DOES THE USE OF DRTA STRATEGY FACILITATE EFL LEARNERS

IN LEARNING HORTATORY EXPOSITION?

(A Pre-Experimental Research of the Second Grade Students of

SMAN 1 Mananggu)

A PROPOSAL

Utari Apriliyani Dumbela

321 418 050

Submitted as Partial fulfillment of the Requirements for the Bachelor degree

of English Education

ENGLISH DEPARTMENT

FACULTY OF LETTERS AND CULTURE

UNIVERSITAS NEGERI GORONTALO

2022
 CHAPTER 1

INTRODUCTION

Background of the Study

DRTA is a strategy of reading and thinking directly so that students can

focus on the text and predict the content of the story by proving it while reading.

The DRTA strategy was developed by Russel G. Stauffer in 1969. According to

Stauffer (1969) DRTA strategy focuses on students' engagement with the text,

because students predict and prove it when reading.

Based on Curriculum 2013 of the eleventh grade in senior high school that

the students are able to focus, concentrate and think critically when reading an

article or argument, so as to increase students' understanding in making

predictions and get the overall picture of the story obtained. However, according

to Rahim (2011) states that, with the DRTA strategy teachers can motivate

students' effort and concentration by involving them intellectually and

encouraging them to formulate questions and hypotheses, process information,

and evaluate temporary solutions. The DRTA strategy aims to make students able

to read clearly by connecting various knowledge that students have previously had

to build understanding. The assumption is that understanding can be improved by

building background knowledge, setting specific reading goals, discussing, and

developing comprehension after reading.

Hortatory exposition is one of the text types chosen to test the results of

using the DRTA strategy when learning to read. A hortatory exposition is a type

of oral or written text intended to explain to the listener or reader that something
should, should not, or should not be done. In other words, the main function

of Hortatory Exposition text is to convince the reader or listener if something

should happen. To enhance the explanation, the speaker or writer needs some

discussion of the reason for the given idea. Hortatory exposition texts can be

found in scholarly books, journals, journals, newspaper articles, scholarly

speeches or lectures, research reports, and more. Hortatory Exposition is very

popular with science, academia, and educated people. This means that the text

confirms something to the reader by providing statements and supporting

evidence to convince them. To reinforce the belief, the speaker or writer makes

some discussions about the underlying reason something is happening. Based on

this theory, researchers are interested in using this text by choosing the DRTA as

a test strategy for students to assist in the learning process. Therefore, in this case,

the researcher will be conduct an investigation at SMAN 1 Mananggu, especially

in the second year of the 2021/2022 academic year.

Studies about DRTA and Hortatory exposition have been done

extensively. First one is a study by Risdha (2019) conducted a study about

improving students’ reading comprehension through Directed Reading Thinking

Activity (DRTA) Strategy. The result showed that through DRTA strategy was

able to improve the students’ reading comprehension where could increase their

knowledge about reading and how to understand reading text well. The second is

a study from Wahyuni (2017). The aim of this study is focused in writing ability

and used a descriptive research. The result showed that the student’ ability in

writing hortatory exposition text was categorized “average to good”. The third is
a study from Indriyani, and Prasetyo (20018). This journal was aimed to improve

the experimental report writing skills through the discovery learning method of

the fifth graders of Muhammadiyah Sapen Elementary School Yogyakarta. The

result of this study showed that the process approach with the discovery learning

method could improve the experimental report writing skills of the fifth-grade

students of Muhammadiyah Sapen Elementary School Yogyakarta.

However, none of these studies investigate research in the use of

the DRTA strategy especially in Hortatory exposition texts. The researcher uses a

pre-experimental design. Thus the previous had some differences. Therefore, in

this proposed study by recognizing the clear conditions of the student's

circumstances, teachers can apply appropriate methods to teach reading. Its

purpose is to help students understand the text they are reading. Based on the

explanation above, the researcher is interested in conducting a research entitled

“Does the use of DRTA strategy facilitate EFL learners in learning hortatory

exposition?”.

Research Question

The research question is: “Can DRTA strategy facilitate EFL learners in

learning hortatory exposition at the second grade of SMAN 1 Mananggu?”

