Improving English Reading Skill through the Directed Reading Thinking Activity (DRTA) Strategy at Nursing Student
Abstract
Reading is an integral part of the entire learning process experienced by students while studying at school. Reading can increase vocabulary and knowledge of grammar and syntax. DRTA (Directed Reading Thinking Activity) is a technique that encourages students to make predictions while they are reading. The research was to describe the process reading skill understanding and improving, implementing reading strategy (DRTA) at 3rd grade students in the 5th semester of the Bachelor of Nursing study program STIKES Bina Sehat PPNI Mojokerto. The research method was Classroom Action Research (CAR) with one cycle. The result shows that The Directed Reading Thinking Activity (DRTA) strategy can help students understand the contents of the reading. Students also find it easier to answer the questions posed according to the content of the reading and also easier to retell the contents of the reading they have read using their own language according to their understanding.
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References
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An-nisa, N., & Suwartono, T. (2020). Fun Ways in Learning English. Journal of Applied Linguistics (ALTICS). https://doi.org/10.36423/altics.v2i1.477
Bella, A. (2021). A Comparison of Directed Reading Thinking Activity (DRTA) and Survey, Question, Read, Recite, and Reviews (SQ3R) Strategy to Improve Reading Comprehension Achievement of Indonesian Junior High School Students. International Journal of Research and Review. https://doi.org/10.52403/ijrr.20210891
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Kemendikbud RI. (2020). Surat Edaran Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 35952/MPK.A/HK/2020. Mendikbud RI.
Maarof, N., & Suharjo, M. K. (2010). Using DRTA strategy to overcome EFL students’ problems in reading literature in English. International Journal of Learning. https://doi.org/10.18848/1447-9494/cgp/v17i08/47202
Meesuk, P., Sramoon, B., & Wongrugsa, A. (2020). Classroom Action Research-based Instruction: The Sustainable Teacher Professional Development Strategy. Journal of Teacher Education for Sustainability. https://doi.org/10.2478/jtes-2020-0008
Megawati, M. (2019). The Effect Directed Reading Thinking Activity (DRTA) Strategy on Students’ Reading Comprehension (An Experimental Study in STKIP Kusuma Negara Jakarta). Getsempena English.
Monteiro, A., Jorge Santos, P., & Gonçalves, C. (2019). The meanings of higher education, work, and transition from higher education to work. Analise Psicologica. https://doi.org/10.14417/ap.1606
Nerim, N. (2020). SCRUTINIZING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON STUDENTS’ READING COMPREHENSION. Journal of Languages and Language Teaching. https://doi.org/10.33394/jollt.v8i2.2284
Pennings, H. J. M., Brekelmans, M., Sadler, P., Claessens, L. C. A., van der Want, A. C., & van Tartwijk, J. (2018). Interpersonal adaptation in teacher-student interaction. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2017.09.005
Reza Ahmadi, M., Nizam Ismail, H., & Kamarul Kabilan Abdullah, M. (2013). The importance of metacognitive reading strategy awareness in reading comprehension. English Language Teaching. https://doi.org/10.5539/elt.v6n10p235
Suparman. (2021). Directed Reading Thinking Activity (DRTA) to Improve Reading Comprehension for 7th Grade Students at SMP Negeri 1 Surabaya. JournEEL (Journal of English Education and Literature). https://doi.org/10.51836/journeel.v3i1.238
Published
2021-12-31
How to Cite
MUNFADLILA, Asef Wildan.
Improving English Reading Skill through the Directed Reading Thinking Activity (DRTA) Strategy at Nursing Student.
Pioneer: Journal of Language and Literature, [S.l.], v. 13, n. 2, p. 315-326, dec. 2021.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/1300>. Date accessed: 27 nov. 2024.
doi: https://doi.org/10.36841/pioneer.v13i2.1300.
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