Strategy Directed Reading Thinking Activity(DRTA)

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IMPROVING READING COMPREHENSION THROUGH DIRECTED READING-THINKING ACTIVITY (DRTA) STRATEGY

IMPROVING READING COMPREHENSION THROUGH DIRECTED READING-THINKING ACTIVITY (DRTA) STRATEGY

Besides, the procedure of DRTA with re- structuring was proven to be effective in providing opportunity for the students to think like good readers do: activate and build schemata, and utilize effective strategies during reading. In the first place, the DRTA was effective in activating and building stu- dents’ schemata. Under the teacher’s direct instruction students’ schemata were built by pictures and key words vocabularies given at the pre-reading activities. This procedure was in line with Anderson’s (1999:12) theory that before asking the students to read read- ing teacher needs to establish background so that they have sufficient information to un- derstand the text. Within the process of learn- ing using DRTA, the students utilize what they have known about the text and try to find its relation with the existing information the text provides as they verify the precise- ness of their prediction. By doing this, the students construct meaning by using all the available resources from both the text and previous knowledge (Yazdanpanah, 2007:64). This schemata building activity gained posi- tive response from the students—particularly the low proficient readers—as the number of students raised hands to state oral prediction increase during the implementation of the DRTA (from 56% to 76.5%). With the teacher’s encouragement, the students were motivated to state their previous knowledge (activate their schemata) and making pre-assessment of what information to be delivered by the writer in the text.
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THE EFFECT OF USING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON READING COMPREHENSION ACHIEVEMENT OF GRADE EIGHT STUDENTS OF SMP NEGERI 5 TANGGUL

THE EFFECT OF USING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON READING COMPREHENSION ACHIEVEMENT OF GRADE EIGHT STUDENTS OF SMP NEGERI 5 TANGGUL

The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy on Reading Comprehension Achievement of Grade Eight Students of SMP Negeri 5 Tanggul; Devi Ferera Kristiana Candrawati, 070210491164; 43 pages; 2010 English Education Program, Language and Arts Department, Faculty of Teacher Training and Education, Jember University.

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THE EFFECT OF USING DIRECTED READING THINKING ACTIVITY STRATEGY (DRTA) ON THE TENTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMA NEGERI 1 YOSOWILANGUN LUMAJANG

THE EFFECT OF USING DIRECTED READING THINKING ACTIVITY STRATEGY (DRTA) ON THE TENTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMA NEGERI 1 YOSOWILANGUN LUMAJANG

Stuart et al. in Oakhill and Roger (1999:109) state that reading can be defined as process of getting the content of written text. In line with this idea Romero and Romero (2008:2) pointed out that reading is a process of making sense the text in printed page. Reading is well known as an active process rather than passive. Grellet (1996:8) confirms that reading is an active process because our brain is actively predicting and finding the answer to our own question to understand the content of the text. In addition, Carel et.al (1995:1) state that “reading is n ot passive, but rather an active, and in fact interactive process”. The students should activate their prior knowledge in order to understand the material given. Schneider and stern in Dumont et.al (2010:73) state that people try to understand the information they never read or heard by correlating the text with their prior knowledge.
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The Effect of Using Directed Reading Thinking Activity Strategy on the Tenth Grade Students’ Reading Comprehension Achievement at SMA Negeri 1 Yosowilangun

The Effect of Using Directed Reading Thinking Activity Strategy on the Tenth Grade Students’ Reading Comprehension Achievement at SMA Negeri 1 Yosowilangun

