Arya Setiawan's Proposal REVISI (A12116076)

CHAPTER I
INTRODUCTION
1.1 Background
Reading is a process of understanding the meaning of a written text.
Having reading skills, the readers are able to analyze the passages, main idea, and
content of the text and make a connection to their knowledge. Hence, reading
cannot be separated from comprehension. Comprehension is a process of
understanding and interpreting the reading passage.
Reading means dealing with messages in written or printed form, it
involves processing language messages. Reading as a receptive skill is an
important skill because through reading we can get something valuable. Reading
is also a way for us to know about the past, present, and future. To get some
information and knowledge of the text, we have to comprehend the text first. That
is why reading is an important skill that should be learned by students.
According to curriculum 2013, the objective of learning is to improve the
students' ability in understanding a text, to help them organize their ideas, to
conceive and create meaning, to communicate information and ideas of the text, to
develop their knowledge in reading. There are various types of text, such as
narrative, procedure, factual report, descriptive, and hortatory, exposition. In this
research, the researcher focuses the narrative text only.
In reading class, most of the reading activities are focused on reading for
comprehension. As argued by Richards and Renandya (2002: 227), “Reading for
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comprehension is the primary purpose for reading.” Therefore, students are
always asked to comprehend reading texts by their teacher. In order to do that, it
is expected that students are good readers who are able to comprehend a text
effectively and efficiently.
Based on the researcher’s preliminary observation at SMP Negeri 1
Toribulu, the researcher found that the students of the second grade have
problems in learning English, especially in reading. Firstly, most of the students
have a problem on vocabulary that makes them difficult to identify the main idea
of the text. Secondly, they do not get the important things about the text. Finally,
they can not understand the text well.
Based on the explanation above, the researcher proposes the Directed
Reading-Thinking Activity strategy to Improve Students’ Reading
Comprehension of theEighth Grade Students at SMP Negeri 1 Toribulu. The
Directed Reading-Thinking Activity (DRTA) is an instructional strategy that
focuses on students thinking using prediction and open-ended questions before
going to the text. Stauffer states in Ruddell (2005:86) Directed Reading Thinking
Activity (DRTA) is a means of developing reading comprehension which guides
students through text by having the teachers ask students to make and support
predictions before reading and the examine their prediction, conclusion, and logic
as the reading progresses. DRTA helps students to comprehend texts by activating
their background knowledge related to the texts and promoting the use of reading
strategies. In addition, the students’ comprehension progress before, whileand
after reading is monitored during the discussion to prevent the students from
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misunderstanding the texts. Also, DRTA uses media and activities that can help
the students understand the text and make them actively involved in the teaching
and learning process.
1.2 Problem Statement
Based on the background above, it is clear that the eighth-grade students
of SMP Negeri 1 Toribulu have a problem in understanding the information of the
text and lack vocabulary. the researcher formulates the research question as
follows:
Can the use of Directed Reading Thinking Activity improve the reading
comprehension of the eighth-grade students of SMP Negeri 1 Toribulu?
1.3 The objective of the research
The objective of this research is to find out whether the use of Directed
Reading-Thinking Activity can improve the reading comprehension of the eighth-
grade students of SMP Negeri 1 Toribulu or not.
1.4 Significance of the research
The researcher expects the results of this research can provide some
benefits to many parts. First, the English teacher can use the result of this research
as a reference when they want to improve their ability and get more variation
strategies in teaching reading. Second, students can use the result of the research
to improve their reading comprehension. Third, further researchers can use the
result as a reference on the same topic.
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1.5 Scope of the research
The research focuses on reading narrative text using the Directed Reading-
Thinking Activity strategy. The researcher uses this strategy to teach one of the
macro skills of reading skills, which is to develop and use a battery of reading
strategies including main idea, reference and detail information. The target place
will be in SMP Negeri 1 Toribulu at trans South Toribulu.
1.6 Operational Definition of Key Terms
 Reading comprehension is the process of constructing/gaining meaning
from written words.
 Directed Reading-Thinking Activity is a teaching strategy that guides
students in making predictions about a text and then reading to confirm or
refute their predictions.
 The narrative text is a text that has a purpose to entertain the readers or
listeners the which is used as media in learning reading comprehension.
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CHAPTER II
RELATED STUDIES, LITERATURE REVIEW, THEORETICAL

