i
THE USE OF STRATEGY DIRECTED READING -
THINKING ACTIVITY (DR-TA) TO IMPROVE
READING COMPREHENSION IN RECOUNT TEXT
(A Classroom Action Research of the Eighth Grade Students of MTS N
Mranggen in the Academic Year of 2016/2017)
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd) In the
English Education Department of Teacher Training and Education
Faculty.
Written By:
NURUL UMAYAH
11312071
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
vi
DEDICATION
This graduating paper is whole intended dedicated for:
1. My Lord, Allah SWT… Thank you Allah for giving me spirit and healthy in
my life, especially to finish this graduating paper
2. My beloved parents (Karsimin and Siti Kobshah), thank you for all support,
trust, finance, encouragement, and all of your prayers for me. You are the best
parents in this world. I love you so much.
3. My dearest Brother and Sisters (Sholikin, Sopiyah, Siti Aminah And Suci
Hariyanti) thank you for all support. I love you so much.
vii
ACKNOWLEDGEMENT
Alhamdulillahirrabbilalamin, praise and thanks to Allah, who has give a us some
mercies and blessing. With the permission of Allah, this writing can be finished.
Beside, praise and blessing to our prophet Muhammad SAW as the best model for
us. The researcher could complete this graduating paper as one of the
requirements for getting the Degree of Educational Studies (S.Pd) in English
Department of State Institute for Islamic Studies (IAIN) of Salatiga in 2016. The
researcher realizes that this graduating paper will not be able to finish without
supports, guidance, advice, and help from individual and institution. Therefore, I
would like to express the deep appreciation to:
1. Dr. Rahmat Hariyadi, M.Pd. the Rector of State Institute for Islamic Studies
(IAIN) of Salatiga.
2. Suwardi, M.Pd. the Dean of Teacher Training and Education Faculty of State
Institute for Islamic Studies (IAIN) of Salatiga.
3. Noor Malihah, Ph.D. the Head of English Education Department of State
Institute for Islamic Studies (IAIN) of Salatiga.
4. Setia Rini, M. Pd., the counselor of this graduating paper, who gives great
attention, suggestion, and guidance for this graduating paper from beginning
until the end.
5. All lecturers of English Education department, the researcher deeply thank for
advices, knowledge, motivation, attention, insight, values etc.
6. All lecturers and staff of State Institute of Islamic Studies IAIN Salatiga.
7. My parents who always support and advice me.
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8. H. Nur Kamsan, S.Ag. M.Pd. as head master of MTS N Mranggen.
9. The teacher and students of MTS N Mranggen, especially the eighth grade
students.
10. Mrs. Sa'diyatun Hanik, S.Pd., thank you for your guidance and help.
11. All of TBI 2012.
Thanks you for your motivations, supports, help, learn, love and care, thank
you so much. Finally, the researcher hopes that this graduating paper to be able to
provide useful information to the readers.
Salatiga, September 8th
2016
The Researcher
Nurul Umayah
Nim.11312071
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TABLE OF CONTENTS
TITLE.. ....................................................................................................... i
DECLARATION ....................................................................................... ii
ATTENTIVE COUNSELOR‟S NOTE ..................................................iii
PAGE OF CERTIFICATION ................................................................. iv
MOTTO ...................................................................................................... v
DEDICATION ........................................................................................... vi
ACKNOWLEDGEMENT ....................................................................... vii
TABLE OF CONTENTS .......................................................................... ix
LIST OF TABLES AND FIGURE ......................................................... xii
ABSTRACT .............................................................................................xiii
CHAPTER 1 INTRODUCTION ................................................ 1
A. Background of the research ............................ 1
B. Problems of the research ................................. 3
C. Objectives of the research ............................... 4
D. Benefits of the research ................................... 4
E. Limitation of the Problems .............................. 5
F. Definition of Key Terms..................................5
G. Previews researcher ......................................... 6
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H. Graduating Paper Organization ....................... 8
CHAPTER II: LITERATURE REVIEW ................................... 9
A. Direct Reading- Thinking Activity ................. 9
1. Definition of (DR-TA) ............................. 9
2. The procedures of DR-TA of English .... 11
3. The advantage of DR-TA ....................... 11
4. The Disadvantage Of DR-TA ................ 12
B. READING ..................................................... 12
1. Definition of Reading ............................. 13
2. The purposes of reading ......................... 13
3. Type of Reading ..................................... 15
4. The principle of reading ......................... 17
5. Teaching reading ................................... 17
C. READING COMPREHENTION .................. 20
1. Definition of Reading Comprehension .. 20
2. Processes of reading comprehension ..... 21
3. Strategies in Reading Comprehension ... 22
D. Recount Text ................................................. 24
1. Definition Recount Text ......................... 24
2. Types of Recount Text ........................... 25
CHAPTER III: RESEARCH METHODOLOGY ...................... 30
A. General Situation of MTS N Mranggen ...... ..30
B. List of Students.............................................. 31
C. Subject of the research .................................. 32
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D. Type of Research ........................................... 34
E. Procedure of The Research ........................... 35
F. Technique of Collecting Data ....................... 39
G. Technique of Data Analysis .......................... 41
H. Schedule of the Research .............................. 43
CHAPTER IV: DATA ANALYSIS ............................................. 44
A. Field Note ..................................................... 44
1. Cycle I ...................................................... 45
2. Cycle II ..................................................... 51
B. Discussion ..................................................... 58
CHAPTER IV: CLOSURE ........................................................... 60
A. Conclusion ....................................................... 60
B. Suggestion ....................................................... 62
BIBLIOGRAPHY
CURRICULUM VITAE
APPENDICES
xii
LIST OF TABLES AND FIGURES
Table 3.3 List of Students of MTS N Mranggen ................................... 31
Table 3.3 The List VIIIA Class Of MTN Mranggen ............................ 33
Figure 3.1 The Procedure of Classroom Action Research .................. 36
Figure 3.2 Cyclical AR Model Based on Kemmis and Mc Taggart..... 39
Table 3.4 Schedule of the Research ....................................................... 43
Table 4.1 Result of Pre-Test and Post-test Cycle 1 ............................... 48
Table 4.2 Table Result of Pre-Test and Post-test Cycle 2 ..................... 54
Table 4.3 The Analysis Of Students Improvement ............................... 58
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ABSTRACT
Umayah, Nurul. 2016. “The Use Directed Reading - Thinking Activity (DR-TA) to
Improve Reading Comprehension in Recount Text” (A Classroom Action
Research of the Eighth Grade Students of MTS N Mranggen in the Academic
Year of 2016/2017). A Graduating Paper, Teacher Training and Education
Faculty, English Education Department, State Institute for Islamic Studies
(IAIN) Salatiga), Counselor: Setia Rini, M. Pd.
Keywords: Direct Reading - Thinking Activity, Reading Comprehension, Recount Text.
This research focused on improving reading comprehension by through DR-TA (Direct
Reading - Thinking Activity) strategy. This research answer these main questions (1)
How is the implementation of the use Directed Reading-Thinking Activity (DR-TA) to
improve the reading comprehension in Recount Text of the Eighth Grade Students of
MTSN Mranggen in the academic year of 2016/2017? (2) what is the extent use Directed
Reading-Thinking Activity (DR-TA) can improve the reading comprehension in Recount
Text of the Eighth grade students of MTSN Mranggen in the academic year of
2016/2017?. (3) How is the improvement of the use of Directed Reading-Thinking
Activity can improve the reading comprehension in Recount Text of the Eighth grade
students of MTSN Mranggen in the academic year of 2016/2017?. Twenty six students of
the eight grade students of MTS N Mranggen 2016 were instructed through DR-TA
strategy to improve their reading comprehension. this research is an classroom action
research (CAR). The technique of data analysis included qualitative and quantitative. It is
conducted in two cycles. Each cycle consists of planning, action, observation and
reflection. From the result, the researcher found several findings on it. The result of this
research shows an improvement of students‟ reading comprehension by using “DR-TA”
strategy. It can be seen from the mean score of pre-test and post-test. In cycle I post-test is
higher than pre-test: the mean of pre test is 55.8 and the mean of post test is 70.5. In cycle
2 also show that post test is bigger than pre test. Mean of pre test is 76.1 and mean of post
test is 87.5. It can be concluded that DR-TA strategy is able to improve the students‟
reading comprehension.
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CHAPTHER I
INTRODUCTION
A. Background Of The Research
In Indonesia, English is compulsory learned and taught at junior high school
up to the university level as the first foreign language, Because English is very
important to understand technology and knowledge in this era. English has four
basic language skills. They are listening, speaking, writing, and reading. Speaking
and writing involve language production, so they are regarded as productive
skills. On the other hand, listening and reading involve receiving message, so they
are regarded as receptive skills (Harmer, 1989: 16).
According Novita (2014) the researcher considers reading skills as the most
significant one for several reasons. First, learning materials are composed in the
form of written texts so that a good skill of reading will be beneficial for the
mastery of those learning materials. Second, reading skills does not only support
the improvement of students‟ reading ability but also contributes to the
improvement of other English skills. For example, as Richards and Renandya
(2002) express, good written texts provides good models for writing. Students
may learn something from reading such as new vocabulary and grammar them
uses when practicing the other skills. Thus, reading skill is crucial in order to
master English.
According Patel (2008:113) defined that “reading means to understand
meaning of printed word. Reading is an active process which consists of
recognition comprehension skill. Reading is an important activity in life with
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which one can update knowledge. Reading skill is an important tool for academic
success.
The researcher conducted interview with the English teacher of MTSN
Mranggen on May 19th
2016 teacher said that the students have difficulties in
understanding the English texts. They have limited vocabulary, grammar and
pronunciation. They also have problems in comprehending the text. Usually, they
translate word by word. In addition, students are not interest when read English
text. They are lazy to understand the contents of the text. They do not explore
another knowledge but they only depend on the teacher. Beside, teacher always
became a subject of the lesson rather than the students. The students should be
active in learning process.
Successful readers have to understand the content of the text. Students need
practices to improve their reading skill. There are many ways to improve students
reading skill. Students should not only develop their reading skills through formal
education and assignment in various reading text books. But also they should read
many kinds of reading text, such as magazines, newspapers, articles and novels.
Based on the problem above, the writer uses Directed Reading-Thinking
Activity. Directed Reading-Thinking Activity (DR-TA) is method to teach
reading that is developed by Russell Stauffer (1969) in Sugiarti, It is a teaching
strategy that guides the students in making prediction about a text and then read it
to confirm or refute the predictions. DR-TA encourages the students to make
prediction about the content of the texts. It is used in teaching reading to make
students to be active and they make prediction about the text. This strategy asks
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the students to make prediction about the content of the text. The teacher asks
some questions to the students to make prediction.
From the explanation above method DR-TA is way to improve reading
comprehension with prediction text, before read all the contents so before students
read students can prediction contents from the text.
From the statement above, the researcher wants to conduct a research
entitled “THE USE OF STRATEGY DIRECTED READING-THINKING
ACTIVITY (DR-TA) TO IMPROVE THE READING COMPREHENSION IN
RECOUNT TEXT OF THE EIGHTH GRADE STUDENTS OF MTSN
MRANGGEN IN THE ACADEMIC YEAR OF 2016/2017”. Researcher use
classroom action research to know that the DR-TA can improve reading
comprehension.
B. Problem Question
Based on research background, the researcher formulates some problems of the
statement as follows:
1. How is the Use Of Directed Reading-Thinking Activity (DR-TA) to improve
the reading comprehension in Recount Text of the Eighth Grade Students of
MTSN Mranggen in the academic year of 2016/2017?
2. What is the extent Use Of Directed Reading-Thinking Activity (DR-TA) can
improve the reading comprehension in Recount Text of the Eighth grade
students of MTSN Mranggen in the academic year of 2016/2017?
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3. How is the improvement use of Directed Reading-Thinking Activity can
improve the reading comprehension in Recount Text of the Eighth grade
students of MTSN Mranggen in the academic year of 2016/2017?
C. Objective of the Research
Based on the statement of the problem, the objective of the research is:
1. To describe the use of DR-TA to improve in Recount text learning at VIII
grade student of MTN Mranggen
2. To find out to what extent of the use DRTA in improving students‟ reading
comprehension in recount text of the eighth years students of in MTs N
Mranggen in the academic year of 2016/2017
3. To find out the improvement of reading comprehension of the eighth years
students of in MTs N Mranggen in the academic year of 2016/2017 after being
taught using DRTA..
D. Benefit of The Research
The benefits of this research are as follows
1. For the students
a. The finding of this research helps to solve students‟ problem related to
reading skills.
b. These strategy help the students‟ in comprehending the text and make the
students‟ interest in learning English
2. For the teachers
To improve the teaching strategy in English teaching learning process,
especially reading comprehension. This strategy also help teacher in explaining
the material.
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3. For the researcher
The finding of the research can be used as a starting point in improving the
researcher teaching ability, especially in teaching reading.
E. Limitation Of The Research
Based on the explanation above, researcher would like to limit the
scope of the study to know whether Directed Reading-Thinking Activity (DR-TA)
can improve students‟ reading comprehensions. The researcher chooses recount
text as the material that is taught in teaching process. The limitation of the study is
students of MTS N Mranggen at the eighth grade students‟ in the academic year
of 2016/2017.
F. Definition of Key Terms
There are some key terms of this study as follows:
1. Directed Reading-Thinking Activity
According to Sethna (2011:12) DR-TA is how Students are guided
through a text by asking questions, making predictions, and then reading to
confirm or refute their predictions. This strategy encourages readers to be
active and thoughtful readers, thus enhancing their comprehension.
