THE EFFECT OF DIRECTED READING THINKING ACTIVITY STRATEGY ON STUDENTS READING COMPREHENSION ACHIEVEMENT IN REPORT TEXT

This study was conducted to investigate the effect of Directed Reading Thinking Activity Strategy on Students’ Reading Comprehension Achievement in Report Text.. It was an experimental research. The subject was students of Grade VIII, Junior High School (Sekolah Menengah Pertama) SMP Swasta Advent 1 Medan, which consisted of 90 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was multiple-choice test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.77, and it was found that the test was reliable. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant � = 0.05 with the degree of freedom (df) 58, t-observed value 4. 28 > t-table value 2.00. The findings indicated that applying Directed Reading Thinking Activity strategy significantly affected the students’ reading comprehension in report text. It means that, English teachers are suggested to use Directed Reading Thinking Activity in order to improve students’ reading comprehension achievement in report text.