The Effect of Learning Model Drta (Directed Reading Thingking Activity) Toward Students’ Reading Comprehension Ability Seeing from Their Reading Interest

摘要

This study aims at discovering whether or not there is any differences of students' reading comprehension skills for: (1) those who take learning model DRTA, PQRST, and DRA models, (2) those who have high, moderate, and low interest in reading, and whether (3) there is any interaction of learning models and reading interest toward reading comprehension skills. This study was conducted at the Junior High School Ternate. The number of samples is 79 people. The results of this study found that: First, there is a difference between the reading comprehension skills of students who take learning model DRTA, PQRST, and model DRA. Model DRTA yield better result compared with the DRA model and PQRST model. Secondly, there are differences in reading comprehension skills of students who have high, moderate, and low reading interest. Students who have high reading interest show better understanding than students who have moderate and low reading interest. Third, there is an interaction of learning models and reading interest toward reading comprehension skills