Directed Reading Thinking Activity Research Articles

KESAN DIRECTED READING THINKING ACTIVITY (DRTA) DALAM MENINGKATKAN TAHAP PENCAPAIAN KEFAHAMAN MEMBACA PELAJAR [THE EFFECT OF DIRECTED READING THINKING ACTIVITY (DRTA) IN IMPROVING STUDENTS’ COMPREHENSION

This study explores the strategy of Directed Reading Thinking Activity (DRTA) on the achievement of reading comprehension in Year 7 in one of the secondary schools in the Brunei and Muara districts, Brunei Darussalam. In addition, this study also examines students' perceptions of DRTA in teaching and learning comprehension in the classroom. The purpose of this study is to examine students' ability to comprehend the content of reading. This study uses an action research design, and the sample consisted of 14 students from Years 7 in moderate to weak levels. The results of this study were analysed using a paired t-test to assess whether there was a significant difference in the mean score in the achievement of the pre-study test and the post-study test of the students. In addition, the researcher also used mean scores to find out students' perceptions of DRTA techniques in teaching and learning comprehension. Based on paired t-test analysis, it shows a difference in the mean score in the achievement of pre-study test and post-study test of students, t (14) = -6.79, p .000< .005. While the results of the mean score analysis for students' perception of the DRTA technique in teaching and learning comprehension show a positive reaction and response between a mean of 3.07 to 3.57. Therefore, the overall study of the DRTA technique proves that this technique can improve student achievement in reading and comprehension.

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.

The Effect of Directed Reading Thinking Activity (DRTA) Strategy on Students' Reading Comprehension

The study aimed to investigate the notable impact of the Directed Reading Thinking Activity (DRTA) approach on the students' reading comprehension. The study was carried out at MAN 2, Palembang. The present study employed a quasi-experimental design utilizing quantitative research methodology. The researchers employed the convenience sampling method to gather data. The data were obtained via a reading comprehension test administered to students in the two classes, experimental and control. The study's findings examining the impact of implementing DRTA before and after utilizing a paired sample t-test indicate that the calculated T value of 27.797 exceeds the t-table value of 3.030. Thus, implementing the DRTA approach enhanced the students' reading comprehension in the experimental group. An independent sample t-test was conducted to examine the outcomes of the disparity between individuals who utilized the Directed Reading-Thinking Activity (DRTA) and those who did not. The findings showed that notable disparities in reading comprehension existed among students who received instruction via DRTA and those who did not. The DRTA technique offers advantageous outcomes for students as it fosters active and critical reading practices. Students enrolled in reading courses that engage in prediction and active reading demonstrates a proactive approach to learning, effectively harnessing their cognitive abilities to acquire knowledge on unfamiliar subjects. Furthermore, DRTA mandates that students maintain a record of their understanding of the text while reading.

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.

Animation Video Media Using Directed Reading Thinking Activity (DRTA) Strategies Improve Reading Understanding of Indonesian Language

The difficulties students face, especially in reading comprehension activities, are that they need help understanding the contents of the stories they have read, so they are less able to answer questions related to the contents of the reading. The difficulties faced by these students were because students needed to be included in communicating and contributing to learning activities. This study aims to analyze animated video media with the directed reading thinking activity (DRTA) strategy for reading comprehension in Indonesian. This research is a quasi-experimental, posttest-only design with no treatment control design. The population is all 9 classes of fourth-grade elementary school, with 327 students. Determination of the research sample using a random sampling technique. Non-test method data collection. The data collection instrument is Observation. The data analysis method is the inferential statistical analysis method. The method of data analysis is an inferential statistical analysis technique and t-test. The study results showed a significant influence on the ability to read Indonesian language comprehension between the group taught the Directed Reading Thinking Activity (DRTA) strategy and the group taught using conventional learning in fourth-grade elementary school students. It was concluded that animated video media with the directed reading thinking activity (DRTA) strategy could improve reading comprehension skills in Indonesian.

