A Comparative Study in Teaching Reading by Using DRTA (Direct Reading Thinking Activity) and KWL (Know – Want – Learn) Method at Second Year Students of MTsN Kanigoro Kras Kediri in the Academic Year 2013/2014

Ismiatul, Faizah, (2014) A Comparative Study in Teaching Reading by Using DRTA (Direct Reading Thinking Activity) and KWL (Know – Want – Learn) Method at Second Year Students of MTsN Kanigoro Kras Kediri in the Academic Year 2013/2014. [ Skripsi ]

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Abstract

Key words : DRTA (Direct Reading Thinking Activity) method, KWL (Know – Want – Learn) method, reading comprehension. Reading may be considered as the most difficult skill that the students think. Therefore reading is the important skill that must be owned by the students. If the students understand what they read probably they will get much knowledge or easily to get some informations based on the text. In addition, many students have difficulty in comprehending the text especially narrative text if without have enough vocabulary. Facing those problem, it can be avoided by using stimulus from the teacher and the suitable method should be created in teaching and learning to help the students in comprehending text. In this reserach, two of the methods used in teaching reading are DRTA (Direct Reading Thinking Activity) and KWL ( Know – want – learn) and then the result of two methods above will be compared. The formulation of the research problems were : 1) How is the student’s score in reading taught by using DRTA method? 2) How is the student’s score in reading taught by using KWL method? 3) Which one is more effective between Direct Reading Thinking Activity (DRTA) or Know – Want - Learn (KWL) in teaching reading to improve the students achievement in reading comprehension? The purpose of this study were to : 1) know how is the student’s score in reading taught by using DRTA., 2) know how is the student’s score in reading taught by using KWL, 3) find out Which one is more effective between Direct Reading Thinking Activity (DRTA) or Know – Want - Learn (KWL) in teaching reading to improve the students achievement in reading comprehension. Research method: 1) the research design in this study was comparative design with quantitative approach, 2) the population of this research was all students of second year at MTsN Kanigoro Kras Kediri, 3) the sample were VIIIE class consisting of 42 students and VIIII class consisting of 39 students, 4) the research instrument was test, 5) the data analysis was using T test. The result showed that the student’s score taught by using DRTA (Direct reading thinking activity) was 87 while the score taught by using KWL (Know – want - learn) method was 80. The Tcount was 4,987. It was higher than ttable at either 5% or 1% significant level. In the 5% level, the value was 1,99 while in 1% was 2,64. So the value was significant at level 1% or 5%. It can be seen that viii 1,99<4,987>2,64. This mean that Ha which states that there is significant different score in teaching reading by using DRTA (Direct Reading Thinking Activity) and KWL (Know – Want – Learn) method at second year students of MTsN Kanigoro Kediri in the academic year 2013/2014 is accepted. Whereas, Ho which states that there is no significant different score in teaching reading by using DRTA (Direct Reading Thinking Activity) and KWL (Know – Want – Learn) method at second year students of MTsN Kanigoro Keras Kediri in the academic year 2013/2014 is rejected. In other words, DRTA (Direct Reading Thinking Activity) is more effective method than KWL (Know – Want – Learn) method in teaching reading at Junior High School level.

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