THE EFFECT OF DIRECTED READING THINKING ACTIVITY

AND READING INTEREST ON STUDENTS’ READING

COMPREHENSION

(An Experimental Study in the 8th Grade Students of MTs Jamiyyah Islamiyyah

Pondok Aren)

THESIS

Completed as Partial Requirement for a Completion

of Master’s Degree

at English Department, Faculty of Tarbiya and Teachers’ Training

Syarif Hidayatullah State Islamic University Jakarta

By:

Yuliana Friska

2113014000012

GRADUATE PROGRAM OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

ABSTRACT

Friska, Yuliana. The Effect of Directed Reading Thinking Activity and

Reading Interest on Students’ Reading Comprehension (An

Experimental Study in the 8th Grade Students of MTs Jamiyyah Islamiyyah

Pondok Aren), 2015

This study was aimed to investigate the effect of Directed Reading

Thinking Activity and reading interest on students’ reading comprehension at

the 8th

students of MTs Jamiyyah Islamiyyah Pd. Aren. This study is

categorized as quasi experimental research in which to investigate the effect

of teaching method (DRTA) and reading interest on students’ reading

comprehension. The sample of this study was two classes of eight grade

students (class 8) of MTs Jamiyyah Islamiyyah. One class as experimental

class comprised with 40 students, and the other class as controlled class

comprised with 40 students as well. The method used in this study is

quantitative method with quasi experimental design. The findings of this

study are: (1) There was no significant difference of reading comprehension

between students who were taught by DRTA and those who were taught by

Conventional method (2) There were interactional effects of teaching method

and reading interest toward students’ reading comprehension (3) There was

significant effect of students’ reading comprehension who were taught by

DRTA was higher than those who were taught by Conventional method for

students who had high reading interest (4) There was no significant

difference of students’ reading comprehension who were taught by DRTA

method and those who were taught by Conventional method for students who

had low reading interest.

Keywords: Reading Comprehension, Directed Reading Thinking Activity

(DRTA), Reading Interest

ABSTRAK

Friska, Yuliana. The Effect of Directed Reading Thinking Activity and

Reading Interest on Students’ Reading Comprehension (An

Experimental Study in the 8th Grade Students of MTs Jamiyyah Islamiyyah

Pondok Aren), 2015

Penelitian ini ditujukan untuk mengetahui apakah terdapat efek

metode DRTA dan minat membaca terhadap kemampuan membaca siswadi

kelas 8 MTs Jamiyyah Islamiyyah Pondok Aren. Penelitian ini dikategorikan

sebagai Penelitian Experimen (Quasi-Experiment); untuk mengidentifikasi

apakah terdapat pengaruh metode pembelajaran (DRTA) dan minat membaca

terhadap pemahaman siswa dalam membaca teks narrative. Sampel penelitian

ini adalah dua kelas dari kelas 8 yang berjumlah 40 orang pada masing-

masing kelas. Satu kelas sebagai kelas experimen dan yang lain sebagai kelas

kontrol. Metode yang digunakan dalam penelitian ini adalah penelitian

kuantitatif dengan disain experimen (quasi-experiment). Hasil yang diperoleh

dari penelitian ini adalah: (1) tidak terdapat perbedaan hasil pemahaman

membaca antara siswa yang diajar dengan metode DRTA dan siswa yang

diajar dengan metode konvensional (2) terdapat pengaruh interaksi metode

pembelajaran dan minat membaca siswa terhadap pemahaman membaca

siswa (3) terdapat pengaruh pemahaman membaca siswa yang diajarkan

dengan metode DRTA lebih tinggi dibanding siswa yang diajar dengan

method konvensional untuk siswa-siswa dengan minat baca tinggi (4) tidak

terdapat perbedaan pemahaman membaca siswa yang diajar dengan metode

DRTA dan siswa yang diajar dengan metode konvensional untuk siswa-siswa

dengan minat baca rendah.

Kata Kunci: Pemahaman membaca, Directed Reading Thinking Activity

(DRTA), minat membaca.

ملخص البحث

( والميول (DRTAيوليانا، أثر العمليت الفكريت القراءة المباشرة ،فرسكا

طالب المستوى الثامن إلي القراءة عنذ قراءة شاملت )دراست تطبيقيت لذى

5102بمذرست الثانويت المتوسطت في جمعّيت إسالميت فونذوك أرين(،

ويُىل انطالب إنً انقزاءة DRTAكشف عٍ أثز إنً َهدف انبحث

أٌ (Quasi-Experiment)عهً قدرتهى فُها. وانبحث بحث تطبُقٍ

ويُىل انطالب إنً DRTAىجد أثز انًُهج اندراسٍ َنتشخُض هم

انقزاءة عهً فهى انطالب فٍ قزاءة انُظىص. وعُُت انبحث هٍ ثًاَىٌ

طانبا فً انًستىي انثايٍ انذٌ َُقسى إنً فظهٍُ، وطار فظم واحد فظال

تطبقُا واألخز فظم يسُطز. وانًُهج انًستخدو فٍ انبحث هى انًُهج انكًٍ

الَىجد اختالف بٍُ (1يع تظًُى انًُهج تطبُقٍ. وَتُجت انبحث هٍ: )

بطزَقت َدّرسىٌ ٍوانطالب انذَ DRTAبطزَقت َدّرسىٌ ٍانطالب انذَ

( اتظال يُهج اندراسٍ ويُىل انطالب َؤثز عهً 2تقهُدَت فٍ َتُجت انفهى. )

DRTAبًُهج َدّرسىٌ( انطالب انذٍَ 3قدرة انطالب فٍ فهى انًقزوء. )

بًُهج تقهُدٌ وهذا َخض َدّرسىٌثز يٍ انطالب انذٍَ كندَهى انفهى أ

( ال َىجد اختالف بٍُ 4نطالب انذٍَ ندَهى انًُىل إنً انقزاءة كثُزة. )

بطزَقت َدّرسىٌوانطالب انذٌ DRTAبطزَقت َدّرسىٌانطالب انذٌ

نطالب انذٍَ ندَهى يُىل إنً انقزاءة َخض هذاو ،تقهُدَت فٍ فهى انًقزوء

قهُال.

، انًُىل إنً انقزاءة. DRTAت، : انقزاءة انشايه كلماث مفتاحيت

ACKNOWLEDGEMENT

Praised be to Allah, Lord of the world, who has given the writer His

love and compassion to finish the last assignment in her study. Peace and

salutation be upon to the prophet Muhammad SAW, his family, his

companion, and his adherence.

It is a pleasure to acknowledge the help and contribution to all of

lecturers, institution, family and friends who have contributed in different

ways hence this thesis is processed until it becomes a complete writing which

will be presented to the Master Program of English Education Faculty of

Tarbiya and Teachers’ Training in partial fulfillment of the requirements for

the degree of M.Pd., in English Language Education.

First of all, the writer would like to express her great honor and

deepest gratitude to her advisor, Dr. Alek, M.Pd., and Dr. Kadir, M.Pd.,

whose scholarly suggestions and critical remarks have enabled the writer to

refine this thesis. She conveys special gratitude to her beloved mother and

sister who motivated her in accomplishing this thesis.

The writer’s sincere gratitude also goes to:

1. Prof. Dr. Ahmad Thib Raya, M.A., the dean of Faculty of Tarbiya and Teachers’ Training.

2. Dr. Fahriany M.Pd., the head of master program, Faculty of Tarbiya and Teachers’ Training.

3. Dr. Jejen Musfah, M.A., the secretary of master program, Faculty of Tarbiya and Teachers’ Training.

4. Azkia Muharom Albantani, M.Pd.I., the staff of master program, Faculty of Tarbiya and Teachers’ Training.

5. All the lecturers in Master Program of English Department who had transferred his/her knowledge and also for the valuable guidance and

encouragement.

