%0 Generic
%A Zainal, Meizi Fitriana
%C Universitas Lampung
%D 2013
%F eprints:1101
%I Fakultas KIP
%T THE EFFECT OF TEACHING READING COMPREHENSION THROUGH DIRECTED READING – THINKING ACTIVITY (DRTA) STRATEGY ON STUDENTS’ NARRATIVE TEXT ACHIEVEMENT AT THE FIRST YEAR OF SMP PGRI 2 KATIBUNG LAMPUNG SELATAN
%U http://digilib.unila.ac.id/1101/
%X Reading is the interaction between the words that are written and how they trigger knowledge outside the text. Narrative text is a story about fictional or real events, which follows a basic standard format. Narratives include a plot, setting, characters, structure (introduction, complication, resolution), and theme. The Directed Reading Thinking Activity is a comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. Students must improve their ability in reading comprehension, so they can get information from the text by means of understanding the main idea, specific information, inference, reference and vocabulary.  The objective of this research was to find out whether there is significant increase in students’ reading comprehension achievement of narrative texts taught through Directed Reading – Thinking Activity Strategy. Reading test in the form of multiple choices was used as the instrument of the research and repeated measures t-test was accomplished to analyze the data. The sample of the research was the first year students of SMP PGRI 2 Katibung Lampung Selatan in the year 2012/2013.  The result of the test shows that there is a significant increase from pre-test to post-test after being taught through Directed Reading-Thinking Activity. The increase is from 70.84 up to 77.51 and the gain is 6.67. The result of the computation shows that the value of the two tailed significance is 0.000. This means that H1 is accepted and H0 is rejected since 0.000 < 0.05. This proves that the treatments given by the researcher has a positive effect on the students’ achievement, which means Directed Reading-Thinking Activity can increase students’ reading comprehension achievement of narrative text