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An Analysis of Teacher’s Strategies in Teaching Reading Comprehension

Yesicha Audina1], Nibenia Zega2], Asima Simarmata3], Kiki Velina Situmeang4],

Sri Ninta Tarigan5]
Universitas Prima Indonesia
E-mail: 1][email protected]
2]
[email protected]
3]
[email protected]
4]
[email protected]
5]
[email protected]

Abstract
This study was raised due to problems in learning reading. The researchers saw that teachers and
students experience constraints in the learning process. The problem is when students do not
understand the content of the reading because students only learn to translate word by word and do
not understand the contents of the reading. The purpose of research is to know the strategies used
by English teachers and the reasons why did the English teacher choose those strategies to teach
English reading comprehension and describe the application using the strategies chosen by
English teachers in reading understanding learning. This research is used with research objects of
English teachers. The location of this research was at SMK Dharma Bakti 1, Medan. The method
of the research was qualitative research. The Instruments of this research were observations and
interviews. The results of this study using the strategy of Directed Reading Activity (DRA). DRA
is a strategy used to expand and strengthen students’ reading skills. In short this strategy guides
students to get information from a text read. So that in its implementation students can more easily
understand the text of connecting the various student knowledge that students have. Before it was
to build its own understanding and this assumption, this strategy was considered effective because
it was able to build a teaching learning process. Making classes more conducive, students are also
trained to build good cooperation, students capable of discussion and critical thinking as well as
developing understanding after reading.
Keywords: Teacher Strategy, Teaching, Directed Reading Activity

Analisis Strategi Guru Dalam Mengajar Pemahaman Membaca

Di SMK Dharma Bakti 1 Medan

Abstrak
Penelitian ini diangkat karena melihat masalah dalam pembelajaran pemahaman membaca.
Peneliti melihat bahwa guru dan siswa mengalami kendala dalam proses pembelajaran. Masalah
yang ditemukan adalah ketika siswa tidak mengerti akan apa yang dibaca karena siswa hanya
mengartikan kata demi kata dan tidak mengerti isi dari apa yang dibaca oleh siswa. Tujuan
penelitian adalah untuk mengetahui strategi yang digunakan oleh guru bahasa inggris dan alasan

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mengapa guru bahasa inggris memilih strategi pembelajaran tersebut serta mendeskripsikan
penerapan menggunakan strategi yang dipilih oleh guru bahasa Inggris dalam pembelajaran
pemahaman membaca. Penelitian ini digunakan dengan objek penelitian guru bahasa inggris.
Lokasi penelitian ini di SMK Dharma Bakti 1, Medan. Metode yang digunakan dalam penelitian
ini adalah metode penelitian kualitatif. Instrument penelitian ini adalah observasi dan
wawancara. Adapun hasil penelitian ini, guru menggunakan strategi Directed Reading Activity
(DRA). DRA adalah strategi yang digunakan untuk memperluas dan memperkuat kemampuan
membaca siswa dengan memotivasi, melatih, dan menindak lanjuti pemahaman membaca siswa.
Singkatnya, strategi ini membimbing siswa untuk mendapatkan informasi dari suatu teks yang
dibaca. Sehingga dalam implementasinya siswa dapat lebih mudah memahami teks dan
menghubungkan berbagai pengetahuan siswa yang telah dimiliki siswa sebelumnya untuk
membangun pemahamannya sendiri atau asumsi. Strategi ini dianggap efektif karena mampu
membangun proses belajar mengajar, membuat kelas lebih kondusif, siswa mampu berdiskusi dan
berpikir kritis serta mengembangkan pemahaman setelah membaca. Dengan menggunakan
strategy Directed Reading Activity (DRA) siswa juga dilatih untuk membangun kerjasama yang
baik serta menyatukan pemikiran pemikiran yang di dapat dan dipahami dalam proses membaca.