6. All the teachers in MTs Jamiyyah Islamiyyah Pondok Aren for their understanding and support.

7. All of people who participated in the process of the thesis that the writer couldn’t mention one by one. May Allah bless them all.

Ciputat, June 2015

The Writer

TABLE OF CONTENT

Page

Cover Page ............................................................................................................. i

Title Page ................................................................................................................ ii

Statement of Originality ......................................................................................... iii

Approval by Thesis Supervisors ............................................................................. iv

Approval by Examiners .......................................................................................... v

Abstract .................................................................................................................. vi

Acknowledgement .................................................................................................. vii

Table of Content ..................................................................................................... viii

CHAPTER I INTRODUCTION

A. The Background of Research ............................................... 1 B. Identification of the Problem ............................................... 4 C. Limitation of the Problem .................................................... 4 D. Formulation of the Problem ................................................. 5 E. The Objectives of Research ................................................. 5 F. The Significance of Research .............................................. 5

CHAPTER II LITERATURE REVIEW

A. Theoretical Review A.1. Reading Comprehension .............................................. 7

A.1.1 The General Concept of Reading .......................... 7

A.1.2 The Purposes of Reading ...................................... 9

A.1.3 The Process of Reading ......................................... 11

A.1.4 The Problems of Reading ...................................... 12

A.2. Narrative Text .............................................................. 15

A.2.1 The Understanding of Narrative Text ................... 15

A.2.2 The Purposes of Reading ...................................... 17

A.2.3 The Schematic Structure of Narrative Text........... 17

A.2.4 The Language features of Narrative Text ............. 19

A.3. Teaching Method ......................................................... 20

A.3.1 The Understanding of Teaching Method .............. 20

A.3.2 Directed Reading Thinking Activity (DRTA) ...... 20

A.3.3 The Purposes of DRTA ......................................... 21

A.3.4 The Procedure of DRTA ........................................... 22

A.3.5 The Advantages of DRTA..................................... 24

A.3.6 Disadvantages of DRTA method .......................... 24

A.3.7 Teaching Narrative Text Using DRTA ................. 25

A.4. Interest .......................................................................... 25

A.4.1 The Understanding of Interest ............................... 25

A.4.2 The Kinds of Interest ............................................. 27

A.4.3 Reading Interest..................................................... 28

B. Previous Study........................................................................ 30

C. Conceptual Framework ......................................................... 31 D. Theoretical Hypothesis ......................................................... 33

CHAPTER III RESEARCH METHODOLOGY

A. Research Design .................................................................. 37 B. Place and Time of Research ................................................. 38 C. The Population and Sample of Research ............................. 38 D. The Techniques of Data Collection ..................................... 39 E. The Instruments of Research ............................................... 40 F. The Techniques of Data Analysis ........................................ 48

CHAPTER IV FINDINGS AND DISCUSSION

A. Finding ................................................................................. 51 B. Discussion ............................................................................ 70

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ........................................................................... 75 B. Suggestion ............................................................................ 76

References

Appendices

LIST OF TABLES

Table 3.1 The schedule of Research ..................................................... 37

Table 3.2 Research Design .................................................................... 38

Table 3.3 Range Score in Students’ Reading Interest ........................... 41

Table 3.4 The Blueprint of Reading Interest Questionnaire ................. 41

Table 3.5 The Formula of Product Moment .......................................... 42

Table 3.6 Validity Test .......................................................................... 43

Table 3.7 The Blueprint of Reading Comprehension ........................... 45

Table 3.8 The Formula of Product Moment .......................................... 46

Table 3.9 Validity test ........................................................................... 46

Table 4.1 Descriptive Statistics ............................................................. 51

Table 4.2 Frequency Table of Reading Comprehension

by Using DRTA Method ....................................................... 52

Table 4.3 Frequency Table of Reading Comprehension by Using

Conventional Method ............................................................ 54

Table 4.4 Frequency Table of Reading Comprehension with

High Reading Interest ........................................................... 55

Table 4.5 Frequency Table of Reading Comprehension with

Low Reading Interest ............................................................ 57

Table 4.6 Frequency Table of Reading Comprehension by Using

DRTA Method with High Reading Interest .......................... 59

Table 4.7 Frequency Table of Reading Comprehension by Using

DRTA Method with Low Reading Interest ........................... 60

Table 4.8 Frequency Table of Reading Comprehension by Using

Conventional Method with High Reading Interest ............... 62

Table 4.9 Frequency Table of Reading Comprehension by Using

Conventional Method with Low Reading Interest ................ 63

Table 4.10 Recapitulation of Normality Test .......................................... 66

Table 4.11 The Computation of Homogeneity Test for Reading

Comprehension ..................................................................... 66

Table 4.12 ANOVA Test (2 x 2) ............................................................. 68

Table 4.13 Contrast Tests ........................................................................ 68

LIST OF FIGURES

Figure 2.1 Language Features of Narrative Text ....................................... 19

Figure 4.1 Students’ Reading Comprehension Taught by DRTA Method 53

Figure 4.2 Students’ Reading Comprehension Taught by

Conventional Method .............................................................. 55

Figure 4.3 Reading Comprehension with High Reading Interest .............. 56

Figure 4.4 Reading Comprehension with Low Reading Interest ............... 58

Figure 4.5 Reading Comprehension by Using DRTA Method with

High Reading Interest ................................................................ 60

Figure 4.6 Reading Comprehension by Using DRTA Method with

Low Reading Interest ................................................................. 61

Figure 4.7 Reading Comprehension by Using Conventional Method

with High Reading Interest ........................................................ 63

Figure 4.8 Reading Comprehension by Using Conventional Method

with Low Reading Interest......................................................... 64

LIST OF APPENDICES

Appendix 1 Lesson Plan ............................................................................ 83

Appendix 2 Research Instrument Final ..................................................... 102

Appendix 2a Reading Comprehension on Narrative Text Test ................. 102

Appendix 2b Reading Interest Questionnaire ............................................ 112

Appendix 3 Research Instrument Try Out ................................................. 115

Appendix 3a Validity of Narrative Reading Test ....................................... 115

Appendix 3a Reliability of Reading Comprehension on Narrative Text ... 115

Appendix 3b Validity of Reading Interest Questionnaire .......................... 116

Appendix 3b Reliability of Reading Interest Questionnaire ...................... 116

Appendix 4 Data of Research Finding ....................................................... 117

Appendix 4a Data of Reading Comprehension .......................................... 118

Appendix 4b Data of Reading Interest ....................................................... 119

Appendix 5 Data Description of Research Finding ................................... 120

Appendix 5 The Calculation of Normality Test ......................................... 121

Appendix 6 The Calculation of Homogeneity Test ................................... 122

Appendix 7 Hypothesis Test ...................................................................... 123

1

CHAPTER I

INTRODUCTION

This chapter presents the general description of the study. It covers

background of study, identification of problem, limitation of the study,

research questions, research hypothesis, aim of the study, and significance of

the study.

A. The Background of Study

English in Indonesia is considered as a foreign language in which it is

learned by Indonesian students from elementary level up to university level.

Moreover it is included into one of subject to be evaluated to improve

students’ ability in comprehending English. As stated in School-Based

Curriculum-Kurikulum Tingkat Satuan Pendididkan (KTSP) “English lesson

is aimed to develop students ability in communicating by that language either

spoken or written. The ability to communicate in English involves several

skills such as listening, speaking, reading, and writing” (Pusat Kurikulum,

2003, p. 17).

Based on the explanation of School-Based Curriculum-KTSP above,

it can be interpreted that there are four certain major language skills should

be mastered by a language learner. Those are listening, speaking, reading,

and writing skills. Listening and reading skills are regarded as receptive skills

while speaking and writing skills are considered to be productive skills. As

one of the language skills, reading plays an important role because it helps

students to be able to read English articles, magazines, newspapers, and

nonfiction books, and it also could be the only way to use and to practice

English in non-English speaking countries. Therefore, the ability to read the

text in any form will contribute a great advantage for English learners, for

instance gaining success at school.

