2. Read
In this stage, students read the text and compare what they learned during the lecture to their understanding or reading the text on their own. Students should read silently
because silent reading increases comprehension and encourage students to practice study strategies independently.
3. Discuss
After reading, students discuss their understanding of the text with other students in their small group or large group. Teacher guides students in a review
and reflect of the content. Discuss the material students now have heard and then read.
Three questions are useful in guiding this post reading discussion: 1.
What did you understand most from what you heard and read? 2.
What did you understand least from what you heard and read? 3.
What question or thought did this lesson raise in your mind about the content andor about effective reading and learning?.
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By following steps in LRD strategy the first the students listens the explanation about the material from the teachers. Second, the teacher asks the students to read the text to
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Sri Erma Purwanti,
Op Cit
, p.32
get their comprehension. Finally, the teacher guides the students to discuss to know the students comprehension about the text.
4. Frame of Thinking
Reading is one of English skills that are mastered by the students. Reading is difficult to master by the students especilly recount text. Because of that, the strategy must be
appropriate with students‟ level of ability. One of the strategies in the teaching
English is directed reading thinking activity strategy. Directed Reading Thinking Activity DR-TA is one of strategies that can be used by the teacher in teaching
learning reading. DR-TA is one of strategies to show the active role of readers.
Based on all previous explanation the writer assumes that directed reading thinking activity strategy can help the teacher in teaching learning process by mastering and
understanding. The writer has assumption that directed reading thinking activity is suitable for teaching reading on recount text because the students will more active
and enjoyable. By knowing the story elements of a text, the students will have good comprehension of the text. therefore the writer assumes that the uses of directed
reading thinking activity in teaching reading will be more effective for makes students‟ reading ability will be better. The writer believes directed reading thinking
activity strategy can help the students comprehend the recount text text. By using Directed Reading-Thinking Activities DRTA students will think critically for
students to make various predictions before and during reading. With the predictions,
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