Kata Kunci: Strategi guru, mengajar, Directed Reading Activity

1. INTRODUCTION are included in it. For example aspects are

Language is the human ability to linguistic aspect which covers grammar,
communicate with other humans using vocabulary, pronunciation, structure, and so
signs, for example words and gestures. on. Beside those aspects, the learners also
Language is a tool to communicate and build need to master the skills of the language
relationships with other people. We used such as listening, writing, reading, and
language to express our feeling, ideas and speaking. We should know that those skills
wishes. The language can be specialized, cannot be learned discretely. Because of all
vocal or other, to express thoughts or the skills that are related to each other. And
feelings, especially words or gestures such if we want to learn English we have to know
as a code that has meaning still. People and master those skills.
should learn how to communication Reading is a process of a process
correctly with used a language. A performed someone by staring at reading
communication will be easy if the object can and processing the information in the
understand what is the sender and the reading is in the brain, there is a reading in
receiver delivered. Language has an the heart without sound of da tone is also
important role in the development of read by issuing a sound. Reading is a
students ' social and emotional. Because the process to obtain information, in order to
language can support students in learning all understand the significance or meaning of
subjects, especially within the social. The the text read. Most people argue that reading
language has been learned since we are in without meaning and comprehension is not
the womb, the potential of the baby was reading. Reading is a crucially important
already starting to hear the voice of the language skill because people will get any
mother and have learned the language of his knows ledge and experience and information
mother. In language learning a lot of things from the text. Yang and Gao (2012)

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expressed that intensive reading is useful to With this students have to understand and
develop reading comprehension. know what the purpose of that text is. With
The purpose of reading is to give this students must be able to comprehend,
information to others, a thing that can build identify, and interpret what they have read.
and hone our knowledge in certain things. Therefore, the students must have serious
Or in other words, reading is very help effort to study reading. To make it easy to
students gather information and to expand understand we need a strategy. The
their experiences about the world they live strategies are used in combination to solve
in. Reading is how we can understand and problem and to easier to get information
understand so that the message can be well from the text. The researchers believe that
received. It can be concluded that in reading reading has a very complex process and
the reader will actively find out the meaning important subject to teach for the learners.
of the text while also exploring the meaning This gives teacher very important role to
of text while reading, the questions after facilitate English reading lesson. They
they have their own understanding toward should be able to design lessons to make
the text they read. students comfortable in class, make the
Reading is an activity undertaken of atmosphere not boring that they are
a person to analyze to get the message or interested and enthusiastic in reading
meaning that is to be delivered by the author activities. In this case the teaching reading
in the text of his reading. With the students technique of reading skill is necessary for
are lazy to read, the students will be difficult the English teachers. They should have the
to get new knowledge for themselves. In appropriate techniques to teach English
teaching a second or foreign language, especially teaching reading more effective
reading gets special focus is different by because it is the factors whether the teaching
reading on the lesson using the Indonesian will be success or not.
language. Reading is a process of The problem is when student do not
understanding. And this means that when we understand the content of the reading
read the reader unconsciously trying to because the student only translate word by
understand the meaning of the text to word without understand the meaning what
understand the purpose of the text, and the the content of reading. From this case
reader can make their own conclusions researcher found so many teachers asked
about the text after reading the text with the student to read the text and answer question
focus. How much and how easily the reader without understand the text before, finally
understand depending on the concentration the students got a low score and the teacher
of the reader and his ability in analyzing the banned their students that they are not able
text. If the students master the vocabulary in reading comprehension. In the school so
better it will also be better for the students to many student not able to comprehend the
understand the meaning and the purpose of text, and so many student consider for
the text, and to train the ability of the granted reading comprehension.
students to guess the information which Based on this factor the researcher
derived from their past experience. interested and chose this topic “The analysis
Reading skill is an achievement for Of Teachers Strategies In teaching Reading
people who are serious and focus in reading. Comprehension”. The writer expected to
Reading will open a window, many of the analyze English teacher strategies the
insights in the can and be one of the ways to researcher want to know what English
obtain as much information as possible. teacher strategies are use and how the

