Perbandingan Strategi DRTA dengan Guided Reading dalam Peningkatan Kemampuan Membaca Pemahaman Teks Berbahasa Jawa (The Comparison between DRTA and Guided Reading in Improving Reading Comprehension Ability of Javanese Language Text)

Linda Nurmasari, Slamet Subiyantoro, Siti Sutarmi Fadhilah

Abstract


Penelitian ini bertujuan memerikan perbedaan kemampuan membaca pemahaman teks berbahasa Jawa antara siswa yang mengikuti pembelajaran dan strategi Directed Reading Thinking Activity (DRTA) dibandingkan dengan strategi Guided Reading ditinjau dari minat belajar siswa. Penelitian ini merupakan penelitian eksperimen dengan desain faktorial 2 x 3 yang melibatkan 174 siswa dari enam SD negeri di Kabupaten Sragen. Pengumpulan data dilakukan melalui metode tes, angket, observasi, studi dokumenter, dan wawancara. Data dianalisis dengan teknik anava dua jalur dan dilanjutkan dengan uji Scheffe menggunakan program SPSS Versi 16. Hasil penelitian menunjukkan bahwa DRTA berpengaruh dalam peningkatan kemampuan membaca pemahaman dibandingkan dengan Guided Reading. Siswa yang memiliki minat belajar tinggi menunjukkan hasil yang lebih baik dibandingkan dengan siswa yang memiliki minat belajar sedang atau rendah. Selain itu, tidak ada interaksi antara strategi yang digunakan dan minat belajar dalam peningkatan kemampuan membaca pemahaman.

 

This study aims to describe the difference in reading comprehension ability of Javanese language texts between students who join learning with the Directed Reading Thinking Activity (DRTA) strategy compared to the Guided Reading strategy viewed from students’ learning interest. This research is experimental research with a 2 x 3 factorial design involving 174 students from six public elementary schools in Sragen Regency. Data were collected through the test, questionnaires, observations, documentary studies, and interviews methods. Data were analyzed using a two-way anova technique and continued with a Scheffe test using SPSS Version 16. The results showed that DRTA had a better effect on improving reading comprehension compared to Guided Reading. Students who have a high learning interest show better results compared to students who have a moderate or low learning interest. Also, there is no interaction between the strategies used and learning interest in improving reading comprehension ability.


Keywords


DRTA; guided reading; kemampuan membaca pemahaman; minat belajar

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DOI: https://doi.org/10.36567/jalabahasa.v15i2.323

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