ASTARY YULIA ANDINI, - (2021) THE EFFECT OF USING DIRECT READING-THINKING ACTIVITY (DR-TA) STRATEGY AND READING MOTIVATION ON STUDENTS’ READING COMPREHENSION OF THE EIGHTH GRADE OF JUNIOR HIGH SCHOOL 3 TUALANG SIAK REGENCY. Thesis thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau.

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Abstract

ABSTRACT This research aimed to examine the effect of Direct Reading-Thinking Activity Strategy (DR-TA) and reading motivation on students‘ reading comprehension in narrative text. The kind of this research is quantitative research in order to answer the research questions. They are ; to examine the students‘ reading comprehension using DR-TA is higher than conventional strategy, to examine the students‘ reading comprehension have high reading motivation is higher than low reading motivation, to examine the different of students‘ reading comprehension between high reading motivation and low reading motivation in experimental group, to examine the significant different of students‘ reading comprehension between high reading motivation and low reading motivation in control group, to examine the interaction effect of teaching strategy and reading motivation on reading comprehension of the eighth grade of Junior High School 3 Tualang Siak Regency. From the research finding by using Annova two ways of SPSS 21 version, it can be seen that teaching strategy sig. is 0,503, reading motivation sig. is 0,905 and teaching strategy and reading motivation sig. is 0,401and it is higher than significant probabilities 5% or 0,05. It means that there is no any interaction effect between teaching strategy, reading motivation and reading comprehension in narrative text pre-test and post-test of experimental class. So, it is clear to say that Directed Reading Thinking Activity has a positive effect toward reading comprehension and reading comprehension in narrative text of the second year students at Eighth grade Junior High School 3 Tualang Siak Regency Keywords: DR-TA Strategy, Reading Motivation, Reading Comprehension, Narrative Text

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