TEACHING READING BY USING COMBINING STRATEGY OF DIRECTED READING THINKING ACTIVITY (DR-TA) AND GROUP MAPPING ACTIVITY (GMA)

) STRATEGY AT JUNIOR HIGH SCHOOL (A stud !t E"#$t G%!d& '( SMP ) P!"*!*)

PAPER

SILMARNITA +,+-+).)

ENGLISH DEPARTMENT COLLEGE OF TEACHER TRAINING AND EDUCATION (STKIP PGRI /EST SUMATRA PADANG )+0)

CHAPTER 0 INTRODUCTION A.B!12#%'u*d O( T$& P%'34&5 Reading is one of activities that should do by all students in their daily life. In globalization era, the students have to read the book which is mostly written in English. If the students can not read and comprehend the content of the books carefully, the students will not get information from books, and then the students will failure in reading. In the other word, the students do not comprehend what they read. Besides that, reading is also something of great importance and needed for students because the success of their study depends on the greater part of theis ability to read. If their reading skill is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succes in their study. In reading, to comprehend the te t the readers should be able to manage every part of the te t, because it is easy to gain the comprehension in reading when the readers are able to organize the te t. !eaching reading is not only how to practice the words in the te ts, but also identify what the purpose or meaning of te ts that have been read. In this section, the students are re"uired to pay attention and concentrate so that they can make inferences of what they have read. !hat is really matter in reading skill. On the other hand, many students have reading difficulties to cmprehend of the te t. Based om the writer#s e perience in practice teaching, most of the students have problem to read words accurately or automatically. In other words, the students have not learnt and stored in their memories sets of letter clusters that they can use to work out unfamiliar words. !he students also have corresponding difficulties with spelling. $e t, the reading te ts are not interesting for them. Because the intent and purpose of the te t is less clear, while the students are difficult to read it. On the other hand, the lack of vocabulary makes them lazy to read the te t, teaching and learning systems often monotonous, less variety, and less attractive so the students became bored, not interested to learn it. Based on the problem above, the teacher can apply a better teaching strategies to make the students can understand what they have read. In this occasion, the writer will

introduce some strategies to improve students# reading comprehension. !he first strategy is %ooming in and %ooming out strategy, this strategy to give significance effect toward student#s reading comprehension. B6 L"5"t!t"'* O( T$& P%'34&5 &s stated above, there are some strategies that can be used in teaching reading and increasing the students# reading comprehension for yunior high school. 'uch as( )uestion* &nswer Relationship,and +ine up strategy. In this thesis, the writer only focuses on +ine up strategy at ,unior -igh 'chool. !his strategy can help students to increase their reading comprehension. C6 F'%5u4!t"'* '( t$& P%'34&5 based on the limitation above, writer can get formulate a "uestion. how to teach reading by using directed reading-thinking activity (DR-TA) strategy and group mapping activity (GMA) strategy at junior high schoo student! D6 S"#*"("1!*t O( T$& P!7&% !his study gave new e perience and increased knowledge of researcher. &nd this study is e pected to give contribution to the lecturer, and the students. !he lecturer can realize that there are several factors that involve on paragraph such as( understanding transition, grammar, paragraph structure, vocabulary. !he students e pected to realize that understanding transition is one of the important things to improve their reading ability.

CHAPTER II REVIE/ OF RELATED LITERATURE /. !he $ature of Reading a. 0eir 1/223(425 b. -armer 16773(895 c. 'eyler 1677:(35 d. ;eregoy < 'uyanto 16774(875 6. !he $ature of reading comprehension a. 'now 16776(//5 b. 0illiams 1677:(/235 c. ;artnership 1677=5 d. Rupp 16779(=45 3. !eaching Reading >omprehension a. ?evies < ;earse 16777(265 b. Bryan 167725 :. ?irected reading*thinking activity 1?R*!&5 a. @udi tilton brunner 167//5 b. @oyce bainbridge and sylvia pantaleo 1/2225 =. Aroup mapping activity 1AB&5