b.
Classroom management may become a problem.
c. This strategy useful also depends on the situation of the class.
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Those weaknesses require students to think independently and can be addressed with a drill or exercise strategy. Through the process of student exercises will be used to
get by reading it directly, after accustomed ability for understanding the information will become faster. Additionally teacher can make situation of classroom to be
conducive so that students do not get bored. Because the learning environment is a major factor in achieving the learning objectives.
B. Procedure of Using Directed Reading Thinking Activity
The following are the steps to teach directed reading thinking activity Step 1
PREDICTING – making hypotheses from small portions of the text.
begin white scanning the title, chapter headings, illustrations, and other explanatory materials. Have students make predictions on what they think the reading will be
about. Next, based upon the reading of a small segment of the text, the teacher guides students to predict what will happen next. After these initial predictions, the students
either view pictures or listen to short passages from the text, presented in the order that they occur naturally in the text. During this step of the strategy, the teacher‟s role
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Ibid.
is to both activate and agitate thought by asking students to defend their hypotheses. This is a time to guess, anticipate, and hypothesize.
“What do you think?” “Why do you think so?”
Step 2
READING – students are asked to read the text to verify the accuracy of their
predictions. Students are asked to support their predictions by locating the material in the text that
will verify their responses. There is no right or wrong predictions, rather, some responses are judged to be more or less accurate than others. Reword the predictions
so that they are accurate. Step 3
PROVING – During this step, students read back through the text and point out how
they were able to verify their predictions. Students verify the accuracy of their predictions by finding statements in the text and
reading them orally to the teacher. The teacher serves as the mentor, refining and deepening the reading thinking process.
