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Directed Reading Activity Method (DRA) by Syamsul Alam
CHAPTER I
INTRODUCTION
A. Background
Reading is one of important skills in learning English, reading skills as a far of receptive skills is given the first priority in the language curriculum. Reading is important because it can help the students to gain information such as general knowledge, subject of school. Through reading people can improve their own knowledge which is needed to insure the continuing personal growth and adapt the change in the world. Harvey (1990) argues that the purpose of reading in language is inform our selves about something, we are interested in, or challenges our knowledge on certain matters. In other word, to broaden experience of the world in which we live.
Reading for comprehension is not of course an easy task, especially for senior high school students. Hence, students must posses interpretation ability to the meaning of the words, expression, sentences. Clark and Hanlan assert “sentences is a letter consisting of an address and messages”. Comprehension is much needed to catch the meaning of the text or written information. In other word, students cannot get the purposes or messages of author without comprehension properly, if students read without understanding, they will get nothing from this reading. The comprehension of this case means the ability of students to divine, paraphrase, explain, summarize, make prediction, or catch the meaning of the written information. Based on the statement the writer can conclude that to find ideas of the certain text the students must have ability that link it on it.
Zemelman, Daniel and Hyde ( 1998: 30) State that reading means getting meaning from print, reading is not phonics, vocabulary, syllabication, or other skill, as useful as these activities may be, the essence of reading is a transaction between the words of an author and the mind of a reader, during which meaning is constructed. This means that the main goal of reading instruction must be comprehension; above all, we want students to understand what is on a page.
Teaching reading to English learners is exciting for teachers who have the ability to perform it. They have skills and competence to apply the appropriate teaching strategies and teaching method which can motivate the students to enjoy the printing materials they distribute. Actually the aim of reading depends on the reader. But mostly the purpose of the reader is to get some information.
The writer intends to concentrate on using Directed reading activity method for teaching to improve the reading comprehension of students as a main object of the research.
To improve the students’ ability of the reading comprehension, the teachers have to use a method to teach reading comprehension. Because it is very important to improve the students’ ability in reading comprehension. So the writer tries to use a method to teach students. Actually there are many methods but the writer just want to try to using DRA method.
Tovani (1969) states that Directed Reading Activities.(DRA) is reading activities that use different types of open ended questions along with purpose setting to guide the reader to a more informed and relevant interpretation.
Based on the explanation above, the writer intends to use DRA method to teach reading comprehension, it is expected to discover DRA method effective to increase the reading comprehension ability.’ The title of this research is
“Using Directed Reading Activity Method (DRA) to teach Reading Comprehension to the Second Year Students of MA Syekh Yusuf Sungguminasa”
B. Problem Statement
Based on the background above, the writer formulates research questions as follow:
What is directed reading activity method?
To what extend is DRA method able to improve the students’ ability in reading comprehension?
C. Scope of the Research
The scope of the research is restricted to find out the students’ ability to comprehend the reading during the teaching and learning process through DRA method. It is applied to the second year students of MA Sungguminasa
D. Objective of the Research
The research aims to find out whether or not DRA method can stimulate the students’ ability in learning reading comprehension.
E. Significance of the Research
1. To know whether directed reading activity method is a good method to improve the students’ ability in reading comprehension
2. To know whether DRA method can improve the students’ ability in reading comprehension
F. The Operational Definition of Terms
In this part, the research would like to clarify some important terms that still need explanation in order to give some perception to wards the research as follow:
1. The directed reading activity is a popular instructional procedure that can be used with both fiction and nonfiction text (Burns et all.1999). originated by Betts in 1946, this carefully structured; teacher directed approach has long been used by publisher of various basal series. Depending on the needs of their students class-room teachers still tie it into lesson growing from quality children’s literature. One way to familiarize you with how this method is used to browse through a teacher’s guide, especially from an older basal series. Current series are more likely to be patterned after a revision of the DRA by Stauffer (1969), which are called the directed reading thinking activity. The lesson in a DRA follows a prescribed structure involving five basic step.
- Preparation
- Directed reading
- Skill/strategy development
- Follow up practice
- Enrichment.
2. Daniel Zemelman and Hyde ( 1998 : 30 ) say that reading means getting meaning from print, reading is not phonics, vocabulary, syllabication, or other skill, as useful as these activities may be, the essence of reading is a transaction between the words of an author and the mind of a reader, during which meaning is constructed. This means that the main goal of reading instruction must be comprehension; above all, we want students to understand what is on a page.
CHAPTER II
REVIEW OF RELATED LATERATURE
A. Previous Related Research Findings
In this sub chapter, the writer attaches some findings related this research as follow :
Hasan (2005) in this research, improving reading comprehension achievement of the first year students at SMU Negeri I Bonto Tiro Kab. Bulukumba through cooperative learning concludes that teaching by using cooperative learning can develop the students’ reading comprehension ability. The result of his research showed that the first year students of SMU Negeri I Bonto Tiro Bulukumba had inadequate score in pre-test. However, after doing the treatment their reading comprehension got high score in post test. The finding of his research showed that there was significant with t-test 33 and t-table 1, 7, it can be conclude that the method is very effective to improve the student’s achievement in comprehending the reading material.
Andriani (2004) in her research using Team Work Method of Teaching Reading Comprehension of the Second Year Students at SMK I Limbung. The finding of her research showed that there was significant with t-test 7, 32 and t-table 2, 086. While, the value of t-test (7, 32 > 2, 086). It means that the method could improve the student achievement in comprehending the reading material
Fatimah (2004) in her research Developing Reading Comprehension Through Students Team Achievement Division (STAD). Found that the third semester students of FBS UNM in the 2003 / 2004 academic year can develop the reading comprehension by the basic component of cooperative learning, were: (1) Class Presentation, (2) Team, (3) Quiz, (4) Individual improvement scores, (5) Team Recognitions. Her research showed that the third semester students of FBS UNM had inadequate score in pre-test. However, after doing the treatment by using method their reading comprehension ability got high score in post test. The finding of her research showed that there was significant with t-test 6, 20 and t-table 3,023, while, the value of t-test (6, 20 > 3, 6). It means that the method could improve the student achievement in comprehending the reading material
Based on the previous finding above showed that 3 (three) researcher have done research about the reading comprehension but they used different method, such as: (1). Hasan (2005) Used Cooperative Learning in his research founded that the students’ reading comprehension can improve, (2). Andriani (2004) Using Team Work Method in her research showed that there was significant the value of t-test (7, 32 > 2,086). And the last research (3). Fatimah (2004) Using Students Team Achievement Division (STAD), those concentrate with the basic components of cooperative learning.
The three researchers above founded the each ways to improve the students reading comprehension and the all results of the each research was increase. So, the writer can say that many ways to help the students to improve their reading comprehension. Therefore, in this research the writer wants to introduce the Directed Reading Activity (DRA) Method that can help students in improving their reading comprehension ability.
B. Reading Comprehension
1. Reading
Reading is the process of putting the reader in the contact communicating with ideas (Hornby, A.S, 1998). Reading is a process of looking at written language symbols, converting them into overt or covert speech symbols and then manipulating them so that both the direct (overt) and implied (covert) ideas intended by author maybe understand (Hafner, L, E, & Hayden. B.J., 1982:7) but, according Haris, J.A., & Edward R.S (1979:27) states that reading is as result of the in play between perception of graphic symbols that represent language, and memory traces of the reader’s past verbal and non verbal experiences. Meanwhile, comprehension is an active process that involves that child’s integration of prior knowledge with information in the text in order to comprehend that text. Among the major goals of reading instruction is the development of learners who understand.
Reading is a complex process, every writer gives reason in his or her to establish meaning. Charles in Hamka (2005:9) stated that reading is a transmitting of information process where the author is regarded as the informant and the reader. In other hand is receiver during reading process the reader interacts with the author directly.
According to Mark A. Clark and Sandra in Hamka (1988:15) define that reading is an active cognitive process of interacting with print and monitoring comprehensions to establish meaning.
2. Reading Comprehension
In connection with that, Hornby, A.S (1998) states that reading comprehension is not just reading with a loudly voice but reading established to understand the meaning of word, sentences, and paragraph senses relationship among the ideas. If the students just read and cannot understand the content of the text, it means that the fails in comprehensions. Than, according Smith and Johnson, (1978:56) state that reading comprehension means the understanding, evaluating, utilizing of the information and gained through an interaction between reader and author.
According to Reinking and Scenery in Hamka (2006:9), they stated that reading comprehension understanding what has been read. It is an active thinking process that depends not only on comprehension skill but also the students experience and prior knowledge comprehensions involve understanding vocabularies, seeing the relationship among words and concept, making judgment and evaluating.
Based on definitions above, we may concluded that reading comprehension is such us a kind of language between an author and a reader in which the written language become the medium that cause the dialogue happen when the persons communicated through the print.
3. Kinds of the Reading
Nasr (1984:78-79) divided reading into two kinds. Namely: silent reading and oral reading.
a. Silent reading
The main aim in silent reading is understand. We can do silent reading faster than oral reading because silent reading there is no oral expression
b. Oral reading
Someone has firstly good pronunciation to do oral reading well. In oral reading the students not only read the passenger to be understood but also read orally. The passenger are given in oral reading, the students will get experience in producing to with could be practiced as many time as possible.
c. Comprehension
Comprehension is always directed and controlled by the needs and purpose of the reader, there for the reader can not read with good comprehension. If the subject of the text is one who does not know and has no real interest in it. In comparing between reading and comprehension. Hornby, A.S (1998) said that reading comprehension is a term to identify those skills needed to understand and apply that information contained within written material.
