THE EFFECT OF DIRECTED READING THINKING ACTIVITY (DRTA) ON READING COMPREHENSION
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Abstract
This study focuses on the effect of the Directed Reading Thinking Activity (DRTA) method on students' reading comprehension. This study established the population of this research based on the vocational school in East Java. The design of this study used a quasi-experimental with the experimental and control groups. The treatment of the experimental group acquired 83.64 (SD = 8.02) while the mean scores before and after taking the treatment of DRTA, the effect were significant (P>0.05). The mean scores of the experiment group were significantly higher than those of the control group (P>0.05). In addition, the treatment was effective in enhancing students' logical improvement in reading comprehension. In conclusion, this study demonstrates that the Directed Reading Thinking Activity (DRTA) method can improve students’ reading comprehension.
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