scholarly journals UPAYA PENINGKATAN HASIL BELAJAR BAHASA INGGRIS MELALUI PENERAPAN STRATEGI PEMAHAMAN BACAAN DIRECTED READING THINKING ACTIVITY (DRTA) PADA SISWA KELAS XI SMA NEGERI 2 BINJAI

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Jeniwati . ◽  
Busmin Gurning
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Reading Skill ◽  
Comprehension Strategies ◽  
Student Interest ◽  
Test Results ◽  
Reading Comprehension Strategies ◽  
Average Value ◽  
English Reading ◽  
Directed Reading

Abstrak: Penelitian ini bertujuan untuk: (1) Meningkatkan pemahaman bacaan siswa kelas XI SMA dengan menggunakan strategi Directed Reading Thinking Activity (DRTA), (2) Meningkatkan keaktifan siswa setelah mengikuti pembelajaran pemahaman bacaan yang menggunakan strategi DRTA. Hasil analisis data menunjukkan bahwa terdapat peningkatan yang signifikan dalam pemahaman bacaan siswa. Ini dapat dilihat dari rata-rata hasil test siswa ; Nilai rata-rata kelas pada Pre-test adalah 65,92, nilai rata-rata kelas pada siklus I adalah 72,19 dan nilai rata-rata kelas pada siklus II adalah 78,33 . Faktor utama dari peningkatan hasil belajar ini adalah ketertarikan siswa dalam pembelajaran pemahaman membaca dengan penerapan strategi DRTA Berdasarkan data ini, maka dapat disimpulkan bahwa pembelajaran dengan menggunakan strategi DRTA dapat meningkatkan pemahaman bacaan siswa dan proses pembelajaran lebih menyenangkan. Diharapkan hasil penelitian ini bisa menjadi masukan bagi guru-guru bahasa Inggris dalam memilih dan mengembangkan media dan strategi pembelajaran yang tepat terkait dengan pembelajaran ketrampilan membaca (Reading Skill) di Sekolah Menengah Atas. Kata Kunci: bahasa inggris, strategi pemahaman bacaan directed reading thinking activity Abstract: This study aimed to: (1) Improve reading comprehension class XI student of SMA using strategies Directed Reading Thinking Activity (DRTA), (2) Increase the involvement of the student after attending a reading comprehension lesson using the strategy DRTA. The results of data analysis showed that there were significant increases in students' reading comprehension. It can be seen from the average student test results; The average value of the pre-test grade was 65.92, the average value of the class in the first cycle was 72.19 and the average value of the class on the second cycle is 78.33. The main factor of this learning outcome is student interest in learning to read with comprehension strategy implementation DRTA Based on this data, it can be concluded that learning by using strategies DRTA can improve students' reading comprehension and learning process more fun. We hope this research can be input for teachers of English in selecting and developing media and appropriate learning strategies related to learning reading skills (Reading Skill) in high school. Keywords: English, reading comprehension strategies directed reading thinking activity

scholarly journals UPAYA PENINGKATAN HASIL BELAJAR BAHASA INGGRIS MELALUI PENERAPAN STRATEGI PEMAHAMAN BACAAN DIRECTED READING TINKING ACTIVITY (DRTA)

2019 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Efi Padrita ◽  
Harun Sitompul ◽  
R Mursid
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Reading Ability ◽  
Observation Data ◽  
Student Activity ◽  
English Reading ◽  
English Reading Comprehension ◽  
Directed Reading

Abstrak: Tujuan penelitian ini yaitu mengetahui: (1) keaktifan siswa selama proses pembelajaran pemahaman bacaan bahasa inggris dengan menggunakan strategi pembelajaran DRTA (DRTA); (2 peningkatan kemampuan pemahaman bacaan bahasa inggris dengan menerapkan strategi pembelajaran DRTA. Hasil penelitian menunjukkan bahwa: pembelajaran bahasa inggris diterapkan dengan strategi pembelajaran DRTA dan telah berhasil meningkatkan keaktifan siswa dalam belajar. Hal ini diketahui berdasarkan data observasi yang menunjukkan peningkatan keaktifan siswa selama siklus tindakan langsung. Pada siklus pertama terdapat 66,66 % siswa yang aktif selama proses pembelajaran berlangsung. Selanjutnya jumlah ini meningkat pada siklus kedua menjadi 91,66 % siswa yang aktif di kelas. Pembelajaran bahasa inggris dengan menerapkan strategi pemahaman bacaan DRTA dapat meningkatkan kemampuan memahami bacaan pada siswa. Berdasarkan pre test sebelum tindakan terdapat 36,11% siswa memiliki kemampuan memahami bacaan ≥ 70. Setelah dilaksanakan tindakan maka terjadi peningkatan yaitu pada siklus pertama terdapat 61,11 % siswa yang memperoleh nilai ≥ 70. Namun karena persentase tersebut belum memenuhi indikator keberhasilan tindakan maka dilakukan siklus kedua. Setelah siklus kedua dilaksanakan maka terjadi peningkatan kemampuan memahami bacaan siswa menjadi 86, 11% siswa yang memperoleh nilai ≥ 70. Kata Kunci: bahasa inggris, strategi pemahaman bacaan directed reading tinking activity  Abstract: The purpose of this study is to know: (1) the activeness of students during the learning process of English reading comprehension using DRTA learning strategies (DRTA); (2 improvement in English reading comprehension ability by applying DRTA learning strategies. The results of the study show that: English language learning is applied with DRTA learning strategies and has succeeded in increasing student activity in learning. This is known based on observation data which shows increased student activity during the action cycle Directly, in the first cycle there were 66.66% of students active during the learning process, then this number increased in the second cycle to 91.66% of students who were active in the class. Learning English by applying DRTA reading comprehension strategies could improve reading comprehension skills. Based on the pre-test before the action there were 36.11% of students had a reading ability of ≥70. After the action was taken, an increase occurred in the first cycle, there were 61.11% of students who got a score of ≥70. However, because the percentage was not meet the indicators of success of the action then the second cycle is carried out. After the second cycle was carried out, there was an increase in the ability to understand student reading to 86, 11% of students who received a value of ≥ 70. Keywords: english, reading comprehension strategy directed reading tinking activity

