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Reading is the skill should be mastered in learning English as foreign language.

Kinds
of text books and materials are written in English. It needs comprehension in reading
the text
to get better in catch the idea and information. According to Weaver (2009: 10)
reading is a
process to determine, what the reader’s brain, emotions and beliefs bring to the
reading. It
means that reading is the reader’s way in interpreting the printed words. It is
supported by Linse
(2005: 69) argues that reading is making sense of printed word.However, teaching
reading
comprehension is not an easy job for the teacher. The teachers need improve their
teaching
method or strategy in order to help the students get the point in reading the text.
In knowing the meaning of printed word in reading, the readers need reading
comprehensively. Sanchez (2010: 5) states reading comprehension is emphasizing
both what
the author had written and readers’ ability to use their background knowledge and
thinking
Jurnal KATA : Vol 1 No. 2 Oktober 2017 154
ability to make sense of text.It can be said that reading comprehension not only
“read” the text
directly, but also get something from the text.
To be able in reading comprehension, the reader needs to know the components of
reading. Klingner (2007: 5) suggests that the reader needs to attend four indicators
of reading
comprehension such as vocabulary, refers to knowing what the words mean in
context. The
students have to know word meaning based on context from the text. Decoding is
word reading.
It is the process of sounding out or analyzing individual letters and words. Fluency
refers to
accuracy and speed reading. It is about the process in reading with good
pronunciation,
spelling, intonation, and stress. World knowledge refers to have sufficient
background
knowledge to benefit from reading the text. According to Brown (2004:206) there are
some
indicators of reading; specific topic and main idea, interpreting and identifying the
meaning of
the word and sentences of the text, identify factual information, guess meaning of
vocabulary,
synonym, and antonym, inference of the text, analyze generic structure, social
function of kind
of text.Understanding the elements of reading will help the reader better in
comprehending the
text. However, reading comprehensively by mastering the indicators of reading
comprehension that have been discussed is difficult to do by the students in learning
English
as foreign language. The expectation of teaching English curriculum asks the
teacher to do the
better effort in teaching English. It is the reason of the teacher to apply kinds of
approaches,
methods, techniques and strategies in teaching English. One of the methods that can
be applied
in teaching reading called Directed Activities Related to Text (DART). According to
Vester
(2008:1), DART is activity which get students to interact with texts. The purpose is to
improve
the students’ reading comprehension and to make them to be critical readers; it can
be done by
individual or groups. Therefore, Brindley (2005:97) insists that DART is the central
value
placed on exchanges by pupils in small group. Those, this paper will describe the
application
of DART method in teaching reading for senior high school students. It can be
used as
information of the DART procedure that can be applied by the teacher in teaching
reading
comprehension.
Theoretically, the teachers need to know the types of DART in implementing DART in
teaching,. Department of Education and Skill (2004:266) cites that DART can be
grouped into
two main categories. There are reconstruction activities and analysis activities.
Reconstruction
activities are activities that require students to reconstruct a text or diagram by filling
in missing
word, phrases or sentences, or be sequencing text that has been jumbled.There are
some rules
in implementing DART in teaching reading. According to Vester (2008:3), using DART
can
be modified by following the methods; it can be classified into explaining,
underlining, writing,
and interacting.
The procedures of applying DART method is starting in pre reading activity. In this
stage, the teacher motivates the students, brainstorm, and review the last
material to the
students. Next, the teacher continues to whilst reading activity. In this stage, the
teacher applies
DART method in teaching reading. The teacher decides the categories of DART that
will be
used in teaching reading; reconstruction activities and analysis activities. Both of the
activities
have the different way in teaching reading. Reconstruction activities involve text
completion,
diagram completion, table completion, completion activities with disordered text, and
prediction. While analysis activities include underlining/ highlighting, labeling,
segmenting,
diagrammatic presentation, and tabular representation. The last step is post
teaching activities;
the teacher evaluates the students in learning process.
Comparing with other method, DART has the clearly teaching procedures. DART will
more effective if the teacher applies into small group. DART not only ask the
students to get
the ‘right’ answer from the text, but also direct the students on giving the reason
related to the
‘right’ answer.

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Reading is the skill should be mastered in learning English as foreign language.

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