HASNAWATI 10535 3915 09 ENGLISH EDUCATION …

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Improving the Students’ Reading Comprehension Through the Use of DRTA

(Directed Reading Thinking Activity)

(An Experimental Research at Second Grade Student of SMK Neg. 6

Jeneponto )

A Thesis

Submitted to the Faculty of Teacher Training and Education

Makassar Muhammadiyah University in Part Fulfillment

Of the Requirement for the Degree of Education

In English Department

HASNAWATI

10535 3915 09

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2015

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CHAPTER I

INTRODUCTION

A. Background

Language is very important in human communication. Without language

people cannot communicate with others. In a wide community, English has

become international scale because English is a part of sciences in technology and

also we can say English is a foreign language. Most of the communities in the

whole world use English in order they can communicate with others who have

different languages. Our government’s response toward this case is that English

language has been put in the educational system in our country, and it is taught

from elementary school until university and becomes a compulsory subject.

(Yunita, 1996:1)

The area of English language teaching According to Brown (2001:334)

include four language skills (writing, speaking, reading and listening) and

language components (structure and vocabulary). The aims of teaching language

skills and components are to enable the students to understand and to master the

language in human communication internationally and also subject to develop the

human resources in studying the knowledge and science for academic purpose.

This also means that they will be qualified enough before going to university.

Reading is the skills to master English besides listening, speaking and

writing. Beside that reading is an activity with a purpose. The purposes of reading

such as to gain information or verify existing knowledge to learn subject matter

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for enjoyment academic purpose and prepare test purpose. To achieve those skills

the students find it difficulties such as to understand the information (main idea

and details). Reading is one important skill in learning English and has to be

increase. It is use to get information. Even though, people know that there are

many ways to get information, however reading is common way to fulfill our need

about up to date information, because almost of the information, advertisement

scientific books and instruction of things are in writing form.

Based on the explanation above the problem of the reader in reading is

how they can comprehend the contents or get the message that extended by the

writer. In comprehend the reading of the text they have to find the main idea and

detail information because they are important to gets information about the

writers’ ideas. The main idea is the most general ideas in the paragraph while

detail information is supporting of the ideas in the paragraph. When the reader

want to knows about the main idea and detail information they have to understand

how a text organized because to comprehend the written words the reader must

able to understand what the writer has to structure of organized the ideas and

information presented in the text and relate the ideas and information presented in

the text and relate the ideas and information from text to ideas information stored

in his or her mind. So they can comprehend the content of the text and besides

that they can remember the contents of the text without reading again. Summaries

of the text is one of easy way in comprehend the content of the reading text. All of

the information in the summary will be contained in the reading text although the

words used will be different.

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Beside that, through reading the students can improve their knowledge in

fields of science. This is supported by Harper in Sriadi (2001:2) who states that

the purpose of reading any language is to inform ourselves about something we

are interested in, or to challenge our knowledge on strategy, in other words, the

purpose of reading is to extend our experience of the word in which the people

life. By using DRTA (Directed Reading Thinking Activity ), it will encourage the

students to be active and thoughtful readers, enhancing their comprehension. The

teacher who uses DRTA also teaches students to monitor their understanding of

the text as they are reading. It helps strange them reading critical skill, by Jenning

C and Shepherd, J (1998).

Based on the statement above, the researcher choose the title “Improving

the Students’ Reading Comprehension Through the use of DRTA (Directed

Reading Thinking Activity at the second grade students of SMK Neg.6 Jeneponto)

B. Problem statement

Related to the fact in background present above, here the researcher

formulation problem statement as follows:

Does the use of Directed Reading Thinking Activity (DRTA) strategy

improve the students’ literal reading comprehension at the second

grade of SMK Neg 6 Jeneponto?

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C. Objective of the Research

Relating to the research question above, this research aim to find out:

To find out The use of Directed Reading Thinking Activity (DRTA)

strategy to improving the students’ literal reading Comprehension at the

Second Grade of SMK Neg.6 Jeneponto.

D. Significance of the Research

The findings of this research expected was useful information and

contribution to English teaching. This research gives the teacher a new strategy to

encourage the students’ comprehension in reading. The result of the research are

expected to suggest the teacher to give attention to the students needed and then

the students easy to comprehend the text in teaching learning process in the

classroom by the good strategy. It is also hoped that the findings of this research

would be very useful information or references to teach reading material so that

their students’ narrative reading comprehension will be enhanced by the use of

DRTA.

E. Scope of the Research

The scope of this research is restricted to the students’ improving narrative

text in literal reading comprehension through Directed Reading Thinking Activity

(DRTA) at the Second grade of SMK Neg 6 Jeneponto that would focused to

literal comprehension, literal comprehension here consisted of main idea that are

directly stated it cover main idea and supporting idea and detail information from

the text.(narrative text).

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Research Finding

There are some researchers who have conducted research by using few

techniques in reading. They are:

1. Wijaya, (2003) the research “Increase Reading Comprehension of the

second year students of SMU Negeri 4 Parepare through identify main

idea of paragraph”. He reports research technique that the main idea of

paragraph can increase the students’ comprehension and achievement on

reading and makes understand about the content of the text. It can be said

that, identifying main ideas of paragraph is one of relationship between

sentences to another that may in reading.

2. Sainal, (2008) In thesis, The Application of shared Reading Strategy to

Increase Reading Comprehension of the Second Year Students of SMP

Aisyiyah Sungguminasa. He found that the result of his research showed

that ths second year students of SMP Sungguminasa had indequted in pre-

test. However after doing the treatment their reading comprehension got

high score in pre-test. The finding of this research showed that there was

significant with t-test 20.58 and table 2.045. It can be conclude that the

strategy is effective to increase the student’s achievement in

comprehending the reading material.

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In conclusion that the student needs a good way to achieve goals in

reading and encourages students to make prediction while they are reading.

The DRTA process encourages students to be active and thoughtful readers,

enhancing their comprehension..

After explaining about these previous related research findings of the writers,

the researcher gives statement that in learning English particularly as foreign or

second language acquisition the teacher need more crucial factors and strategies to

increase students’ successful in learning. Especially in skill of teaching English literal

reading comprehension.

B. Some Pertinent Ideas

1. Definition of reading

Some defenitions of reading has been written by the former researchers are:

They are explained as follows:

Jeremy Harmer (1991: 190) states that reading is an exercise dominated by

the eyes and the brain. The eyes receive messages and the brain then has to work

out the significance of these messages. Simansuntak in Asrarwati (2009: 6) states

the reading is the process of putting the reader in contact and communication with

ideas. Reading is language process,reading is primary a cognitive process with

meansss that the brain do most of the work. Reading is also a skill that most be

developed and can only develop by means of an extensive and continual practice.

According to Rubin in Naely Muchtar (2005: 9) reading is getting of meaning

from the printed pages.

Nunan (1991: 72) writes that reading is usually conceived of as a solitary

activity in which the reader interacts with the text in isolation. Reading is a

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transmitting of information process where the author tells all about ideas or

messages (Charles in Naely muchtar).

Hasniati in Safri Patahuddin (2008: 12) says that point out the reading is an

active process. The readers from a preliminary expectation about the material,

then select the fewest, most productive cues necessary to confirm to reject the

expectation. This is a sampling process in which reader takes adventages or his

knowledge of vocabulary, grammar, and discourse. Therefore, reading involves an

interaction between thought and language. It means that the readers bring to the

task of formidable amount of information and ideas, attitudes and beliefs.

According to Nunan (1989:33), reading is an active and interactive activity to

reproduce the word mentally and vocally and tries to understand the content of

reading text. It is important to bear in mind that reading is not an invariant skill,

that there are different types of reading skills, which correspond to the many

different purposes the writer has for reading,

Since reading is a complex process, Grabe (as cited in Ria) argues that

“many researchers attempt to understand and explain the fluent reading process by

analyzing the process into a set of component skills” (1991:379). and decided

some several points on reading:

1. Reading is a process, off course, as an active process.

2. The aim of reading is to comprehend what the students read.

3. When the readers or the students read the passages or the text, there was

an activity constructed between the reader and the text.

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4. Reading activity is a time where the reader and the text are getting

isolation.

5. Reading material contain of ideas and messages that need to be taken

over or understood.

6. Reading is a complex action or situations that have to be learned or

organized.

7. Reading is a construction between eyes and the brain.

In students’ reading activities, the writer is sure that they have

many purposes, among others are to graduate from their school and to

provide themselves with the knowledge to continue their studies whatever

their ideas purposes are. In order to achieve the goal, the comprehension

ability in reading is needed. Taking into account over those definitions, it

can be concluded that reading is the ability to understand, knowing or

messages, and in the end to comprehend the written language or printed

information by reading to meet a focus of its thoughts. In addition, reading

is concerned mainly with learning to recognize the symbols on paper that

represent language and to respond mentally, intellectually and emotionally

when being asked about the content of the text they has read.