4. Technique of Improving Reading Skill
The techniques are particularly important for the reading in the content fields. Techniques play an important role in understanding reading material to help students to read effectively. The techniques are:
a. Survey Reading
In this technique a reader surveys the information he or she wants to get. Thus, before reading process, a reader must set what kinds of information are needed. In survey reading, schemata or prior knowledge is very helpful. Therefore, the reader should have a clear idea of what he or she is looking for. Where, she is likely to find it and how he can identify the information when she sees it.
b. Skimming
Skimming is used to quickly identify the main ideas of a text. When we read the news paper, we are probably not reading it word – by – word; instead we are scanning the text. Skimming is done at a speed there to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article maybe of interest in your research.
There are many strategies that can be used when skimming. Some people read the first and last paragraph using heading, summarizes, and other organizers as they move down to page or screen. We might read the title, subtitles, subheading, and illustration. Consider reading the first sentences of each paragraph. This technique is useful when we are seeking specific information reader than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.
Anderson (1967) said that this technique used if the reader only want a preview or overview of the material. It is also used after the readers have already studied and needed to review the major ideas and concept. Dryden, G., & Vos, J (1999:4) suggest to highlight key points and key information with a colored marker pen or pencil in skimming. Skimming usually satisfied the purpose of the cases follows:
1). Getting a general idea of a contact of a selection to a decision about whether or not the selection deserves a full reading or.
2). Getting some information about a subject wit mastering it.
3). Skimming includes skill is shopping the irrelevant part and wisely selection them.
Skimming is a skill that requires the contraction, adequate knowledge of vocabulary and comprehension skill. A certain amount of practice is necessary to skim their purposes.
C. Scanning
Scanning is a technique you often use when looking up a word in the telephone book or dictionary. We search for key word or ideas. In most cases, you know what you are looking for, so we are concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your question. Once we have scanned the document you might go back and skim it.
Scanning is also a technique for finding specific information. Without reading entire selection. When reader needs to locate specific information, he might not read carefully to find the information that she needs. Scanning is not a reading in the true sense of the word. It is a searching requires a reader to plot the material until he finds what he needs then he stops and reads as much as necessary in other to answer this question
5. Developing Reading Comprehension
There are many ways to develop reading comprehension. Anderson (1967:107) points out that some specific ways and methods for improving comprehension in reading, they are :
a. Determine that process in reading
Ask your self what you want to gain from reading the passage by selection.
b. Pay attention to words
Each subject in the curriculum has its own special vocabulary and the student’s success will depend on some extend on their mastery of this student should look at the words carefully.
c. Utilize context clues
The use of surrounding context can help the students should look at all word carefully.
d. Use the five W’s and H question in all reading.
Comprehension is based on the question such as who, where, what, why, how, how much, and how many.
e. Learn to phrase read.
Phrase reading not only reduces stage. Usual number of fixation per-line but it also makes the meaning clearly.
f. Examine the structure of paragraph.
6. The Factors Affect of Reading Comprehension
Anderson (1969) describes the factors effecting reading comprehension in his opinion that meaning does not reside in the text it self. Meaning is reached when the reader integrates personal background knowledge, purpose for reading, reading strategies, and text to get meanings. The description above implies that to get a perfect comprehension in the reading process, there are some factors either internal or external that should be monitored
7. Reading Comprehension Level
Reading comprehension is a complex in which the reader uses the mental content to obtain the meaning from written material, it means that, the reader must be able to recognize meaning of printed words. We can interpret that reading comprehension is the capability to comprehend or to acquire the idea of one passage.
Comprehension involves thinking. There are various levels in hierarchy of thinking. Higher level of comprehension would obviously include higher level of thinking Smith in Hamka (2006:8) categories the level of reading comprehension skills divides into four levels, they are literal reading, interpretive reading, critical reading, and creative reading. Each of these skills could explain as follows:
1. Literal reading
Literal reading refers to ideas and fact directly started or the printed pages. Literal reading is in the skill of getting the primary direct literal reading of words, ideas, sentence in context the basis of literal comprehension are recognizing state num ideas details, effect and sequence.
2. Interpretive reading
Interpretive reading involves between the lines of inferences. The level demands a higher levels of thinking ability because the question in the category of interpretation are concerned with answer that are not directly stated in the text but are suggested or implied.
3. Critical reading
Critical reading is evaluating written materials comparing the ideas has found in material will know standards and drawing conclusion, about their accuracy, appropriateness and time lines, critical reading compares previous experience to elements in the new materials such as content, style, expression, information and ideas or values of the author.
4. Creative Reading
Creative reading involves going beyond the materials presented by the author. Creative reading requires the reader to use then imagination. In creative reading, the reader tries to propose new alternative solutions to these by the writer.
Carmine in Hamka (2006:10) categories the level of comprehension into three levels, they are:
Literal comprehension, that is to receive information stated in a passage.
Sequencing comprehension, this is to order several events from a passage to when they happened
Summarization, that is to generate or to select a sentence that expresses the main idea.
C. Directed Reading Activity
1. Definition of Directed Reading Activity (DRA)
Betts (1946) states that directed reading activity (DRA) is a method that provides students with instructional support before, during, and after reading. The teacher takes an active role as he or she prepares students to read the text by pre teaching important vocabulary, eliciting prior knowledge, teaching students how to use a specific reading skill, and providing a purpose for reading. During reading, the teacher asks individual students questions about the text to monitor their comprehension. After reading, the teacher engages students in a discussion focusing on the purpose for reading, and follow-up activities that focus on the content of the text and the specific skill that students learned to use.
Hullas (1959) argues that to begin a DRA one must start by eliciting prior knowledge. Eliciting prior knowledge helps students to connect they’re lives, their knowledge, to the central theme that the lesson is exploring. When asking students prior knowledge questions, there are different types of knowledge that we are trying to elicit. The three different types of connections teachers are trying to elicit from their text-to-self; Connections between the text and the reader’s experiences and memories.
In connection with that Stauffer (1969) argues that directed reading activity is a popular instructional procedure that can be used with both fiction and nonfiction text.
Based on some definitions above, we can simply conclude that directed reading activity is one of the some method which can be use by teachers when they teach, and to begin a DRA one must start by eliciting prior knowledge. Eliciting prior knowledge can helps students to connect they’re lives, their knowledge, to the reading.
2. The steps for using Directed Reading activity (DRA)
Stauffer argues that Note the lesson in a DRA follow a prescribed structure involving five basic steps.
Preparation.
The first step requires that the teacher focus on motivation and development of background, which is essential to understanding the story. At this point he measures and activates students’ prior knowledge of the content in the story to be read, additional background information is provided as needed so shat all of the children have the same general know ledge of the topic. The reasoning behind this process is that comprehension is strengthened when new know ledge is integrated with previous knowledge.
Another piece of the presentation segment involves new vocabulary words. In addition, tips for reading selection might be offered. For example, in the students are reading a newspaper article, they are directed to look for information to answer question who, what, where, when, and why, which are associated with newspaper reporting. This quest would also give them a purpose for reading, the point of step 2. finally, even thought it may not be necessary for every story, the teacher tries to motivate or raise interest in the upcoming material so that readers quickly become engage the reading. Captivating pictures, music, drawing activities, drama, or know ledge web draw on current knowledge and are engaging options. All of these preparatory activities can be integrated smoothly into engaging introductory activities.
2. Directed reading.
The teacher usually sets the purpose for reading; however, as they gain confidence and ability, the students may come up with their own purpose under the guidance of the teacher. Several ways in which the teacher provides a focus for reading include the use of questions, a graphic organizer, a study guide, or an outline. In the lower grades or with students who need more support, the purpose is framed for shorter, more easily remembered segments of text. After the reading is concluded, student are given an opportunity to respond to the literature by sharing their answer to study guided questions or talking to each other about prediction and correction they have made. This is a beneficial time because both comprehension and retention of what is being read are strengthened through student talk and teacher directed activities.
3. skill/strategy development.
Direct instruction on a particular skill or strategy is provided at some point during the lesson. The chosen skill is one is closely related to the story to be read, growing from the story as a natural extension of learning. It may be presented before reading begins or after the story is completed. Giving the student an opportunity to revisit the text as they practice the new skill, and then providing a thoughtfully developed opportunity for practice, will extend comprehension. For example, this might be the time to present a few critical vocabulary words, practice using them in a semantic web as discussed in the next chapter or in student generated sentences, and then add them to the current word wall or individual student journal for future reference.
4. Follow up practice
Strategies and skill are practiced using numerous activities. Teacher who closely follow the suggested format in a basal series might opt for the prepared series practice sheets. Other teachers, might offer story maps or other graphic organizer, word study activities, or encourage retellings. In a literature focused program, the skill can be applied and reinforced while reading an appealing picture book, either individually or in a small group
5. Enrichment.
While it is not imperative or even desirable to do so after every story, a number of inviting activities might follow some reading selections to extend the learning experience. During this step, readers response is being emphasized. Here is an opportunity to deepen the contact with a book through creative venues like art, music, drama, or reading another story by the same author or on a similar topic. Linking the language arts including writing, listening and speaking is another natural way to fine tune learning. Review the list of possible enrichment activities in chapter 12 to see the variety that is available to meet the needs of all learners.