and suitable strategy in improving reading comprehension in terms of providing the students with opportunity to utilize reading strategies, to enhance self confidence, and to produce independent learners. Their researches applied the same strategy as that of this research but there were a difference in the material and design of the research. In addition Al- odwan also investigated the effect of using DRTA Strategy through Cooperative Learning on English Secondary Stage Students’ Reading Comprehension in Jordan. He came to the conclusion that there was a significant effect on students’ reading comprehension achievement after being taught using DRTA strategy. The result of his research was as that of this research because both showed that there was a significant effect on students’ reading comprehension but there was a difference, Al- Odwan’s research used pretest and post test while this research used post test only. However through the same treatment, the results of the research were similar. In short, the outcome of the present research supported the previous research findings on such topic, thus strengthen the theory saying that the use of DRTA strategy is effective to make students reading more effectively.
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THE EFFECT OF TEACHING READING COMPREHENSION THROUGH DIRECTED READING – THINKING ACTIVITY (DRTA) STRATEGY ON STUDENTS’ NARRATIVE TEXT ACHIEVEMENT AT THE FIRST YEAR OF SMP PGRI 2 KATIBUNG LAMPUNG SELATAN

THE EFFECT OF TEACHING READING COMPREHENSION THROUGH DIRECTED READING – THINKING ACTIVITY (DRTA) STRATEGY ON STUDENTS’ NARRATIVE TEXT ACHIEVEMENT AT THE FIRST YEAR OF SMP PGRI 2 KATIBUNG LAMPUNG SELATAN

The DRTA engages students in a step-by-step process that guides students through understanding and thinking about text. DRTA also promotes active comprehension. This metacognitive strategy teaches students to acquire and activate their own purposes for reading and develops their reading and thinking processes. During DRTA, readers are encouraged to review what they know about a topic, make predictions about what they will learn, and follow through with an evaluation of what they actually learned as well as how their assertions pertained to what they read. DRTA extends learning to high-order thought processes and is useful for processing all types of text (Tankersley, 2005). Some of the higher order thinking skills that DRTA requires students to use include: making
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THE EFFECT OF USING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON READING COMPREHENSION ACHIEVEMENT OF GRADE EIGHT STUDENTS OF SMP NEGERI 5 TANGGUL

THE EFFECT OF USING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON READING COMPREHENSION ACHIEVEMENT OF GRADE EIGHT STUDENTS OF SMP NEGERI 5 TANGGUL

First of all, I would like to express my greatest thanks to Allah S.W.T., the Almighty, who always leads and blesses me with His mercies and guidance, so I can finish my thesis entitled “The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy on Reading Comprehension Achievement of Grade Eight Students of SMP Negeri 5 Tanggul”.

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Welcome to Repositori Universitas Muria Kudus - Repositori Universitas Muria Kudus

Welcome to Repositori Universitas Muria Kudus - Repositori Universitas Muria Kudus

Kamilia, Noor Rahayu. 2012. The Use of Directed Reading Thinking Activity (DRTA) Strategy to Improve Reading Comprehension: A Classroom Action Research on the Eighth Grade Students of SMP Muhammadiyah 2 Kudus in the Academic Year 2011/2012. Skripsi: English Education Department of Teacher Training and Education Faculty of Muria Kudus University. Advisor: (1) Ahdi Riyono, SS, M.Hum (2) Drs. Suprihadi, M.Pd

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INCREASING STUDENTS’ READING SKILL THROUGH DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY : CLASSROOM ACTION RESEARCH AT THE THIRD SEMESTER STUDENTS OF ENGLISH DEPARTMENT OF POLITEKNIK NEGERI MADIUN

INCREASING STUDENTS’ READING SKILL THROUGH DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY : CLASSROOM ACTION RESEARCH AT THE THIRD SEMESTER STUDENTS OF ENGLISH DEPARTMENT OF POLITEKNIK NEGERI MADIUN

observation conducted in the third semester students of English Department, the researcher knows that the students get many difficulties dealing with reading, especially in comprehending a text. They have problems in all aspects of reading comprehension. From the indicators of reading, they are low in: (1) finding the main idea; (2) mentioning specific information; and (3) showing the reference. Meanwhile reading is the most important ability that is used to get success in TOEFL like Test.