2. Reading comprehension
Reading comprehension itself is a process of making sense of writing
ideas through meaningful interpretation and interaction with language
(Dallman, Rouch,Char, &DeBoer, 1982: 25). Lawin (2003:2) points out that
reading comprehension is complicated in understanding the meaning of the
conceptual text
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3. Recount text
Recount text is piece of text retells past events, usually in the order in
which they happened and it has the purpose in give the audience what it
accurate ( Djauharie, 2007:44)
G. Previous Research
In this research, the researcher takes three literature reviews from
previous researchers. The First, Erliana (2011) conducts a researcher how is
improve reading comprehension through DR-TA. Erliana research is a
collaboration classroom action research. The research reveals that the DR-TA not
only improves student‟ comprehension but also increases their motivation in
learning.
There are some differences between the previous research and this
research. The differences are the previous research uses expository text while this
research uses recount text to improve reading comprehension. The previous
research is conducted in high level students University STAIN Palangkaraya
while this research is for junior high school. The previous research uses text as a
media while this research uses picture as a media to predict the text.
The second research taken from Renn (1999), She conducts a research
on how is The Effects of the Directed Reading-Thinking Activity on Second
Grade Reading Comprehension. The result of her analysis shows that the mean
score of the DRTA group is significantly higher than the mean score of the DRA
group. It seems that DRTA is more effective than DRA in improving reading
comprehension.
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The differences between the previous research and this research are,
this pervious research compared Directed Reading-Thinking Activity (DR-TA)
with Directed Reading Approach (DRA) while this research just uses Directed
Reading -Thinking Activity (DR-TA). The previous research is conducted in
elementary schools while this research is for junior high school. The previous
research uses causal-comparative research while this research uses action
classroom research.
The third research taken from Sugiarti (2011) conduct a researcher how is
Improving Students‟ Ability in Reading Hortatory Exposition Texts through
Directed Reading-Thinking Activity (DR-TA) Method. The result of the research
showed that the average score of the experimental group pretest was 69,09 and the
posttest was 78,75. Based on the result above, DRTA method gave a great
contribution to improve reading hortatory exposition, because post test is higher
than pre test.
The differences between the previous research and this research are the
previous research use experimental research while this research uses classroom
action research. The research uses hortatory exposition while my research uses
recount text. Their research are conducted for high level students‟ senior high
school while this research is conducted for at the students in junior high school.
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H. Graduating Paper Organization
This thesis consists of 5 chapters:
Chapter I presents the introduction which contains the background of the
Research, problem question, the objectives of the research, the benefits of the
research, limitation of the research, definition of key terms, previous study and the
graduating paper outline.
Chapter II deals with the literature review, which presents direct reading thinking
activity, reading comprehensions, recount text.
Chapter III deals with the description of research methodology which present the
general situation of MTSN Mranggen, The Subject Of The Research, Types of
Research, Procedure of The Research, The Technique of Data Analysis, and
Schedule of the Research Chapter IV is data analysis, it consists of field note
cycle I and Cycle II and discussion of cycle I and cycle II
Chapter V is closure that consists of conclusions and suggestions.
For the attachment there are appendixes and bibliography.
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Chapter II
LITERATURE REVIEW
To strengthen the conceptual framework of the research, this chapter presents
supporting theories related to this research. The discussion of this chapter focus
on the review of the theories which are related to this study, review some studies
which are relevant to this research, and a conceptual framework which are related
to the problem of this research.
A. Direct Reading- Thinking Activity
1. Definition of DRTA
According to Sethna (2012:12), DR-TA is how Students are guided
through a text by asking questions, making predictions, and then reading to
confirm or refute their predictions. This strategy encourages readers to be
active and thoughtful readers, thus enhancing their comprehension.
Directed Reading-Thinking Activity (DR-TA) is strategy to teach
reading that is developed by Russell Stauffer (1969) in Sugiarti (2011), It is
a teaching strategy that guides the students in making prediction about a text
and then read it to confirm or refute the predictions.
According to Novita (2014:38), in research DR-TA is used in each of
the three stages of reading, i.e. pre-reading, during reading, and post-
reading. It can be implemented both in small groups and individually. In
DR-TA, predictions play an important role to provide students with reading
purposes. The teacher can raise questions that help students activate their
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prior knowledge and uses clues such as the title and pictures from the text so
as to stimulate the students to make an accurate prediction.
From the explanation above DR-TA is strategy to make prediction from
the picture or title before read the text, so students can predict the content of
the text. DR-TA will help students in making predictions. It makes students
to attend on the text and encourages active reading.
Smith (1982:62), said that prediction is the prior elimination of unlikely
alternatives. We predict to reduce our uncertainty and therefore to reduce
the amount of external information that we require.
According to Fauziati (2005:140), prediction also useful for students to
learn to make prediction based on title, subtitle, and non linguistic context,
such as, diagram, tables, picture, and map.
According Harmer (2007:109), Predicting from words and pictures is
students are given a number of words from a text. Working in groups, they
have to predict what kind of a text they are going to read - or what story the
text tells. They then read the text to see if their original predictions were
correct. We don‟t have to give them individual words, of course.
From explanation above that prediction is way to predict text before
students read the text, Prediction useful for students to comprehend text and
understands text. With prediction students can analysis text before they
read.
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2. The Procedures of DR-TA Of English
According to Carter (2004:61), DRTA strategy has several steps. It is
explained below:
a. Talk about the genre. Name the author. Show the cover picture, and
read the title. Ask the children to predict what the story will be about.
The teacher may write these predictions on the chalkboard.
b. Teacher tells the children to read to the first stopping point.
c. Teacher reviews the predictions, and asks which ones are coming true
so far. Teacher asks them to read aloud parts of the text that confirm
or contradict their predictions.
d. Teacher asks the children to make more predictions, and presses for
specific predictions. Teacher asks the children to commit themselves
to a prediction before continuing the reading.
e. After proceeding to the end, the teacher reviews the story, and asks the
children what information led to the best predictions.
3. The Advantage Of DRTA
According to Adlit (2008) as quoted by Friska (2015:24), there are
reasons why using Directed Reading-Thinking Activity (DR-TA) strategy in
reading class such as: It encourages students to be active and thoughtful
readers. The process of predicting, reading, and proving make the students
are not passive in reading class. They use their mind to be more aware about
the topic given may be known yet by the students. In addition, it activates
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students‟ prior knowledge. It will appear prior knowledge by predicting the
topic and new information will add students‟ knowledge.
According Bainbridge (1999:164), Directed reading-Thinking Activity
(DR-TA) strategy encourages reader students to be actively involved in the
constructions of meaning. It‟s mean that through student‟s predictions in the
text to make their active in reading. Thus, Brunner (2011:56), said that
strategy help students read critically and reflect upon what they read.
Besides, this strategy help students determine a purpose for reading,
carefully examine the text, and remain engaged throughout the lesson.
4. The Disadvantage Of DRTA
According to Yuliana (2015:24), the disadvantages of DR-TA method
indeed it is only useful if students have read or heard the text being used.
Besides, classroom management may become a problem if it is a big class
(the students more than thirty) because the teacher could not control the
students personally.
B. Reading
In mastering English, students have to master the four basic languages of
English which consist of listening, speaking, reading and writing. From those four
basic skills, reading is considered as important skill. Students need good reading
skill for acquiring knowledge and learning new information. They have to practice
continually and extensively to develop reading skill.
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1. Definition of Reading
According to Mikulecky (2008), Reading is a conscious and unconscious
thinking process. The reader applies many strategies to reconstruct the
meaning that the author is assumed to have intended. The reader does this by
comparing information in the text to his or her background knowledge and
prior experience.
According to Lado (1964:137), reading is grasping the language patterns
from their written representation quickly without analysis of what symbol
represent what sounds. Reading is a matter of making sense of writing
language rather than of decoding print to sound, a theoretical position that has
become known as “psycholinguistic” (Smith, 1982:2). Reading is extracting
information from print.
Nunan (1991:20), also said that “Reading is a process of decoding written
symbol, working from smaller units (individual letters) to large ones (words,
clause, and sentences). Reading is a process to grasping the language of
writer to understand meaning from writer, so with reading someone can
understand the meaning relevant the writer.
2. The purposes of reading
The purpose of reading described by Risdianto (2012:94), defines same
purpose for reading there is for pleasure or for personal reasons to find
general information such as what a book is mostly about, to find a specific
topic in a book or article, to learn subject matter that is required for a class.
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In accordance to Mahmoed (1992:103-104), there are at least five main
purposes for comprehensive reading. All these purposes require necessary
skills in order to be accomplished efficiently. These purposes include:
a. Reading for Specific Information
Reading for specific information is a common form of reading used to
discover specific or limited information. Reading for this purpose
involves looking for specific information and finding it quickly.
Looking up a word in the dictionary or a number in the telephone book
is the example of reading for specific information.
b. Reading for Application
Reading for application is used to accomplish a special task. This type
of reading may consist of reading a cake recipe or following instruction
to make or fix something.
c. Reading for Pleasure and Entertainment
Individuals read for many pleasurable reasons. This includes reading
popular magazines, newspapers, novels, and other similar material. It is
a slower form of reading, which allows the reader to envision the
scenery and contemplate the background and characters with enjoyment
and appreciation. This form of reading calls for total involvement of the
reader.
d. Reading for Ideas
This type of reading requires paying special attention to main ideas,
concepts and the nature of the presented information. The reader skims
15
through major topics, headings, illustrations, and conclusions in order
to obtain a general idea of the content. Reading for idea is enhanced
through familiarity with the overall field of study, related topics, facts,
and discussions.
e. Reading for Understanding
Reading for understanding requires comprehension of the relationship
between the information introduced and overall knowledge of the
subject. It requires understanding the relationship of topics to sentences,
paragraphs, and the main ideas.
3. Type of Reading
In reading there are some types of reading according to Patel (2008:117-
118) as follows:
a. Intensive Reading
Intensive reading is related to further progress in language learning
under the teacher's guidance. Intensive reading will provide a basis for
explaining difficulties of structure and for extending knowledge of
vocabulary and idioms.
There are few characteristics of intensive reading:
1) This reading helps learner to develop active vocabulary.
2) Teacher play main role in this Reading.
3) Linguistic items are developed.
4) This reading aims at active use of language.
5) Intensive reading is reading aloud.
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6) In intensive reading speech habit are emphasized and accent, stress,
intonation and rhythm can be corrected.
b. Extensive Reading
Material for extensive reading will be selected at a lower level of
difficulty than that for intensive reading. The purpose of extensive
reading will be to train the student to read directly and fluently in the
target language for enjoyment, without the aid of the teacher. Extensive
reading can be made the basis for oral reports, to the rest of the class, or
full class discussion.
Few Characteristics of Extensive Reading are :
1) It helps learner to develop to active vocabulary.
2) Extensive reading is silent reading.
3) In extensive reading the subject matter is emphasized.
4) In the extensive reading the learners play main role because they
have to ask for measures.
5) In extensive reading the idea can be developed.
6) The aim of extensive reading is to enrich learners' knowledge.
Through extensive reading the good reading habit can be developed.
c. Aloud Reading
Reading aloud also play important role in teaching of English.
Teacher should know that the training of reading aloud must be given
at primary level because it is the base of words pronunciation. If it is
not cared, it will be very difficult at secondary level.
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d. Silent Reading
Silent reading is a very important skill in teaching of English. This
reading should be employed to increase reading ability among
learners. Silent reading is done to acquire a lot of information.
4. The Principle Of Reading
According to Brown (2007:101-102), some principles of reading as
follows:
a. Encourage students to read as often and as much as possible.
b. Students need to be engaged with what they are reading.
c. Encourage students to respond to the content of a text (and explore
their feelings about it), not just concentrate on its construction.
d. Prediction is a major factor in reading.
e. Match the task to the topic when using intensive reading texts.
f. Good teachers exploit reading texts to the full.
5. Teaching Reading
According Patel (2008:116-117), Teaching Reading at the earlier
Stage good teaching reading as follows:
a. The teacher should not insist on speed of reading but on the
accuracy pronunciation while teaching reading.
b. While teaching reading teacher should ask not more than one pupil
to read at one time and he should pay individual attention to every
students of class.
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c. While teaching reading the teacher should be very careful in
pointing out and rectifying the mistakes of pronunciation,
articulation and intonation of the pupil.
d. While teaching reading the teacher should first try to find out the
causes of mistakes committed by the students and then try to
correct them by eradicating the cause of mistake.
e. While teaching reading the teacher should be aware of the right
sitting or standing posture for reading.
Lado (1964:134) argue that the task of teaching reading can be
divided into part as follows:
a. Pre reading: identifying graphemes is of minor importance and
may in fact be overlooked without major consequence. A brief
presentation of the few symbols that differ from those of the
native language writing will be helpful to the reader.
b. Fit: association graphemes and the language.
Fit is the relation between a written system and the spoken
language it represent. When the student can speak a pattern and
can identify the graphemes separately, it is time to associate the
language with graphemes.
c. Habit: reading what is spoken reading is grasping the language
patterns from their written representation quickly without analysis
of what symbol represent what sounds. This is a skill comes though
habit.
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d. Reading aloud : speaking what is written
Reading aloud is there for not easy to justify as an end in itself in
teaching a foreign language. It is however an effective practice and
test of a student‟s ability to read in general.
e. Reading for information
The student has been chiefly learning to read the task shifts to
reading to learn or more accurately he now reads for information,
since he still learning to read but at a more advanced level at which
his attention is on the information.
f. Diversification: reading different style of graphemes and of
language.
Just as speaking style changes according to the situation, purpose,
and persons involved, so reading varies according to subject
readers and purpose.
g. Reading power ; vocabulary building and speed
As we have already note, recognition vocabularies are much larger
than previously suspected. Literature esthetic experience literature is
widely used and widely abused in foreign language teaching. The
first abuse comes from offering courses in literature to students
who do not know enough of the language to understand its
literature.
