Implementing the DRTA Strategy to Improve the Reading Comprehension Ability of the Eleventh-Year Students at MAN Kandangan Kediri. (Thesis)
| Main Author: | Ani Mutadayyinah |
|---|---|
| Format: | PeerReviewed |
| Bahasa: | ind |
| Terbitan: |
, 2009
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| Subjects: | |
| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/disertasi/article/view/1214 |
Daftar Isi:
- Reading is one of the four basic language skills that must be mastered in language learning. It is usually taught in integration with the three other language skills. As one of the language skills, reading receives more emphasis than the others. It is given the first priority. However, many students have insufficient skills in reading and their reading achievement is poor. This research employs Collaborative Classroom Action Research design and aims at improving the reading comprehension ability of the eleventh year students on narrative texts at MAN Kandangan through DRTA (Directed Reading Thinking Activity). The strategy is selected since it helps develop critical reading skills and encourages active reading. Further, the strategy has been proven, through many studies, to have been able to improve the students' achievement in reading comprehension and involvement in the learning process. The subjects of this study were thirty three eleventh-year students of MAN Kandangan in the academic year of 2008/2009. The study was conducted in two cycles by following the procedures of an action research, i.e. planning, implementing, observing, and reflecting. Each cycle was carried out two meetings of strategy implementation and one meeting for the test. The data of the study were gathered through the following instruments: observation checklist, field notes, questionnaire, and a reading comprehension test. The finding of the study revealed that the appropriate model of the DRTA strategy in teaching reading at MAN Kandangan consists of the following steps: in pre reading step; (1) grouping the students, (2) explaining the objective of the lesson, (3) leading students to the topic by delivering some questions and showing a picture, (4) asking the students to predict the topic of the text from the picture and the title given, (5) introducing new vocabulary items; in the guided silent reading; (1) delivering open-ended questions, (2) asking the students to predict the text then write them in the sheet, (3) asking the students to share with group. In this case, some students' predictions were recorded on white board, (4) assigning one of the students to read loud followed by all students reading silently, (5) requesting to take note on information, (6) asking students to discuss with their group; in the post reading step; (1) assigning to check and prove their prediction, (2) asking to find evidence to support the prediction, (3) having discussion for students' prediction, (4) asking the students to do the task, (5) discussing the students' answers. Furthermore, the finding also indicated that the DRTA strategy has improved students' reading comprehension. The improvement could be seen from the increase of the students' score in reading comprehension which reached the target score (75 in the range of 0 to 100), i.e. in pre test, there were only 8 students or 24% out of 33 students who could reach the target score, in the first cycle, there were 17 students or 48% out of 33 students who could reach the target score, in the second cycle, there were 22 students or 67% out of 33 students who could reach the target score. Besides, the finding indicated that the DRTA strategy was successful in enhancing the students to be actively involve in the class. Based on the research findings, it can be concluded that the DRTA strategy is not only successful in improving the students' reading comprehension but also in enhancing the students' involvement in the learning class. Therefore, the following suggestions are presented. First, the English teachers could apply the DRTA strategy in their reading instruction. They should use the reading texts that have not been read by the students and they also must be positive, supportive, and encouraging. Second, future researchers are suggested they conduct a similar study using the DRTA strategy in other language skills and in other text types such as expository, report, and recount.