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

Satriani Satriani 1 Indonesia , Wiwiek Zulfiana Rahman 1 Indonesia , Nur Hikmah 1 Indonesia , Ainun Fahira 1 Indonesia
1 Institut Agama Islam As'adiyah Sengkang, Indonesia
Link Copied!
Published 2022-06-27
Vol. 1 No. 3 (2022) PAGES 423-432
DOI 10.51574/ijrer.v1i3.396
Views / Downloads 2521 4182

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.

Satriani, S., Rahman, W. Z., Hikmah, N. ., & Fahira, A. (2022). Students Reading Comprehension Strategy: Directed Reading Thinking Activity (DRTA). ETDC: Indonesian Journal of Research and Educational Review , 1(3), 423–432. https://doi.org/10.51574/ijrer.v1i3.396
More Citation Formats
Download Citation
  1. Al Odwan, T. A. A. H. (2012). The effect of the directed reading thinking activity through cooperative learning on English secondary stage students’ reading comprehension in Jordan. International Journal of Humanities and Social Science, 2(16), 138-151.
  2. Akmal, A. (2018). The Effects of Directed Reading Activity Strategy (DRTA) in Descritive Reading Texts. Journal of Science and Social Research, 1(2), 116-121. https://doi.org/10.54314/jssr.v1i2.212
  3. Anandita, S. R. (2020). Improving Reading Comprehension Ability of the Eleventh Grade Students of MAN 5 Jombang through Jigsaw Technique. JoEMS (Journal of Education and Management Studies), 3(2), 37-42.
  4. Andriani, D. (2017). The influence of reading comprehension achievement at the eighth-grade students of SMP Muhammadiyah 1 Rawa Bening by using DRTA and KWL strategies. Journal of English Language Studies, 2(1). http://dx.doi.org/10.30870/jels.v2i1.1591 DOI: https://doi.org/10.30870/jels.v2i1.1591
  5. Ardhian, T., Ummah, I., Anafiah, S., & Rachmadtullah, R. (2020). Reading and Critical Thinking Techniques on Understanding Reading Skills for Early Grade Students in Elementary School. International Journal of Instruction, 13(2), 107-118. DOI: https://doi.org/10.29333/iji.2020.1328a
  6. Arisetyawati, S. K. (2017). The Effect of Directed Reading Thinking Activity In Cooperative Learning Setting Toward Students’ Reading Comprehension Of The Eleventh Grade Students. Journal of Psychology and Instruction, 1(2), 88-96. DOI: https://doi.org/10.23887/jpai.v1i2.10364
  7. Brooks, G., Clenton, J., & Fraser, S. (2021). Exploring the Importance of vocabulary for English as an additional language learners' reading comprehension. Studies in Second Language Learning and Teaching, 11(3), 351-376. DOI: https://doi.org/10.14746/ssllt.2021.11.3.3
  8. Cain, K., & Oakhill, J. (2009). Reading comprehension development from 8 to 14 years. Beyond decoding: The behavioral and biological foundations of reading comprehension, 143-175.
  9. Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51. https://doi.org/10.1177/1529100618772271 DOI: https://doi.org/10.1177/1529100618772271
  10. Chapman, J. W., & Tunmer, W. E. (2003). Reading difficulties, reading-related self-perceptions, and strategies for overcoming negative self-beliefs. Reading & Writing Quarterly, 19(1), 5-24. https://doi.org/10.1080/10573560308205 DOI: https://doi.org/10.1080/10573560308205
  11. Daeli, N. H., Hutapea, Y. J. N., Gea, F. D. N., Lestari, I., & Saragih, E. (2020). Identifying reading comprehension questions of national examination for senior high school students. Journal of Languages and Language Teaching, 8(1), 83-90. https://doi.org/10.33394/jollt.v8i1.2239 DOI: https://doi.org/10.33394/jollt.v8i1.2239
  12. Fitriyani, N., Suwandi, S., & Sutopo, D. (2020). The effectiveness of herringbone and buzz group techniques to teach reading comprehension for students with high and low reading habits. English Education Journal, 10(3), 331-339. DOI: https://doi.org/10.15294/eej.v10i1.36243
  13. Gerrig, R. J. (2018). Experiencing narrative worlds: On the psychological activities of reading. Routledge. DOI: https://doi.org/10.4324/9780429500633
  14. Hasan, A. (2017). The Effect of Directed Reading Thinking Activity (DRTA) Method on Students’ Reading Comprehension for State Islamic Senior High School. Journal of English and Arabic Language Teaching, 8(2), 140-148. http://ejournal.uin-suska.ac.id/index.php/jealt/article/view/5075
  15. Haydon, G., & Riet, P. V. D. (2014). A narrative inquiry: How do nurses respond to patients’ use of humour?. Contemporary nurse, 46(2), 197-205. DOI: https://doi.org/10.5172/conu.2014.46.2.197
  16. Kara, Y. M., & Doi, M. (2021). Pengaruh Strategi Pembelajaran Inovatif Directed Reading and Thinking Activity (DRTA) dan Motivasi Belajar terhadap Kemampuan Membaca Bahasa Inggris Siswa. Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika), 4(1), 59-68. http://journal.rekarta.co.id/index.php/jartika/article/view/134
