DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

The Effect of Using DRTA Strategy on Reading Comprehension Ability Across Students’ Personality

Ali Harun

Abstrak


ABSTRAK

 

Harun, Ali. 2015. The Effect of Using DRTA Strategy on Reading Comprehension Ability Across Students’ Personality. Thesis. English Language Teaching, Graduate Program of State University of Malang.

Advisors:  (I) Prof. Drs. Mohammad Adnan Latief, M.A, Ph.D.

(II) Dr. Suharmato, M.Pd

 

Keywords: Reading Comprehension, DRTA Strategy, Personality Learning Styles, Extrovert, Introvert.

 

This research conducted to investigate the effect of using Directed Reading Thinking Activity (DRTA) strategy in teaching reading comprehension on the students with different personality. The hypothesis of this study are The second year students of MTs Nasruddin who are taught by using DRTA strategy achieve better in reading comprehension than those  by Questioning strategy, there is any statistical difference between students with extrovert and introvert personality learning styles, and there is any interaction between DRTA strategy and students’ personality learning styles”.

This study was a factorial design with post-test only design uding two groups of second year students of MTs Nasruddin in academic year 2015/2016. The students reading comprehension score was collected by a reading comprehension test. In determining the students into the extrovert and introvert students, a set of personality learning questionnaire was used. A number of students of extrovert students were 18 in experimental group and 15 in control group, and the number of introvert students were 14 in experimental group and 20 in control group.

The result of the data analysis showed that the means of reading comprehension of the experimental group using the DRTA strategy and the control group using conventional strategy was statistically different (Sig. 0.001 < Sig 0.05). It indicated that DRTA strategy was significantly effective in teaching reading comprehension. The analyzing of the data based on the students’ personality learning styles found that the score of extrovert students were higher in reading comprehension than introvert students. The mean score reading comprehension of extrovert students, 66.87, meanwhile the mean score reading comprehension of introvert students was only 56.91. The result of independent sample t-test showed that the observed significant value for extrovert students reading score was 0.003. It was smaller than Sig. 0.05. It indicated that there was significant difference in the score of extrovert students in the experimental group and the control group. Meanwhile, the result of independent sample t-test showed that the observed significant value for the introvert students reading score was 0.090. It was greater than Sig. 0.05. It indicated that there was no significant difference in the score of the introvert students in the experimental group and the control group. Then, there was any interaction between the DRTA strategy and students’ personality learning, but only for extrovert students. Thus, it can conclude that the DRTA strategy was affective for teaching reading comprehension, especially for extrovert students.

The DRTA strategy could be suggested as an alternative strategy for teaching reading comprehension chosen by the teacher. Future researchers are suggested to investigate the effect of DRTA strategy in different area e.g. cognitive learning styles, motivation, reading attitude, etc, since there was no interaction between DRTA strategy and students’ personality learning styles based on this research.