There are numerous reading selections found over the world among

fictions or nonfictions literature. One of reading text types that second year of

Junior High School students learn and should be mastered is narrative text. It

has been obviously stated in the curriculum School-Based Curriculum/KTSP.

Narrative text is a kind of text that describes a sequence of fictional or non-

fictional events. It consists of orientation, complication, and resolution.

Ideally, the eighth grade students of Junior High School are conveyed

to learn and to master some genres of texts including narrative text applied in

any aspects of language skills. It has been stated on Standard of Competency

and Basic Competence (SK, KD) in the KTSP curriculum. Besides, the

policy of the school in determining the minimum passing grade score should

be attained; at least the minimal mastery level criterion (KKM) considering

English subject gains score 70 (seventy). However, most of 8th

grade students

at MTs Jamiyyah Islamiyyah are still difficult to achieve those targets

2

because their knowledge of English is still low primarily on reading skill,

then 8th

grade students also has the lowest score in English compared with

other classes.

Moreover, based on the unstructured interview result with the teacher

on 3rd

September 2014 concerning students’ reading test, there were some

difficulties probably faced by students in reading activities such as: First,

most of students just have the ability to pronounce and recognize the

individual words without conveying the message what the author extends.

Second, they actually have good knowledge of words and sentence meaning

but they fail to understand longer reading materials such as stories. Third,

they were hardly to concentrate as they read. After students read a story, most

of them were difficult to analyze the schematic structures of the story

concerning orientation, complication, and resolution whereas they had read

the text for several times. Consequently, they had difficulty in figuring out

the plot of the story. Fourth, the students’ attitudes toward reading, some of

them are lazy to read the text. Fifth, the next problems came from the teacher

related to the strategy, the methodology, the technique of teaching reading

used by the teacher. Based on writer’s experience, strategy is a way that used

by teacher in teaching learning process. Next, based on the observation

started from 10th

to 18th

September 2014, it was found that the students’

activity in reading were not very interesting because the teacher usually

asked every students to read orally then asking them to translate the story.

Besides, during teaching and learning activity, the teacher explained the

schematic structures and linguistic features of the story almost all of the time;

hence it made students were seldom to participate in the class. Then the

teacher gave them some minutes to do exercises meanwhile most of students

did not pay attention to the teacher’s explanation even they did not do the

exercises. Furthermore, the teacher rarely let his students tried to analyze the

story.

Those cases were quite problematical one and it should be solved

because it can arise further difficulties to the next reading lesson if their low

degree of reading comprehension was not improved soon. As the effect, they

will be probably continuous difficulty to understand any other texts.

Furthermore, they probably could not pass the policy of minimum passing

grade determined by school. Here, it was assumed that circumstances could

affect their understanding of a text for instance, students’ physical condition,

their interests toward the materials, the difficulty of the text selections, and

hardly sustained attention.

It was considered that it was necessary to find out a suitable and

interesting method related to students’ condition. They needed to be

delivered any practices to assist them in developing reading comprehension.

3

For the need of research, it was chosen the second year class because this

class derived the lowest achievement scores based on the test result among

the other classes. Therefore, the students’ reading comprehension needed to

be developed. In this research, the study was focused on narrative text. It was

based on texts that taught in Junior High School. Therefore, the writer and

the teacher focused on reading skill in comprehending the schematic

structures of a story because it was the prior reading problem faced by most

of students grade VIII of Mts Jamiyyah Islamiyyah.

Considering those problems above, this study was not going to

discuss the whole factors. This study only focused on some factors, in this

case, teaching method and reading interest.

Teaching method is one of important factors in determining students’

achievement in reading. The teacher should apply effective and innovative

strategies in teaching reading in order to make students interested to read and

to improve the students reading comprehension. There are many methods that

can be applied by the teacher in teaching reading comprehension for instance

DRTA (Directed Reading Thinking Activity) method. In this case the

researcher tried to apply DRTA (Directed Reading Thinking Activity) to

solve the problems since DRTA method is one of alternative way to improve

reading skills. According to Opitz and Guccione (2009) Directed Reading

Thinking Activity (DRTA) is a strategy that boosts reading comprehension

by making transparent how proficient readers make and confirm predictions

while they read (p. 148). That is why Directed Reading Thinking Activity

(DRTA) was selected as an appropriate method to investigate whether the

students’ reading comprehension primarily on narrative text would improve.

Directed Reading Thinking Activity (DRTA) method consists of three main

steps: prediction, reading, and confirmation. It encouraged students to make

predictions and inferences. It also helped students to understand the whole

reading text. In addition, it created a condition in which students could

practice and involve in active comprehension by calling on their personal

prior knowledge and text knowledge.

Further, as it was mentioned previously that the classical problem

encountered by students was their attitude toward reading itself. Interest

becomes one of factors which may affect the students’ reading

comprehension because reading is a skill. A skill cannot only be developed

by learning but it also must be developed by extensive and continual practice.

Moreover, the students’ attitude toward reading is a central factor affecting

reading performance. Therefore, it can be assumed that the more positive the

attitude, the more likely student will engage in reading activities. In addition,

students’ positive attitude toward reading is one of the objectives of the

reading curriculum in most countries. It stated that students who enjoy

4

reading and who perceive themselves to be good readers usually read more

frequently and more widely impact which impact to broaden their reading

experience and improves their reading skills. Based on the data of TIMSS 7

PIRLS, on average internationally, in every country, students at the high level

of positive attitude toward reading had substantially got higher average

reading achievement than those at medium or low level.

Therefore, it was important to apply appropriate teaching method in

order to help students comprehend the text easily. Directed Reading Thinking

Activity (DRTA) method would be applied and related it with students’

reading interest to investigate whether students who had high or low interest

in reading would affect their reading comprehension and also to investigate

whether it was effective in this institution. Thus, this study was conducted

under the title: “The Effect of Directed Reading Thinking Activity and

Reading Interest on Students’ Reading Comprehension”.

B. The Identification of Problem

Based on background of study above, it can be identified several

problems as follow:

1. Students of MTs Jamiyyah Islamiyyah grade 8 just had the ability to pronounce and recognize the individual words without conveying the

message what the author extends.

2. Students actually had good knowledge of words and sentence meaning but they failed to understand longer reading materials such

as stories.

3. Students were hardly to concentrate as they read. 4. Students were lack interest in reading 5. Teacher’s method in teaching reading was focused on the explanation

of generic structure of text.

C. The Limitation of Problem

Based on the problems were identified above, the problems of the

present study were limited on teaching method used in teaching reading and

students’ interest in reading whether it would affect their reading

comprehension. Teaching method used in this study was Directed Reading

Thinking Activity (DRTA) method. Besides, the level of students’ interest in

reading divided into high and low. Therefore, this study concerned to

investigate “the effect of directed reading thinking activity and reading

interest on students’ reading comprehension at MTs S Jamiyyah Islamiyyah.”

5

D. The Formulation of Problem

Based on the problems were identified above, the problems of the

study can be formulated as follow:

1. Was there any significant difference of Directed Reading Thinking Activity (DRTA) on students’ reading comprehension between those

who were taught by DRTA and those who were taught by

conventional method?

2. Was there any interactional effect of teaching method and reading interest on students’ reading comprehension?

3. Was there any significant difference in reading comprehension between students who have high reading interest that were taught by

DRTA method and those who were taught by conventional method?

4. Was there any significant difference in reading comprehension between students who have low reading interest that were taught by

DRTA method and those who were taught by conventional method?

E. The Objective of Study

Based on the research questions above, this study aimed to obtain

empirical evidence about:

1. The effect of Directed Reading Thinking Activity (DRTA) on students’ reading comprehension between those who were taught by

DRTA and those who were taught by conventional method.