Research Objective

The objective of this study is to find out whether the DRTA strategy can

facilitate EFL learners in learning Hortatory Exposition at the second grade of

SMAN 1 Mananggu at the eleventh grade of SMAN 1 Mananggu.

The scope of this study

This research focused analysis the students that can predict and prove it

when reading hortatory exposition by the DRTA strategy, because this material

related with syllabus in SMAN 1 Mananggu. It is using curriculum 2013

Permendikbud 2017. I analyze this research using the theory of Russel G. Stauffer

(1969), who was develop in DRTA strategy.

Research Significance

Teacher

Teacher can use the material easier and will have a new strategy to teach

reading comperhension of Hortatory Exposition especially by using the DRTA

strategy. In addition, the teacher can make this strategy to be interesting in order

to help students understand English reading comperhension.

Students

Hopefully, the students more understand what the text contain, it will

improve their comprehension in reading of Hortatory Exposition by the DRTA

strategy.
 CHAPTER II

LITERATURE REVIEW

Definition of Reading

Reading efficiently can be a fun activity. People can also read for joy or to

improve their knowledge of the language being read. Many experts give a

definition of what reading really means. According to Harmer (1991, p.90)

reading is an eye and brain dominated movement. Reading is a process of both

sensation and spirit. It involves the use of eyes and mind. The eyes receive

messages and the brain needs to understand the meaning of these messages.

Students need to read the meaning. This means that they not only read the text,

but also understand the meaning of the written text they read (Ahuja and Ahuja,

2001, p.5).

Therefore, reading as an interactive process in which readers exchange

ideas with authors through text. Understanding the text is a kind of exchange of

ideas with the author. It is the process of expressing and receiving meaning as the

primary goal of both parties (Burnes and Page,1985, p.45). Otherwise, according

Patel and Jain (2008) state that reading is understanding the meaning of printed

words written symbols. Reading is an active process which consists of recognition

and comprehension skill. Reading is an important activity in life with which one

can update his/her knowledge. Reading skill is an important tool for academic

success.

The other opinions about definition of reading is decoding written words

so that the readers can produce them orally. Similarly, Harris (1980, p.3) defines
reading as the meaningful interpretation of written or printed verbal symbols. This

definition is also supported by Nunan (2003, p.68) who states that reading is a

fluent process of readers combining information from a text and their own

background knowledge to build meaning. The same way that reading requires the

reader to focus attention on the reading materials and integrate previously

acquired knowledge and skills to comprehend what someone else has written.

Moreover, Grellet (1985, p.4) stated that, there are four main ways of reading,

they are:

Skimming

Skimming is reading quickly over a text to get the gist of idea.

Scanning

Scanning is reading quickly thorough a text to find a particular piece of

information

Extensive Reading

Extensive reading is a reading longer texts, usually for one’s own pleasure, mainly

involve global understanding.

Intensive Reading

Intensive reading is reading shorter texts to extract specific information. This is

more an accuracy activity involving reading for detail. Based on the definition

above, it can be concluded that reading is an interactive process that goes on

between the reader and the text, a reader will use his knowledge, skills, and

strategies to understand what the text talk about. It means that the reader tries to

recognize the words.

Definition Reading of Comprehension

Reading comprehension is the process of simultaneously constructing and

extracting meaning through interaction and engagement with print. The success of

a comprehension event depends on a good match of reader skills, text difficulty,

and task definition. Reader skills of vocabulary and background knowledge are

particularly important. According to Nunan (2005, p.69) reading is a set of skills

that involves making sense and deriving meaning from the printed word. In

addition, Melby-Lervag et al. (2012), Sasanguie et al. (2013) states that reading is

regarded as one of the English skills that need relatively mechanical skillsand

thinking processes. There are some definitions regarding reading comprehension,

particularly, for secondary school students.

