SCRUTINIZING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON STUDENTS' READING COMPREHENSION

Nerim Nerim

Abstract


The aim of this research was to examine the directed reading thinking activity (DRTA) strategy on students’ reading skills. This research was classified as experimental research applying a quasi-experimental design. This study involved 60 students of second-grade students of SMPN 1 Jonggat. The students were divided into two groups, the experimental and control groups. The experimental group was subjected to DRTA strategy, while the control group was treated using the conventional learning strategy. The data were obtained by using a reading test. The data were analyzed using descriptive and inferential statistics. The data were calculated using SPSS 19.0 for Windows. The descriptive statistic was aimed at finding out the students’ mean score, mode, median, and standard deviation. Hence, the inferential statistic was used to test the research hypothesis using the independent sample t-test. The results of the research showed that the DRTA strategy in teaching reading had a more positive effect than the conventional learning strategy. It was proven that the students’ mean score in the experimental class (78.80) was higher than those in the control group (73.73). In addition, the score of 2-tailed (0.032) was lower than the sig. level 0.05. Therefore, the hypothesis was accepted. It means that the directed reading thinking (DRTA) strategy had a significant effect on students’ reading comprehension.

Keywords


Reading comprehension; DRTA strategy; Teaching English;

Full Text:

PDF Full Paper

References


Alyouser, H. S. (2006). Teaching reading comprehension to ESL/ EFL learners. Journal of Language Learning, 5, 1, p. 63-73.

Androveda, G.. N. (2015). The Effect of Using Directed Reading Thinking Activity on the Tenth grade Students’ Reading Comprehension Achievement at SMAN 1 Yosowilangun Lumajang. Jember University.

Candrawati, D. K. F. (2010). The Effect of Using Directed Reading Thinking Activity on the Tenth grade Students’ Reading Comprehension Achievement at SMP N 5 Tanggul. Jember: Jember University.

Celik, S. (2019). Intelligence Differences and Mediation Factors: A Sequential Explanatory Study of Improvement of EFL Undergraduate Students’ Reading Comprehension Skills. International Journal of Language Education, 3(2), pp. 128-145. DOI: https://doi.org/10.26858/ijole.v3i2.9577

Bos, C. S., & Vaughn, S. (2012). Strategies for teaching students with learning and behavior problems. Boston: Allyn and Bacon

Brown, H. D. (2007). Principles of Language Learning and Teaching (5th Ed.). New York: Pearson Education, Inc.

Burchfield, C. M, & Sappington, J. (2000) Compliance with required reading assignments. Teaching of Psychology, 27(1): 58–60.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Conner, J. (2006). Instructional reading strategy: DR-TA (Directed Reading Thinking Activity), retrievedon Sunday, 21 July 2019 from: http://www.indiana.edu/~l517/DRTA.htm

Daeli, N., Hutapea, Y., Ningsih Gea, F., Lestari, I., & Saragih, E. (2020). Identifying reading comprehension questions of national examination for Senior High School students. JOLLT Journal of Languages and Language Teaching, 8(1), 83-90. DOI: https://doi.org/10.33394/jollt.v8i1.2239

El-Koumy, A. S. A. K. (2006). The Effects of Directed Reading-Thinking Activity on EFL Students’ Referential and Inferential Comprehension, retrievedon Sunday, 21 July 2019 from :http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2365150

Erliana, S. (2011). Improving Reading Comprehension Directed Reading Thinking Activity (DRTA) strategy. Journal on English as Fulcher, Glenn and Fred Davidson. 2007. Language Testing and Assessment: An Advanced Resource Book. New York: Routledge.

Fitriana, M. (2018). Students’ reading strategies in comprehending academic reading: A case study in an Indonesian private collage. International Journal of Language Education, 2(2), 43-51. DOI: https://doi.org/10.26858/ijole.v2i2.6181

Gaur, A. S., & Sanjaya, S. G. (2009). Statistical methods for practice and research: A Guide to Data Analysis Using SPSS (2nd Ed.). New Delhi: Response Books.

Gillet, J. W., Hobart, & William, S. (2012). Understanding Reading Problems: Assessment and Instruction, 8th Edition. Person: North Carolina A & T State University.

Glass, C. et al. (2006). Directed reading thinking activities, retrieved on Monday, 24 September 2012 from http://forpd.ucf.edu/strategies/stratDRTA.htm.

Gultom, Y. V. (2018). Teaching reading skills to non-English native speaker students: The numbered head together (NHT) technique and students’ reading ability in Bengkulu. International Journal of Language Teaching and Education, 2(1), 25-31. https://doi.org/10.22437/ijolte.v2i1.4532

Haerazi, H., & Irawan, L. (2020). The effectiveness of ECOLA technique to improve reading comprehension in relation to motivation and self-efficacy. International Journal of Emerging Technologies in Learning (IJET), 15(01), pp. 61-76. DOI: http://dx.doi.org/10.3991/ijet.v15i01.11495

Haerazi, Irawan, Suadiyatno, & Hidayatullah. (2020). Triggering preservice teachers’ writing skills through genre-based instructional model viewed from creativity. International Journal of Evaluation and Research in Education (IJERE), 9(1), 234-244 DOI: http://doi.org/10.11591/ijere.v9i1.20395

Haerazi, H., Prayati, Z., & Vikasari, R. M. (2019). Practicing contextual teaching and learning (CTL) approach to improve students’ reading comprehension in relation to motivation. English Review: Journal of English Education, 8(1), 139-146. https://doi.org/10.25134/erjee.v8i1.2011

Haerazi, H., May Vikasari, R., & Prayati, Z. (2019). The use of scientific-based approach in ELT class to improve students’ achievement and classroom interaction. Register Journal, 12(2), 157-180. https://doi.org/10.18326/rgt.v12i2.157-180

Haerazi, H., & Irawan, L. A. (2019). Practicing genre-based language teaching model to improve students’ achievement of writing skills. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 4(1), 9-18. http://dx.doi.org/10.21093/ijeltal.v4i1.246

Harmer, J. (2007). The Practice of English Language Teaching (4th Ed.). New York: Longman, Inc.