20
C. Reading Comprehension
1. Definition of Reading Comprehension
According to Pearson and Johnson‟s (1978) as quoted in Nunan
(1991:67), reading comprehension as a process of relating the new to the
known is based on similar notion. According to Smith (1982:15),
comprehension is not the opposite of ignorance, and therefore is not
quantifiable as the accumulation of a certain number of fact or items of
information. Rather, comprehension is more appropriately regarded as a
state, the opposite of confusing and to comprehend is situation that we are
in if we are not confused by it, whether we are reading the text, repairing
an appliance, or trying to find our way through the traffic downtown.
Reading comprehension is the construction of the meaning of a
written or spoken communication through a reciprocal, holistic
interchange of ideas between the interpreter and the message. The
presumption here is that meaning resides in the intentional problem-
solving, thinking processes of the interpreter, that the content of the
meaning is influenced by that person‟s prior knowledge and experiences.
(Harris & Hodges, 1995: 39)
Smith (1982:3) defines that reading as seen as a creative and
constructive activity having four distinctive and fundamental
characteristics –it is purposeful, selective, anticipatory, and based on
comprehension, all matters where the reader must clearly exercise control.
21
According Duke and Person (2001:423), Reading comprehension is a
process in which the reader constructs meaning using as the building
materials the information on the printed page and the knowledge stored in
the reader‟s head. It involves intentional thinking, during which meaning
is constructed through interactions between text and reader.
Reading covers a lot of things. It does not simply know the meaning
of individual words in a particular text. In other words, reading can be
defined as a process of making reasonable interpretation in apprehending a
text which has four characteristics; purpose, selection, anticipation, and
comprehension.
2. Processes of Reading Comprehension
In the discussions about reading and comprehension, experts generally
mention about the bottom-up and top-down process. Both of them are the
processes of reading comprehension and according to Brown (2000:298-
299), there is one more kind of processing reading comprehension, called
interactive reading.
a. Bottom-up processing
In bottom-up processing, readers must first recognize a multiplicity of
linguistic signals (letters, morphemes, syllables, words, phrases,
grammatical cues, discourse markers) and use their linguistic data
processing mechanism to impose some sort of order on these signals.
These data-driven operations obviously require knowledge of the
22
language itself. From among all the perceived data, the reader selects
the signals that make some sense to what is called meaning.
b. Top-down processing
Top down, is a process in which the readers draw their own intelligence
and experience to understand a text.
c. Interactive reading
Interactive reading is a combination of top-down and bottom up
processing. It is almost always a primary ingredient in successful
teaching methodology because both processes are important.
3. Strategies in Reading Comprehension
According to Richards and Schmidt (2002:44), as quoted by
Ningtyas (2015) reading comprehension strategy is way of accessing the
meaning of texts, which are employed flexibly and selectively in the
course of reading. Reading strategies are often divided into three stages;
(a) before reading, (b) during reading, and (c) after reading. To be able to
read texts, students should have their strategies.
Process of reading is not a merely instant process that occurs
without any strategy and sequence. There are some strategies in reading
proposed by Brown (2000:306). They are 1) identifying the purpose in
reading, 2) use graphemic rules and patterns to aid in bottom up decoding,
3) using efficient silent reading techniques for relatively rapid
comprehension, 4) skim the text for specific information, 5) scan the text
for specific information, 6) use semantic mapping or clustering, 7) guess
23
when you aren‟t certain, 8) analysis vocabulary 9) distinguish between
literal and implied meaning, 10) capitalize on discourse markers to process
relationship.
In addition to Duke and Person (2001:432) explain that there are some
strategy effective reading as follow.
a. preview the text
b. set a purpose for reading
c. make predictions
d. reflect knowledge of topic
e. Often share knowledge of topic
f. create mental pictures
g. determine the main idea(s)
h. ask questions of the text
i. monitor their comprehension
j. use appropriate fix-up strategies
k. react to the text
l. make personal connections
Many factors affect a child‟s ability to comprehend text. These include
a. motivation/purpose/goals/engagement
b. vocabulary/word knowledge/background knowledge automaticity of
decoding
c. fluent reading
d. understanding and use of strategies employed by effective readers
24
e. the nature of the text itself (difficulty and interest)
f. the type or genre of text (e.g., fiction, nonfiction, poetry)
g. the amount of reading done
D. Recount Text
1. Definition Recount Text
Priyana, Irjayanti, and Renitasari (2008:89), explain that recount text
is a text which tells “what happened‟‟. The purpose of the text is do
document a series of event, all of which relate to the occasion. It also has
expressions of attitude and feeling, usually made by the writer about the
events.
The text recount is organized to include:
a. An orientation providing background information needed to
understand needed to understand the text, i.e, who was involved,
where it happened, when it happened/
b. A record of event usually recounted in a chronological order
c. Personal comment or evaluative remarks on the incident.
Common grammatical patterns of a recount include:
a. Use of nouns and pronouns to identify people, animal or things
involved
b. Use of action verbs refers to events
c. Use past tense to locate events in relation to writer‟s time
d. Use conjugations and time connectives to sequence the events
e. Use adverbs phrases to indicate place and time
25
f. Use adjective to describe nouns
2. Types of Recount Text
According to Derewianka (1990) in Miranti (2008:16) as quoted by
Fitriyani (2015: 20-24) there are five types of recount text, they are:
a. Personal Recount
Telling about activities whereas the writer or speaker involves or do
by her or himself (e.g. oral anecdote, diary entry) use the first pronouns
(I, we). Personal responses to the events can be included, particularly at
the end. Details are often chosen to add interest or humor.
Example: Diving in Bunaken Island
Last year, I left New Zealand for Bunaken Island. I went there with a
group of New Zealand divers. Getting there was not quite easy.
Soon after our arrival at Bunaken, we got a general briefing. It
included a description about how to take pictures under water.
Then, we began our diving. In our diving, we saw groups of tiny fish.
In order to identify them, we needed a good guide. Without some
knowledge of their habitat and behavior, it was difficult to identify. In
summary, the trip was mostly enjoyable. This place is so impressive with
its marine life.
b. Factual Recount
Record the particulars of an incident (e.g. report of science
experiment, police report, news report, historical account). A factual
recount is concerned with recalling events accurately. It can range from
everyday tasks such as a school accident report to a formal, structured
research tasks such as a historical recount. The emphasis is on using
language that is precise, factual and detailed, so that the reader gains a
complete picture of the event, experience or achievement.
26
This type uses the third person pronouns (he, she, it, and they). Details
are usually selected to help the reader reconstruct the activity or incident
accurately. Sometimes the ending describes the outcomes of the activity
(e.g. science experiment). Details of time, place and manner may need to
be precisely stated (e.g. at 2.45 pm., between Pandawa street and
Antasari street, the man drove at 90 km/h). The passive voice may be
used (e.g. the beaker was filled with water), it may be appropriate to
include explanations and justifications.
Example: Vacation to London
Mr. Richard‟s family was on vacation. They are Mr. and Mrs. Richard
with two sons. They went to London. They saw their travel agent and
booked their tickets. They went to the British Embassy to get visas to
enter Britain. They had booked fourteen days tour. This includes travel
and accommodation. They also included tours around London.
They boarded a large Boeing flight. The flight was nearly fourteen
hours. On the plane the cabin crews were very friendly. They gave them
news paper and magazine to read. They gave them food and drink. There
was a film for their entertainment. They had a very pleasant flight. They
slept part of the way.
On arrival at Heathrow Airport, they had to go to Customs and
Immigration. The officers were pleasant. They checked the document
carefully but their. Manners were very polite. Mr. Richard and his family
collected their bags and went to London Welcome Desk. They arranged
the transfer to a hotel.
The hotel was a well-known four-star hotel. The room had perfect
view of the park. The room had its own bathroom and toilet. Instead of
keys for the room, they inserted a key-card to open the door. On the third
floor, there was a restaurant serving Asian and European food. They had
variety of food. The two week in London went by fast. At the end of the
14-day, they were quite tired but they felt very happy.
c. Imaginative Recount
Imaginative or literary recounts entertain the reader by recreating the
events of an imaginary world as though they are real. Emotive language,
27
specific detail and first person narration are used to give the writing
impact and appeal.
Example: Earthquake
Let me remind you my experience during an earthquake last week.
When the earthquake happened, I was on my car. I was driving home
from my vocation to Bali.
Suddenly my car lunched to one side, to the left. I thought I got flat
tire. I did not know that it was an earthquake. I knew it was an
earthquake when I saw some telephone and electricity poles falling down
to the ground, like matchsticks.
Then I saw a lot of rocks tumbling across the road. I was trapped by
the rock.
Even I could not move my car at all. There were rocks everywhere.
There was nothing I could do but left the car and walked along way to
my house, in the town.
When I reached my town, I was so surprised that there was almost
nothing left. The earthquake made a lot of damage to my town. Although
nothing was left, I thanked God that nobody was seriously injured.
d. Procedural Recount
A procedural recount records the steps taken in completing a task or
procedure. The use of technical terms, an accurate time sequence and
first Person narration (I or we), give credibility to the information
provided.
Examples include a flow chart of the actions required for making
bread, a storyboard of videotaped script or advertisement, the steps taken
to solve mathematical problem.
Example: Making Ice Cream
I tried to make Ice cream when my uncle visited me. I prepared my ice
cream mixture, and then chill it over an ice bath. Then, I poured the
custard mixture in a deep bowl and put in the freezer. After forty-five
minutes, I removed it from the freezer and stirred it dynamically with a
spatula. I checked the mixture every 30 minutes, stirred it dynamically
28
until it freeze. The last I moved the ice cream to a covered storage
container until ready to serve.
e. Biographical Recount
A biographical recount tells the story of person‟s life using a third
person narrator (he, she, and they). In the case of an autobiography, first
person narration (I, we) is used. It is usually factually accurate and
records specific names, times, places and events. A purely factual,
informative biography, however, would lack the appeal provided by
personal responses and memorable anecdotes. There is often an
evaluation of the subject‟s achievements in the final section.
Example: Agatha Christie
Do you like mystery? There are a lot of books you can read. These
books are written by different authors. Among them are outstanding
mystery creators, i.e. Sir Arthur Conan Doyle, Alfred Hitchcock and
Agatha Christie. The following is short biography of Agatha Christie.
Agatha Mary Clasrissa Miller as born in Torquay, Devon, England, on
September 15th 1890. She studied voice in Paris but stopped a singing
carrier and turned instead to writing.
In 1914, Agatha Miller was married to Col. Archibald Christie, whom
she divorced in 1928. Two years later she was married to archeologist
Max with whom she made several trips to the Middle East countries. She
was made Dame Commander, order British Empire in 1971.
Agatha Christie is known throughout the world as the queen of crime.
Her seventy-seven detective novels and books of stories have been
translated into every major language. Her sales of book and novels are
calculated of millions. She is the world‟s top-selling fiction writer whose
78 crime novels have sold around 2 billion copies in 44 languages. She
also wrote 19 plays and six romantic novels under pseudonym Mary
Westmacott. She began writing at the end of the First World War, when
she created Hercule Poirot, the little Belgian detective with the egg-
shaped head and the passion for order-the most popular detective in
fiction since Sherlock Holmes. Dame Agatha died on January 12th
1976
in Wallingford, England.
29
Based the explanation above, the focus of the research is personal
recount since it tells the activities whereas the researcher involves or do
by her or himself.
30
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the research will present in details the methodology of the
research used in this research. It is divided into several sub chapters.
A. General Situation of MTS N Mranggen
At its inception, the school was named MTs Jauharotul Ulum who assisted
as a private school located at Jalan Candisari. On September 23, 1982, the
Government through the Ministry of Religious Affairs to change the name and
status has become MTs MTs Mranggen. Since then the change of leadership of
the school can be sorted as follows:
In 1982, led by Mr. Abu Amar, BA
In 1989, led by Drs. H. Muhammad Asyiq
In 1994, led by Mr. AgusSalim, BA
In 1999, led by Drs. H. Mushonif
In 2002, led by Mr. H. Wakiman, S.Pd.,M.A
In 2003, led by Mr. H. Sakdullah, S.Ag
The year 2009 was led by Hj. NurMazijah Aaron, M.Sc.
Beginning in mid-2012, led by Mr. H. NurKamsan, S.Ag.,M.Pd. until now.
MTS N Mranggen has the vision and mission, as below.
MTS N Mranggen has facilities and tools in order to make the students easy
and to support teaching learning process. All of the rooms are well maintained.
MTS N Mranggen has 24 classrooms. It consists of seventh grade until ninth
31
grade. They are A-H for seventh grade until ninth. Each class consist of 20 up
to 40 students. There are Teacher Rooms, Administration Room, Language
Laboratory, Head Master Room, Science Laboratory, Library, Playground For
Sports Activity, Computer Lab, Art Laboratory, Counseling Guidance,
Mosque, Hall/ Function Room And Hostel. In MTS N Mranggen there are also
fourth four teacher and five staff.
B. List of Students
Table 3.3 list of Students of MTS N Mranggen the Academic Year of
2016/2017
List of Students
MTS NEGERI MRANGGEN DEMAK
Academic Year 2016/2017
1 ClassVII
(seven ) A B C D E F G H JML
Male 20 20 20 20 20 21 20 19 160
Female 22 24 22 22 22 24 24 22 182
Sum 42 44 42 42 42 45 44 41 342
2 ClassVIII
(eight ) A B C D E F G H JML
Male 6 15 17 19 17 18 20 16 128
Female 30 21 20 18 19 22 17 18 165
Sum 36 36 37 37 36 40 37 34 293
3 ClassIX
(nine) A B C D E F G H JML
Male 8 18 18 19 8 18 15 13 117
Female 24 16 17 16 24 16 19 20 152
Sum 32 34 35 35 32 34 34 33 269
32
C. Subject Of The Research
The subject of the research was carried out to eight hears students of MTSN
Mranggen, of the first semester in the academic year of 2016/2017. The researcher
takes VIII A class as the subject of this research. It is consist of thirty six students.