Moreover, Vanbecelaere et al. (2019) assumed that reading is viewed as

not merely taking written information on the printed matter but also attributing a

meaning-extracting process as the essence of the act of reading. It means that

reading is not only to get the information from the text passively but also to

process it mind to understand the meaning. While, according to Burnes and Page

in Piaget (1991) stated that also points out that children must be able to associate

new information with prior knowledge in order to understand or remember what

they have read. This means that the reader's knowledge affects the reader's ability

to understand what is being read. Readers must be able to use their prior

knowledge to help them understand the text they are reading. Without

background knowledge or information about the material you are reading, the text

will be difficult to understand or you will have to work hard to understand it.
 Comprehension is making sense out of the text. From an interaction

perspective, reading comprehension is acquiring information from context and

combining disparate elements into a new whole. Comprehension means relating to

what we do not understand or new information, to what we already know (Eskey,

1986, p.15). Therefore, in comprehending a text, the reader relates new

information from the text being read to his previous knowledge that he has stored

in his mind. Smith (1982, p.15) states that comprehension in reading as a matter

of “making sense” of text, of relating written language to what we know already

and to what we want to know. Because of the comprehension of reading, the

students can get the information transferred by the writer.

The component of reading

Reading is a process undertaken to reduce uncertainty about meanings a text

conveys. King and Stanley (1989) stated that there are 5 components of reading

they are:

Finding main idea

Main idea is the main topic that is being discussed in a paragraph.

Finding main idea is not always in the first sentence. It can be in the middle or the

last sentence of the paragraph.

Finding factual information

Factual information requires students to scan specific detail of the text. The

factual information questions are generally prepared for junior and senior high

school students. It usually appears with question words.

Guessing vocabulary in context

It means that the students can develop his/her guessing ability to the word which

is not familiar with him/her by relating the meaning of unfamiliar words in the

text that is read.

Reference word

Reference word is repeating the sameword or phrase several times after it has

been used, students can usually refer to it rather than repeat it. Reference words

will help students to understand the reading text. Reference words are usually

short and very frequently pronouns, such as her, him, it, them, her, him, and many

others.

Inference

The important thing that is needed in reading is understanding. King and Stanley

stated that the first things that must be understood are those which are usually

stated, but not all information stated in reading the text. There is also implied

information. So the reader has to understand the implied information.

The Teaching of Reading

Teaching is the activities to show or help someone to learn how to do

something, give instructions, guide in the study of something, provide with the

knowledge, cause to know, understand the knowledge and give new knowledge

(Brown, 2000, p.7). Teaching cannot be defined apart from learning, teaching is

guiding and facilitating learning, enabling the learners to learn, setting the

conditions for learning to get knowledge or the acquisition of the knowledge.

From the definitions above, we can define teaching as helping, facilitating, and

giving instructions on how to learn and get something or knowledge. Here the
teacher is the subject in doing those because the teacher must help the students

getting or acquiring the second language that is English.

The Importance of Reading

Reading is the way to get information from written media. Students will

get knowledge by reading activities to motivate their learning, not only in formal

education, but also in informal education. Therefore, reading is one of the urgent

skills for students to obtain their success. Teaching reading comprehension is very

important for students. There are some reasons for this. The first reason is many

English students need to read English text for their career, for study or simply for

pleasure. The second reason is reading text also will help the students when they

study writing and to improve students comprehension about reading subject.

In addition, Carrel (1988) states that reading comprehension in general viewed is

the resulting from the four way interaction between readers, text, task, and

structured activity. The success of this interaction depends of the availability of

quality of content and strategist schemata to new problem solving

situations. Moreover, reading comprehension is the process of simultaneously

extracting and constructing meaning through interaction and involvement with

written language. It entails three elements: the reader who is doing the

comprehending, the text that is to be comprehended, and the activities.

Definition of DRTA Strategy

The Directed Reading Thinking Activity (DRTA) was introduced by

Russel Stauffer in 1969 as a means of developing reading comprehension. Stauffer

(1969) argue that the Directed Reading Thinking Activity (DRTA) is a strategy to
guide language learners to improve their reading comprehension. DRTA is used in

each of the three stages of reading, pre-reading, during reading, and post-reading.