Based on the explanation above, reading includes not only

physical, but also mental activity. Reading is not only personality actions

but it refer to erect what the writer wishful to communicate, hence, someone

is considered to success in reading when he or she has an ability to

comprehend what the authors or writers convey.

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2. Kinds of Reading

According to Dolores in Hasmariyanti (1979:2) there are three kinds of

reading namely: reading aloud, silent reading and speed reading.

1). Reading Aloud

Reading aloud is very important device. It cannot look in achievement or

the goals because it is a great aid in developing our habits to practice. In reading

aloud the students will get experience in producing sound that be practiced as

many times as possible.

2). Silent Reading

Silent reading is tends to reinforce the readers to find out the meaning of

the words. This kind of reading skill is to criticize what is written and to discuss

something. Written means to draw inference or conclusion as well as to express a

new idea on the basis of what is in reading.

3). Speed Reading

This kind of reading is used to increase speed and comprehension in

reading. This skill of speed reading must with the main purpose of reading that is

a comprehension. The rate of speed reading however, depends on the kinds of

reading text or material. The rate of speed reading of a story will be different than

read a scientific material. Kasha divide who read two groups, for children reading

is about develop vocabulary and brand new connection on addition section, for

adult reading is a mental exercise to know whole new thing, at the sometimes to

develop fine learning system in learning: emotional, social, cognitive physical and

reflective.

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3. Reading Technique

Wood in Halima Tusadiyah (2007:11) indicated the types of reading are

important categories as follows:

1. Skimming

The eyes run quickly over the text to discover what is about the main idea

and the gist. Thus skimming occurs when the reader looks quickly at the contents

page of a book or at the chapter’s heading, subheadings etc. This is sometimes

called previewing. When the reader glances quickly through a newspaper to see

what the main items of the day are this will often mean just glancing at headlines.

What the reader goes through a particular passage such as newspaper article

merely to get the gist.

2. Scanning

The reader looks out for a particular item he believes in the text. The

scanning can be done to find name date and static or facts in a written text. The

eyes start quickly at the lines of a written.

3. Pre-Reading

Pre reading is a technique a reader uses before he begins to read the

material which will improve his comprehension. According to Mc. Whorter in

Rahmawati (2009:9) states that pre-reading involves looking only at those parts of

the reading material that will tell you what it is about or how it is organized.

Further he explains the portions to look at in reading a text book chapter are: (1)

Read the title (2) Read the interaction or opening paragraph (3) Read each bold

face heading (4) Nice any typographical aids (5)Notice any typographical aids (6)

Any graphs or pictures (7) Read the last paragraph or summary

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The technique is effectives because it helps a reader to give basic

information about the organization and content of the article to the reader. Based

on the quotes above the researcher concludes that there are three types of reading

skill. Those are essential for the students to read a story or passage easily.

4. Reading principles

Jeremy Harmer (2007:153) divides into six reading principles. They are:

1. Encourage students to read as often and as much as possible. The more

students read the better. Everything we should do encourage them to read

extensively. It is a good idea to discuss this principle with students

2. Students need to be engaged with what they are reading. Outside normal

lesson time when students are reading extensively they should be involved

in joyful reading. The teacher should try to help them get as much pleasure

from it as possible. But during lesson too we will do our best to ensure that

the students are engaged with the topic of reading text and the activities

that they are asked to do while dealing with.

3. Encourage students to respond to the content of a text.

It is important for students to study reading text in class in order to find

out such things as student way to use language the number of paragraphs

they contained how many times they use relative clause. But the meaning,

the message of the text is just important as this. As a result we must give

students a chance to respond to that message in some way.

4. Prediction is major factor in reading.

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When we read text in our own language, frequently have good ideas of the

contents before student actually start reading. Book covers give us a clue

what is in the book, photographs and headlines hint at articles are about we

can identify reports from their appearance before we read a single word.

5. Match the task to the topic when using intensive reading text.

Once a decision has been taken about what reading text the students are

going to read (based on the topic of the text). The teacher need to choose

good reading task the right kind of questions appropriate activities before

during and after reading and useful study exploitation. The most useful

and interesting text can be undermined by boring and inappropriate tasks.

6. Good teacher exploit reading text to the full.

Any reading text is full of sentences word ideas and description. Good

teachers integrate the reading text into interesting lesson sequences using

the topic for discussion and further tasks using the language for the study

and then activation, and using a range of activities to bring the text to life

5The Process in Reading.

According to Burns. (1984:12), there are eight processes in reading.

They are:

a. Sensory Process means perceives the printed symbol visually.

b. Perceptual Process means interpret what they see as symbols or words.

c. Sequential Process means follow the linear, logical, and grammatical

patterns of the written words.

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d. Associational Process means recognize the connection between symbols and

sounds, between words and what they represent.

e. Experiential Process means relate words back to direct experiences to give

the words meaning.

f. Thinking Process means make inferences from and evaluate the material.

g. Learning Process means remember what they learned in the past and

incorporate new ideas and facts.

h. Affective Process means deals with interest and attitudes that affect the task

of reading.

C. Concept of Reading Comprehension

1. Definition of reading comprehension

The following are some definitions of reading comprehension which have

been proposed by some expert:

1. Ophelia (1989:205) assumed that reading comprehension means the

understanding, evaluating, utilizing of information and gaining through an

interaction between author and reader.

2. Kustarto (1988:5) stated that reading comprehension is a term to needed to

understand and apply information contained within material.

3. Pearson and Comperell (1981:60 ) in Alexander et al (1988:11-12) stated

that lack of comprehension from a given passage may be accounted for in

at least three way:

a. The reader does not have appropriate schemata.

b. The clues provided by the author are not sufficient to suggest the

appropriate schemata

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c. The reader find a consistent interpretation that is not intended by the author

1. Good in Mc. Whorter (1993) defines that reading comprehension as an

interaction between thought and language.

2. Smith and Johnson (1980:128) assumed that reading comprehension

depend on many factors such as:

1. The reader’s ability to attend the printed idea.

2. The reader’s background knowledge to which new information must be

added.

3. The quality of lucidity writing itself

4. The reader’s purpose goal in reading text or material.

Based on the definition above the researcher has conclusion of reading

comprehension is level of understanding of a writing where in reading there are

interaction between the teacher and the students in the classroom. The students

can know the writer’s idea from the text that has read.

2. Categorizing Reading Comprehension

Comprehension involves thinking higher levels of comprehension would

obviously include higher of thinking. There are four categories of comprehension

according to Smith in Mansur (2002:13-14) they are:

1. Literal comprehension (reading in line)

Literal comprehension refers to the idea and facts that are directly stated on the

printed pages. The literal level of comprehension is fundamental to all reading

skill at any level because a reader must first understand what the writer said

before he can draw inference of make an evaluation. In other word this

category requires a lower level thinking skill than the others.

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2. Interpretation (reading between the lines)

This category demands a higher level of thinking ability because the question

of interpretation are concerned with answer that are not directly stated in the

text but they are suggested or implied to answer question at the interpretive

level the reader must have ability and able to work at various levels of

abstraction. The interpretation level is the one at which the most confusion

exists. The confusion concerns the term inference. Inference may by defined as

something that is not directly stated but suggested in the statement a logical

conclusion that is drawn from the statements a dedication and induction.

3. Critical Reading (reading beyond lines)

Critical reading is higher than the other level of comprehension (literal and

interpretation level) because it involves evaluation personal judgment. In

addition, a reader must be able to collect, interpret, apply, analyze and

synthesize the information to criticize of merit for example in those part of the

material where the writer has expressed his ideas or his facts better perhaps

than other writer on some subjects.

4. Creative reading

Creative reading uses different thinking skill to go beyond the literal

comprehension, interpretation and critical-reading level. In creative reading,

the reader’s tries to come up with new or alternative solutions to these

presented by the writer.

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3. The Process of Reading Comprehension

Davies and Whitney (1983: 11) states there are three vital process involved in

reading comprehension, as follows:

a. Previewing-scanning, searching, reading bits (heading, illusrations,

paragraph openers) and setting p some expectation.

b. Predicting: making guesses which are imformed these expectation,

knowledger of the subject, the writer, the type or time of writing, of the

lkely concepts, contents or conventions.

c. Checking: comfirmng, exchancing or extending predictions or pre-

knowledge by using feartures within the text or resources outside it.

The process above must be done onderly since its aim is to make the

students better guessers. Thework is directed as setting up situation where

students work closely as individals or together in teaching ot meaning, by gessing

immediate context, wider context, part of specch or part od words.

In connection with the reading activities, the process of the teaching

learning should be task-oriented; in the sense that the students have to do or

perform somethingbabed on the task given. Terefore the students in the learning

reading have to do exercises and activities that the teacher instructs them to do or

based on the instruction given in text selection.

