INTRODUCTION
Background
Problem Statement
Objective of the Research
Significance of the Research
Scope of the Research
REVIEW OF RELATED LITERATURE
Concept of Directed Reading Activity
Concept of Main Idea and Word Meaning
The main idea of a passage is the core of the material, the specific point the author is trying to convey. The main idea of a passage can be expressed in a single sentence that summarizes specific ideas or details in the passage into a general, whole. In class discussions, all of the following words are sometimes used to help students understand the meaning of the main idea.
The general term encompasses or categorizes the main ideas and is considered the subject of the list. After reading the sentences, circle the sentence that best describes the subject or general subject of the sentences. It may be an interesting and striking detail, but it is not the subject of the passage.
To determine the main idea of a piece of material, ask questions in the following three basic areas. The topic should be broad enough to encompass all the ideas, but narrow enough to focus on the direction of the details. A writer organizes each paragraph's main idea and supporting details to support the topic or central theme, and each paragraph supports the previous paragraph.
This main idea can be stated at the beginning of the paragraph, in the middle, or at the end. The sentence that states the main idea is the topic sentence of this paragraph. Cruse (1986:50) writes that "the meaning of any verbal form is in some sense different in each particular context in which it occurs".
She also claims that the two categories of meaning, viz. the conceptual meaning and the associative meaning are related to grammatical and communicative competence respectively. At stake are questions regarding the source of the information needed in the interpretation of.
Concept of Reading
The background knowledge of the reader to which new information is to be added. c) The quality or clarity of the writing itself. d) The purpose of the reader or the purpose of reading material. Mayor (2005) argued that reading comprehension is the understanding of a text being read, or the process of "constructing meaning" from a text. Comprehension is a "construction process" because all elements of the reading process work together when a text is read to create a representation of the text in the reader's mind.
23 According to Reinking and Sceiner in Irawati, she stated that reading comprehension is the understanding of what is read. Kustaryo in Tahir (2001: 6) claims that reading comprehension is an active mental process that depends not only on comprehension, but also on understanding what is read. Alexander (1998) pointed out that reading comprehension involves taking in the meaning of the text in order to derive meaning from the text.
Literal comprehension: The ability to get the primary direct literal meaning of a word, ideas, or sentences into context. Interpretation, that is, identifying ideas and meanings that are not explicitly stated in the written text. Critical reading, that is, evaluating what is being read and critically examining the thoughts of the writer.
Creative reading, that is, applying ideas from the text to new situations and recombining the author's ideas with other ideas to front i1es concepts or to expand old ones. Sequencing understanding, that is, sorting several events from a passage according to when they happened. Inferential understanding, that is, revealing the relationship between two objects or events (stated or unstated).
Critical reading, which is supposed to identify the author's conclusion, determine what instructions are presented, and identify fallacious arguments. A teacher's guidance affects how students understand a particular task, as a lack of sufficient guidance can also be a major factor in poor reading comprehension.
Conceptual Framework
RESEARCH METHOD
- Research Design
- Research Variable and Indicators
- Hypothesis
- Population and Sample
- Research Instrument
- Procedure of Collecting Data
- Technique of Data analysis
Reading instruction using Directed Reading Thinking Activity (DRTA) Technique can improve the students' reading comprehension. Teaching Reading through Directed Reading Thinking Activity (DRTA) Technique cannot improve the students' reading comprehension. In this part, the author describes the students' pre-test and post-test score in Reading Comprehension.
The following table showed the distribution of the students' reading comprehension mean scores in the pre- and post-test. Average score for students' reading comprehension on main idea in pre- and post-test. The average score for the students' reading comprehension of word meaning in the pre- and post-test.
The result of the data analysis of pre-test and post-test of the students' reading comprehension on word meaning is shown by the average score of indicator in the table above. This means that the students' reading comprehension developed after being treated using directed reading thinking activity technique. It was indicated that the students' reading comprehension developed after being treated by directed reading thinking activity.
After calculating the student's reading comprehension score in the pre-test and after the test, she also explained the classification. The student's mean word meaning score was 4.4, which was classified as poor in the pretest. And the mean score of students' word meaning became 7.4, which was classified as good after treatment.
