Abstract :

This research aims to find out whether there is any significant improvement in students’ reading comprehension after the students were taught through the integrated Directed Reading Thinking Activity (DRTA) and Survey, Question, Read, Recite and Reviews (SQ3R) strategy. This is a quasi-experimental research design that conducts a quantitative method with 30 students as the samples. The students were tested through the reading test before and after the treatment namely the integrated DRTA with SQ3R. The data were statistically analyzed using paired samples t-test through SPSS version 22. The finding shows that there is a significant improvement in students’ reading comprehension after the students are taught using the integrated Directed Reading Thinking Activity (DRTA) and Survey, Question, Read, Recite and Reviews (SQ3R) strategy. The average score in the pre-test is 54.33, while in the post-test, it is 72.53. The sig (2-tailed) is 0.000 which is lower than 0.05. It means that there is a significant difference between the score of pre-test and post-test. Then, it is suggested for teachers to apply this new integrated strategy at class because this is a very good choice to embrace students to the effective steps in answering the questions of reading comprehension. Last, this research could be a reference for further researchers who want to conduct similar researches.

---

Keywords :

Descriptive Text, Directed Reading Thinking Activity, Integrating DRTA and SQ3R, reading comprehension, Survey Question Read Recite Review

---

References :

1. Aziz, I.N. (2020). Implementation Of SQ3R Method In Improving The Students’ Basic Reading Skill. EDUCATION : Journal Of Education, Volume 5 , Number 1, May 2020.
2. Clark, M.J. and Ganschow, L. (1995). Six reading strategies for adult educators.Copyright 1995 Ohio Dept. of Education.
3. Erliana, S. (2011). IMPROVING READING COMPREHENSION THROUGH DIRECTED READING-THINKING ACTIVITY (DRTA) STRATEGY. Journal on English as a Foreign Language, Volume 1, Number 1, March 2011
4. Huda, M. (2016). Model-model pengajaran dan pembelajaran. Yogyakarta: Pustaka Belajar.
5. Mansyah, N. (2014). DRTA: A Strategy For Integrating Reading Purpose and Critical Thinking of Students in Reading Text. Retain : Journal Of Research in English Language Teaching, 2(3). Retrieved From Https://Ejournal.Unesa.Ac.Id/Index.Php/Retain/Article/View/9257
6. Masruuroh, M.S. (2015). SQ3R IMPLEMENTATION IN TEACHING READING COMPREHENSION A Case Study of Eight Grade Students at One State MTs in Sumedang. Journal of English and Education, 2015, 3(1), 106-121
7. Mikulecky, B. S., and Jeffries, L. (1996). More reading power. USA: Addison Wesley Publishing Company, Inc.
8. Miller, D. (2002). Reading with meaning: teaching comprehension in the primary grades. USA: Sternhouse Publishers. New York: Random House, Inc.
9. Nuttall, C. (1982). Teaching reading skills in a foreign language. Oxford: Heninemann publishers.
10. Pribadi. (2013). Using SQ3R Reading Strategy to Improve Reading Comprehension of Tenth Graders at SMA Negeri 1 Srengat. Thesis Malang: PPs UNEM.
11. Robinson, F. P. (1961). Effective study. United States: Harper & Row Publisher.
12. Santoso, Singgih. (2012). Statistik Parametik. Jakarta: PT Gramedia Pustaka Umum.
13. Sugiharti, R.E., Pramintari, R.D. and Destianingsih, I (2020). SQ3R Method as A Solution To Improve Reading Comprehension Skills in Elementary School. Indonesian Journal of Primary Education – Vol .4, No. 2 (2020 ) 238-24
14. Tankersley, K. (2005). Literacy strategies for grades 4-12: reinforcing the threads of reading. Alexandria, VA: Association for Supervision and CurriculumDevelopment.
15. Utami, Y. P., and Surigin. (2019). Fostering students’ reading comprehension ability through Directed Reading Thinking Activities (DRTA) strategy. Journal of English Language Teaching and Linguistics, 4(2), 129-141.
16. Wiesendanger, Katherine D. (2001). Strategies for Literacy Education. Columbus: Upper Saddle River