摘要：This study aims to determine the effect of reading and critical thinking techniqueson students' reading comprehension skills. This study uses quantitative researchmethods with experimental methods with treatment with a 2 x 2 level design with40 samples. The data used analysis variance and continued with Tukey and LeastSquare Differences (LSD) tests. The results showed that: (1) readingcomprehension skills of students who learn to use reading techniques DirectedReading Thinking Activity is higher than students who learn to use readingtechniques Preview, Question, Read, Reflect, Recite, and Review, (2) there is nointeraction effect between reading and critical thinking techniques to students'reading comprehension skills, (3) for groups of students who think highly criticallyand use the technique of reading Directed Reading Thinking Activity higher thanstudents who use reading techniques Preview, Question, Read, Reflect, Recite, andReview, (4) for groups of students who think critically low and use the techniquesof reading Preview, Question, Read, Reflect, Recite, and Review are not higherthan students who use the technique of reading Directed Reading ThinkingActivity. Subsequent experiments are expected to find the right reading techniquefor students who think critically low on comprehension reading skills.
关键词：reading techniques; critical thinking; reading comprehension skills; thinking;techniques; early grade students
