Directed Reading Thinking Activity Strategy Research Articles

The Effectiveness of Student Team Achievement Division (STAD) and Directed Reading Thinking Activity (DRTA) Strategies in Teaching Reading Comprehension to Students with Different Levels of Motivation at MAS Ahmad Dahlan Tegal

This study aims to investigate the effectiveness of the Student Team Achievement Division (STAD) and Directed Reading Thinking Activity (DRTA) strategies in teaching reading comprehension to students with different levels of motivation at MAS Ahmad Dahlan Tegal. This study used a 2x2 factorial design. This study conducted at MAS Ahmad Dahlan Tegal. The participants of the study included Group X B comprising 25 students, and Group X D comprising 26 students. The students will be classified into high and low motivation and will be taught with different teaching strategies. The instruments of the study are tests, questionnaire, and observation. This result showed that STAD and DRTA strategies are effective to teach reading comprehension. The mean post-test score in the experimental group I was 75.40, while the mean post-test score in the experimental group II was 74.43. In addition, the mean post-test score in the experimental group I was recorded as 73.60, while the mean post-test score in the experimental group was 67.33 II. It can be concluded that STAD and DRTA strategies effective in improving students’ reading comprehension to both of high and low levels of motivation. Keywords: Reading comprehension, STAD strategy, DRTA strategy, Motivation

The Impact of Directed Reading Thinking Activity Strategy in Increasing Students’ Reading Motivation and Learning Achievement

This study aims to explore the effectiveness of the Directed Reading Thinking Activity (DRTA) strategy in enhancing students' reading motivation and learning outcomes. Conducted using a mixed-methods approach, it involved 27 ninth-grade students at the Al-Gazali Islamic Boarding School. The study meticulously examines how the DRTA strategy, which encourages students to make predictions, pose questions, and enhance their comprehension through engaged reading, impacts their motivation to read and their levels of reading comprehension. By integrating both quantitative and qualitative research methods, this study provides a comprehensive analysis of students' reading performance before and after the implementation of the DRTA strategy. The findings indicate a significant improvement in students' reading motivation and overall reading achievement. This suggests the potential of the DRTA strategy as an effective pedagogical tool for comprehensive reading enhancement. This research offers insights into reading strategies that can foster a more engaging and productive reading environment for students, including those in Islamic boarding school settings.

IMPROVING STUDENTS' READING COMPREHENSION THROUGH THE DRTA STRATEGY

This research is aimed at improving the reading comprehension ability of Serambi Mekkah English students on narrative texts through DRTA (directed reading thinking activity). The strategy was conducted beyond the consideration of finding that the researcher found during the preliminary study. Many of the students at the university, especially the students of English department encountered problems in comprehending the texts or passages. It was found that students hardly understood the narrative text especially about factual detail, main idea, and word meaning. Therefore, researchers implemented the DRTA strategy. The researcher used collaborative classroom action research design. It was conducted in two cycles by following the procedures of action research, i.e., planning, implementing, observing, and reflecting. Each cycle was carried out two meetings of strategy implementation and one meeting for the test. The data of the study was gathered through observation sheet, students' observation sheet, reading comprehension test and questionnaire. The result of the research showed that the DRTA strategy has improved students’ reading comprehension. The improvement could be seen from the increase of the students' score in reading comprehension which reached the target score (70 in the range of 0 to 100), i.e., in preliminary the mean score was 6,42. Then the mean score increased to 6,96 in post-test cycle I. The mean score of the student’s proficiency improved to 8,33 in post-test cycle II. This evidence suggested that the students had already reached the intended target score, namely 7,00. It means that many students responded that the application of DRTA strategy was helpful to improve their reading skill, and the strategy was very good to improve the student's comprehension of main idea, factual detail and word meaning.

The Implementation of Directed Reading Thinking Activity (DRTA) Strategy in Teaching Reading Recount Text at SMAN 6 Medan

This research aims to find out how teachers implement DRTA strategy in teaching reading recount text for tenth grade at SMAN 6 Medan. To achieve the purpose of this study, the analyst utilized descriptive qualitative strategy. The data were amassed via observing the teaching and learning process of recount text, interview with English teacher, and video recording for how the implementation of DRTA strategy. The teacher has implemented 3 stages of using DRTA strategy in teaching reading recount text, Before Reading: predicting, While reading: silent reading, After reading: confirming predictions. But in the prediction stage, the teacher did not guide the students to activate their previous knowledge.