4. Factors Influencing Reading Comprehension

There are external factors in reading comprehension. All of which share

the success in reading comprehension.

a. Motivation

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Motivation is very important, the success and failure in reading depends

one’s motivation to read, when the students have high motivation to read they will

work hard to ever come the difficult material. One’s motivation could be

influenced by internal and external factors, such as the material used by the

teacher and prior knowledge.

b. Concentration

Concentration means to factors our attention clearly on a purpose.

Concentration is very easy to do if we are interested in what we read.

c. Teacher’s Guidance

Teacher guidance influences how the students understand particular

assignment because lack of sufficient guidance may also the major factor in low

reading comprehension.

d. The length and the difficulty of materials influence readers for reading.

e. Vocabulary acquisition and the ability form concepts are essential for

reading.

5. Developing Reading Comprehension

William (1983:96), there are five to developing reading skill that are

commonly know, they are:

a. Finding Main Ideas and Supporting Skill

The most valuable reading comprehension skill are the probably the

ability to determine the most importance thing in out her is saying. Read the

following paragraph to see if you can distinguish between essential and non-

essential information between the main idea and supporting details.

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b. Skimming of specific information

It is not always necessary to read every word if passage. Your purpose

for reading something determines how closely you should read it. Once know

what your purpose is, skimming is valuable procedure. Skimming through a

passage involves reading very fast in order to reacquire main ideas and

supporting details while skipping (not reading) parts that are relevant to your

reading purpose.

c. Defining words from Context

As we probably know, the text way to improve your vocabulary is to

read as often and so much as possible, we sometimes learn award what we

don’t know by looking at it is need in a sentence that is, by looking at its

contexts.

d. Making inference

There are two basic kinds of reading comprehension, when you are

able to use the author’s words to answer a comprehension question; it is your

factual comprehension that is being tested. Sometimes however the information

is not directly stated, so we must infer a meaning using your own reasoning

and logic. This type of understanding is sometimes referred to as inferential

comprehension.

e. Understanding advertisement

Writers of advertising copy are amateur psychologist. They know just

what will appeal to our instincts and emotions. In general, they are major

areas in our nature at which advertising aims preservation, pride and

pleasure

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D. Concept of Directed Reading Thinking Activity (DRTA)

1. Defenition of Directed Reading Thinking Activity (DRTA)

DR-TA is a technique developed by Russell Stauffer (1969). DR-TA

encourages students to make predictions while they are reading. After reading

segments of a text, students stop, confirm or revise previous predictions and

make new predictions about what they will read next.

The Directed Reading Thinking Activity (DRTA) is a comprehension

strategy that guides students in asking questions about a text, making

predictions, and then reading to confirm or refute their predictions. The DRTA

process encourages students to be active and thoughtful readers, enhancing

their comprehension.

“DRTA encourages students to make predictions while they are reading.

After reading segments of a text, students stop, confirm or revise previous

predictions and make new predictions about what they will read next” used to

make predictions judgments and for evidence verification. Allows the students

to read with a purpose; students read to confirm and revise predicts they made

or are making; students can use their own experiences to help comprehend the

text or the message of the author.(Conner, 2006).

The Directed Reading Thinking Activity (DRTA) is a produce teachers

use to scaffold and extend students’ thinking regarding their reading content.

The teacher guides students to :

a) Activates their prior knowledge for the topic/content of the text to

be read.

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b) Hypothesize about what might be addressed in text

c) Establish purposes for reading the text.

The students reads through the text confirming, revising, and

rejecting hypotheses, Allen, J. (2004).

2. The purposes of The Directed Reading Thinking Activity (DRTA)

According to Conner, 2006 in Bradley states that the purposes of

DRTA are follow:

a) Teacher can obtain the students prior knowledge of the

topic or the text.

b) Encourages students to monitor their comprehension while

they are reading.

c) Allows the students to set a purpose for reading. (students

read to confirm and revise predictions they they are

making)

d) To use the DRTA, teacher give students a text selection and

ask them to read the title, a few sampled lines of text and

e) Examine the pictures to develop hypotheses about the text.

f) Students generate hypotheses as they read from the text and

from their own experiential backgrounds.

g) Determine the purpose for reading

h) Use prediction when reading text

i) Make decisions based on readings.

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3. The Application Of Directed Reading Thinking Activity (DRTA)

Teacher should follow the steps below when creating a DRTA ,

Adlit.org. (2008), namely :

a) Determine the text to be used and pre-select points for students

to pause during the reading process.

b) Introduce the text, the purpose of the DRTA , and provide

examples of how to make predictions. Note: Be aware of the

reading levels of each students, and prepared to provide

appropriate questions prompts and support as needed.

c) Use the following outline to guide the procedure:

D= DIRECT. Teachers direct and activate students thinking prior to

reading a passage by scanning the title, chapter heading, illustrations and other

materials. Teacher should open-ended questions to direct students as they

make predictions about the content or perspective of the text.

R=READING. Students read up to the first pre-selected stopping point.

The teacher the prompts. The students with questions about specific

information and asks them to evaluate their predictions and refine them

necessary. This process should be continued until students have read each

section of the passage.

T=THINKING. At the end of each section, students go back through the

text and think about their predictions. Students should verify or modify their

predictions by finding supporting statements in the text. The teacher aks

questions such as:

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o What do you think about your predictions now?

o What did you find in the text to prove your prediction?

o What did you read in the text made you change your predictions?

4. Steps in Using The Directed Reading Thinking Activity (DRTA)

According to Allen,J. (2004) states that there are some steps are

doing in using DRTA, namely:

a) At the beginning of a new story, chapter, unit, or article have

students preview the text by reading the title, nothing picture,

graphs, illustrations, subtitles, and reading the introductory

paragraph included in the story or read the title and first

paragraph to the students.

b) Based on the information that students reviewed, ask the

students to make logical predictions about what they think will

happen in the text.

c) The students read to a place in the text that makes a logical stop

point.

d) When the students have completed reading to the logical stop

point, lead a conversation on the accuracy of their predictions.

After the discussion, have the students make new predictions

based on references in the text to defend their hypotheses.

e) Repeat the process until the students complete the text.

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E. The Concept of Narrative Text.

1. Definition of narrative text

Narrative Text is one of teks (genre) yang biasa digunakan untuk menulis

dongeng atau cerita maupun kejadian diwaktu lampau yang mengandung

permasalahan (complication), yang mempunyai langkah-langkah retorika (generic

structure) yang terdiri dari: orientation, complication, resolution dan re-orientation

jika ada (optional).

The Generic Structure of Narrative Text

Orientation:

(Beginning or

introduction)

Introduces main characters, setting and time

The opening paragraph introduces characters / participants of the story and

sets the scene (it answers the questions who, when, what and where)

Complication:

(Middle)

The problem happens among the characters

It is about the problems which involve the main characters in the story

developed

Resolution:

(Ending)

The problem is dissolved

It is about how the problems in the story are solved (better or worse).

Here, the main characters find ways to solve the problems.

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Language Feature Analysis

• Using saying verb; answered

• Using thinking verb; saw, was surprised to

• Using action verb; danced

• Using time conjunction; once, one day

• Using connectives; after, the next day

• Using past tense; there was a young girl named Cinderella, Cinderella

was having a wonderfully good time

Social Function of Narrative Texts

The purpose is to entertain, create, stimulate emotions, motivate, give and

teach readers.

A narrative text usually has a moral value.

A narrative text may include folktales, myths, legends, etc.

Grammar

Ciri kebahasaan (lexica grammatical) dalam teks naratif di antaranya yaitu:

Menggunakan Past Tense namun dapat pula dengan present tense.

Nouns phrases sebagai subject maupun object.

Content verbs bentuk lampau (past verbs) seperti, reigned, ordered,

cursed, turned, married, dsb.

Adjectives yang menerangkan keadaan kata benda di baliknya dan

membentuk noun phrases, misalnya, long black hair, two red apples, dsb.

Time sequenceconjunctions untuk mengurutkan kejadian-kejadian,

misalnya then, before that, after that, soon, when, finally, first, dsb.

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Time expressions (ungkapan waktu) seperti once upon a time, long ago,

oneday, dsb.

2. Main Idea

The main idea is the most important idea of a paragraph. A main idea is often

stated in the first sentence of a paragraph. A main is what the paragraph is all

about. A paragraph is a group of sentences related to a particular topic, or central

theme. Every paragraph has a key concept or main idea. The main idea is the most

important piece of information the author wants’ you to know about the concept

of that paragraph. When authors write they have an idea in mind that they are

trying to get across. This is especially as authors compose paragraphs. An author

organizes each paragraph’s main idea and supporting details in support of the

topic or central theme, and each paragraph supports the paragraph preceding it.