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English teacher implement the strategies in teacher strategy and what their teacher
teaching reading comprehension to solve used to teach reading comprehension
this problem. 2. For English teacher, to solve the teachers
An analysis teacher strategy in problem when teaching reading
teaching reading comprehension is that the comprehension and to know how good
main of this research. Therefore, research the teacher strategy to teaching reading
questions of this research are: comprehension and teacher know how to
1. What are the strategies of English implied that strategy
teachers in reading comprehension? 3. For the next researcher, this thesis will
2. Why did the English teachers give some contribution and information
choose those strategies to teach for the next researcher about strategies in
English reading comprehension? reading comprehension. The result of the
research is expected to give some
The researchers aim to find out the contributions for student, teachers and
teacher strategy in teaching reading the next researcher.
comprehension. The specific objectives of
this research are: Analysis
1. To find out the English teacher Analysis is an activity to search for a
strategy in teaching reading pattern in addition, the analysis is a way of
comprehension thinking related to test systematically against
2. To describe the reason English something to determine the relationship
teacher using the strategy to teach between the part and its relationship to the
reading comprehension. whole Sugiyono (2014). In another meaning
analysis is an activity that contains the
The researcher only focus on what activities of sorting out, differentiating
kind of teaching strategy employed by something which is then classified and
English teacher in teaching reading grouped according to certain criteria and
comprehension and how to the implement of then look for the meaning and their
the strategy. respective relationships. Analysis is the
The finding of the present study are elaboration of a subject on the various parts
expected to enhance the theory about and a review of the part itself, as well as the
English teacher strategy in teaching reading relationships between the parts to obtain an
comprehension and support evidence to appropriate understanding and
exiting research finding, which is revealed understanding of the overall meaning.
the importance of having experimenting in
teaching reading strategy in reading Teaching reading strategies
comprehension. Teaching Reading
Practically, this study is expected to Teaching is an activity to transfer the
give contribution to the students, English knowledge to the students. Moreover,
teachers, and the next researchers. teaching is an art; teachers must have art to
1. For the student, the finding of the make students enjoyed learning or to make
research can be used as a new reference the class exciting. Teaching is not only
to learning English especially in reading activity to transfer knowledge but also to
comprehension. They can learn English help students learn and give students
comprehension with the different way motivation. Teachers should be able to make
and they can understand what is their students understand with the concept and the

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purpose of reading comprehension and process that depends not only on

teacher must help student to know what the comprehension skills but also on the
text is about. In this case teacher is the mean student’s experience and prior knowledge.
point when learning English Learning Comprehension involves understanding the
Comprehension. vocabulary seeing the relationship among
A good teacher needs to explain the words and concepts, organizing ideas,
comprehension strategies and teach to recognizing the author’s purpose, making
students when and how the strategies should judgment, and evaluating.
be used. Reading comprehension understands
a written text means extracting the required
Teaching Strategies information from it as efficiently as possible.
According to Dafid (2011), Reading with comprehension means
strategy is a shared means of purpose a understanding what has been read.
length to reach. Strategies in learning can Reading comprehension means
make a process of learning can be active. understanding, evaluating, and utilize of
Teaching and learning activities are information and ideas gained through an
interrelated system. The system consists of interaction between reader and the author.
components such as, teachers, students, and Reading comprehension is such a kind of
facilities. Every single component has its dialogue between an author and a reader in
own role in teaching and learning. The which the written language becomes the
teacher have been set the lesson plan, medium that cause the dialogue happen
teacher has to teacher prepare the trick in when the two persons communicate through
order to create efficient and effective the medium of print. Reading
teaching and learning activities. The trick is comprehension depends on many factors:
called teaching strategy a. The reader’s ability to attend the
printed idea;
Reading Comprehension b. The reader’s background knowledge
Mikulecky (2011:5) states that to which new information must be
reading is a complex conscious and added
unconscious mental process in which the c. The quality of writing it self
reader uses a variety of strategies to d. The reader’s purpose or goal in
reconstruct the meaning that the author reading material. In this research
is assumed to have intended, based on student understand about reading and
data from the text and from the readers teacher more to be active in teaching
prior knowledge. activity.
Comprehension is the ability to
understand about something. The main point Strategy in Reading Comprehension
in reading is comprehension. Moreover, 1. Directed Reading Activity (DRA)
Cahyono (2011) states that reading is means Directed Reading Activity (DRA) is
of transferring information between the a strategy that provides student with
writer and the reader. Therefore reading instructional supports before, during, and
comprehension understands a written text after reading (Betts:2012) This strategy is
means extracting the required information intended for students to have a clear reading
from it as efficiently as possible. Reading purpose by linking the various knowledge
with comprehension means understanding students have previously had to build
what has been read. It is an active, thinking understanding. Assuming, understanding can

