The Use of Directed Reading-Thinking Activity to Improve The Students’ Ability in Reading Comprehension at Seventh Grade of MTs. AL HUDA Bandung Tulungagung in Academic Year 2009/2010

ANISA, ROSIDAH (2010) The Use of Directed Reading-Thinking Activity to Improve The Students’ Ability in Reading Comprehension at Seventh Grade of MTs. AL HUDA Bandung Tulungagung in Academic Year 2009/2010. [ Skripsi ]

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Abstract

Key word: Reading, Directed Reading-Thinking Activity (DR-TA) Technique. The present research was categorized into Classroom Action Research applying Directed Reading-Thinking Activity (DR-TA) technique. It was applied to solve the students’ problem in learning especially in reading class. This research was intended to answer the single questions “how can Directed Reading-Thinking Activity (DR-TA) technique improves the students’ ability in reading comprehension at seventh grade of MTs. AL HUDA Bandung Tulungagung ?”. The subject of the study was the VII A students of MTs. AL HUDA Bandung Tulungagung in the period 2009/2010, which involved 19 students. This study applied collaborative classroom action research between the researcher and English teacher that accessed the model of Kemmis & Taggart. In this study it was conducted in two cycles that covered plan, implementation, observation, and reflection. Each cycle of this study consisted of three meetings. The instruments of this study were interview guide, observation sheet, field notes, and test. The data of this study were the students’ score and the students’ performance during the process of teaching and learning which were analyzed descriptively. The criteria of success in this research was if the mean score was greater than or equal to 80, and the students were active in the process of teaching and learning.. Based on the result of cycle I the students mean score increased from 71.3 (in pre-test) to 75.7. It showed that criteria of success had been achieved yet. And the result of cycle II increased from 75.7 to 86.8. Besides, the students’ participation was active in the process of teaching and learning. It gave indication that the predetermined criteria of success have been achieved. The researcher expected the English teacher to use Directed Reading-Thinking (DR-TA) technique as one of many alternatives technique in teaching reading. And also the future researcher were expected to be able to conduct the similar research related with the use Directed Reading-Thinking (DR-TA) technique in another setting involving under respondents or the experimental research as a comparison with the present study.

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