scholarly journals Investigating Saudi EFL Students’ Knowledge and Beliefs Related to English Reading Comprehension

2021 ◽  
Author(s):  
Saud Alenezi
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Northern Border ◽  
Efl Students ◽  
English Reading Comprehension ◽  
Preparatory Year

Reading is an essential strategic and a life-long skill required for success in learning. The current study explores the knowledge and beliefs of Saudi students of English as a foreign language (EFL) about English reading comprehension strategies. It also intends to determine if there is a significant correlation between the students’ foundational knowledge of English reading comprehension strategies and their beliefs about reading comprehension strategies. The study employed a quantitative method. The data were collected using a forty-item survey questionnaire. The respondents were 203 Saudi EFL students enrolled in Preparatory Year Program at Northern Border University in Saudi Arabia. The data collected were analyzed using descriptive statistics to determine frequency, percentage, mean, standard deviation, and a test of non-parametric correlation (Spearman’s rho correlation coefficient) was run to determine the relationship between the variables. The overall findings of the study revealed that the students have a good foundational knowledge of pre-reading, while-reading, and post-reading reading strategies. The correlational analysis showed a medium correlation between students’ foundational knowledge of reading strategies and their beliefs about reading strategies. In conclusion, the study suggests some implications for teaching English reading to EFL students.

PENERAPAN STRATEGI DIRECTED READING ACTIVITY (DRA) UNTUK MENINGATKAN KEMAMPUAN SISWA DALAM MEMBACA PEMAHAMAN KELAS V SDN 003 PAGARAN TAPAH DARUSSALAM KABUPATEN ROKAN HULU

2017 ◽  
Vol 6 (1) ◽  
pp. 47
Author(s):  
Delima Simanjuta
Keyword(s):  
Reading Comprehension ◽  
Comprehension Strategies ◽  
Research Subjects ◽  
Low Literacy ◽  
Class V ◽  
Reading Comprehension Strategies ◽  
Survey Results ◽  
Directed Reading ◽  
Basic Ideas ◽  
Reading Activity

The background of this study is the low literacy pehaman students, it nini caused by: (1) the ability of students to understand the content of the discourse is still low, it can be seen that only a fraction of the number of students who were able to mention the basic ideas and explanatory discourse; (2) the difficulty of students to identify the views or mandate contained in a discourse, it is seen when asked to mention the views or mandate in the discourse of only one to two students who are able to mention properly; (3) the ability of students to infer the contents of a student discourse is still struggling, it is seen when asked to infer the content of a discourse is also only one or two students to infer the contents of a discourse well; and (4). The difficulty students find important sentences in a discourse, it is seen when given the task of daily tests, most students is difficult to answer. To overcome the lack of ability of the students' reading comprehension strategies writers apply DRA (Directed Reading Activity). This research is a class act who performed two cycles each cycle performed in two meetings. The research was conducted in SDN003 Pagaran Tapah Darussalam, the research subjects were students of class V with the number of 20 students. This study was conducted with four stages, namely: (1) planning; (2) the implementation of the action; (3) observation; and (4) reflection. Based on the survey results revealed that students' reading comprehension before action classical gained an average of 49.80, in the first cycle increased to 63.50, while the second cycle increased by an average of 86.00 with a classical high category.

scholarly journals Investigating Saudi EFL Students’ Knowledge and Beliefs Related to English Reading Comprehension

2021 ◽  
Vol 12 (1) ◽  
pp. 339-356
Author(s):  
Saud Alenezi
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Knowledge And Beliefs ◽  
English Reading ◽  
Northern Border ◽  
Efl Students ◽  
English Reading Comprehension ◽  
Preparatory Year

