%A 1523042029 USWATUN HASANAH
%T DIRECTED READING THINKING ACTIVITY (DRTA) ON STUDENTS?
READING COMPREHENSION
%X ABSTRACT
This research aims (1) to investigate whether there is a significant difference of
students? reading achievement who were taught through Directed Reading
Thinking Activity (DRTA) with cooperative learning and DRTA without
cooperative learning on students? reading comprehension, (2) to reveal whether
there is any improvement of students reading comprehension after being taught by
using DRTA with cooperative learning, (3) to find out reading comprehension
aspect which is the mostly improved after being taught by using DRTA with
cooperative learning, and (4) to explain the implementation of DRTA with
cooperative learning of the second grade students of SMA Minhajuttullab Way
Jepara in the academic year of 2016/2017. This research was conducted through
experiment design and it was conducted in two classes: experimental class which
was taught by using DRTA with cooperative learning and control class which has
been taught by using DRTA without cooperative learning which comprise of 28
students. In this research, there were two types of data, i.e. qualitative and
quantitative data. The qualitative data consisted of field notes obtained from
observations and interview transcripts obtained from interviews with the students.
Meanwhile, the quantitative data in the forms of students? reading comprehension
scores were obtained from reading comprehension tests (a pre-test and post-test).
The results show that (1) there was a significant difference on the students?
reading comprehension after being taught by using DRTA with cooperative
learning by using independent t-test through SPSS 16.00, the analysis results
showed the two tailed p-value (0.004) < 0.05, which indicates a significant
difference of both classes: experimental and control classes, (2) there is an
improvement on the students? reading comprehension in the experimental class
who was taught by using DRTA with cooperative learning (80.89) which was
higher than pre-test mean score (69.25), (3) understanding specific information is
the mostly improves after being taught by DRTA with cooperative learning and
the implementation of DRTA with cooperative learning was successfully
implemented, and (4) the students participated actively in the teaching and
learning activities of reading, especially during DRTA activities. It could be
concluded that the implementation of DRTA with cooperative learning was
effective to improve students? reading comprehension achievement.

%D 2016
%I LAMPUNG UNIVERSITY
%L eprints25584