FRAMEWORK, AND HYPOTHESIS
2.1 Related Studies
This research has a correlation with several kinds of research that have
been carried out previously. The first research was conducted by Fatmawati
(2015) whose the title was “The Influence of Directed Reading-Thinking Activity
(DR-TA) Strategy on Students’ Reading Comprehension of Narrative Text” (A
Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 10 Kota
Tangerang Selatan). The result of her research showed that the students’ reading
comprehension of narrative text was influenced by the Directed Reading-Thinking
Activity (DR-TA) strategy. It could be seen from the indicators as follows: (a)
The students were more able to comprehend the narrative text; (b) The students
were helped in learning new words and in extending their knowledge related to a
narrative story.
The second research was conducted by Halimah (2012), entitled “The
Effectiveness of Using Directed Reading Thinking Activity Strategy to Improve
the Students’ Ability in Finding Main Idea and Word Meaning of theEleventh
Grade Students of MAN Kutowinangun in the Academic Year 2012/2013.” The
result of her research showed that the use of the Directed Reading Thinking
Activity is effective to improve the students’ ability in finding the main idea and
word meaning. The improvements in students’ reading ability include: (a)
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Students could find the main idea of the paragraph, and (b) Students could
determine word meaning.
From two kinds of research above, the similarities between their
researches and recent research are the design of research and the strategy that is
used to improve students’ reading comprehension. Then, the differences in their
research with recent research are the level of school and the research focus. In this
research, the researcher focused on finding the main ideas, reference and detail
information.
All of the previous researches werea success to use DRTA in teaching
reading comprehension. Therefore, the researcher used DRTA to improve reading
comprehension itself because based on the Fatmawati’s and Halima’s results. The
result showed that the Directed Reading-Thinking Activity strategy has an effect
on improving the students’ reading comprehension. So, the researcher believes
that directed reading thinking activity strategy can be regarded as an effective way
to improve students’ reading comprehension.
2.2 Literature Review
2.2.1 The Definition of Reading
Reading is one of the most important skills in a human language besides
speaking, listening, and writing. According to Alyoursef (2006: 64), “Reading can
be seen as an “interactive” process between a reader and a text which leads to
automaticity or (reading fluency).” The reader will use their knowledge, skills,
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and strategies to get and understand the meaning of the text that involves the
recognition of letters, words, sentences, and paragraphs.
Reading is a complex process to get information. A reader does not only
read the text or pronounce the words but also a reader has the ability and
intelligence to comprehend the text. In reading, the readers should use the
background knowledge; means the readers bring their knowledge, emotion,
experience, and culture to what they read.
Reading is also a process of communication between a writer and a reader.
A writer has a message in her mind, such as feelings, facts, ideas, and the
argument he wants to share. The writer puts the message into the words or printed
verbal symbol.
To summarize, reading is an active and communicative process. It is also
an interactive process that goes on between the reader and the text, resulting in
incomprehension. It is a means of communication between the reader and the
writer. The process involves the reader, the text and the interaction between the
reader and the text.
2.2.2 Reading Subskill
Reading is not aseasy as people thought. There are two big elements that
should be mastered to be a good reader. Brown (2004:180) explicates reading
skills consist of two big elements, namely microskills and macroskills. They are
mentioned as follows:
Microskills
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1. Discriminate among the distinctive graphemes and orthographic patterns
of English.
2. Retain chunks of the language of different lengths in short-term memory.
3. Process writing at an efficient rate of speed to suit the purpose.
4. Recognize a core of words, and interpret word order patterns and their
significance.
5. Recognize grammatical word classes (nouns, verb, ect.), system (e.g.,
tense, agreement, pluralization), patterns, rules, and elliptical forms.
6. Recognize that a particular meaning may beexpressed in different
grammatical forms.
7. Recognize cohesive devices in written discourse and their role in signaling
the relationship between and among clauses.
Macroskills
1. Recognize the rhetorical forms of written discourse and their significance
for interpretation.
2. Recognize the communicative functions of written text, according to form
and purpose.
3. Infer context that is not explicit by using background knowledge.
4. From described events, ideas, ect., infer links and connections between
events, deduce causes and effects, and detect such relations as the main
idea, supporting an idea, new information, given information,
generalization, and exemplification.
5. Distinguish between literal and implied meanings.
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6. Detect culturally specific references and interpret them in a context of the
appropriate cultural schemata.
7. Develop and use a battery of reading strategies, such as scanning and
skimming, detecting discourse markers, guessing the meaning of words
from context, and activating schemata for the interpretation of texts.
In addition, Spratt, Pulverness, and Willians (2005) state that when readers
read, they do not necessarily read every single word in the text. It depends on their
reason or reading purpose which eventually influences the way they read.
Consequently, it determines which reading subskills they should use.
Spratt et al. (2005) state that reading subskills involve reading for specific
information (scanning), reading for gist (skimming) and reading for details. It can
be assumed that these reading subskills are reading strategies which they user
need to suit readers’ reading purpose.
In relation to teaching-learning activities, the teachers should consider
these reading subskills in order to specify reading objectives. Given the research
focus, this research focused on improving several reading subskills that help
students comprehend a text better. Those subskills were the ones related to the
students’ abilities to access information from the text such as the main idea, the
detail information and the reference.
2.2.3 Reading Comprehension
Reading cannot be separated from comprehension because the purpose or
the result of the reading activity is to comprehend what has been read.
Comprehension can be meant the ability and process by which a person
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understands the meaning of written or spoken language. According to Snow
(2002: 11), “Reading comprehension is the process of simultaneously extracting
and constructing meaning through interaction and involvement with written
language.” In the classroom of students’ reading activities, they are able to
explore the potential that exists themselves in reading activities. The meaning of
the text will beeasy to know when they areexpending the thoughts in writing. To
achieve it, the comprehension ability in reading is needed.
Furthermore, Wainwright (2007: 35) defines, “Reading comprehension is
a complex process which comprises the successful or unsuccessful use of many
abilities.” To comprehend, a reader must have wide capacities and abilities. These
include cognitive capacities, motivation and various types of knowledge.
It means reading with comprehension has meant that the reader is able to
extract from the selection of its essential facts and understanding, visualized
details and sense the readiness of facts. Reading Comprehension requires
motivation, mental frameworks for holding ideas, concentration and good study
techniques or strategies. Good readers recognize and get meaning from the word
they see in print and use their knowledge of the structure of the language to begin
forming a mental nation of the topic.
From the definitions above, reading comprehension can be concluded as
the ability to find the stated or unstated writer’s idea in the text. Theessence of
reading comprehension is to understand all the information delivered by the
writer. It also refers to the ability to connect between the words in a text, to
understand the ideas and the relationships between ideas conveyed in a text.
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2.2.4 The levels of reading comprehension
Reading comprehension can be classified into different levels ranging
from the lowest to the highest that require levels and thinking abilities. There are
four levels of reading comprehension. They are as follows:
2.2.4.1 Literal comprehension
Reading on the literal comprehension stage requires a lower level of
thinking skills than the other three levels. It related to the skill of understanding
information of refers to the idea and fact that are written directly in the text pages.
Smith (1980: 170) states, “Literal reading involves the idea and fact that are
directly stated in the printed pages.” Through the literal reading, a reader just
recalls from his/her memory what the text says. The reader only uses information
that is explicitly stated in the text.
2.2.4.2 Interpretation
Interpretation is considered to be the higher level of the first category. It is
also called interpretation reading. It involves reading between the lines and
making inferences for greater depths of meaning. According to Smith (1980: 170),
“Interpretative reading is considered to be a higher level of thinking.” In this
level, the reader finds the information which is not explicitly stated in the passage,
using the reader’s experience and intuition, and by inferring.
2.2.4.3 Critical reading
This level of reading comprehension has a higher level of the two
categories mentioned before. Rubin (1982: 144) states, “Critical reading is at a
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higher level than the other two levels: literal and interpretative comprehension
since it involves evaluation, making of personal judgment, the reader must be able
to collect, interpret, apply, analyze, and synthesize the information.”
2.2.4.4 Creative reading
According to Harras and sulistianingsih (1997: 29), “Creative reading is
reading process to get the benefit of new knowledge in the reading passage by
identifying components idea or combining the knowledge they get before.” It is
concerned with the different thinking that has to do with various different ways of
looking the things, viewing more the actual new or alternate solution with
students areencouraged to attempt overcoming the problems in many different
ways.
2.2.5 Kind of Text in Junior High School
Based on the 2006 School-Based Curriculum or in Bahasa Indonesia
called Kurikulum Tingkat Satuan Pendidikan (KTSP), there are five types of text
which are taught in junior high school. They are descriptive text, recount text,
report text, narrative text, and procedure text. In this research, the researcher just
describes and discusses the narrative text.
2.2.5.1 Descriptive Text
Descriptive text is a text which says what a person or a thing is like. Kane
(2000: 351) states, Descriptive is about sensory experience-how something looks,
sounds, tastes. Its purpose is to describe and reveal a particular person, place, or
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thing. It uses the simple present tense. The generic structure of this text isan
introduction, series of events and personal comments.
2.2.5.2 Recount Text
Recount text is a text that re-telling the reader about one story, action or
activity, and sharing the past experience in a sequence of events. According to
Barwick (1999: 4), “A recount reconstruct part events in the time order in which
they occurred.” The social function of this text is to inform and describe
theexperience that happened in the past. It uses the simple past tense. The generic
structures of this text are orientation, series of events and personal comment.
2.2.5.3 Report Text
The report is a text which presents information about something.
According to Hyland (2009: 4), “Report is a text that consists of an organized
factual record or events or classification and description of one or many things.”
The subjects are about the phenomena of the world whether living things i.e
plants, animals, or non-living thing i.e phones, cars, volcanoes, and oceans. An
information report usually contains facts about the subjects, description, and
information on its aspects or features like appearance (parts of components),
qualities (shape, color, and behavior habits, how to reproduce, what to eat if it is
living things). A report begins with a general statement or introduction that
indicates the nature of the topic. This is followed by a description of features
relevant to the topic.
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2.2.5.4 Narrative Text
The narrative text is one of the English text types. According to Anderson
(1997: 8), “Narrative text is a piece of text which tells a story and, in doing so,
entertains or it informs the responder.” However, narrative can also be written to
teach or inform, to change attitudes or social opinions and to show the moral of a
story. Porter (2002: 12) defines narrative as “the representation of an event or a
series of events.”
Sudarwati and Grace (2007) state that there are general structures of
narrative text:
1. Orientation
In this part, the writer sets the scene: where and when the story happened,
introduces the participants of the story: who and what is involved in the story.
2. Complication
This part is called complication because the writer tells the beginning of
the problem which leads to the crisis (climax) of the main participants.
3. Resolution
The problem (the crisis) is resolved in this part. The ending can be a happy
ending or a sad ending.
Anderson (1997) states that language features usually found in a narrative
text are specific characters such as The King, time words to tell when they occur
such as one upon a time, verbs to show the action, and descriptive words to
portray the characters and settings. Besides that, the reader usually found direct
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and indirect sentences in narrative text and the writer's past tense; simple past,
past continuous and past perfect tense.
There are many types of narrative. They can be fiction or nonfiction
narrative. Narrative fiction presents an imaginary narrator’s account of a story that
happens in the imagery world. While narrative nonfiction (also call factual
narrative) presents a real-life story. The narrative may include fairly stories,
science fiction, romances, humor, horror stories, folktales, historical stories, and
mystery stories. Types of narrative text as follow:
1) Personal narrative
It is a true story about something that has happened to or been observed,
usually written from the researchers' point of view. Generally, the subject is
something that has actually happened and events are related in chronological
order. The people and the place are real.
2) Imaginative narrative
It is a fictional narrative where the details arise from the imagination of the
researcher. It is generally also narrated in chronological order, but it is fictional in
nature and has fictional characters.
2.2.5.5 Procedure Text
Procedure text is a text that explains how something works to use
instruction. According to Sudarwati and Grade (2006: 4), “Procedure helps us to
do or to make something in order to be a set of instruction or direction. The
information is presented in a logical sequence of events is broken up into small
sequenced steps. These texts are usually written in the present tense. The most
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common example of a procedural text is a recipe. The generic structure of this text
is goals, materials and methods or steps.
2.2.6 Directed Reading Thinking Activity Strategy
2.2.6.1 The Definition of Directed Reading Thinking Activity
The directed reading thinking activity is one strategy that is developed by
Stauffer in 1969 to teach reading comprehension. It is a stronger model for
building independent readers and learners. According to Opitz and Guccione
(2009: 148) stated, “Directed Reading Thinking Activity (DRTA) is a strategy
that boosts reading comprehension by making transparent how proficient readers
make and confirm predictions while they read.” It means that teaching reading by
using DRTA strategy, the students will be asked to make and confirm predictions
while they read. Then, McKenna (2002: 88) defines, “DRTA (Directed Reading
Thinking Activity) Strategy that is a reading strategy used to introduce a reading
selection and to encourage students to form predictions more purposeful.” Using
the DRTA strategy, students are guided through the process of sampling text,
making predictions based upon prior knowledge and textual information,
resampling text, and confirming or adjusting prediction in light of new
information.
Based on the explanation above, it can be concluded that DRTA (Directed
Reading Thinking Activity) Strategy is a reading strategy that helps students to
make predictions about the text before they read the text.
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2.2.6.2 Advantages and Disadvantages of Directed Reading Thinking Activity
2.2.6.2.1 Advantages of Directed Reading Thinking Activity
Any strategy that is used by the teacher in the teaching-learning process
gives purposes to the teacher and students. DRTA is a useful strategy to teach
reading comprehension. It helps students’ first encounters with a new text.
Through this guidance are able to activate their prior knowledge, makea
prediction, and questions the text in order to engage in critical thinking.
Furthermore, Tierney, Readance, and Dishner (1997: 45) draw the
advantages of DRTA as follows:
“DRTA gives the students ability a) To determine purposes for reading; b)
to extract, comprehend, and assimilate information; c) To examine reading
material based upon purposes for reading; d) To suspend judgments, and e) To
makea decision based upon information gleaned from reading.”
2.2.6.2.2 Disadvantages of Directed Reading Thinking Activity
This strategy also has disadvantages like another strategy. Disadvantages
of this strategy are a) DRTA is only useful if students have not read or heard the
text being used; b) DRTA can make classroom management become a problem.
2.2.6.2.3 Steps of Applying Directed Reading Thinking Activity
Burns, Roe, and Smith (2011) explain how to use DRTA in five steps. The
steps are as follows:
Step 1: Making Predictions from Title Clues
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Making a prediction about what will occur in a text causes students to
think about the text’s message. To encourage them to do this, write the title of the
story or chapter to be studied on the board and have students read it. Ask the
students: “What do you think this story will be about?” Give them time to
consider the question thoroughly, and let each student have an opportunity to
make predictions. All student predictions should be accepted, regardless of how
reasonable and unreasonable they may seem, but the teacher should make any
predictions during this discussion period.
Step 2: Making Predictions from Picture Clues
Have the students open their books in the beginning of the section. If there
is a picture on the first page, ask them to examine it carefully. After they have
examined, ask them to revise the predictions they made earlier, basing their new
predictions on the additional information in the picture.
Step 3: Reading the Material
Have the students read a pre-determined amount of the story to check the
accuracy of their predictions.
Step 4: Assessing the Accuracy of Predictions and Adjusting Predictions
When all students have read the first segment, lead a discussion by asking
such questions as “who correctly predicted what the story was going to be about?”
Ask the students who believe they were right to read orally to the class the parts of
the paragraph that support their predictions. Students who were wrong can tell
why they believe they were wrong. Let them revise their predictions, if necessary,
and then ask them to predict what will happen next in the story.
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Step 5: Repeating the Procedure until All Parts of the Lesson
The students repeat the making of predictions and then checking
predictions until all pre-determined segments of the story have been read.
2.3 Theoretical Framework
Reading is a language skill that involves an interactive process between
the reader and the text itself. This process requires appropriate knowledge and
understanding. Reading helps students improve their competence, ability,
knowledge, and information in the teaching-learning process. For students who
live in a non-English spoken country, it can help them to understand English
more.
Reading is not one single skill. It consists of several subskills. To master
reading, therefore, means mastering these reading subskills. The terms reading
macroskills and microskills are often used interchangeably with reading subskills,
where by the first involves understanding the ideas in the text and the latter
requires recognizing and interpreting linguistic features of the text.
In a literature review, it has been mentioned that reading comprehension
has four levels: literal comprehension, interpretative comprehension, critical
reading, and creative reading. In the literal comprehension level, reading
comprehension occurs when readers recognize the form of words and the meaning
so that explicit information can be understood. This research focused on literal
comprehension level.
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There are some kinds of text which are taught in junior high school. They
are descriptive text, recount text, report text, narrative text, and procedure text. In
the teaching and learning process, the teacher should teach all of the text in order
the students know and can distinguish the kinds of text. The narrative is a text that
is usually told about the story and also the activities happening in the past. The
main purpose of the narrative text is to entertain the readers.
Teaching-learning English in junior school demands on the active
participation of the students as the subject of four-skill implementation, listening,
speaking, writing and also reading. The success of teaching reading is influenced
by the technique that is used in the teaching process. That is why the teacher
should select the appropriate technique in teaching. In this study, Directed
Reading Thinking Activity will be chosen as one of the appropriate technique in
teaching reading. It can improve student’s reading comprehension because the
students are interacting with the material during reading and it also activates the
students’ reading background knowledge.
The procedure of directed reading thinking activity that the researcher
used to teach reading comprehension is adapted from Burns et al.(2011) as
follows:
1. Predicting
a. The teacher surveys the text with the students to look for clues about the
content of the text. The clues can be the title and picture
b. The teacher helps the students make a prediction about what they think the
text will be about.
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c. The teacher asks the students to write their predictions on the DRTA
prediction log.
2. Reading the material
a. The teacher asks the students to read a predetermined amount of the story
to confirm their predictions.
b. The teacher asks the students to place a checkmark under the appropriate
category (ranging from accurate, less accurate, to inaccurate) on the DRTA
prediction log as they read the text.
3. Confirming the predictions
a. The students have a discussion by comparing their predictions and the
actual content of the text.
b. The teacher asks the students to revise their predictions if necessary and ask
them to predict what will happen next in the story.
4. Repeating the Procedure until All Parts of the Lesson
DRTA is completed by the use of a Prediction Log to help the students to
write their predictions. The DRTA prediction log that the researcher uses as
follows:
Table 2.1
DRTA Prediction Log
Accurate
accurate
Less
Inaccurate
Prediction
1 Prediction:
Correction after Prediction:
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By applying Directed Reading Thinking Activity, it is expected that this
technique can significantly improve the students’ reading comprehension and also
the students will realize that reading is an interesting activity and easier to
understand.
2.4 Hypothesis
Based on the description above the researcher proposed the directional
research hypothesis as follows:
Directed Reading-Thinking Activity can improve the reading
comprehension of the eight students of SMP Negeri 1 Toribulu.
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CHAPTER III
RESEARCH METHOD
3.1 Research Design
In this research, the researcher will use a quasi-experimental research
design, especially a non-equivalent control group design. The sample consists of
two groups; experimental and control group. Both of these groups get pre-test and
post-test.However, the experimental group gets the treatment using a Directed
Reading-Thinking Activity strategy while the control group will betaught using
conventional teaching. After doing the treatment, both of them get a post-test in
order to see the influence of the Directed Reading-Thinking Activity strategy
during the treatment. In addition, the result of the pre-test and post-test in the
experimental or the control group is compared. The design of this research adopts
the one proposed by Cohen Manion and Marrion (2005: 218) as follows:
Experimental group: O1 X O2
Control group: O3 O4
Where:
O1 O3 = pre-test
O2 04 = post-test
X = treatment
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3.2 Population and sample
3.2.1 Population
The population is the most significant factor in conducting research.
Creswell (2005: 146) states “A population is a group of individuals who has the
same characteristic.” Referring to this, the researcher takes the eighth-grade
students of SMP Negeri 1 Toribulu that consists of four classes. The total number
of the population is 108 students. It is shown on the table below:
Table 3.1
The Distribution of students
No Classes Number of students