A writer will stated his/ her main idea somewhere in the paragraph. So, the

main idea may be stated at the beginning, in the middle, or at the end of the

paragraph.

the ways founded main idea, such as:

1. To identify a main idea that is directly expressed in the text.

a. Main ideas are often found at the beginning of paragraphs. The first

sentence often explains the subject being discussed in the passage.

b. Main ideas are also found in the concluding sentences osf a paragraph.

The main idea can be expressed as a summation of the information in

the paragraph as well a link to the information in the next paragraph.

29

2. The main idea is not always clearly stated. It is more difficult to identify a

main idea when it is inferred or implied. It can be implied through other

words in the paragraph. An implied main idea can be found in several ways.

a. Several sentences in a paragraph can imply the main idea by introducing

facts about the topic before actually stating the topic.

b. Implied ideas can be drawn from facts, reasons, or examples that give

hints or suggestions concerning the main idea in the selected text.

c. Try the passage below to see if you can pick out the main idea.

30

F. Conceptual Framework

The conceptual framework in this research were systematically below and

underlying the research is given the following diagram:

INPUT

INPUT

Reading materials

PROCESS

- Choose a text (can

be fiction or

expository)

- Activate the

students prior

knowledge

- Have students

make predictions

about what might

happen in the text

- Students will read

a section of the

text.

- Students should

then confirm or

revise their old

predictions and

make new

predictions before

reading more

- Continue steps 4

and 5 until the

student are done

reading.

Output

The students’ reading

comprehension

31

Based on the diagram above we can conclude that reading refers to the

material is going to read and DRTA teaching refers to the use of strategy in

teaching reading material. Refers to the process to getting of data from teaching

and learning process through DRTA teaching strategy and reading comprehension

refers to the students comprehend the text through literal comprehension to

increase the students reading comprehension refers to the students’ increase in

comprehend the reading material after using DRTA (Directed Reading Thinking

Activity )teaching strategy.

Zimelmant,G et,(2004) state reading means getting meaning from print.

Reading is not phonic, vocabulary, syllabication, or other “skill” as use full as

these activates may be . the essence if reading is a transaction between the words

of an author and the mind of reader, during which meaning constructed. The mean

that main goals of reading instruction must be comprehension: above all the

researcher want readers to understand what is on page.

DRTA encourages students to make predictions while they are reading.

After reading segments of a text, students stop, confirm or revise previous

predictions, and make new predictions about what they will read next.

32

CHAPTER III

RESEARCH METHOD

A. Research Design

The research was pre-experimental research method with one group of

experimental group of pre-test and group post-test design. The group was give

pretest before give treatment. The research design present as follows:

O1 X O2

Notes:

O1 : pretest

X : treatment

O2 : posttest

(Gay in Hirawati, 2010)

B .Variables and Indicators of the Research

This research consists of two variables. They were:

1. Independent variable is use The Directed Reading Thinking Activity

(DRTA).

2. Dependent variable of this research was consisted to enhancing students’

reading comprehension

The following are the main indicators of each variable:

The indicator of the research was conducted to DRTA to improve reading

comprehension covers to main idea.

29

33

C. Research Hypothesis

The hypothesis of the research presented as follows:

H1 (Alternative hypothesis) : There was a significant difference of the

students’ reading comprehension before and after

presenting reading material by DTRA Strategy .

(H0) Null hypothesis : There was no significant result students’ reading

comprehension before and after giving treatment.

D. Population and Sample

a. Population

The population of this research was the second year students of SMK

Neg.6 Jeneponto academic year 2014/2015. Consist of 32 students (1

class)

b. Sample

The researcher toke only one class as the sample and respondent of this

research. The number of the sample is 32 students is the second year. This

sample was using purposive sampling technique.

E. Research Instrument

The instrument of this research was a text about narrative reading . The reading

test was administrated in the pre-test and the post-test. The test consisted of 10

essay test. The researcher choose essay test because the students can comprehend

the material while the post-test was intended to know the students’ reading

comprehension.

34

F. Data Collection

The procedures of collecting data in this research were as follow:

1. Pre-test

The pre-test was given with the following procedure:

a. The researcher explained about the text of students.

b. The researcher distributes reading text.

c. The researcher given 25 minutes for each student to read text and

answer the question based on the passage.

2. Treatment

The treatment was given with the following procedure:

a. The researcher explained about DRTA strategy.

b. After that the researcher explained about text.

c. The teacher explained about main idea

d. The teacher given example about text and read the text.

e. The teacher given exercise and the students work.

3. Post-test.

In post-test, the researchers give the objective test that had been given in

the pre-test, which the same as pre-test form. After give treatment, the researchers

give the posttest for the experimental class. It aim at finding out the result of

treatment.

35

G. Data Analysis

The data analysis in Pre-Experimental design from the test was to analyzed

with:

To analysis the data, the researcher employed the formula as follows:

1. Scoring the students’ correct answer of pre-test and post-test by using

formula

Score

2. Calculating the mean score of the students’ pre-test and post-test:

𝑋

Where:

X = The means score

∑X = The sum of all score

N = The total number of subjects

(Gay, in Harisman 1981:223)

3. After tabulating and analyze the data, the research classified the score into

seven categories standard of evaluating as follows:

Table 1

(Depdikbud 1985: 6)

No. Score Classification

1. 9.6 - 10 Excellent

2. 8.6 – 9.5 Very good

3. 7.6 – 8.5 Good

4. 6.6 – 7.5 Fairly good

5. 5.6 – 6.5 Fairly

6. 3.6 – 5.5 Poor

7. 0 – 3.5 Very poor

Total

36

4. To find out of the students’ frequency and rate percentage the formula

follows:

P =

x 100%

Meanings:

P = The students’ percentage

fq = The number of correct answer/frequency

N = The total number of students

(Gay, in Harisman 1985)

5. Calculating the value of test to indicate the significance between the mean

of pre- and post-test, the research formulated the following formula:

√ ( )

( )

Meanings:

t = Test of significance

D = The means score difference

∑D = The sum of total score different

∑ 2 = The square of total score difference

1 = Constant number

N = The total of students

(Gay, in Harisman 1981: 331)

6. Finding out the students standard deviation by using formula:

√

( )

Meanings:

37

SD = Standard Deviation

( 𝑋) = The Square of all sum

𝑋 = The sum of all Score

N = Total of an Example

(Gay, in Harisman 1981:298)

38

CHAPTER IV

FINDINGS AND DISCUSSIONS

A. Findings

1. Students’ Reading Comprehension

a. Result Improvement of Students’ Reading Comprehension

The researcher took his research with the title “Improving the students’

Reading Comprehension through Directed Reading Thinking Activity( DRTA)

strategy at the second grade students of SMK NEG.6 Jeneponto furthermore, the

narrative reading comprehension of the students is thought throught Directed

Reading Thinking Activity( DRTA) improving in narrative reading could be see

in following table.

Table 1: Result of Improvement of Students’ Reading Comprehension

Percentage Improvement

Pre-test Post-test Improvement

7.55% 8.96% 36%

Research findings above indicate there is improvement of students’ reading

comprehension through Directed Reading Thinking Activity ( DRTA) where

mean score of students in the pre test 7.55 %, after conducted in Post-test mean

35

5

39

score improvement become 8.96%, and also through Directed Reading Thinking

Activity( DRTA) improving was success, because the result improving is 36%.

The improvement of the students’ mean score in Post-Test, and Pre-test

also can be seen on the following diagram:

Diagram 1: The Improvement of Students’ Mean Score

Result improvement of students’ mean score on reading comprehension

above showing mean score in Pre-Test is 7.55, and Post-test 8.96 improvement

mean score of is 39. Based of this result hence researcher assessed that students

was complete on reading comprehension and it was indicated the application of

Directed Reading Thinking Activity( DRTA) strategy is significant in improving

the students’ reading comprehension at the second grade students of SMK NEG.6

Jeneponto.

0

10

20

30

40

50

60

70

80

90

100

Mean Score

36%

7.55%

8.96%

40

2. The rate Percentage and Frequency of the Pre-test and Post-test

Students’ score of pre-test and post-test were classified into some criteria and

the percentage of the students score of pre-test and post-test are presented in the

following table:

Table 2: The rate percentage and frequency of score in pre-test

No. Classification Score Frequency Percentage

1. Excellent 9.6 – 10 0 0

2. very good 8.6 – 9.5 6 18.75%

3. Good 7.6 – 8.5 14 43.75%

4. fairly good 6.6 – 7.5 5 15.62%

5. Fair 5.6 – 6.5 6 18.75%

6. Poor 3.6 – 5.5 1 3.12%

7. very poor 0 – 3.5 0 0

Total 32 100%

The Table 2 above shows that the rate percentage of score in pre-test from

32 students. No one of the students got excellent and there 6 students (18.75%)

got very good score, 14 students (43.75%) got good score, 5 students ( 15.62% )

got fairly good score, 6 students ( 18.75% ) got fair score, and 1 student ( 3.12% )

got poor score, and no one of students got very poor score.