As far as the writer concern, that for using directed reading activity, the teacher has to pay attention the steps for using it. The steps for using DRA are very important for teaching. We can simply conclude that using DRA method with systematic the teachers can make students focus of the reading, and the they can study systematically. .
Purposes for using directed reading activity
Betts, E.A (1946) categories into three purposes for using directed reading activity. They are, elicit students’ prior knowledge of the topic of the text, sets a purpose for reading, provides an opportunity for students to expand ideas beyond a text. Each of these steps could explain as follows:
1). Eliciting Prior Knowledge
To begin a DRA one must start by eliciting prior knowledge. Eliciting prior knowledge helps students to connect they’re lives, their knowledge, to the central theme that the lesson is exploring. When asking students prior knowledge questions, there are different types of knowledge that we are trying to elicit. The three different types of connections teachers are trying to elicit from their Text-to-self: Connections between the text and the reader’s experiences and memories.
2). Sets a purpose for reading
It is important to set goals for students while reading so they know what reading strategies to use to comprehend the text. It has been proven that the purpose of reading determines the depth of which the reader comprehends a text (Blanton). When setting the purpose for reading in a DRA, the purpose should be clear and concise focusing on the theme discussed in the graphic organizer prepared before the activity.
After setting the purpose, give your students some time to reread the material. It will be easier for them to go back over material they’ve already read as they look for things that specifically pertain to their purpose for reading.
3). Provides an opportunity for students to expand ideas beyond a text or discussion
The discussion portion of the activity should focus on the central theme explored in their purpose for reading. The questions should also help student to explore the concept in depth in a way that allows them to consider different interpretations of the text. The quotes that you found to be important to your central concept should not be overlooked when writing the discussion questions. You should also make sure to go back to the purpose for reading and make sure that they’ve understood everything that you’ve hoped that they would. These discussion questions should ask students to make explanations and support the explanations with specific examples from the text.
How to use Directed Reading Activity
Betts (E.A (1946) argues that there are eight (8) steps to use Directed Reading activity (DRA) they are :
1). Choose a test
Choose a text is used because this is strategy is intended to be used with expository texts.
2). Select vocabulary words from the text to be pre taught
The word you choose should be critical to comprehension of the passage and unfamiliar to most, If not all students. Vocabulary should be taught in context. Write the words on the board in sentences taken directly from the text. As a class, discuss what the words might mean based on the context, sound, and structure.
3). Elicit prior knowledge
Elicit prior knowledge means the teacher have to ask the students what do you already know about the term of reading.
4). Teach students a skill that will help them comprehend the text
The skill you choose will depend on the text. For example, if the text your students will be reading compares two different things, you might focus on the skill of contrast. If the text is an editorial, you might talk about how to identify fact from the author’s opinion. 5).Give students a concrete purpose for reading
This strategy is used for make students focus on the reading. For example, “Read pages 1-5 to find out what is the main idea,”
6). Have students read silently.
Be available for questions as students read. Walk around the room asking individual students comprehension questions.
7). Ask the purpose setting statement as a question.
This technique is used after students have finished reading, for example, ask, “What is the main idea of this paragraph? “Encourage a discussion that grows from students’ comments and questions.
8. Engage students in follow-up activities.
These activities should be deigned to reinforce both the content of the text and the skill that students learned. Activities might include writing activities, further reading, art projects, group mapping activities, etc.
As far as the writer concern, based on some steps to use directed reading activity (DRA) method expressed above. We can simply conclude that using DRA method has steps with systematically and the teacher have to know about it and the technique to apply the DRA method.
D. The Conceptual Frame Work
The theoretical frame work of this research can be seen as follows:
INPUT PROCESS OUTPUT
TEACHING READING DRA METHOD STUDENTS
Input refers to the reading material.
Process refers to teaching reading by using DRA method
Output refers to reading comprehension of students.
E. Hypothesis
This research presented the null hypothesis (HO): there is no any significant difference between the test result of pre-test and post-test of the students’ reading comprehension. The alternative hypothesis (HI): there is a significant difference between the test result of the pre-test and post-test of the students’ reading comprehension.
CHAPTER III
METHOD OF THE RESEARCH
A. Design of the Research
The research employed a pre experimental design, with pretext – posttest design comparison between the pre – test and post – test and posttest scores depends on the success of the treatment.
The design is
OI X O2
Pre test Treatments Post test
(Gay, 1981:225)
B. Research variables
The variables of the research are dependent variable and independent variable. The dependent variable is the reading comprehension ability. While independent variable is the using Directed Reading Activity method.
C. Population
1. Population
The population of this research will be the second year students of MA Syekh Yusuf Sungguminasa. The total numbers of the second year students are 56 students. .
2. Sample
The sample in this research, is one class that consist of 28 students from 56 students, this research will be apply the purposive sampling. The writer uses purposive sampling because the total of number the second year students are very large so the writer takes 50 % from it.
D. Instruments of the Research
Subjective Test of Reading
The test was conducted to find out the initial ability of students before this method being applied, and also to know the achievements of the students after treatment section. The test was having the students answer the question from the reading text.
Questionnaire
The questionnaire was given to know the attitude of the second year students of MA Syekh Yusuf Sungguminasa toward the application of Directed Reading Activity Method. Those consisted of 10 items. Each item was provided with four alternatives of response categories: Strongly Agree, Agree, Disagree, and Strongly Disagree.
E. Procedure of Collecting Data
Collecting the data, the researcher used some procedures such as follows:
Distributing the pre-test to the samples.
In this section, the researcher had the students answer the questions with the text reading given by the researcher.
Treatment.
When the treatment section was going on, the researcher applied the Directed Reading Activity Method.
The treatment in the research was presented as follows:
The teacher prepared and allot the reading material for students
The teacher asked students about the title of the reading material or to connect the title of the reading material with the students’ prior knowledge.
Then, after to connect prior knowledge, the researcher wrote the words is not familiar of the students on the white board.
The teacher gave a time for students to read or to comprehend the reading material.
The teacher gave the question to the students about the reading material.
To know any significant influence by using DRA method to teach reading comprehension of the second year students of MA Syekh Yusuf Sungguminasa, the researcher would like to do treatment for 8 times meeting.
Distributing the post-test to the samples.
After conducting the treatment, the researcher gave the post-test to the students in order to know weather there was improvement in students’ reading comprehension or not.
Comparing the results of pre-test and post-test.
F. Technique of Data Analysis
a. Data Obtained from the Reading Test
The data collect through the test by using inferential statistic percentage score is also used to know the students’ ability in reading comprehension. The steps under taken in quantitative analysis employing the following formulas:
1. Scoring the students correct answer of pretest and posttest
( Helmin : 2007: 32 )
2. Classifying the students’ score into following criteria:
The mean score of the students is classified into seven levels as follows:
No. Rate of Scores Categories
1
9,6 – 10
Excellent
2
8,6 – 9,5
Very Good
3
7,6 – 8,5
Good
4
6,6 – 7,5
Fairly Good
5
5,6 – 6,5
Fair
6
3,6 – 5,5
Poor
7
0,0 – 3,5
Very Poor
( Depdikbud in Mutmainnah 1985: 22)
3. Calculating the mean score of the students’ answer by using the following formula:
Where = mean score
X = the sum of all scores
N = the total number of subject
(Gay, 1981: 298)
4. Testing the hypothesis to find out the difference between the pre test and pos test, the following formula is:
Where: t = Test of significance
= The Difference between the Match Pairs
= The sum of different score
N = the total number of the sample
(Gay, 1981: 331)
b. Data obtained from the questionnaires
The collected data from the questionnaire, they were analyzed by using the percentage technique. The researcher used the following formula:
P = F x 100 %
N
Where:
P = Percentage
F = the frequency of items
N = the total respondent
Each item of the statement of the questionnaires on the students’ attitude towards Learning from Directed Reading Activity (DRA) Method. Each items had four alternative response categories:
1. Positive statements: 2. Negative statements
Strongly Agree a) strongly Agree
Agree b) Agree
Disagree c) Disagree
Strongly disagree d) Strongly disagree
CHAPTER IV
FINDINGS AND DISCUSSIONS
A. Findings
1. The Data Analysis of the Reading comprehension Test
After calculating the result of the test, the rate percentages of the students score are presented in the following table:
Table 1
The rate percentage of the students’ score of pre-test.
No
Classification
Score
Frequency
Percentage %
1.
2
3
4
5
6
7
Excellent
Very Good
Good
Fairly good
Fair
Poor
Very poor
9.6 – 10
8.6 – 9.5
7.6 – 8.5
6.6 – 7.5
5.6 – 6.5
3.6 – 5.5
0 – 3.5
2
2
1
3
15
5
7,14 %
7,14 %
3, 57 %
10, 71 %
53, 57 %
17, 85 %
Total
28
100 %
The table 1 shows that from 28 students, there are 2 (7, 14 %) students got the very good score, 2 (7, 14 %) students got the good score, 1 (3, 57 %) students got the fairly good score, 3 (10, 71 %) students got the fair score, 15 (53, 57 %) students got the poor score, 5 (17, 85 %) students got the very poor score, and none of them got the excellent score. It means that the students have less improvement in their reading comprehension before the treatment.