1 VIII A 26
2 VIII B 28
3 VIII C 26
4 VIII D 28
Total 108
3.2.2 Sample
Creswell (2005: 142) defined “A sample is a subgroup of the target
population that the researcher plans to study for generalizing about the target
population.” In sample selection, the researcher will use a purposive sampling
technique to determine the sample. The sample is determined by certain
considerations. The considerations are: (1) the classes given the same English
material by the same English teacher and (2) the students of the classes are equal
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in level of English. Therefore, VIIIC is selected as an experimental group, while
VIIIB is selected as a control group.
3.3 Research Variable
Variable is the object of research or something that becomes the concern
of the research. There are two types of variables: dependent variable and
independent variable. The dependent variable is the students’ reading
comprehension while the independent variable is the use of Directed Reading-
Thinking Activity.
3.4 Technique of Data Collection
3.4.1 Pencil and Paper Method
Pencil and paper is a method that most frequently use to collect the data.
The researcher will use the test as an instrument to collect the data. They are
delivered twice. The first is pre-test which will give before the treatment and the
second is post-test which will give after the treatment. These tests examine the
improvement reading comprehension of the eighth-grade students of SMP Negeri
1 Toribulu through Directed Reading-Thinking Activity (DR-TA).
3.4.1.1 Pre-test
The pre-test is administered to examine students’ ability in
comprehending a narrative text. The pre-test is fifteen questions in the form of
multiple-choice and essay. The researcher asks the students to read narrative
passages. Next, they are have to answer the questions based on the texts. The
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students have to do this test individually. The scoring system is presented on the
following table:
Table 3.2
Scoring System
Number of Score of Each Maximum

No. Kinds of Test
Items Correct Items Score
1 Multiple Choice 10 1 10
Total 10 10
Adopted from KTSP 2006
3.4.1.2 Post-test
The post-test will give to the experimental and control group. In the
experimental group, the post-test will be give after applying the treatment. This
test is administered to examine whether or not a student’s reading comprehension
is improving after using DR-TA as a strategy. The post-test will design in the
same form as the pre-test.
3.5 Treatment
After conducting the pre-test to the experimental group then the researcher
will give treatment to the students. It will held for eight meetings. In order to
apply the treatment, the researcher does some activities as stated in the following
teaching outline.
26
Table 3.4
Teaching Outline
Meetin Topic Teacher Students

