DIRECTED READING THINKING ACTIVITY (DRTA) Directed Reading Thinking Activity (DRTA) is a reading comprehension strategy that is used in reading to guide students in asking questions about a text, making predictions, and then reading to confirm or modify their predictions. DRTA strategy encourages the students to be active and thoughtful readers. Thus, it strengthens reading and critical thinking skills of students. Moreover, DRTA strategy stimulates the students’ prior knowledge, involves the active participation of students in constructing the meaning of the text and monitor students’ reading comprehension skills. Stauffer (1969), developed the Directed Reading Thinking Activity (DRTA) to encourage students’ thinking.
Furthermore, Maxwell (1970) explained that scanning is the ability to find specific facts and information and details quickly. It is considered as a desirable reading skill and is taught in most reading courses. Other researchers like Goodman (1970), Nuttal (1982) and Jacobowitz (1988) agree that reading is an interaction with the content of the text when learners are reading in order to select the most practical signs that facilitate getting the meaning. Moreover, Allen (1997) points out that a valuable technique which help students to find keywords in the text that allows them to deduce the general idea of the passage is skimming. It enables learners to understand a text faster and progress in reading process.
For example, students may learn techniques for determining important information, making inferences, asking questions, and summarizing. They could apply these strategies to multiple content areas such as English, science, history, and/or math. Discipline Literacy, however, supports students in moving beyond the general reading strategies as they develop specialized practices for making sense of discipline-based texts. Disciplinary Literary is much more in-depth in nature. It includes understanding how information is presented in each discipline, the organization of important information, specialized vocabulary, and the interpretation and evaluation of evidence.
Reading Reading skills are developed as well as the receptive language through this kind of drills. They provide material for further discussion and analysis. Pre-reading and after reading activities are given to create interest and help the understanding of the
SECTION B Introduction This research is to investigate the effectiveness of using extensive reading materials to teach reading for standard 5 students As we aware, reading is an active process in which readers shift between sources of information, elaborate meaning and strategies, check their interpretation and use social context to focus their responses. In order to maintain the interest in reading among students in this school, we need to use extensive reading materials as an alternative to teach reading apart from using the traditional reading materials. Since the aim of the reading programme is to develop students’ ability to become independent readers, extensive reading is very important. Most extensive reading will be done out of the
Where do I want to go to and why? Their work will be check for errors. Letting the students critically think of what they desire will prepare them strongly for a fruitful discussion on the group road trip. Task 3: This activity will focus on developing the reading abilities of the student using a road trip planning article titled: How to Plan the Perfect Road Trip. Pre-reading and post-reading activities will be done in order to introduce vocabulary and then check comprehension.
(www.phschool.com). Moreover, each type of Venn diagram can be used to develop reading strategies. Both the cognitive and metacognitive strategies should be developed to accomplish the goal of comprehension. Since that the main goals of reading literature sorts such as: prose, novel, plays, short stories, and poetry is to motivate the students to read and think critically about experience, feelings, thoughts, and information, and to develop their abilities to make comparison, summarize, take notes, and analyze the content. The role of teacher is very important to achieve these goals.
CHAPTER I INTRODUCTION 1.1 Background of the Study Reading is a process which is done and used by the reader in getting the message and information that is made by the author in the form of written or printed material. Generally, many people read a written or printed material for getting pleasure and relaxation. However, academically the students read a book which is made based on the rules of academic discourse for increasing their knowledge and getting some information that can help them in learning. So they should understand about written symbol on the text in getting the point. Kenyon (2008:5) states that when you plan reading sessions with your learners, make sure that there is time to talk about the text (passage, story and to write).
Within literature the students get the chance to learn about other things like, time (century), the setting, people in that time (behavior) and about the general environment. Furthermore literary works include rich linguistic input. It means that literature is a very good source in teaching. Because teaching a language needs many different texts to show some grammar, structures, creating sentence and etc. .
It is imperative then, that teachers invest time and effort in the development of the reading comprehension of their learners. It is very essential the learners to develop their reading skills in order for them to be productive readers. Comprehension occurs in the transaction between the reader and the text. Furthermore, Celce- Murcia (1996) claimed the reader is supposed to draw information from a text and then combine it with information he has. In the same way, Perfetti and Adlof (2012) claimed that reading comprehension entails cognitive processes that operate on many different kinds of knowledge to achieve many different kinds of reading tasks.