It can be implemented both in small groups and individually. In DR-TA,

predictions play an important role to provide students with reading purposes,

besides that he teacher should also pre-teach vocabulary considered important to

support them making an accurate prediction of the text.

From the many strategies in teaching hortatory exposition texts, Stauffer’s

(1969) Directed Reading Thinking Activity (DRTA) is the most appropriate

strategy that guides students to make predictions about the text and then read to

confirm or refute the predictions. This strategy encourages students to become

active and thoughtful readers and enhances their understanding. Furthermore,

Directed Thinking Reading Activity (DRTA) is a strategy that promotes

understanding, and studies show that teachers spend less time on exercises that

teach reading comprehension. Rather, they spend most of their reading lessons

assessing children by assigning them core skill worksheets that address

deciphering and reading skills at the word and sentence level (Mason, 1983).

In addition, according to Crawford (2005, p.42) explains that DRTA is

similar is a strategy for directing the students ‘silent reading with comprehension-

level questions. Moreover, McKenna and Michael C. (2002, p.88), Direct

ReadingThinking Activity (DRTA) is a strategy used to introduce a reading

selection and to encourage students to form predictions as a means of making

their reading more purposeful. In fact, DRTA is a strategy for building

independent readers. Additional strategies may give readers the ability to

determine reading objectives, examine reading materials based on those

objectives, refrain from making decisions, and make decisions based on the

information gathered from the text (Tierney, Readence, and Disnher (1995:3).

El Koumy (2006, p.6) found that DRTA stimulates students to have higher

thinking skills, which include connecting between related elements of the text,

establishing thinking processes, and drawing logical conclusions. discovered.

They argue that these skills can pave the way for independent reading, encourage

learner responsibilities, and improve reading comprehension. Blachowich & Ogle

(2008) proposed that DRTA provides teachers with the opportunity to teach

students to think like good readers. That is, anticipate ideas, anticipate them, and

validate and modify them as the story unfold.

Besides the previous definition, Directed Reading Thinking Activity (DRTA)

is an instructional strategy that focuses on students minds or ideas by using

prediction and the students are given chance to open ended questions before going

to the text and they can answer the questions which have been given by the

teacher.

Teaching Reading by using the DRTA Strategy

Crawford (2005, p.44) stated that there are 7 component of teaching reading

by using DRTA strategy :

1) The teacher prepares the text by marking four or five good stopping

points.
 2) The teacher prepares a marker. The teacher explains to the students that

they will be reading the story and they will be making predictions and

reading to confirm those predictions in every stopping point.

3) The students read the title of the story. Then the students make prediction

about what will happen in the story.

4) The students read the first stopping point, and when they have reached it,

they should go back and consider the prediction they made before, and

say what actually happened.

5) The teacher reviews the predictions and asks which ones are coming true

so far.

6) Then, the students predict what they think will happen in the next block

of text, and to offer new predictions.

7) Finally, the students check their last predictions against what actually

happened in the story, and the teacher dictates their findings about what

happened.

The procedure of DRTA in English

According to Carter (2004, p.61) DRTA strategy has several steps. It is

explained below:

1) Talk about the genre. Name the author. Show the cover picture, and read

the title. Ask the children to predict what the story will be about. The

teacher may write these predictions on the whiteboard.

2) Teacher tells the children to read to the first stopping point.

 3) Teacher reviews the predictions, and asks which ones are coming true so

far. Teacher ask them to read aloud parts of the text that confirm or

contradict their predictions.

4) Teacher asks the children to make more predictions, and presses for

specific predictions. Teacher asks them to commit themselves to a

prediction before continuing the reading.

5) After proceeding to the end, the teacher reviews the story, and asks them

what information led to the best predictions.

The advantages of DRTA strategy

Directed Reading Thinking Activity (DRTA) the strategy encourages

reader students to be actively involved in the constructions of meaning. It means

that students' predictions in the text make them active in reading (Bainbridge,

1999, p.164). Thus, Brunner (2011, p.56), said that the method help students read

critically and reflect upon what they read. Besides, this method helps students

determine a purpose for reading. Carefully examine the text, and remain engaged

throughout the lesson.

