USING ‘THE DART METHOD’ TO IMPROVE SENIOR HIGH SCHOOL STUDENTS’ READING COMPREHENSION OF A NARRATIVE TEXT

Tyara Wulandari, Yetti Zainil

Abstract


Reading as one of English skills should be taught to the students. However, students still find some difficulties in reading due to some factors: lack of background knowledge, motivation, and vocabulary. Therefore, teacher should select an appropriate method to solve those problems. This paper is aimed to inform how to use a teaching method which is called Directed Activities Related to the Text (DART) method in teaching reading narrative text to senior high school students. DART method relies on group discussion to achieve learning objectives. There are some purposes in this method: to help the students to comprehend the information in the text, to enrich students’ vocabulary, and to improve students’ interest in reading since the students involved actively in learning activities. Teaching reading comprehension thorough this method of a narrative text consists of two stages: the first stage, reconstruction activity, requires students to reconstruct the text through predicting, completing, and sequencing the text. While the second stage, analysis activity, requires students explore the text by analyze the elements of the text thorough questioning, highlighting, segmenting and labeling, and diagram constructing. Therefore, thorough these activities the students can understand and comprehend the text easily.


Keywords


English, language teaching

Full Text:

PDF PDF

References


Alyousef, H.S.(2005). Teaching Reading Comprehension to ESL/EFL Learners. The Reading Matrix Vol.5, No.2, September 2005. Retrieved from www.readingmatrix.com/articles/alyousef/article.pdf

Brindley, S. (1994). Teaching English. (S. Brindley, Ed.). New York: Routledge.

Garry, D. (1949). Writing Fiction: an introduction to the craft. Australia: McPherson’s Printing Group

Fatuni’mah, A. (2015). Teaching Reading Narrative Text Through PQ4R( Preview, Question, Read, Reflect, Recite, and Review) Strategy. Semarang: Walisongo State Islamic Univestity

Hernandez, Benitez, Luz Mary., Solano, Hernandez, Teddy. (2017). Teaching Reading Comprehension Strategies: Teaching Reading Comprehension Strategies Through a Genre Orientes Reading Course. Barranquilla: Universidad del Norte

Klingner, K. J., Vaughn, S., Boardman, Alison. (2001). Teaching Reading Comprehension to Students with Learning Difficulties. New York: The Guilford Press.v.

Knapp, Peter., Megan Watkins. (2005). Genre,Text, Grammar: Technologies for Teaching and Assessing Writing. Australia: University of South Wales Press Ltd

Krashen, S. (1993). We learn to write by reading, but writing can make you smarter. Ilha de Desterro 29: 27-38.

Kustaryo, S. (1988). Reading Technique for College Students. Departemen Pendidikan dan Kebudayaan, Direktorat Jendral Pendidikan Tinggi, Proyek Pengembangan Lembaga Pendidikan Tenaga Kependdikan. Jakarta

Lewis, M and Wray, D. (1997) Extending Literacy: Children Reading and Writing Non-fiction, Routledge, London

Pang, Elizabeth S et. al. (2003). Teaching Reading: Educational Practices Series.

France: Sadag, Bellegarde.

Patel, M.F., & Jain, Praveen M. (2008). English Language Teaching (Methods, Tools & Techniques). Jaipur: Sunrise Publishers.

Sudarwati, Th. M. Grace, E. (2007). Look Ahead: An English Course for Senior High School Students Year XI. Jakarta: Penerbit Erlangga.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Journal of English Language Teaching

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Journal of English Language Teaching is indexed by: 

Flag Counter

Copyright (R) Journal of English Language Teaching ISSN 2302-3198. Published by English Language Teaching Study Program of English Department of FBS UNP, Padang, West Sumatra. Indonesia