The Implementation of Directed Reading Thinking Activity (DRTA) to Improve Students’ Reading Comprehension.

SELTICS ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 63-70
Author(s):  
Nurmadina HS ◽  
Yuliah Yuliah
Keyword(s):  
Reading Comprehension ◽  
Cognitive Development ◽  
Experimental Design ◽  
Control Group ◽  
Positive Contribution ◽  
Comprehension Test ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Research Questions ◽  
Directed Reading

The goal of this research is to look into the use of Directed Reading Thinking Activity to improve students' reading comprehension in the tenth grade at SMAN 1 Tanete Riaja. The following research questions were addressed in this study: 1) How does the implementation of Directed Reading Thinking Activity (henceforth DRTA) improve students' reading comprehension?2) What are the students' perceptions toward the DRTA strategy's implementation? This study employs a quasi-experimental design with both an experimental and a control group. The experimental class was taught using the DRTA strategy, while the control class was taught using the conventional strategy. The participants in this study were chosen at random and were divided into two classes: class X-1, which consisted of 32 students as the experimental class, and class X-2, which consisted of 30 students as the control class. The data was gathered through a reading comprehension test and a questionnaire. According to the findings of this study, using the DRTA method increases students' scores more than using the conventional strategy. The experimental class has a mean score of 76.40, while the control class has a score of 50.3. It indicates that the DRTA strategy significantly improves students' reading comprehension and makes a positive contribution to their cognitive development. Furthermore, the results of the questionnaire show that the majority of students respond positively to the implementation of the DRTA strategy in the classroom.

scholarly journals The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy on the Tenth Grade Students' Reading Comprehension Achievement at MA Unggulan Nuris Jember

2016 ◽  
Vol 3 (3) ◽  
pp. 43
Author(s):  
Frida Hayu Novendiana ◽  
Zakiyah Tasnim ◽  
Bambang Arya Wijaputra
Keyword(s):  
Reading Comprehension ◽  
T Test ◽  
Control Group ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Directed Reading ◽  
And Control ◽  
Experimental Group

The aim of this research was to know whether or not there was a significant effect of using Directed Reading Thinking Activity (DRTA) strategy on the tenth grade students at MA Unggulan Nuris Jember. The research design used was quasi experimental research specifically post test only non equivalent group design . The respondent of the research was chosen by using cluster random sampling by a lottery . The students of X IPA A as the experimental group and X PK B as the control group. The data was collected by interview, documentation and administering reading comprehension test. Then the data collected were analyzed by using independentt sample T-test . It was known that the mean score of the experimental group was 78.80 and the mean score of the control group was 73.73. In the output of the t-test column, it was shown that the significant value was 0.03. It was lower than 0.05. It means that the mean scores of the two classes (experimental and control groups) were different. Therefore, there was a difference between the experimental class and the control class. In conclusion, the use of Directed Reading Thinking Activity (DRTA) strategy was a significantly affected on the tenthgrade students’ reading comprehension achievement tat MA Unggulan Nuris Jember.   Keywords: reading comprehension achivement, DRTA strategy 

scholarly journals READING NARRATIVE BY SEMANTIC MAPPING: A STRATEGY TO ENHANCE STUDENTS’ COMPREHENSION

2019 ◽  
Vol 4 (2) ◽  
pp. 171
Author(s):  
Durratul Hikmah ◽  
Mohammad Sofyan Adi Pranata
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Narrative Text ◽  
Semantic Mapping ◽  
Control Group ◽  
Comprehension Skill ◽  
Mapping Strategy ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental

This study attempted to investigate the effectiveness of using semantic mapping strategy for improving students’ reading comprehension skill on narrative text. This study employed a quasi-experimental design by dividing the research group into control and experimental group. In this study, a pre-test and post-test experimental design with control group was used. The instruments used to collect the data were reading comprehension tests before and after the treatment.  The study was conducted at grade VIII of SMP Nurul Jadid Probolinggo at which the students were identified as having problem in comprehending English narrative text. The finding showed that semantic mapping strategy can improve students’ comprehension on reading narrative text.

scholarly journals Comic Strips Toward Students’ Reading Comprehension Achievement

2020 ◽  
Vol 4 (1) ◽  
pp. 10-14
Author(s):  
Ida Yuliani
Keyword(s):  
Reading Comprehension ◽  
Control Group ◽  
Comic Strips ◽  
Significance Level ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Alternative Hypotheses ◽  
The Mean ◽  
Experimental Group