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2.1. Reading Skill. - THE EFFECT OF DIRECTED READING THINKING ACTIVITY FOR STUDENTS’ READING COMPREHENSION ON TWELVE GRADE AT SMK NU GRESIK - UMG REPOSITORY

2.1. Reading Skill. - THE EFFECT OF DIRECTED READING THINKING ACTIVITY FOR STUDENTS’ READING COMPREHENSION ON TWELVE GRADE AT SMK NU GRESIK - UMG REPOSITORY

Whereas the definition of directed reading thinking activity itself is comprehension strategy that guides the students to make prediction about the text while they are reading and then reading to confirm their prediction. Teacher can guides the students through their prediction process until they are able to do it their own by asking them to make prediction and then reading to confirm their ideas. In addition According to Stauffer (1980) Directed Reading-Thinking Activity ( DRTA ) is a problem solving discussion strategy designed to support comprehension. Wallace (1995) also adds that the DR-TA is a teaching method that helps students improves comprehension. It is supported from Blachowicz and Ogle (2008) believed that DRTA is one of the strongest ways which can help teachers engage students actively in the pieces of literature they are reading. Al Odwan (2012) ment ioned other advantage “the directed reading thinking activity is a much stronger model for building independent readers and learners”(p.141).
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Improving the Students’ Reading Comprehension in Narrative with Directed Reading Thinking Activity (DRTA) Strategy (The Case Study of the Eleventh Grade Students of SMA N 01 Tayu Pati in the Academic Year of 2010/2011).

Improving the Students’ Reading Comprehension in Narrative with Directed Reading Thinking Activity (DRTA) Strategy (The Case Study of the Eleventh Grade Students of SMA N 01 Tayu Pati in the Academic Year of 2010/2011).

Pratiwi, Suci. 2011. Improving the Students’ Reading Comprehension in Narrative with Directed Reading Thinking Activity (DRTA) Strategy (The Case Study of the Eleventh Grade Students of SMA N 01 Tayu Pati in the Academic Year of 2010/2011). Final Project. English Department. Faculty of Languages and Arts. Semarang State University. First Advisor: Rini Susanti Wulandari, S.S., M.Hum., Second Advisor: Dwi Anggara Asianti, S.S., M.Pd.

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THE EFFECT OF DIRECTED READING THINKING ACTIVITY STRATEGY ON STUDENTS READING COMPREHENSION ACHIEVEMENT IN REPORT TEXT.

THE EFFECT OF DIRECTED READING THINKING ACTIVITY STRATEGY ON STUDENTS READING COMPREHENSION ACHIEVEMENT IN REPORT TEXT.

Furthermore, Al Odwan (2012) has proved that using directed reading thinking activity can improve students’ reading comprehensio n because these activities is rich with more communicative tasks and consequently provided students with new concepts, ideas, suggestions, styles of thinking as well as opinions. Yadzani (2014) proved that DRTA was an effective strategy to improve students’ reading comprehension because the nature of DRTA which entirely involves students during the reading process and helped them to be critical to their learning.
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23 Yatmini, The Use of Directed Reading Thinking Activity (Drta) to Teach Reading

23 Yatmini, The Use of Directed Reading Thinking Activity (Drta) to Teach Reading

Based on the result of the research, the use of directed reading activity (DRTA) technique to teach reading comprehension for the eleventh grade students in SMK N 1 Poncol was successful. So, the researcher gave suggestion for English teacher, students, and next researcher: The English teacher should be better to make joyful learning in the classroom by using variety strategy or method. The students also should practice using directed reading thinking activity technique outside the class to improve
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DIRECTED READING THINKING ACTIVITY (DRTA) ON STUDENTS’ READING COMPREHENSION

DIRECTED READING THINKING ACTIVITY (DRTA) ON STUDENTS’ READING COMPREHENSION

The DRTA is one of the techniques that is intended to develop students’ ability to read critically and reflectively. It is a strategy that guides students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions. The value of DRTA is to make predictions before reading each section. Thus, it really needs students’ critical thinking to predict. By combining DRTA with Cooperative Learning, it means that the students will discuss their prediction in a group. That facilitates students’ reading comprehension by fostering a supportive learning atmosphere, which provides more opportunities for explanation, logical inference, and debates to elaborate students’ understanding of reading materials, and makes ideas concrete. At the end, this can help to increase students’ English reading comprehension.
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A CASE STUDY OF ENHANCING INFERENCE SKILLS IN READING COMPREHENSION THROUGH DIRECTED READING-THINKING ACTIVITY.

