Abstract:
international in the world communication. There are four aspects of language
skills (listening, speaking, reading and writing) that must be mastered by students
include reading skills. Method is needed to support teaching-learning in the
classroom. The researcher chooses directed reading thinking activity as learning
method. Directed Reading Thinking Activity is teaching strategy that guides
students in making predictions about the text and then reading to confirm or
refuse the predictions. The purpose of Directed Reading Thinking Activity is
technique to improve students reading comprehension skills, determine the
purpose for reading, use prediction when reading text, and make decisions based
on readings. So, it can facilitate the students’ mind to read narrative text. The
objective of the study is to describe whether there is any effectiveness of using
Directed Reading Thinking Activity (DRTA) or not in teaching reading to SMK
Negeri 3 Purworejo in the academic year 2014/2015.
In collecting data, the researcher uses test as a instrument. The number of
the sample is 62. As the experimental group, the researcher uses class XI BB 1
which consists of 32 students. Meanwhile as control group, the researcher takes
30 students of class XI BB 4. The researcher then statistically analyzed the data
by using SPSS 20.0. The sampling technique which is used is purposive sampling
in taking the sample. The reason of the researcher to choose this sampling is
because of the time limitation. The instrument that used to collect the data is a
test. The form of the test is divided into two parts. Those are pre-test and post-test,
and to analyze the data, the researcher used t-test formula.
The result of the research finds that the mean score of pre-test in
experimental group is 66.750 and the mean score of post-test is 80.125. The mean
score of pre-test in control group is 69.733 and the mean score of post-test is
76.533. Then the value of t-test is 2.147 and the t-table is 2.000. The result of
computation shows that t-value is higher than t-table, that is 2.147>2.000 so it can
be stated that the hypothesis “using directed reading thinking activity in teaching
reading in narrative text is effective” is accepted.