This study focuses on the investigation of the influence of teacher’s teaching technique on student’s reading comprehension achievement using comic strips media. In this study, the writer used a quasi-experimental design. The population of this study is tenth-grade students of SMAN 1 Buay Madang Timurwith 122 students, meanwhile, the writer used purposive sampling as a method for taking a sample. Therefore, class X.MIA 2 was chosen as an experimental group that is taught reading comprehension using comic strips and class X.IIS 2 as a control group who were taught reading comprehension using conventional media. Moreover, the writer used multiple-choice descriptive text. Based on the finding, the mean score of the pre-test experimental group was 50.97 and the mean score of the post-test experimental group was 78.84. While the mean score of the pre-test control group was 38.40 and the post-test score was 43.07 and the result of analyzing the data using SPSS 16, P output was 0.000, It is less than the critical value significance level (0.05). It means that alternative hypotheses (Ha) is accepted and null hypotheses (Ho) is rejected. It can be concluded that there is any significance between the students who are taught by using comic strips media and the students who are taught by using conventional media.

scholarly journals SCRUTINIZING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON STUDENTS' READING COMPREHENSION

2020 ◽  
Vol 8 (2) ◽  
pp. 128
Author(s):  
Nerim Nerim
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Learning Strategy ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Quasi Experimental ◽  
Directed Reading ◽  
And Control ◽  
Positive Effect

The aim of this research was to examine the directed reading thinking activity (DRTA) strategy on students’ reading skills. This research was classified as experimental research applying a quasi-experimental design. This study involved 60 students of second-grade students of SMPN 1 Jonggat. The students were divided into two groups, the experimental and control groups. The experimental group was subjected to DRTA strategy, while the control group was treated using the conventional learning strategy. The data were obtained by using a reading test. The data were analyzed using descriptive and inferential statistics. The data were calculated using SPSS 19.0 for Windows. The descriptive statistic was aimed at finding out the students’ mean score, mode, median, and standard deviation. Hence, the inferential statistic was used to test the research hypothesis using the independent sample t-test. The results of the research showed that the DRTA strategy in teaching reading had a more positive effect than the conventional learning strategy. It was proven that the students’ mean score in the experimental class (78.80) was higher than those in the control group (73.73). In addition, the score of 2-tailed (0.032) was lower than the sig. level 0.05. Therefore, the hypothesis was accepted. It means that the directed reading thinking (DRTA) strategy had a significant effect on students’ reading comprehension.

Developing the Reading Comprehension by Using Grammar Translation Method

2019 ◽  
Author(s):  
Muhammad Idris
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
T Test ◽  
Translation Method ◽  
Control Group ◽  
Quasi Experimental ◽  
Grammar Translation Method ◽  
And Control

The objective of this research is to find out whether the implementation of Grammar Translation Method can develop the reading comprehension of the Eighth Year Students of SMP Neg. 8 Parepare. The research applied quasi-experimental design. The population was the eighth year students of SMP Neg 8 Parepare which the total number was 83 students. Then, the data were analyzed by using t-test formula. Based on the result of this research, it is concluded that there was a significant different achievement between experimental and control group after they were taught reading by using grammar translation method. It means that the implementation of Grammar Translation Method can develop the Reading Comprehension of the Eighth Year Students of SMP Neg. 8 Parepare.

scholarly journals Fostering Students’ Reading Comprehension Ability through Directed Reading Thinking Activities (DRTA) Strategy

2019 ◽  
Vol 4 (2) ◽  
pp. 129
Author(s):  
Yuni Putri Utami ◽  
Sugirin Sugirin
Keyword(s):  
Reading Comprehension ◽  
Posttest Score ◽  
Control Group ◽  
School Life ◽  
Teaching Aids ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Directed Reading ◽  
Reading Activities ◽  
Critical Thinker

<p><em>T<em>he current curriculum school reform in Indonesia supported the students to be a critical thinker in the sense that the students become a centered of teaching instruction in the school life. This changing becomes a new demand for the teacher as an educator to facilitate their learners with teaching aids practices that adjust learners to be actively participate in the classroom. Thus, this study used Directed Reading Thinking Activities (DRTA) to reveal the effectiveness of this strategy on the students’ reading comprehension teaching. A quasi-experimental research design with pretest and posttest was used in this study. Two classes were randomly selected as the sample of this research. They are class 8C which used Directed Reading Activities (DRA) as the control group, while class 8H becomes the experimental group which used Directed Reading Thinking Activities (DRTA). Independent and dependent (paired) sample t-tests were used to analyze the data. The research finding showed: 1) there were no significant differences of posttest score among the students taught by using DRTA and those taught by using DRA strategy in reading comprehension teaching, 2) there were significant effects of using DRTA in reading comprehension teaching for grade eight students. DRTA strategy was believed to give more contribution (82%) than DRA strategy which contributed only 77%. In conclusion, DRTA was effective strategy in reading comprehension teaching.</em><br /></em><em></em></p>

scholarly journals The Effectiveness of Task-Based Language Teaching in Developing Speaking Skills at SMKN 2 MALANG

2017 ◽  
Vol 23 (1) ◽  
pp. 53-56
Author(s):  
Tities Hijratur Rahmah
Keyword(s):  
Experimental Design ◽  
Teaching Method ◽  
Language Teaching ◽  
Control Group ◽  
Efl Learners ◽  
The Core ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Academic Year ◽  
Experimental Group

