Improving English Reading Skill through the Directed Reading Thinking Activity (DRTA) Strategy at Nursing Student

Asef Wildan Munfadlila

doi:10.36841/pioneer.v13i2.1300

Abstract

Reading is an integral part of the entire learning process experienced by students while studying at school. Reading can increase vocabulary and knowledge of grammar and syntax. DRTA (Directed Reading Thinking Activity) is a technique that encourages students to make predictions while they are reading. The research was to describe the process reading skill understanding and improving, implementing reading strategy (DRTA) at 3rd grade students in the 5th semester of the Bachelor of Nursing study program STIKES Bina Sehat PPNI Mojokerto. The research method was Classroom Action Research (CAR) with one cycle. The result shows that The Directed Reading Thinking Activity (DRTA) strategy can help students understand the contents of the reading. Students also find it easier to answer the questions posed according to the content of the reading and also easier to retell the contents of the reading they have read using their own language according to their understanding.

Highlights

Education plays an important role to ensure the survival of the state and nation
The Ministry of National Education is responsible for providing education and has reformed the education system (Kemendikbud RI, 2020)
The four stages in the Classroom Action Research (CAR) form a CAR cycle which is depicted in a spiral

Summary

Introduction

Education plays an important role to ensure the survival of the state and nation. This is because education is a vehicle to improve and develop the quality of human resources. Indonesian society, with its rapid development, is still facing serious problems, especially with regard to the quality, relevance and efficiency of education. The Ministry of National Education is responsible for providing education and has reformed the education system (Kemendikbud RI, 2020). These efforts include improving the curriculum, the facilities and infrastructure, and the quality of teaching staffs

Methods

Results

Discussion

Conclusion