MENINGKATKAN PEMAHAMAN MEMBACA SISWA MENGGUNAKAN STRATEGI DIRECTED READING THINKING ACTIVITY (DRTA) BERDASARKAN EMPAT TINGKAT PEMAHAMAN

IMPROVING STUDENT READING COMPREHENSION USING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY BASED ON THE FOUR LEVELS OF COMPREHENSION

Directed Reading Thinking Activity (DRTA) merupakan salah satu strategi yang digunakan dalam pembelajaran membaca pemahaman. Penelitian ini menguji keefektifan strategi Directed Reading Thinking Activity (DRTA) terhadap pemahaman membaca siswa kelas 10 dalam teks eksposisi analitis berdasarkan empat tingkat pemahaman bacaan. Penelitian ini merupakan penelitian kuantitatif dengan jenis penelitian pra eksperimen dengan menggunakan one group design. Subyek yang digunakan dalam penelitian ini adalah siswa kelas X di salah satu SMA di Surabaya. Hasil penelitian ini menunjukkan efektivitas yang signifikan dalam menggunakan strategi Directed Reading Thinking Activity (DRTA) untuk pemahaman membaca siswa. Hal ini dibuktikan dengan pengujian hipotesis menggunakan uji-t sampel berpasangan, yang hasilnya t-hitung 8,118 > t-tabel 1,691, artinya Ha diterima atau ada keefektifan yang signifikan dalam penggunaan strategi Directed Reading Thinking Activity (DRTA) untuk pemahaman membaca siswa kelas 10 pada teks eksposisi analitis. Hasil posttest menunjukkan bahwa kemampuan pemahaman siswa setelah menggunakan strategi Directed Reading Comprehension (DRTA) pada empat tingkat pemahaman mengalami peningkatan hasil tes. Hasil tes tertinggi diperoleh pada tingkat pemahaman literal dan kritis. Sehingga penelitian ini menunjukkan bahwa strategi Directed Reading Thinking Activity (DRTA) berhasil meningkatkan pemahaman membaca siswa khususnya pada pemahaman literal dan kritis.

Directed Reading Thinking Activity (DRTA) is one of the strategies used in learning reading comprehension. This study tested the effectiveness of the Directed Reading Thinking Activity (DRTA) strategy on grade 10 students' reading comprehension in text analytical exposition based on four reading comprehension levels. This research is quantitative research with a pre-experimental type using one group design. The subjects used in this study were 10th grade students at one of the senior high schools in Surabaya. This study's results indicate significant effectiveness in using the Directed Reading Thinking Activity (DRTA) strategy for students' reading comprehension. This is evidenced by testing the hypothesis using the paired sample t-test, whose results are t-value 8.118 > t-table 1.691, meaning that Ha is accepted or there is significant effectiveness in using the Directed Reading Thinking Activity (DRTA) strategy for grade 10 students' reading comprehension on analytical exposition text. The posttest results showed that students' comprehension abilities after using the Directed Reading Comprehension (DRTA) strategy at the four levels of comprehension experienced an increase in test results. The highest test results were obtained at the literal and critical comprehension levels. So this study shows that the Directed Reading Thinking Activity (DRTA) strategy is successful in increasing students' reading comprehension, especially in literal and critical comprehension.