3. The teachers have not been exploring more about other varieties of teaching strategy of reading skill.
C. Limitation of the Study
In order to avoid misunderstanding in interpreting the problem, the study is limited. In this research, the study is limited on the influence of Directed
Reading-Thinking Activity DR-TA strategy on students’ reading comprehension of narrative text.
D. Formulation of the Study
Since there are many problems to be identified, the problems are formulated as follows:
“Does Directed Reading-Thinking Activity DR-TA strategy give influence on students’ reading comprehension of narrative text?”
E. Purpose of the Study
The purpose of this study is to know the empirical evidence of the influence of using Directed Reading-Thinking Activity DR-TA strategy on
students’ reading comprehension of narrative text, especially at the tenth grade students of SMA Negeri 10 Kota Tangerang Selatan.
F. Significance of the Study
This study is hoped to be beneficial to all people concerned: 1. Theoretical Significance
The result of this study is expected to be useful to give information for English teachers about using Directed Reading-Thinking Activity DR-TA
strategy in teaching reading, especially in teaching narrative text. This study is to prove that using DR-TA strategy in teaching narrative text gives influence
on students’ reading comprehension. This study may also be a reference for the next researchers who need to conduct a further research related to teaching
reading, especially using DR-TA strategy.
2. Practical Significance a. By using DR-TA strategy, the students can be easier and more
interested in learning narrative text. The students are encouraged to comprehend their reading of narrative text by using DR-TA strategy.
b. Stakeholder of a school could encourage its English teachers to use DR-TA strategy to help them in teaching reading, especially for
narrative text.
6
CHAPTER II THEORETICAL FRAMEWORK
A. Reading 1.
The Understanding of Reading
Reading is one of language skills which is also called as receptive skill. Through reading, the reader receives information and message from the text. It is
in line with Nuttall who said that reading is a process that involves transforming meaning from mind to mind, transforming the information or message from the
writer to the readers.
1
According to Grabe and Stoller, “reading is the ability to draw meaning from the printed page and interpret this information appropriately.”
2
Based on the definition above, reading is a process of a reader who gets the author’s message
through a text, not only to read the words but also to obtain the author’s mean precisely. Harmer said that reading is an activity between the eyes and the brain in
which the eyes get information through reading the text and send it to the brain then the brain processes the information to understand the author’s intention.
3
Moreover, reading is a form of communication. As stated by Aebersold and Field “reading is what happens when people look at a text and assign meaning
to the written symbols in that text.”
4
During reading activity, there is an interaction between the written symbols in the text and the reader. As the reader
reads, the written symbols are forming information and ideas which the writer tries to convey to the reader. There, information and ideas are exchanged between
the writer and the reader as an act of communicating.
1
Christine Nuttal, Teaching Reading Skills In Foreign Language, Oxford: Heinemann, 1989, p. 18.
2
William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, New York: Routledge, 2013, p. 3.
3
Jeremy Harmer, The Practice of English Language Teaching: Third Edition, New York: Longman Publishing, 1991, p. 190.
4
Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and strategies for second language classrooms, New York: Cambridge University Press, 1997, p. 15.
Kategori