2. The interactional effect of teaching method and reading interest on students’ reading comprehension.

3. The significant difference in reading comprehension between students who have high reading interest that were taught by DRTA method

and those who were taught by conventional method.

4. The significant difference in reading comprehension between students who have low reading interest that were taught by DRTA method and

those who were taught by conventional method.

F. The Significance of Study

Generally, the results of this study were expected to improve

education quality, here were two significance of this study:

1. Theoretical Significance Theoretical significance was determined to teacher, students, and

other researcher. First, was for teacher, it gave information related to

teaching method could be used in reading comprehension primarily to

improve teaching quality. Second, was for students to help them to

comprehend narrative text easily through DRTA method. Third, was

6

for other researcher, it could increase the knowledge related to

teaching method, reading interest, and reading comprehension.

2. Practical Significance First, was for the teacher. It gave the alternative solution in teaching

reading primarily in narrative text. Second, was for students. It

assisted them to solve their problems in reading activity of narrative

text and it could help them to develop their creative thinking skills.

Third, was for the institution of MTs Jamiyyah Islamiyyah. It could

be beneficial regarding to improve the education quality. Fourth, was

for other researcher to provide information in conducting research

related to reading comprehension.

7

CHAPTER II

LITERATURE REVIEW

This chapter covers some theories related to the study. The discussion

focuses on theoretical review including the reading comprehension, narrative

text, teaching method, Directed Reading Thinking Activity (DRTA), reading

interest, previous related study, conceptual framework, and theoretical

hypotheses.

A. Theoretical Review

A.1. Reading Comprehension

A.1.1 The General Concept of Reading

Reading is regarded as one of English skills that need relatively

mechanical skills. In this sense, Linse (2005) assumed that reading is viewed

as not merely taking written information on the printed matter but also

attributing a meaning-extracting process as the essence of the act of reading

(p. 69). It means that reading is not only to get the information from the text

passively but also to process it on mind to understand the meaning. That

assumption is in line with a linguist expert, Walker (2000) who defined that

reading as active process in which readers shift between sources of

information, elaborate meaning and strategies, monitor their comprehension,

and use the social context to reflect their response (pp. 203—243).

Regarding those definitions above, it can be seen that learning to read

is a complex and it has been acknowledged that reading strategies can be

taught to learners and that reading strategy instruction can benefit all students

(Carol, 2002, pp. 498—513). When a reader reads to get the meaning of the

printed written selection, it is obviously needed a great number of mechanical

skills and comprehension skills as thinking process. Therefore, it can be said

that reading includes many aspects of skills. Davis in Alderson (2000)

divided those skills involves recalling, drawing, finding, weaving,

recognizing, identifying, and following which are considered toward the

readers in understanding the printed symbols as a mental process (p. 14).

That is why the readers have to integrate their skills when reading texts

because as a complex process, reading needs understanding to process the

information on mind.

According to Bernhardt (1991), reading is regarded as a cognitive

process in which it demands a process to apprehend the meaning, to gain

information, and to learn in which those should be considered to the process

of mind (p. 17). Therefore, to understand the meaning of a text in reading

activity, the reader makes use of interaction among eyes and mind to grasp

the message related to what the author is trying to communicate.

8

Based on those statements above, clearly, reading is a complex

process in getting meaning or in understanding the message. It is commonly

what we call as reading comprehension. It is in line with Daniel and Samuels

(1998) who stated that “The actively understanding of the message to

construct the meaning concerning the transaction between what the author is

trying to convey through his words and the mind of a reader is called as

reading comprehension” (p. 30).

However, in comprehending a printed language, it is quite difficult as

the reader must accomplish multiple things simultaneously in constructing

the meaning from a text. Here, Ur (1996) explained that:

Our aims in (real-life) reading usually go beyond mere understanding.

We may wish to understand something in order to learn from it (in a

course of study), in order to find out how to act (instructions,

directions), in order to express an opinion about it (a letter requesting

advice), or for many other purposes. Other pieces of writing, into

which the writer has invested thought and care, demand a personal

response from the reader to the ideas in the text, such as

interpretation, application to other contexts, criticism, or evaluation

(p. 150).

The illustration above shows how the complexity of reading.

However, these abilities are the important things that should be mastered to

completely understand in getting the meaning of a text.

Moreover, in reading comprehension the readers also need to combine

the information from the text with their background knowledge to

comprehend the text. Lewin (2003) considered this as “prior knowledge”. He

said that;

Prior knowledge is regarded as what the readers know toward

incoming topic concerning their past knowledge which is stored in the

brain then occurring the integration of newly information to evoke

retrieving the existing information to save them into their memories in

categories called as schemata or it is widely known as „schema

theory‟ (p. 23).

Hence, to grasp the meaning of the text, a reader is sought to gain the ability

in interpreting the text meaningfully where he needs prior knowledge to

assist him in making sense of the author‟s message. It is in line with Linse

(2005) stated that the reading comprehension refers to for meaning,

understanding, and entertainment (p. 71).

Thus, in preparing reading activities the readers mentally access their

schemata toward current reading topic then recalling to evoke what they

9

already know. It really helps facilitating their comprehension when that

knowledge is tapped. Shortly, reading comprehension involves the whole

experiences which a reader has.

In sum up, reading comprehension involves many activities,

interpretation, convert, and reproduction. For each definition has its own

activity, it depends on the reading purpose of the reader.

A.1.2 The Purposes of Reading

In real life, people generally read something because they want to or

have a desire to do so and a purpose to achieve. The goal for establishing a

purpose for reading is to identify the appropriate motive for reading and to

determine the appropriate reading style to fit that purpose (Graves, 2004).

Whatever the purpose, it is important to have a purpose set prior to reading.

Pressley (2004) express the importance of establishing a purpose for reading

by stating “reading is a conscious, deliberate act prompted by plausible

purpose, it is what motivates us, helps us focus our attention, or gives us a

goal, something tangible to work toward” (p. 267).

Establishing a purpose for reading is also important for monitoring

comprehension. A reader will be more alert to certain aspects of the reading

if they know their goal. They will be more aware of confusing or unclear

sections of the text. When students are aware of their goals prior to reading,

they become more motivated to read.

Based on the statement above, clearly, people read for many

purposes. Some of them read for pleasure and some read for getting

information in which different purposes gain different technique used.

In addition, Nuttal (2005) stated that “whatever your reasons for

reading (excluding any reading for language learning), it is not very likely

that you were interested in the pronunciation of what you read, and even less

likely that you more interested in the grammatical structure used. You read

because you wanted to get something from the writing” (p. 3). This statement

also emphasizes on no matter the reader‟s technique used in reading, it aims

to convey the message of the text.

The different purpose of reading is also stated by Harmer. He divided

it into some areas such as predictive skills, extracting specific information,

getting the general picture, extracting detailed information, recognizing

function and discourse patterns, and deducing meaning from context.

(Harmer, 1983,pp. 183—184).

Generally, reading purposes mentioned above is to understand or to

comprehend the reading passage from the printed text whether there is an

action or not after reading a text. It emphasizes on reading is not a general

ability. Related to the purpose of reading itself, it embraces a wide variety of

10

tasks, activities, skills, and mental process. For instance, when reading for

getting specific information, a reader needs to consider the accuracy of words

meaning in order to comprehend the information in the text.

In sum up, those definitions above conclude that the general purpose

of the reading is to be able to use any techniques of reading activity and to

reach the meaning or message toward kinds of reading.

Based on the purpose of reading classified by Harmer, there are two

types of reading related to its purpose. Those are extensive and intensive

reading. For the detail description of the two reading types are as follows:

a. Intensive reading Nuttal (2005) stated, “Intensive reading involves approaching the text

under the guidance of a teacher or a task which forces the student to focus on

the text and the aim is to arrive at an understanding not only of what the text

means but also of how the meaning is produced” (p. 38).