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be improved by building a background of 2) To develop images by describing

knowledge, compiling special purposes of pictures forming in one’s head from
reading, discussing, and developing the information being read,
understanding after reading. DRA serves 3) To link new information with prior
several purposes: knowledge by sharing Analogies
 Teaches word identification skills. 4) and to monitor comprehension by
 Elicits students' prior knowledge of verbalizing a confusing point
the topic of the text. 5) To regulate comprehension by
 Teaches specific reading skills. demonstrating strategies.
 Sets a purpose for reading.
 Encourages students to monitor 3. PQRST
their comprehension while they are In reading comprehension, one
reading. method that can be applied is the PQRST
method. Sumarwati & Purwadi (2010: 35)
2. Think Aloud explains the steps in applying the method.
Jahandar et al. (2012) say that using PQRST is as follows:
the Think Aloud Method in teaching EFL 1) Students are guided by the teacher
reading comprehension will enable students conducting a review;
to raise their awareness of becoming 2) Students are guided by the teacher to
strategic readers. Also for teachers, using the formulate questions by changing the
Think Aloud Method will provide titles / subtitles and important parts
information about the needs of individual found during the review into
students and will enable them to provide sentence questions;
appropriate instruction for students learning 3) Students are asked to read actively
reading to improve their comprehension. and carefully by paying attention to
There are five basic steps when using think- questions that have been formulated,
aloud. First, select passage to read aloud that pictures, summaries as a guide in
contain points of difficulty, ambiguities, regulating the focus of attention,
contradictions, or unknown words. Second, marking the main ideas of each
while orally reading thinking-aloud, have paragraph, capturing reading ideas,
students follow silently and listen to how and stopping eye movement for a
trouble spots are through. Third, have moment only at an important part in
students work with partners to practice the reading;
think-aloud by taking reading short, 4) Students are asked to state concisely
carefully prepared passages and sharing the contents of the reading in their
thoughts. Fourth, have students practice own words, both in their hearts and
independently, using a checklist to involve in a voice by answering questions
all students while verifying use of the that were formulated at the beginning
procedures. Finally, to provide for transfer, of the activity or explaining the main
integrate practice with other lessons, and topics and images that are there; and
provide occasional demonstration of how, 5) Students respond to questions
why, and when to use think- aloud. provided by the teacher, both
Five points that can be made during think- verbally, written, and practice to
aloud are showing how measure the level of understanding.
1) To develop hypotheses by making
predictions

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4. SQ3R The third step of the SQ3R