Table 2
The rate percentages of the students’ score of posttest
.
No
Classification
Score
Frequency
Percentage %
1.
2
3
4
5
6
7
Excellent
Very Good
Good
Fairly good
Fair
Poor
Very poor
9.6 - 10
8.6 – 9.5
7.6 – 8.5
6.6 – 7.5
5.6 – 6.5
3.6 – 5.5
0 – 3.5
2
3
7
10
5
1
7, 14 %
10, 71 %
25 %
35, 71 %
17, 85 %
3, 57 %
Total
28
100 %
The table 2 shows that, there are 2 (7, 14 %) students got the very good score, 3 (10, 71 %) students got the good score, 7 (25 %) students got the fairly good score, 10 (35, 71 %) students got the fair score, 5 (17, 85 %) students got the poor score, and 1 (3.57 %) students got the very poor score. It means that the students could improve their reading comprehension after the treatment.
Now the writer presents the result of the students pre-test and post-test calculation in the following mean score table.
Table3
The mean score of the students’ pre-test and post-test analysis.
Types of test
Mean score
Pre-test
5,15
Post-test
6,55
The data in table 3 indicates that the mean score of the students pre-test is 5, 15 while the mean score of the students post-test is 6.55. From that result, we see that the mean score of the post-test is higher than that of the pre-test.
To know the mean score of the students pre-test and post-test the researcher used the following formula:
Mean score of the pretest
Mean score of the posttest
Is the mean score of the pre-test and post-test statistically significant on the level of significant on 0.05 with the degree of freedom (df) = 27?
To test the degree of freedom, the writer used the following formula:
df= N – 1
df= N – 28
df= 27
Table 4
The t-test of the students’ achievement
Variable
t-test value
t-table
3, 5
1, 703
To know the result of t- test value the writer used the following formula:
Base on the table above, the value of t-test is 3, 5 is higher than t-table 1.703. It means that the t-test value is higher than t-table value. It can be concluded that the using DRA method was successful in teaching reading comprehension
1. The Data Analysis from the Questionnaires.
The questionnaire in this research consisted of 10 items, each items provided with four alternatives of response categories namely: Strongly Agree, Agree, Disagree, and Strongly Disagree. To analyze the result of the questionnaires given to 28 students, let us see the following table.
Table 5
The rate percentage of the questionnaire
No
Strongly agree
Agree
Disagree
Strongly disagree
F
P%
F
P%
F
P%
F
P%
1
2
3
4
5
6
7
8
9
10
4
-
5
6
6
1
8
5
-
-
14, 28
-
17, 85
21.42
21, 42
3, 57
28, 57
17, 85
-
-
22
4
21
18
18
4
17
21
2
2
78, 57
14, 28
75
64, 28
64, 28
14, 28
60, 71
75
7, 14
7, 14
2
18
2
3
4
17
2
2
18
20
7, 14
64, 28
7, 14
10, 71
14, 28
60, 71
7, 14
7, 14
64, 28
71, 42
-
6
-
1
-
6
1
-
8
6
-
21, 42
-
3, 57
-
21, 42
3, 57
-
28, 57
21, 42
Notes: F: Frequency P = Percentage
Item 1 the students ‘opinion that using directed reading activity for teaching is easy to understand. The data show that there are 4 (14.28 %) students strongly agree, 22 (78, 57 %) students agree, 2 (7, 14 %) students disagree, and none of them strongly disagree.
Item 2, the students ‘opinion that learning from directed reading activity method is boring. The data shows that from 28 students, there are 4 (14.28 %) students agree, 18 (64.28 %) students disagree, 6 (21, 42 %) students strongly disagree, and none of them strongly agree.
Item 3, the students’ opinion that learning from directed reading activity method make students happy. The data shows that there are 5 (17.85%) students strongly agree, 21 (75 %) students agree, 2 (7, 14 %) students disagree, and none of them strongly disagree.
Item 4, the students ‘opinion that learning from directed reading activity method increased the students’ achievement in learning English (reading comprehension). The data show that there are 6 (21.42%) students strongly agree, 18 (64.28 %) students agree, 3 (10.71 %) students disagree, and 1 (3.57 %) strongly disagree.
Item 5, the students ‘opinion that learning from directed reading activity method makes students diligent in learning English (reading comprehension0. The data show that there are 6 (21.42%) student strongly agree, 18 (64. 28 %) students agree, 4 (14. 28 %) students disagree, and none of them strongly disagree.
Item 6, the students ‘opinion that learning from directed reading activity method are not enthusiastic. The data show that there are 1 (3. 57 %) student strongly agree, 4 (14.28 %) students agree, 17 (60.71 %) students disagree, and 6 (21. 42 %) students strongly disagree.
Item 7, the students ‘opinion that learning from directed reading activity method is effective technique in learning English (reading comprehension). The data show that there are 8 (28. 57 %) students strongly agree, 17 (60.71 %) students agree, 2 (7. 14 %) students disagree, and 1 (3. 57) students strongly disagree.
Item 8, the students ‘opinion that learning from directed reading activity method make students feel easy in learning English (reading comprehension). The data show that there are 5 (17.85 %) students strongly agree, 21 (75 %) students agree, 2 (7, 14 %) students disagree and none of them strongly disagree.
Item 9, the students ‘opinion that learning from directed reading activity method decrease motivation in learning English (reading comprehension). The data show that there are 2 (7, 14 %) students agree, 18 (64. 28 %) students disagree, 8 (28. 57%) students strongly disagree and none of them strongly agree.
Item 10, the students’ opinion that learning from directed reading activity method cannot give advantages. The data show that there are 2 (7, 14 %) students agreed, 20 (71, 42 %) students disagree, 6 (21, 42 %) strongly disagree, and none of them strongly agree.
Based on the questionnaire data above, the researcher concludes that most of the students have positive attitudes towards learning from directed reading activity method. It means that the method is suitable to apply.
B. Discussion
After applying the DRA method, the researcher found that such as technique was very effective. This assumption is stated with evidence. During the application process of treatment, the researcher shows that the students were very interested to the material that the researcher presented.
Besides the assumption of the writer, it was also supported by the statistical analysis which was shown from the result of the students’ comprehension of reading in the students’ comprehension of reading in pre-test. The students’ comprehension of reading before being taught by using DRA method in the treatment was found that there are 2 (7, 14 %) students got the very good score, 2 (7, 14 %) students got the good score, 1 (3, 57 %) students got the fairly good score, 3 (10, 71 %) students got the fair score, 15 (53, 57 %) students got the poor score, 5 (17, 85 %) students got the very poor score, and none of them got the excellent score.
The result of data analysis above shows that there was a significant students’ comprehension of reading after applying the treatment by using DRA method. This statements was supported by the students’ post-test result, shows that, there are 2 (7, 14 %) students got the very good score, 3 (10, 71 %) students got the good score, 7 (25 %) students got the fairly good score, 10 (35, 71 %) students got the fair score, 5 (17, 85 %) students got the poor score, and 1 (3.57 %) students got the very poor score.
Through the result of pre-test and post-test, the result of t-test value of the level of the significant = 5 % = 0,05, degree of the freedom (df) = 27 indicated that t-table value was = 1,703 and t-test. Value = 3, 5. Therefore, it can be concluded that statistically hypothesis of HI was accepted and the statistically hypothesis of HO was rejected. It means that the using of DRA method in teaching reading comprehension can improve the students’ comprehension of reading. 2 (7, 14%) students got very good score, 3 (10, 71 %) students got good score, 7 (25 %) students got fairly good score, 10 (35, 71 %) students got fair score, 5 (17, 85 %) students got poor score, and 1(3, 57 %) students got very poor score. It means that rate percentage of the post-test is higher than that of the pre-test.
Based on the result above the researches can conclude that the second year students of MA Syekh Yusuf Sungguminasa have better achievement in language use aspect of Reading than before.
CHAPTER V
CONCLUSION AND SUGGESTION
Based on the description in the previous chapter, the writer puts forward conclusions and suggestions as follows:
A. Conclusion
1. The reading comprehension ability of the second year students of MA Syekh Yusuf Sungguminasa is still low before using the DRA method. It is proved by the mean score in pre-test is 5, 15.
2. The second year students of MA Syekh Yusuf Sungguminasa are easier to apply the DRA method in helping the students’ ability of reading comprehension. It is proved by the mean score in post-test is 6, 55.
3. The improving reading comprehension ability of the second year students of MA syekh Yusuf Sungguminasa is very effective. It is proved by the T-test value 3, 5 which is higher than the T-table value 1, 703.
B. Suggestion
After looking at the result of the research, the writer would like to put forward the following suggestions.
Special for English teacher, DRA method can be applied in improving the students’ reading comprehension.
DRA method is one of the methods that can be considered in teaching in order to help the students’ ability of reading comprehension in the classroom.