At this school, there are eighth classes, and the researcher chooses VIII A class,
because she finds more students‟ problem in reading comprehension. She wants
to apply the English learning strategy in order to improve students‟ reading
comprehension. The position of the researcher in this research is as a teacher.
Moreover, the observer of this research is the researcher‟s partner. In this
research, the researcher friends is INH and YNK become collaborator which helps
the researcher when do this research in class and as observer.
33
Table 3.4 the List VIIIA Class of MTN Mranggen in the Academic Year
of 2016/ 2017
NO NAMA JK
1 A F Male
2 A J Male
3 A N M Female
4 A J S K Male
5 A W W Female
6 A R W Female
7 B I P Male
8 B F Female
9 B N Female
10 D W Female
11 D A Female
12 D A S Female
13 D S F Female
14 D A Female
15 D N Female
16 D I F Female
17 D P S Female
18 F N A Female
19 H I Female
20 I M Male
21 I S Female
22 I M Female
23 I Z Female
24 K Female
25 M M A Male
26 N F Female
27 N C U Female
28 N F Female
29 P R Female
30 R R Female
31 R O T Female
32 R N A Female
33 S S Female
34 T M Female
35 W S Female
36 Z N F Female
34
D. Types of Research
This research used the Classroom Action Research (CAR). According to
Burns (2010:2) action research is part of a broad movement that has been going
on in education generally for some time. It is related to the ideas of „reflective
practice‟ and „the teacher as researcher.
Carr and Kemmis (1991) as quote by Suyadi (2010:21) Says that classroom action
research is:
“Action research is a form of self- reflective enquiry undertaken by
participant (teacher, students or principals, for example) in social (including
educational) situation in order to improve the rationality and justice of their
own social or educational practices, their understanding of these practices,
and the situation (and institution) in which the practices are carried out”.
According to Stephen Kemmis (1983) as quoted by Hopkins (1993:44),
Classroom Action Research is a form of self-reflective enquiry undertaken by
participants in social (including educational) situations in order to improve the
rationality and justice of (a) their own social or educational practices, (b) their
understanding of these practices, and (c) the situations in which the practices are
carried out.
Ebbut (1985) as quoted by Basrowi and Suwandi (2008: 26) states that CAR
is about the systematic study of attempts to improve educational practice by
groups of participants by means of their own reflection upon the effects of those
actions.
Based on definition above action research is action research in area education
that did in classroom the purpose to improve quality education and undertaken by
35
teacher (researcher) in order to improve quality of learning, social practice, and
other aspect of education in the class.
According to Arikunto (2006:2-3) informs that CAR consists of three words,
so there are three definitions, which can be explained:
a. Research-indicate an activity to observe the object by using of ways and
methodologies to get the useful data or information to improve the quality
of thing and that is necessary for researcher.
b. Action is a movement activity, which is done deliberately with a certain
purpose.
c. Classroom- in this case is not bound by the term of the classroom, but it
has a more specific meaning. The word of class means groups of students
who are in the same time receive the same lesson from the same teacher.
There are two cycles in this research and each cycle consists of two
meetings. The Researcher plays as the teacher and observer. The researcher
delivered material to the students and arranges notes about the process of teaching
learning reading through Direct Reading- Thinking Activity.
E. Procedure of The Research
This research entitle “The Use Of Strategy Directed Reading-Thinking
Activity (DR-TA) To Improve The Reading Comprehension In Recount Text Of
The Eighth Grade Students Of Mtsn Mranggen In The Academic Year Of
2016/2017” applied Kemmis and Mc Taggart‟s (1988) model of classroom action
research‟s method In according to Arikunto (2006: 16), informs that the principal
concept of CAR according to both of those experts consists of four stages (and its
36
repeating); there are four steps to do classroom action research. They are
planning, acting, observing, and reflecting. The researcher spent two cycles in this
research. This stage can be drawn as follows:
Figure 3.1 The Procedure of Classroom Action Research (Arikunto et al.,
2006: 16)
1. Planning
Planning explains about WH question (what, why, when, where, who
and how the action done) (Arikunto, 2006: 17). The activities in the
planning are:
a. Preparing materials, making lesson plan, and design the step in
doing the action.
b. Preparing list of students‟ name and scoring
c. Preparing teaching-aids
d. Preparing sheets for student‟s and teacher‟s observation sheet
37
e. Preparing a test for pre-test and post test (to know whether
students‟ Reading comprehension improve or not)
2. Acting
In according to Arikunto (2010:139), acting is the implementation of
planning. The researcher spent two meetings to do a classroom action
research.
a. The first meeting is the action of cycle I.
1) The researcher introduced herself
2) The researcher informed her purpose in doing the research
3) The researcher used some text in the pre-test and post-test
in each cycle.
4) The researcher gave a pretest to know the students‟
achievement before the applying “DR-TA”.
5) The researcher applied “DR-TA” strategy to teach the
students and observe learning activity.
6) The researcher gave occasion to the students to ask any
difficulties or problems
7) The researcher gave a posttest and an assignment to the
students to read Recount text as the learning material.
8) The researcher reflected the learning activity with the
observer in order to prepare the better in the second cycle.
38
9) The researcher reflected the learning activity with the
observer in order to prepare the better Teaching Learning
Process in the second cycle.
b. The second is action of cycle II.
1) The researcher used those times to provide pretest to know
the students‟ achievement after the applying “DR-TA”
strategy in first cycle
2) The researcher applied “DR-TA” strategy to teach the
students and observe learning activity.
3) The researcher gave occasion to the students to ask any
difficulties or problems
4) The researcher gave a posttest and an assignment to the
students to read recount text as the learning material.
5) The researcher reflected the learning activity with the
observer in order to prepare the better TLP in the next
cycle.
3. Observation
Observation is one of the techniques of collecting data in this research.
Observation can be systematically used to observe and note the
phenomenon investigated like the students‟ feeling, thinking, and
something they do in teaching learning process. Observations focused on
the implementation of the learning activities and write something that
happened in the classroom.
39
4. Reflecting
Reflection is activities to restate what occurred (Arikunto, 2010:140). The
result of the observation is analyzed. It is to record what happens that in
observation. Then, researcher was examining the result of the acting that
has been conducted. Through the reflection researcher was know the
strength and weakness of implementing DR-TA Strategy to improve of
learning in language class. Beside that there is problem in the cycles I the
researcher must solve the problem in the next cycles. These stages can be
drawn as follow:
Figure 3.2 Cycle of CAR
Figure 3.2 Cyclical AR model based on Kemmis and Mc Taggart (1988:
14) in Hopkins (1993:48)
F. Technique of Collecting Data
Techniques of collecting data which are used in this research are as
follows:
1. Observation
The researcher observed what had been happening during teaching
learning activities. It is used to know the situation of the teaching learning
40
process before and after using DRTA to improve reading comprehension.
In the observation, the researcher will use technique which is field note.
2. Interview
Interview is as dialog that did by interviewer to acquire information
from interviewer (Arikunto 2010:198). In this research, the researcher
interviews the English teacher of eighth grade to know the condition of the
students before conducting the research
3. Test
The researcher would used test as one of research instrument in order
to know student ability and to know how well the students can improve
their reading comprehension. According to Arikunto (2002:198) test is set
of question or exercise or other instrument used to measure knowledge,
intelligence, ability or attitude of groups or individual. The writer use pre-
test and post- test. Pre test is given toward students before teaching
learning processes. In addition, post test was given into students after
teaching learning processes. Pre test and post test were used to know the
differences of students ability before and after the conducted of teaching
learning processes.
4. Documentation
Documentation is needed to know about the situation of the students,
teachers, and profiles of school. Arikunto (2006) as quote Supriyanto and
Machfudz (2010:199) explain that Documentation is search data
41
concerning matter or variable as note, transcript, book, newspaper,
magazine, inscription, writer and etc.
This method used to know the condition of students and teachers,
structure of school organization, profile and location of school. The writer
completed the research by using document to explain about the school and
the data which is needed for this research. The writer asked with the school
to give complete data, so this research can produce result.
G. Technique of Data Analysis
The researcher would like to analyze the data by the action research. The
data was attained from teaching learning process and evaluating. The data will
be analyzed in two ways;
a. Qualitative Technique
Descriptive qualitative technique is used to know students
participation and their activities in classroom. In this case the writer will
use field note in all of activities in classroom. It describes the process and
the result of students‟ improvement in reading comprehension using
DR-TA.
b. Statistical Technique
Beside qualitative technique, the researcher uses a statistical technique.
Statistical technique is used to calculate the result of the test. In scoring
the test, the scores of tests can be counted using the formula according
to Hadi, (1981:246) the formula is:
42
a. Mean calculation
Mean is formula to know the average of the students score.
𝑀 =∑𝑥
𝑁
Explanation:
M = mean of the student‟s score
∑x = the sum of students score
N = the total number of students
To calculate the Mean, the whole scores will add and the sum will
divide by the total number of cases. This analysis purpose to find out
how is the influence of the application of DRTA strategy in improving
students‟ reading comprehension or not. In this study, researcher counts
the data using the mean because it is already known the result of the
research from this way. It shows that there are differences between
cycle I pretest – posttest, and cycle II pretest – posttest or not. Even it
has significance or not.
b. Standard Deviation (SD) Calculation of Cycle
SD = ∑𝐷2
N−
∑𝐷
𝑁
2
Explanation:
SD : Deviasion Standart for one sample t-test
D : Different between pre-test post-test
43
N : The total number of students
c. T-test Calculation of Cycle 1
After calculating the SD, the researcher will calculate t-test to know if
there is any significance differences or no between pre-test and post-test.
to = ∑𝐷
𝑁
𝑆𝐷
𝑁−1
Explanation:
to : T-test for the differences of pre-test and post-test
SD : Deviation standard for one sample t-test
D : Different between pre-test and post-test
N : The total number of students
H. Schedule of the Research
The researcher made the schedule of the research as in the table below:
Table 3.5 Schedule of the Research
NO ACTIVITIES TIME
1. Cycle I Meeting 1 3th
August 2016
2. Cycle I Meeting 2 8th
August 2016
3. Cycle II Meeting 3 10 th
August 2016
4. Cycle II Meeting 4 15 th
August 2016
44
CHAPTER IV
DATA ANALYSIS
C. Field Note
In this chapter, writer explained about the implementation of research and
description of students‟ reading comprehension. The researcher would like to
analyze the data gathered from the action research activities.
The data was obtained from teaching learning process and evaluation. The
data analysis was function to measure the students reading comprehension
improvement by applying Direct Reading Thinking Activity.
In this research the data consist of pre-test and post-test. This research was
implementation on two cycles. The findings consist of the results of the cycle I
and cycle II. These cycles showed the improvement of the student reading
comprehension.
1. Cycle 1
a. Planning
Before implementation the research, the researcher prepared some
instrument of research, such as:
1) Preparing the material of teaching about recount text
2) Preparing Lesson plan as guidance in teaching learning process.
3) Preparing students‟ list name.
4) Preparing observation sheet.
5) Preparing teaching instrument, it was picture and worksheet.
6) Preparing pre-test and post-test.
45
b. Action
a. Meeting 1
The writer did the research on Wednesday, august 3th
2016 at 07.15.
It was in the class of VIIIA which consists of 36 students but there were 2
students who did not present because they were sick. The condition of the
class was quit when researcher and her collaborator entered in class.
Furthermore, the writer introduced herself and her collaborator.
Writer explained the learning purpose in this class during 4 meeting.
The class was started by greeting between the teacher and the students.
Then, researcher checked students‟ attendance list.
The first meeting, DR-TA activity did not started in this meeting
because writer wanted to understand how students English reading skills.
Before began strategy DR-TA. Researcher asked students “Do you know
recount text?. Students said “they are not known about recount text. Then
researcher explained about definition of recount text, kind of recount,
language features, general structure of recount text and examples of
recount text. After that researcher asked students to read the text. But, the
students‟ just silent and embarrassed to read text. So, researchers choose 2
students to read the text. After that students translate the text and teacher
help the students.
After translating the text, researcher divided into some group
discussion. Researcher gave random jumble sentences and arranged in
whiteboard. After that, researcher gave pre test about 20 minutes. After
46
20 minutes, students submitted pre test then teacher closed the lesson.
Researcher closed the lesson by saying Hamdallah together.
b. Second meeting
The second meeting was hold on Monday, 8 august 2016.
Researcher entered to the class at 08:30 a.m. because students followed
flag ceremony in field. Researcher had limited time. So, lesson started
quickly. The researcher started the teaching and learning process by
greeting the students, asking them to pray and checking the students‟
attendance list. The students responded to the greeting cheerfully and
said that one students absent in class because she followed contest.
Researcher continued by reviewing the previous lesson. Students
explained the previous lesson. After that, researcher gave material about
recount text. She discussed about strategy Direct Reading – Thinking
Activity to prediction text from picture. Researcher explained strategy.
She gave the example to use strategy DR-TA prediction text. Then
researcher explained the material, researcher asked students to read the
example of recount text.
Now without selected student began to lift your hand to read. After
that, several students take turns reading another paragraph. Researcher
discussed with students to translating the text). Researcher asked students
to discussed exercise with a classmate, to prediction the text to search
good titles, the past tent and generic structure in the text. After that the
researcher discussed together with the student about the prediction.