A CASE STUDY OF ENHANCING INFERENCE SKILLS IN READING COMPREHENSION THROUGH DIRECTED READING-THINKING ACTIVITY.

To summarize, the result of the present experiment showed that subjects who were taught by using DRTA performed much better than those who were taught by using the regular teaching method in answering inferential comprehension questions. This means that DRTA is more effective for enhancing L2 learners’ inferential comprehension than the regular teaching method. This result corresponds to the results of El-Koumy’s (2006) and Erliana’s (2011) study. DRTA can facilitate the development of the inference skills in reading because the method requires learners to make predictions before reading a given text. Learners can only make predictions if they activate their prior knowledge, and incorporate it into the information in the text, which subsequently enables them to draw inferences (Hansen, 1981). According to El-Koumy (2006; pp. 17), DRTA was an effective strategy for teaching inferential and referential comprehension because it “… could activate students’ prior knowledge, keep them engage with the text, regulates their reading-thinking process, make them compare their own thinking with that of the author, and ultimately improve their inferential comprehension skill”.
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PENERAPAN STRATEGI DRTA (DIRECTED READING THINKING ACTIVITY) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA.

PENERAPAN STRATEGI DRTA (DIRECTED READING THINKING ACTIVITY) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA.

The background of this study is the low student learning outcomes in learning reading comprehension in class V SDN Taman. This is due to lack of utilization of the media, and the strategies that are less effective in learning. In addition, the teacher did not ask the students to the text prediction, just instruct students to read without prior knowledge possessed connect them with new knowledge that will be obtained so that students are less active in the learning process. The purpose of this study include (1) Describe the application of learning in reading comprehension by using a strategy DRTA (Directed Reading Thinking Activity), (2) Describe how big the reading comprehension with the implementation of the strategy DRTA (Directed Reading Thinking Activity). The subject of this research grade students of SDN Parks School Year 2014/2015 Serang totaling 30 students, consisting of 18 men and 12 women. The method used is classroom action research models Kemmis and Mc.Taggart. Data collection techniques used include observation and tests. The results showed that the application of learning strategies in reading comprehension DRTA can increase the activity and student learning outcomes. This is evident from the acquisition of the average value of observation learning process in the first cycle and the second cycle is 2.52 to 3.04. Meanwhile, the average acquisition value of student learning outcomes at this stage of the cycle pre 54.83, 64.33 and the first cycle that the second cycle into 70.33. Thus, the researchers concluded the application of learning strategies in reading comprehension DRTA can increase the activity of learning and student learning outcomes.
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S BHS A KDSERANG 1103957 Abstract

S BHS A KDSERANG 1103957 Abstract

The background of this study is the low student learning outcomes in learning reading comprehension in class V SDN Taman. This is due to lack of utilization of the media, and the strategies that are less effective in learning. In addition, the teacher did not ask the students to the text prediction, just instruct students to read without prior knowledge possessed connect them with new knowledge that will be obtained so that students are less active in the learning process. The purpose of this study include (1) Describe the application of learning in reading comprehension by using a strategy DRTA (Directed Reading Thinking Activity), (2) Describe how big the reading comprehension with the implementation of the strategy DRTA (Directed Reading Thinking Activity). The subject of this research grade students of SDN Parks School Year 2014/2015 Serang totaling 30 students, consisting of 18 men and 12 women. The method used is classroom action research models Kemmis and Mc.Taggart. Data collection techniques used include observation and tests. The results showed that the application of learning strategies in reading comprehension DRTA can increase the activity and student learning outcomes. This is evident from the acquisition of the average value of observation learning process in the first cycle and the second cycle is 2.52 to 3.04. Meanwhile, the average acquisition value of student learning outcomes at this stage of the cycle pre 54.83, 64.33 and the first cycle that the second cycle into 70.33. Thus, the researchers concluded the application of learning strategies in reading comprehension DRTA can increase the activity of learning and student learning outcomes.
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The effect of directed reading thinking activity and reading interest on students' reading comprehension