INTRODUCTION
A. Background
Reading is one of important skills in learning English, reading skills as a far of receptive skills is given the first priority in the language curriculum. Reading is important because it can help the students to gain information such as general knowledge, subject of school. Through reading people can improve their own knowledge which is needed to insure the continuing personal growth and adapt the change in the world. Harvey (1990) argues that the purpose of reading in language is inform our selves about something, we are interested in, or challenges our knowledge on certain matters. In other word, to broaden experience of the world in which we live.
Reading for comprehension is not of course an easy task, especially for senior high school students. Hence, students must posses interpretation ability to the meaning of the words, expression, sentences. Clark and Hanlan assert “sentences is a letter consisting of an address and messages”. Comprehension is much needed to catch the meaning of the text or written information. In other word, students cannot get the purposes or messages of author without comprehension properly, if students read without understanding, they will get nothing from this reading. The comprehension of this case means the ability of students to divine, paraphrase, explain, summarize, make prediction, or catch the meaning of the written information. Based on the statement the writer can conclude that to find ideas of the certain text the students must have ability that link it on it.
Zemelman, Daniel and Hyde ( 1998: 30) State that reading means getting meaning from print, reading is not phonics, vocabulary, syllabication, or other skill, as useful as these activities may be, the essence of reading is a transaction between the words of an author and the mind of a reader, during which meaning is constructed. This means that the main goal of reading instruction must be comprehension; above all, we want students to understand what is on a page.
Teaching reading to English learners is exciting for teachers who have the ability to perform it. They have skills and competence to apply the appropriate teaching strategies and teaching method which can motivate the students to enjoy the printing materials they distribute. Actually the aim of reading depends on the reader. But mostly the purpose of the reader is to get some information.
The writer intends to concentrate on using Directed reading activity method for teaching to improve the reading comprehension of students as a main object of the research.
To improve the students’ ability of the reading comprehension, the teachers have to use a method to teach reading comprehension. Because it is very important to improve the students’ ability in reading comprehension. So the writer tries to use a method to teach students. Actually there are many methods but the writer just want to try to using DRA method.
Tovani (1969) states that Directed Reading Activities.(DRA) is reading activities that use different types of open ended questions along with purpose setting to guide the reader to a more informed and relevant interpretation.
Based on the explanation above, the writer intends to use DRA method to teach reading comprehension, it is expected to discover DRA method effective to increase the reading comprehension ability.’ The title of this research is
“Using Directed Reading Activity Method (DRA) to teach Reading Comprehension to the Second Year Students of MA Syekh Yusuf Sungguminasa”
B. Problem Statement
Based on the background above, the writer formulates research questions as follow:
What is directed reading activity method?
To what extend is DRA method able to improve the students’ ability in reading comprehension?
C. Scope of the Research
The scope of the research is restricted to find out the students’ ability to comprehend the reading during the teaching and learning process through DRA method. It is applied to the second year students of MA Sungguminasa
D. Objective of the Research
The research aims to find out whether or not DRA method can stimulate the students’ ability in learning reading comprehension.
E. Significance of the Research
1. To know whether directed reading activity method is a good method to improve the students’ ability in reading comprehension
2. To know whether DRA method can improve the students’ ability in reading comprehension
F. The Operational Definition of Terms
In this part, the research would like to clarify some important terms that still need explanation in order to give some perception to wards the research as follow:
1. The directed reading activity is a popular instructional procedure that can be used with both fiction and nonfiction text (Burns et all.1999). originated by Betts in 1946, this carefully structured; teacher directed approach has long been used by publisher of various basal series. Depending on the needs of their students class-room teachers still tie it into lesson growing from quality children’s literature. One way to familiarize you with how this method is used to browse through a teacher’s guide, especially from an older basal series. Current series are more likely to be patterned after a revision of the DRA by Stauffer (1969), which are called the directed reading thinking activity. The lesson in a DRA follows a prescribed structure involving five basic step.
- Preparation
- Directed reading
- Skill/strategy development
- Follow up practice
- Enrichment.
2. Daniel Zemelman and Hyde ( 1998 : 30 ) say that reading means getting meaning from print, reading is not phonics, vocabulary, syllabication, or other skill, as useful as these activities may be, the essence of reading is a transaction between the words of an author and the mind of a reader, during which meaning is constructed. This means that the main goal of reading instruction must be comprehension; above all, we want students to understand what is on a page.
CHAPTER II
REVIEW OF RELATED LATERATURE
A. Previous Related Research Findings
In this sub chapter, the writer attaches some findings related this research as follow :
Hasan (2005) in this research, improving reading comprehension achievement of the first year students at SMU Negeri I Bonto Tiro Kab. Bulukumba through cooperative learning concludes that teaching by using cooperative learning can develop the students’ reading comprehension ability. The result of his research showed that the first year students of SMU Negeri I Bonto Tiro Bulukumba had inadequate score in pre-test. However, after doing the treatment their reading comprehension got high score in post test. The finding of his research showed that there was significant with t-test 33 and t-table 1, 7, it can be conclude that the method is very effective to improve the student’s achievement in comprehending the reading material.
Andriani (2004) in her research using Team Work Method of Teaching Reading Comprehension of the Second Year Students at SMK I Limbung. The finding of her research showed that there was significant with t-test 7, 32 and t-table 2, 086. While, the value of t-test (7, 32 > 2, 086). It means that the method could improve the student achievement in comprehending the reading material
Fatimah (2004) in her research Developing Reading Comprehension Through Students Team Achievement Division (STAD). Found that the third semester students of FBS UNM in the 2003 / 2004 academic year can develop the reading comprehension by the basic component of cooperative learning, were: (1) Class Presentation, (2) Team, (3) Quiz, (4) Individual improvement scores, (5) Team Recognitions. Her research showed that the third semester students of FBS UNM had inadequate score in pre-test. However, after doing the treatment by using method their reading comprehension ability got high score in post test. The finding of her research showed that there was significant with t-test 6, 20 and t-table 3,023, while, the value of t-test (6, 20 > 3, 6). It means that the method could improve the student achievement in comprehending the reading material
Based on the previous finding above showed that 3 (three) researcher have done research about the reading comprehension but they used different method, such as: (1). Hasan (2005) Used Cooperative Learning in his research founded that the students’ reading comprehension can improve, (2). Andriani (2004) Using Team Work Method in her research showed that there was significant the value of t-test (7, 32 > 2,086). And the last research (3). Fatimah (2004) Using Students Team Achievement Division (STAD), those concentrate with the basic components of cooperative learning.
The three researchers above founded the each ways to improve the students reading comprehension and the all results of the each research was increase. So, the writer can say that many ways to help the students to improve their reading comprehension. Therefore, in this research the writer wants to introduce the Directed Reading Activity (DRA) Method that can help students in improving their reading comprehension ability.
B. Reading Comprehension
1. Reading
Reading is the process of putting the reader in the contact communicating with ideas (Hornby, A.S, 1998). Reading is a process of looking at written language symbols, converting them into overt or covert speech symbols and then manipulating them so that both the direct (overt) and implied (covert) ideas intended by author maybe understand (Hafner, L, E, & Hayden. B.J., 1982:7) but, according Haris, J.A., & Edward R.S (1979:27) states that reading is as result of the in play between perception of graphic symbols that represent language, and memory traces of the reader’s past verbal and non verbal experiences. Meanwhile, comprehension is an active process that involves that child’s integration of prior knowledge with information in the text in order to comprehend that text. Among the major goals of reading instruction is the development of learners who understand.
Reading is a complex process, every writer gives reason in his or her to establish meaning. Charles in Hamka (2005:9) stated that reading is a transmitting of information process where the author is regarded as the informant and the reader. In other hand is receiver during reading process the reader interacts with the author directly.
According to Mark A. Clark and Sandra in Hamka (1988:15) define that reading is an active cognitive process of interacting with print and monitoring comprehensions to establish meaning.
2. Reading Comprehension
In connection with that, Hornby, A.S (1998) states that reading comprehension is not just reading with a loudly voice but reading established to understand the meaning of word, sentences, and paragraph senses relationship among the ideas. If the students just read and cannot understand the content of the text, it means that the fails in comprehensions. Than, according Smith and Johnson, (1978:56) state that reading comprehension means the understanding, evaluating, utilizing of the information and gained through an interaction between reader and author.
According to Reinking and Scenery in Hamka (2006:9), they stated that reading comprehension understanding what has been read. It is an active thinking process that depends not only on comprehension skill but also the students experience and prior knowledge comprehensions involve understanding vocabularies, seeing the relationship among words and concept, making judgment and evaluating.
Based on definitions above, we may concluded that reading comprehension is such us a kind of language between an author and a reader in which the written language become the medium that cause the dialogue happen when the persons communicated through the print.
3. Kinds of the Reading
Nasr (1984:78-79) divided reading into two kinds. Namely: silent reading and oral reading.
a. Silent reading
The main aim in silent reading is understand. We can do silent reading faster than oral reading because silent reading there is no oral expression
b. Oral reading
Someone has firstly good pronunciation to do oral reading well. In oral reading the students not only read the passenger to be understood but also read orally. The passenger are given in oral reading, the students will get experience in producing to with could be practiced as many time as possible.
c. Comprehension
Comprehension is always directed and controlled by the needs and purpose of the reader, there for the reader can not read with good comprehension. If the subject of the text is one who does not know and has no real interest in it. In comparing between reading and comprehension. Hornby, A.S (1998) said that reading comprehension is a term to identify those skills needed to understand and apply that information contained within written material.
