The Effect of Using Directed Reading - Thinking Activity on the Students Reading Comprehension viewed from the Students Motivation (Quasi Experimental Research of 8th Grade of MTs Muhammadiyah Trucuk, Klaten in the Academic Year of 2017/2018)

The research objectives are (1) to find out whether the students taught by using Directed Reading-Thinking Activity (DR-TA) get higher score than the students taught by using Conventional Teaching Method on reading skill, (2) to find out whether DR-TA improves the students’ motivation in reading skill and, (3) to find out whether there is any correlation between the reading skill and students' motivation. This study is quasi-experimental research. The subjects of this research were 45 students, consisting of control group (8C) and experiment group (8K). The collecting data techniques were test and questionnaire. The data were analyzed by using T-Test and Pearson Product Moment. The results show that (1) there is significant difference between score of 8K and 8C in reading comprehension test where taccount (4.784) > ttable (2.00) and sig. (2-tailed) (0.000) ttable (2.776) with df 4 for low motivation, taccount (2.683) > ttable (2.262) with df 9 for high motivation. (3) There is a moderate correlation between motivation and reading skill which is indicated by r (y1y2) = 0.544 and sig. (2-tailed) (0.013) < 0.05. The overall can be concluded that DR-TA is able to improve the students’ reading comprehension and motivation. Keywords:Directed Reading-Thinking Activity,Reading,Motivatio