47
After that, the researcher and students discussed the contents of the
text and translated the text. After finishing the translating of the text
researcher asked students about their comprehension and understanding
the material. But students say had no question. They did not have
questions, researcher gave post test. They had to finish about 20 minutes.
After finishing the test, researcher closed the lesson. The researcher gave
a conclusion of the lesson. She explained how to predict the text gave
tips to answer the question. Subsequently, Researcher closed the lesson
by saying Hamdallah together.
c. Observation
In the cycle 1, researchers got observation notes from the observer. By
observed the students‟ activity in this teaching learning process, but they
saw that the students felt shy to answer prediction because she was afraid
if the answer false. So, researcher gave support to students in order to
make them more confidents to answer the prediction.
The time was conducted less effectively because the introduction and pre-
test wasted a long time. Whereas second meeting students did post test
hurry because the ceremony so the time was limited. The results of pre test
in cycle and post test in cycle 1 as follow:
48
Table 4.1 Result of Pre-Test and Post-test Cycle 1
NO NAMA
pre test post test y-x D2
(x) (y)
1 AF 70 70 0 0
2 A J 40 60 20 400
3 ANM 80 90 10 100
4 AJSK 0 60 60 3600
5 AWW 70 80 10 100
6 A R W 70 60 -10 100
7 B I P 60 100 40 1600
8 B F 40 0 -40 1600
9 B N 50 70 20 400
10 D W 70 70 0 0
11 D A 50 80 30 900
12 D A S 50 60 10 100
13 D S F 50 70 20 400
14 D A 0 80 80 6400
15 D N 60 90 30 900
16 D I F 50 70 20 400
17 D P S 50 90 40 1600
18 F N A 90 80 -10 100
19 H I 60 60 0 0
20 I M 40 50 10 100
21 I S 50 70 20 400
22 I M 80 70 -10 100
23 I Z 50 70 20 400
24 K 40 60 20 400
25 M M A 60 60 0 0
26 N F 60 60 0 0
28 N F 50 80 30 900
29 P R 60 70 10 100
30 R R 70 60 -10 100
31 R O T 80 70 -10 100
32 R N A 60 80 20 400
33 S S 60 80 20 400
34 T M 40 80 40 1600
49
35 W S 50 70 20 400
36 Z N 70 80 10 100
Jumlah 2010 2540 530 24300
1) Mean Calculation of Cycle 1
a) Mean of pre-test 1
𝑀1 =∑𝑥
𝑁
𝑀1 =2010
36
𝑀1= 55.83
b) Mean of post-test 1
𝑀2 =∑𝑥
𝑁
M2 =2540
36
M2 = 70.55
c) Mean of pre-test 1 = 55.8 and mean of post-test 1 = 70,5
d) Mean of pre-test 1 ≤ mean of post-test 1
From the calculation above, it can conclude that there were some
improvements toward students‟ reading comprehension after
implementation of DRTA. It was proven by students‟ mean test
result comparison between pre-test and post-test in cycle 1, the
mean of pre test was 55.8 whereas the mean of post-test was 70, 5.
50
2) Deviation Standard (SD) Calculation of Cycle 1
SD = ∑𝐷2
N−
∑𝐷
𝑁
2
SD = 24300
36−
530
36
2
SD = 675 − 14,722
SD = 775 − 216,743
SD = 558,256
SD =23.627
3) T-test Calculation of Cycle 1
to = ∑𝐷
𝑁
𝑆𝐷
𝑁−1
to =
530
36
23.627
36−1
to =14,72223.627
35
to =14,72223.627
5,91
to =14,722
3,997
to = 3,683
4) Percentage Calculation of Cycle 1
The calculation which shows the class percentage of students who
pass the KKM was:
51
P =F
N
P =27
36 x 100%
P = 75%
It means there are 75% of students‟ who pass the standardized
score (the minimum of pass the KKM. It indicates that the successful of
cycle I should be improved. Finally, the researcher takes the second cycle
so that 85% students are able to pass KKM.
d. Reflecting
After analyzing the result of the action in this cycle1, the researchers
concluded that the students “reading comprehension was improved. It was
shown by the average of post-test, which higher than average of pre test.
2. Cycle 2
a. Planning
Before implementation the research, the researcher prepared some
instrument of research, such as:
1) Preparing the material of teaching about recount text
2) Preparing Lesson plan as guidance in teaching learning process.
3) Preparing list of students‟ list name.
4) Preparing observation sheet.
5) Preparing the teaching instrument, it was picture and worksheet.
6) Preparing pre-test and post-test.
52
b. Action
1) Meeting 3
The third meeting was hold on Wednesday, 10 august 2016.
Researchers entered to the class at 07:05 a.m. The researcher started the
teaching and learning process by greeting the students, asking them to pray
and checking the students‟ attendance list. In this meeting student
presented 100% no absents.
Then with the spirit, the students answered the greeting from the teacher.
Then before doing pre test, the teacher asked the students about
explanation of previous material and some students answered. Teacher
stars to prepare pre-test and dividing it. She gives 20 minutes for students
to answer the question. After finishing their pre-test, the teacher starts to
explain example about prediction picture and answer question with see
picture. The researcher guide students to predict the picture. After that
write the prediction on the paper, students read the text to confirm the
prediction. After that researcher asked students to read the text and predict
the picture.
Now without being asked students want to read the text. R R a student
raised her hand and wants to read the text of each paragraph. Researcher
showed that their predictions were correct or not. Students began to dare to
raise your hands and want to read the text. After the researcher divided
into some groups and asked students to predict text. After being given 20
minutes, researcher predicted image provided together with students.
53
After finishing the lesson today, researcher closed the lesson. The
researcher gave a conclusion of the lesson today. Subsequently,
Researcher closed the lesson by saying Hamddallah together.
2) Meeting 4
The four meeting was hold on Monday, 15 august 2016.
Researchers entered to the class at 07:15 a.m. The researcher started
the teaching and learning process by greeting to the students, asking
them to pray and checking the students‟ attendance list. After check
the attendance list one student absent because follow contest, so just
thirty five students be present. In this day the time is very limits.
Researcher gives text for students and students predict the text and
translate the meaning of the text. Researcher give 20 minutes to
understand the text. After that researcher asked students to in front of
the class and read the text.
Researcher give opportunity to three students can translate the
text and brave forward to translate and predict the text would give
reward. Then a male student brave to translate the first paragraph in
front of the class. They were active. 2 students, male and female
translated another paragraph. The translation from students better than
before and students predicted the text confidently. After finishing
translation of the text researcher gave feedback to students.
Subsequently, researcher gave post test and student did the post test.
54
After the finishing post test. Researcher closed the lesson by saying
Hamdallah together.
c. Observation
In the cycle 2, researchers got observation notes from the observer. By
observed the students‟ activity in this teaching learning process, but they
saw that the students felt confident to answer the prediction because she
felt comfort with situation learning process.
The time was conducted better than before, because students did pre- test
seriously. Whereas second meeting students did post test hurry because the
ceremony so the time was limited. The results of pre test in cycle and post
test in cycle 1 as follow:
Table 4.2 Result of Pre-Test and Post-test Cycle 2
NO
NAMA
Pre
test
2
post
test 2 y-x d2
1. A F 70 100 30 900
2. A J 60 80 20 400
3. A N M 70 90 20 400
4. A J SK 70 80 10 100
5. A W W 60 90 30 900
6. A R W 70 90 20 400
7. B I P 80 100 20 400
8. B F 70 90 20 400
9. B N 60 80 20 400
10. D W 70 90 20 400
11. D A 70 90 20 400
12. D A S 90 90 0 0
13. D S F 70 100 30 900
14. D A 80 90 10 100
15. D N 80 100 20 400
55
16. D I F 80 90 10 100
17. D P S 70 80 10 100
18. F N A 100 100 0 0
19. H I 90 90 0 0
20. I M 90 90 0 0
21. I S 80 90 10 100
22. I M 70 80 10 100
23. I Z 90 90 0 0
24. K 90 100 10 100
25. M M A 70 80 10 100
26. N F 70 0 -70 4900
27. N C U 90 90 0 0
28. N F 90 100 10 100
29. P R 70 80 10 100
30. R R 80 100 20 400
31. R O T 80 90 10 100
32. R N A 70 80 10 100
33. S S 80 90 10 100
34. T M 60 90 30 900
35. W S 60 80 20 400
36. Z N 90 100 10 100
Jumlah 2740 3150 410
1430
0
1) Mean Calculation of Cycle 2
a) Mean of pre-test 2
𝑀1 =∑𝑥
𝑁
𝑀1 =2740
36
𝑀1 = 76.11
b) Mean of post-test 2
𝑀2 =∑𝑥
𝑁
56
M2 =3150
36
M2 = 87.5
c) Mean of pre-test 2 = 76.11 and mean of post-test 2 = 87.5.
d) Mean of pre-test 2 ≤ mean of post-test 2
From the calculation above, it can be concluded that there were
some improvements toward students‟ reading comprehension after
implementation of DR-TA. It was proven by students‟ mean test
result comparison between pre-test and post-test in cycle 2, the
mean of pre test was 76.11 whereas the mean of post-test was 87.5
2) Deviation Standard (SD) Calculation of Cycle 2
SD = ∑𝐷2
N−
∑𝐷
𝑁
2
SD = 14300
36−
410
36
2
SD = 397,222 − 11,3882
SD = 397,222 − 129,706
SD = 267,516
SD =16, 355
3) T-test Calculation of Cycle 2
to = ∑𝐷
𝑁
𝑆𝐷
𝑁−1
57
to =
410
36
16,355
36−1
to =11,38816,355
35
to =11,38816,355
5,9
to =11,388
2,772
to = 4,10
4) Percentage Calculation of Cycle 2
The calculation which shows the class percentage of students who
pass the KKM was:
P =F
N
P =35
36 x 100%
P = 97,2%
The score percentage of students who pass the KKM was 97.2%. It
means that there were only 35 students who pass the KKM. However, 1
student could not pass the KKM. It conclude that the improvement of
students‟ reading comprehension in recount text is good enough.
d. Reflection
After analyzing the result of the action in this cycle, the researcher
seen that strategy of “DR-TA” could improve students reading
58
comprehension. The students easy to understand the material, few them
did the test well. They learned to read seriously and carefully to find the
answers of questions. The result of pre test and post test in this cycle are
higher than be first cycle.
D. Discussion
Based on the result of analysis in two cycles, the researcher would like
show the students‟ reading comprehension improvement from cycle I and cycle II
the improvement as follow:
Table 4.3 The Analysis Of Students Improvement
No Analysis Cycle 1 Cycle 2
1. Mean
Pre test 55.83 70.55
Post test 76.11 87.5
2. t- table N=35 2.030 2.030
3. T-calculation 3,683 4,10
The table above shows that t-calculation is bigger than t-table which mean
that there is considerable influence from cycle 1, and cycle 2. The calculation
shows that the t-table is 2.030. In cycle 1 the result that is 3,683 from t-table
2,030. In cycle 2 also the t-calculation is bigger than t-table that is 4,10 from t t-
table 2,030. It means that the application of DRTA Strategy can improve students‟
reading comprehension.
59
In addition, the mean of pre test and post test of each cycle increase
significantly, where both of post test are higher than pre test. The table above
display that the mean of cycle 1 improves; the mean of pre test is 55.83 and the
mean of post test is 70.55. in cycle 2 also show that post test is bigger than pre
test. Mean of pre test is 76.11 and mean of post test is 87, 5.
The result shows that then mean of the findings in cycle 1 and cycle 2
were higher than the standardized score (KKM) in score 70. All students pass the
standardized score. The score of mean of post-test in cycle 1 and cycle 2 were
70.55 and 87, 5. The result in cycle 1 and cycle 2 were successful to achieve the
standardized score.
60
CHAPTER V
CLOSURE
A. Conclusion
Based on the problem statement above, the researcher draws some
conclusion as follow:
1. The implementation of DRTA can improve students reading
comprehension on recount text was done in two cycles. Based on the
result of the students‟ observation, the cycle II is better than cycle I. in
cycle II students more active than cycle I students passive and afraid to
prediction the text. Teacher use strategy DRTA with three stages, i.e.
prediction, reading and confirmation. During implementation DRTA
strategy students able to predict the picture and comprehends the
content from read the text. Besides, the implementation of DRTA also
helped the students to understand their comprehension through the
reading with prediction, so students can predict text before read the text.
2. The extent of using DR-TA strategy to improve students‟ reading
comprehension of the second year students of MTS N Mranggen in the
academic year of 2016/2017. It is shown by the result of calculation of
t-test in two cycles. In the cycles I the calculation of t- test is 3.683
which higher than t-table (2.030). While in the cycle II the calculation
of t -test is 4.10 which higher than t-table (2,030), by the level of
significance of 5%. From the t- test, it can be seen that there is
improvement from the first cycle to the second cycle. Furthermore, the
61
“DR-TA” also make the students active thinking and creative to
comprehend the text. The students can explain what they have read by
using “DR-TA” and it can increase their confidence to share their
knowledge to other friends.
3. Beside on data from the result of test have been done and analysis that
improvement of students reading comprehension through DR-TA
strategy. It can be seen from the cycle I and cycle II. It was shown by
pre-test and post-test. Besides that, the table above display that the
mean of cycle 1 improves; the mean of pre test is 55.83 and the mean of
post test is 70.55. In cycle 2 also show that post test is bigger than pre
test. Mean of pre test is 76.11 and mean of post test is 87.5.
