The Effectiveness of Student Team Achievement Division (STAD) and Directed Reading Thinking Activity (DRTA) Strategies in Teaching Reading Comprehension to Students with Different Levels of Motivation at MAS Ahmad Dahlan Tegal

International Journal of Research and Review Pub Date : 2024-07-16 DOI:10.52403/ijrr.20240716

Binta Ihtada, Rini Susanti Wulandari, Suwandi

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Abstract

This study aims to investigate the effectiveness of the Student Team Achievement Division (STAD) and Directed Reading Thinking Activity (DRTA) strategies in teaching reading comprehension to students with different levels of motivation at MAS Ahmad Dahlan Tegal. This study used a 2x2 factorial design. This study conducted at MAS Ahmad Dahlan Tegal. The participants of the study included Group X B comprising 25 students, and Group X D comprising 26 students. The students will be classified into high and low motivation and will be taught with different teaching strategies. The instruments of the study are tests, questionnaire, and observation. This result showed that STAD and DRTA strategies are effective to teach reading comprehension. The mean post-test score in the experimental group I was 75.40, while the mean post-test score in the experimental group II was 74.43. In addition, the mean post-test score in the experimental group I was recorded as 73.60, while the mean post-test score in the experimental group was 67.33 II. It can be concluded that STAD and DRTA strategies effective in improving students’ reading comprehension to both of high and low levels of motivation. Keywords: Reading comprehension, STAD strategy, DRTA strategy, Motivation

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学生团队成就部（STAD）和指导性阅读思维活动（DRTA）策略在针对MAS Ahmad Dahlan Tegal不同动机水平学生的阅读理解教学中的有效性

本研究旨在调查艾哈迈德-达赫兰-泰加勒中学（MAS Ahmad Dahlan Tegal）学生团队成就部（STAD）和定向阅读思维活动（DRTA）策略对不同学习动机水平学生的阅读理解教学效果。本研究采用 2x2 因式设计。本研究在艾哈迈德-达赫兰-泰加勒（MAS Ahmad Dahlan Tegal）进行。参与者包括由 25 名学生组成的 X B 组和由 26 名学生组成的 X D 组。这些学生将被分为学习动机高和学习动机低两类，并将采用不同的教学策略进行教学。研究工具包括测试、问卷和观察。结果显示，STAD 和 DRTA 策略对阅读理解教学有效。实验组 I 的后测平均分为 75.40，而实验组 II 的后测平均分为 74.43。此外，实验组 I 的后测平均分为 73.60，而实验组 II 的后测平均分为 67.33。由此可以得出结论，STAD 和 DRTA 策略能有效提高高低动机水平学生的阅读理解能力：阅读理解 STAD 策略 DRTA 策略动机

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International Journal of Research and Review

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