4. Technique of Improving Reading Skill
The techniques are particularly important for the reading in the content fields. Techniques play an important role in understanding reading material to help students to read effectively. The techniques are:
a. Survey Reading
In this technique a reader surveys the information he or she wants to get. Thus, before reading process, a reader must set what kinds of information are needed. In survey reading, schemata or prior knowledge is very helpful. Therefore, the reader should have a clear idea of what he or she is looking for. Where, she is likely to find it and how he can identify the information when she sees it.
b. Skimming
Skimming is used to quickly identify the main ideas of a text. When we read the news paper, we are probably not reading it word – by – word; instead we are scanning the text. Skimming is done at a speed there to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article maybe of interest in your research.
There are many strategies that can be used when skimming. Some people read the first and last paragraph using heading, summarizes, and other organizers as they move down to page or screen. We might read the title, subtitles, subheading, and illustration. Consider reading the first sentences of each paragraph. This technique is useful when we are seeking specific information reader than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.
Anderson (1967) said that this technique used if the reader only want a preview or overview of the material. It is also used after the readers have already studied and needed to review the major ideas and concept. Dryden, G., & Vos, J (1999:4) suggest to highlight key points and key information with a colored marker pen or pencil in skimming. Skimming usually satisfied the purpose of the cases follows:
1). Getting a general idea of a contact of a selection to a decision about whether or not the selection deserves a full reading or.
2). Getting some information about a subject wit mastering it.
3). Skimming includes skill is shopping the irrelevant part and wisely selection them.
Skimming is a skill that requires the contraction, adequate knowledge of vocabulary and comprehension skill. A certain amount of practice is necessary to skim their purposes.
C. Scanning
Scanning is a technique you often use when looking up a word in the telephone book or dictionary. We search for key word or ideas. In most cases, you know what you are looking for, so we are concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your question. Once we have scanned the document you might go back and skim it.
Scanning is also a technique for finding specific information. Without reading entire selection. When reader needs to locate specific information, he might not read carefully to find the information that she needs. Scanning is not a reading in the true sense of the word. It is a searching requires a reader to plot the material until he finds what he needs then he stops and reads as much as necessary in other to answer this question
5. Developing Reading Comprehension
There are many ways to develop reading comprehension. Anderson (1967:107) points out that some specific ways and methods for improving comprehension in reading, they are :
a. Determine that process in reading
Ask your self what you want to gain from reading the passage by selection.
b. Pay attention to words
Each subject in the curriculum has its own special vocabulary and the student’s success will depend on some extend on their mastery of this student should look at the words carefully.
c. Utilize context clues
The use of surrounding context can help the students should look at all word carefully.
d. Use the five W’s and H question in all reading.
Comprehension is based on the question such as who, where, what, why, how, how much, and how many.
e. Learn to phrase read.
Phrase reading not only reduces stage. Usual number of fixation per-line but it also makes the meaning clearly.
f. Examine the structure of paragraph.
6. The Factors Affect of Reading Comprehension
Anderson (1969) describes the factors effecting reading comprehension in his opinion that meaning does not reside in the text it self. Meaning is reached when the reader integrates personal background knowledge, purpose for reading, reading strategies, and text to get meanings. The description above implies that to get a perfect comprehension in the reading process, there are some factors either internal or external that should be monitored
7. Reading Comprehension Level
Reading comprehension is a complex in which the reader uses the mental content to obtain the meaning from written material, it means that, the reader must be able to recognize meaning of printed words. We can interpret that reading comprehension is the capability to comprehend or to acquire the idea of one passage.
Comprehension involves thinking. There are various levels in hierarchy of thinking. Higher level of comprehension would obviously include higher level of thinking Smith in Hamka (2006:8) categories the level of reading comprehension skills divides into four levels, they are literal reading, interpretive reading, critical reading, and creative reading. Each of these skills could explain as follows:
1. Literal reading
Literal reading refers to ideas and fact directly started or the printed pages. Literal reading is in the skill of getting the primary direct literal reading of words, ideas, sentence in context the basis of literal comprehension are recognizing state num ideas details, effect and sequence.
2. Interpretive reading
Interpretive reading involves between the lines of inferences. The level demands a higher levels of thinking ability because the question in the category of interpretation are concerned with answer that are not directly stated in the text but are suggested or implied.
3. Critical reading
Critical reading is evaluating written materials comparing the ideas has found in material will know standards and drawing conclusion, about their accuracy, appropriateness and time lines, critical reading compares previous experience to elements in the new materials such as content, style, expression, information and ideas or values of the author.
4. Creative Reading
Creative reading involves going beyond the materials presented by the author. Creative reading requires the reader to use then imagination. In creative reading, the reader tries to propose new alternative solutions to these by the writer.
Carmine in Hamka (2006:10) categories the level of comprehension into three levels, they are:
Literal comprehension, that is to receive information stated in a passage.
Sequencing comprehension, this is to order several events from a passage to when they happened
Summarization, that is to generate or to select a sentence that expresses the main idea.
C. Directed Reading Activity
1. Definition of Directed Reading Activity (DRA)
Betts (1946) states that directed reading activity (DRA) is a method that provides students with instructional support before, during, and after reading. The teacher takes an active role as he or she prepares students to read the text by pre teaching important vocabulary, eliciting prior knowledge, teaching students how to use a specific reading skill, and providing a purpose for reading. During reading, the teacher asks individual students questions about the text to monitor their comprehension. After reading, the teacher engages students in a discussion focusing on the purpose for reading, and follow-up activities that focus on the content of the text and the specific skill that students learned to use.
Hullas (1959) argues that to begin a DRA one must start by eliciting prior knowledge. Eliciting prior knowledge helps students to connect they’re lives, their knowledge, to the central theme that the lesson is exploring. When asking students prior knowledge questions, there are different types of knowledge that we are trying to elicit. The three different types of connections teachers are trying to elicit from their text-to-self; Connections between the text and the reader’s experiences and memories.
In connection with that Stauffer (1969) argues that directed reading activity is a popular instructional procedure that can be used with both fiction and nonfiction text.
Based on some definitions above, we can simply conclude that directed reading activity is one of the some method which can be use by teachers when they teach, and to begin a DRA one must start by eliciting prior knowledge. Eliciting prior knowledge can helps students to connect they’re lives, their knowledge, to the reading.
2. The steps for using Directed Reading activity (DRA)
Stauffer argues that Note the lesson in a DRA follow a prescribed structure involving five basic steps.
Preparation.
The first step requires that the teacher focus on motivation and development of background, which is essential to understanding the story. At this point he measures and activates students’ prior knowledge of the content in the story to be read, additional background information is provided as needed so shat all of the children have the same general know ledge of the topic. The reasoning behind this process is that comprehension is strengthened when new know ledge is integrated with previous knowledge.
Another piece of the presentation segment involves new vocabulary words. In addition, tips for reading selection might be offered. For example, in the students are reading a newspaper article, they are directed to look for information to answer question who, what, where, when, and why, which are associated with newspaper reporting. This quest would also give them a purpose for reading, the point of step 2. finally, even thought it may not be necessary for every story, the teacher tries to motivate or raise interest in the upcoming material so that readers quickly become engage the reading. Captivating pictures, music, drawing activities, drama, or know ledge web draw on current knowledge and are engaging options. All of these preparatory activities can be integrated smoothly into engaging introductory activities.
2. Directed reading.
The teacher usually sets the purpose for reading; however, as they gain confidence and ability, the students may come up with their own purpose under the guidance of the teacher. Several ways in which the teacher provides a focus for reading include the use of questions, a graphic organizer, a study guide, or an outline. In the lower grades or with students who need more support, the purpose is framed for shorter, more easily remembered segments of text. After the reading is concluded, student are given an opportunity to respond to the literature by sharing their answer to study guided questions or talking to each other about prediction and correction they have made. This is a beneficial time because both comprehension and retention of what is being read are strengthened through student talk and teacher directed activities.
3. skill/strategy development.
Direct instruction on a particular skill or strategy is provided at some point during the lesson. The chosen skill is one is closely related to the story to be read, growing from the story as a natural extension of learning. It may be presented before reading begins or after the story is completed. Giving the student an opportunity to revisit the text as they practice the new skill, and then providing a thoughtfully developed opportunity for practice, will extend comprehension. For example, this might be the time to present a few critical vocabulary words, practice using them in a semantic web as discussed in the next chapter or in student generated sentences, and then add them to the current word wall or individual student journal for future reference.
4. Follow up practice
Strategies and skill are practiced using numerous activities. Teacher who closely follow the suggested format in a basal series might opt for the prepared series practice sheets. Other teachers, might offer story maps or other graphic organizer, word study activities, or encourage retellings. In a literature focused program, the skill can be applied and reinforced while reading an appealing picture book, either individually or in a small group
5. Enrichment.
While it is not imperative or even desirable to do so after every story, a number of inviting activities might follow some reading selections to extend the learning experience. During this step, readers response is being emphasized. Here is an opportunity to deepen the contact with a book through creative venues like art, music, drama, or reading another story by the same author or on a similar topic. Linking the language arts including writing, listening and speaking is another natural way to fine tune learning. Review the list of possible enrichment activities in chapter 12 to see the variety that is available to meet the needs of all learners.
