The Implementation of Direct Reading-Thinking Activity (DR-TA) in Teaching Reading Comprehension at Eleventh Grade of SMAN 2 Sungai Limau

Dyfa Annisa, 2319056 (2024) The Implementation of Direct Reading-Thinking Activity (DR-TA) in Teaching Reading Comprehension at Eleventh Grade of SMAN 2 Sungai Limau. Sarjana thesis, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi.

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Abstract

In teaching reading comprehension, one of the strategies that could have been used was the DR-TA strategy. Directed Reading Thinking-Activity (DR-TA) was a strategy that improved students reading comprehension where students made predictions about the text and confirmed predictions as students read. This strategy had been applied by one of the English teachers at SMA N 2 Sungai Limau in teaching reading comprehension. However, in its application in class, teachers had difficulty in managing class discussions so that all students were involved. Then, the teacher had difficulty dealing with students who did not give predictions orally. This study used a narrative design with a qualitative method because the researcher wanted to know how the DR-TA strategy was implemented by a teacher in teaching reading comprehension and what challenges were faced by the teacher in implementing this strategy in class. The informant in this research was one of the English teachers in class XI of SMAN 2 Sungai Limau. The methods of data collection were observation and interview. Data collection was done through an observation checklist and question-and-answer interviews with the teacher. Data analysis was done by data collection, data reduction, data presentation, and data conclusion. The data were presented in a descriptive narrative format. The results showed that teachers had implemented this strategy in teaching reading comprehension, but there were two steps that were not applied or skipped by the teacher in the implementation in the classroom. The steps that the teacher missed were that the teacher did not give options to students who could not give predictions orally, and the teacher did not ask students what information led to the best prediction. The challenges that the teacher faced in the classroom when implementing the DR-TA strategy were firstly the limited time they had in class, while the time needed for the implementation of this strategy was long. Second, students were not active and enthusiastic in the learning process. Third, students' limited background knowledge made it difficult to give predictions. Therefore, it could be concluded that the teacher was not optimal in implementing the DR-TA strategy.

Item Type:	Skripsi/Thesis/Disertasi (Sarjana)
Keywords:	Implementation, DR-TA, Teaching Reading Comprehension
Subjects:	L Pendidikan > LB Teori dan praktek pendidikan > LB1603 Pendidikan menengah. Sekolah Menengah Atas P Bahasa dan Sastra > PE English L Pendidikan > LB Teori dan praktek pendidikan > LB 1027.8 Teaching (Pengajaran)
Divisions:	Fakultas Tarbiyah dan Ilmu Keguruan > Pendidikan Bahasa Inggris
Depositing User:	Mrs - Savira Suaida
Date Deposited:	25 May 2026 07:12
Last Modified:	25 May 2026 07:12
URI:	http://repository.uinbukittinggi.ac.id/id/eprint/2150

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