The method SQ3R is a learning procedures is reading. The students are
model that guides students to understanding required to read the text carefully to find the
the subject matter systematically, increasing answer to the questions key have made.
activity, and independence students and According to Somadayo (2011) reading is
make it easier for students to learn, because process that carried out as well as used by
this model is directly directed on the essence readers to obtain the messages to be
that is on the subject of the study (Susanti, & delivered by the authors through the media
Yulita, 2016). SQ3R is a systematic reading said or material wrote.
strategy to help you organize the reading
process into manageable units. It is only one d. Reciting
of many similar strategies that you can use The fourth step of SQ3R procedure
to improve comprehension. It consist five is reciting. This activity is done after the
steps, they are: Surveying, questioning, students read the text. Having read the text,
reading, reciting, and reviewing. the students answer the questions that have
The SQ3R strategy involves: been formulated earlier without looking
1) Reading the headings in the chapter back at the text. The students have to answer
quickly to get its important part, not only by using the information they find
2) Turning the heading in to question, in the text but also by using their own
3) Reading to find the answer to the knowledge.
question,
4) Recall the important point (the e. Reviewing
answer to the question) by retelling Reviewing is the last step of the
them or writing them in one’s SQ3R strategy. It is done by the students be
memory at the important point. reading the important part of the text. Huda
A summary of the SQ3R strategy (2014) states a strategy of the understanding
procedure is presented a more detailed that helps students to think about the text,
description of each step is presented in the they were read. Often be categorized as a
following section: strategy of learning SQ3R helps students to
get something when the first time reading
a. Surveying the text. For teachers SQ3R help them in
Before reading the text, the readers guide student how to read and think like the
survey the text to get the general ideas of the reader effective.
text. This activity is done systematically in
only a few minutes. The readers are required 2. METHOD
to find the important ideas quickly This research used qualitative
method that research by doing observed to
b. Questioning the object of the research and analysis them
Questioning step is the second step logically. Based on this method then the
of the SQ3R procedures. It is done before method used in the study is a descriptive
the actual reading. The students create some method, base on the place this study is a
questions based on what they have surveyed. field study. According to Setyosari (2010)
The main function of such questions is to the researchers who the goal is to explain or
facilitate students in adjusting their reading the description of an event, the state, the
purposes. object is people, or everything associated
c. Reading with various that can be describe good with

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numbers and use the world,. The researcher observations of an object in a given period
found some things in this study, such as; with the goal of identifying and
what strategies were used to improve understanding events that occur in the study.
students’ reading skill, then how students Arikunto (2010) states observation is an
responded to the reading teaching used by observation directly against an object
their teacher. presents in that environment either in
In this research, the researcher has progress or still in stages covering various
used the English teacher as a research intentional activities to an object studies
object. The location of the research was at using the sensing.
SMK Dharrna Bakti 1 in Jalan Letjen Jamin In this case, researchers analyze all
Ginting Km. 8 Padang Bulan, Medan. The activities within the classroom during
researcher choose this school because there learning process. Researchers also observed
is no researcher who conduct the research teachers during the teaching and learning
previously with this topic process. In making observations, researchers
The research data used is obtained observed how teachers teach students about
from the result of observations and reading comprehension and what strategies
interviews. Data from observations is teachers used in the classroom during the
required to know what strategies are used in learning process from opening until closing.
the classroom and to know strategies in the In this case researchers also observed
English teaching learning process to tenth activities conducted by English teachers
grade SMK Dharma Bakti 1 in Jalan Letjen related to teacher strategies in teaching
Jamin Ginting Km. 8 Padang Bulan, Medan reading in class.
for the primary data, to complete the data
and avoid misinterpretation while analyzing 2. Interview
them, the author also conducted teacher Interview is one of way to obtain the
interview. The data will be obtained in the data. Interviews are used to collect data from
form of field notes and presented subjects’ opinions, beliefs, and feelings
descriptively in the form of paragraph. So about the situation in their own words. The
the author directly know what the happen in interview can be divided into two things
that moment. namely, structure and unstructured or semi
Research instrument are a means of structure interview. According to Moleong
collecting data. The research result are (2010) Interview is conversations with
better, more accurate, complete and specific purpose. The conversation was
systematic. The author uses two instruments conducted by two parties, namely the
in collecting data. In this study, the author interviewer (who asked the question) and
used observations and interviews. interviewed (who gave the answer to the
To obtain data as stated above. The question).
author had arranged the instruments In this case, the researchers
properly. The research instruments had been conducted interviews with English teachers
designed by considering the characteristics using structured interviews. Interviews are
of research objects. Therefore, the conducted after completing the teaching and
researchers used the instruments below: learning processes within the classroom. The
purpose of doing this interview was to get
1. Observation oral responses from the participant. The
Obervation is a technique of function of interviews within this study was
collecting data by making direct to cross-check the data and ensure that the

