DIRECTED READING ACTIVITY (DRA) APPLICATION IN ENGLISH READING COMPREHENSION CLASSROOM

Imam Munandar; Srimurni

doi:10.37249/assalam.v5i1.243

Authors

Imam Munandar IAIN Takengon
Srimurni SMPN 4 Takengon

DOI:

https://doi.org/10.37249/assalam.v5i1.243

Keywords:

Reading comprehension, Teaching, DRA strategy

Abstract

This research manages to analyze the effectiveness of DRA in enhancing students ‘skill in reading comprehension. The researchers carried out the research at SMP N 4 Takengon, in which they found that teachers faced some problems in teaching reading comprehension to students. To figure out the answer, the research applies quantitative research with experimental approach. After statistically obtaining and interpreting the data, the study concludes that Directed Reading Activity (DRA) method is able to increase students reading comprehension skill. This is because that Directed Reading Activity (DRA) is a teacher strategy in reading comprehension that emphasizes on instructional support before, during, and aftermath the reading. Meanwhile, the research found that this strategy is also able to increase and build stronger student vocabulary and reading skill. In conclusion, the DRA strategy is effective in improving students’ ability in reading comprehension, and also building their vocabulary.

Downloads

Download data is not yet available.

References

Arlene, S. (2017). The effect of three pre-reading activities on learning disable students’ reading comprehension. Electronic Journal Disability Quarterly, 12(4), 98-115. https://eric.ed.gov/?id=EJ340040

Barbara, J. Guzzeti, E. Alvermann, L. (2017). Literacy in America: an Encyclopedia of History, Theory and Practice. California: UCSF Press.

Betts, E. A. (2017). Foundations of reading instruction. New York: American Book Company.

Elizabeth, P. (2018). Teaching Reading. Chicago: IAE Educational Practice Series, University of Illinois.

Geoffry, B, et all. (2018). Teaching english as a foreign language. London: University of London Institute of Education.

Glenda, M N, Gillian, W. (2014). Teaching Young Children, Choices in Theory or Practice. Australia: Open University Press.

Brown, H D. (2005). Language assessment, assessment and classroom practice. Longman: Pearson Education.

Healy, C. (2002). Reading: What The Experts Say. Illinois: Parent Education Advocacy Training Center (PEATC).

Impiani, Z. (2016). Collaborative strategic reading (CSR) for better reading comprehension. Jurnal Pendidikan Bahasa, Sastra, dan Seni, 10(2), 16-26.

https://doi.org/10.24036/komposisi.v17i1.9647

Indah, H.R. (2015). The implementation of collaborative strategic reading (CSR) and its effects on students’ reading comprehension. English Education Department of UIN Alaudin Makassar Journal, 10(1), 28-37.

https://doi.org/10.24252/Eternal.V21.2016.A7

Janette, K, et all. (2007). Teaching Reading Comprehension to Student With Learning Difficulties. New York: The Guilford Press.

Karen, T. (2003). Threads of Reading, strategy for Literacy Development. Virginia: Library of congress Cataloging in Publication Data.

Kevin, M. (2011). Intensive Reading, Extensive Reading and the English Reader Marathon. Japan: Tsurumi University.

Klingner, J., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities in upper Elementary Classroom. Exceptional children. Colorado: University of Colorado at Boulder.

Lulu, M, Wahyu, N. (2012). Buku Ajar Acuan Pengayaan Bahasa Inggris. Solo: Sinduna.

Michelle, M. (2009) .Teaching English as a foreign language. England: British Library.

Miller, J. (2017). Intensive Reading, extensive Reading and the English Reader. Osaka: Tsurumi University.

Milvica, B. (2014). Reading Skill and Reading Comprehension in English for Specific purposes. Serbia: University of Kragjevac.

Modalidad, P. (2017). Teaching Reading Comprehension Strategy Through A Genre Oriented Reading Course. Barranquilla: Universidad del Norte.

Mohammad, U. (2015). The effectiveness of using directed reading activity to increase students’ ability at the second year students of SMA N 1 Losari, unpublished thesis. Cirebon: UIN Syek Nurjati.

Mohammad. (2007). The effect of Intensive and Extensive Reading Strategies on Reading Comprehension: A Case of Iranian High school Students. Iran: Islamic Azad University.

Pardiyono. (2017). Teaching Genre-Based writing. Yogyakarta: CV Andi.

Rizqa, D. (2017). The Influence of directed reading activity (DRA) strategy toward students’ reading comprehension in recount text at the first semester of the eighth grade of SMP Al azhar 3 Bandar Lampung in the academic year 2017/2018, unpublished thesis. Lampung: UIN Raden Intan Press.

Samsiah, N. (2014). Increasing students’ ability in reading comprehension through think pair share technique at SMP N 14 Takengon, unpublished thesis. Takengon: STAIN Gajah Putih Press.

Shahram, G. (2005). The relationship between overall reading comprehension and determination of fact/opinion in L 2. Journal of Reading Matrix, 5(2), 29-34. https://www.researchgate.net/publication/254080741

Sharon, V. (2014). Using Collaborative Strategy Reading. New York: Reading Rockets Press.

Suharsimi, A. (2006). Prosedur Penelitian. Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.

Vaughn, S. (2011). Efficacy of collaborative strategic reading with middle school students. American Educational Research Journal, 2(1), 28-37.

DOI: 10.3102/0002831211410305

www.erfoundation.org. (2011). The Extensive Reading Foundation. Guide To Extensive Reading. New York: The Extensive Reading Foundation.