SING DIRECTED READING THINKING ACTIVITY (DR-TA) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION (A Classroom Action Research at the Eleven Class of Senior High School Basyariyah Dagangan Madiun in the Academic Year of 2012-2013)

WARIYANTI, (2015) SING DIRECTED READING THINKING ACTIVITY (DR-TA) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION (A Classroom Action Research at the Eleven Class of Senior High School Basyariyah Dagangan Madiun in the Academic Year of 2012-2013). Masters thesis, Universitas Sebelas Maret.

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    Abstract

    The aims of the research are (1) to identify whether and to what extent DR-TA reading strategy can improve students‟ reading comprehension and (2) to know the strengths and the weaknesses of DR-TA reading strategy when it is used to teach reading. The research was carried out at the second grade students of senior High School Basyariyah Dagangan Madiun in the academic year of 2012-2013. This study was carried out in Desember 2010 up to July 2014. This Classroom Action Research (CAR) was conducted in two cycles. Each cycle consisted of four meetings and one post-test. There are two types of data in this study: qualitative and quantitative data. The qualitative data were taken from the classroom observation, questionnaire, interview, and document analysis. The data were analyzed by using Constant Comparative Method (CCM) which consisted of four steps: (1) comparing incidents applicable to each category; (2) integrating categories and their properties; (3) delimiting the theory and (4) writing the theory. The quantitative data were taken from the tests. The data were analyzed by using descriptive statistics to calculate and compare the mean score of pre-test and post-test 1 and 2. The research findings showed that the use of DR-TA Strategy could: (1) increase the students‟ reading comprehension. The students‟ reading comprehension increased: finding main idea correctly; finding detail information; finding reference correctly; making inference correctly; finding synonym and antonym in the text, and (2) to know strength and weaknesses DR-TA strategy, there are: (a) The strengths of DR-TA reading strategy are as follows: (1) DR-TA strategy helps develop critical reading skills; (2) Students will learn to think about what they are going to read while making predictions; (3) DR-TA reading strategy uses activities after reading to reflect on what they have read; (b) The weaknesses of DR-TA strategy are as follows: (1) DR-TA strategy is only useful if students have not read or heard the text being used; and (2) Classroom management may become a problem. The improvement was also shown from the students‟ scores. The mean score of pre-test result was 58.38; the mean score of post-test Cycle 1 was 79.09; and the mean score of post-test Cycle 2 was 82.86. Based on the research‟s results, it can be concluded that the use of DR-TA reading strategy improves the students reading comprehension and class situation. Therefore, it is recommended for the English teachers to carry out DR-TA reading strategy as an alternative strategy in their classes. Key words: Directed Reading Thinking Activity (DR-TA), Reading Comprehension, CAR

    Item Type: Thesis (Masters)
    Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
    P Language and Literature > PE English
    Divisions: Pasca Sarjana
    Pasca Sarjana > Magister
    Pasca Sarjana > Magister > Pendidikan Bahasa Inggris - S2
    Depositing User: Endar Kusumaningrum
    Date Deposited: 07 Oct 2015 14:14
    Last Modified: 07 Oct 2015 14:20
    URI: https://eprints.uns.ac.id/id/eprint/21088

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