CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
B. Finding
3. The Steps Of Teaching Reading Comprehension Through
written that the learning media used are whiteboards, markers (assorted), tangible objects, worksheets (LKPD), and reading the text of papers.
Whereas in point D, it is explained that the source material used is narrative text obtained from the book: "When English Rings a Bell "Class VII, Relevant textbooks and from the internet. Moreover, point E presents narrative text, which includes social functions, text structure, and linguistic elements.68
Data collected from observation, interviews, and document review showed that the results of teaching reading comprehension materials through the Direct Reading Thinking Activity (DRTA) strategy for first- grade students at SMP Plus Bustanul Ulum Puger-Jember were: about narrative text including social functions, text structure, and linguistic elements by using additional media in the form of whiteboard. The source material used is narrative text obtained from the book: "When English Rings a Bell "Class VII, relevant textbooks and from the internet.
3. The Steps Of Teaching Reading Comprehension Through DRTA
According to the English teacher for class VIIA students (Miss Aini), the objectives of teaching reading comprehension skills using the DRTA strategy are: 69
" The steps I take on teaching reading comprehension through Direct Reading Thinking Activity (DRTA) Strategy are based on the lesson plan that I have made every time I teach, where in the RPP, there are: 1) asking students to predict the content of the reading based on the title, 2) students asked to predict the content of the reading based on pictures, 3) then students read the text, 4) students are invited together to adjust their initial predictions with the reading that has been read, 5) students make a summary of the stories they have read. I also allowed them to present their stories and retell them."
From the interviews of the researcher conducted with the English teacher (Miss Aini), it can be concluded that the steps of teaching reading comprehension through the DRTA strategy at the first-grade students of SMP Plus Bustanul Ulum Puger Jember are: 1) The teacher asked students to predict the content of the reading is based on the title, 2) The teacher asked students to predict the content of the reading based on the pictures, 3) The teacher asked students read the text, 4) The teacher asked students to adjust their initial predictions with the reading that has been read, 5) The teacher asked students make a summary of the stories they have read by telling it in front of the class.
This was also supported by this grade VIIA (Rizky) student, he said: 70
"Every time Miss Aini starts teaching, definitely pray and check the presence. When it is time to read, Miss Aini gives a paper that
69 Nor Aini, S.Pd, interviewed by Khalimatus Sa‘diah, Puger, 5th December 2022.
70 Rizky, interview toward students of the first grade, Puger, 5th December 2022.
contains the reading text. We are told to guess the story's contents based on the title and guess what is told in the reading. Then, we are usually asked to read the story to make sure our guesses are correct."
From the interviews of the researchers conducted with the class VII students (Rizky), it can be concluded that Miss Aini used the stages in the lesson plan, so before entering the lesson, she asked the students to pray and check the presence. For the teaching reading comprehension stage, she asks students to guess the contents of the reading based on the title and pictures provided, then asks students to read to match the predictions.
Those above was strengthened in Fakih's statement, he confirmed that: 71
“At first, Miss Aini always opened the class with a greeting and prayed together, then told us about the topic and then explained the material. After explaining the material, Miss Aini asked us to guess the story's contents based on the title and guess what was told in the reading. Then, we are usually asked to read the story to make sure our guesses are correct. After that, we were allowed to tell a story in front of the class.”
From the interviews of the researchers conducted with the class VII students (Fakih), it can be concluded that Miss Aini used the stages in the lesson plan. Before entering the lesson, she greeted the students and asked them to pray together. When it is entered into learning, she asks students to guess the contents of the reading based on the title and pictures provided, then asks students to read to match the predictions. She also provides opportunities for students to present the stories they have read in front of the class.
71 Fakih, interview toward students of the first grade, Puger, 5th December 2022.
Regarding the results of interviews with English teachers and students in the first grade of SMP Plus Bustanul Ulum Puger -Jember, it shows that the steps to teaching reading comprehension through the DRTA strategy consist of lesson plan: 1) The teacher asked students to predict the content of the reading is based on the title, 2) The teacher asked students to predict the content of the reading based on the pictures, 3) The teacher asked students read the text, 4) The teacher asked students to adjust their initial predictions with the reading that has been read, 5) The teacher asked students make a summary of the stories they have read by telling it in front of the class.
Regarding observations at the first grade on 28th of November 2022, the researcher found that when the teacher entered the class, the teacher greeted them, inviting them to read a prayer together before starting the teaching and learning process. After the teacher checked the attendance of students with the attendance list. Then the teacher tells the learning objectives and the topic. After the teacher explains the material they will study, the teacher gives a paper containing the title and reading.
The teacher asks students to guess the contents of the reading based on the title and pictures provided, then asks students to read to match the predictions. The teacher also provides opportunities for students to present the stories they have read in front of the class.72
72 Observation Puger, 28th of November 2022.
This is supported by lesson plans with narrative text steps at point G about learning activities that contain steps for teaching reading comprehension through DRTA strategy, namely 1) Teacher asks students to predict the content of the reading based on the title, 2) Teacher asks students to predict the content of the reading based on pictures, 3) Teacher asks students to read the text, 4) The teacher asks students to invited together to adjust their initial predictions with the reading that has been read, 5) Teacher asks students to make a summary of the stories they have read.73
Based on the results of observations, interviews, and document reviews, the steps for learning reading comprehension through the DRTA strategy consist of lesson plan: 1) The teacher asked students to predict the content of the reading is based on the title, 2) The teacher asked students to predict the content of the reading based on the pictures, 3) The teacher asked students read the text, 4) The teacher asked students to adjust their initial predictions with the reading that has been read, 5) The teacher asked students make a summary of the stories they have read by telling it in front of the class.74
73 Document review of lesson plan, 6th December 2022.
74 Document review of lesson plan, 6th December 2022.
4. The Evaluationof Teaching Reading Comprehension Through DRTA