THE USE OF DIRECTED READING THINKING ACTIVITY IN TEACHING READING NARRATIVE TEXT : A Quasi Experimental Study at One Private School in Bandung.
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The objectives of this study are to investigate whether Directed Readi.ng-Thinking Activity (DRTA) and Context Clues significantly affect on reading comprehension, and
Directed Reading Thinking Activity is a comprehension strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute
The effectiveness of DRTA to improve L2 learners’ inference skills in reading is evidenced by the result of this study which showed that the DRTA subjects could answer
From the many strategies in teaching ex- pository texts, Stauffer’s (1969) Directed- Reading Thinking Activity (DRTA) is the most appropriate strategy that meets the
Finally, the researcher concluded that the implementation of Directed Reading Thinking Activity (DRTA) Technique to Teach Reading Comprehension for the Eleventh Grade
Lesson Plan, Students Work Sheet, Key Answer of the Students Work Sheet, Observation Sheet, Questionnaire of Teaching Reading Comprehension of X.5 Grade Students of MA
By using Directed Reading-Thinking Activity strategy, the students from the experimental class can comprehend the texts by activating their background knowledge related to the texts,
2176-2190 https://doi.org/10.35974/isc.v7i1.1045 2176 The Use of Directed Reading Thinking Activity Strategy To Enhance Students’ Reading Comprehension Nelson Balisar Panjaitan
