The Influence of Reading Comprehension Achievement at the Eighth Grade Students of SMP Muhammadiyah 1 Rawa Bening By Using DRTA and KWL Strategies

Andriani, Dwi

doi:10.22202/tus.2016.v2i2.1316

Cited by 5 publications

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“…Teaching English reading in Indonesia is to develop comprehension skills. According to Andriani (2016), comprehension is the main goal of reading. Reading activities in secondary classrooms typically focused on searching for main ideas, learning new vocabulary, and emphasising grammatical structure (Lie, 2007;Madya, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Teaching English reading in Indonesia is to develop comprehension skills. According to Andriani (2016), comprehension is the main goal of reading. In this study, the researcher wants to find out whether Directed Reading-Thinking Activity (DRTA) is a strategy that can guide students in asking questions about a text, making predictions, and then reading to confirm or refute their predictions to achieve the good and enhanced comprehension.

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confidence: 99%

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The Use of Directed Reading Thinking Activity Strategy to Enhance Students’ Reading Comprehension

Panjaitan

Siagian

2020

isc

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Introduction: The purpose of the study is to find out the improvement of student’ reading comprehension through Directed Reading Thinking Activity Strategy. This study was designed to find out the answer to the following question: Is there any significant difference in reading comprehension achievement before and after giving DRTA treatment?. Method: The instrument used for this study is reading comprehension test, which contained 30 question and administreted to SMP Advent II Bandung.The respondent of this study is the 2nd year students of Junior High School consisted of 26 students. Result: The result of this study showed that class improved in their reading comprehension . In addition, There is a significant use through Directed Reading Thinking Activity Strategy.

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Section: Introductionmentioning

confidence: 99%

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The Use of Directed Reading Thinking Activity Strategy to Enhance Students’ Reading Comprehension

Panjaitan

Siagian

2020

isc

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“…These skills are critical in understanding a text. Lastly, it makes reading more interesting and motivating hence facilitating comprehension [3], [25].…”

Section: Introductionmentioning

confidence: 99%

Directed Reading and Thinking Activity as a Pedagogical Strategy on Learners' Reading Abilities in Kiswahili Language in Primary Schools, Bungoma County, Kenya

Kalabai¹,

Miima²,

Ondigi³

2021

ujer

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Reading is a language skill which is very important in almost all aspects of life. It is used in education and other daily activities. Therefore, reading is a critical skill which should be taught appropriately in schools. Despite this, many learners in primary schools cannot read the grade-level materials written in Kiswahili. This is attributed to the failure of the conventional strategies to promote reading. To find the solution to this problem, the current study investigated the influence of DRTA on the learner's abilities in reading Kiswahili as L2 and to establish its influence on the learner's reading abilities on the basis of gender. This was an experimental study that adopted both the Solomon Four Group and qualitative designs. Purposive sampling was used to select four primary schools from which 72 grade four learners and 4 teachers of Kiswahili were sampled. The stratified and random sampling techniques were used to select them. The data were collected by the pretest and posttest and analyzed by the ANOVA. The results indicated that the DRTA had more influence on the learner's reading abilities than the conventional strategies. However, the DRTA didn't cause any significant difference in the performance of boys and girls in reading. The study recommends that the teachers of Kiswahili adopt DRTA in teaching reading in the middle classes where learners begin learning by reading. The teachers can also use the DRTA in teaching other language skills and learners who lack interest in reading or have reading difficulties.

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“…The effectiveness of DRTA strategy has been investigated in some researches on distinctive contexts and scopes, e.g. (Augustine, Suparman, & Mahpul, 2019;Andriani, 2017;Faisal & Lova, 2018;Hasanah, 2016;Lubis, 2018;Sari, 2017). According to Augustine et al, (2019) DRTA was the three stages of comprehension: questioning, predicting, and confirming or refuting, in order to assist student for reading.…”

Section: Introductionmentioning

confidence: 99%

“…According to Augustine et al, (2019) DRTA was the three stages of comprehension: questioning, predicting, and confirming or refuting, in order to assist student for reading. In addition, Andriani (2017) revealed that the purpose of DRTA was fostering students to be considerate and critical reader. Meanwhile, Sari (2017) argued that the activity in DRTA also can assist students to comprehend the text by breaking the segment and predicting the next.…”

Section: Introductionmentioning

confidence: 99%

Fostering Students’ Reading Comprehension Ability through Directed Reading Thinking Activities (DRTA) Strategy

Utami

Sugirin

2019

JELTL

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The current curriculum school reform in Indonesia supported the students to be a critical thinker in the sense that the students become a centered of teaching instruction in the school life. This changing becomes a new demand for the teacher as an educator to facilitate their learners with teaching aids practices that adjust learners to be actively participate in the classroom. Thus, this study used Directed Reading Thinking Activities (DRTA) to reveal the effectiveness of this strategy on the students’ reading comprehension teaching. A quasi-experimental research design with pretest and posttest was used in this study. Two classes were randomly selected as the sample of this research. They are class 8C which used Directed Reading Activities (DRA) as the control group, while class 8H becomes the experimental group which used Directed Reading Thinking Activities (DRTA). Independent and dependent (paired) sample t-tests were used to analyze the data. The research finding showed: 1) there were no significant differences of posttest score among the students taught by using DRTA and those taught by using DRA strategy in reading comprehension teaching, 2) there were significant effects of using DRTA in reading comprehension teaching for grade eight students. DRTA strategy was believed to give more contribution (82%) than DRA strategy which contributed only 77%. In conclusion, DRTA was effective strategy in reading comprehension teaching.

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The Influence of Reading Comprehension Achievement at the Eighth Grade Students of SMP Muhammadiyah 1 Rawa Bening By Using DRTA and KWL Strategies

Abstract: The Influence of Reading Comprehension Achievement at the Eighth Grade Students of SMP Muhammadiyah 1 Rawa Bening By Using DRTA and KWL Strategies

Cited by 5 publications

References 0 publications

The Use of Directed Reading Thinking Activity Strategy to Enhance Students’ Reading Comprehension

The Use of Directed Reading Thinking Activity Strategy to Enhance Students’ Reading Comprehension

Directed Reading and Thinking Activity as a Pedagogical Strategy on Learners' Reading Abilities in Kiswahili Language in Primary Schools, Bungoma County, Kenya

Fostering Students’ Reading Comprehension Ability through Directed Reading Thinking Activities (DRTA) Strategy

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