In other words, intensive reading is used to gain a deep understanding

of a text which is important for readers. To reach the comprehension in

reading, it is necessary to pay attention of reading accuracy concerning

reading text, vocabulary, and organization. So that comprehension of the

content may be facilitated.

a. Extensive reading One of the best ways to improve knowledge of a foreign language is

to go and live among its speakers. However many people are hardly to have

that opportunity to live in other countries. Therefore, there is another way to

improve knowledge that is to read extensively in that language. According to

Nuttal (2005), extensive reading is assumed as follow;

It is assumed that in order to understand the whole (e.g., book), we

must first understand the parts (sentences, paragraph, chapters) of

which it is made up. However, we can in fact often understand a text

adequately without grasping every part of it; students have to be

encouraged to develop this facility (p. 38).

Based on that statement above, the reading selection which

appropriate related to extensive reading is reading for pleasure. In reading

activity, a reader does not need to understand every word because the aim is

merely needs to get an overall understanding of the text.

In thus, it is necessary to determine the reader‟s purpose in reading

beforehand and know for certain what a reader is looking for. In this case,

both intensive and extensive reading have the own technique in reading skill.

The techniques involve skimming and scanning (Maxwell, 2000, p. 2).

Moreover, Maxwell (2000) viewed skimming is as “the ability to

process large quantities of materials very rapidly in order to read for a

11

specific purpose, the location of the main idea” (p. 1). In some texts, students

can glance a notion of the content or even learn the main ideas just by

skimming topic headings and looking at charts and graphs. Skimming would

be helpful when we want to find out quickly about the writer‟s point of view.

We may want to find out what the writer thinks about something. When we

want to know the writer‟s point of view or how a book or article is organized,

we do not need to read a whole text or we do not need to know the details for

this instead of we just need to read only a few important words.

On the other hand, scanning refers to the ability to locate facts

quickly. For instance, when we look up a person‟s telephone number, we do

not start reading started from alphabet A. Rather, we scan down the column

until we locate the first letter of that person exactly. In addition, according to

Maxwell (2000) “scanning is an excellent technique for reviewing to make

sure that you have mastered and understood the relevant supporting details

(p. 2).” For example, in finding out the supporting details of a text, we need

to focus on the facts we want and locate them quickly with a minimum effort.

Based on the illustration above, skimming is a part of total reading

processes and will help a reader greatly to enhance his speed and

understanding in reading. Meanwhile, scanning will lead you to develop

confidence and skill in locating main ideas and details quickly.

In conclusion, the purpose of reading will ease the readers in reading

appropriate text. That is why they have to decide and know exactly what kind

of purposes they have in reading text because in one reading text may have

multiple purposes in which for each purpose has its own reading technique.

A.1.3 The Process of Reading

According to Patel and Jain (2008, pp 114—116) there are some process

of reading, they are:

1. The first stage is „the recognition stage‟. At this stage the learner simply recognizes the graphic counterparts of the phonological items.

For instance, one recognizes the spoken words in its written form.

The difficulty at this stage depends upon the difference between the

script of the learner‟s mother tongue and English and between the

spelling conventions of two languages.

2. The second stage is „the structuring stage‟. The learner sees the syntactic relationship of the items and understands the structural

meaning of the syntactical units.

3. The third is „the interpretation stage‟. This is the highest level in the process of the reading. The learner comprehends the significance of a

word, a phrase, or a sentence in the overall context of the discards.

For instance, one comprehends the serious and jocular use of words,

12

distinguishes between a statement of fact and a statement of opinion.

It is stage at which a person really reads for information or for

pleasure.

In addition, there are three stages of reading activities which should be

consider by the teacher when teaching reading, namely pre-reading, whilst-

reading, and post-reading activities (Wallace, 1993, p. 86).

Pre-reading activities which simply consist of questions to which the

reader is required to find the answer from the text. The objective of pre-

reading activities is to activate students‟ background knowledge, to provide

any language preparation that might be needed for coping with the passage,

and finally to motivate the learners to read the text. Some activities which can

be done in this stage are brainstorming such as content mapping or semantic

mapping, predicting from words to title, sequencing illustration, storytelling,

sharing existing knowledge, etc (Gibbons, 2002, p. 34) .

Whilst-reading activity refers to activity which intended to help students

to understand the specific content and to perceive the rhetorical structure of

the text. Activities can be done in this stage are modeled reading, skimming

and scanning the text, rereading for detail, summarizing the text etc. one of

the activities can be done in pairs or group is to give learners jumbled

sentences or sections of text and asked to do the task, but also to give their

reasons for ordering the sentences or sections in a particular way, thus

making it useful discussion exercise.

Post-reading activity traditionally refers to activities consist of questions

which follow a text which offer the chance to evaluate students‟

understanding of text. Activities can be done in this stage are cloze test,

jumbled sentences, true/false questions, and questioning the text (Gibbons,

2002, p. 68).

A.1.4 The Problems of Reading

There are many problems faced by a reader as reading. According to

Chard (2008), to comprehend a text is not a simple process, there are some

typical causes which then arise toward students‟ difficulty in reading such as:

language delay and difficulties, early reading difficulties leading to fluency

problems, lack of knowledge about the world and about the words, lack of

knowledge of comprehension strategies and lack of skill in applying

strategies appropriately, and difficulties understanding text structures (pp.

396—408).

The five problems above would be explained further concerning the

causes and how to overcome those shortcomings in order a reader is able to

comprehend kinds of reading selections. In the first problem area, it is known

that a fairly close relationship exists between intelligence and the ability to

13

read. Since general intelligence is the most important factor in readiness for

reading, it is obvious that intelligence tests are useful for appraising certain

phases of readiness to read (Alderson, 2000, p. 34).

When we illustrate that correlation, it can be understood that there is a

substantial correlation between intelligence and reading ability. It is true that

a child who is intelligent enough to go to school is intelligent enough to learn

to read simple materials. Nevertheless, a child‟s ability to comprehend in

reading is limited by the conceptual load that his mental ability enables him

to carry. Thus, as a teacher, we should never underestimate a student‟s

mental development, but we should adjust the task to his capabilities to grow

his power toward reading.

Next, the second problem area is word recognition. Students may get

difficulty in recognizing the word as they read. It is caused by the differences

in syntactical patterns of the students‟ native language and the target

language (Aebersold, 1997, pp. 12-13). In order students are able to understand

the text, they have to know the words meaning based on the context of the

sentence. However, students usually look up the dictionary to find out the

words meaning. It will make them confuse if the meaning is not appropriate

with a sentence. That is why the teacher may explain to introduce new words

through illustrating toward familiar words which students have known first.

The third problem is oral reading, if not done well, it can have an

undesirable effect on comprehension. The reader is able to become so

conscious of his audience that he will fail to understand what he is reading.

This is strengthened by an assumption that “the general aim for a reading

development program is to enable students to enjoy (or at least feel

comfortable with) reading in the foreign language, and to read without help

unfamiliar authentic texts, at appropriate speed, silently and with adequate

understanding (Nuttal, 2005, p. 31).” In short, reading orally of a selection is

particularly difficult for the reader to increase his understanding, since he not

only sees but also hears what he reads. Thus, overemphasis on oral reading

may also make a reader so self-conscious while reading to others that his

concentration may be on how, rather than on what, he is reading.

In the fourth problem area is related to insufficient background for

reading a selection. It means that lack of experience background may cause

poor comprehension of what is being read. Alderson (2000) stated that “It

may seem self-evident that, if readers do not know the language of the text,

then they will have great difficulty in processing the text; indeed in studies of

first language reading the language knowledge of the reader is often taken for

granted” (p. 34). Considering the experience background is then what we call

„schema theory‟. In preparing for reading, students mentally access their

schemata on the incoming reading topic and consider what they already

14

know. Of course, some students come to the class already knowing quite a bit

about the topic; perhaps they remember it from an earlier grade, or they

watched educational television shows about it, or they recently read

something about it. Typically, the students who gain sufficient knowledge

about many reading selections, then, they are able to connect the information

they have with the incoming text, so it would be helpful to construct their

comprehension in reading.

