THE EFFEKTIVENESS OF THE DRTA (DIRECTED READING THINKING ACTIVITY) STRATEGY IN THE LEARNING OF GERMAN READING COMPREHENSION SKILL FOR THE 11TH GRADE STUDENTS OF SMA N 3 BANTUL

Abstract

The objectives of this study is to determine (1) a difference of achievement in the teaching of the German reading comprehension skill of SMA Negeri 3 Bantul between classes which taught by using the DRTA (Directed Reading Thinking Activity) strategy and that which taught by conventional strategy, (2) The effectiveness of the DRTA (Directed Reading Thinking Activity) strategy in the teaching of the German reading comprehension skill of SMA Negeri 3 Bantul. This Research is a quasi- experiment research using pre- and post-test control grup design. The population of this research are the entire grade XI students in SMA Negeri 3 Bantul totaling 186 students. The sampling technique is using simple random sampling. Based on the sampling technique, 30 students of XI IPA 1 are taken as experiment class and 31 students of XI IPA 2 are taken as the control class. The research data is obtained from German reading comprehension skill test of students. The validity employs content validity, contruct validity, and item validity. The validity test was using product moment from Pearson. The result of the validity test showed that 38 from 50 were valid. Reliability was calculated with K 21 formula. Analysis of the data in this research was using T-Test . the results of this research data by using T-test produced the tobtained 2,998 was greater than ttable2,001 with significance level a= 0,05 and db=59. That shows that here is a difference of achievements in the teaching of the German reading comprehension skill between experiment class and control class. The average value of post-test in experiment class was 76,14. The effectiveness of this research was 8,17% (8,2%). It can be concluded that the DRTA (Directed Reading Thinking Activity) strategy is effective for the teaching of

German reading comprehension skill.