g
 Ask the students Pay attention to the picture and title
to work in a text.
group. Make the predictions.
 Show the picture List the prediction in the DRTA
and title of the prediction log.
text. Read the first part of the text.
 Ask the students Put a tick in the appropriate column
to make the of the DRTA prediction log to
prediction of text indicate if the prediction is accurate,
by giving less accurate or inaccurate.
questions. Discuss the prediction,
 Ask the students Revise the predictions if necessary.
to list their Predict what will happen next in the
predictions in the story.
DRTA prediction Repeat the steps (predict-read-
log. confirm) until finishing reading the
1st Woman  Ask the students
and the story).
to read the first Answer the comprehension
Wolves part of the text to question.
confirm their
predictions.
 Ask the students
to put a tick (√)
in the appropriate
column of DRTA
prediction is
accurate, less
accurate or
meeting as they
read the text.
to have a
discussion by
comparing their
predictions and
the actual content
of the text.
to revise their
predictions if
27
necessary.
 Ask them to
predict what will
happen next in
the story.
to do thesame
activity of the
predict-read-
confirm cycle to
theend of the
text.
 Facilitate the
students to find
the reference and
specific
information.
to answer the
comprehension
question.
to work in a of the text.
prediction of text indicate if the prediction is accurate,
by giving less accurate or inaccurate.
questions. Discuss the prediction.
Mouse DRTA prediction
2nd Deer and Repeat the steps (predict-read-
MR.  Ask the students
Crocodile story).
part of the text to question.
confirm their
predictions.
to put a tick (√)
in the appropriate
28
column of the
DRTA prediction
log to indicate if
the prediction is
accurate, less
accurate or
inaccurate as
they read the
text.
to have a
discussion and
the actual content
of the text.
to revise their
predictions if
necessary.
 Ask them to
predict what will
happen next in
the story.
to do the same
activity of the
predict-read-
confirm cycle to
the end of the
text.
 Facilitate the
students to find
the main idea and
specific
information.
to answer the
comprehension
question
to work in pair. of the text.
 Show the picture Make the predictions.
and title of the List the prediction in the DRTA
text. prediction log.
 Ask the students Read the first part of the text.
to make the Put a tick in the appropriate column
29
prediction of text of the DRTA prediction log to
by giving indicate if the prediction is accurate,
questions. less accurate or inaccurate.
 Ask the students Discuss the prediction.
to read the first Revise the predictions if necessary.
part of the text to Predict what will happen next in the
Woman confirm their story.
rd
3 and the predictions. Repeat the steps (predict-read-
Wolves  Ask the students confirm) until finishing readingthe
to put a tick (√) story).
in the appropriate Answer the comprehension
column of DRTA question.
prediction is
accurate, less
accurate or
inaccurate as
they read the
text.
to have a
discussion by
comparing
theirpredictions
and the actual
content of the
text.
to revise their
predictions if
necessary.
 Ask them to
predict what will
happen next in
the story.
to do the same
activity of the
predict-read-
confirm cycle to
theend of the
text.
 Facilitate the
students to find
the main idea and
reference.
30
to answer the
comprehension
question.
to work in a of the text.
The prediction of text indicate if the prediction is accurate,
4th Rabbit by giving less accurate or inaccurate.
and questions. Discuss the prediction.
theTurtle  Ask the students Reviset he predictions if necessary.
DRTA prediction Repeat the steps (predict-read-
 Ask the students story).
confirm their
predictions.
to put a tick (√)
in theappropriate
column of DRTA
prediction is
accurate, less
accurate or
inaccurate as
they read the
text.
to have a
discussion by
comparing their
predictions and
the actual content
of the text.
to revise their
predictions if
necessary.
31
 Ask them to
predict what will
happen next in
the story.
to do the same
activity of the
predict-read-
confirm cycle to
theend of the
text.
 Facilitate the
students to find
the reference and
specific
information.
to answer the
comprehension
question.

to work in pair of the text.
 Show the picture Make the predictions.
and title of the List the prediction in the DRTA
text. prediction log.
 Ask the students Read the first part of the text.
to make the Put a tick in the appropriate column
prediction of text of the DRTA prediction log to
by giving indicate if the prediction is accurate,
questions. less accurate or inaccurate.
 Ask the students Discuss the prediction.
5th Sangkuria to list their Revise the predictions if necessary.
ng predictions in the Predict what will happen next in the
DRTA prediction story.
log. Repeat the steps (predict-read-
 Ask the students confirm) until finishing reading the
to read the first story).
part of the text to Answer the comprehension
confirm their question.
predictions.
to put a tick (√)
in the appropriate
column of the
32
DRTA prediction
log to indicate if
the prediction is
accurate, less
accurate or
inaccurate as
they read the
text.
to have a
discussion by
comparing their
predictions and
the actual content
of the text.
to revise their
predictions if
necessary.
 Ask them to
predict what will
happen next in
the story.
to do thesame
activity of the
predict-read-
confirm cycle to
the end of the
text.
 Facilitate the
students to find
the main idea and
specific
information.
to answer the
comprehension
question.
to work of the text.
individually. Make the predictions.
 Show thepicture List the prediction in the DRTA
33
to of the DRTA prediction log to
makethepredictio indicate if the prediction is accurate,
n of text by less accurate or inaccurate.
giving questions. Discuss the prediction.
6th Snow prediction in the story.
White DRTA prediction Repeat the steps (predict-read-
 Ask the students story).
confirm their
predictions.
to put a tick (√)
in the appropriate
column of the
DRTA prediction
log to indicate if
the prediction is
accurate, less
accurate or
inaccurate as
they read the
text.
to have a
discussion by
comparing their
predictions and
the actual content
of the text.
to revise their
predictions if
necessary.
 Ask them to
predict what will
happen next in
the story.
to do the same
activity of the
predict-read-
34
confirm cycle to
the end of the
text.
 Facilitate the
students to find
the reference and
specific
information.
to answer the
comprehensionqu
estion.
3.6 Data Analysis Technique
In gaining the data, the researcher will analyze the students’ standard score
after giving their scores in pre-test and post-test. The researcher will apply simple
statistical analysis. Firstly, in analyzing the individual score of students, the
researcher will use formula that suggested by Arikunto (2002:225) as follows:
x
Ʃ= n x100
Where:
Ʃ = standard score
x = raw score
n = maximum score
100 = constant score
Then, the researcher will analyze the mean score of each test. A formula
that stated by Ary, et al. (2010:108-109) as follows :
∑X
X =
N
Where:
35
X = mean score
∑X = sum of raw scores
N = total of students
After get the value of the mean score of the students (both pre-test and
post-test), the researcher will analyze the value of deviation to get the value of
standard error by using the formula that is stated by Ary, et al. (2010:115) as
follows:
Formula of deviaton :
x = X-X
Where:
x = deviation score
X = raw score
X = mean
The researcher will calculate the mean deviation between pre-test and
post-test. He will apply the formula proposed by Arikunto (2006:307) as follows:
a. The formula of experimental class :
∑x
Mx=
N
b. The formula of control class :
∑y
My=
N
Where:
Mx = Mean score of deviation of experimental class

My = Mean score of deviation of control class
∑x = The total score of experimental class
∑y = The totol score of control class
N = Numbers of students
36
After that, the researcher will count the sum of squared deviation by using
formula that is proposed by Arikunto (2006: 308) as follows:
a. The formula for experimental class :
∑x2 = ∑ x 2−¿ ¿
b. The formula for experimental class :
∑y2 = ∑ y 2−¿ ¿
Where:
∑x2 = Sum of squared deviation of experimental class

∑y2 = Sum of square deviation control class
N = Number of students
To find out whether the students’ pre-test and post-test have significant
difference, the researcher will use the formula that is proposed by Arikunto (2006:
308) as follows:
M x −M y
t=
∑ x 2+ ∑ y 2
√( Nx+ Ny−2 )( 1
+
1
Nx Ny )
Where:
T = t-counted
Mx = mean score of experimental group
My = mean score of control group
∑x2 = sum of square deviation of experimental group
∑y2 = sum of square deviation of control group
Nx = number of strudents in experimen group
Ny = number of students in control group
37
3.7 Testing Hypothesis
To find out whether the hypothesis of this research is accepted or rejected,
the researcher will use a testing hypothesis with the following criteria:
If the t-counted is higher or equal than f-table it means that the hypothesis of the
research is accepted. It means The Directed Reading Thinking Activity is
effective in improving reading comprehension. If the f-counted is lower or than t-table it
means that the hypothesis of the research is rejected or the Directed Reading
Thinking Activity which is applied by the researcher does not give any
contributions to improve student’s reading comprehension.
38
Month in 2019/2020
No Activities
January February March April May June
1 2 3 4 5 1 2 3 4 1 2 3 4 1 2 3 4 5 1 2 3 4 1 2 3 4
Proposal
1
Preparation
Proposal
2
Seminar
3 Collecting Data
4 Pre-test
5 Treatment
6 Post-test
7 Analysing Data
Seminar of
8
Findings
9 Writing Journal
Skripsi
10
Examination
39
REFERENCE
Alyourself, H.S. (2006). Teaching Reading Comprehension to ESL/EFL Learners.

Journal of Language and Learning, 5 (1): 64.
Anderson, M. (1997). Text Type in English 2.Australia: Macmillan.
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices.

New York: Longman.
Barwick, J (1999). Targeting Text. New South Wales: BlakeEducation
Creswell, J.W. (2005).Educational Research: Planning, Conducting, and

Evaluating Quantitative and Qualitative Research. (4th ed.). New Jersey:
Pearson Education, inc
Cohen, I.., Manion, L. &Marrison, K (2005). Research Method in Education
(5th ed.). London: Taylor and Francis
Fatmawati, N. (2015). The Influence of Directed Reading-Thinking Activity

(DRTA) Strategy on students’ Reading Comprehension of Narrative Text
(A Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri
10 Kota Tanggerang Selatan). Published Skripsi. Jakarta: Syarif
Hidayatullah State Islamic University.
Fisher, D& Frey, D (2008). Better Learning Through Structured Teaching: A

Framework for the Gradual released of responsibility. Alexandria:
VA:ASCD
Gay, L.R. (1996). Educational Research. New Jersey: Prentice Hall, Inc.
Halimah, M (2013). The Effectiveness of Using Directed Reading Thinking

Activity Strategy to Improve the Students’ Ability in Finding Main Idea
and Word Meaning of the Eleventh Grade Students ofMAN Kutowinangun
in the Academic Year 2012/2013. Published Skripsi. Purworejo
Muhammadiyah University of Purworejo
Harras, & Sultia ningsih, L. (1997). Materi Pokok Membaca 1. Jakarta:

Departemen Pendidikan dan Kebudayaan.
Hyland, K. (2009) Academic Discourse. London; Continuum
Kane, T.S. (2000), The Oxford Essential Guide to Writing. New York: Oxford
University Press
KTSP. (2006), Kurikulum Tingkat Satuan Pendidikan: Bahasa Inggris. Jakarta:

Departemen Pendidikan Nasional.
40
Margono, S. (1996). Methodology Penelitian Pendidikan. Jakarta: RinekaCipta.
Mckenna, M. (2002). Help for Struggling Readers Strategies for Grade 3-8. New
York: Guilford Publications.
Opitz,M.F &Guccione, L.M (2009). Comprehension and English Language

Learners. Portsmouth, NH : Heinemann
Porter, A.H. (2002). The Cambridge Introduction to Narrative. Cambridge

University Press.
Richards, J.C&Renandya, W.A (2002). Methodology in Language Teaching: An

Anthology of Current Practice.Cambridge: Cambridge University Press.
Roe, B., Smith, H. S & Burns. C. P (2011). Teaching Reading in Today ’s

Elementary Schools, USA: Wadsworth
Rubin, D. (1982). A Practical Approach to Teaching Reading. New York: CRS

College Publishing.
Smith, R,J (1980). Teaching Children to Read. Newbury House: Published

Inc.USA.
Snow, C. E, (2002). Reading for Understanding: Toward AReseach and

Development Program in Reading Comprehension. Pittsburgh: RAND.
Spratt, M., Pulverness. M & Williams M. (2005). The TKT (Teaching Knowledge
Test) course. Cambridge:Cambridge University Press.
Sudarwati, Th. M., & Grace, E. (2007). Look Ahead An English Course for Senior
High School Students Year IX. Jakarta: PenerbitErlangga.
Tierney,R., Readeance,J. & Dishner. (1997). Reading Strategies and Practice.

Needham Heights, MA: Simon and Schuster Company.
Wainwright, G.R (2007). How to Read Faster and Recall More. Oxford: How To
Books.
41
PRE-TEST
A. Choose the correct answer (a,b,c or d) based on the text!
The Lion And The Mouse
Once when a lion was a sleep, a little mouse began running up and down
upon him; this soon awoke the lion, who placed his huge paw upon the mouse,
and opened his big jaws to swallow him.
“Pardon, Oh King, “cried the little mouse “forgive me this time. I shall
never forget it: who knows I may be able to do you a good turn some of these
days? ”. The lion was so tickled at the idea of the mouse being able to help him.
Then he lifted up his paw and let him go.
One day the lion was caught in a trap. Some hunters who wanted to carry
him alive to the king, tied him to a tree while they went in search of a wagon to
carry him in. Just then the little mouse happened to pass by and see the sad plight
in which the lion was.The little mouse went up to him and soon gnawed away the
ropes that bound the king of the beasts. Soon after the little mouse had finished
gnawing away the ropes, he asked the lion to run way.
1. Paragraph three mainly tells that…
a. The little mouse asked forgiveness
b. The lion was tied to a tree by the hunters
c. The little mouse could prove that he could help the lion
d. From the first, the lion believed in what the little mouse said
2. What is the best title from the text?
a. The hunters and the lion
b. The lion and the mouse
c. The hunters and the mouse
d. The lion ate the mouse
3. What did the little mouse do to prove his word?
a. He would never forget the lion
b. He tried hard to help the lion free
c. He ran up and down upon the lion
42
d. He tied the lion to the tree so that hunters could carry him
4. He asked the lion to run away. (The last paragraph) the underlined word refers
to…
a. The lion
b. The hunter
c. The little mouse
d. The mouse
Olih and his mother loved helping people; although, they were poor.
That’s why, people loved them because they were not only kind but also
generous.
One evening, there were seven old women came to their house. They
asked for food and a place to stay. Olih his mother gave them food and let those
women stay with them. They were very thankful to Olih and his mother because
of their generosity.
In the morning, Olih’s mother asked him to wake those women up.
Suddenly, Olih screamed.
“Mom, please come here!” Olih’s mother rushed to the bedroom and
found abundant rice. The seven old women were not there. Instead, there was a
beautiful little girl. She told Olih and his mother that her father had sent her to
their house. He had asked her to give delicious rice as a refund for their kindness.
They called the rice beraspulut or glutinous rice, which means sticky and delicious
rice. Olih and his mother did not forget to give some rice to their neighbors.
5. What is the main idea of paragraph 1?
a. Olih and his mother help seven old women
b. Olih and his mother were not kind
c. Olih and his mother were poor
d. Olih and his mother loved helping people.
6. Why the seven old women were pleased to and his mother?
a. Because Olih and his mother gave them food
b. Because Olih and his mother did not give food
c. Because Olih and his mother did not give food
43
d. Because Olih and his mother were girl
7. The seven old women were not there. (Paragraph 3), the underlined word refers
to…
a. In the kitchen
b. In the bathroom
c. In the house
d. In the bedroom
A fox fell into a well and couldn’t get out. By and by a thirty goat came along.
Seeing the fox in the well it asked if the water was good. “Good”, said the fox.
“It’s the best water I’ve tasted in all my life. Come down and try it yourself. “The
goat thought of nothing but how thirsty he was. So he jumped into the well. When
he had drunk enough he looked around but there was no way to get out. Then the
fox said, “I have a good idea. You stand on your hind legs and put your forelegs
against the side of the well. Then I’ll climb on your back, from there I’ll step on
your horns, and I can get out. And when I’m out I’m out I’ll help you out of the
well. Then he coolly walked away. The goat called out loudly after him out. The
fox merely turned to him and said, “If you only has as much sense in your head as
you have hairs in your beard you wouldn’t have jumped into the well without
making sure that you could get out again.
8. Which of the following could be best title?
a. The fox and the goat
b. A clever goat
c. A kind fox
d. The smartest animals
9. Why did the goat jump into the well? Because…
a. He was hungry
b. He was sad
c. He was thirsty
d. He was lazy
44
10. “The fox got on his back and so out of the well”. The underlined word refers
to…
a. The goat
b. The fox
c. The goat and the fox
d. The water
Answer Key
A.
1. B 6. A
2. D 7. D
3. B 8. A
4. C 9. C
5. D 10.A
45
POST-TEST
A. Choose the correct answer (a,b,c or d) based on the text!
The Ant and the Dove

One hot day, an ant was searching for some water. After walking around
for some time, she come to a spring.
To reach the spring she had to climb up a blade of grass. While making her
way up, she slipped and fell into the water.
She could have drowned if a dove up a nearby tree had not helped her.
Seeing that the ant was in trouble, the dove quickly plucked a leaf and
dropped it into the water near the struggling ant. The ant moved towards the
leaf and climbed up there. Soon, it carried her safely to dry ground.
Just as that time, a hunter nearby was throwing out his net towards the
dove, hoping to trap it. Guessing what he was about to do, the ant quickly bit
him on the heel. Feeling the pain, the hunter dropped his net. Quickly, the
dove flew away to safety.
1. What is the main idea of the paragraph 1?
a. An ant come to a spring.
b. Ant ant was searching for some water.
c. An ant slipped and fll into the water.
d. An ant could have drowned if a dove up nearby tree had not helped
her.
2. “While making her way up, she slipped….”(line 1 paragraph 2) the
underlined word refer to ….
a. An ant
b. The Dove
c. The water
d. A hunter
3. What did the dove do to save the ant?
a. It climbed the nearby tree
46
b. It carried the ant to dry ground.
c. It saw the ant struggling.
d. It dropped a leaf.
4. “Soon, it carried her safely…” (paragraph 3) The underlined word refers
to the….
a. Ant
b. Leaf
c. Dove
d. Spring
Once upon a time, there was a beautiful place called Neverland where
Peter Pan and Tinker Bell lived. Not so far from this place is the city of London
where John. Wendy, and Michael Darling lived. They really loved the story of
Peter. One day Peter Pan appeared and asked the children to fly to Neverland.
They were very excited to see the scenery and beauty of Neverland. Then they
were surprised to know the existence of a cruel pirate called Captain Hook. One
day Captain Hook Captured Tinker Bell and forced her to show Peter pan’s place.
In doing so, Captain Hook frightened the children by putting them on the plank.
Suddenly Peter Pan appeared and stopped everything. In a fierce duel, he

threw Hook and all the pirates overboard. Hook was chased away by a crocodile,
and nobody cared to save him.
The Darling’s were so happy and thankful to Pater Pan. They told Pater
their intention to go home. With the sprinkle of Thiker Bell’s, Pixie Dust, Captain
Hook’s pirate ship was sailing through the skies of Neverland heading back to the
Darlings’ home in London.
5. What is the main idea of the third paragraph?

a. Peter Pan saved the Darlings
b. The pirates thrown away
c. Tinker Bell flew to Neverland
d. The Darlings intended to go home
47
6. “They really loved the story of Peter” (Paragraph 1) The underlined word
refers to…
a. Peter pan and Tinker Bell
b. Catain Hook and Peter pan
c. John, Wendy and Michael
d. John Wendy and Peter Pan
7. Where did Peter pan lived?
a. London
b. Neverland
c. Pirate ship
d. House
Once upon a time, a rabbit wanted to cross a river but could not swim. He
had an idea. He saw a boss of crocodile swimming in the river. The rabbit asked
the boss of crocodile, “How many crocodiles are there in the river?” The boss of
crocodile answered, “we are twenty here,” “where are they?” the rabbit asked for
the second time, “what is it for?” the boss of crocodile asked.
“All of you are good, nice, gentle and kind, so I want to make a line in
order. Later I will know how kind you are,” said the rabbit. Then, the boss of the
crocodile called all his friends and asked them to make a line in order from one
side to the other side of the river. Just then, the rabbit started to count while
jumping from one crocodile to another: one…two…three…four…until twenty,
and finally, he thanked all crocodiles because he had crossed the river.
8. The story mainly tells us about…

a. A rabbit and Twenty crocodiles
b. The boss of the crocodile
c. Twenty crocodiles
d. A rabbit and the boss of crocodile
9. …but he could not swim… (paragraph 1) The underlined word refers to …
a. The crocodile
b. The crocodiles
48
c. The rabbit
d. The rabbits
10. From the text, what did the rabbit want ?
a. He wanted to cross the river
b. He wanted to swim
c. He wanted count the crocodile
d. All are wrong
Answer Key
A.
1. B 6. C
2. A 7. B
3. A 8. A
4. B 9. C
5. D 10.A
49
LESSON PLAN
School : SMPN 1 Toribulu