English teachers need to develop their teaching by using the activity technique of directed reading, reflection to develop students' reading comprehension. Improving students' reading comprehension skills through the use of guided reading and thinking activities was emphasized.
FINDINGS AND DISCUSSION
Findings
The students' scores were first tabulated into their frequencies based on their grades. The improvements of reading comprehension in terms of finding the main idea through directed reading-thinking activity technique. The result of the data analysis of the students' pre- and post-test.
The average score of reading comprehension of main idea in pre-test was 4.0, which was classified as poor, on the contrary, the average score in post-test was 7.9. The improvements of reading comprehension in terms of finding the word meaning through directed reading thinking activity technique. The mean score of reading comprehension of word meaning in pre-test was 4.4, which was classified as poor.
36 The result of the data analysis from the pre-test and post-test of the students'. The average score for students' reading comprehension was the result of calculating both indicators was 4.25 in the pre-test, which was classified as poor and 7.6, which was classified as good in the post-test with 80% percent. To know the significance level of the pre- and post-test, the researcher used t-test analysis on the significance level (p with the degree of freedom (df) = N – 1, where N = number of subjects ( 20 students) then the value of.
The above table showed that the t-test value of the reading comprehension indicator was greater than the t-table.
Discussion
This means that students' direct meaning comprehension has significant development after the student is treated by using Directed Reading Thinking Activity technique in teaching reading comprehension. 40 After the students' score of the indicator of Reading Comprehension in pre-test and post-test was calculated, the classification of students' development of word meaning in reading was also explained. The students' average score after presentation in the teaching of Reading and Comprehension using Directed Reading Thinking Activity Technique was better than before the treatment was given to the students.
The result of calculating the t-test of the indicator was that the student's t-test in reading comprehension was greater than the t-table (9.65>1.729). By observing the change in the classification of students' development, it was proven that the use of the technique of directed reading and mental activity in students developed reading comprehension. Carrying out the technique of directed reading and thinking activities to determine the main idea in reading comprehension.
Implementing the Directed Reading Thinking Activity Technique to determine word meaning in reading comprehension. The implementation of Directed Reading Thinking Activity Technique in the teaching of English reading had also developed students' understanding of determining word meaning which was presented in the classroom. It has been proven that the average score of word meaning in reading comprehension before.
Guided Reading Thinking Activity technique had developed the reading comprehension of second year students of SMA Wahyu Makassar in terms of main idea and word meaning of reading comprehension. The teacher should give students the opportunity to practice their reading comprehension using the guided reading thinking activity technique. The teacher should provide a motivation for students to practice reading comprehension using the technique of Guided Reading Thinking Activity.
This research aimed to find out that the use of Guided Reading Thinking Activity can improve students' reading comprehension in second year students of SMA Wahyu Makassar. The findings of this research were that students' development in reading comprehension was 4.2 in the pre-test and then became 7.65 in the post-test of the students.
CONCLUSION AND SUGGESTION
Conclusion
Implementing the DRTA technique in teaching reading in English developed students' understanding in determining the main idea presented in the classroom. It was shown that the mean pre-treatment main idea reading comprehension score of 4.0 was classified as poor, and the students' mean post-treatment main idea score became 7.9, which was classified as good. It was shown that the average reading comprehension score before and after treatment of 4.2 became 7.65.
The percentage of the student's development of word meaning in reading comprehension was 68%, where the t-test value was greater than T-table 9.65>1.729.
Suggestion
The effectiveness of the picture in the reading comprehension of the thesis of sixth grade elementary school students. Fajar Akbar, 2014. Using Directed Reading and Thinking Technique (DRTA) to Improve Students' Reading Comprehension (Experimental Research on Second Year Students of SMA Wahyu Makassar). Thesis. The sample was only one class namely class XI MIA consisting of 20 students who were selected using purposive sampling technique.
This means that Directed Reading Thinking Activity is one of the effective methods to teach English reading comprehension to second year students at SMA Wahyu Makassar.