Directed Reading Thinking Activity (DRTA) Strategy on Students’ Reading Comprehension of Narrative Text

DRTA is a reading comprehension strategy for students, especially narrative texts. Balajthy (2003) in his book says Russell Stauffer in 1975 developed the directed reading thinking activity (DRTA) as a more attractive alternative to the course outline model used in most basic guided reading courses. The DRTA strategy was advanced to encourage active reading comprehension and move the student to assume critically to understand the text. The design of a quasi-experimental with a design non-equivalent control class was employed since this investigates the efficacy of using the DRTA strategy for improving students’ reading comprehension of the narrative text. The observation, test, and documentation were collected in this study. The question test consisted of 20 items using pretest-posttest, in the VIIIA class, which included 22 female students were used as an experimental class, and the VIIIB class, which included 14 male students was used as the control class. An independent sample t-test was used to analyze the evidence to find out whether the DRTA strategy improved the students’ reading comprehension. The result showed that the T-test value was 4,698 with probably Sig two-sided 0,001, the score Sig two-sided 0,001 < 0,05. The experimental class that received the DRTA strategy differs significantly from the control class that did not receive treatment. As a result, it will draw a conclusion that the DRTA strategy is effective for the education and studying of the activity of eight grade students at the MTS Miftahul Jannah.

Enhancing Pupils' Narrative Text Reading Comprehension in Mother Tongue through Directed Reading Thinking Activity

The study aimed to determine the effectiveness of the directed reading thinking activity strategy as a reading intervention strategy to enhance the reading performance of Grade 2 pupils. It utilized the one-group pretest-post-test design. The researcher employed the Early Grade Reading Assessment Tool (Pretest and Post-test) to identify whether the intervention strategy used was effective. There were 55 participants in the study who were given reading intervention. The researchers conducted the reading intervention for the pupils during their MTB-MLE class for three days every week. The results showed that there was an increase in the reading performance of the pupils after conducting the reading intervention. It was also revealed that in the study there were significant differences in the t-test result in all reading components. This further highlighted that the reading intervention which is a directed reading thinking activity strategy was effective. Thus, it is recommended that a reading intervention program that highlights the use of a directed reading thinking activity strategy will be used by teachers to improve the reading performance of their pupils.

Effectiveness of DRTA Strategy in Improving the Reading Skills

This study aimed to evaluate the reading level of the grade 7 learners before and after the conduct of intervention and to determine the effectiveness of Directed Reading-Thinking Activity (DRTA). The reading level was measured using the Philippine Informal Reading Inventory (Phil-IRI) tool where word recognition and comprehension are the variables used. On word recognition, mispronunciation, repetition, substitution, omission, insertion, reversal and transposition are considered miscues while the comprehension level was determined by the scores in the comprehension questions. Reading level is determined by their level in word recognition and comprehension taken from the Phil-IRI formula. The researcher used experimental group of respondents in teaching reading using the DRTA. The respondents are the grade 7 learners of Mindanao State University-Maguindanao who experienced modular learning for the last two school years in elementary, 2020 – 2022. The study was conducted in September to October 2022. The instruments are the reading selection consisting of 134 words and the 10 comprehension questions. Results revealed that there is a significant difference on respondents’ reading level in terms of word recognition with the t-value -8.388 and comprehension with t-value -14.357 after the use of Directed Reading-Thinking Activity (DRTA). It is therefore concluded that DRTA has a positive effect in improving the reading skills of the grade VII.

Improving Students’ Reading Comprehension of Narrative Text Through Directed Reading-Thinking Activity Strategy

This study aim was to find out how directed reading-thinking activity strategy could improve students’ reading comprehension of narrative text. The directed reading-thinking activity strategy was applied to teach the ninth grade students of SMPS Awaluddin in the academic year of 2021/2022. This study was a classroom action research. The research findings showed that the students paid attention to the teacher’s explanation, the students were very active and brave to ask the teacher, looked enthusiastic and understood the reading comprehension of narrative text through directed reading-thinking activity strategy. It also was proven by the students’ individual reading test, in which their scores got increase because many students’ individual score got 72 until 84 which included good category, and two students got 88 until 92 as excellent category. Therefore, it can be concluded that directed reading- thinking activity strategy successfully improved the students’ reading comprehension of narrative text. The researcher hopes this strategy is used by the teachers in teaching reading comprehension.

