panjang,
Sebagian dari mereka juga tidak dapat mengetahui dan mengidentifikasikan maksud dan
tujuan yang disampaikan oleh penulis.
Penelitian ini dilakukan untuk menyelidiki pengaruh startegi Directed Reading Thinking
Activity (DRTA) terhadap kemampuan siswa dalam membaca teks naratif pada kelas XI di
SMA N 4 Seluma. Secara spesifik, penelitian ini dilakukan untuk mengidentifikasi apakah
ada pengaruh yang signifikan pada kemampuan siswa dalam membaca teks naratif antara
siswa yang diajarkan menggunakan strategi Directed Reading Thinking Activity (DRTA) dan
yang tidak.
Penelitian ini menggunakan metode quasi-experimental, dimana penelitian ini menggunakan
pretest-postest dalam kelompok experimen dan kelompok kontrol. Dua kelas dipilih secara
purposive untuk menjadi kelas experimen dan kelas kontrol. Kelas experimen diajarkan
menggunakan DRTA dan kelas kontrol tidak.
Setelah melakukan treatment, hasil yang diperoleh menggunakan Regresi menunjukkan
bahwa koefesien korelasi antara strategi DRTA dan kemampuan siswa dalam membaca teks
narrative adalah 0.901. Sementara Koefesien Determinasi (R Square) menunjukkan seberapa
jauh strategi DRTA mempengaruhi kemampuan siswa dalam membaca teks narrative. R
Square senilai 0.760. Hal tersebut berarti bahwa pengaruh strategi Directed Reading Thinking
Activity terhadap kemampuan siswa dalam membaca teks narrative adalah 76.0% (0.760) dan
24.0% (0.240) di pengaruhi oleh variabel lain. Hasil tersebut juga menunjukkan bahwa F
hitung senilai 13.951 dan signifikannya senilai 0.000. Ketika F hitung > daripada F tabel
(13.951 > 4.30 ) dan nilai signifikannya < daripada 0.05 (0.000 < 0.05) maka, hal tersebut
menunjukkan bahwa ada pengaruh significant strategi DRTA terhadap kemampuan siswa
dalam membaca teks narrative. Sehingga, dapat disimpulkan bahwa Ho ditolak dan Ha di
terima.