The Effectiveness of Higher Order Thinking Reading (HOTR) and Directed Reading Thinking Activities (DRTA) In Reading Comprehension Teaching for Grade Eight Students

Utami, Yuni Putri (2019) The Effectiveness of Higher Order Thinking Reading (HOTR) and Directed Reading Thinking Activities (DRTA) In Reading Comprehension Teaching for Grade Eight Students. S2 thesis, UNY.

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Abstract

This research aimed to reveal: (1) the differences in the students‟ achievement in the reading comprehension among the students taught by using HOTR and those taught by using DRTA, and those taught by using DRA; (2) whether the use of HOTR was more effective than that of DRTA in teaching reading comprehension; (3) whether the use of HOTR was more effective than that of DRA in teaching reading comprehension; and (4) whether the use of DRTA was more effective than that of DRA in teaching reading comprehension. This study was a quasi-experimental research employing the pretest – posttest non-equivalent control group design, using two experimental groups. The research population comprised eight classes of students at SMP N 1 Yogyakarta. The research sample was established using cluster random sampling technique to obtain three classes. Two classes were the experimental group taught by using HOTR and DRTA whereas one class was the control group taught by using DRA. The data were collected through a pretest – posttest to measure students‟ reading comprehension. The data were analyzed by using ANCOVA at the significant level 5% computed by using SPSS 22.0 Program for Windows. The research finding showed that: (1) There was no significant difference in achievement in the reading comprehension among the students taught by using HOTR and those taught by using DRTA, and those taught by using DRA, as shown by the Sig. value of ANCOVA that was higher than Sig. level (0.728 > 0.05); (2) The use of HOTR was more effective than that of DRTA in teaching reading comprehension, with the mean difference of 6.059; (3) The use of HOTR was more effective than that of DRA in teaching reading comprehension, with mean difference of 6.867; (4) The use of DRTA was no more effective than that of DRA in teaching reading comprehension, with the mean difference of 0.807. In conclusion, HOTR and DRTA were the effective strategies in reading comprehension teaching. Keywords: DRTA, HOTR, teaching reading comprehension

Item Type:	Thesis (S2)
Subjects:	Bahasa dan Sastra > Bahasa dan Sastra Inggris Pasca Sarjana
Divisions:	Sekolah Pascasarjana (SPS) > Program Pascasarjana > Pendidikan Bahasa Inggris
Depositing User:	Perpustakaan Pascasarjana
Date Deposited:	19 Aug 2019 06:59
Last Modified:	19 Aug 2019 07:13
URI:	http://eprints.uny.ac.id/id/eprint/65305

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