As far as the writer concern, that for using directed reading activity, the teacher has to pay attention the steps for using it. The steps for using DRA are very important for teaching. We can simply conclude that using DRA method with systematic the teachers can make students focus of the reading, and the they can study systematically. .
Purposes for using directed reading activity
Betts, E.A (1946) categories into three purposes for using directed reading activity. They are, elicit students’ prior knowledge of the topic of the text, sets a purpose for reading, provides an opportunity for students to expand ideas beyond a text. Each of these steps could explain as follows:
1). Eliciting Prior Knowledge
To begin a DRA one must start by eliciting prior knowledge. Eliciting prior knowledge helps students to connect they’re lives, their knowledge, to the central theme that the lesson is exploring. When asking students prior knowledge questions, there are different types of knowledge that we are trying to elicit. The three different types of connections teachers are trying to elicit from their Text-to-self: Connections between the text and the reader’s experiences and memories.
2). Sets a purpose for reading
It is important to set goals for students while reading so they know what reading strategies to use to comprehend the text. It has been proven that the purpose of reading determines the depth of which the reader comprehends a text (Blanton). When setting the purpose for reading in a DRA, the purpose should be clear and concise focusing on the theme discussed in the graphic organizer prepared before the activity.
After setting the purpose, give your students some time to reread the material. It will be easier for them to go back over material they’ve already read as they look for things that specifically pertain to their purpose for reading.
3). Provides an opportunity for students to expand ideas beyond a text or discussion
The discussion portion of the activity should focus on the central theme explored in their purpose for reading. The questions should also help student to explore the concept in depth in a way that allows them to consider different interpretations of the text. The quotes that you found to be important to your central concept should not be overlooked when writing the discussion questions. You should also make sure to go back to the purpose for reading and make sure that they’ve understood everything that you’ve hoped that they would. These discussion questions should ask students to make explanations and support the explanations with specific examples from the text.
How to use Directed Reading Activity
Betts (E.A (1946) argues that there are eight (8) steps to use Directed Reading activity (DRA) they are :
1). Choose a test
Choose a text is used because this is strategy is intended to be used with expository texts.
2). Select vocabulary words from the text to be pre taught
The word you choose should be critical to comprehension of the passage and unfamiliar to most, If not all students. Vocabulary should be taught in context. Write the words on the board in sentences taken directly from the text. As a class, discuss what the words might mean based on the context, sound, and structure.
3). Elicit prior knowledge
Elicit prior knowledge means the teacher have to ask the students what do you already know about the term of reading.
4). Teach students a skill that will help them comprehend the text
The skill you choose will depend on the text. For example, if the text your students will be reading compares two different things, you might focus on the skill of contrast. If the text is an editorial, you might talk about how to identify fact from the author’s opinion. 5).Give students a concrete purpose for reading
This strategy is used for make students focus on the reading. For example, “Read pages 1-5 to find out what is the main idea,”
6). Have students read silently.
Be available for questions as students read. Walk around the room asking individual students comprehension questions.
7). Ask the purpose setting statement as a question.
This technique is used after students have finished reading, for example, ask, “What is the main idea of this paragraph? “Encourage a discussion that grows from students’ comments and questions.
8. Engage students in follow-up activities.
These activities should be deigned to reinforce both the content of the text and the skill that students learned. Activities might include writing activities, further reading, art projects, group mapping activities, etc.
As far as the writer concern, based on some steps to use directed reading activity (DRA) method expressed above. We can simply conclude that using DRA method has steps with systematically and the teacher have to know about it and the technique to apply the DRA method.
D. The Conceptual Frame Work
The theoretical frame work of this research can be seen as follows:
INPUT PROCESS OUTPUT
TEACHING READING DRA METHOD STUDENTS
Input refers to the reading material.
Process refers to teaching reading by using DRA method
Output refers to reading comprehension of students.
E. Hypothesis
This research presented the null hypothesis (HO): there is no any significant difference between the test result of pre-test and post-test of the students’ reading comprehension. The alternative hypothesis (HI): there is a significant difference between the test result of the pre-test and post-test of the students’ reading comprehension.
CHAPTER III
METHOD OF THE RESEARCH
A. Design of the Research
The research employed a pre experimental design, with pretext – posttest design comparison between the pre – test and post – test and posttest scores depends on the success of the treatment.
The design is
OI X O2
Pre test Treatments Post test
(Gay, 1981:225)
B. Research variables
The variables of the research are dependent variable and independent variable. The dependent variable is the reading comprehension ability. While independent variable is the using Directed Reading Activity method.
C. Population
1. Population
The population of this research will be the second year students of MA Syekh Yusuf Sungguminasa. The total numbers of the second year students are 56 students. .
2. Sample
The sample in this research, is one class that consist of 28 students from 56 students, this research will be apply the purposive sampling. The writer uses purposive sampling because the total of number the second year students are very large so the writer takes 50 % from it.
D. Instruments of the Research
Subjective Test of Reading
The test was conducted to find out the initial ability of students before this method being applied, and also to know the achievements of the students after treatment section. The test was having the students answer the question from the reading text.
Questionnaire
The questionnaire was given to know the attitude of the second year students of MA Syekh Yusuf Sungguminasa toward the application of Directed Reading Activity Method. Those consisted of 10 items. Each item was provided with four alternatives of response categories: Strongly Agree, Agree, Disagree, and Strongly Disagree.
E. Procedure of Collecting Data
Collecting the data, the researcher used some procedures such as follows:
Distributing the pre-test to the samples.
In this section, the researcher had the students answer the questions with the text reading given by the researcher.
Treatment.
When the treatment section was going on, the researcher applied the Directed Reading Activity Method.
The treatment in the research was presented as follows:
The teacher prepared and allot the reading material for students
The teacher asked students about the title of the reading material or to connect the title of the reading material with the students’ prior knowledge.
Then, after to connect prior knowledge, the researcher wrote the words is not familiar of the students on the white board.
The teacher gave a time for students to read or to comprehend the reading material.
The teacher gave the question to the students about the reading material.
To know any significant influence by using DRA method to teach reading comprehension of the second year students of MA Syekh Yusuf Sungguminasa, the researcher would like to do treatment for 8 times meeting.
Distributing the post-test to the samples.
After conducting the treatment, the researcher gave the post-test to the students in order to know weather there was improvement in students’ reading comprehension or not.
Comparing the results of pre-test and post-test.
F. Technique of Data Analysis
a. Data Obtained from the Reading Test
The data collect through the test by using inferential statistic percentage score is also used to know the students’ ability in reading comprehension. The steps under taken in quantitative analysis employing the following formulas:
1. Scoring the students correct answer of pretest and posttest
( Helmin : 2007: 32 )
2. Classifying the students’ score into following criteria:
The mean score of the students is classified into seven levels as follows:
No. Rate of Scores Categories
1
9,6 – 10
Excellent
2
8,6 – 9,5
Very Good
3
7,6 – 8,5
Good
4
6,6 – 7,5
Fairly Good
5
5,6 – 6,5
Fair
6
3,6 – 5,5
Poor
7
0,0 – 3,5
Very Poor
( Depdikbud in Mutmainnah 1985: 22)
3. Calculating the mean score of the students’ answer by using the following formula:
Where = mean score
X = the sum of all scores
N = the total number of subject
(Gay, 1981: 298)
4. Testing the hypothesis to find out the difference between the pre test and pos test, the following formula is:
Where: t = Test of significance
= The Difference between the Match Pairs
= The sum of different score
N = the total number of the sample
(Gay, 1981: 331)
b. Data obtained from the questionnaires
The collected data from the questionnaire, they were analyzed by using the percentage technique. The researcher used the following formula:
P = F x 100 %
N
Where:
P = Percentage
F = the frequency of items
N = the total respondent
Each item of the statement of the questionnaires on the students’ attitude towards Learning from Directed Reading Activity (DRA) Method. Each items had four alternative response categories:
1. Positive statements: 2. Negative statements
Strongly Agree a) strongly Agree
Agree b) Agree
Disagree c) Disagree
Strongly disagree d) Strongly disagree
CHAPTER IV
FINDINGS AND DISCUSSIONS
A. Findings
1. The Data Analysis of the Reading comprehension Test
After calculating the result of the test, the rate percentages of the students score are presented in the following table:
Table 1
The rate percentage of the students’ score of pre-test.
No
Classification
Score
Frequency
Percentage %
1.
2
3
4
5
6
7
Excellent
Very Good
Good
Fairly good
Fair
Poor
Very poor
9.6 – 10
8.6 – 9.5
7.6 – 8.5
6.6 – 7.5
5.6 – 6.5
3.6 – 5.5
0 – 3.5
2
2
1
3
15
5
7,14 %
7,14 %
3, 57 %
10, 71 %
53, 57 %
17, 85 %
Total
28
100 %
The table 1 shows that from 28 students, there are 2 (7, 14 %) students got the very good score, 2 (7, 14 %) students got the good score, 1 (3, 57 %) students got the fairly good score, 3 (10, 71 %) students got the fair score, 15 (53, 57 %) students got the poor score, 5 (17, 85 %) students got the very poor score, and none of them got the excellent score. It means that the students have less improvement in their reading comprehension before the treatment.
