IMPROVING STUDENTS READING COMPREHENSION ON NARRATIVE TEXT THROUGH DIRECTED READING-THINKING ACTIVITY - Nudho, Elberthi; Arifin, Zainal; Salam, Urai (Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 2013)
Abstrak: PenelitianinibertujuanuntukmeningkatkankemampuanmembacasiswamemahamiteksnaratifmelaluiStrategi Directed Reading-Thinking Activity.Aspekdaripemahamanmembaca yang difokuskandalampenelitianiniadalahpemahamanmembacadalam menemukan ide utama dan detail informasi, menemukan kata ganti, membuat kesimpulan dan mengidentifikasi arti kosa kata baru yang ditemukan dalam teks naratif. Penelitian ini adalah sebuah Penelitian Tindakan Kelas yang dilaksanakan dalam tiga siklus. Subjek dari penelitian ini adalah Kelas XI IPS 3 SMA Santo Fransiskus Asisi Pontianak pada semester kedua yang terdiridari 47 siswa. Data penelitian dikumpulkan denganmenggunakan observasi, catatan lapangan, tespemahaman membacasiswa dan wawancara. Data tersebut dianalisa dengan mendeskripsikan hasil observasi dan catatan lapangan, dan menggunakan rumus mencari nilai rata-rata.Hasil dari penelitian ini menunjukkan bahwa siswa menjadi lebih aktif dalam proses belajar dan pembelajaran. Siwa memberi tanggapan positif selama kegiatan berlangsung. Siswa menunjukkan ketertarikan mereka dengan lebih banyak bertanya dan menjawab pertanyaan secara aktif. Siswa membuat prediksi-prediksi, mendiskusikannya dalam kelompok-kelompok, berbagi pendapat dengan siswa lain, dan mengerjakan tugas dengan baik. Beberapa siswa sangat percaya diri untuk mengklaim bahwa prediksi-prediksi mereka benar dan menyampaikan alasannya. Para siswa menikmati membuat prediksi-prediksi dan hal tersebut membantu mereka dalam berpikir dan mengingat apa yang telah dipelajari. Hal tersebut membuktikan bahwa pemahamanmembacasiswa padateks naratif meningkat dalam tiga siklus melalui Strategi Directed Reading-Thinking Activity.Nilai rata-rata siswapadasikluspertamaadalah63,70menjadi83,17 padasikluskedua, dan 89,04 pada siklus ketiga. Kata kunci: Membaca, Pemahaman, Naratif, Directed Reading-Thinking Activity Abstract: This research was intended to improve the students reading comprehension on narrative text through Directed Reading-Thinking Activity Strategy. The aspects of reading comprehension focused in this research were reading comprehension in finding main idea and detail information, locating referent, making inference, and identifying the meaning of unknown vocabulary on narrative text. It was a Classroom Action Research which was conducted in three cycles. The subject of this research was Grade XI IPS 3 on the second semester of SMA Santo Fransiskus Asisi Pontianak Pontianak which consisted of 47 students. The data was collected by using observation checklist table, field notes, students reading comprehension test score and interview.It was analyzed by describing the observation checklist and field notes, and by using formula of mean score. The result of this research indicated that the students became more active in teaching and learning process. The students gave positive response during the activity. The students showed their interests by asking more questions and answering teachers questions actively. The students made predictions, discussed in groups, shared ideas to others students, and did the task well. Some students were very confident to claim that their predictions were correct and gave the reasons. The students enjoyed to make the predictions and it helped them to think and remember what they have learned. It proved that the students reading comprehension on narrative text improved through Directed Reading-Thinking Activity Strategy in three cycles. The students mean score in the first cycle was 63.70 on the first cycle became 83.17 on the second cycle and 89.04 on the third cycle. Key words:Reading, Comprehension, Narrative, Directed Reading-Thinking Activity