Table 3: The rate percentage and frequency of score in post-test


1. Excellent 9.6 – 10 5 15.62%

2. very good 8.6 – 95 22 68.75%

3. Good 7.6 – 8.5 5 15.62%

4. fairly good 6.6 – 7.5 0 0

5. Fair 5.6 – 6.5 0 0

6. Poor 3.6 – 5.5 0 0

7. very poor 0 – 3.5 0 0

Total 32 100%

The table 3 above shows that the rate percentage of score in post-test from

32 students as table 2 above shows that there 5 students (15.62%) got excellent

41

score, 22 students (68.75% ) got very good score, 5 students (15.62%) got good

score, and none of students got fairly good, fair, poor and very poor score.

3. The Classification of Students’ Pre-test and Post-test Score

Table 4: The rate percentage of score in pre-test


1. Excellent 9.6 – 10 0 0

2. very good 8.6 – 9.5 5 15.62%

3. Good 7.6 – 8.5 14 43.75%

4. fairly good 6.6 – 7,5 4 12.5%

5. Fair 5.6 – 6.5 6 18.75

6. Poor 3.6 – 5.5 3 9.37

7. very poor 0 – 3.5 0 0

Total 32 100%

The Table 4 above shows that the rate percentage of score in pre-test from

32 students, no one of the student got excellent score, 5 students (15.62 %) got

very good score, 14 students (43.75%) got good score, 4 students (12.5%) got

fairly good, 6 students (18.75%) got fair score, 3 students (9.37%) got poor and 5

and no one students got very poor score.

Table 5: The rate percentage of score in post-test


1. Excellent 9.6 – 10 1 3.12%

2. very good 8.6 – 9.5 11 43.37%

3. Good 7.6 – 8.5 10 31.25%

4. fairly good 6.6 – 7.5 8 25%

5. Fair 5.6 – 6.5 2 6.25%

6. Poor 3.6 – 5.5 0 0

7. very poor 0 – 3.5 0 0

Total 32 100%

The Table 5 shows that the rate percentage of score in post-test from 32

students. There was 1 students (3.12%) got excellent score, 11 students (43.37)

got very good score, 10 students (31.75%) got good score, 8 students ( 25%) got

42

fairly good score , 2 students ( 6.25%) got fair, and none students got poor score

and very poor score.

Based on the table 3 and 5, can be conclude that the rate percentage in

post-test was greater than the rate percentage in pre-test. It is more clearly shown

in the graphic below:

Diagram 2: The rate percentage of score in pre-test and post-test

3. The Mean Score and Standard Deviation in pre-test and posttest

After calculating the result of the students score, the mean score and standard

deviation of class be presented in the following table :

Table 6: the mean score and standard deviation in pre-test and

Posttest

Class Mean Score Standard Deviation

Pre-test 7.55 0.336

posttest 8.96 0.540

The Table 6 above shows that, the mean score of in pre-test was (7.55) and

the standard deviation in pre-test was (0.336), while the mean score in posttest

0

5

10

15

20

25

30

Excellent Good Avrage Poor Very Poor

0

9

16

5

0 2

28

0 0 0

29

1 0 0 0

43

was (8.96) and its standard deviation was (0.540). It means that, the mean score of

Pre-test was lower than mean score posttest.

The significant score between pre-test and posttest can be known by using t-

test. The result of t-test can be seen in table 7 as follows:

Table 7: Distribution the value of t-test and t-table in posttest

Variable t-test value t-table value

postest 9.72 2.0395

The Table 7 above shows that t-test value was great than t-table. Because

after giving treatment the students at SMK NEG 6 Kab.Jenepeonto, the researcher

find significant increase reading comprehension. The result of the test shows there

was significant difference between t-test and t-table in posttest (9.72<2.0395), it

means that, t-test was higher than t-table.

The result of the t-test statistical analysis shows that there is significant

difference between the pre-test who get treatment through with posttest who get

treatment by verbal explanation, eventhough different both of them is not enough

high. The statement is proved by the t-test value in posttest ( 9.72 ) which higher

than t-table value (2.0395), at the lavel of significance 0.05 and the degree of

freedom N - 1= 32 -1= 31

44

Diagram 3: Result Improvement of Students’ Activity in Learning Process

Diagram of result improvement of students’ activity in learning process

above showing result improvement in the class that is the first meeting 62.5%

students assessed active in class, second meeting 66.66%, and third meeting

71.66% and fourth meeting students improve become 77.5%.

Based of this result researcher found percentage improvement of students’

activity in learning process to clearly seen diagram above.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

First Meeting Second Meeting Third Meeting1 Fourt Meeting

45

Diagram 3: Percentage Improvement Students’ Activity through

Directed Reading Thinking Activity( DRTA)

Research findings of students’ activity through Directed Reading Thinking

Activity( DRTA) Strategy showing improvement activeness of students in

learning process that is the pre-test 7.55% students’ found active and the improve

becoming 8.96% students assessed active in learning process. These results

indicate that applied Directed Reading Thinking Activity( DRTA) Strategy in

improving students’ activity has success .

B. Discussion

The description of the data collected through Directed Reading Thinking

Activity( DRTA) strategy describe in the previous section shows that the students’

literal reading comprehension have increase. It is support by the frequency and the

rate percentage of the result of the student’s score of pre-test and post-test. The

65%

70%

75%

80%

85%

90%

75%

89%

pre-test post-test

46

student’s score after presenting in teaching literal reading comprehension reading

by Directed Reading Thinking Activity( DRTA) teaching strategy is better than

before giving to the student’s treatment.

The students were interest in learning reading by using Directed Reading

Thinking Activity( DRTA) strategy as shown on the table. Base on the result of t-

test, the researcher found that there is a significant difference between the results

of pre-test and post-test. It means that there is a significant difference result of the

pre-test before and after teaching and learning process by using Directed Reading

Thinking Activity( DRTA) strategy Because learned by using an interesting

strategy that could enlarge their new experience and knowledge. Relating to the

data collected through the pre-test and post-test, it is show the student’s reading

comprehension SMK NEG.6 Kab.Jeneponto is good. The mean score in pre-test

was (7.55) and the standard deviation in pre-test was (0.336), while the mean

score in post-test was (8.96) and its standard deviation was (0.540). It means that

the mean score of posttest is lower than mean score of pre-test.

It is support by the frequency and the rate percentage of the result of the

student’s score of pre-test and post-test. The students’ score after presenting in

teaching reading by using Directed Reading Thinking Activity( DRTA) strategy

strategy was better than before the treatment was given to the students. The result

of the test show there is significance different between t-table and t-test

(2.0395<9.72), that t-table was lower than t-test.

It means that the researches indicate that generally the students is very

interesting in the material that the researches present and have a good ability in

47

reading comprehension. In other word, the application of Directed Reading

Thinking Activity( DRTA) strategy strategy is effective in teaching literal reading

comprehension. This line with the students’ was increasing score of pre-test and

post-test. Finally, the researchers conclude that the use directed reading thinking

activity (DRTA) strategy was effective to increase the students’ in literal reading

comprehension.

48

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two parts. The first part presents some conclusions

based on the data analysis and findings in the previous chapter. The second part

presents some suggestions based on the findings and conclusions of this research.

A. Conclusion

After conclusion the reserarcher about application of Directed Reading

Thinking Activity Strategy at SMK NEG.6 Jeneponto and based on the researcher

finding in previous chapter, the researcher puts the follows conclusion is the

narrative reading comprehension at the second grade students of SMK NEG.6

Jeneponto was very effective after using Directed Reading Thinking Activity(

DRTA) strategy ,it was proved by score in pre-test 7.55 the improving in narrative

reading comprehension ability at the second grade students of SMK NEG.6

Jeneponto was very effective after using Directed Reading Thinking Activity(

DRTA) strategy it was proved by the mean score post-test 8.96 and the t.test was

9.72 which higher that t-table (2,0395). The students were interested in learning

narrative reading comprehension using Directed Reading Thinking Activity

( DRTA) strategy.

49

B. Suggestion

Based on the conclusion presented in the previous sub-chapter, the writer

tries to give some suggestions for the future research about the English teaching

method or technique as follows:

1. For the English teacher

a. The teacher suggested to use learning method in teaching process such

as Directed Reading Thinking Activity ( DRTA) strategy

b. If order to make the class more active, the teacher suggested to do

Directed Reading Thinking Activity( DRTA) strategy because it can

arouse the students’ motivation to read English material

c. The teacher should pay attention to guided their students in order to

how to comprehend the reading materials so they can write down it

with their own words in narration.

d. The teacher had better give more the materials of reading to the

students in order to intensify the students achievement in English

reading.

e. The teacher suggested to ask the students to keep on reading and

writing.

f. The teacher had better to simulate the students to read.