The next problem is failure to adjust reading techniques to reading

purpose and type of reading material. Appropriate techniques should be

taught for the reading of specific types of material whenever new material is

assigned. In the previously, the writer has discussed two kinds of reading

technique; those are skimming and scanning. Beside of those techniques, as a

teacher, he should recognize his students‟ other ways in reading technique,

that is through bottom-up approaches and top-down approaches. In term of

bottom-up approaches or the parts-to-whole method, (Hudson, 2007)

assumed as follows:

A reader constructs meaning from letters, words, phrases, clauses,

and sentences by processing the text into phonemic units that

represent lexical meaning, and then builds meaning in a linear

manner. This approach assumes that the reading task can be

understood by examining it as a series of stages that proceed in a

fixed order, from sensory input to comprehension and appropriate

response. (p. 33)

Based on the definition above, it can be seen that when a reader learns

to read, he processes the simplest units that make up a word first, learning

letter shapes, names, and sounds. Next, he blends letters together in a left to

right sequence to create more complete units. Then words are formed as he

studiously sounds out the letters. Words grow into phrases, and eventually a

simple sentence is read. So it would continue in a prescribed sequence of

steps. In this model, learning is regarded as a one-way process, from the text

to the reader, and progress is made one skill at a time. The top-down

approaches, on the other hand, assumed:

A reader approaches a text with conceptualizations above the textual

level already in operation and then works down to the text itself.

Consequently, the reader makes continually changing hypotheses

about the incoming information. This reader applies background

knowledge, both formal and content, to the text in order to create

meaning that is personally and contextually sensible (Hudson, 2007,

pp. 33—34).

15

In this way, reading is an active process in which the reader brings to

bear not only knowledge of the language, but also internal concepts of how

language is processed, past experiential background, and general conceptual

background. In this approach, efficient reading is not the result of close

perception and identification of all textual features.

The last problem regarding ability in reading is lack of appropriate

teacher guidance. Normally students should learn to approach a reading

assignment in the content fields with clearly conceived purpose. They must

know what they are looking and why. Such purposes may arise out of

previous class discussions, demonstrations, or experiments. In this sense,

Penny Ur stated that:

Sometimes no actual task is necessary, if the passage is easy and

motivating to read: the learner reads, as in his or her own mother

tongue, for enjoyment or information. But a task is useful for two

reasons: first, it may provide the learners with a purpose in reading

and make the whole activity more interesting and effective; second,

we need to know how well our learners are reading, and we can get

this information conveniently through looking at the results of

comprehension tasks (Boer and Dallmann, 1964, p.134)

Therefore, if the student‟s purpose for reading arises out of a keen

interest of his own, the prospects of successful reading are greatest.

Moreover, of course, the problems related to reading comprehension might

be prevented earlier.

A.2. Narrative Text

A.2.1 The Understanding of Narrative Text

In order to make the discussion of literature more manageable, it is

sensible to view the categories or genres that simply mean a type of literature

with similar characteristic. Thus, when one understands a particular genre, he

can anticipate what type of content will be found within a volume in that

category. “Readers will notice that literature selections are divided into one

of two large general genres, that of fiction or nonfiction” (Farris, 2004, p. 439).

One of genres that Junior High School students learn is narrative text.

Chatman and Attebery (1993) defined “the narrative text is a kind of story

either fictive or real which contain a series of events in which how the story

is told and how the context is presented as aspects of the story construction”

(p. 15). Thus, special features of narrative text could be found in its sequence

of events to attract the readers in order to build their curiosity throughout the

story. In addition, based on Longman (2004), narrative means a description

of events in a story.

16

Farris (2004) stated that “some think that reading narrative text is

often referred to as aesthetic reading because one reads it for enjoyment and

pleasure” (p. 490). Narrative text also enables students to make connections

such as they may figure out similarities among the text and their own lives,

they make links between the text they are current reading and another text

they have previously read, they also see connections between the text and the

real world. In short, the fact that reading narrative is a cooperative venture

between the author and the reader.

Indeed, narrative text requires a content background for

understanding. According to Farris (2004), “reading a narrative text in a

historical period or related to a scientific finding usually necessitates having

some related knowledge in that specific area” (p. 496). Consequently, readers

need to develop background knowledge for literary elements in order to make

connections. Students who are reading narrative text need to become familiar

with the previously reviewed literary elements of character, setting, problem

and solution, theme, and writing style.

As students read quality narrative text, they naturally become

involved with the characters who may possess similar feelings or may find

themselves in like situations. There are numerous types of narrative. They are

fairy stories, mysteries, science fiction, horrors, romances, fables, myths,

legends, ballads, etc (Anderson, 2003, p.18). Those can be classified into

imaginary and factual, or even combination of both.

Beside of various of narrative texts, Chatman (1993) classified

“narrative text into four basic elements” (p. 23). Those are as following:

(a) Characters There are two characters take place within a story. They are main

characters and secondary characters. Character is the single most important

element in the narrative text. It describes physical of the character such as

age, weight, height, even personality traits including the strength and

weaknesses. This who plays action in kinds of different situation or reacts the

problems in the story. The author can also depict character into dialogue. It

tells a reader what the character says or thinks.

(b) Settings The setting addresses the location (where) and the period (when) of

the story whether the story tells a reader among realistic, historical fiction or

fantasy. At times, the author gives details in any imagination to tell where

and when the story takes place.

(c) Plot The plot includes a series of episodes or events written by the author

to hold the reader‟s attention and to build excitement as the story progresses.

The plot contains an initiating event, starting the main character of the series

17

of events toward problem solving. The excitement builds until the climax or

tension; the high point in the story where the problem is solved.

(d) Conclusion At the end of a story, the writer ends up the story through figuring out

all the important things happened in the story led to a “conclusion”. This is

the most exciting point in the whole story and tells how the events work out

for the characters.

A.2.2 The Purposes of Narrative Text

People read narrative text might be basically for enjoyment and

pleasure; to gain a reader‟s interest. It means they like enjoying themselves to

read any kinds of stories because they may possess similar feelings or find

themselves in like situations. This is in line with Anderson‟s (2003) statement

“the purpose of narrative text is to present a view of the world that entertains

or informs the reader or listener” (p. 6). In sum up, the purpose of narrative

text is the readers as if involved within story to get the pleasure.

A.2.3 The Schematic Structure of Narrative Text

An effective narrative text has several significant characteristics

which a reader may use as standard to guide his reading. In a traditional

narrative, Alderson stated that the focus of the text is on series of actions.

Those are as following:

(a) Orientation Josephine (2007) stated that orientation tells about “the setting in time

and place, and characters” (p. 123). Thus, in the first paragraph the narrator

tells the audience who is in the story, when it is happening, where it is

happening and what is going on.

(b) Complication This is the part of the story where the narrator tells about something

that will begin a chain of events. These events will affect one or more of the

characters. Then, telling the problems to be solved by characters.

(c) Sequence of events This is where the narrator tells how the characters react to the

complication. It includes their feelings and what they do. The events can be

told in chronological order (the order in which they happen) or with

flashbacks. The audience is given the narrator‟s point of view.

(d) Resolution In this part of the narrative where the complication is sorted out or the

problem is solved. It means that how is the problem that is created in the

complication finally solved.

In the following is the example of schematic structure of narrative text:

18

Takatuliang, the Woodcarver

Long time ago on the island of Simbau, in the

Sulawesi Sea, there lived a king and his beautiful

daughter. The princess was not only beautiful, but she

was also wise and kind.

Many princes wanted to marry the king‟s daughter

and this made the king confused. He, then, announced a

contest: whoever presented the princess with the most

valuable gift would marry her.

