The Effect of Directed Reading-Thinking Activity Strategy and Self-Regulation on Year Ten Students’ Reading Comprehension at SMAN 1 Kec Guguak 50 Kota Regency

This research was aimed to find out the effect of Directed Reading Thinking Activity and students‟ self-regulation toward the students‟ reading comprehension. The design of the research was quasi-experimental with the 2X2 factorial design. The population of this research was the year ten students of SMAN 1 Kec Guguak in academic year 2016/2017 which consisted of 5 classes. The sampling technique was cluster random sampling. The sample was MIA1 as experimental class and MIA 2 as control class. Reading comprehension test and self-regulation were used as research instruments. The data were calculated by using t-test formula and Two Ways ANOVA. The result of this research showed that: (1) The students who are taught by Directed Reading Thinking Activity (DRTA) strategy have better reading comprehension than those who are taught by using Small Group Discussion Strategy, (2) There is an interaction between teaching strategies and self-regulation toward students‟ reading comprehension (3) Students with high self-regulation who are taught by using Directed Reading Thinking Activity (DRTA) strategy have better reading comprehension than those who are taught by using Small Group Discussion strategy, (4) Students with low self-regulation who are taught by using Directed Reading Thinking Activity (DRTA) strategy do not have better reading comprehension than those who are taught by using Small Group Discussion strategy,. In conclusion, DRTA strategy gives a significant result on students‟ reading comprehension especially for high self-regulation students and there is an interaction between teaching strategies and self-regulation on students‟ reading comprehension.