TEACHING READING BY USING COMBINING STRATEGY OF DIRECTED

READING – THINKING ACTIVITY (DR-TA) AND GROUP MAPPING ACTIVITY

(GMA) STRATEGY AT JUNIOR HIGH SCHOOL

(A study at Eight Grade of SMP 2 Painan)

PAPER

SILMARNITA

09040272

ENGLISH DEPARTMENT COLLEGE OF TEACHER TRAINING AND

EDUCATION (STKIP PGRI WEST SUMATRA

PADANG

2012

CHAPTER 1

INTRODUCTION

A.Background Of The Problem

Reading is one of activities that should do by all students in their daily life. In

globalization era, the students have to read the book which is mostly written in English. If the

students can not read and comprehend the content of the books carefully, the students will not

get information from books, and then the students will failure in reading. In the other word,

the students do not comprehend what they read.

Besides that, reading is also something of great importance and needed for students

because the success of their study depends on the greater part of theis ability to read. If their

reading skill is poor they are very likely to fail in their study or at least they will have

difficulty in making progress. On the other hand, if they have a good ability in reading, they

will have a better chance to succes in their study. In reading, to comprehend the text the

readers should be able to manage every part of the text, because it is easy to gain the

comprehension in reading when the readers are able to organize the text.

Teaching reading is not only how to practice the words in the texts, but also identify

what the purpose or meaning of texts that have been read. In this section, the students are

required to pay attention and concentrate so that they can make inferences of what they have

read. That is really matter in reading skill.

On the other hand, many students have reading difficulties to cmprehend of the text.

Based om the writer’s experience in practice teaching, most of the students have problem to

read words accurately or automatically. In other words, the students have not learnt and

stored in their memories sets of letter clusters that they can use to work out unfamiliar words.

The students also have corresponding difficulties with spelling. Next, the reading texts are

not interesting for them. Because the intent and purpose of the text is less clear, while the

students are difficult to read it. On the other hand, the lack of vocabulary makes them lazy to

read the text, teaching and learning systems often monotonous, less variety, and less

attractive so the students became bored, not interested to learn it.

Based on the problem above, the teacher can apply a better teaching strategies to

make the students can understand what they have read. In this occasion, the writer will

introduce some strategies to improve students’ reading comprehension. The first strategy is

Zooming in and Zooming out strategy, this strategy to give significance effect toward

student’s reading comprehension.

B. Limitation Of The Problem

As stated above, there are some strategies that can be used in teaching reading and

increasing the students’ reading comprehension for yunior high school. Such as; Question-

Answer Relationship,and Line up strategy. In this thesis, the writer only focuses on Line up

strategy at Yunior High School. This strategy can help students to increase their reading

comprehension.

C. Formulation of the Problem

based on the limitation above, writer can get formulate a question: how to teach reading by using directed reading-thinking activity (DR-TA) strategy and group mapping activity (GMA) strategy at junior high school student?

D. Significant Of The Paper

This study gave new experience and increased knowledge of researcher. And

this study is expected to give contribution to the lecturer, and the students. The lecturer

can realize that there are several factors that involve on paragraph such as; understanding

transition, grammar, paragraph structure, vocabulary. The students expected to realize

that understanding transition is one of the important things to improve their reading

ability.

CHAPTER II

REVIEW OF RELATED LITERATURE

1. The Nature of Reading

a. Weir (1993;79)

b. Harmer (2003;68)

c. Seyler (2004;3)

d. Peregoy & Suyanto (2007;60)

2. The Nature of reading comprehension

a. Snow (2002;11)

b. Williams (2004;193)

c. Partnership (2005)

d. Rupp (2008;57)

3. Teaching Reading Comprehension

a. Devies & Pearse (2000;92)

b. Bryan (2009)

4. Directed reading-thinking activity (DR-TA)

a. Judi tilton brunner (2011)

b. Joyce bainbridge and sylvia pantaleo (1999)

5. Group mapping activity (GMA)