The writer therefore tries to confirm that directed reading-thinking activity can be one of the learning strategies for improving the student's narrative reading comprehension abilities. The results of the research show that the use of guided reading and thinking activities can improve students' reading comprehension abilities as well as their learning activities. According to the results of the above data, we can conclude that the use of directed reading-thinking activity can improve the reading comprehension abilities and their learning activities of the tenth graders of SMK PGRI 1 Punggur.
Berdasarkan hasil data di atas, dapat disimpulkan bahwa penggunaan kegiatan membaca-berpikir terarah dapat meningkatkan pemahaman membaca siswa kelas X SMK PGRI 1 Punggur.
Q.S: Al- Mujadalah: 11)
DEDICATION PAGE
The writer also thanks all the lectures and staff of IAIN Metro who have all the facilities available while he collects the requests. The writer also thanks all the teachers of SMK PGRI 1 Punggur who supported the service of collecting all the data. And to my parents, my beloved sisters and my beloved who gave me the support and spirit to enable the writer to complete this research.
The author does forgive for all mistakes she made in writing and presentation items.
CONCLUSION AND SUGGESTION
INTRODUCTION INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefit of the Study 1. Objectives of the Study
- Benefit of the Study a. For the students
- The Concept of Reading Comprehensiaon a. The Definiton of Reading Comprehension
- The Principles of Directed Thinking Activity (DRTA) Strategy in Teaching Reading Comprehension
- Improving Reading Comprehension Abilities Through (DRTA) Strategy Strategy
- The Procedures to Use Directed Reading-Thinking Activity (DR-TA) Strategy Strategy
- The Advantage and Disadvantage of Directed Reading –Thinking Activity (DRTA) Strategy
There are the measures of reading comprehension according to Grenall and Swan, as follows: 12. The Principles of Directed Thinking Activity (DRTA) Strategy in teaching reading comprehension Teaching reading comprehension. 18Santi Erliana,Improving Reading Comprehension through Targeted Reading-Thinking Activity (DRTA) Strategy,(Islamic State College: Palangka Raya),Journal on English as a Foreign Language, Volume 1, Number 1, March 2011.P.6.
21Santi Erliana,Improving Reading Comprehension through Directed Reading-Thinking Activity (Drta) Strategy,(Islamic State College: Palangka Raya),Journal on English as a Foreign Language, Volume 1, Number 1, March 2011.P.8.
Action Hypothesis
In summary, directed reading thinking activity (DRTA) starts using students to actively read the text, carefully examine and stay engaged in reading through students' prediction for the text and constructions of meaning of the text. The teacher can therefore design this activity as creatively as possible to make students enjoy the learning process. The disadvantages of DRTA method are indeed only useful if students have read or heard the text used.
Also, class management can become a problem if it is a large class (students more than thirty) because the teacher could not control the students personally. 24.
Setting of The Research
The topics discussed in this chapter are setting, object of study, action plan, data collection method, data analysis technique and indicator of success.
Subject of the Research
The strategy used by the teacher is not interested, so the researcher tried to use directed reading-thinking activity to improve students' reading comprehension. After using directed reading-thinking activity in the learning process, one would hope that it would be possible to increase learning outcomes and study activity.
Procedure of The Research
- The Concept of Classroom Action Research
- Classroom Action Research (CAR) Cycles are
While observing, the researcher and the collaborator used the observation sheet to write down the important things as long as the learning process continues. The researcher and the staff member must know the result of the student's learning activities from the observation sheet. When reflecting, the researcher and employee analyze the effect of the acting, what needed to be repaired and what received attention in the next acting work.
In this step, the researcher observes the process of teaching learning by using format of observation to collect the data in action plan II.
Data Collecting Technique
- Observation
- Documentation
- Field Note
In this research, the researcher observed student behaviors and student activities in the learning process to know how the learning process will develop. During the observation, the researcher will make the observation sheet containing the list of the students' activities. The researcher uses documents obtained from the school data such as the total number of students, teachers and the condition of the school.
To collect the data more accurately, the researcher used field notes to easily analyze the data.
Data Analysis method
The Indicator of the Success
Contains documentation of SMK PGRI 1 Punggur, research result and research interpretation.
Result of the Research
- Description of Research Location
The vision and mission of SMK PGRI 1 Punggur as follows: 1) School vision.
The Description of the Research Result
- First Meeting
- Second Meeting
- Action and Learning Activity in Cycle 2
- The first meeting
- The Second Meeting
- MSP 75
- Observing
- Reflecting
It showed that some students gave their full attention to the researcher during the learning process. For the first step, the researcher explained to the students what consisted of the generic structure, linguistic features and the example of. The researcher gave all students the opportunity to predict the text by showing the "Rabbit's Revenge".
