The Teaching Reading Comprehension Through Direct Reading Thinking Activity (DRTA) Strategy At The First Grade Of SMP Plus Bustanul Ulum Puger-Jember

DOI

10.2991/978-2-38476-182-1_16How to use a DOI?

Keywords

Teaching; Reading Comprehension; Direct Reading Thinking Activity (DRTA) Strategy

Abstract

This research examines the use of the DRTA strategy for teaching English reading comprehension. Students need to have the opportunity to develop their knowledge in learning English. Therefore, English teachers utilize the DRTA strategy to increase students’ reading comprehension. The formulation of the research question: How is the implementation of teaching reading comprehension through the DRTA strategy? This research used a qualitative method and was conducted at SMP Plus Bustanul Ulum Puger-Jember; the subjects were English teachers and students of class VIIA. Triangulation of sources and techniques were used. As for data collection techniques, the researcher used observation, interviews, and document review, and to analyze the data, the researcher used Miles Huberman and Saldana's theory. The research results are: 1) The purpose of teaching reading comprehension includes: a.) Make students more focused on the text, b.) Make students more critical to understanding the story's contents; c.) Train students to be more confident in arguing and expressing their opinions; 2) The material for teaching reading comprehension is a narrative text, including social functions, text structure, and linguistic elements, using additional media like the whiteboard. The source material used is narrative text obtained from the book: “When English Rings a Bell “Class VII, relevant textbooks, and the internet. 3) The steps consist of the lesson plan: 1) The teacher asked students to predict the content of the reading based on the title, 2) The teacher asked students to predict the content of the reading based on the pictures, 3) The teacher asked students read the text, 4) The teacher asked students to adjust their initial predictions with the reading that has been read, 5) The teacher asked students make a summary of the stories they have read by telling it in front of the class. 4) The evaluation of teaching reading comprehension is a formative assessment with multiple-choice.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - As’ari
AU  - Khalimatus Sa‘diah
PY  - 2023
DA  - 2023/12/31
TI  - The Teaching Reading Comprehension Through Direct Reading Thinking Activity (DRTA) Strategy At The First Grade Of SMP Plus Bustanul Ulum Puger-Jember
BT  - Proceedings of the  2nd Annual Conference of Islamic Education 2023 (ACIE 2023)
PB  - Atlantis Press
SP  - 83
EP  - 89
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-182-1_16
DO  - 10.2991/978-2-38476-182-1_16
ID  - 2023
ER  -