A Directed Reading-Thinking Activity (Dr-Ta) Towards Students ‘Critical Reading

Authors

  • Sudirman Sudirman English Department, Faculty of Language and Art Education Mataram Institute of Teacher Training and Education
  • Edi Firman

DOI:

https://doi.org/10.58258/jupe.v4i4.991

Keywords:

DR-TA Strategy, Critical Reading Skills

Abstract

This current study aimed to find out whether DR-TA (Directed Reading- Thinking Activity) had a significant effect on the critical reading skills of the English department students of FPBS IKIP Mataram  or  not.The population of this research was 238  students and the samples were taken by using cluster random sampling technique the sample was 80 students which was consisted of 41 students in the control group and 39 students in the experimental. This research is quantitative with a quasi-experimental design: the non-equivalent control group design. To obtain the data needed, the instrument was administered namely tests  which was consisted of pre-test and post-test. Pre-test was applied to obtaining the primary data meanwhile the post-test was applied after the treatment accomplished. The data on the reading test was analyzed by using descriptive statistic and inferential statistics. The result of data analysis showed that the experimental group mean score on pre-test was 62.5 and posttest was 73.07, meanwhile the result of  control group means score on pre-test was 57.92 and post-test 64.25. There was an improvement of the students in each group from pre-test to post test. And the result hypothesis or inferential analysis proved that t-test score was higher than the result t-table (3.843>1.990) with degree of freedom (df) was 75 in significant level 95% or α = 0.05. It can be concluded that DR-TA Strategy has significant effect on critical reading skills of the English department students of FPBS IKIP Mataram. The effect was significant because DR-TA Strategy lead the students to have prediction before reading, create background knowledge, analyzing the fact to support the prediction, confirming the prediction and evaluating the text and context in order to have comprehensive comprehension. The results of this research hopefully could be an alternative strategy in teaching critical thinking in reading and could be reference for further researchers.

References

Andreani, S. 2010. Critical Reading.Unpublished Handout.English Department, Faculty of Letters, State University of Malang.

Cahyono, B.Y., et.al. 2011. The Teaching of English as a Foreign Language in Indonesia. Malang. State University of Malang Press.

Cresswell, J., W. 2012. Educational Research: Planning, Conducting and Evaluating Quantitative and Quantitative Research. Pearson education. Boston.

David. H., Peter Z. and Scott. 2001. Statistics: Cliffs Quick Review Statistics. Hungry Mind An International Data Group Company. New York

Dubay, W.H. 2004.The Principle of Readability. San Francisco. Impact Information.

Erliana, S. 2011. Improving Reading Comprehension Through Directed Reading-Thinking Activity (DR-TA Strategy. Journal on English as a Foreign Language. Vol. 1 No. 1 (3): 49-57.

Holden, J.T. 2009.A Quick Reference Guide to Developing Cognitive Learning Objectives.no city. FGDLA (Federal Government Distance Learning Association).

Jack C. Richards, Jack C. & Renandya, Willy A. 2002. Methodology in Language Teaching: An Anthology of Current Practice. (Editors). Cambridge. Cambridge University Press.

M.Khabiri & M. Pakzad. 2012. The Effect of Teaching Critical Reading Strategies on EFL Learners Vocabulary Retention. The Journal of Teaching Language Skills (JTLS) 4 (1), spring 2012, Ser, 66/4

Ruddel, M.R. 2005.Teaching Content Reading and Writing. (4thed.). USA: John Wiley & Sons, Inc.

Rukminingsih. 2014. Incorporating Directed Reading Thinking Activity (DRTA) Technique into Extensive Reading Class. Cendikia Vol.12 No. 2.

Stahl, Katherine A. Doughherty. 2008. The Effects of Three Instructional Methods on the Reading Comprehension and Content Acquisition of Novice Readers. Journal of Literacy Research vol.40 no.3 359-393

Tim Kurikulum & Pembelajaran Direktorat Pembelajaran dan Kemahasiswaan, Dirjen DIKTI, Kementerian Pendidikan & Kebudayaan. 2014. Buku Kurikulum Pendidikan Tinggi. Direktorat Pembelajaran dan Kemahasiswaan, Dirjen DIKTI, Kementerian Pendidikan & Kebudayaan

Vacca, R.T., et.al. 1999. Content Area Reading: Literacy and Learning Across the Curriculum (6th Ed.). New York. Addision Wesley Longman.

Downloads

Published

2019-06-21

Issue

Vol. 4 No. 4 (2019)

Section

Articles

License

Publication Ethics

This scientific code of ethics statement is a code of ethics statement for all parties involved in the publication process of scientific journals, namely managers, editors, reviewers, and authors. The statement of the ethical code of scientific publications is based on the Head Regulation of LIPI Number 5 of 2014 concerning the Code of Ethics for Scientific Publication, which in essence is the Code of Ethics for Scientific Publication which essentially upholds the three ethical values in publication, namely

  1. Neutrality, which is free from conflicts of interest in the management of publications;
  2. Justice, namely to give authorship rights to those who are entitled as authors / writers; and
  3. Honesty, which is free from duplication, fabrication, falsification, and plagiarism (DF2P) in publications.