Table 2
The rate percentages of the students’ score of posttest
.
No
Classification
Score
Frequency
Percentage %
1.
2
3
4
5
6
7
Excellent
Very Good
Good
Fairly good
Fair
Poor
Very poor
9.6 - 10
8.6 – 9.5
7.6 – 8.5
6.6 – 7.5
5.6 – 6.5
3.6 – 5.5
0 – 3.5
2
3
7
10
5
1
7, 14 %
10, 71 %
25 %
35, 71 %
17, 85 %
3, 57 %
Total
28
100 %
The table 2 shows that, there are 2 (7, 14 %) students got the very good score, 3 (10, 71 %) students got the good score, 7 (25 %) students got the fairly good score, 10 (35, 71 %) students got the fair score, 5 (17, 85 %) students got the poor score, and 1 (3.57 %) students got the very poor score. It means that the students could improve their reading comprehension after the treatment.
Now the writer presents the result of the students pre-test and post-test calculation in the following mean score table.
Table3
The mean score of the students’ pre-test and post-test analysis.
Types of test
Mean score
Pre-test
5,15
Post-test
6,55
The data in table 3 indicates that the mean score of the students pre-test is 5, 15 while the mean score of the students post-test is 6.55. From that result, we see that the mean score of the post-test is higher than that of the pre-test.
To know the mean score of the students pre-test and post-test the researcher used the following formula:
Mean score of the pretest
Mean score of the posttest
Is the mean score of the pre-test and post-test statistically significant on the level of significant on 0.05 with the degree of freedom (df) = 27?
To test the degree of freedom, the writer used the following formula:
df= N – 1
df= N – 28
df= 27
Table 4
The t-test of the students’ achievement
Variable
t-test value
t-table
3, 5
1, 703
To know the result of t- test value the writer used the following formula:
Base on the table above, the value of t-test is 3, 5 is higher than t-table 1.703. It means that the t-test value is higher than t-table value. It can be concluded that the using DRA method was successful in teaching reading comprehension
1. The Data Analysis from the Questionnaires.
The questionnaire in this research consisted of 10 items, each items provided with four alternatives of response categories namely: Strongly Agree, Agree, Disagree, and Strongly Disagree. To analyze the result of the questionnaires given to 28 students, let us see the following table.
Table 5
The rate percentage of the questionnaire
No
Strongly agree
Agree
Disagree
Strongly disagree
F
P%
F
P%
F
P%
F
P%
1
2
3
4
5
6
7
8
9
10
4
-
5
6
6
1
8
5
-
-
14, 28
-
17, 85
21.42
21, 42
3, 57
28, 57
17, 85
-
-
22
4
21
18
18
4
17
21
2
2
78, 57
14, 28
75
64, 28
64, 28
14, 28
60, 71
75
7, 14
7, 14
2
18
2
3
4
17
2
2
18
20
7, 14
64, 28
7, 14
10, 71
14, 28
60, 71
7, 14
7, 14
64, 28
71, 42
-
6
-
1
-
6
1
-
8
6
-
21, 42
-
3, 57
-
21, 42
3, 57
-
28, 57
21, 42
Notes: F: Frequency P = Percentage
Item 1 the students ‘opinion that using directed reading activity for teaching is easy to understand. The data show that there are 4 (14.28 %) students strongly agree, 22 (78, 57 %) students agree, 2 (7, 14 %) students disagree, and none of them strongly disagree.
Item 2, the students ‘opinion that learning from directed reading activity method is boring. The data shows that from 28 students, there are 4 (14.28 %) students agree, 18 (64.28 %) students disagree, 6 (21, 42 %) students strongly disagree, and none of them strongly agree.
Item 3, the students’ opinion that learning from directed reading activity method make students happy. The data shows that there are 5 (17.85%) students strongly agree, 21 (75 %) students agree, 2 (7, 14 %) students disagree, and none of them strongly disagree.
Item 4, the students ‘opinion that learning from directed reading activity method increased the students’ achievement in learning English (reading comprehension). The data show that there are 6 (21.42%) students strongly agree, 18 (64.28 %) students agree, 3 (10.71 %) students disagree, and 1 (3.57 %) strongly disagree.
Item 5, the students ‘opinion that learning from directed reading activity method makes students diligent in learning English (reading comprehension0. The data show that there are 6 (21.42%) student strongly agree, 18 (64. 28 %) students agree, 4 (14. 28 %) students disagree, and none of them strongly disagree.
Item 6, the students ‘opinion that learning from directed reading activity method are not enthusiastic. The data show that there are 1 (3. 57 %) student strongly agree, 4 (14.28 %) students agree, 17 (60.71 %) students disagree, and 6 (21. 42 %) students strongly disagree.
Item 7, the students ‘opinion that learning from directed reading activity method is effective technique in learning English (reading comprehension). The data show that there are 8 (28. 57 %) students strongly agree, 17 (60.71 %) students agree, 2 (7. 14 %) students disagree, and 1 (3. 57) students strongly disagree.
Item 8, the students ‘opinion that learning from directed reading activity method make students feel easy in learning English (reading comprehension). The data show that there are 5 (17.85 %) students strongly agree, 21 (75 %) students agree, 2 (7, 14 %) students disagree and none of them strongly disagree.
Item 9, the students ‘opinion that learning from directed reading activity method decrease motivation in learning English (reading comprehension). The data show that there are 2 (7, 14 %) students agree, 18 (64. 28 %) students disagree, 8 (28. 57%) students strongly disagree and none of them strongly agree.
Item 10, the students’ opinion that learning from directed reading activity method cannot give advantages. The data show that there are 2 (7, 14 %) students agreed, 20 (71, 42 %) students disagree, 6 (21, 42 %) strongly disagree, and none of them strongly agree.
Based on the questionnaire data above, the researcher concludes that most of the students have positive attitudes towards learning from directed reading activity method. It means that the method is suitable to apply.
B. Discussion
After applying the DRA method, the researcher found that such as technique was very effective. This assumption is stated with evidence. During the application process of treatment, the researcher shows that the students were very interested to the material that the researcher presented.
Besides the assumption of the writer, it was also supported by the statistical analysis which was shown from the result of the students’ comprehension of reading in the students’ comprehension of reading in pre-test. The students’ comprehension of reading before being taught by using DRA method in the treatment was found that there are 2 (7, 14 %) students got the very good score, 2 (7, 14 %) students got the good score, 1 (3, 57 %) students got the fairly good score, 3 (10, 71 %) students got the fair score, 15 (53, 57 %) students got the poor score, 5 (17, 85 %) students got the very poor score, and none of them got the excellent score.
The result of data analysis above shows that there was a significant students’ comprehension of reading after applying the treatment by using DRA method. This statements was supported by the students’ post-test result, shows that, there are 2 (7, 14 %) students got the very good score, 3 (10, 71 %) students got the good score, 7 (25 %) students got the fairly good score, 10 (35, 71 %) students got the fair score, 5 (17, 85 %) students got the poor score, and 1 (3.57 %) students got the very poor score.
Through the result of pre-test and post-test, the result of t-test value of the level of the significant = 5 % = 0,05, degree of the freedom (df) = 27 indicated that t-table value was = 1,703 and t-test. Value = 3, 5. Therefore, it can be concluded that statistically hypothesis of HI was accepted and the statistically hypothesis of HO was rejected. It means that the using of DRA method in teaching reading comprehension can improve the students’ comprehension of reading. 2 (7, 14%) students got very good score, 3 (10, 71 %) students got good score, 7 (25 %) students got fairly good score, 10 (35, 71 %) students got fair score, 5 (17, 85 %) students got poor score, and 1(3, 57 %) students got very poor score. It means that rate percentage of the post-test is higher than that of the pre-test.
Based on the result above the researches can conclude that the second year students of MA Syekh Yusuf Sungguminasa have better achievement in language use aspect of Reading than before.
CHAPTER V
CONCLUSION AND SUGGESTION
Based on the description in the previous chapter, the writer puts forward conclusions and suggestions as follows:
A. Conclusion
1. The reading comprehension ability of the second year students of MA Syekh Yusuf Sungguminasa is still low before using the DRA method. It is proved by the mean score in pre-test is 5, 15.
2. The second year students of MA Syekh Yusuf Sungguminasa are easier to apply the DRA method in helping the students’ ability of reading comprehension. It is proved by the mean score in post-test is 6, 55.
3. The improving reading comprehension ability of the second year students of MA syekh Yusuf Sungguminasa is very effective. It is proved by the T-test value 3, 5 which is higher than the T-table value 1, 703.
B. Suggestion
After looking at the result of the research, the writer would like to put forward the following suggestions.
Special for English teacher, DRA method can be applied in improving the students’ reading comprehension.
DRA method is one of the methods that can be considered in teaching in order to help the students’ ability of reading comprehension in the classroom.
Label:
Education
About Me
- Colliq Pujie
- Kita saling mengulurkan tangan ketika hanyut, Kita saling menghidupkan karena kita seia sekata, Saling mengangkat dan tak saling menjatuhkan