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data from the observations were completely 3. FINDINGS AND DISCUSSION

valid. This chapter presents information
Technique of collecting data, is a about analyzing teacher strategy in teaching
process or activity carried out by the reading comprehension. The writer observes
researchers to obtain data and information, on of the English teacher at SMK Dharma
both in the observation of the learning Bakti 1, Jl. Letjen Jamin Ginting Km.8
process and interview the English teacher. In Padang Bulan, Medan. This data is obtained
this research, the writer has carried out the from observations and interview.
technique of collecting data in the following This chapter the researcher observe
way: and interview, in this case the researcher just
1) The first researchers preparing the observe the class situation from the back
material for making observations row of the class and give an attention about
follows: Pen, Camera, and Paper. what is student and teacher about what is
2) Researchers into the class, joining student and teacher activity in the classroom.
and observe the learning process in The researchers also make an interview;
the class. give some questions to teacher about the
3) After observed author of making strategy in teaching reading comprehension.
observations against a strategy that According to observation and interview, the
carried out by the teacher while researchers get information that the strategy
teaching. used by teacher in teaching reading
4) After learning finished, the comprehension is Directed Reading Activity
Researcher interviewed the teachers (DRA).
that use the methods or strategies, Directed Reading Activity (DRA) is
and asks about the teaching system a one of teaching reading strategies and
and other data related to the DRA has a principle. The principles of
application of the all methods or Directed Reading Activity (DRA) focus to
strategies. And also, the writer asked give an attention to student who learn
the teacher documentation. English reading comprehension and change
Data analysis is a process of the learner mindset when learned English
collecting the data is turning it into accurate reading comprehension. to motivated the
data so that such data to be useful for other learners to have a skills and strategies and
people who read it. In the definition of the also motivated the lerners to have a self
other data analysis is activities performed to monitoring.
change the data the result of the research According this statements the
into information that can later be used in the researchers can explained the principle
conclusions. Directed Reading Activity (DRA) strategies.
The researchers used descriptive in there are four the explanations about DRA
the data analysis technique. In this research, strategies, first, DRA must be focus and give
the writer interviewed the teacher, observed attention when teacher and the learners
to the teacher and the students in the learned the english reading comprehension.
teaching-learning process. Then the writer the teacher and learners must be based on
described the interview result, the what is the reading context to get what is the
observation result and the influence of the meaning of reading to improved the reading
all methods or strategies used by the skills and the strategies in learning reading
teacher in teaching reading through the comprehension to identyfy the word,
students’ reading responses. sentences and pharagraph. second, when

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student identify the word, get information, critical thinking, especially to improve their
references and the meaning information they vocabulary.
can change the new way to get it. Third, to Hence, (Betts: 2012) has opinion
motivated the learners to have a strategy and about the step before doing Directed
skills tonexplore and develop their Reading Activity (DRA). There are some
conceptual prior knowladge by the text steps before doing this strategy:
andesthetically. fourt, to motivated the 1. Choose what the text you want to
learners to self-monitoring when they reads use
the text they con know what is the strategiis 2. Select the vocabulary
needed. 3. Get the knowledge before
When learning Teaching reading 4. Teach student a specific skill
comprehension we must to know what is 5. Give a student the foundation
the characteristic of Directed Reading from the reading purpose
Activity (DRA), A several explanation about 6. Give student read silently
DRA. The caracteristic are. 7. As a question set the purpose of
1. The learners know ofentimes related statement
with what they get from the text 8. Engage students in follow-up
2. Monitor the text meaning activities
3. To repair the faulty Based on the finding in this study,
4. Easy to different where is the the researcher has found a strategy that is
important information used by teacher of SMK Dharma Bakti 1
5. Syncornize what is they have read Medan. The strategy used by teacher is used
with what is they found in reading by teacher is Directed Reading Activity
experience (DRA). The teacher chooses this strategy
6. Make inferences before and after because it is considered easier for students to
reading get information from the text. Besides that it
7. Almost always unconsciously, ask does not take a long time to understand the
question on tthemselves, the authors text. Some questions are asked to ascertain
mean in the text they read. whether or not students really understand the
From this description the researcher reading Directed Reading Activity (DRA)
can explained why this strategies is choose. require students to activate both literal and
This strategies can make the learner creative critical thinking skills. If students do not
and effective readers when use background understand the text well then the teacher
knowledge to emphasize word recognition then takes action to re-explain which part is
and comprehension what is they reading and difficult to understand. This strategy is
get from the text and after that connecting considered effective because the teaching
with what are the know before read the text. and learning process is always guided by
Easy to make a different where is the teacher to focus more in the text.
important information. Directed Reading Things that are not too complicated
Activity (DRA) can make learners certainly make student more comfortable to
understand with what are they read, and this learn. They look more relaxed carrying out
is not individual work but students do this learning but get the right meaning contained
by collectively. This strategy also can do by in the reading. The teacher is also not
all reader level, so all of teacher can use this difficult to teach because Directed Reading
reading strategy. Directed Reading Activity Activity.
(DRA) also can build the student ability in