The process of prediction, reading, and proof cannot make students reluctant

to read a class. Prior knowledge is shown by anticipating the topic, and new

information adds to student knowledge (Adlit, 2008).

The disadvantage of DRTA Strategy

The disadvantages of the DRTA strategy indeed it is only useful if

students have read or heard the text being used. Besides, classroom management
may become a problem if it is a big class (the students are no more than thirty)

because the teacher could not control the students personally (Yuliana, 2015.

p.24).

Definition Hortatory Exposition Text

Exposition is a factual text that is used to persuade people to a particular

point of view. Hortatory exposition text is one kind of non-fiction text. It is

includedin the persuasive text in the form of exposition (Butt, 2000, p.241).

There are two kinds of exposition text according to Gerot & Wignell

(1994). They are analytical exposition and hortatory exposition. There are

differences between hortatory and analytical exposition text. Analytical exposition

text has a purpose to inform the reader something in the case. So, the generic

structure of the texts is thesis, argument, reiteration or conclusion. On the other

hand, the hortatory exposition has a purpose to explain to the readers that

something should or should not happen. Because of the purpose above, the

generic structure of hortatory is different from analytical exposition texts. The

generic structure of hortatory is a thesis, argument, and recommendation. In short,

exposition text persuades readers through giving information and argument about

the issue. But, both of them are almost similar, the differences are in the last

paragraph. In the analytical exposition, the last paragraph contains reiteration,

whereas the hortatory exposition contains a recommendation for the students.

According to Siahaan & Shinoda (2008) hortatory exposition text is a text

functioning to persuade readers that they should do something for the benefit of
others. It is the aim of hortatory text that is to persuade the reader that something

should or should not be the case. In hortatory exposition text, the writer put some

argumentation to strength their opinion or idea. The argument or reason is to

support the opinion that usually discussesthe current issue surround us which the

argument based on the fact or theory.

The generic structure of Hortatory exposition text

Every text has specific structures that differentiate one to others. A hortatory

exposition text consists of these following structures (Gerot and Wignell, 1994,

p.209):

Thesis

Thesis is the announcement of the issue of concern. Thesis is put on the beginner

paragraph that consists of the introduction of the main idea that will be discussed.

In this part, the writer takes their position in the text.

Argument

Arguments contain of the reasons of doing something. Argument here is

supporting details of the text that consist of argumentations, opinions, reasons to

concern.Those are is used to strength the thesisc.

Recommendation

Recommendationis thestatementofwhat ought tohappen. Recommendation is put

on the last paragraph that contains a statement of what something should or

should not be the case.

Language feature of Hortatory Exposition text

Language features of hortatory exposition text are (Gerot and Wignell, 1994,

p.210):

a. Focus on generic human and non-human participants, except for speaker

orwriter referring to selfb.

b. Use of:

(1) Mental Processes: to state what the writer thinks or feels about the issue

for example: realize, feel, appreciate

(2) Material Processes: to state what happens

for example: is polluting, should be treated

(2) Relational Process: to state what is or should be

for example: doesn’t seem to have been, is

(4 ) Use of simple present tense

Common grammatical patterns in hortatory exposition include:

• Abstract nouns, e.g. culture, etc.

• Action verbs, e.g. value, etc.

• Connectives, e.g. first, second, etc.

• Modal auxiliaries: Should, ought to, had better

Figure Hortatory Expositions text

The Important of Reading

Thesis I personally think that reading is a very

important activity in our life. Why do I say

so?
 Argument I Firstly, by reading we can get a lot of

knowledge about manythings in the

worldsuch as Science, technology, sports,

arts,culture, etc written in either books,

magazines,newspapers, etc.

Argument II Secondly, by reading we can get a lot of news

and informationabout somethinghappening in

any part of the world which canwe see

directly.

Argument III The last, reading can also take us to other

parts of the world. By reading a book about

Irian Jaya we may feel we’re reallysitting in

the jungles not at home in our rooms.

Recommendation From the facts above, itis obvious that

everyone needs to read to get knowledge

,information and also entertainment.Or

insummary,we can say reading is truly

important in our life.