Subject : English
Class/Semester : VIII/2
Time Allocation : 2 x 40minutes (6 meetings)
A. Standard Competences
 KI1 dan KI2: Menghargai dan menghayati ajaran agama yang dianutnya
serta Menghargai dan menghayati perilaku jujur, disiplin, santun, percaya
diri, peduli, dan bertanggung jawab dalam berinteraksi secara efektif sesuai
dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat
dan lingkungan alam sekitar, bangsa, negara, dan kawasan regional.
 KI3: Memahami dan menerapkan pengetahuan faktual, konseptual,
prosedural, dan metakognitif pada tingkat teknis dan spesifik sederhana
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya dengan wawasan kemanusiaan, kebangsaan, dan kenegaraan terkait
fenomena dan kejadian tampak mata.
 KI4: Menunjukkan keterampilan menalar, mengolah, dan menyaji secara
kreatif, produktif, kritis, mandiri, kolaboratif, dan komunikatif, dalam ranah
konkret dan ranah abstrak sesuai dengan yang dipelajari di sekolah dan
sumber lain yang sama dalam sudut pandang teori.
B. Basic Competence and Indicators
Basic Competences Indicators
3.14 Memahami fungsisosial, struktur  Find the main idea and reference of
teks, dan unsure kebahasaan dari the text
teks naratif berbentuk fabel, sesuai

 Find the specific information of the
dengan konteks penggunaannya
text.
3.18 Menangkap makna teks naratif
lisan dan tulis, berbentuk fable
pendek dan sederhana
penggunaannya
50
C. Learning Objectives
After following the learning process, students are expected to be able to:
 Find the main idea and reference of the text

 Find the specific information of the text.
D. Learning Material
 Social Function
Obtain/provides entertainment, exemplary value of entertainment
 Text structure
 Orientation
 Evaluation
 Crisis
 Resolution
 Re-Orientation
 Language elements
 Declarative and interrogative sentences in the simple past tense
 Adverb phrase: a long timeago, once upon a time, in theend,happily
ever after
 Singular and plural with or without a, the, this, those, my, their, etc.
 Pronunciation, word pressure,intonation, spelling, punctuation,and
handwriting.
 Topic
Cerita yang memberikanketeladanan dan dapatmenumbuhkanperilaku
yangtermuat di KI.
E. Learning Method
Scientific Approach
F. Media and Learning Source
 Learning Media:
 Worksheet
 Learning Source:
51
 http://Mahir-msoffice.blogspot.com/2016/03/contoh-narrative-text-
pilihan.html?m=
 https://www.itapuih.com/2017/05/narrative-text.html?m=1
 Https://Mahir-msoffice.blogspot.com/2016/03/contoh-narrative-
text-pilihan.html?m=
 https://britishcourse.com/contoh-narrative-text-the-rabbit-and-the-
turtle-beserta-terjemahannya.php.
 https://Englishadmin.com/2018/12/65-contoh-narrative-text-
legend.html.
 https://Englishadmin.com/2018/12/65-contoh-narrative-text-
legend.html.
G. Learning Activities
1. Meeting 1
No Activities Times
1 Pre-Activity 10
minutes
 The teacher greets the students.
 Teacher checks the attendant list.
2 While-Activity 70
 Teacher asks the students to work in group minutes
 Teacher and the students practice DRTA strategy as follow:
 Predict
a) The teacher shows the picture and title of the text.
b) The teacher asks the students to make the
prediction of text by giving questions like:Based
on title (and picture) what do you think this story
will be about?What do you think might happen in
this story?
c) The teacher asks the students to list their
predictions in DRTA prediction log.
52
 Read
a) The teacher asks the students to read the the first
part of text to prove their prediction.
b) The teacher asks the students to put a thick (√) in
the appropriate column of DRTA prediction log to
indicate if the prediction is accurate, less accurate
or inaccurate as they read the text.
 Confirm the Predictions
a) The students have a discussion by comparing their
predictions and the actual content of the text.
b) The teacher asks the students to predict what might
happen in the next part of text.
 Repeat the activity of predict-read-confirm cycle to the end
of the text.
a) Teacher facilitates the students to find specific
information and references.
b) Teacher asks the students to do the task in group.
3 Post activity 10
 Students do the evaluation individually minutes
 Students conclude the material guided by the teacher.
 Close the lesson.
53
2. Meeting 2
No Activities Times
1 Pre-Activity 10
minutes
2 While-Activity 70
 Predict
this story?
 Read
c) The students have a discussion by comparing their
d) The teacher asks the students to predict what might
of the text.
54
3 Post activity 10
3. Meeting 3
No Activities Times
1 Pre-Activity 10
minutes
2 While-Activity 70
 Predict
this story?
 Read
55
of the text.
3 Post activity 10
4. Meeting 4
No Activities Times
1 Pre-Activity 10
minutes
2 While-Activity 70
 Predict
this story?
56
 Read
of the text.
c) Teacher facilitates the students to find specific
a) Teacher asks the students to do the task in group.
3 Post activity 10
5. Meeting 5
No Activities Times
1 Pre-Activity 10
minutes
2 While-Activity 70
57
 Predict
this story?
 Read
of the text.
3 Post activity 10
58
6. Meeting 6
No Activities Times
1 Pre-Activity 10
minutes
2 While-Activity 70
 Predict
this story?
 Read
c) The students have a discussion by comparing their
a) The teacher asks the students to predict what might
of the text.
59
3 Post activity 10
H. Assessment
The Scoring System of the Test
No Kinds of test Items Score of items Maximum score

