Abstract
There are three objectives of this study : (1) to find out whether or not there was a significant difference in reading comprehension achievement of the students between before and after they were taught using DRTA strategy, (2) to find out whether or not there was a significant difference in reading comprehension achievement of the students between before and after they were taught using KWL strategy, and (3) to find out whether or not there was a significant difference in reading comprehension achievement between the students who were taught using DRTA strategy and those KWL strategy. The 90 samples out of 120 students from the eighth grade students were chosen by means purposive sampling technique. It used quasi-experimental method. The data was analyzed using t-test. The result showed there was a significant difference in reading comprehension achievement between before and after taught using DRTA strategy, there was a significant difference in reading comprehension achievement between before and after taught using KWL strategy, and there was a significant difference in reading comprehension achievement between the students who were taught using DRTA strategy and KWL strategy. Key Words: DRTA Strategy; KWL Strategy; Reading Comprehension Achievement.
Highlights
English is considered essential as a means of communication which is used as a global language
It was found out that there was a significant difference in reading comprehension achievement of the students between before and after they were taught using DRTA strategies
There was a significant difference in reading comprehension achievement of the students between before and after they were taught using KWL strategy
Summary
English is considered essential as a means of communication which is used as a global language. Addison (1996) defines reading as an active process in which the reader shift sources of information (what they know and what the text says), elaborate meaning and strategies, check their interpretation (revise when appropriate), and use the social context to focus on their response. Devine (1987: 7) argues that reading comprehension is a process of activating the prior knowledge of the reader which cooperates with his appropriate cognitive skills and reasoning ability to find out the concept from a printed text. In these words, the reader must be able to understand, to interpret and to select actual information from text. Rahmawati (2012) in her research found out there was a difference on students’ intensive reading ability taught by KWL or DRA strategy and there was interaction between reading strategy (KWL and DRA) and reading habits to students intensive reading ability
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