2. For the students

a. Reading is a window of knowledge , so the students should be

encouraging reading

45

50

b. The students had better to keep on reading with various materials of

reading

c. The students should train in English reading, so the influence of

mother tongue will be decreasing.

51

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53

APPENDIX A

PRE–TEST AND POST-TEST

54

Read the short text carefully and answer the question!

Once, when a lion was as sleep, a little mouse began running up and down

upon him; this soon awakened the lion, which placed his huge paw upon him, and

opened his big jaws to swallow him. “Pardon, O king, “cried the little mouse,

“Forgive me this time, I shall never forget it; who knows but what I may be able

to do you a turn some of these days?”

The lion was so tickled at the idea of the mouse being able to help me that

he lifted up his paw and let him go.

Sometime after, the lion was caught in a trap and the hunters, who desired

to carry him alive to the king, tied him to a tree while they went in search of a

wagon to carry him on.

Just then the little mouse happened to pass by and see the sad plight in

which the lion was. He when up to the lion and soon gnawed away the ropes that

bound the king of the beasts. “Wasn’t I right?”, said the little mouse.

Answer the question

1. What is the title of the text?

2. What is the main idea of the text?

3. How is the Mouse character in this story?

4. What is happened of Lion in this story?

5. Make summary from the text!

55

Teaching Material

3. NARRATIVE TEXT

Narrative Text adalah salah satu jenis teks (genre) yang biasa digunakan

untuk menulis dongeng atau cerita maupun kejadian diwaktu lampau yang

mengandung permasalahan (complication), yang mempunyai langkah-langkah

retorika (generic structure) yang terdiri dari: orientation, complication, resolution

dan re-orientation jika ada (optional).


Orientation:

(Beginning or

introduction)




Complication:

(Middle)



developed

Resolution:

(Ending)




Example of narrative text

Once upon a time, there was a young girl named Cinderella. She lived with

her step mother and two step sisters in a beautiful village. The step mother and

sisters were conceited and bad tempered. They treated Cinderella very badly. Her

56

step mother made Cinderella do the hardest works in the house; such as scrubbing

the floor, cleaning the pot and pan and preparing the food for the family.

The two step sisters, on the other hand, did not work about the house.

Their mother gave them many handsome dresses to wear.

One day, the two step sister received an invitation to the ball that the king’s

son was going to give at the palace. They were excited about this and spent so

much time choosing the dresses they would wear. At last, the day of the ball came,

and away went the sisters to it. Cinderella could not help crying after they had

left.

“Why are crying, Cinderella?” a voice asked. She looked up and saw her fairy

godmother standing beside her, “because I want so much to go to the ball” said

Cinderella. “Well” said the godmother,”you’ve been such a cheerful, hardworking,

uncomplaining girl that I am going to see that you do go to the ball”.

Magically, the fairy godmother changed a pumpkin into a fine coach and

mice into a coachman and two footmen. Her godmother tapped Cinderella’s raged

dress with her wand, and it became a beautiful ball gown. Then she gave her a

pair of pretty glass slippers. “Now, Cinderella”, she said; “You must leave before

midnight”. Then aay she drove in her beautiful coach.

Cinderella was having a wonderfully good time. She danced again and

again with the king’s son. Suddenly the clock began to strike twelve, she ran

toward the door as quickly as she could. In her hurry, one of her glass slipper was

left behind.

A few days later, the king’ son proclaimed that he would marry the girl

whose feet fitted the glass slipper. Her step sisters tried on the slipper but it was

too small for them, no matter how hard they squeezed their toes into it. In the end,

the king’s page let Cinderella try on the slipper. She stuck out her foot and the

page slipped the slipper on. It fitted perfectly.

Finally, she was driven to the palace. The king’s son was overjoyed to see

her again. They were married and live happily ever after.

57











teach readers.



Grammar

Ciri kebahasaan (lexica grammatical) dalam teks naratifdi antaranya yaitu:









58


oneday, dsb.

4. Main Idea










Contoh soal



3. What is the Cinderella character in the story?

4. Where the Cinderella lived in this text?

5. Make the summary from the text!

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

59

Nama Sekolah : SMK NEG 6 Kab Jeneponto

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI / II

Alokasi waktu : 2 x 45 menit

Skill : Reading

Pertemuan : ke 1

B. Standar Kompetensi

Memahami makna dalam teks fungsional pendek dan esai berbentuk narrative,

spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk

mengakses ilmu pengetahuan.

C. Kompetensi Dasar

Merespon makna dalam teks fungsional pendek (misalnya banner, pamphlet,

poster, dll.) resmi dan tidak resmi yang menggunakan ragam dalam bahasa

tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.

D. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

1. Membaca nyaring

2. Menentukan ide pokok dalam teks dan dapat membuat ringkasan dari teks

Karakter siswa yang diharapkan:

- Rasa berbagi

- Persahabatan

- Komunikatif

E. Materi Pembelajaran

60

Narrative text

Once upon a time, there was a young girl named Cinderella. She lived with her

step mother and two step sisters in a beautiful village. The step mother and sisters

were conceited and bad tempered. They treated Cinderella very badly. Her step

mother made Cinderella do the hardest works in the house; such as scrubbing the

floor, cleaning the pot and pan and preparing the food for the family.






and away went the sisters to it. Cinderella could not help crying after they had

left.













left behind.



61






F. Metode Pembelajaran

DRTA strategi

G. Langkah-langkah Pembelajaran

I. Kegiatan Awal

Mengucapkan salam dengan ramah pada siswa ketika memasuki ruang kelas

(Nilai yang ditanamkan santun, peduli)

Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)

Mengkaitkan materi/kompetensi yang akan di pelajari dengan karakter

II.Kegiatan inti

Eksplorasi

Dalam kegiatan eksplorasi guru:

Memberikan stimulus berupa pemberian materi berbentuk: teks

narrative

Mendiskusikan materi bersama siswa (buku: bahan ajar Bahasa Inggris

mengenai berbentuk: teks narrative

Siswa diminta membahas contoh soal dalam buku: Bahan Ajar Bahasa

Inggris mengenai monolog berbentuk: narrative.

Elaborasi

Dalam kegiatan elaborasi guru:

62

At the beginning of a new story, chapter, unit, or article have





Based on the information that students reviewed, ask the


happen in the text.

The students read to a place in the text that makes a logical

stop point.

When the students have completed reading to the logical stop




Repeat the process until the students complete the text.

III. Kegiatan akhir

Guru dan siswa`sama-sama membuat rangkuman dari materi.

Guru dan siswa melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan.

Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi.

Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H. Sumber/Bahan/Alat

63

Buku paket SMA yang relevan

Teks bacaan

Soal latihan:

Answer the questions based on the text





5. What is happened in the story?

Makassar, Mei 2015

Mahasiswa

Hasnawati



64




Skill : Reading

Pertemuan : ke 2

A. Kompetensi

Memahami makna dalam teks fungsional pendek dan esai berbentuk recount

teks dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu

pengetahuan.

B. Kompetensi Dasar

Merespon makna dalam teks fungsional pendek resmi dan tidak resmi yang

menggunakan ragam dalam bahasa tulis secara akurat, lancar, dan berterima

dalam konteks kehidupan sehari-hari.

C. Tujuan Pembelajaran


1. Membaca nyaring

2. Mengidentifikasi ide pokok dalam cerita dan bisa membuat ringkasan


- Cermat

- Teliti

- Komunikatif

D. Materi Pembelajaran

65

One day Nasreddin went to a dinner party. He was wearing old clothes .When

he came, nobody looked at him and nobody give him a seat so Nasreddin went

home and put on his best clothes and went back to the party. The host at once got

up and came to meet him. He offered him to the best table and gave him a good

seat and offered him the best food. Nasreddin sat and put this coat in the food and

said, Eat coat!” the guests were very surprised and asked him, “What are you

doing, Nasreddin?”

“When I came with my old clothes, nobody looked at me. Then, I went home

and came back in my best clothes and you gave me the best food and drink so you

gave food to my clothes instead of me.”

E. Metode Pembelajaran

DRTA strategi

F.Langkah-Langkah Kegiatan

I.Kegiatan Pendahuluan

I. Kegiatan Awal





II.Kegiatan inti

Eksplorasi


Memberikan stimulus berupa pemberian materi berbentuk: recount

66


mengenai berbentuk: teks recount


Inggris mengenai monolog berbentuk recount

Elaborasi


Guru menjelaskan tentang materi yang akan diajarkan.

Guru menyampaikan tujuan dari pembelajaran

Guru membagi peserta didik untuk berpasangan

Guru memberikan topic atau wacana untuk dibaca dan di buatkan

ringkasannya.

Siswa membacakan hasil tugasnya selengkap mungkin. Siswa yang

lain, menyimak dan memperhatikan hasil kerja temannya yang kurang

lengkap.