English as a Foreign Language

English as a foreign language is taught in an environment where English is

not the native language, for example, Japanese learning English in Japan. In an

EFL situation, the learners learn English inside a classroom but continue to speak
their own language when leaving the classroom. Generally, there are many

possible reasons for studying a foreign language. Perhaps a major number of

language students in the world do it because it is on the curriculum. Some people

want to study English or another foreign language because they think it offers a

chance for advancement in their professional lives such as in business, to pursue

higher educations, build a social network, and others. They will get a better job

with two languages than if they only know their mother tongue (Boyadzhieva,

2014).

Teaching and learning foreign languages has always been an important

part of the social life of people. As time goes by, there are many approaches that

teachers have used to teach English as a foreign language (Boyadzhieva, 2014).

Three theories called behaviorism, mentalism and structuralism have influenced

language teaching in many aspects. Each of these approaches emphasizes different

things. However, they all have an underlying similarity in the approach to syllabus

and to the teaching. Moreover, according to Boyadzhieva (2014), behaviorism

which was inspired by Skinner’s theory of behaviorism, psychology on the one

hand, and structural.

Previous Studies

There are some previous researchers which have relevance with this

research. The first is study Risdha (2019) entitled “Improving Students’ Reading

Comprehension Through Directed Reading Thingking Activity (DRTA)

Strategy”. The design of this study was pre-experimental, and the population of
this study is nineth grade students of MTs Lautang Belawa and the sampling

process was administered by appliying a purposive sampling technique. There

were 51 students in nineth grade and the researcher took class IX2 as the sample,

there are 16 students at class. The instruments used for measuring the students’

reading comprehension through Directed Reading Thinking Activity (DRTA)

Strategy is reading test. The result showed that the students mean score of pre-test

was 46,875 and their score of post-test was 70, in which the gain amounted

23,125. It means that there was significant difference of students’ reading

comprehension before and after treatment through DRTA strategy. Then the rate

percentage in post-test was higher than the rate percentage in pre-test in teaching

reading, and t-test value was greater than t-table value (6,36 ≥ 1,753). The result

of the research proved that through DRTA strategy were effective to be used in

teaching the students’ reading comprehension and it means that null hypothesis is

rejected and alternative hypothesis is accepted. It can be concluded that DRTA

strategy can used to improve students reading comprehension.

The second is a study conducted by Wahyuni (2017) entitled “Students’

Ability in Writing Hortatory Exposition”. This research represents the descriptive

research to describe students’ ability of eleventh grade students at SMAN 14

Pekanbaru in writing hortatory exposition text. The total number of eleventh grade

students at SMAN 14 Pekanbaru in academic year 2015/2016 was 210 students

that consisted of 7 classes. In this research, the researcher used ‘cluster random

sampling technique” to choose the sample, and the total sample of this research

amount to 30 students. The data was collected through writing test, where the
students were asked to write a hortatory exposition text based on the topics that

were provided by researcher of this research. The test was done around 90

minutes for every time of the test. The students’ entire test was scored by two

persons as scorers of this research. Those two scores gave scores to the students’

test based on the criteria in the instrumentation of this research. The result showed

that the student’ ability in writing hortatory exposition text was categorized

“average to good”. It can be proven by the average of students’ writing test score

that was 61.65 that cannot achieve the passing grade yet.

The third is a study from Tanjung (2019) entitled “Improving The Students

Critical Reading Comprehension Through DRTA (Directed Reading Thinking

Activity)”. The aim of this study is focused on improving students’ critical

reading comprehension through DRTA. Tanjung (2019) use classroom action

research (CAR). The technique of data analysis included qualitative and

quantitative. It is conducted in two cycles. Each cycle consists of planning, action,

observation and reflection. The result of this research that the mean of cycle I

improves; the mean of pre-test is 63,6 and the mean of post-test is 75,2. In cycle II

also show that post test is higher than pretest. Mean of pre-test is 74,4 and mean

of post test is 89,6. So, based on the result that DRTA is effective to improve the

students’ critical reading comprehension. Therefore, Directed Reading Thinking

Activity (DRTA) method can acceptable with the XI grade students’ in SMK

Negeri 1 Percut Sei Tuan.