Reading is an essential strategic and a life-long skill required for success in learning. The current study explores the knowledge and beliefs of Saudi students of English as a foreign language (EFL) about English reading comprehension strategies. It also intends to determine if there is a significant correlation between the students’ foundational knowledge of English reading comprehension strategies and their beliefs about reading comprehension strategies. The study employed a quantitative method. The data were collected using a forty-item survey questionnaire. The respondents were 203 Saudi EFL students enrolled in Preparatory Year Program at Northern Border University in Saudi Arabia. The data collected were analyzed using descriptive statistics to determine frequency, percentage, mean, standard deviation, and a test of non-parametric correlation (Spearman’s rho correlation coefficient) was run to determine the relationship between the variables. The overall findings of the study revealed that the students have a good foundational knowledge of pre-reading, while-reading, and post-reading reading strategies. The correlational analysis showed a medium correlation between students’ foundational knowledge of reading strategies and their beliefs about reading strategies. In conclusion, the study suggests some implications for teaching English reading to EFL students.

scholarly journals The Effect of Reading Comprehension Strategies Instruction on EFL Learners’ Reading Anxiety Level

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 53-58
Author(s):  
Mohammadreza Valizadeh
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Control Period ◽  
Main Idea ◽  
Comprehension Strategies ◽  
Control Group ◽  
Efl Learners ◽  
Reading Comprehension Strategies ◽  
English Reading ◽  
Reading Anxiety

This experimental study, using pretest-intervention-posttest design, investigated whether or not teaching English as a foreign language (EFL) learners to use comprehension strategies when they read English passages, decreases their English reading anxiety. The participants were 55 EFL learners in Turkey who were at lower-intermediate level based on the results of the Oxford Quick Placement Test. Data were collected via Saito, Garza, and Horwitz’s (1999)Foreign Language Reading Anxiety Scale (FLRAS). The whole treatment/control period lasted for 11 weeks during a reading course. The experimental group (n = 28) received instruction in reading comprehension strategies (i.e., previewing, scanning for details, skimming, identifying the topic and main idea, finding supporting details, making inferences, understanding the author’s purpose, making predictions, dealing with unfamiliar words, using context clues, and summarizing). The control group (n = 27) received instruction by traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).The results of the Mann-Whitney U Test indicated that instruction in English reading comprehension strategies had a positive effect on EFL learners in terms of reducing their English reading anxiety.

scholarly journals The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue based on His Majesty the King’s Teaching Concepts in Seventh Grade Students’ Reading Comprehension

2016 ◽  
Vol 9 (9) ◽  
pp. 18
Author(s):  
Rungruedee Chaemsai ◽  
Saowalak Rattanavich
Keyword(s):  
Reading Comprehension ◽  
Traditional Approach ◽  
Control Group ◽  
Ethical Awareness ◽  
English Reading ◽  
Significant Difference ◽  
English Reading Comprehension ◽  
Randomized Control ◽  
Directed Reading ◽  
Dependent Samples

<p>This study compares the English reading comprehension and ethical awareness of 7<sup>th</sup> grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King’s teaching concepts. A randomized control group pretest-posttest design was used for the study, and the data were analyzed using one-way MANOVA and t-tests for dependent samples. The results showed a significant difference in English reading comprehension, and ethical awareness of learning English reading, between both groups at .01 level. Students through the DR-TA method had significantly higher English reading comprehension, and increased ethical awareness, at the .01 level.</p>

Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender

2015 ◽  
Vol 37 ◽  
pp. 81-95 ◽  
Author(s):  
Carolyn A. Denton ◽  
Christopher A. Wolters ◽  
Mary J. York ◽  
Elizabeth Swanson ◽  
Paulina A. Kulesz ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Reading Proficiency ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
And Gender

scholarly journals A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies

2017 ◽  
Vol 19 (2) ◽  
pp. 187-201
Author(s):  
Juan David Gómez González
Keyword(s):  
Reading Comprehension ◽  
Strategy Instruction ◽  
Reading Proficiency ◽  
Intermediate Level ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Content Learning ◽  
The Past ◽  
Composite Approach ◽  
Main Components

This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have been published in the past thirty years. The case for incorporating this composite approach into reading comprehension classes begins with an explanation of its benefits and the context in which it came to be; its relationship to theoretical discourse in the field; a description of its three main components: textual indicators, strategy instruction, and content learning; and concludes by presenting a model for implementing the approach that integrates these three components.

Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language

2018 ◽  
Vol 46 (3) ◽  
pp. 447-458 ◽  
Author(s):  
Hung-Chang Liao ◽  
Ya-Huei Wang
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Comprehension Strategies ◽  
Control Group ◽  
Verbal Persuasion ◽  
Reading Comprehension Strategies ◽  
English Reading ◽  
Significant Difference ◽  
And Performance ◽  
Experimental Group

We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.

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