\
62
B. Suggestion
After the knowing and finding of the research, researcher gives suggestion
as follows:
1. To Teacher
a. The teacher needs to select material before conducting teaching
learning process. The teacher can use new material not only use LKS
or book to interest students in reading the text.
b. The teacher can use strategy DRTA to get the interest of the students
that reading is not boring so students can prediction text with picture
or title before reading.
c. The teacher should motivate the students in order to be more
confidents to read English text. So students are interested in reading
habit. They are enjoy when read English text.
2. To Students
a. The students must be active in learning process and should not be
afraid to share idea or question during the learning process.
b. Students can use DRTA strategy to prediction the text, so students
more easy when answer the question.
c. Students should read the material carefully, so they can understand
the contents of text.
63
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67
INTERVIEW AND QUESTIONNAIRE
Interview guru Tanggal 19 Mei 2016 (Di Ruang Guru )
1. Menurut Ibu, bagaimana kegiatan pembelajaran bahasa Inggris di kelas
VIII?
2. Teknik dan media apa yang Ibu gunakan dalam pembelajaran bahasa
Inggris di kelas?
3. Kendala apa saja yang dihadapi?
4. Teknik dan kegiatan apa yang Ibu gunakan untuk mengajarkan kompetensi
membaca (reading)?
5. Media apa yang Ibu gunakan untuk mengajarkan kompetensi membaca
(reading)?
6. Sumber belajar yang digunakan untuk mengajarkan kompetensi membaca
(reading) diambil dari mana?
7. Kendala apa saja yang dihadapi ketika mengajarkan reading?
8. Apakah para siswa antusias dalam mengikuti pembelajaran reading di
kelas?
9. Kesulitan-kesulitan apa saja yang dialami siswa ketika membaca teks
berbahasa Inggris?
10. Bagaimana cara Ibu membantu para siswa mengatasi kesulitan tersebut?
11. Latihan reading seperti apa yang Ibu berikan kepada siswa?
ANSWER
1. Agak susah, karena siswanya nakal mungkin karena mereka masih kelas 8
dan ketika kelas 7 mereka masih takut, jadi di kelas 8 mereka melakukan
penjajakan sehingga mereka susah diatur.
2. Tehnik yang saya gunakan biasanya textbook jadi siswa membaca buku
yang ada di paket atau kadang sayajuga mengunakan gambar dan power
point, tapi power pointnya bergatian jadi jarang untuk mengunakan.
68
3. Ya kendalanya muritnya nakal mb dan gak mau bawa kamus.
4. Biasanya saya bacakan textnya kemudian saya kasih vocab.
5. Biasanya saya mengunakan buku paket, worksheet, gambar dan ppt.
6. Buku paket, LKS dan kadang juga mengunakan internet.
7. Mereka takut membaca dan malas untuk menerjemahkan dan prounounnya
juga masih kurang.
8. Kalau kelas A lumayan antusias mb cuman kadang mereka males
memahami teksnya dan males menerjemahkan.
9. Tidak mengerti vocabnya dan prounounya masih salah mb.
10. Biasanya saya meberikan vocab yang susah dan menyuruh mereka
menerjemahkan.
11. Biasanya saya suruh membaca teks satu persatu.
69
Interview siswa
Dengan Sinta Suciana
1. Bagaimana pembelajaran bahasa Inggris di kelas?
2. Apakah Adik menyukai pelajaran reading? Mengapa?
3. Apakah Adik merasa kemampuan membaca dan memahami teks
berbahasa Inggris Adik sudah bagus?
4. Apa kesulitan yang sering Adik temui ketika membaca dan memahami
teks berbahasa Inggris? (Misalnya tata bahasa, kosakata, cara pengucapan,
jenisjenis teks, dll.)
5. Bagaimana Adik mengatasi kesulitan tersebut?
6. Bagaimanakah cara guru Adik mengajarkan reading di kelas? Kegiatan
apa saja yang biasa dilakukan?
7. Apakah guru Adik menggunakan media ketika mengajar reading di kelas?
Jika iya, media apa yang biasa beliau gunakan?
8. Untuk materi pembelajaran reading, sumber belajar yang digunakan
berasal darimana? (Misalnya dari LKS, Internet, dll.)
9. Apakah materi tersebut dapat Adik pahami?
10. Latihan reading apa yang biasa diberikan oleh guru Adik?
11. Apakah latihan tersebut membantu Adik meningkatkan kemampuan Adik
membaca teks berbahasa Inggris? Jika iya, apa contohnya?
Answer question
1. Ya biasanya disuruh ngerjain buku sama dijelasin materi yang dibuku.
2. Kadang - kadang suka, soalnya bahasa inggris kadang sulit kadang mudah
kalau yang sulit saya males soalnya gak faham.
3. Masih kurang bagus.
4. Biasanya jenis – jenis teksnya vocabnya juga soalnya gak tau artinya.
5. Biasanya latihan membaca sama mencari kata yang sulit dikamus.
6. Biasanya suruh membaca LKS/buku suruh diterjemahkan.
7. Medianya teks.
8. LKS/buku
9. Kadang-kadang paham.
10. Membaca teks di buku
11. Ya, tambah bisa lancar membaca karena latihan terus.
70
Interview siswa
Dengan Bilkis Nabela
1. Bagaimana pembelajaran bahasa Inggris di kelas?
2. Apakah Adik menyukai pelajaran reading? Mengapa?
3. Apakah Adik merasa kemampuan membaca dan memahami teks
berbahasa Inggris Adik sudah bagus?
4. Apa kesulitan yang sering Adik temui ketika membaca dan memahami
teks berbahasa Inggris? (Misalnya tata bahasa, kosakata, cara pengucapan,
jenisjenis teks, dll.)
5. Bagaimana Adik mengatasi kesulitan tersebut?
6. Bagaimanakah cara guru Adik mengajarkan reading di kelas? Kegiatan
apa saja yang biasa dilakukan?
7. Apakah guru Adik menggunakan media ketika mengajar reading di kelas?
Jika iya, media apa yang biasa beliau gunakan?
8. Untuk materi pembelajaran reading, sumber belajar yang digunakan
berasal darimana? (Misalnya dari LKS, Internet, dll.)
9. Apakah materi tersebut dapat Adik pahami?
10. Latihan reading apa yang biasa diberikan oleh guru Adik?
11. Apakah latihan tersebut membantu Adik meningkatkan kemampuan Adik
membaca teks berbahasa Inggris? Jika iya, apa contohnya?
Answer Question
1. Ya biasa kak dijelaskan di kelas menerjemahkan membaca ya pokoknya
dijelaskan di kelas.
2. Ya lumayan kak, karena kalau teksnya mudah aku bisa paham.
3. Belum begitu.
4. Aku tidak mengerti artinya dan tidak bisa memahami isi teksnya.
5. Biasanya mencari arti mengunakan kamus.
6. Ya suruh membaca teks yang ada di Lks/Buku dan suruh menerjemahkan
dan kata yang sulit diartikan.
7. biasanya pakai buku atau Lks.
8. LKS,Buku dan teks.
9. Kadang kalau mudah aku paham tapi kadang juga sulit.
10. Suruh membaca dan menerjemahkan.
11. Ya belum begitu tapi kadang paham sedikit.
71
SILABUS PEMBELAJARAN
Sekolah : .............................
Kelas : VIII ( Delapan )
Mata Pelajaran : BAHASA INGGRIS
Semester : 1 (Satu)
Standar Kompetensi : Membaca
5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk descriptive
1. Teks fungsional
pendek berupa:
Undangan
Contoh :
Dandi,
Please come
1. Brain storming tentang berbagai hal terkait teks fungsional pendek berbentuk “undangan”
Membaca dengan nyaring dan bermakna teks fungsional pendek
Mengidentifikasi berbagai informasi dalam teks fungsional pendek
Tes lisan
Tes tertulis
Membaca
nyaring
1. Melengkapi
Read the the text
aloud and
clearly.
1. Complete the
test using
6 x 40
menit
1. Buku teks yang relevan
2. Gambar terkait tema/to
72
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
dan recount pendek dan sederhana dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar
Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat lancar dan berterima yang
to our meeting
Day : Saturday
Date:March
1st,2008
Time : 10.00
Place : Osis Reuni
Don’t be late !
Budy
Secretary
Pesan Singkat
Lia,
I’m out for shopping
your meal is in
refrigerator
Mom
2. Teks esei
berbentuk descriptif
/pesan pendek
2. Mendengarkan undangan yang dibacakan oleh guru/teman
3. membaca nyaring teks fungsioanl pendek tentang undangan/pesan pendek
4. menjawab pertanyaan tentang isi teks fungsional pendek “undangan” /pesan pendek
5. Menyebutkan tujuan komunikatif teks fungsional pendek “undangan” /pesan pendek
Mengidentifikasi fungsi sosial teks fungsional pendek Mengidentifikasi ciri kebahasaan teks fungsional pendek
2. Pilihan ganda
3. Uraian
correct
words
2. Choose the
correct answer
3. Answer the
following
questions
based
on the text
pik
3. Benda-benda sekitar
73
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
berkaitan dengan lingungan sekitar
1. Teks
fungsional
pendek
berupa
-
Undangan
- pesan
singkat
2. Tata
Bahasa
- Request
3. Kosa kata
- kata
terkait –
tema
dan jenis
teks
4.
UngkapanBaku
dan recount
1. Teks tulis
berbentuk
descriptive dan
recount
Makna gagasan
Makna tekstual dalam teks descriptive dan recount
6. Menjwab pertanyaan tentang ciri kebahasaan teks fungsional pendek “undangan” /pesan pendek
1. Tanya jawab berbagai hal terkait tema/topik bacaan
2. Review kosakata dan tatabahasa terkait jenis teks descriptive/recount
3. Membaca teks descriptive/recount
4. Menjawab pertanyaan tentang
1. Menjawab mau tau
pertanyaan tentang :
1. Makna gagasan
2. Makna tekstual dalam teks descriptive dan recount
3. Langkah retorika teks descriptive dan recount
4. Tujuan komunikatif teks descriptive dan recount
5. Ciri kebahasaan teks descriptive dan recount
6. Membaca nyaring teks descriptive dan recount.
Tes tulis
PG
T / F
1. Choose the
best
option based
on
the text.
2. State whether
the statements
are TRU or
4 x 40
menit
1. Buku teks yang relevan
2. Koran/majalah
3. Gambar peristiwa/tempat
74
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
- Don’t be
late !
- Don’t miss
it !
Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
2. Langkah retorika
teks
descriptive dan
recount
3. Tujuan komunikatif
teks descriptive dan
recount
4. Ciri kebahasaan
teks descriptive dan
recount
informasi yang terdapat dalam teks
5. Menjawab pertanyaan tentang tujuan komunikatif tdan langkah retorika teks descriptive / recount
6. Menyebutkan ciri-ciri kebahasaan teks yang dibaca
7. Membaca nyaring dan bermakna teks descriptive / recount
Tes lisan
Membaca
nyaring
FALSE.
3. Answer the
questions
Read the text
aloud.
4. Lingkungan sekitar
75
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
dalam teks berbentuk descriptive dan recount
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
76
RENCANA PELAKSANAAN PEMBELAJARAN
( RPP )
Sekolah : MTS N Mranggen
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII / 1
Pertemuan ke : 1
Standar kompetensi : Membaca
5. Memahami makna teks tulis fungsional dan esei pendek
sederhana berbentuk descriptive dan recount untuk berinteraksi
dengan lingkungan sekitar.
Kompetensi Dasar : 5.3 Merespons makna dan langkah retorika dalam esei
pendek sederhana secara akurat, lancar dan berterima
yang berkaitan dengan lingkungan sekitar dalam teks
berbentuk recount.
Indikator : Membaca
1. Membaca teks fungsional pendek berbentuk recount
2. Memahami dan menjawab pertanyaan dari teks fungsional pendek
berbentuk recount
Jenis Teks : recount
Skill : Reading
Alokasi Waktu : 2 x 40 menit
A. Tujuan Pembelajaran
1. Siswa mampu membaca teks fungsional pendek berbentuk recount teks
2. Siswa mampu memahami dan menjawab pertanyaan dari teks fungsional pendek
berbentuk teks recount.
B. Materi Ajar
Recount text is a text that telling the reader about one story, action or activity. Its goal is
to entertaining or informing the reader.
Macam-macam Recount Text :
Generic structure (susunan umum) recount text ini terdiri dari:
77
Orientation tells who was involved, what happened, where the events took place, and
when it happened. ("Orientation" menceritakan siapa saja yang terlibat dalam cerita,
apa yang terjadi, di mana tempat peristiwa terjadi, dan kapan terjadi peristiwanya).
Events tell what happened and in what sequence. ("Event" menceritakan apa yang
terjadi (lagi) dan menceritakan urutan ceritanya).
Reorientation consists of optional-closure of events/ending. ("Reorientation" berisi
penutup cerita / akhir cerita).
Language Features in recount:
Introducing personal participant: I, my group, etc
Using chronological connection: next, later, when, then, after, before, first.
Adverb of time: Yesterday, last month, on Monday, an hour ago, immediately, etc.
Using simple past tense
SIMPLE PAST TENSE
Formula: S + V2 + O + C
S : Subject
V2 : Past verb
O : Object
C : Complement
Verbs that shows the past tense usually ends in –ed, for example:
V1 V2
Stay Stayed
Book Booked
Check Checked
Insert Inserted
Lock Locked
Select Selected
Walk Walked
There are irregular verbs that will change their form in past tense
V1 V2
Go Went
EAT ATE
See Saw
Drive Drove
Bring Brought
A Beautiful Day at Jogja
Last week, my friends and I went to Jogja.We visited many places. First, we visited
Parangtritis beach.The sun shone brightly and the scenery was very beautiful there. We
78
felt the wind blew across to us. We also saw a lot of people in that beach.There many
birds flew in the sky. Also,there were many sellers who sold many kinds of souvenirs.
