Elfi Rahmi Jufri (2015) The Effect of Using Directed Reading Thinking Activity Strategy toward Students’ Reading Comprehension and Reading Motivation at Senior High School Al-Huda Pekanbaru. Thesis thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau.

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Abstract

Based on the writer’s preliminary observation at Senior High School AlHuda Pekanbaru, it was found that the students still got many difficulties in reading activity. They got difficulty to comprehend the meaning of the text, to find main idea, and to analyze the content of the text. Thus, the writer proposed to carry out the research entitled The Effect of Using Directed Reading Thinking Activity Strategy toward Students’ Reading Comprehension and Reading Motivation at Senior High School Al-Huda Pekanbaru. The design of this research was a quasi-experimental research. The purpose of the study is to find out whether there is 1). significant difference of students’ reading comprehension and reading motivation between a). pre-tests of both experimental and control class, b). pre-test and post-test of experimental class, c). post-tests in both experimental and control class, and 2). significant effect of using Directed Reading Thinking Activity Strategy toward students’ reading comprehension and reading motivation. The subject of this research was the second year students of Senior High School Al-Huda Pekanbaru. In this research, the writer took two classes; an experimental class (22 students) and a control class (24 students). The total sample were 46 students which was taken from 111 students as population by using cluster random sampling. In collecting the data, the writer used a test and in analyzing the data, the writer used t-test and effect size formula. Finally, the writer found that significant probabilities was higher than 0.05 (P > 0.05) in both paired sample t-test and independent sample t-test. It means that there is significant difference of students’ reading comprehension and reading motivation in pre-test of both classes and in post-test of both classes, and there is significant difference of students’ reading comprehension and reading motivation pre-test and post-test of experimental class. Besides, the value of eta square were 0,73 and 0,70 (0,73 < 0,20 > 0,70). In other words, there is significant effect of using Directed Reading Thinking Activity toward students’ reading comprehension and reading motivation in narrative text and the effect of it is categorized on the Moderate Effect.

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