The fourth is a study from Indriyanti, and Prasetyo (2018). This journal was

aimed to improve the experimental report writing skills through the discovery
learning method of the fifth graders of Muhammadiyah Sapen Elementary School

Yogyakarta. This study was classroom action research (CAR). The subjects were

26 students of the fifth grade. The techniques for collecting data were observation,

task, and documentation. The instruments of the data collection were observation

sheets and writing performance. The result of this study showed that the process

approach with the discovery learning method could improve the experimental

report writing skills of the fifth-grade students of Muhammadiyah Sapen

Elementary School Yogyakarta. It could be seen from the result of students’

observation sheet and writing performance. The observation result indicated the

increase of the process and result of experimental report writing skills with the

average score of 74.88 in Cycle I to 89.38 in Cycle II. The percentage of the

Minimum Criteria for Mastery Learning in Cycle I was 60% and increased to 96%

in Cycle II, with 24 the students achieved the mastery level and one failed. This

showed that the students’ classical mastery was achieved.

The last taken from the journal Nerim (2020) entitled “Scrutinizing directed

reading thinking activity (DRTA) strategy on students' reading comprehension”

The aim of this research was to examine the directed reading thinking activity

(DRTA) strategy on students’ reading skills. This research was classified as

experimental research applying a quasi-experimental design. The data were

obtained by using a reading test. The data were analyzed using descriptive and

inferential statistics. The data were calculated using SPSS 19.0 for Windows. The

descriptive statistic was aimed at finding out the students’ mean score, mode,

median, and standard deviation. Hence, the inferential statistic was used to test the
research hypothesis using the independent sample t-test. The results of the

research showed that the DRTA strategy in teaching reading had a more positive

effect than the conventional learning strategy. It was proven that the students’

mean score in the experimental class (78.80) was higher than those in the control

group (73.73). In addition, the score of 2-tailed (0.032) was lower than the sig.

level 0.05. Therefore, the hypothesis was accepted. It means that the directed

reading thinking (DRTA) strategy had a significant effect on students’ reading

comprehension.

However, these studies have a different view from this research even though

they use the same theory and have the same research problems. The first

difference, this research has a different purpose, namely to prove whether the use

of the DRTA strategy developed by Russel G. Stauffer is successfully applied to

students by taking reading skills. The second difference is that this study takes a

different topic in proving the DRTA strategy. Wahyuni (2017) analyzed student

ability in writing while this study took reading skills. Lastly, the difference is the

focus of the research. Previous studies aimed to improve a skill by using the

DRTA strategy, while this study will prove whether the DRTA strategy can

facilitate student learning, especially reading. Wahyuni (2017) analyzed 30

students at SMAN 14 Pekanbaru, Tanjung (2019) analyzed XI grade students in

SMK Negeri 1 Percut Sei Tuan, and Indriyanti, and Prasetyo (2018) analyzed 26

students at Muhammadiyah Sapen Elementary School Yogyakarta.

 CHAPTER III

RESEARCH METHODOLOGY

Research Design

This research used a pre-experimental design with one group pre-test and

post-test. This design involved one group as pre-test (O1), exposes to treatment

(X), and post-test (O2). The design can be illustrate as follows:

This research will use pre-experimental design to analyze the data.

O1 X O2

Where:

O1 : Pre-test

X : Treatment

O2 : Post-test

(Emzir, 2015:97)

The design involves a group which will do the pre-test, got treatment and

doing the post-test. It aims to know whether the DRTA strategy can facilitate EFL

learners in learning Hortatory Exposition.

Variable of the Research

There were two variables that involve in this research, namely independent

variable (X) and dependent variable (O1&O2).

1. Independent Variable

The independent variable will a variable that is state to cause some

outcome. In this research, the independent variable is the use of Hortatory

Exposition.
 2. Dependent Variable

The dependent variable will the outcome of the independent variable; it is

the effect. Dependent variable observer in this research is the use of

DRTA strategy.

