Students’ Perception of Using Directed Activities Related to Texts (DARTs) in Teaching Reading

Abstract

Running a reading classroom, the teacher needs to prepare the learning strategy which is assumed effective to achieve the learning goal. Directed Activities Related to Texts (DARTs) was applied in reading teaching learning process as the treatment which took times for 12 meetings. The students' perception on the teaching strategy implemented by the teacher is important, to indicate whether the teaching strategy in accordance with the students' need or not. Because of this reason, the research aimed at examining the students' perception on the implementation of Directed Activities Related to Texts (DARTs) in teaching Reading. The methodology used in this research was mixed method. The qualitative data were collected by using observation and semi-structured interview. Meanwhile, the quantitative data were collected using a questionnaire. This research was conducted in a class of 25 students at a Senior High School. The results revealed that most students believed Directed Activities Related to Texts (DARTs) has given positive contribution toward students' reading achievement. Through a set of activities which were the students involved, this strategy encouraged the students to read contextually and think critically so that their comprehending of the text would become easily. In summary, the result of the research found several main areas, namely students' behavior (79.3%), students' experience (76%), students' reading skill achievement (74.2%) and students' difficulty (40%). Knowing those things will ultimately help students to receive better a number of English texts that lead them to be autonomous learners.