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Disadvantages of Directed Reading understand the contents of and meaning text

Activity (DRA) with the way Directed Reading Activity
1. A strategy Directed Reading Activity (DRA). During the process of reading the
(DRA) often seized read a lot of time role of the teacher to be more active.so that
if management of the class is not student easy to understand the meaning of
efficient. the text because text guided completely
2. Strategy Directed Reading Activity during the process of reading.it is expected
(DRA) often required the provision to student were able to build a critical
of reading books and often beyond thinking as well as student also build
the capacity of the school and opinion.
students. Directed Reading Activity (DRA) is
3. Through understanding of reading a design to plan of learning and improve
immediately information can’t be understanding read students, the increase
obtained quickly, different if gaining interest in reading can be done a model a
abstraction by presenting orally by learning DRA. The teacher also need to
the teacher. provide opportunities for students to choose
This strategy that the teacher used the reading, a model of learning packed is
Directed Reading Activity (DRA), Directed interesting and fun with a medium that
Reading Activity (DRA) this strategy to help supports. The student will be more active
student to get a comprehending when and excited in the following the productive.
process teaching and learning reading Directed Reading Activity (DRA) is the
comprehension. Directed Reading Activity structural comprehensive strategy and can be
(DRA) is a strategy to support a learning used to teach the development of the
process from before, during and after guidance by teacher.
reading. The teacher has to be an important
part in this strategy. Teacher must be active SUGGESTION
to give a question, to give student a skill in 1) The teacher to be more improve the
vocabulary and monitor the student during quality of in English so in the learning
the learning process. Come to student and process teaching more efficient. A
ask student one by one about what is they strategy of Directed Reading Activity
read. After they read the text teacher focus (DRA) is a strategy effective used in the
to next activity and focus to what is the understanding of the reading.
purpose of read. And focus to what is the 2) Hopefully the students more often
text about and related it to what are student practice understanding read as a strategy
knowledge to what is student get from the thought and there is no reason not
text. From this explanation, it can be understanding the meaning of the text
expected that the teacher must be active to that there has been.
do this strategy and must be active to give a 3) The researchers hope to hold the
question to the students. research into the more spacious so that
the researchers know a strategy of what
4. CONCLUSION used the teacher to teach.
The conclusion of this research is the This is the reasons why this strategy
English teacher choose the strategy Directed is choose because this strategy can make the
Reading Activity (DRA), this strategy are student enjoy their lesson, can make student
considered to be the most effective. The improve the reading skills and make
teacher made the student is quicker to students understand with what are they read.

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Student also, can do this strategy with the of Scientific and Engineering, 3(9),
kinds ways like can do with the individual, 1-9.
divide into some groups or with an entire
groups. This strategy also help the teacher to Mikulecky, B. S. 2011. A short course in
make the student has a critical thinking with teaching reading: Practical technique
related what are they know with what are for building reading power. United
they read. And adding, this strategy can do States: Pearson Longman.
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make it easy with how to teacher teach Kualitatif, Bandung: Remaja Rosda
his/her class. This is the process to make Karya.
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learn about English reading comprehension. Pendidikan dan Pengembangan. Ed.
1; Ed.2; Cet. 1 Jakarta; Kencana,
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