After the researcher gave the clue, the students were asked to make their prediction about the story. Then, at the end of this meeting, the researcher gave post-test cycle 1 with the similar task on pre-test before. The researcher explained narrative text and the strategy that can be used to read it.
Although the researcher had explained the narrative text, the students are still confused and find it difficult to find information about the text. Knowing the ability. The researcher asked about the previous material before she explained more about it. The researcher gave all students the opportunity to predict the text by showing "The story of Smart Parrot".
After everything was understood, the students together with the researcher summarized and highlighted the essence of the text. After that, the researcher gave posttest cycle 2 with a similar task in posttest cycle 1 earlier.
Interpretation
- The Result of Student’s Score at Cycle 1
- The Result of Student’s Score at Cycle II
- The Result of Student’s Learning Activity in Cycle I and Cycle II This observation sheet result was gotten when the learning process This observation sheet result was gotten when the learning process
In addition, the lowest score on Test I was 50, the highest score was 80, and the average score was 65. By comparing the scores before and after Test I, the average score on both tests improved by 7 points from 58 to 65. From from the above average pretest and posttest scores, it can be seen that there was an improvement in the students' reading comprehension.
The average mark in pre-test 58 improves to 65 in post-test 1, so there is an improvement of 7 points. The comparison of the students' average grade on pre-test, post-test I, and post-test II. The result of the learning activity of the student in Cycle I and Cycle II This result of the observation form was obtained during the learning process This result of the observation form was obtained during the learning process This result of the observation form was obtained when the learning process took place by the researcher.
- Conclusion
- Suggested
Source: Students' Activity result in Cycle I and Cycle II Based on the graph above, it could be deduced that the percentage improvement from Cycle I to Cycle II has improved significantly. It means that the learning process was successful, the increasing score by using directed reading-thinking activity (DRTA) to improve reading comprehension. Related to this research to cycle II, the result score and the result activities of the students achieved the target set on the indicator of success 75% of the students achieved a minimum score of 75.
Based on the result of this research, it is known that more than 75% of the students obtained the minimum score of 75. Based on the average result of the observation, the use of the DR-TA strategy can improve the learning activity of the results of the students of SMK PGRI 1 Punggur the result of the observation sheet and the student's activity in the realization of cycle I and II were very active. It is supported by the increase in students' score from pretest 58, cycle 1 test was 65 and cycle 2 test score was 77.
The test result of the students shows that the result of the test in cycle 2 was higher than the pre-test and test in cycle 1. It is clear that the focused reading-thinking activity strategy can improve the reading skills of students, such as: make a prediction about the text. It means that the cycle II result had already reached the success indicator, which is 75% of students got a score of 75 or more.
Students are suggested to increase their reading comprehension through the Directed Reading Thinking Activity (DRTA) strategy. The teacher is expected to use the Directed Reading Thinking Activity (DRTA) strategy as a teaching strategy because this media is effective in improving students' reading comprehension.
APPENDIXES
Sumber/Bahan/Alat
Penilaian
Standar Kompetensi
Kompetensi Dasar
Indikator
- Tujuan Pembelajaran
- Materi Pokok Teks tulis, contoh
- Sumber/Bahan/Alat
- Kriteria Penilaian dalam Reading Comprehension Abilities =
It is about the introductory section where the characters of the story are introduced or berisi takana tokoh, tempat dan waktu taredaniya cerita (siapa atau apa, kapan dan dimana). The fox went to a nearby farm and caught a lamb for the wolf, who ate it all. The fox went to a nearby farm and caught a lamb for the wolf, who ate it all.
One day she overheard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and didn't have enough money to take Snow White. Snow White didn't want her uncle and aunt to do that, so she decided she'd better run away. The dwarves said, "What is your name?" "I am Snow White," she said. The dwarves said, "If you wish, you may live here with us." Snow White said.
Thank you." Then Snow White told the whole story to the dwarfs and Snow White and the seven dwarfs lived happily ever after. One day the king invited all the ladies in the kingdom to go to a ball (pesta dansa) in the palace.
So, of course, they could see that she was a real princess, as she had felt the pea through twenty mattresses and twenty feather pillows.
- INSTRUMEN POS-TEST I FOR READING COMPREHENSION ABILITIES
- DIRECTION
In a fit of rage, the lion leapt into the air with all its might and then pounced on the enemy in the well. The lion was proud of him… (tell about the body of the character in the story) a. The lion was so tickled by the idea that the mouse could help him.
Just then the little mouse happened to pass by and saw the sad plight of the lion. Soon the mouse finished growing the ropes, he asked the lion to run away.
PICTURES
The researcher again explains the material to the students about narrative text in post-test 2.