1 Multiple Choice 10 1 10
2 Essay 5 3 5
Total 15 25
Palu, Januari 2020

English Teacher Researcher
Dian Endraningtyas, S.Pd Arya Setiawan

NIP. 19831014 201001 2 18 NIM. A12116076
60
Exercise
1. Meeting 1
Woman and the Wolves
A long time ago, very few people lived in the New Territories. There were
only a few villages. If the people wanted to go from one village to another, they
often had to pass through wild and unsafe forest.
One day, a farmer’s young wife went to the next village to visit her own
mother and brother. She brought along her baby son. When it was time for her to
leave, her brother said “it is getting dark. Let my son, Ah Tim go with you
through the forest.”
So Ah Tim led the way and the young woman followed behind, carrying
her baby. When they were in the forest, suddenly they saw a group of wolves.
They began to run to avoid danger, but Ah Tim kicked against a stone and fell
down. At once the wolves caught him. The young woman cried to wolves, “please
eat my own son instead.” Then, she put her baby son on the ground in front of the
wolves and took her nephew away.
Everyone understood that this was because the woman was very good and
kind. She had offered her own son’s life to save her nephew.
They ran back to the house and called for help. All men in the village
fetched thick sticks and went back with her into the forest. When they got there,
they saw something very strange. Instead of eating the woman’s baby the wolves
were playing with him.
A. Multiple Choice
Direction: choose a, b, c or d as the best answer for the following sentence!
1. What separated between one village to another a long time ago in the New
Territories?
a. Another village c. Forests
b. Mountains d. Hills, Towers and Logs.
61
2. Who was Ah Tim?
a. The young woman’s brother c. The young woman’s brother and nephew.
b. The young woman’s son d. The young woman’s brother’s son.
3. Who walked in front when they were in the forest?
a. Ah Tim b. The woman c. The woman’s son d.Her brother’s
nephew
4. How could the wolves catch Ah Tim?
a. He was afraid c. He ran slowly
b. He was stumbled by a stone d. The woman cried
5. The woman gave her son to the wolves because …
a. She loved her nephew than her son
b. She thought about how her brother would be
c. She wanted her son was eaten by the wolves
d. She was crazy
6. What did the villagers bring sticks for?
a. For the weapon to beat the wolves
b. To bring the woman’s nephew
c. For fire the woods
d. For building a house for the woman
7. “all men in the village fetched thick stick …”
The underlined word has a similar meaning to:
a. Caught b. Got c. Hit d. Lifted
8. From the passage we learn that what the villagers were …
a. Located in one huge area c. Wild and unsafe
b. Separated by untamed jungles d. Dark and very dangerous
9. The brother let her son with his aunt as she left home because …
a. Ah Tim wanted to see the wolves
b. Ah Tim was bored to live with his parents
c. The baby was too cute to be alone
d. Ah Tim would be a guardian for them
10. What is the purpose of the writer by writing the story above?
a. To describe the danger of the villages
b. To entertain the readers of the story
c. To explain how important a relative is
62
d. To narrate how the wolves were playing with the baby
2. Meeting 2
MOUSE DEER AND MR. CROCODILE
One day, a mouse deer was walking by the river. He was very starving
because he hadn't eaten since morning. It was midday. But he found nothing in
the land but dying trees. "Huh... I hate this branches, I don't like it!"
Across the river, there was green grassland, with young leaves. 'Hmm.. it
seems delicious' imagined the mouse deer, 'but how can I get there? I can't swim,
the current is very rapid?'
The mouse deer was figuring out the way how to reach there. Suddenly,
he jumped to the air,' aha. he then walked to the edge of the river. He didn't see
the reflection because the water flowed very fast. He dipped one of his fore legs
into the water. A few moment later, appeared Mr. Crocodile showing his sharp
teeth. He laughed then, "Ha... ha... ha, you can't run away from me, you’ll be my
tasty lunch!" said the crocodile. “Of course, I can't. You are very strong, Mr.
Croco," replied the mouse deer frightenedly. Then, the other crocodiles
approached moving slowly. They approached the edge of the river.
"But, before you all have a party, I wonder how many your members are
there in the river. If I know your number exactly, I can distribute my meat
evenly," said the mouse deer.
"Oh. o, great, good idea! But we are a large group, I can't count it
precisely," Mr. Croco moaned. "Leave it to me, and I can make it for you!" Now,
can you ask the others to line up, from one edge to the other edge of the river?
The mouse deer requested. Then the crocodiles arranged themselves in line from
one edge to the other edge of the river. The mouse deer jumped to the body of
one crocodile to the others while he was counting, 'one, two, three; and so forth
up to ten. Then at last he arrived at grassland, and he thanked to the dumb
crocodiles.
A. Multiple Choice
1. From the text we know that …
63
a. The mouse deer is a smart animal c. Mr.Croco is a friend of mouse deer
b. The mouse deer is a good friend d. Mr.Croco can take the apple
2. What is the main idea of paragraph 3?
a. The mouse deer tried to find out how to get there
b. Mr.Croco appeared on the surface of the river
c. The mouse deer was hungry
d. The mouse deer and Mr.Croco are friend
3. What can we learn from the story?
a. Be a smart boy in every condition
b. There’s always a bigger enemy in this life
c. Always grab an opportunity before you
d. Your friend can be your enemy
4. Why did the mouse deer want to go to the across of the river?
c. Because he was very hungry c. He wanted to eat some dying trees
d. Because he wanted to cheat Mr. Croco d. He was afraid of the current
of the river
5. How many crocodiles were there in the story above?
c. Three crocodiles c. Thirteen crocodiles
d. Ten crocodiles d. Not mentioned
6. “… but we are a large of group, I can’t count it precisely,” the underlined word
has closest meaning with …
b. Accurately b. Objectively c. Definitely d.
Obviously
7. After reading the text, we may conclude that the mouse deer was …
c. Very greedy animal c. Dumb animal
d. Cunning animal d. Frightened animal
8. "Ha... ha... ha, you can't run away from me, you’ll be my tasty lunch!" (paragraph
3).
The underlined word refers to …
a. The Mouse deer c. The Crocodiles
b. The dying trees d. The Apple
9. Where do you think the story happened?
a. In the river b. In the park c. In the woods d. In the zoo
10. Who is the main actor on that text?
64
a. The Mouse deer b. Mr.Croco c. The dying trees d. The
apple
3. Meeting 3
Woman and the Wolves
On the night of the flood, Mr.Sarkawi and his wife were on their way
home from visiting her brother in another village. They went home by bicycle,
Mr.Sarkawi peddling and Mrs.Sarkawi on the back seat. They just left his
brother’s village when it suddenly began to rain. They stopped at the side of the
road and wheeled the bicycle under a shade. It was a hut belonging to
Mr.Sarkawi’s neighbor.
The rain did not stop. It even got heavier and heavier, water poured down
very hard. Dark clouds hung heavily in the sky. They started to get tired and
worried. ‘this will take a long time, Mrs.Sarkawi said. Mr.Sarkawi thought the
same thing. ‘we must get moving’ he said. ‘the children might be in danger,’ His
wife agreed and she took the raincoat from her bag.
They were on the bicycle again, under one raincoat.Mr.Sarkawi peddled as

fast as he could and the rain poured even harder. Suddenly, they heard the sound
of kentongan from the direction of their village. Mr.Sarkawi tried to paddled
harder. Mrs.Sarkawi got very worried, too. But she kept silent. They knew that
something bad was happening in their village.
They finally reached the gate of their village. The road was flooded. The
water rose knee-high. People were running in and out their houses. Now
Mr.Sarkawi had to push the bicycle toward their house. He put the bicycle in the
shade and they burst into their house. Their two children were pushing chairs to
the side of the room. They were glad that their parents were home. Now,
everybody was busy packing some clothes and other things. Outside, the water
rose still higher. They gathered their bags and things in the front room. They
waited for the truck that would take them to safer place.
65
A. Multiple Choice
1. The story is mainly about …

e. The flood c. Mr.Sarkawi’s children
f. Mr.Sarkawi’s bicycle d. Mr.Sarkawi’s village
2. The main idea of paragraph 1 is …
e. It suddenly began to rain
f. Two people went home from visiting
g. Mr.Sarkawi only had one bicycle for two persons
h. Mr.Sarkawi and his wife are visiting his brother
3. It started to rain …
c. When Mr. and Mrs. Sarkawi were still in their brother’s house
d. Before they reached their house
e. Just after they left their brother’s house
f. After they went home
4. Mr. and Mrs. Sarkawi got tired and worried because …
e. They were in danger c. They got tired
f. They had only one raincoat d. They didn’t agree with each other
5. Mr. and Mrs. Sarkawi knew that something bad was happening in their village
from …
a. The sound of the water on the hut c. The sound of kentongan
b. The sound of the rainwater d. The sound of the people in
the village
6. How many people in the text?
a. 2 b. 3 c. 4 d. 5
7. Who is the main actor on that text?
a. Mr.Sarkawi b. Mr.Jamaldi c. Mr.Munir d.
Mr.Dino
8. ‘Flood’ in that text means …
a. Gempa b. Banjir c. Hujan d. Halilintar
9. How many children who pushing the chairs?
a. One b. Two c. Five d. Many
10. What is the suitable title for that text?
66
Hood b. Hurricane c. Rain d. Warm
4. Meeting 4
THE RABBIT AND THE TURTLE
One day a rabbit was boasting about how fast he could run. He was laughing at
the turtle being so slow.
Much to the rabbit’s surprise, the turtle challenged him to a race. The rabbit
thought this was a good joke and accepted the challenge. The fox was to be the
umpire of the race. As the race began, the rabbit raced way ahead of the turtle, just
like everyone thought.
The rabbit got the half-way point and could not see the turtle everywhere. He was
hot and tired and decided to stop and take a short nap. All this time the turtle kept
walking step by step. He never quit no matter how hot or tired he got. He just kept
going.
However, the rabbit slept longer than he had thought and woke up. he could not
see the turtle anywhere! He went at full-speed to the finish line but found the turtle
there waiting for him.
A. Multiple Choice
1. What kind of the text above?

a. Report text c. Narrative text
b. Procedure text d. Descriptive text
2. What is the purpose of the text above?
a. To inform the readers about the race
b. To entertain the readers
c. To tell the readers about how to run fast as a rabbit
d. To describe about the turtle
3. Who was boasting?
a. Rabbit c. Fox
67
b. Turtle d. other animals
4. Who could run fast?
g. Turtle b. Fox c. Monkey d. Rabbit
5. Who wanted to challenge the rabbit to a race?
i. Turtle b. Fox c. Monkey d. Rabbit
6. What happened at the start of the race?
g. The turtle laughed at the rabbit c. The turtle killed the rabbit
h. The rabbit ran ahead d. The fox stops the turtle
7. What happened at the half-way point?
g. The turtle laughed at the rabbit c. The rabbit stopped to take a nap
h. The rabbit ran ahead d. The fox was to be the umpire the race
8. What did the turtle do?
a. He ran ahead c. He stopped to take a nap
b. He laughed d. He kept walking, step by step.
9. Who won the race?
a. Rabbit b. Turtle c. Fox d. No one
10. What can we learn from the story?
a. Train harder than before
b. Be a selfish person as what do you want
c. To succeed, we must keep going and not quit
d. Quit if you feel tired and hot
5. Meeting 5
SANGKURIANG
Once upon a time in west java, lived a writer king who had a beautiful
daughter. Her name was DayangSumbi. She liked weaving very much. Once
she was wearing a cloth when one of her tools fell to the ground. She was very
tired, at the same time she was too lazy to take it. Then she just shouted out
loudly.
Anybody there! Bring me my tool. I will give you special present. If
you are female, I will consider you as my sister if you are male, I will marry you,
suddenly a male dog, its name was Tumang came. He brought her the falling
tool. DayangSumbi was very surprised. She regretted her words but she could
not deny it. So she had married Tumang and left her father. Then they lived in a
68
small village. Several months later they had a son. His name was Sangkuriang.
He was a handsome and healthy boy.
Sangkuriang liked hunting very much, especially deer. He often hunted
to the wood using his arrow. When he went hunting, Tumang was always with
him.
One day DayangSumbi wanted to have deer’s heart so she asked
Sangkuriang to hunt for a deer. Then Sangkuriang went to the wood with his
arrow and his faithful dog. Tumang, but afher several days in the wood
Sangkuriang could not find any deer. Then where all disappeared. Sangkuriang
was exhausted and desperate. He did not want to disappoint her mother so he
killed Tumang. He did not know that Tumang was his father. Sangkuriang gave
Tumang’s heart to her mother. But DayangSumbi knew that it was Tumang’s
heart. She was so angry that she could not control her emotion. She hit
Sangkuriang at his head Sangkuriang was wounded. There was a scar in his
head. She also repelled her son. Sangkuriang left her mother in sadness.
Many years passed and Sangkuriang became a strong young man. He
wandered everywhere. One day he arrived at his own village but he did not
realize it. There he met DayangSumbi. At the time DayangSumbi was given an
eternal beauty by God so she stayed young forever. Both of them didn’t know
each other. So they fall in love and then they decided to marry. But then
DayangSumbi recognized a scar on Sangkuriang’s head. She knew that
Sangkuriang was his son. It was impossible for them to marry. She told him but
he did not believe her. He wished that they marry soon. So DayangSumbi gave
very difficult condition. She asked Sangkuriang to build a lake and a boat in one
night! She said she needed that for honeymoon.
Sangkuriang agreed. With the help of genie and spirits, Sangkuriang
tried to build them. By midnight he had completed the lake by building a dam in
Citarum river. Then he started making the boat. It was almost dawn when he
almost finished it. Meanwhile DayangSumbi kept watching on him. She was
very worried when she knew this. So she made lights in the east. Then the
spirits thought that was already dawn. It was time for them to leave. They left
Sangkuriang alone. Without their help he could not finish the boat.
69
Sangkuriang was angry. He kicked the boat. Then the boat turned
upside down. It, later, became Mount TangkubanPerahu which means an upside-
down boat. From a distant the mount really looks like an upside-down boat.
A. Multiple Choice
1. What is the story about?