The integration of DRTA strategy and the zoom conference for teaching reading: an action research

This present research aimed to investigate the integration of Directed Reading Thinking Activity (DRTA) and Zoom conference for improving students' reading comprehension. Classroom Action Research was the research design employed in this study. The independent variable was the DRTA Strategy and the dependent variable was the students' reading comprehension. There were 30 students as the subject of this study. Reading test, field notes, questionnaires, interview, and observation sheets were the instrument of research for collecting the data. The findings of pre-test and post-test mean scores showed the improvement of students' reading comprehension using the integration of DRTA Strategy and Zoom conference. Furthermore, this combination can help English learner achieve the learning target. The students can get many benefits from using this combination to study English. They also can conduct an effective teaching-learning activity in a modern way even though they are not allowed to attend the face-to-face classroom Keywords: Action Research, DRTA Strategy, Zoom Conference

Modified DRTA (Directed Reading Thinking Activity) Strategy to Enhance Students' Reading Comprehension

The objective of this research was to boost students' reading comprehension of narrative text by modifying DRTA (Directed Reading Thinking Activity) strategy at X MIPA 3 students of SMA Negeri 1 Bintan Timur. The research design was classroom action research. This study held at two cycles with four meetings in each cycle. The subjects of this research were X MIPA 3 students which made up 36 students. The research instruments applied to gather the data were observation checklist and reading comprehension test. The result showed that students' percentage whose got score ≥ 75 in cycle 1 and cycle 2 were higher than preliminary study. There were 63,88% students in cycle 1 and 88,88% students in cycle 2. It showed that the students' percentage whose got score ≥ 75 improved and meet the criterion of success was 70%. The observation checklist's results also showed that modified DRTA (Directed Reading Thinking Activity) strategy was successful in enhanciing students' classroom participation. The students' participation had been reached 83% in cycle 2. From the result, ≥ 40% students participated in the teaching and learning activities when the strategy was implemented. It could be concluded that the modified DRTA (Directed Reading Thinking Activity) strategy could improve students' reading comprehension and students' participation at X MIPA 3 students of SMA Negeri 1 Bintan Timur.

Effectiveness of the Directed Reading Thinking Activity Strategy for Learning Reading Comprehension at Grade IV in Yogyakarta

This research aimed to identify the effectiveness of using the directed reading thinking activity (DRTA) strategy for reading comprehension learning in grade IV. This research was conducted at SD Islam Al-Azhar 31 in Yogyakarta from September to October of the 2020 academic year. This was quasi-experimental research with a non-equivalent control group design. Class IV IF and Class IV IK served as the experimental and control groups, respectively, with each consisting of 26 students who were randomly recruited. Data were collected using tests and observations. The instrument used was a multiple-choice test consisting of 20 test items that showed a validity index ranging from 0.40 – 0.64 with a reliability index of 0.86 on the pretest, and 0.43 – 0.62 with a reliability index of 0.87 on the post-test. A significant difference was found (index = 3.118, p = 0.003). It is therefore concluded that the DRTA strategy is effective in teaching reading comprehension at grade IV.
 Keywords: directed reading thinking activity (DRTA) strategy, learning to read understanding

Enhancing students� critical thinking skills in reading class using the directed reading thinking activity (DRTA) teaching strategy

This research aims to analyze the effectiveness of the DRTA strategy in enhancing students� critical thinking skills in English reading. It applied a pre-test and post-test quasi-experimental design. The samples of this study were 37 students of the XI-MIPA of Madrasah Aliyah Miftahul Huda Tayu. The instrument for collecting data was a test. It was six questions of analytical exposition text presented in an essay-type form. A t-test was used to analyze the mean score difference between the control and experiment groups. After treatment, there was an improvement in students� critical thinking skills. The value of t0 is 2.274 and ttable is 2.030. The result of the computation was 2.274 > 2.030, while the sig. (2-tailed) was 0.029 < 0.05. There was a significant difference in the students� critical thinking skills between those who were taught reading using the DRTA strategy and those who were not. The DRTA strategy effectively enhanced the student�s critical thinking skills in reading.�

