a. DRTA gives the students‟ ability to determine purposes for reading.
b. DRTA gives the students‟ ability to extract, comprehend, and assimilate
information. c.
DRTA gives the students‟ ability to examine reading material based upon purposes for reading.
d. DRTA gives the students‟ ability to suspend judgments.
e. DRTA gives the students‟ ability to make decision based upon
information gleaned from reading.
40
By using Directed Reading-Thinking Activities DRTA students will think critically for students to make various predictions before and during reading. With the
predictions, students automatically questioning their own questions that are part of the process of understanding a text. Curiosity of students to the truth
answers make students more careful reading of the text that makes activities reading becomes more meaningful.
A. Disadvantages of DR-TA strategy
However, according to Dishner as quoted in Handayanis‟ journal there are also
disadvantages in DRTA strategy as follows: a.
Only useful if students have read or heard the text being used.
40
Russel G. Stauffer, Teaching Critical Reading at the Primary Level, New York: International Reading Association. 1992, p. 121.
b.
Classroom management may become a problem.
c. This strategy useful also depends on the situation of the class.
41
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
41
Ibid.