DIRECTED READING-THINKING ACTIVITY (DRTA) STRATEGY IN READING CLASS AT SMA NEGERI 2 KOTA TERNATE

This study aims to determine whether the Directed Reading Thinking Activity (DRTA) strategy can improve students' reading comprehension at SMA Negeri 2 Kota Ternate. The research method used is pre-experimental design. Which consists of pre-test, treatment, and post-test design. The population in this study were students of class X-G SMA Negeri 2 Kota Ternate. Using a convenience sampling technique involving one X-G class. as the sample, 30 students at class. The results of the study show that the Directed Reading Thinking Activity (DRTA) strategy can improve students' reading comprehension in Class X-G at SMA Negeri 2 Kota Ternate. It is proven that the Pre-Test score is 48.73 and the Post-Test value is 68.77. Based on the difference in scores obtained by students in reading comprehension, it showed an increase from the pre-test to the post-test where the increase in students' reading comprehension increased. Significant improvement in student achievement. Thus, the null hypothesis (H0) is not accepted, while the alternative hypothesis (Hi) is accepted. Therefore the researcher concluded that. The Directed Reading Thinking Activity (DRTA) strategy is effective in learning reading comprehension. because students understand more easily with predictions that identify main ideas and supporting details and can be seen from the results of better student reading scores.

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.�

A review of Directed Reading Thinking Activity (DRTA) strategy in teaching reading comprehension

The purpose of this study is to ascertain whether the Directed Reading Thinking Activity (DRTA) technique enhances students' reading comprehension. The data used in this study were gathered using a library research methodology. Some of the literature sources used in this study included books and journals. The steps involved in the data analysis technique are data identification from pertinent literature sources, location identification, data acquisition, data evaluation, and data incorporation into the research presentation. The findings of this study demonstrate that students' reading comprehension abilities increased after receiving treatment with the DRTA technique employing its three fundamental steps (Predicting, Reading, and Proving). The students' test results supported the findings, and the application of the DRTA technique can assist pupils in resolving their reading difficulties. In conclusion, the DRTA approach is regarded as a successful teaching method that helps raise students' reading comprehension abilities.

Students Reading Comprehension Strategy: Directed Reading Thinking Activity (DRTA)

The purpose of this study is to determine whether or not using the directed reading thinking activity approach can enhance first-year MTs As'adiyah Putra 2 Sengkang students' reading comprehension of narrative texts. With an experimental class, this study used a pre-experimental design. Pre-test and post-testing were done as part of the data collection process. The first year of MTs As'adiyah Putra 2 Sengkang in the academic year 2020–2021 made up the population of this study. 32 students from the VII B class were used in the purposive sampling strategy to collect the sample. The research used multiple choice, true/false, and matching word questions as its instruments. The outcome of the data analysis revealed a substantial difference between the pre-test and post-test scores of the students. It was demonstrated by the statistical analysis's finding that the post-test score was higher than the pre-test (0.000 < 0.05), which was significant at the level of 0.05. The researcher draws the conclusion that using the directed reading thought activity strategy helps students' reading comprehension of narrative texts based on the analysis's findings.

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

Improving English Reading Skill through the Directed Reading Thinking Activity (DRTA) Strategy at Nursing Student

Reading is an integral part of the entire learning process experienced by students while studying at school. Reading can increase vocabulary and knowledge of grammar and syntax. DRTA (Directed Reading Thinking Activity) is a technique that encourages students to make predictions while they are reading. The research was to describe the process reading skill understanding and improving, implementing reading strategy (DRTA) at 3rd grade students in the 5th semester of the Bachelor of Nursing study program STIKES Bina Sehat PPNI Mojokerto. The research method was Classroom Action Research (CAR) with one cycle. The result shows that The Directed Reading Thinking Activity (DRTA) strategy can help students understand the contents of the reading. Students also find it easier to answer the questions posed according to the content of the reading and also easier to retell the contents of the reading they have read using their own language according to their understanding.

Strategies for Promoting Collaboration in Reading Comprehension Lessons among Students with Learning Disabilities

Efficient skills in reading comprehension enable secondary school students to make meaningful and remarkable advancements in their studies. However, many students with learning disabilities struggle with reading comprehension and consequently obtain low grades in their academic pursuits. This paper pointed out that improvement in reading comprehension and academic achievement among secondary school students with learning disabilities is possible through engaging the students in collaborative learning activities within reading comprehension context. The paper therefore highlighted the principles that guide collaborative classrooms and the benefits of student collaboration in reading comprehension context. Evidence-based interventions that emphasize collaboration such as cooperative learning, peer tutoring, reciprocal teaching, collaborative strategic reading, and directed reading-thinking activity were discussed. Recommendations were made which include that teachers should ensure that they infuse collaboration into reading comprehension lessons of students with learning disabilities by making use of a variety of teaching strategies that stress collaboration, assigning roles to group members and ensuring that group members adhere to the laid down rules for the groups.