Improving EFL Students’ Reading Comprehension and Critical Thinking Skill through Directed Reading Thinking Activity

Abstract. Reading comprehension and critical thinking skills are pivotal skills which can trigger academic achievements of students in the English Foreign Language Learning. This study was conducted to improve those students’ reading comprehension and critical thinking skills by implementing Directed Reading Thinking Activity (DRTA). The researcher conducted the study by following the classroom action research approach that consists of four steps in each of its cycles consisting of planning, action, observation, and reflection. The researcher used pre-test, post-test, and questionnaire to collect the data. The data from the result of tests were analyzed quantitatively while the observation results were analyzed qualitatively. The study results show that the implementation of DRTA can improve students' reading comprehension and critical thinking skills. DRTA can improve students reading skills and critical thinking because the DRTA strategy focuses on student engagement with the text. Hence, students have to predict and prove when the students read, and it makes the learning process more interactive and the students more active. Thus, the researcher recommends DRTA for those teachers who find similar problems in improving students’ reading comprehension and critical thinking. Keywords: Critical Thinking, Directed Reading Thinking Activity, Reading Comprehension

A Comparison of Directed Reading Thinking Activity (DRTA) and Survey, Question, Read, Recite, and Reviews (SQ3R) Strategy to Improve Reading Comprehension Achievement of Indonesian Junior High School Students

The objectives of the research were to investigate whether there was a statistically significant difference of the students’ reading comprehension achievement after the implementation of DRTA strategy and SQ3R strategy. Furthermore, the approach used in this research was quantitative. The subjects were 32 students for DRTA group and 31 students for SQ3R group of Junior High school 9 Bandar Lampung. The reading tests were used as the research instrument. In addition, the data were analyzed by using Repeated Measure t-test. The result showed that there was a statically significant difference of students’ reading comprehension with the significant level 0.05. From the result, it is suggested that SQ3R strategy can facilitate students better to improve their achievement in reading comprehension. Keywords: reading comprehension, DRTA strategy,SQ3R strategy.

The Implementation of Directed Reading Thinking Activity (DRTA) to Improve Students’ Reading Comprehension.

The goal of this research is to look into the use of Directed Reading Thinking Activity to improve students' reading comprehension in the tenth grade at SMAN 1 Tanete Riaja. The following research questions were addressed in this study: 1) How does the implementation of Directed Reading Thinking Activity (henceforth DRTA) improve students' reading comprehension?2) What are the students' perceptions toward the DRTA strategy's implementation? This study employs a quasi-experimental design with both an experimental and a control group. The experimental class was taught using the DRTA strategy, while the control class was taught using the conventional strategy. The participants in this study were chosen at random and were divided into two classes: class X-1, which consisted of 32 students as the experimental class, and class X-2, which consisted of 30 students as the control class. The data was gathered through a reading comprehension test and a questionnaire. According to the findings of this study, using the DRTA method increases students' scores more than using the conventional strategy. The experimental class has a mean score of 76.40, while the control class has a score of 50.3. It indicates that the DRTA strategy significantly improves students' reading comprehension and makes a positive contribution to their cognitive development. Furthermore, the results of the questionnaire show that the majority of students respond positively to the implementation of the DRTA strategy in the classroom.