Bertukar peran, semula sebagai pembicara ditukar menjadi pendengar

dan seabaliknya. Serta melakukan seperti diatas.

Guru bersama siswa menyimpulkan materi.

Konfirmasi

Dalam kegiatan konfirmasi, guru:

Memberikan umpan balik positif dan penguatan dalam bentuk lisan,

tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta didik,

Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi peserta

didik melalui berbagai sumber,

67

Memfasilitasi peserta didik melakukan refleksi untuk memperoleh

pengalaman belajar yang telah dilakukan,

Memfasilitasi peserta didik untuk memperoleh pengalaman yang bermakna

dalam mencapai kompetensi dasar:

Berfungsi sebagai narasumber dan fasilitator dalam menjawab pertanyaan

peserta didik yang menghadapi kesulitan, dengan menggunakan bahasa

yang baku dan benar;

Membantu menyelesaikan masalah;

Memberi acuan agar peserta didik dapat melakukan pengecekan hasil

eksplorasi;

Memberi informasi untuk bereksplorasi lebih jauh;

Memberikan motivasi kepada peserta didik yang kurang atau belum

berpartisipasi aktif.

Guru bertanya jawab tentang hal-hal yang belum diktahui siswa

Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,

memberikan penguatan dan penyimpulan

III. Kegiatan Penutup

Dalam kegiatan penutup, guru:

a. bersama-sama dengan peserta didik dan/atau sendiri membuat

rangkuman/simpulan pelajaran;

b. melakukan penilaian dan/atau refleksi terhadap kegiatan yang

sudah dilaksanakan secara konsisten dan terprogram;

68

c. memberikan umpan balik terhadap proses dan hasil

pembelajaran;

d. merencanakan kegiatan tindak lanjut dalam bentuk

pembelajaran remedi, program pengayaan, layanan konseling

dan/atau memberikan tugas baik tugas individual maupun

kelompok sesuai dengan hasil belajar peserta didik;

e. menyampaikan rencana pembelajaran pada pertemuan

berikutnya.

G. Sumber Belajar

1. Buku paket SMA yang relevan

2. Script teks materi

Soal latihan:

1. What is the main idea of text?

2. What is the happened for Nasreddin in this story?

3. What is the clothes of Nasreddin wear when go the party?

4. How the characteristic of Nasreddin in this story?

5. Make summary from this text!

Makassar, Mei 2015

Mahasiswa

Hasnawati




69



Skill : Reading

Pertemuan : ke 3

A. Kompetensi

Memahami makna dalam teks fungsional pendek dan esai berbentuk narrative


pengetahuan.

B. Kompetensi Dasar






1. Membaca nyaring

2. Menentukan ide pokok dalam cerita dan bisa membuat ringkasan


- Cermat

- Teliti

- Komunikatif


Bandung Bondowoso and Roro Jonggrang

(The Legend of Prambanan Temple)

70

Once, there was a beautiful Javanese princess whose name was

RoroJonggrang. RoroJonggrang whose beauty was very famous in the land was

the daughter of PrabuBaka, an evil king.

One day, a handsome young man with super natural power, named

Bandung Bondowoso, defeated and killed PrabuBaka. On seeing Princess

RoroJonggrang’s beauty, Bandung Bondowoso fell in love and wanted to marry

her.

Meanwhile, Princess RoroJonggrang felt sad due to the death of her

father. She did not want to marry Bandung because he had killed her father. But

she was also afraid of Bandung. So to refuse politely, she made a condition. “I

will marry you but you have to build one thousand temples in one night as a

wedding gift.” requested RoroJonggrang. Bandung agreed with this condition.

Helped by the spirit of demons, Bandung Bondowoso started building the

temples. Approaching midnight, the work was nearly done. RoroJonggrangknes

and thought, “What shall I do? Bandung is smarter than me. I will lose against

Bandung.”

Suddenly she got an idea. She woke up all the women in the palace and

ordered them to make the noisy sounds of grinding rice so that the roosters would

think it had already dawn.

Bandung Bondowoso got frustrated because he failed to complete the

thousandth temple. “The princess has deceived me!” Following his anger, he

cursed RoroJonggrang, “You have cheated me. Now, the thousandth temple is

you!”

At once, the princess turned into a statue. Knowing this, Bandung

Bondowoso regretted this and he went away into a farm land. From then, people

called the temple Prambanan Temple and the princess statue, RoroJonggrang

statue.


DRTA strategi

71



I. Kegiatan Awal





II.Kegiatan inti

Eksplorasi







Elaborasi






ringkasannya.

72



lengkap.




Konfirmasi








Memfasilitasi peserta didik untuk memperoleh pengalaman yang

bermakna dalam mencapai kompetensi dasar:






eksplorasi;


73













pembelajaran;






berikutnya.

G. Sumber Belajar

1.Buku paket SMA yang relevan

74


Soal latihan:

1. What is the main idea of the story?

2. What is the main character of the story?

3. Where the setting of the story?

4. What is the plot of the story?

5. What is the point of view which used in this story?

6. Make summary from this story!

Makassar, Mei 2015

Mahasiswa

Hasnawati

75

DOCUMENTATION

1. Pre-test activity

2. Treatment activity

77

3. Post-test activity

78

CURRICULUM VITAE

Hasnawati is the third children of H.Hakim and Johoria. She was

born on September 30th

1991 in Salluang, Kecamatan Bissappu,

Kabupaten Bantaeng. She graduated her school at Elementary

School of N.23,Salluang in 2003, Junior High School of Darul

Ulum Panaikang in 2006, Senior High School of N.1,Bissappu in 2009. She was

accepted as the student in English Department of Faculty of Teacher Training and

Education of Makassar Muhammadiyah University.

ABSTRACT

HASNAWATI, 2015. Improving the Students’ Reading Comprehension Through the Use of

DRTA (Directed Reading Thinking Activity) (An Experimental Research at Second Grade

Student of SMK Neg.6 Jeneponto)

under the thesis of English Education Department, the Faculty of Teacher Training and

Education, Makassar Muhammadiyah University, guided by Erwin Akib.S.Pd,M.Pd and

Maharida.S.Pd, M.Pd,

this research was restricted to the students’ improving narrative text in literal reading

comprehension through Directed Reading Thinking Activity (DRTA) at the Second grade of

SMK Neg 6 Jeneponto that would focused to literal comprehension, literal comprehension

here consisted of main idea that are directly stated it cover main idea and supporting idea and

detail information from the text.(narrative text).

The writer used a pre-experimental design with one group pre-test and post-test design.. The

group was gave pretest before give treatment. The population of this research was the second

year students of SMK Neg.6 Kab.Jeneponto academic year 2015/2016. Consist of 32

students (1 class) The researcher toke only one class as the sample and respondent of this

research. The number of the sample as 32 students is the second year. This sample was using

purposive sampling technique.

The research findings indicated that the use of Directed Reading Thinking Activity ( DRTA)

strategy is able to increase students’ in literal reading comprehension.the mean score of

students pre-test is 7.55 and in post-test 8.96.

It means that there is improve the students reading after the students get treatment being

taught through using Directed Reading Thinking Activity( DRTA) strategy and also it could

be seen by the t-test is 9.72 which the greater than t.table (2.0395).

based on the fact, the researcher conclude that this strategy could be improve the students

literal reading comprehension especially get the main idea by Directed Reading Thinking

Activity( DRTA) strategy at the second Grade of SMK Ncg.6 Kab.Jeneponto.

ii

DAFTAR ISI

Halaman Sampul

Daftar Isi

I. Kajian Pustaka 1

A. Pengertian Magnet 1

B. Sifat-Sifat Magnet 2

C. Macam-Macam Magnet 3

D. Penggolongan Benda Berdasarkan Sifat Magnetnya 6

II. Pelaksanaan Praktikum 7

A. Pelaksanaan Praktikum 1 : Bermain Sulap Dengan Magnet 7

1. Alat 7

2. Bahan 7

3. Langkah Kerja 7

B. Pelaksanaan Praktikum 2 : Bermain dengan Serbuk Besi 8

1. Alat 8

2. Bahan 8

3. Langkah Kerja 8

III. Hasil Pengamatan Praktikum 10

A. Hasil Pengamatan Praktikum 1 :Bermain Sulap Dengan Magnet 10

B. Hasil Pengamatan Praktikum 2 : Bermain dengan Serbuk Besi 11

IV. Analisis Hasil Pengamatan Praktikum 12

A. Analisis Hasil Pengamatan Praktikum 1 : Bermain Sulap Dengan Magnet 12

iii

B. Analisis Hasil Pengamatan Praktikum 2 : Bermain Dengan Serbuk Besi 13

V. Kesimpulan 14

A. Kesimpulan Praktikum 1 : Bermain Sulap Dengan Magnet 14

B. Kesimpulan Praktikum 2 : Bermain Dengan Serbuk Besi 14

Daftar Pustaka 15

APPENDIX A

PRE–TEST AND POST-TEST

Read the short text carefully and answer the question!