In this study the researcher proposed using a procedure based on the use of tasks as the core unit of planning and instruction in language teaching called Task-Based language Teaching (TBLT) to enhance the speaking ability of EFL learners. The present study was focused on seeing whether the TaskBased Language Teaching more effective to develop the students’ achievement in speaking. In this study the researcher used the population of the tenth grade students of SMKN 2 Malang in 20014/20015 academic year. In conducting this research, the researcher used the quasi-experimental design in terms of using one experimental group and one control group. These groups were chosen randomly from tenth grade classes from the two classes. The result of this study shows that there is a signifcant difference in the scores for Task- Based Language Teaching method and Audio lingual method after controlling for scores on the test. From the ANCOVA computation, it can be concluded that the students in experimental group had better achievement than those in control group.

A Pilot Study on the Efficacy of Volunteer Mentorship for Young Adults With Self-Harm Behaviors Using a Quasi-Experimental Design

Crisis ◽  
2016 ◽  
Vol 37 (6) ◽  
pp. 415-426 ◽  
Author(s):  
Yik-Wa Law ◽  
Paul S. F. Yip ◽  
Carmen C. S. Lai ◽  
Chi Leung Kwok ◽  
Paul W. C. Wong ◽  
...  
Keyword(s):  
Experimental Design ◽  
Suicide Ideation ◽  
Intervention Group ◽  
Well Being ◽  
Control Group ◽  
Treatment As Usual ◽  
Prevention Services ◽  
Quasi Experimental ◽  
Self Harm ◽  
Volunteer Support

Abstract. Background: Studies have shown that postdischarge care for self-harm patients is effective in reducing repeated suicidal behaviors. Little is known about whether volunteer support can help reduce self-harm repetition and improve psychosocial well-being. Aim: This study investigated the efficacy of volunteer support in preventing repetition of self-harm. Method: This study used a quasi-experimental design by assigning self-harm patients admitted to the emergency departments to an intervention group with volunteer support and treatment as usual (TAU) for 9 months and to a control group of TAU. Outcome measures include repetition of self-harm, suicidal ideation, hopelessness, and level of depressive and anxiety symptoms. Results: A total of 74 cases were recruited (38 participants; 36 controls). There were no significant differences in age, gender, and clinical condition between the two groups at the baseline. The intervention group showed significant improvements in hopelessness and depressive symptoms. However, the number of cases of suicide ideation and of repetition of self-harm episodes was similar for both groups at the postintervention period. Conclusion: Postdischarge care provided by volunteers showed significant improvement in hopelessness and depression. Volunteers have been commonly involved in suicide prevention services. Further research using rigorous methods is recommended for improving service quality in the long term.

TEACHING READING BY UTILIZING HOT POTATOES SOFTWARE TOWARD STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT

2018 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Abdullah Farih
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
T Test ◽  
Control Group ◽  
Teaching Reading ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Level Of Significance ◽  
And Control

The objective of this study is to measure whether there is or not significant effect of teaching reading by utilizing Hot Potatoes software toward students’ reading comprehension of descriptive text. The variables used were the teaching treatment of Hot Potatoes Software as the independent variable and the students’ reading comprehension of Descriptive Text as dependent variable. Then, the research designed was Quasi-experimental design and the presentation of data used was quantitative. The data were obtained from the eleventh grade, of which 28 students were taken as sample. The students are divided into two groups; experiment group consisted of 12 students and control group consists of 16 students. To get the data, the pre-test and post-test were applied and then analyzed using t-test formula. The researcher had concluded that there is Significant effect of Hot Potatoes Software toward the students’ reading comprehension achievement. The result showed that mean of students’ post-test was increased. It is proved by the t-test (8.54) which is higher than t-table (2.05) at level of significance 5%. It means that the alternative hypothesis was accepted and it proved that Hot Potatoes Software had significant effect toward students’ reading comprehension of Descriptive Text

PROGRAM BIMBINGAN UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

2017 ◽  
Vol 17 (1) ◽  
pp. 55
Author(s):  
Ismaniar Ismaniar Ismaniar
Keyword(s):  
Experimental Design ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Control Group ◽  
Research Approach ◽  
Purposive Sampling ◽  
Guidance Program ◽  
Quasi Experimental ◽  
11Th Grade

The present study is aimed at developing effective guidance program for increasing student’s learning motivation. The present study applies quantitative research approach with nonequivalent pre-posttest control group quasi-experimental design, and nonrandom-purposive sampling technique. The data were collected using inventory, interview, and documentary study. The study comes up with the main finding that the tested guidance program is proven to be effective for increasing learning motivation students of 11th grade at SMA Kartika XIX-2 Bandung.

Sign in / Sign up

Export Citation Format

Share Document