THE USE OF ‘DIRECTED READING-THINKING ACTIVITY’ (DR-TA) STRATEGY TO INCREASE STUDENTS’ ABILITY IN COMPREHENDING CONTENT SUBJECT (SOCIOLINGUISTICS) AT ENGLISH STUDY PROGRAM FKIP RIAU UNIVERSITY

Abstract

This classroom action research aims to testify the effectiveness of DirectedReading-Thinking Activity (DR-TA) to increase students‟ability in comprehendingContent Subject Sociolinguistics. The sample is all students of English Study programwho took Sociolinguistics subject. Before the treatment was conducted, the samplewas given pre-test and after the treatment, post-test was also held. The procedurescarried out are: (a) Pre reading, (b) Guided Silent Reading, and (c) Post reading. Theresults of observation (46,5%) and mean score of test of cycle 1 (64,53) cannot fulfillthe minimum criteria applied, 70. The action is continued at cycle 2 by continuing toapply DR-TA activities at cycle 1 and give more motivation and support to be moreactive in doing DR-TA activities. Besides that, special guidance for those who need isalso provided outside class. In fact, there is a high increase of observation and testresult at cycle 2 compared to the increase in cycle 1. The students‟ ability in doingDR-TA activities becomes 72% and the mean score of test is 71,11. The result showsthat the criteria applied has been achieved and this means that the DR-TA strategy isvery effective to increase students‟ ability in comprehending content subjectSociolinguistics.

Key Words: DR-TA strategy, Sociolinguistics.