scholarly journals DIRECTED READING ACTIVITY (DRA) APPLICATION IN ENGLISH READING COMPREHENSION CLASSROOM

2021 ◽  
Vol 5 (1) ◽  
pp. 90-100
Author(s):  
Imam Munandar ◽  
Srimurni Srimurni
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Experimental Approach ◽  
Instructional Support ◽  
Teaching Reading ◽  
Comprehension Skill ◽  
English Reading ◽  
English Reading Comprehension ◽  
Directed Reading ◽  
Reading Activity

This research manages to analyze the effectiveness of  DRA in enhancing students ‘skill in reading comprehension. The researchers carried out the research at SMP N 4 Takengon, in which they found that teachers faced some problems in teaching reading comprehension to students. To figure out the answer, the research applies quantitative research with experimental approach. After statistically obtaining and interpreting the data, the study concludes that Directed Reading Activity (DRA) method is able to increase students reading comprehension skill. This is because that Directed Reading Activity (DRA) is a teacher strategy in reading comprehension that emphasizes on instructional support before, during, and aftermath the reading. Meanwhile, the research found that this strategy is also able to increase and build stronger student vocabulary and reading skill. In conclusion, the DRA strategy is effective in improving students’ ability in reading comprehension, and also building their vocabulary.

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>

scholarly journals An Analysis of Teacher’s Strategies in Teaching Reading Comprehension

2020 ◽  
Vol 11 (1) ◽  
pp. 94-105
Author(s):  
Yesicha Audina ◽  
Nibenia Zega ◽  
Asima Simarmata ◽  
Kiki Velina Situmeang ◽  
Sri Ninta Tarigan
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Reading Skills ◽  
English Teachers ◽  
Student Knowledge ◽  
English Reading ◽  
Teachers And Students ◽  
English Reading Comprehension ◽  
Teaching Learning ◽  
Reading Activity

This study was raised due to problems in learning reading. The researchers saw that teachers and students experience constraints in the learning process. The problem is when students do not understand the content of the reading because students only learn to translate word by word and do not understand the contents of the reading. The purpose of research is to know the strategies used by English teachers and the reasons why did the English teacher choose those strategies to teach English reading comprehension and describe the application using the strategies chosen by English teachers in reading understanding learning. This research is used with research objects of English teachers. The location of this research was at SMK Dharma Bakti 1, Medan. The method of the research was qualitative research. The Instruments of this research were observations and interviews. The results of this study using the strategy of Directed Reading Activity (DRA). DRA is a strategy used to expand and strengthen students’ reading skills. In short this strategy guides students to get information from a text read. So that in its implementation students can more easily understand the text of connecting the various student knowledge that students have.  Before it was to build its own understanding and this assumption, this strategy was considered effective because it was able to build a teaching learning process. Making classes more conducive, students are also trained to build good cooperation, students capable of discussion and critical thinking as well as developing understanding after reading.

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 The Influence of Theme-Based Language Teaching toward Indonesian Students’ Reading Comprehension

2021 ◽  
Vol 1 (3) ◽  
pp. 169-177
Author(s):  
Ari Safar Wadi ◽  
Hizbul Wathoni ◽  
Ab. Aziz Bin Sulaiman
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Quantitative Research ◽  
English Language ◽  
Language Teaching ◽  
Second Grade ◽  
Proficiency Tests ◽  
English Reading ◽  
English Reading Comprehension ◽  
Analyze Data

Reading is one of the essential skills in English language learning. In the Indonesian context, reading has been one of the essential subjects to be taught among schools and universities since English is one of the compulsory requirements for graduation. Theme-based Language Teaching (TBLT) is a prominent approach used by the teacher and the students to understand the reading. This study aimed at examining the influence of TBLT on the students' reading comprehension. This research used quantitative research with an experimental study. The study selected participants from Madrasah Aliyah (MA) NW Narmada, Indonesia. The study recruited 20 students taken from the second grade of MA NW Narmada. Pre- and post-proficiency tests were used to assemble data of the study. To analyze data, this study employed a T-test to determine the significant result. The result indicated that the pretest score achieved 71.12 and the posttest value reached 89.05. It performed that different values occur on the students' reading comprehension after the TBLT implementation. The significant value (p) also indicated that the output reaches 0.00 < 0.05, which represented the result is under the significant level (0.05). It means that there is a significant influence of the TBLT method on the students' reading comprehension. In other words, TBLT method contributes positive in+uence on the students' English reading comprehension.

scholarly journals Integrating collaborative learning in cyclic learning sessions to promote students’ reading comprehension and critical thinking

2019 ◽  
Vol 6 (5) ◽  
pp. 303-308 ◽  
Author(s):  
Nengah Dwi Handayani ◽  
Ida Bagus Nyoman Mantra ◽  
I Nyoman Suwandi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Collaborative Learning ◽  
Classroom Practices ◽  
Learning Strategy ◽  
Teaching Reading ◽  
Learning Achievement ◽  
Effective Learning ◽  
English Reading ◽  
English Reading Comprehension

The advancement of technology requires higher skill in obtaining information due to the rapid flows of information in this recent globalization era. Consequently,  reading comprehension becomes an important language skill for students to nurture. In classroom practices, Indonesian students still encounter problems in English reading comprehension. The present classroom action study dealt with improving reading comprehension through collaborative learning. This is due to some studies revealed that collaborative learning is an effective learning strategy to improve students' learning achievement. The data were collected by administering a pre-test in reading comprehension prior to the teaching cycle and two post-tests at the end of every teaching cycle. The results showed that collaborative learning is significantly effective to improve students' reading comprehension and critical thinking. This study implies that teachers should consider the integration of collaborative learning in teaching reading comprehension.