Editor-in-Chief’s Duties and Responsibilities of the

  1. Determine the name of the journal, scope of science, scale, and accreditation if necessary.
  2. Determine editor membership.
  3. Defining relationships between publishers, editors, best partners, and other parties.
  4. Respect confidential matters, both for contributing researchers, authors, editors, and best-partner partners.
  5. Implement norms and provisions regarding intellectual property rights, especially copyright.
  6. Conduct a journal policy review and submit it to authors, editors, best partners, and readers.
  7. Make a code of conduct guide for editors and best partners.
  8. Publish journals regularly.
  9. Ensure the availability of funding sources for the sustainability of journal publishing.
  10. Building a network of cooperation and marketing.
  11. To improve the quality of the journal.
  12. Prepare licensing and other legal aspects.

Editor's Duties and Responsibilities

  1. The editor comments on the author's writing so the reader can understand what the writer wants to say, through comments written on the script.
  2. The editor comments on the author's writing in accordance with the EYD language (Enhanced Spelling) or the language according to the standard of the journal.
  3. The editor strives to improve the quality of publications on an ongoing basis;
  4. The editor puts forward freedom of opinion objectively,
  5. The editor conveys corrections, clarifications, withdrawals, and apologies if needed,
  6. The editor ensures that the writer's writings are not related to SARA or anything that could harm the Publisher and coordinate the writer's writings to the editor in chief of the publisher if the writing is slightly controversial.
  7. Editor receives, examines, and follows up complaints from all parties involved in publishing the journal;
  8. The editor supports initiatives to educate researchers about the ethics of publication,
  9. Editors do not maintain their own opinions, authors or third parties that can result in non-objective decisions,
  10. The editor encourages the author, so that he can make repairs to the paper until it is worth publishing.
  11. The editor performs the layout of the manuscript to be published so that it matches the journal template.
  12. Editor membantu pemimpin redaksi dalam menyelesaikan pengumpulan naskah sebelum dicetak dan diterbitkan, terutama dalam hal bahasa, format, dan tata letak.

Tugas dan Tanggung Jawab Peninjau

  1. Memberikan umpan balik tertulis yang objektif dan tidak bias tentang nilai beasiswa dan kontribusi naskah terhadap pengembangan ilmu pengetahuan;
  2. Menunjukkan apakah penulisan naskah cukup jelas, lengkap, dan relevan, serta apakah naskah sesuai dengan ruang lingkup jurnal;
  3. Tidak memberikan kritik atau komentar yang bersifat pribadi; dan
  4. Menjaga kerahasiaan naskah, dengan tidak membicarakannya dengan pihak-pihak yang tidak terkait, atau mengungkapkan informasi yang terkandung dalam naskah kepada pihak lain.

Tugas dan Tanggung Jawab Administrator Situs Web

Administrator Situs Web adalah orang yang bertanggung jawab untuk mengelola situs web jurnal. Secara spesifik, ruang lingkup tugas Administrator Situs Web adalah sebagai berikut:

  1. Menyiapkan situs web jurnal;
  2. Konfigurasikan opsi sistem dan kelola akun pengguna;
  3. Daftar untuk editor, pengulas, dan penulis;
  4. Kelola fitur jurnal;
  5. Melihat statistik laporan; dan
  6. Unggah/terbitkan makalah yang sudah diterima.

    Pemberitahuan Hak Cipta
    Penulis yang menerbitkan karya ilmiahnya di Jurnal Ilmiah Mandala Education setuju dengan ketentuan berikut:

    1. Penulis memegang hak cipta dan memberikan jurnal hak penerbitan pertama dengan karya yang dilisensikan secara bersamaan di bawah  Lisensi Atribusi Creative Commons (CC BY-SA 4.0)  yang memungkinkan orang lain untuk berbagi karya tersebut dengan pengakuan atas kepengarangan karya dan publikasi awal dalam jurnal ini. 
    2. Penulis dapat membuat pengaturan kontraktual tambahan yang terpisah untuk distribusi non-eksklusif atas versi karya yang diterbitkan jurnal tersebut (misalnya, mengunggahnya ke repositori institusi atau menerbitkannya dalam sebuah buku), dengan pengakuan atas penerbitan awalnya di jurnal ini.
    3. Penulis diizinkan dan didorong untuk mengunggah karya mereka secara daring (misalnya, di repositori institusi atau di situs web mereka) sebelum dan selama proses penyerahan, karena hal ini dapat mengarah pada pertukaran yang produktif serta kutipan yang lebih awal dan lebih banyak dari karya yang diterbitkan.