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

Abstract

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

Keywords: reading comprehension, modeling, reading interest.