Second, we visited Gembira Loka Zoo. We saw many kinds of animals there such as
monkeys,tigers, crocodiles, snakes, etc.We looked around in that Zoo, and also took
pictures of those animals. Then, we felt hungry,so we went to a restaurant. As soon as
we finished our lunch,we decided to went home.
For me, that was a beautiful day. We really enjoyed it, and I hope I could visited Jogja
again.
C. Metode Pembelajaran
Diskusi
Cooperative Learning
D. Langkah – langkah Pembelajaran
1. Meeting 1
Kegiatan Pembelajaran Alokasi waktu
a. Kegiatan Awal
Greeting.
Berdoa.
Check absen siswa.
Menjelaskan tujuan pembelajaran.
Menanyakan apa yang sudah dipahami dari materi.
10 menit
b. Kegiatan inti
Explorasi
Guru menjelaskan tentang materi yang akan dipelajari.
guru membagi beberapa kelompok.
Elaborasi
Siswa diminta untuk membentuk kelompok.
Siswa diminta untuk mendiskusikan jamble sentence
dengan kelompoknya.
Siswa diminta untuk mengurutkan urutan yang tepat dari
jumble sentence.
Setiap kelompok cepat-cepat maju ke depan untuk
merangkai urutan yang tepat dari kalimat tersebut.
Guru dan siswa mendiskusikan hasilnya bersama-sama.
10 menit
30 menit
79
Konfirmasi
Konfirmasi
Guru menanyakan kesulitan siswa
Guru memberikan soal pre test
Guru menjadi sumber dan fasilitator siswa dalam
memahami teks recount.
25 menit
c. Kegiatan Akhir
Menyimpulkan materi pembelajaran dan penguatan
materi
Mengingatkan siswa untuk selalu belajar
Guru menutup pembelajaran dengan membaca
hamdallah dan salam.
5 menit
E. Sumber Belajar
Worksheet
Whiteboard
Internet
Buku ajar guru, buku siswa
F. Penilaian
Bentuk : Multiple choice
Instrumen :
Pre-Test :
Read the text carefully and answer these following questions!
Post-Test :
Read the text carefully and answer these questions based on the text.
G. Rubrik Penilaian
a. Teknik Penelitian : tes
b. Bentuk : pilihan ganda
c. Instrument : terlampir
d. Pedoman penskoran
Rubrik Penilaian Pilihan Ganda
Soal 10
Jawaban benar = 10
Nilai Siswa = Benar x 10=…
81
RENCANA PELAKSANAAN PEMBELAJARAN
( RPP )
Sekolah : MTS N Mranggen
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII / 1
Pertemuan ke : 2
Standar kompetensi : Membaca
5. Memahami makna teks tulis fungsional dan esei pendek
sederhana berbentuk descriptive dan recount untuk berinteraksi
dengan lingkungan sekitar.
Kompetensi Dasar : 5.3 Merespons makna dan langkah retorika dalam esei
pendek sederhana secara akurat, lancar dan berterima
yang berkaitan dengan lingkungan sekitar dalam teks
berbentuk recount.
Indikator : Membaca
1. Membaca teks fungsional pendek berbentuk recount
2. Memahami dan menjawab pertanyaan dari teks fungsional
pendek berbentuk recount
Jenis Teks : recount
Skill : Reading
Alokasi Waktu : 2 x 40 menit
C. Tujuan Pembelajaran
1. Siswa mampu membaca teks fungsional pendek berbentuk recount teks
2. Siswa mampu memahami dan menjawab pertanyaan dari teks fungsional pendek
berbentuk teks recount.
D. Materi Ajar
A. Definition of Directed Reading Thinking Activity
82
(DRTA) is method to teach reading strategy that guides the students in making
prediction about a text from picture or title, and then read it to confirm or refute the
predictions.
B. Steps for the Direct Reading - Thinking Activity:
1. The first step is the students make predictions
2. The second step is the students read the text.
3. The next step is to confirm, revise and make a new prediction.
Example:
Holiday in Bali
We had a wonderful holiday in Bali. It was a really great place. The people were
friendly, the food was great, and the weather was a lot better than at home.
Most days were pretty. I swam two or three times a day, but my brother Fachri
just spent all his time lying on the beach with his eyes closed.
Last Saturday I got on the bus and went to the north of the island, It was much
quieter there than here–very beautiful, but no tourists. The next day we went
across to the east coast to see some of the old villages.
I learned Balinese–I couldn't say much, but it was fun to try. Fachri actually
spoke it quite well, but he was afraid to open his mouth, so I was the one who
talked to people.
C. Metode Pembelajaran/ Tehnik
DRTA (Direct Reading Thinking Activity)
Diskusi
Cooperative Learning
D. Langkah – langkah Pembelajaran
Orientation
Event
Re-orientation
83
2. Meeting 2
Kegiatan pembelajaran Alokasi waktu
a. Kegiatan Awal
Greeting
Berdoa
Check absen siswa
Menanyakan hasil pembelajaran pertemuan kemarin
10 menit
b. Kegiatan inti
Explorasi
Guru menjelaskan kembali pembelajaran sebelumnya
dengan menjelaskan metode DRTA.
Mengamati text yang diberikan
Mendiskusikan text yang didapat
Elaborasi
DRTA Prediction
Siswa diberikan gambar dan diminta untuk
memprediksi gambar tersebut.
Siswa diminta untuk memprediksi judul apa yang tepat
dari gambar tersebut.
DRTA-Reading the text in segment
Mengumpulkan berbagai informasi yang ada didalam
text yang telah mereka dapatkan dan memprediksi apa
prediksi mereka tentang gambar sesuai dengan teks.
Mencari informasi general struktur teks yang berkaitan
dengan teks dan past tense.
DRTA-Confirming and verifying the predictions
Menkonfirmasi hasil yang mereka dapatkan dari
memprediksi gambar dan teks.
Konfirmasi
Guru menanyakan kesulitan siswa
15 menit
25 menit
84
Guru memberikan soal post test
Guru menjadi sumber dan fasilitator siswa dalam
memahami teks recount
25 menit
c. Kegiatan akhir
Menyimpulkan materi pembelajaran dan penguatan materi
Mengingatkan untuk belajar dirumah.
Guru menutup pembelajaran dengan membaca hamdallah
dan salam.
5 menit
E. Sumber Belajar
Picture
Worksheet
Whiteboard
Internet
Buku ajar guru, buku siswa.
F. Penilaian
Bentuk : Multiple choice
Instrumen :
Pre-Test :
Read the text carefully and answer these following questions!
Post-Test :
Read the text carefully and answer these questions based on the text.
G. Rubrik Penilaian
a. Teknik Penelitian : tes
b. Bentuk : pilihan ganda
c. Instrument : terlampir
d. Rubrik Penilaian Pilihan Ganda
Soal 10
Jawaban benar = 10
Nilai Siswa = Benar x 10=…
86
RENCANA PELAKSANAAN PEMBELAJARAN
( RPP )
Sekolah : MTS N Mranggen
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII / 1
Pertemuan ke : 3 dan 4
Standar kompetensi : Membaca
5. Memahami makna teks tulis fungsional dan esei pendek
sederhana berbentuk descriptive dan recount untuk berinteraksi
dengan lingkungan sekitar.
Kompetensi Dasar : 5.3 Merespons makna dan langkah retorika dalam esei
pendek sederhana secara akurat, lancar dan berterima
yang berkaitan dengan lingkungan sekitar dalam teks
berbentuk recount.
Indikator : Membaca
1. Membaca teks fungsional pendek berbentuk recount
2. Memahami dan menjawab pertanyaan dari teks fungsional pendek
berbentuk recount
Jenis Teks : recount
Skill : Reading
Alokasi Waktu : 4 x 40 menit (2x Pertemuan)
F. Tujuan Pembelajaran
1. Siswa mampu membaca teks fungsional pendek berbentuk recount teks
2. Siswa mampu memahami dan menjawab pertanyaan dari teks fungsional pendek
berbentuk teks recount.
3. Materi Ajar
87
No Activities
1) What can you see from the picture? 2) What did grandpa do?
3) Where did they located?
Prediction:
Accurate Less
Accurate
Not
Accurate
Confirmation
Correction
Grandpa Birthday
It was my grandpa‟s birthday last Sunday. On Friday, my sister and I went
shopping at the mall, We bought a nice shirt. Then we wrapped it in a blue paper.
Blue is my grandpa‟s favourite colour.
On Saturday morning, my brother and I helped my sister making a birthday cake
in the kitchen. It was a big and beautiful birthday cake I wrote „Happy Birthday‟ on it.
After that, we put some chocolate and candle a on the top of the cake.
On Sunday evening, my uncle and my aunt came to my house They brought
several bottles of soft-drink, and flowers for grandpa. Then, we sat together in the
living room.
Finally, grandpa blew the candle and cut the cake while we were singing a
„Happy Birthday‟ song for him. After giving each of us a piece of cake, he opened the
present. He told us that he liked the present, and he was very happy.
C. Metode Pembelajaran/ Teknik
DRTA (Direct Reading Thinking Activity)
88
Diskusi
Cooperative Learning
D. Langkah – langkah Pembelajaran
1. Meeting 3
Kegiatan pembelajaran Alokasi waktu
a. Kegiatan Awal
Greeting.
Berdoa.
Check absen siswa.
Merefleksi pertemuan sebelumnya.
10 menit
b. Kegiatan inti
Explorasi
Mengerjakan soal.
Melihat contoh yang diberikan.
Siswa memahami tahapan dari text direct reading
thoingking activity.
Elaborasi
DRTA Prediction
Memprediksi gambar yang diberikan.
Menghubungkan pertanyaaan melalui gambar.
Menanyakan berbagai hal yang berkaitan dengan text
yang belum dipahami
DRTA-Reading the text in segment
Siswa membaca dan menghubungkan prediksinya dengan
teks bacaan yang didapat.
DRTA-Confirming and verifying the predictions
Mengkoreksi hasil prediksi gambar dengan teks.
Konfirmasi
Guru menanyakan kesulitan siswa
Guru menjadi sumber dan fasilitator siswa dalam
memahami teks recount
25 menit
30 menit
10 menit
c. Kegiatan Akhir 5 menit
89
Menyimpulkan materi pembelajaran dan penguatan
materi
Mengingatkan siswa untuk selalu belajar
Guru menutup pembelajaran dengan membaca hamdallah
dan salam.
2. Meeting 4
Kegiatan pembelajaran Alokasi waktu
a. Kegiatan Awal
Greeting
Berdoa
Check absen siswa
Menanyakan hasil pembelajaran pertemuan kemarin
10 Menit
b. Kegiatan inti
Explorasi
Guru mengulas kembali pelajaran sebelumnya bagaimana
memahami teks recount dengan strategi DR-TA.
Siswa dan guru bersama-sama mempraktekkan strategi
DR-TA.
Elaborasi
DRTA Prediction
Meminta siswa untuk memperhatikan teks recount
yang akan dipelajari.
Meminta siswa membaca judul teks tersebut.
Meminta siswa menebak isi teks berdasarkan judul
yang dibaca.
Meminta hipotesis siswa lain mengenai teks.
DRTA-Reading the text in segment
Mengkonfirmasi hipotesis siswa.
Meminta siswa fokus per-paragraf dan menerjemahkan
artinya.
10 Menit
30 Menit
90
Meminta salah satu siswa untuk maju membaca dan
menerjemahkan artinya tiap paragraph.
Siswa yang maju ke depan akan diberikan hadiah.
DRTA-Confirming and verifying the predictions
Menkonfirmasi hipotesis siswa.
Membaca dan mengkonfirmasi hasil terjemahan.
Konfirmasi
Guru menanyakan kesulitan siswa.
Guru memberikan soal post test.
Guru menjadi sumber dan fasilitator siswa dalam
memahami teks recount.
25 Menit
c. Kegiatan akhir
Menyimpulkan materi pembelajaran dan penguatan
materi
Mengingatkan siswa untuk selalu belajar
Guru menutup pembelajaran dengan membaca hamdallah
dan salam.
5 menit
E. Sumber Belajar
Picture
Worksheet
Whiteboard
Buku guru, buku siswa
F. Penilaian
Bentuk : Multiple choice
Instrumen :
Pre-Test :
Read the text carefully and answer these following questions!
Post-Test :
Read the text carefully and answer these questions based on the text.
G. Rubrik Penilaian
a. Teknik Penelitian : tes
b. Bentuk : pilihan ganda
c. Instrument : terlampir
d. Pedoman penskoran
Rubrik Penilaian Pilihan Ganda
Soal 10
Jawaban benar = 10
Nilai Siswa = Benar x 10=…
92
MATERI 1
Recount text
1. Definition Recount text is a text that telling the reader about one story, action or activity.
Its goal is to entertaining or informing the reader.
2. Macam-macam Recount Text :
Generic structure (susunan umum) recount text ini terdiri dari:
Orientation tells who was involved, what happened, where the events took place, and
when it happened. ("Orientation" menceritakan siapa saja yang terlibat dalam cerita,
apa yang terjadi, di mana tempat peristiwa terjadi, dan kapan terjadi peristiwanya).
Events tell what happened and in what sequence. ("Event" menceritakan apa yang
terjadi (lagi) dan menceritakan urutan ceritanya).
Reorientation consists of optional-closure of events/ending. ("Reorientation" berisi
penutup cerita / akhir cerita)
3. Language Features in recount:
Introducing personal participant: I, my group, etc
Using chronological connection: next, later, when, then, after, before, first.