scholarly journals THE USE OF COOPERATIVE LEARNING TO IMPROVE STUDENTS' ABILITY IN READING COMPREHENSION IN MTS NURUL BAROKAH 2017

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Ai Munawaroh
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Secondary School ◽  
Qualitative Data ◽  
Classroom Observation ◽  
Test Design ◽  
Teaching Reading ◽  
English Reading ◽  
Post Test ◽  
English Reading Comprehension

Abstract This paper reports a study of using cooperative learning to improve Students’ ability in English reading comprehension of recount text. Because reading still becomes one of the problems which students face at school including Secondary School. Cooperative learning is one of the several methods which gives much opportunity for students in group with various abilities for comprehending of recount text. The aims of this study are to investigate use of cooperative learning and to find out the students' response of using cooperative learning for improving students' ability in English reading comprehension. This study applied mix method design by using triangulation by one group pre-test and post-test design. The quantitative data was obtained by students’ score in English reading pre-test and post-test of recount text. Meanwhile, the qualitative data were obtained from classroom observation and interview. The study was conducted at one of the Islamic Junior High Schools in Cianjur which involved 24 students in eighth grade. The findings showed the hypothesis testing proved that tcount ≥ ttable 14,29≥1.714. Therefore, the null hypothesis was rejected. It meant, the use of cooperative learning could improve students’ ability in English reading comprehension. Another finding also showed students’ responses were positive. They responded that cooperative learning is more enjoyable. Furthermore, it helps them in understanding recount text and also it could be applied as one of the teaching reading to be implemented in Secondary School. Key words: Reading, Reading Comprehension, Cooperative Learning and Recount Text 

scholarly journals IMPROVING READING COMPREHENSION SKILL THROUGH INTERACTIVE READING STRATEGIES OF GRADE 10TH STUDENTS AT PUBLIC SECONDARY SCHOOL

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Imran Ahmed , Martin Thomas, Shams Hamid
Keyword(s):  
Reading Comprehension ◽  
Academic Success ◽  
Treatment Group ◽  
Interactive Reading ◽  
Comprehension Skill ◽  
English Reading ◽  
Comprehension Skills ◽  
English Reading Comprehension ◽  
Traditional Grammar ◽  
Reading Comprehension Skills

It is widely accepted that English reading comprehension skill is vital for academic success. Yet a majority of Pakistani teachers adopt the traditional grammartranslation approach, which fail to assist students to comprehend course contents that are taught in English. The purpose of this study was to compare the effectiveness of interactive reading comprehension strategies and traditional grammar-translation reading comprehension approach. This research used a quasi-experiment research design and the independent sample t-test to compare the reading comprehension skills of 10th grade students of two different schools of district Korangi, Karachi. The findings of the study proved significant improvements in English reading comprehension skills of the interactive reading comprehension treatment group over the grammar-translation treatment group.  

scholarly journals RETELLING STRATEGY TOWARDS STUDENTS’ ENGLISH READING COMPREHENSION AT SENIOR HIGH SCHOOLS

2020 ◽  
Vol 8 (4) ◽  
pp. 432
Author(s):  
Rudiawan Rudiawan ◽  
Jupri Jupri
Keyword(s):  
Reading Comprehension ◽  
Experimental Research ◽  
Positive Contribution ◽  
Teaching Reading ◽  
Teaching English ◽  
English Reading ◽  
Significant Difference ◽  
Independent Variable ◽  
English Reading Comprehension ◽  
Based Instruction

It was found that the majority of the students felt reluctant, nervous, and shy to read, especially when they were asked to read in front of their friends. The research objective is to find out how the use of the retelling-based instruction strategy can increase the students’ reading comprehension and find out the participants’ perceptions on the Retelling as a technique used to improve their reading comprehension. This research was experimental research that deals with utilizing the independent variable (the retelling technique) toward learners’ reading comprehension. Fifty-two students were involved in this study. The XI-A class was taken as the experimental class, and XI-B was treated as the control class. The research shows that it is significantly different in teaching English by using a retelling strategy to improve the students’ reading comprehension. The sig. (2-tailed) is 0.000 is lower than the significant level (0.05). Thus, the retelling strategy can improve the students’ reading comprehension in SMAN 1 Jonggat, Praya, Central Lombok. The t-test is higher than the t-table, 8.04 < 1.67. This also certainly concludes that there is a significant difference in teaching reading by using retelling strategy and not using retelling strategy. There is a positive contribution to the teaching of English reading comprehension by using retelling strategy in the SMAN 1 Jonngat, Praya, Central Lombok. All 25 students in the experimental class were happy and enjoyed reading by using the retelling strategy.

scholarly journals MENINGKATKAN KETERAMPILAN MEMBACA PEMAHAMAN BAHASA INGGRIS MELALUI METODE SQ4R

2016 ◽  
Vol 11 (1) ◽  
pp. 29-35
Author(s):  
Herlina Herlina
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Monitoring Data ◽  
Research Model ◽  
Research Subjects ◽  
Comprehension Skill ◽  
English Reading ◽  
English Reading Comprehension ◽  
Academic Year ◽  
Grade Iii

This research aims at obtaining data on improving English reading comprehension skill in Grade III, Labschool Primary School, Setiabudi, South Jakarta. The research subjects were the students of Grade III in the second semester of 2014/2015 school academic year. The research model used Kemmis and Mc. Taggard model covering planning, implementation, observation, and reflection. The data of reading comprehension evaluation showed that in the first cycle 55.5 % of the students gained >75 and in the second cycle 83.33 % of them gained >75. While based on the monitoring data, the activities of the teacher and the students were 55 % in the first meeting of the cycle I and increased to 85 % in the first meeting of the cycle II. Therefore, SQ4R method can improve English reading comprehension skill of the Grade III students in Labschool Primary School, Setiabudi, South Jakarta.

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