Once, when a lion was as sleep, a little mouse began running up and down

upon him; this soon awakened the lion, which placed his huge paw upon him, and

opened his big jaws to swallow him. “Pardon, O king, “cried the little mouse,

“Forgive me this time, I shall never forget it; who knows but what I may be able

to do you a turn some of these days?”

The lion was so tickled at the idea of the mouse being able to help me that

he lifted up his paw and let him go.

Sometime after, the lion was caught in a trap and the hunters, who desired

to carry him alive to the king, tied him to a tree while they went in search of a

wagon to carry him on.

Just then the little mouse happened to pass by and see the sad plight in

which the lion was. He when up to the lion and soon gnawed away the ropes that

bound the king of the beasts. “Wasn’t I right?”, said the little mouse.

Answer the question



3. How is the Mouse character in this story?

4. What is happened of Lion in this story?

5. Make summary from the text!

Teaching Material

1. NARRATIVE TEXT

Narrative Text adalah salah satu jenis teks (genre) yang biasa digunakan

untuk menulis dongeng atau cerita maupun kejadian diwaktu lampau yang

mengandung permasalahan (complication), yang mempunyai langkah-langkah

retorika (generic structure) yang terdiri dari: orientation, complication, resolution

dan re-orientation jika ada (optional).


Orientation:

(Beginning or

introduction)




Complication:

(Middle)



developed

Resolution:

(Ending)




Example of narrative text

Once upon a time, there was a young girl named Cinderella. She lived with

her step mother and two step sisters in a beautiful village. The step mother and

sisters were conceited and bad tempered. They treated Cinderella very badly. Her

step mother made Cinderella do the hardest works in the house; such as scrubbing

the floor, cleaning the pot and pan and preparing the food for the family.






and away went the sisters to it. Cinderella could not help crying after they had left.













left behind.


















teach readers.



Grammar

Ciri kebahasaan (lexica grammatical) dalam teks naratifdi antaranya yaitu:










oneday, dsb.

2. Main Idea










Contoh soal




4. Where the Cinderella lived in this text?







Skill : Reading

Pertemuan : ke 1

B. Standar Kompetensi

Memahami makna dalam teks fungsional pendek dan esai berbentuk narrative,

spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk

mengakses ilmu pengetahuan.

C. Kompetensi Dasar

Merespon makna dalam teks fungsional pendek (misalnya banner, pamphlet,

poster, dll.) resmi dan tidak resmi yang menggunakan ragam dalam bahasa

tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.

D. Tujuan Pembelajaran


1. Membaca nyaring

2. Menentukan ide pokok dalam teks dan dapat membuat ringkasan dari teks


- Rasa berbagi

- Persahabatan

- Komunikatif

E. Materi Pembelajaran

Narrative text

Once upon a time, there was a young girl named Cinderella. She lived with her step

mother and two step sisters in a beautiful village. The step mother and sisters were

conceited and bad tempered. They treated Cinderella very badly. Her step mother made

Cinderella do the hardest works in the house; such as scrubbing the floor, cleaning the pot

and pan and preparing the food for the family.






and away went the sisters to it. Cinderella could not help crying after they had left.













left behind.








F. Metode Pembelajaran

DRTA strategi

G. Langkah-langkah Pembelajaran

I. Kegiatan Awal





II.Kegiatan inti

Eksplorasi


Memberikan stimulus berupa pemberian materi berbentuk: teks

narrative


mengenai berbentuk: teks narrative


Inggris mengenai monolog berbentuk: narrative.

Elaborasi


At the beginning of a new story, chapter, unit, or article have





Based on the information that students reviewed, ask the


happen in the text.

The students read to a place in the text that makes a logical

stop point.

When the students have completed reading to the logical stop




Repeat the process until the students complete the text.

III. Kegiatan akhir

Guru dan siswa`sama-sama membuat rangkuman dari materi.

Guru dan siswa melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan.

Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi.

Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H. Sumber/Bahan/Alat

Buku paket SMA yang relevan

Teks bacaan

Soal latihan:

Answer the questions based on the text





5. What is happened in the story?

Makassar, Mei 2015

Mahasiswa

Hasnawati






Skill : Reading

Pertemuan : ke 2

A. Kompetensi

Memahami makna dalam teks fungsional pendek dan esai berbentuk recount


pengetahuan.

B. Kompetensi Dasar






1. Membaca nyaring

2. Mengidentifikasi ide pokok dalam cerita dan bisa membuat ringkasan


- Cermat

- Teliti

- Komunikatif


One day Nasreddin went to a dinner party. He was wearing old clothes .When

he came, nobody looked at him and nobody give him a seat so Nasreddin went

home and put on his best clothes and went back to the party. The host at once got

up and came to meet him. He offered him to the best table and gave him a good

seat and offered him the best food. Nasreddin sat and put this coat in the food and

said, Eat coat!” the guests were very surprised and asked him, “What are you

doing, Nasreddin?”

“When I came with my old clothes, nobody looked at me. Then, I went home

and came back in my best clothes and you gave me the best food and drink so you

gave food to my clothes instead of me.”


DRTA strategi



I. Kegiatan Awal





II.Kegiatan inti

Eksplorasi







Elaborasi






ringkasannya.



lengkap.




Konfirmasi








Memfasilitasi peserta didik untuk memperoleh pengalaman yang bermakna

dalam mencapai kompetensi dasar:






eksplorasi;














pembelajaran;






berikutnya.

G. Sumber Belajar

1. Buku paket SMA yang relevan


Soal latihan:

1. What is the main idea of text?

2. What is the happened for Nasreddin in this story?

3. What is the clothes of Nasreddin wear when go the party?

4. How the characteristic of Nasreddin in this story?

5. Make summary from this text!

Makassar, Mei 2015

Mahasiswa

Hasnawati






Skill : Reading

Pertemuan : ke 3

A. Kompetensi

Memahami makna dalam teks fungsional pendek dan esai berbentuk narrative


pengetahuan.

B. Kompetensi Dasar






1. Membaca nyaring

2. Menentukan ide pokok dalam cerita dan bisa membuat ringkasan


- Cermat

- Teliti

- Komunikatif


Bandung Bondowoso and Roro Jonggrang

(The Legend of Prambanan Temple)

Once, there was a beautiful Javanese princess whose name was

RoroJonggrang. RoroJonggrang whose beauty was very famous in the land was

the daughter of PrabuBaka, an evil king.

One day, a handsome young man with super natural power, named

Bandung Bondowoso, defeated and killed PrabuBaka. On seeing Princess

RoroJonggrang’s beauty, Bandung Bondowoso fell in love and wanted to marry

her.

Meanwhile, Princess RoroJonggrang felt sad due to the death of her

father. She did not want to marry Bandung because he had killed her father. But

she was also afraid of Bandung. So to refuse politely, she made a condition. “I

will marry you but you have to build one thousand temples in one night as a

wedding gift.” requested RoroJonggrang. Bandung agreed with this condition.

Helped by the spirit of demons, Bandung Bondowoso started building the

temples. Approaching midnight, the work was nearly done. RoroJonggrangknes

and thought, “What shall I do? Bandung is smarter than me. I will lose against

Bandung.”

Suddenly she got an idea. She woke up all the women in the palace and

ordered them to make the noisy sounds of grinding rice so that the roosters would

think it had already dawn.

Bandung Bondowoso got frustrated because he failed to complete the

thousandth temple. “The princess has deceived me!” Following his anger, he

cursed RoroJonggrang, “You have cheated me. Now, the thousandth temple is

you!”

At once, the princess turned into a statue. Knowing this, Bandung

Bondowoso regretted this and he went away into a farm land. From then, people

called the temple Prambanan Temple and the princess statue, RoroJonggrang

statue.


DRTA strategi



I. Kegiatan Awal





II.Kegiatan inti

Eksplorasi







Elaborasi






ringkasannya.



lengkap.




Konfirmasi








Memfasilitasi peserta didik untuk memperoleh pengalaman yang

bermakna dalam mencapai kompetensi dasar:






eksplorasi;














pembelajaran;






berikutnya.

G. Sumber Belajar

1.Buku paket SMA yang relevan


Soal latihan:

1. What is the main idea of the story?

2. What is the main character of the story?

3. Where the setting of the story?

4. What is the plot of the story?

5. What is the point of view which used in this story?

6. Make summary from this story!

Makassar, Mei 2015

Mahasiswa

Hasnawati

DOCUMENTATION

1. Pre-test activity

2. Treatment activity

3. Post-test activity

HASNAWATI 10535 3915 09 ENGLISH EDUCATION …

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Transcript of HASNAWATI 10535 3915 09 ENGLISH EDUCATION …