Takatuliang, a poor woodcarver, wanted to join

the contest but he was so poor that he had nothing to

present. Then, he went far into the forest. There he chose

the best tree and carved it into a doll. Next, he took an old

piece of cloth and sewed it into a dress for the doll. After

that, he cut his own hair and glued it to the doll‟s head.

On the day of the contest, all of the princes

gathered before the king and the princess. One by one,

they presented their gifts: diamonds, silk, gold, jewelry.

Then came Takatuliang‟s turn.

“What do you have?” asked the princess.

“I bring only a doll,” said Takatuliang softly.

“How many dolls like this do you have?” asked the

princess.

“Only this one. I carved it by myself and decorated it with

my own hair and my father‟s old cloth. He died and this is

the only thing he left me.” answered Takatuliang.

The princess was very touched to hear

Takatuliang‟s story. She decided to marry Takatuliang

because he had presented her everything he had.

Together, Takatuliang and the princess lived happily ever

after.

(Adapted from Josephine S.M., 2007)

Orientation

Complications

Resolution

Title

Sequence of

Events

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A.2.4 The Language Features of Narrative Text

According to Anderson (2003) the language features usually found in

a narrative text include: Specific characters or participants, time words that

connect events to tell when they occur, the use of simple past tense and past

continuous tense, Verbs to show the actions that occur in the story, relational

verbs to describe the characters and settings, connectives or conjunctions to

sequence the story (p. 8). In the following is the example of language features

of narrative text related to the story above:

Figure 2.1

Language Features of Narrative Text

No Linguistic Features Examples

1 Specific Participants Takatuliang

2 Generic Participant

King daughter

Prince Princess

Father

3 Past Tense

There lived a king….. Many princes wanted to marry ….. This made the king confused. He went far into the forest. He chose the best tree and carved it.

4 Past Perfect Tense He had presented her everything he

had.

5 Action Verb

Came announced glued

Presented went cut

Chose carved

decorated

Took sewed left

6 Adverb of Time Long time ago

On the day

7 Adverb of Place

On the island of Simbau

In the Sulawesi sea

Into the forest

8 Coordinate Conjunction But

And

9 Temporal Conjunction

Then, next, after that

Next

After that

20

10 Saying Verb

Asked

Answered

Said

11 Linking Verb Was

12 Modality Would

(Adapted from Josephine S.M., 2007)

In conclusion, the language features play significant role to assist in

getting the meaning of a story. For instance, through past tense appeared, it

tells the readers exactly as a major feature of a story used. Next, the use of

conjunction is relatively necessary to describe the characters and settings.

Hence, all of the language features are conveyed to construct the story more

alive.

A.3. Teaching Method

A.3.1The Understanding of Teaching Method

For centuries, the language teaching profession may be aptly

characterized by series methods that rose and decline in popularity. It appears

that some practitioners in this period tried to define the ultimate meaning of

“method” that could be generalized widely with various audiences, context,

and languages. According to Richards (2002), reading has a specials focus in teaching;

there are three reasons for this. First, many foreign language students often

assume reading as one of their most important goals. Second, written texts can

accept various pedagogical purposes. Then, reading is a skill which has

something value from students and teacher. In other word, teaching reading is

very important in learning process to get information and knowledge (p. 273).

Richard and Rodgers stated in Brown‟s book, Teaching by Principles

on Interactive Approach to Language Pedagogy, method is a generalized set

of classroom specification for accomplishing linguistics objectives. Methods

tend to be concerned primarily with teacher and student roles and behaviors

and secondarily with such features as linguistic and subject matter objectives,

sequencing, and materials.

A.3.2 Directed Reading Thinking Activity (DRTA) In teaching reading, actually there are many kinds of strategy that can

be used by teacher to comprehend the text, one of them is Directed Reading

Thinking Activity (DRTA) strategy. Directed Reading Thinking Activity is

one of strategy that can be used by the teacher in teaching learning reading.

According to Stauffer in Bainbridge and Sylvia (1999), DRTA is one of

21

strategy to show the active role of readers. Prior to reading, the students are

asked to generate prediction of story development based on some limited

information such as the title of the reading selection, the author‟s name, or a

few illustrations (p. 164).

The Directed Reading Thinking Activity is a much stronger model for

building independent readers and learners. DRTA is designed to help

students in setting a purpose for reading; making justifying, and verifying

prediction and coming conclusion. The students will survey the text to be

read, make prediction and justify their prediction (Schumm, 2006, p. 241).

Further, Block and Sheri (2008) confirm that DRTA focuses more

directly on developing reading skill. In this strategy, the students examined

text by looking at the title, illustrations, and the first few pages, and then

make prediction what the text would be about. Subsequently, they read the

text and confirmers or disconfirm their prediction (p.160).

Furthermore, Odwan (2012) defined Directed Reading Thinking

Activity as follows:

The origin of DRTA is intended to develop students‟ ability to read

critically and reflectively. The directed reading thinking activity

attempts to equip readers with the ability to determine the purposes

of reading, the ability to extract, comprehend, and assimilate

information, the ability to make predictions to examine reading

materials based on the purposes of reading, the ability to pass

judgments, and finally the ability to make decisions based upon

information gleaned from reading.

According to Opitz and Guccione (2009) stated that Directed Reading

Thinking Activity (DRTA) is a strategy that boosts reading comprehension

by making transparent how proficient readers make and confirm predictions

while they read. It means that in teaching reading by use DRTA strategy, ask

students to make and confirm predictions while they read (p. 148). Based on theories above, the writer concludes that Directed Reading Thinking Activity (DRTA) is a strategy which serves the students to be active

in reading. Besides, this strategy can help the students determine a purpose of

reading. In this strategy, the students will make prediction about the text by

limited information such as title, the author‟s name or a few illustrations.

A.3.3 The Purposes of DRTA

According to Allen (2004), the power of Directed Reading Thinking

Activity strategy increases when the teacher guides students to check their

predictions after reading. The value of Directed Reading Thinking Activity is

to make predictions before reading each section. Requiring students to make

22

predictions encourage use of context clues and establishes a purpose for

reading. This cycle requires students to use their background knowledge to

set purposes for reading and develop their questioning ability. Verifying

predictions while reading extend thoughts and promotes interactive learning.

Specifically, the purposes of using Directed Reading Thinking

Activity are: To encourage readers to be more aware of the strategies they

use to interpret text, to help students understand the reading process, to

develop prediction skills, to stimulate thinking and develop hypotheses about

text which aid interpretation and comprehension, to increase understanding

the purposes and effects of the structures and features of particular text, to

increase curiosity about particular texts and text-types, and to encourage

students to listen to the opinions of others and modify their own in light of

additional information.

In short, the purpose of using Directed Reading Thinking Activity

could ease the readers to understand whole parts of a story.

A.3.4 The Procedure of DRTA

The general procedure to follow when preparing a basic story map

includes the following steps: The Directed Reading Thinking Activity

engages students in a step by step process that guides them through

informational text. It is designed to move students through the process of

reading text. Questions are asked and answered, and predictions are made

and tested throughout the reading. Additionally, new questions and

predictions are formulated as the students‟ progress through the text.

According to Stauffer in Bainbridge and Sylvia DRTA strategy has several

steps:

(a) Prior to reading, choose a text. This strategy works well with both fiction and non-fiction texts.

(b) Then, activate students‟ prior knowledge. Have the students read the title of the text, or tell them the topic of the text. Ask students to brainstorm a

list of ideas that come to mind when they think about the title or topic.

Write those ideas on the board. When using this strategy with a piece of

fiction, you might have students brainstorm a list of ideas that they

associate with an overriding theme of the story, the story‟s setting, or the

author of the story (if the author is someone with whom your students are

familiar). Students will be making predictions about what they will read

about in the text, so it is important that you activate their prior knowledge

on a topic that will allow them to make predictions about what might be

included in the text.