Adverb of time: Yesterday, last month, on Monday, an hour ago, immediately, etc.
Using simple past tense
SIMPLE PAST TENSE
Formula: S + V2 + O + C
S : Subject
V2 : Past verb
O : Object
C : Complement
Verbs that shows the past tense usually ends in –ed, for example:
V1 V2
Stay Stayed
Book Booked
Check Checked
Insert Inserted
Lock Locked
Select Selected
Walk Walked
There are irregular verbs that will change their form in past tense
V1 V2
93
Go Went
EAT ATE
See Saw
Drive Drove
Bring Brought
4. Example
A Beautiful Day at Jogja
Last week, my friends and I went to Jogja.We visited many places. First, we visited
Parangtritis beach.The sun shone brightly and the scenery was very beautiful there. We
felt the wind blew across to us. We also saw a lot of people in that beach.There many
birds flew in the sky. Also,there were many sellers who sold many kinds of souvenirs.
Second, we visited Gembira Loka Zoo. We saw many kinds of animals there such as
monkeys,tigers, crocodiles, snakes, etc.We looked around in that Zoo, and also took
pictures of those animals. Then, we felt hungry,so we went to a restaurant. As soon as we
finished our lunch,we decided to went home.
For me, that was a beautiful day. We really enjoyed it, and I hope I could visited Jogja
again.
Jumble 1
1. We left our house at about 5 o'clock in the morning. We took a taxi to the railway
station.
2. Finally our train came. All of us rushed to get on the train.
3. Last Lebaran, my family and I went to our hometown. We decided to take a train
because it is more comfortable.
4. It took about 5 to 7 hours to get to our hometown. We enjoyed our journey.
5. We took the carriage no 3 according to our tickets.
6. But our train was late for about fifteen minutes, so we had to wait a bit longer.
7. After finding our seats, we sat comfortably.
8. We arrived at the station at six. Our train would leave at 6.40
Key answer: 3-1-8-6-2-5-7-4
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Jumble 2
1. We went for recreation.
2. It is about 50 kilometers to go to the zoo from my house.
3. Last week my parents, sister, brother and I went to the zoo.
4. We left at 8a.m and arrived at 9 a.m.
5. There were a lot of people watching a giant snake there.
6. I thought it was the biggest snake I had ever seen.
7. It‟s 60 meters long.
8. After going around and watching various animals, we went home.
Key answer: 3-1-2-4-5-7-6-8
Jumble 3
1. Nearly the end of their action, one of them dropped a plate.
2. First, three clowns ran into the center ring and did somersault.
3. Not only hit each other, the clown also juggled balls and plates.
4. Suddenly, a spotlight shone on the entrance to the circus.
5. People busted into laughter while I wondered why people don‟t laugh when they
broke plates at home.
6. Then, they made funny faces and slapstick actions that made the audience laughed,
7. After sitting for a second, the lamp dimmed.
8. Last night my family went to see a circus.
Key answer 8-7-4-2-6-3-1-5
Jumble 4
1. So, I took my bike at home and tried to deliver it.
2. Fortunately, the owner of the wallet was my classmate‟s neighbor.
3. Yesterday, when I was walking home, I found a wallet.
4. After looking at the ID card, I knew that address is quite far from my home.
5. That‟s why my classmate and I could find the house easily.
6. When I was looking for the address, I met` my classmate.
7. I found an ID card and some money in the wallet.
8. Then, I stopped and asked him about the address.
Key answer 3-7-4-1-6-8-2-5
Jumble 5
1. We couldn't take any photographs.
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2. It was really beautiful.
3. Then, we walked into a waterfall.
4. It was nice having meals in the open air.
5. Unfortunately, we left our camera at home.
6. Finally, we decided to go back to our tent.
7. On Saturday, my friends and I camped on a hill nearby.
8. After setting up the tent, we took our picnic jar and had a meal together.
Key answer: 78432516
Jumble 6
1. My older brother went to serpong circuit.
2. He was very disappointed.
3. He lost the race and his car was broken .
4. He arrived at six and checked up his engine.
5. The race started at four.
6. At first he led the race, but it was not long.
7. Suddenly another car hit his car from the right side.
MATERI 2-3
D. Definition
Recount is a piece of text that retells past events, usually in the order in which they
happened. The purpose of a recount text is to give the audience a retells of what
happened and when it happened.
E. Generic structure
1. Orientation: Introducing the participants, place and time.
2. Events: Describing series of event that happened in the past.
3. Reorientation: It is optional. Stating personal comment of the writer to the
F. Definition of Directed Reading Thinking Activity
(DRTA) is method to teach reading strategy that guides the students in making prediction
about a text from picture or title, and then read it to confirm or refute the predictions.
G. Steps for the Direct Reading - Thinking Activity:
4. The first step is the students make predictions
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5. The second step is the students read the text.
6. The next step is to confirm, revise and make a new prediction.
Example:
Holiday in Bali
We had a wonderful holiday in Bali. It was a really great place. The people were
friendly, the food was great, and the weather was a lot better than at home.
Most days were pretty. I swam two or three times a day, but my brother Fachri
just spent all his time lying on the beach with his eyes closed.
Last Saturday I got on the bus and went to the north of the island, It was much
quieter there than here–very beautiful, but no tourists. The next day we went
across to the east coast to see some of the old villages.
I learned Balinese–I couldn't say much, but it was fun to try. Fachri actually
spoke it quite well, but he was afraid to open his mouth, so I was the one who
talked to people.
Exercise:
Read the following text and discuss with friend table and find good title, past tense and
generic structure from the text.
Orientation
Event
Re-orientation
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Last week, I spent my vacation in Jogjakarta, the city is famous in Indonesia. I went to the
temple of Borobudur. My family and I went there in the morning we went to Borobudur
temple by private car family. I had prepared everything before we went to Jogja. While we
were driving, we get to see some beautiful scenery mountains, forests, and waterfalls.
My family and I arrived at the Borobudur Temple at 4:00 pm. There, I saw a lot of tourists.
Borobudur temple is crowded on a holiday vacation. I can learn and practice speaking
English with a foreign tourist different language to me.
Dovi his name. He is very friendly. This is the first time I spoke English with foreign
tourists. We returned at 22:00 at night. It was a very interesting holiday for me and my family
was happy.
Vocabulary:
Spent, Spend: menghabiskan, melewatkaan
Scenery : pemandangan
Crowded : penuh
No Activities
1) What can you see from the picture? 2) What did grandpa do?
3) Where did they located?
Prediction:
Accurate Less
Accurate
Not
Accurate
Confirmation
Correction
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Grandpa Birthday
It was my grandpa‟s birthday last Sunday. On Friday, my sister and I went shopping at the
mall, We bought a nice shirt. Then we wrapped it in a blue paper. Blue is my grandpa‟s
favourite colour.
On Saturday morning, my brother and I helped my sister making a birthday cake in the
kitchen. It was a big and beautiful birthday cake I wrote „Happy Birthday‟ on it. After that,
we put some chocolate and candle a on the top of the cake.
On Sunday evening, my uncle and my aunt came to my house They brought several
bottles of soft-drink, and flowers for grandpa. Then, we sat together in the living room.
Finally, grandpa blew the candle and cut the cake while we were singing a „Happy
Birthday‟ song for him. After giving each of us a piece of cake, he opened the present. He
told us that he liked the present, and he was very happy.
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Name of the group members: 1).________________________________
2).________________________________
3).________________________________
4).________________________________
5).________________________________
6).________________________________
Worksheet and Verification Sheet Write down your predictions and confirmations here. Put a tick (√) in the
ACCURATE, LESS ACCURATE, or NOT ACCURATE column for your
predictions. Make correction of your prediction if it is necessary.
No Activities
A. Work with your group, look at the picture and answer the
following questions.
1. What can you see from the picture?
2. Where did they located?
3. Who did feel enjoyed the holiday?
Prediction:
Accurate Less
Accurate
Not
Accu
rate
Confirmation
Correction
100
Holiday at the Zoo
Yesterday, I went to the zoo with my family to see some animal. When we got to the zoo,
bouht some food to be given to the animals.
After getting the food we went to the monkey cage, where we saw and feed some monkey.
Then we went to the nocturnal zone where we saw some birds and reptiles which only come
out at night after the sunset to found some food.
Before lunch we got a chance to ride on the elephant. It was very fun. I nearly fell off when
trying to get on the elephant‟s back. During lunch we enjoyed the sound of birds in the park.
Then in the afternoon we saw animals circus. We returned home very tired but happy because
we had so much fun all the day.
MATERI 4
Read the text prediction the content and translate in Indonesia.
Holiday in Pasir Kencana Beach
Ditulis Oleh Muhammad Fadhil Immas
Last week my friend and I were bored after three weeks of holidays, so we rode our bikes to
Pasir Kencana Beach, which is only five kilometres from where I live. When we arrived at
the beach, we were surprised to see there was hardly anyone there.
After having a quick dip in the ocean, which was really cold, we realized one reason there
were not many people there. It was also quite windy. After we bought some hot chips at the
takeaway store nearby, we rode our bikes down the beach for a while, on the hard, damp part
of the sand. We had the wind behind us and, before we knew it, we were many miles down
the beach.
Before we made the long trip back, we decided to paddle our feet in the water for a while,
and then sit down for a rest. While we were sitting on the beach, just chatting, it suddenly
dawned on us that all the way back, we would be riding into the strong wind.
When we finally made it back home, we were both totally exhausted! But we learned some
good lessons that day.
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READING COMPREHENSION PRE-TEST
Name : ____________________________________________________________________
Class : ____________________________________________________________________
Date : ____________________________________________________________________
Choose either A, B, C, or D for the correct answer.
Questions 1 to 4 are based on Text 1.
I am so glad that today is over. So many things have gone wrong. For some reasons I didn‟t
sleep a wink last night. I was very tired when Mum called me this morning. I fell asleep again
until Mum called me again. That snooze made me late.
I did not have time for breakfast. I was starving as I ran to catch the school bus. I just
missed it. Dad had to ride me to school. He was late for teaching at his school and he was
furious with me. He scolded me for being late.
I arrived at school on time. The teacher asked us to hand in our homework. My
homework was not in my bag. I had forgotten to put it in my bag the night before. I usually
check my bag in the morning. I did not do this because I was late I had to do extra assignment
as a punishment.
After Biology lesson, I did not tie my shoelace properly. I tripped over it. And fell down
the stairs. I hurt my knee and had to have a bandage on it. What a terrible day! I hope that I
have much better one tomorrow.
1. What is the purpose of the text?
a. To explain about something wrong
b. To inform about the writers activities
c. To entertain the readers about the funny story
d. To retell about the writer‟s terrible day
2. The generic structure of the last paragraph is called …..
a. reason
b. re-orientation .
c. events
d. orientation
3. What made everything went wrong?
a. He got up late in the morning
b. His came to school on time
c. His bag was left at home
d. He got punishment from his teacher
e. His father was late to ride him
4. Which of the following statement is NOT TRUE according to the text?
a. The writer didn‟t sleep a wink at that night
b. He didn‟t hand in his homework
c. He had breakfast before leaving for schoo
b. He fell down the stairs
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Questions 5 to 10 are based on Text 1
RECOUNT TEXT
Last holiday my students and I went to Jogjakarta. We stayed at Morison Hotel which is not a
long way from Malioboro. On Friday, we went to the sanctuaries in Prambanan. There are
three major sanctuaries, the Brahmana, Syiwa and Wisnu sanctuaries. They are truly
stunning. We went by just Brahmana and Syiwa sanctuaries, on the grounds that Wisnu
sanctuary is being remodeled. On Saturday morning we went to Yogya Kraton. We spent
around two hours there. We were fortunate on the grounds that we were driven by a brilliant
and amicable aide. At that point we proceeded with our adventure to Borobudur. We touched
base there at four p.m. At 6 p.m. we heard the declaration that Borobudur entryway would be
closed. In the evening we left Jogjakarta by bus.
5. The content above basically talks about ……..
a. the writer‟s trip to Yogyakarta
b. the writer‟s first visit to Prambanan
c. the writer‟s impression about the guide
d. the writer‟s experience at Yogya Kraton
6. The content is composed as an/an ………
a. recount
b. narrative
c. report
d. anecdote
7. What is purpose of the text……….
a. tell past events
b. entertain readers
c. describe the smugglers
d. report an event to the police
8. What else the big temples in Prambanan?
a. angkor wat, syiwa, and sudra temples
b. paria, brahmana, and temples
c. brahmana, syiwa, and wisnu temples
d. wisnu, syiwa, and borobudur temples
9. When did they go home?
a. On Saturday morning
b. On Friday evening
c. On Thursday evenin
d. On Saturday evening
10. Why did they just visit Brahmana and Syiwa sanctuaries?
a. because there was no wisnu temple
b. because wisnu temple was amazing
c. because wisnu temple was too small
d. because wisnu temple was being repaired
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CURRICULUM VITAE
Name : Nurul Umayah
Place and Date of Birth : Demak, July 31th
1993
Address : Jalan Panji Raya 3, Rt 04/Rw 04 Karangawen Demak.
Email/Phone Number : [email protected]/085712228783
Living : Desa Panjen, Kec. Karangawen Kab. Demak
NIM : 113-12-071
Education Background :
1. Tk Setiya Budi Kuripan Graduated in 1999
2. SD N 2 Kuripan Graduated in 2005
3. SMP N 1 Karanggawen Graduated in 2008
4. MA Nurul Ulum Mranggen Graduated in 2011
5. Iain Salatiga Graduated in 2016
Experience : 2015 Pelatihan Ketrampilan di PKBM Surya Alam
Demak.
Pengawas Ujian Nasional PKBM Sejahtera Karangawen.
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