Juriana Lubis (2017) A Comparative study on the Effects of Using Direct Reading Thinking Activity (DRTA) and Question Answer Relationship (QAR) on Students’ Reading Comprehension at Language Development Center. Thesis thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau.

	Text 1. 201797PBI-S2cover.pdf Download (414kB)
	Text 2. 201797PBI-S2pengesahan juri.pdf Download (97kB)
	Text 3. 201797PBI-S2ACKNOWLEDGEMENT_(kata_pengantar).pdf Download (426kB)
	Text 4. 201797PBI-S2TABLE_OF_CONTENTS.pdf Download (426kB)
	Other 5. 201797PBI-S2ABSTRACT.PDF Download (688kB)
	Text 6. 201797PBI-S2CHAPTER I ok.pdf Download (296kB)
	Text 7. 201797PBI-S2CHAPTER II ok.pdf Download (565kB)
	Text 8. 201797PBI-S2CHAPTER III ok.pdf Download (591kB)
	Text 9. 201797PBI-S2CHAPTER IV ok.pdf Restricted to Registered users only Download (1MB)
	Text 10. 201797PBI-S2CHAPTER V ok.pdf Download (464kB)
	Text 11. 201797PBI-S2REFERENCES.pdf Download (508kB)

Abstract

This research was aimed at discovering the effect of using DRTA and QAR strategies on students’ reading comprehension. This research was conducted at Language Development Center of UIN Suska Riau. The design of this research is QuasiExperiment which focuses on quantitative research. The subject of the research was level II students of Language Development Center, while the object of this research was the comparison between the use of DRTA strategy and QAR strategy on the students’ reading comprehension. Cluster sampling was used by employing two classes of 60 students as each class consists of 30 students. The students’ reading ability was measured by using multiple choice test which analyzed by SPSS 20. The result indicated that there is a different effect of using DRTA and QAR on the students’ reading comprehension. From the analysis result, it was discovered that students’ average score taught by using DRTA strategy is 75.53, while the students’ average score taught by QAR strategy was 60.2. Based on eta square formula, DRTA strategy can increase 69% of students’ reading comprehension, while QAR can increase 55% of students’ reading comprehension. Based on hypothesis test, the sign. (2-tailed) is 0.041 if applied to the null hypothesis (HO) which has 0.05 value, this proves that the value of sign. (2-tailed) is lower than Ho value. Therefore, the null hypothesis is rejected and the alternative hypothesis is accepted. So, there is a significant difference on the students’ reading comprehensions by implementing DRTA and QAR strategy. Finally, it is evident that the implementation of DRTA strategy gives a better result comparing to the implementation of QAR strategy on students’ reading comprehension.

Actions (login required)

View Item