Research Hypothesis

The hypothesis of the research as follows:

1. The null hypothesis (Ho) that DRTA strategy is not effective in enhance

the students’ reading skill.

2. The alternative hypothesis (H1) that DRTA strategy is effective in enhance

the students’ reading skill.

Subject of the Research

The subject of this research will involve the students of class XI IPA 1,

totaling 25 students. They are students of SMAN 1 Mananggu. The reason for

taking this school as a research participant is because teachers use monotonous

activities in the learning process and reading activities. This situation can have a

negative impact on students so that students will be motivated and not interested

in learning more about English. In addition, students still have the lowest scores in

English, especially in reading.

The Instrument of the Research

In this research, the researcher use one kind of instrument namely reading

test. The test use in pre-test and post-test. The test will be given to measure the

students’ skill in reading content and organization in hortatory. The test consists

of 2 topics.
Procedure of Data Collection

The researcher will use some of procedures to collect data :

Pre-test

Before doing the treatment, the students were given a pre-test. The students

will ask to read hortatory exposition. This test will apply to know their prior

knowledge.

Treatment

In the treatment, the teacher conduct teaching-learning activity with the

students in the class 2 meetings.

Opening

a. The class will opening by praying together.

b. Teacher checks the students’ attendance.

Main Activities

a. Students will ask questions about hortatory exposition and the DRTA strategy

that they will practice.

b. Students and teacher discuss about hortatory exposition and how to use DRTA

strategy in reading activity.

c. The students will divided into five groups and each group consist five students.

d. The teacher give a topic about hortatory exposition that familiar for students

and the students look for related ideas/keywords.

e. After doing a DRTA strategy the students start to read paragraph about the

topic in hortatory exposition.

Closing
a. Students tell to the teacher what they have learn in class, the teacher give some

feedback.

b. Teacher close the lesson.

Post-test

After doing the entire treatment, the last step will pos-test which is give to the

students. The students were asked to read hortatory exposition. This test will

apply to know the DRTA strategy can facilitate EFL learners in learning hortatory

exposition after getting the treatment through DRTA strategy. The aim of post-test

is to find out the result of the treatment.

Technique of Data Analysis

1. Scoring the students’ answer the researcher used the following formula:

a). The score Classification of Reading

Table 3.1. The score Classification of Reading

Score Classification

96 – 100 Excellent

86 – 95 Very good

76 – 85 Good

66 – 75 Fairly good

56 – 65 Fair

46 – 55 Poor

0 – 45 Very poor

(Depdikbud: 1985:6)
𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒
Percentage = 𝑇𝑜𝑡𝑎𝑙 𝑖𝑑𝑒𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑥 100%
b). The Scoring Rubric for Literal Reading Comprehension

Table 3.2. The Scoring Rubric for Literal Reading Comprehension

Classification Explanation

Student locates and uses all relevant

Excellent information stated directly in the text to

answer questions, complete tasks, or

otherwise demonstrate clear understanding.

Very good to good Student locates and uses most relevant

information stated directly in the text to

answer questions, complete tasks, or

otherwise demonstrate clear understanding.

Fairly good to fair Student locates and uses some relevant

information stated directly in the text to

answer questions, complete tasks, or

otherwise demonstrate clear understanding.

Poor to very poor Student locates and uses little or no

relevant information stated directly in the

text to answer questions, complete tasks,

orotherwise demonstrate clear

understanding.

(Staff.highschool.spsd.org/.../Reading-rubric : 2015)
2. Calculating the mean score of the students’ answer by used the formula :

∑𝑥
𝑥̅ =
𝑁
Explanation:

𝑥̅ = Mean of students’ score

ΣX = the sum of students’ score

N = the total number of student, (Gay, 1981:298)

3. Finding out the significance difference between the pre-test and posttest by

calculating the value of the test. The following formula was employee :

Where:

T = t significant

D = the difference between the scores of pre-test and post-test

̅ = the mean score of the difference between the scores of pre-test and
𝐷

post- test

N = the number pairs of subject in the study, (Gay, 1981:331).

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