Januarty, R., & Azizah Nima, H. (2018). Energizing students’ reading comprehension through multimodal texts. International Journal of Language Education, 2(2), 14-22. DOI: https://doi.org/10.26858/ijole.v2i2.4347

Jennings, C. & Shepherd, J. (1998). Literacy and the key learning areas: successful classroom strategies. Eleanor Curtain Publishing.

Johnson, A. P. (2008). Teaching Reading and Writing: A guidebook for tutoring and remediating students. Maryland: Rowman & Littlefield Publisher, Inc. Press.

Lail, H. (2019). Answering reading texts on English tryout test based on the 12th grade students' strategies at SMA Negeri1 Kuripan Lombok Barat. JOLLT Journal of Languages and Language Teaching, 7(1), 3-5. DOI: https://doi.org/10.33394/jollt.v7i1.1434

Lei, S. A, Bartlett, K. A, Gorney S. E. (2010) Resistance to reading compliance among college students: Instructors’ perspectives. College Student Journal 44(2): 219–29.

May, C. (2009). Explicit Instruction of Reading Strategies that Enable EFLLearners to Achieve Comprehension in Reading: The Case of Third Year Lychee Learners. Dissertation. Constantine: Department of English, Department of Foreign Languages, Mentoury University.

Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138(2), 322–352

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An expanded Sourcebook. California: Sage Publications.

Mills, G. E. (2003). Action Research: A Guide for the Teacher Researcher: 2nd Edition. New Jersey: Pearson Education, Inc.

Norlund, A. (2019). Fiction reading in a practice where L1 and L2 learners are taught together, Pedagogy, Culture & Society, https://doi.org/10.1080/14681366.2019.1631208

Novita, D. (2018). Syndicate learning: an alternative approach for teaching extensive reading. JOLLT Journal of Languages and Language Teaching, 6(1), 27-33. DOI: https://doi.org/10.33394/jollt.v6i1.810

Novita, R. (2014). Using directed reading-thinking activity to improve the reading comprehension ability of the eighth-grade students of SMPN 1 Yogyakarta in the acacdemic year of 2013/2014. Thesis, English Education Department, State University of Yogyakarta.

Odwan, T. A. A. H. A. (2012). The effect of the directed reading thinking activity through cooperative learning on English secondary stage students’ reading comprehension in Jordan. International Journal of Humanities and Social Science, 16(2), p. 138-151.

Richards, J. C., & Schmidt, R. (2002). Longman, Dictionary of LanguageTeaching and Applied Linguistics (3rdEd.). London: Pearson EducationLimited.

Sari, N. K., Drajati, N. A., & Rochsantiningsih, D. (2019). Promoting students’ reading comprehension using graphic organizer: A classroom action research . International Journal of Language Teaching and Education, 3(2), 118-129. https://doi.org/10.22437/ijolte.v3i2.7394

Sasanguie, D., Göbel, S. M., Moll, K., Smets, K., & Reynvoet, B. (2013). Approximate number sense, symbolic number processing, or number-space mappings: What underlies mathematics achievement? Journal of Experimental Child Psychology, 114(3), 418–431. DOI: https://doi.org/10.1016/j.jecp.2012.10.012

Sharma, F., Van-Hoof, H. B., Ramsay, C. (2017). The influence of time on the decisions that students make about their academic reading. Active Learning in Higher Education, 20(1), 79-92. DOI: https://doi.org/10.1177%2F1469787417731200

Spratt, Marry, Alan, P., & Williams, M. (2005). The TKT (Teaching

Knowledge Test) course. Cambridge: Cambridge University Test.

Stahl, K. A. D. (2008). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers”. Journal of Literacy Research, 40, p. 359–393.

Stauffer, R. G. (1969). Directing reading maturity as a cognitive process. New York: Harper & Row.

Stubbs, S. (2000). Targeting Text Information: Recount, Information Report, & Explanation, Junior High School. Sydney: Blake Education.

Tawali, T. (2018). The effect of definitions toward students’ vocabulary. JOLLT Journal of Languages and Language Teaching, 6(1), 34-41. DOI: https://doi.org/10.33394/jollt.v6i1.811

Vanbecelaere, S., Berghe, K. V., Cornillie, F., Sasanguie, D Bert Reynvoet, B., & Depaepe, F. (2019). The effects of two digital educational games on cognitive and noncognitive math and reading outcomes. Computers & Education DOI: https://doi.org/10.1016/j.compedu.2019.103680

Vercellotti, M. L. (2017). Do interactive learning spaces increase student achievement? A comparison of classroom context. Active Learning in Higher Education, 19(3), 197-210. DOI: https://doi.org/10.1177%2F1469787417735606




DOI: https://doi.org/10.33394/jollt.v8i2.2284

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Nerim Nerim

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JOLLT Journal of Languages and Language Teaching

P-ISSN: 2338-0810

E-ISSN: 2621-1378

organized by Pascasarjana Universitas pendidikan Mandalika

Published by Universitas Pendidikan Mandalika

E : [email protected]

 Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.