The effect of directed reading thinking activity and reading interest on students' reading comprehension

Tea ching method is one of important factors in determining students‟ achievement in reading. The teacher should apply effective and innovative strategies in teaching reading in order to make students interested to read and to improve the students reading comprehension. There are many methods that can be applied by the teacher in teaching reading comprehension for instance DRTA (Directed Reading Thinking Activity) method. In this case the researcher tried to apply DRTA (Directed Reading Thinking Activity) to solve the problems since DRTA method is one of alternative way to improve reading skills. According to Opitz and Guccione (2009) Directed Reading Thinking Activity (DRTA) is a strategy that boosts reading comprehension by making transparent how proficient readers make and confirm predictions while they read (p. 148). That is why Directed Reading Thinking Activity (DRTA) was selected as an appropriate method to investigate whether the students‟ reading comprehension primarily on narrative text would improve. Directed Reading Thinking Activity (DRTA) method consists of three main steps: prediction, reading, and confirmation. It encouraged students to make predictions and inferences. It also helped students to understand the whole reading text. In addition, it created a condition in which students could practice and involve in active comprehension by calling on their personal prior knowledge and text knowledge.
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THE EFFECT OF USING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON READING COMPREHENSION ACHIEVEMENT OF THE TENTH GRADE STUDENTS AT SMAN ARJASA JEMBER IN THE 2012/2013 ACADEMIC YEAR

THE EFFECT OF USING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON READING COMPREHENSION ACHIEVEMENT OF THE TENTH GRADE STUDENTS AT SMAN ARJASA JEMBER IN THE 2012/2013 ACADEMIC YEAR

The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy on Reading Comprehension Achievement of The Tenth Grade Students at SMAN Arjasa Jember in The 2012/2013 Academic Year; Galuh Eka Yunita, 080210491023; 2013:56 pages; English Education Program of Language and Arts Education department, the Faculty of Teacher Training and Education, Jember University.

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IMPROVING READING COMPREHENSION IN NARRATIVE TEXT BY USING DIRECTED READING THINKING ACTIVITY STRATEGYA CLASSROOM ACTION RESEARCH OF THE X.5 GRADE STUDENTS OF MA NU BANAT KUDUS ACADEMIC YEAR 20132014

IMPROVING READING COMPREHENSION IN NARRATIVE TEXT BY USING DIRECTED READING THINKING ACTIVITY STRATEGYA CLASSROOM ACTION RESEARCH OF THE X.5 GRADE STUDENTS OF MA NU BANAT KUDUS ACADEMIC YEAR 20132014

the average score is 82.69% and 84.09% who reach KKM it was categorized good. It was happens because the studentsunderstand what they must do in directed reading thinking activity. In cycle III the average score are 89.43% and 100% who reach KKM it was categorized excellent. It happened because the students feel more understand about their material and brave and more active in classroom. The writer concludes that Directed Reading Thinking Activity as a strategy of teaching English in narrative text can improve the reading comprehension in narrative text of the X.5 of MA NU Banat Kudus in Academic Year 2013/2014
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Improving the VIII-C Students’ Reading Comprehension Achievement and Their Active Participation by Using Directed Reading-Thinking Activity (DR-TA) Strategy at SMPN 5 Tanggul in the 2010/2011 Academic Year; Septin Pujiati, 060210401365

Improving the VIII-C Students’ Reading Comprehension Achievement and Their Active Participation by Using Directed Reading-Thinking Activity (DR-TA) Strategy at SMPN 5 Tanggul in the 2010/2011 Academic Year; Septin Pujiati, 060210401365

Improving the VIII-C Students’ Reading Comprehension Achievement and Their Active Participation by Using Directed Reading-Thinking Activity (DR-TA) Strategy at SMPN 5 Tanggul in the 2010/2011 Academic Year; Septin Pujiati, 060210401365; 2011; 53 pages; English Education Program, Language and Arts Department, Faculty of Teacher Training and Education, Jember University.

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