(c) The predictions are recorded on the board, a transparency, or a chart. Have students make predictions about what they will read about the text.

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Use all available clues, including the index, table of contents pictures,

charts, and tables in the text. Ask students to explain how they came up

with their predictions.

(d) After that, have students read a section of a text. Once students have read a certain amount of text, they return to their prediction to see which have

been realized, which seem unlikely to be fulfilled, and which may still

possibly occur.

(e) Ask students to confirm or revise prior predictions and make new predictions. Students should be encouraged to explain what in the text is

causing them to confirm and /or revise prior predictions, and what is

causing them to make the new predictions they are making.

(f) The last, students are encouraged to support their opinions and to make further predictions based on their literary and life experience. When

students have finished reading, ask questions that promote thinking and

discussion (Bainbridge and Sylvia, 1999, p. 164).

Thus, Schumm (2006) stated that there are several steps in DRTA

strategy. First, the students survey the text to be read. Second, students

should make predictions based on the survey to have students justify their

predictions, or give a reason why they think their predictions are correct. The

third set a purpose by reading having students read to find out if their

predictions are correct. Fourth, ask the students confirm their predictions

based on the new information read and create new prediction. The last, ask

students read the next section and continue with confirming or altering and

creating new prediction until the reading is complete (p. 241).

Furthermore, Brunner (2011) stated that DRTA have some steps in

process, there are: Read the selection to select predetermined stopping points,

and then tell the students they will need a cover sheet. After that ask students

to cover everything but the title of the selection and tell students to read the

title and make prediction about the story contents. After reading the title ask

students make predictions; ask for “evidence” supporting their belief that

their predictions are correct and then tell them that they will review their

initial predictions, as well as make a new predictions based upon the reading,

After students have finished reading the designated text (p. 56).

From the steps above, it can be concluded that DRTA guides the

students through information the text. This method requires the students to

make new prediction about text by the cover (title, illustration), give evidence

about their prediction, reread text and make conclusions.

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A.3.5 The Advantages of DRTA

Any strategy that is used by the teacher in teaching learning process

give purposes to the teacher and students. According to Adlit (2008), there

are reasons why using Directed Reading Thinking Activity (DRTA) strategy

in reading class such as: It encourages students to be active and thoughtful

readers. The process of predicting, reading, and proving make the students

are not passive in reading class. They use their mind to be more aware about

the topic given may be known yet by the students. In addition, it activates

students‟ prior knowledge. It will appear prior knowledge by predicting the

topic and new information will add students‟ knowledge.

Further, it also teaches students to monitor their understanding of the

text as they are reading. The students understand the content of the text step

by step. It began from activating prior knowledge, then predicting what they

will learn about the topic and the last is proving. From that step, the students

will practice how to understand the text accurately. Furthermore, it helps

students strengthen reading and critical thinking skills. Reading skill is not

passive skill, so that readers must think about the topic accurately.

Moreover, any strategy that is used by the teacher in teaching learning

process give purposes to the teacher and students. According Bainbridge

(1999) Directed reading Thinking Activity (DRTA) strategy encourages

reader/ students to be actively involved in the constructions of meaning (p.

164). It‟s mean that through student‟s predictions in the text to make their

active in reading. Thus, Brunner (2011) said that strategy help students read

critically and reflect upon what they read. Besides, this strategy help students

determine a purpose for reading, carefully examine the text, and remain

engaged throughout the lesson (p. 56).

In summary, Directed Reading Thinking Activity (DRTA) used to

make students actively read the text, carefully examine and remain engaged

in reading by student‟s prediction for the text and constructions of meaning

the text. So, the teacher can designed this activity as creative as possible to

make student enjoy in the learning process.

A.3.6 Disadvantages of DRTA method

The disadvantages of DRTA method indeed it is only useful if

students have read or heard the text being used. Besides, classroom

management may become a problem if it is a big class (the students more

than thirty) because the teacher could not control the students personally.

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A.3.7 Teaching Narrative Text Using DRTA

These following steps concerning teaching narrative text using DRTA

method are modified and adapted from (Wilhelm, 2001). Those steps are:

Step 1: Determine goals and objectives for the text and choose an

accessible text for students to read. Goals and objectives should be

immediately transferable and useful. In this study, narrative text considered

as a purposeful text to DRTA method. (Selecting)

Step 2: Activate students‟ prior knowledge. Use think-aloud strategies

and set the purpose of reading. (Connecting)

Step 3: Direct them to make prediction about the text. Preview the

entire text including tables, contents, introductions, headings, indices, etc. ask

students to make predictions about the text based on the text preview and

prior knowledge. (Predicting)

Step 4: Have students read independently. Guide them through the

text. As students read, help them work through a text in terms of main ideas

and supporting details, how a text is structured and the role text structure

plays in the organization of details. It is at this point in the lesson that readers

begin to make personal connections to text and text to world connections. In

order to help students understand the text, determine students‟ stopping

points for students to reflect and monitor comprehension, to employ fix-up

strategies, and make connections beyond the text. Teachers need to know

how well the reader is using fix-up strategies and making those connections

beyond the text. (Reading)

Step 5: After reading, ask students to reflect on what was read.

Readers should verify justify predictions while continuing to make text-to-

self, text to text, and text-to-world connections. (Verifying)

Step 6: Give students an evaluation. Provide students with

opportunities to synthesize the text and move the reader beyond the text in

terms of addressing the question, “so what?” how is what was learned in the

text important to students‟ live? To the world? It is necessary to check their

reading comprehension of a story using a printed test to gain working

individually. (Reflecting)

A.4. Interest

A.4.1 The Understanding of Interest

Interest is one of a number of motivational variables that has been

investigated in relation to student engagement and learning outcomes.

Research specifically concerned with interest and learning (e.g., Hoffmann,

Krapp, Renninger, & Baumert, 1998; Krapp, Renninger, & Hidi, 1992;

Schiefele, Krapp, & Winteler, 1992) has focused on both individual interest,

relatively stable orientations that have developed over time, and situational

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interest that refers to interest generated by the specific features of the

environment/task.

Interest is one of factors which determines as attitude in working or

studying actively. Hidi (2006) defined interest as, “a unique motivational

variable, as well as psychological state that occurs during interactions

between persons and their objects of interest, and it is characterized by

increasing attention, concentration and affect.” (p. 549). The assumption is

that individuals are more likely to attend to and learn from interesting

materials as opposed to uninteresting materials.

Researchers have distinguished two types of interest that reflect

distinct areas of research focus: individual interest and situational interest.

According to Hidi (2001) individual interest “develops slowly, tends to be

long lasting, and is associated with increased knowledge and value” (p. 103).

Wade et al. (1999) associate individual interest with “personal significance,

positive emotions, high value, and increased knowledge” (p. 197).

It has also been equated with “intrinsic” motivation. Many studies

cited by Hidi & Baird (1988) have shown that cognitive performance as

measured by many different indicators improved with personal interest.

Typical indicators of interest are increased attention, greater concentration,

pleasant feelings, and increased willingness to learn (Krapp et al., 1992).

Situational interest, on the other hand, is “evoked by something in the

immediate environment, and consequently may or may not have a long-term

effect on individual‟s knowledge and value” (Hidi, 2001, p. 193). It focuses

on the environment and contextual factors. In the case of reading, these

include “characteristics of the text, inducements, and social activities

surrounding the reading event” (Wade et al., 1999, p. 197). Situational

interest has been associated with “extrinsic” motivation and has been called

“externally triggered motivation” (Hidi, 2001, p. 203).

Personal and situational interests are not mutually exclusive. Both

involve “increased attention and cognitive functioning, persistence, and have

an affective component” (Hidi, 2001, p. 193). Hidi and Harackiewicz (2000)

argue that situational interest can lead to “continued and persistent activity

that becomes self-initiated, self-determined and autonomous” and that

“creating enviro