a. West java’s tales c. The legend of TangkubanPerahu
b. Tumang a Dog husband d. DayangSumbi’s rejection to marry
Sangkuriang
2. According to the story, Tumang was….
a. Actually, a handsome prince c. Sangkuriang pet dog
b. Married to DayangSumbi d. Good at hunting deer
3. What did DayangSumbi look like?
a. She liked weaving clothers c. She was beautiful
b. She looked for the heart of a deer d. She and her son were alike
4. What made DayangSumbi stay young?
a. A young man fall in love with her c. She knew how to take care
her body
b. She married a dog d. God gave her an eternal
beauty
5. Who are the main caracthers in the story?
a. DayangSumbi and Sangkuriang
b. The king DayangSumbi, the dog and Sangkuriang
c. The king, DayangSumbi, the dog, Sangkuriang, the ganie, and the spiritis
d. The king, DayangSumbi, the dog, Sangkuriang, the mount, the boat, the genie,
and the spiritis
6. What moral value can we learn from the story?
a. People must keep their words all the time
b. Do not make a promise to easily
c. Never be reluctant to do good things
d. Just do what we have planned
70
7. “He brought her the falling tool”. The underline word “He” refers to…
a. Sangkuriang b. Tumang c. DayangSumbi d. The king
8. “if you are male, I will marry you’ (paragraph 2). the sentence mean that the one
who helped DayangSumbi became her….
a. Husband b. Maid c. Boss d. Son
9. The complication starts when….
a. Tumang came bringing DayangSumbi fallen thing
b. DayangSumbi asked Sangkuriang to find deer’s heart
c. DayangSumbi and Sangkuriangfellinlove and decided to marry
d. DayangSumbi asked Sangkuriang to build a lake and a boat in one night
10. “once upon a time, in west java, Indonesia lived a wise king who had beautiful
daughter.” (paragraph 1) What is the function of the above sentence?
a. A crisis b. A complication c. An orientation d. A
reorientation
6. Meeting 6
SNOW WHITE
Once upon a time there lived a little girl named Snow White. She lived with her
aunt and uncle because her parents were dead.
One day she heard her uncle and aunt talking about leaving Snow White in the
castle because they both wanted to go to America and they didn’t have enough money
to take Snow White.
Snow White didn’t want her uncle and aunt to do that so she decided that it
would be best if she ran away. The next morning she ran away into the woods. She
was very tired and hungry. Then she saw a little cottage. She knocked but no one
answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. There they found
Snow White sleeping. Then Snow White woke up. She saw the dwarfs.
The dwarfs said, “What is your name?”
Snow White said, “My name is Snow White.”
Then, Snow White told the dwarfs the whole story.
The dwarfs said, “If you want, you may live here with us.”
Snow White answered, “Oh, could I? Thank you.”
Finally, Snow White and the seven dwarfs lived happily ever after.
71
A. Multiple Choice
1. What type of the text is used by the writer?
a. Narrative c. Anecdote
b. Report d. Comparative
2. To tell the plot, the writer uses…
a. A rhetorical question and an exclamation c. Contrastive

evidences
b. Time sequences d. Past tense
3. Why Snow White ran away to the woods?
a. Her parents passed away c. Her uncle and aunt would go to

America
b. Her uncle was angry with her d. Snow White was happy to run
away
4. When did Snow White run away to the woods?
a. In the afternoon c. In the evening
b. In the morning d. In the full moon
5. Where did Snow White live after she ran away to the woods?
a. She lived in the cave c. She lived everywhere in the

woods
b. She lived in the lion nest d. She lived in the dwarfs’ cottage
6. Who is the main actor in the story?
a. Snow White b. Dwarf c. Uncle d. Aunty
7. Which statement is FALSE about Snow White?
72
a. She lived with her aunt and uncle c. Her uncle and aunt want to
leave her
b. She met the Prince of the Kingdom d. She ran away into the
woods
8. According to the text, before she ran away into the woods, why did Snow
White live with her uncle and aunt?
a. Because she loved them very much c. Because her parents were
dead
b. As a result of forcing attitude from them d. Because she was afraid of

the dwarfs
9. The communicative purpose of this text is….
a. To inform the readers about important and newsworthy events
b. To entertain readers with fairy tale
c. To share an account of an unusual event
d. To persuade readers to accept his/her opinions
10. The organization of the text above is….
a. abstract, orientation, crisis, incident, coda
b. orientation, major complication, resolution, complication, resolution,

complication, major complication
c. description, background events, sources
d. orientation, event, event, event
73

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CHAPTER I

Reading is a process of understanding the meaning of a written text.

cannot be separated from comprehension. Comprehension is a process of

understanding and interpreting the reading passage.

Reading means dealing with messages in written or printed form, it

involves processing language messages. Reading as a receptive skill is an

is why reading is an important skill that should be learned by students.

According to curriculum 2013, the objective of learning is to improve the

students' ability in understanding a text, to help them organize their ideas, to

narrative, procedure, factual report, descriptive, and hortatory, exposition. In this

research, the researcher focuses the narrative text only.

comprehension. As argued by Richards and Renandya (2002: 227), “Reading for

always asked to comprehend reading texts by their teacher. In order to do that, it

effectively and efficiently.

Based on the researcher’s preliminary observation at SMP Negeri 1

problems in learning English, especially in reading. Firstly, most of the students

they can not understand the text well.

Based on the explanation above, the researcher proposes the Directed

Reading-Thinking Activity strategy to Improve Students’ Reading

Comprehension of theEighth Grade Students at SMP Negeri 1 Toribulu. The

Directed Reading-Thinking Activity (DRTA) is an instructional strategy that

focuses on students thinking using prediction and open-ended questions before

Activity (DRTA) is a means of developing reading comprehension which guides

as the reading progresses. DRTA helps students to comprehend texts by activating

strategies. In addition, the students’ comprehension progress before, whileand

and learning process.

1.2 Problem Statement

Based on the background above, it is clear that the eighth-grade students

of SMP Negeri 1 Toribulu have a problem in understanding the information of the

comprehension of the eighth-grade students of SMP Negeri 1 Toribulu?

1.3 The objective of the research

Reading-Thinking Activity can improve the reading comprehension of the eighth-

grade students of SMP Negeri 1 Toribulu or not.

1.4 Significance of the research

result as a reference on the same topic.

will be in SMP Negeri 1 Toribulu at trans South Toribulu.

1.6 Operational Definition of Key Terms

 Reading comprehension is the process of constructing/gaining meaning

from written words.

 Directed Reading-Thinking Activity is a teaching strategy that guides

students in making predictions about a text and then reading to confirm or

refute their predictions.

listeners the which is used as media in learning reading comprehension.

RELATED STUDIES, LITERATURE REVIEW, THEORETICAL

2.1 Related Studies

(DR-TA) Strategy on Students’ Reading Comprehension of Narrative Text” (A

Quasi-Experimental Study at the Tenth Grade Students of SMA Negeri 10 Kota

comprehension of narrative text was influenced by the Directed Reading-Thinking

The second research was conducted by Halimah (2012), entitled “The

Effectiveness of Using Directed Reading Thinking Activity Strategy to Improve

Grade Students of MAN Kutowinangun in the Academic Year 2012/2013.” The

word meaning. The improvements in students’ reading ability include: (a)

determine word meaning.

From two kinds of research above, the similarities between their

used to improve students’ reading comprehension. Then, the differences in their

All of the previous researches werea success to use DRTA in teaching

reading comprehension. Therefore, the researcher used DRTA to improve reading

on improving the students’ reading comprehension. So, the researcher believes

to improve students’ reading comprehension.

2.2 Literature Review

2.2.1 The Definition of Reading

Reading is one of the most important skills in a human language besides

be seen as an “interactive” process between a reader and a text which leads to

Arya Setiawan's Proposal REVISI (A12116076)

Arya Setiawan's Proposal REVISI (A12116076)