TEACHING READING IN NARRATIVE TEXT BY COMBINING DIRECT READING THINKING ACTIVITIES (DRTA) AND SUMMARY FRAMESTRATEGY AT SENIOR HIGH SCHOOL Oleh: SILVIA RAHMA SAFITRI*) **) Dona Alicia, M. Pd staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI West Sumatera ABSTRAK Makalah ini bertujuan untuk menjelaskan aplikasi strategi Direct Reading Thinking Activities (DRTA) yang digabungkan atau dikombinasikan dengan Summary Frame dalam mengajarkan membaca yang berhubungan dengan information text yang ditujukan untuk Siswa Menengah Atas (SMA). Strategi ini bertujuan untuk memberikan pengaruh yang baik terhadap pencapaian pemahaman membaca (reading comprehension) siswa dalam teks naratif. Dalam penerapan startegy kombinasi ini, guru mempunyai tiga tahapan aktifitas. Yang pertama, Prereading, pada tahapan awal ini guru memberikan sbuah teks naratif, kemudian menyuruh siswa intuk membaca dan memahami teks tersebut. Yang kedua, Active-Reading, pada tahapan ini guru menyuruh siswa untuk mencari prediksi secara sekilas tentang isi dari teks yang telah mereka baca. Setelah itu menulis dicatatan mereka tentang informasi terpenting yang ada di dalam teks yang merupakan prediksi bagi mereka sebelumnya. Guna dari prediksi tersebut adalah untuk menjawab pertanyaan dari guru nantinya. Kemudian guru memberikan pertanyaan yang berhubungan dengan teks. Aktifitas yang terakhir adalah, PostReading, guru menyuruh siswa untuk menjawab pertanyaan tersebut dengan menggunakan prediksi-prediksi tersebut. Setelahh itu meriview kembali tentang aktifitas-aktivitas dan pelajaran yang telah mereka pelajari dari awal pertemuan itu sampai terakhir. Dengan strategi ini dapat membantu siswa membangun kefasihan siswa dan kepercayaandiri siswa dalam membaca. Key word: Reading, DRTA and Summary Frame Strategy.
*) Penulis **) Pembimbing
Introduction Reading is one of important skills
students’ reading comprehension. First,
in learning English beside listening,
some students were difficult to get idea
speaking, and writing. This skill needs to
from the text, because they did not know
be acquire because it is very important for
strategies that they use to find the main
language learners. Therefore, reading is
idea. Second, there were many difficult
very important, especially for students,
words that they gets from the text, and
because by reading students can build their
they could not use context clues to find
critical thinking about something that
meaning of the words. Third, they do not
happened around and make their brain
understand about grammar that the author
work on. Basically, the main purpose of
use in the text and then they were
reading activity is to gain ideas and
misinterpretation about content of the text.
information. To achieve purpose, the
They often just focus on the words of
students should comprehend their reading
sentences that authors write in the text.
text. It is an important element for
The problems in reading not only
successful reading in order to build reading
come from the students but also come
comprehension of students.
from the teacher. In teaching reading, the
In addition, the target of teaching
teacher less active in the class. It can be
reading at Senior High School, Related to
seen that the teacher just distributed the
curriculum or KTSP (2006) the students
text to the students in teaching reading.
demanded to understand the meaning of
After that, the teacher asked the students to
short functional text and essay narrative
read the text, found the meaning of the
text in daily to get knowledge. It means
word and answer the questions that related
that, they demanded to understand about
with the text. Beside that, the material that
the meaning, main idea, and identify the
the teacher given did not interesting to the
information and able to explore content of
students.
the text by their own word. For example, the teacher asks the students to identify
Review of Related Literature
main idea of the text after reading it.