THE INFLUENCE OF DIRECTED READING THINKING ACTIVITY (DRTA) TOWARDS STUDENTS’ READING ABILITY

The research aimed to know the influence of using DRTA Strategy towards students’ reading ability at MTs Nurul Iman Pesawaran. The research was conducted at the eighth grade of MTs Nurul Iman Pesawaran in academic year 2020/2021. The writer took two clasess in the eighth grade as the samples. The population was 40 students’ in 2 clasess. The sample was taken by using cluster random sampling technique. 20 students’ were as experimental class and 20 students’ were as control class. The main technique in measuring students’ reading comprehension was multiple choice test that consisted of 40 test items. The score for each item was 2,5 for true and 0 for wrong. In analyzing the data, the writer used t-test formula. Based on the data analysis, The result showed that t-test was 2.9. From the distribution table at the significance level of 5% is known that t-table = t (1- ½ α) (df) = 2.00 and at the significance level of 1% is known that t-table = t (1- ½ α) (df) = 2.37. It means t-test > t-table as in (2.9> 2.00 > 2.37). Based on the calculation, Ha was accepted, it means that there was an influence of using DRTA (Directed Reading Thinking Activity) strategy towards the students’ reading ability at the eighth grade of MTs Nurul Iman Pesawaran in 2020/2021. Then the average score of students reading ability who learnt through DRTA (Direct Reading Thinking Activity) was higher than those who learnt reading throurgh conventional technique. It was 70.1 > 65.6. Based on the result above, it is clear that DRTA (Directed Reading Thinking Activity) can increase students’ reading ability at the eighth grade of MTs Nurul Iman Pesawaran in 2020/2021.

Developing DRTA (Directed Reading Thinking Activity) Strategy Teaching Materials for Elementary School Students in Improving Reading Prediction Skills

The purpose of this study was to develop appropriate reading teaching materials for use in elementary schools. The study used the 4D research method by developing reading teaching materials using the DRTA strategy in predicting reading. Several analyzes the defining phase of needs analysis, including curriculum, concepts, and tasks. While in the study of students about the suitability of teaching materials developed with the level of student development. The design phase of teaching material development begins with the design of RPP with the curriculum. The format and preparation of teaching materials are modified from the cover, preface, table of contents, usage instructions, concept maps, competencies to be achieved, tasks, and work instructions. The development phase includes the validation of teaching materials and RPP. Then the product is tested to see the practicality and effectiveness of the teaching materials that have been developed. Research results explained RPP validation for aspects of learning objectives with an average of 94 very valid and aspects of learning material with 100 very valid. The dissemination stage of the assessment process for reading skills is done using an assessment rubric. The average class value at meeting 1 is 93.34. The second meeting is 89.142. The third meeting is 85.92 with an overall average of 89.46 with a very good category. The assessed aspects are several student skills, from predicting reading activities, reading techniques, filling in the meaning of words that have not been understood, writing down the main contents of the reading text, and summarizing the summary of the reading contents.

Enhancing Student Reading Skill through Strategy of Directed Reading Thinking Activity (DRTA)

This research examines the effect of the DRTA strategy as an effort in enhancing the students' reading comprehension skills in class V SD 41 Enrekang. A research methodology is a quantitative method for classroom action research. This review focuses on student learning outcomes and processes. The study was conducted at Enrekang 41 Elementary School, Enrekang, with the subject of the fifth-grade students of Enrekang 41 Elementary School, Enrekang, consists of 21 students. The CAR is carried out in four stages: planning, implementing actions, observing, and reflecting. From the implementation obtained data collected by learning outcomes tests. Then the data is analyzed and processed quantitatively. The results of the study showed that Directed Reading Thinking Activity (DRTA) in the first cycle is in the less category (K), and after the second cycle action is carried out, there is an improvement in students’ scores and has reached the specified indicators. From the result, the researcher concludes that the students' reading comprehension skills in Indonesian subjects in class V SD 41 Enrekang, Enrekang Regency has an improvement after applying of the strategy of Directed Reading Thinking Activity (DRTA).

تأثير استراتيجية توجيه التفكير خلال القراءة في تنمية الفهم القرائي لدى طلاب المدرسة العالية الإسلامية الحكومية ١ بادنج بانجنج

This research aims to analyze the influence of Directed Reading Thinking Activity (DRTA) strategy on reading comprehension of Arabic language at MAN I Padang Panjang. The researcher used experimental research. The design was post-test only control group of true-experimental design. Technique of data collection is reading test and then analyzed by using t-test. After DRTA strategy was implemented in experimental group, while control group was taught using conventional method, it was obtained that the mean score of the experimental group was 90.92 and the mean score of control class was 70.36. Then, by using t-test, it was found that tcalculated is higher than ttable, 10,82>2,682. It means that Ho is rejected and Ha is accepted. It can be concluded that DRTA strategy influences students’ reading comprehension in Arabic language.

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. This study involved 60 students of second-grade students of SMPN 1 Jonggat. The students were divided into two groups, the experimental and control groups. The experimental group was subjected to DRTA strategy, while the control group was treated using the conventional learning strategy. 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.