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The aim of this thesis is to find out the effect of Direct Reading Thinking
Activity (DRTA) and Reading Attitude toward reading on students’ reading
comprehension. Four classes of management classes are chosen and assigned as
the experimental class and control class, experimental classes were taught using
DRTA and control classes were taught using regular method. By the end of the 10
sessions, those students were assigned to take a Reading Comprehension Test and
fill in the ASRA questionnaire. ANOVA was used to determine the influence of the primary or main effects and interaction effects or interaction effects of categorical independent variable on the dependent variable. The result of the data analysis indicated that there was a significant difference effect between DRTA and Regular Method on students’ reading comprehension. The data showed the Mean of reading score for experimental group was higher than the mean of control group (experimental group/DRTA=77.625, control group =67.083). It meant that DRTA as a strategy in reading activity has statistically showed positive effect in improving reading comprehension. The result of the study also showed that there was no significant difference effect between high and low attitude on students’ reading
comprehension. The significant of attitude was .427 less than the research
assumption of α=0.05. It meant that attitude statistically did not affect the
students’ reading comprehension. The result of the two way ANOVA test showed
the multiple R-value to be 0.316. This was the magnitude of R or the estimated
slope of regression line. The result indicated that there was a positive linear
relationship among those three variables.
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