In this journal the writer explain about
In fact, based on the writer
using Direct Reading Thinking Activities
experience when teaching practice at MAS
(Drta) and Summary Framestrategies in
MTI BatangKabung. Many students get
teaching reading.According to Manzo
many problems in reading process about
(1993), DRTA is a strategy the best suited
to
narrative
material,
having
been
and
use
information
and
better
developed to be used with basal reader
comprehend science concept. Furthermore,
stories. Furthermore, according to Brunner
Dean (2012) defines that summary frame
(2011) DRTA is a strategy to help students
strategy is a strategy that teacher can help
read critically and reflect upon what they
students understand and use the structure
read.Moreover,
of different kinds of text tosummarize
according
to
Guzzetti
(2002), DRTA strategy is a strategy used to guide students as they read text. It is designed
to
assist
teacher
providing
information. DISCUSSION To
systematic group-reading instruction, in
create
good
arrange
in
guiding and engaging students in reading
teaching learning process, there are three
texts, and in providing students with direct
activities for implementing these strategies
instruction
with the material of the teaching. The
in
word
recognition
and
comprehension. According to Marzano
activities are: In Pre-reading, there are some
(2001), summary frame strategy is a strategy that teacher create summary frame
activities.
First,
by providing a series of questions to the
students’
background
students. In addition, Honnert (2005)
knowledge
related
defines that summary frame strategy is
Second,
reduce
strategy that used to increase the students’
comprehension by pre teaching difficult
abilities to acquire and use information and
words and concepts. Third, preview the
better
science
reading material. Last, help students to
concept.Furthermore, Dean (2012) defines
anticipate what the remainder of the
that summary frame strategy is a strategy
selection is likely to be about.
comprehend
discuss
to
the
expand
experience the
and
selection.
obstacles
to
that teacher can help students understand
In active reading also there are
and use the structure of different kinds of
some activities, such as: first, guide
text to summarize information.According
thinking by interrupting reading to ask for
to
summary frame
predictions for what the selection will say
strategy is a strategy that teacher create
next. Second, selects a concept important
summary frame by providing a series of
to the material being studied. Then,
questions to the students. In addition,
explain to students that the definition
Honnert (2005) defines that summary
frame or frame question will lead them to a
frame strategy is strategy that used to
deeper understanding of the concept. Next,
increase the students’ abilities to acquire
have students read silently to test their
Marzano
(2001),
hypothesis. Next, ask for proof, or
class while reading. The teacher asks them
verification from the material, that they
to predict the text; it purposes to help them
predicted correctly, or incorrectly. Last,
to answer the questions. After that, the
provide students with the frame questions.
teacher asks student to answer the question
Then, in post-reading, there are
that teacher given, that questions related to
also have many activities, there are: first,
the text. The purpose of the question is to
check
discussing
make student understand about the text,
answers to a general purpose setting
and make student easier to make the
question and by additional recognition,
summary. This strategy also used in
recall,
independently,
comprehension
inferential,
evaluative
by
explanatory,
questions.
Then,
and refine
the
teacher
in
whilst
activity.
understanding by seeking verifications for comprehension
questions
that
require
silent and oral rereading and citing of the material.
Next,
relate
the
story
or
information covered to other materials read, or to common experience or mass media events. Last, build fresh anticipation of something to be read at a later time by connecting it to some relevant aspect of the post-reading discussion. CONCLUSION
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Introduction English
New
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the
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Using DRTAand Summary Frame strategy can make students interest in
Honnert, A.M. 2005. Language Acquisition
teaching reading. Then students can be
for
Special
Education
and
ELL
easy to make summary by combine these
Students.Science Activities, 42, 19-29.
strategies. Also this strategy can be implemented in writing and speaking skill.
Manzo,
Antoni
V.
Literacy
Beside that, the teacher can measure the
Disorders
students’ understanding about text by
Remediation. Florida: Holt, Rinehart
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Holistic
1993.
Diagnosis
and
Marzano, Robert J. 2001. Classroom Instruction That Works: ReasearchBased
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Students
for
Increasing
Achievement.
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