  17. Karolides, N. J. (2020). The reading process: Transactional theory in action. In Reader response in elementary classrooms (pp. 3-28). Routledge. DOI: https://doi.org/10.4324/9781315045061-2
  18. Kim, Y. S. G. (2020). Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). Journal of Educational Psychology, 112(4), 667. https://doi.org/10.1037/edu0000407 DOI: https://doi.org/10.1037/edu0000407
  19. Kintsch, W., & Kintsch, E. (2005). Comprehension. In Children's reading comprehension and assessment (pp. 89-110). Routledge. DOI: https://doi.org/10.1002/9780470757642.ch12
  20. Kurniaman, O., Noviana, E., Charlina, C., Simulyasih, S. B., Handayani, N. D., Sofyan, N. S., ... & Septyanti, E. (2018). Why Should Primary Teachers Develop Learning Material by Directed Reading Thinking Activity (DRTA) Strategy? 4-D Model. Advanced Science Letters, 24(11), 8389-8391. DOI: https://doi.org/10.1166/asl.2018.12570
  21. Lei, S. A., Rhinehart, P. J., Howard, H. A., & Cho, J. K. (2010). Strategies for improving reading comprehension among college students. Reading Improvement, 47(1), 30-43.
  22. Lubis, R. F. (2014). Writing Narrative Text. English Education: English Journal for Teaching and Learning, 2(1). DOI: https://doi.org/10.24952/ee.v5i2.1176
  23. Maarof, N., & Suharjo, M. K. (2010). Using DRTA strategy to overcome EFL students’ problems in reading literature in English. The International Journal of Learning Vol. 17 No, 8, 93-103. DOI: https://doi.org/10.18848/1447-9494/CGP/v17i08/47202
  24. Marantika, J. P., & Fitrawati, F. (2012). The REAP strategy for teaching reading a narrative text to junior high school students. Journal of English Language Teaching, 1(2), 70-77.
  25. Mohammad Abdullah Attiyat, N. (2019). The impact of pleasure reading on enhancing writing achievement and reading comprehension. Arab World English Journal (AWEJ) Volume, 10. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3367543 DOI: https://doi.org/10.2139/ssrn.3367543
  26. Nanda, D. W., & Azmy, K. (2020). Poor reading comprehension issue in EFL classroom among Indonesian secondary school students: Scrutinizing the causes, impacts and possible solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12-24. http://dx.doi.org/10.22373/ej.v8i1.6771 DOI: https://doi.org/10.22373/ej.v8i1.6771
  27. Nerim, N. (2020). Scrutinizing directed reading thinking activity (drta) strategy on students'reading comprehension. Journal of Languages and Language Teaching, 8(2), 128-138. DOI: https://doi.org/10.33394/jollt.v8i2.2284
  28. Nurweni, A., & Read, J. (1999). The English vocabulary knowledge of Indonesian university students. English for Specific Purposes, 18(2), 161-175. https://doi.org/10.1016/S0889-4906(98)00005-2 DOI: https://doi.org/10.1016/S0889-4906(98)00005-2
  29. Rasinger, S. M. (2013). Quantitative research in linguistics: An introduction. A&C Black. DOI: https://doi.org/10.5040/9781350284883
  30. Wijaya, P. A., & Zulaeha, I. (2021). The Influence of Direct Reading Thinking Activity (DRTA) Strategy and Know-Want to Know-Learned (KWL) Strategy on Reading Comprehension Skills. Journal of Primary Education, 10(3), 284-296.
  31. Rosenblatt, L. M. (2018). The transactional theory of reading and writing. In Theoretical models and processes of literacy (pp. 451-479). Routledge. https://doi.org/10.4324/9781315110592-28 DOI: https://doi.org/10.4324/9781315110592-28
  32. Safitri, M., Marhaban, S., & Erdiana, N. (2022). A review of Directed Reading Thinking Activity (DRTA) strategy in teaching reading comprehension. English Education Journal, 13(2), 290-303. https://doi.org/10.24815/eej.v13i2.25910 DOI: https://doi.org/10.24815/eej.v13i2.25910
  33. Satriani., Munawir, A., Khair, U., & Putriani, N. (2022). The Impact of Using A Reciprocal Teaching Strategy on Reading Comprehension By Prospective Teachers. ETDC: Indonesian Journal of Research and Educational Review, 1(2), 169-175. https://doi.org/10.51574/ijrer.v1i2.334 DOI: https://doi.org/10.51574/ijrer.v1i2.334
  34. Schugar, J. T., Schugar, H., & Penny, C. (2011). A Nook or a Book? Comparing College Students' Reading Comprehension Levels, Critical Reading, and Study Skills. International Journal of Technology in Teaching & Learning, 7(2).
  35. Susilawati, F. (2017). Teaching writing of narrative text through digital comic. Journal of English and Education, 5(2), 103-111.
  36. Tunmer, W. E., & Hoover, W. A. (2019). The cognitive foundations of learning to read: A framework for preventing and remediating reading difficulties. Australian Journal of Learning Difficulties, 24(1), 75-93. https://doi.org/10.1080/19404158.2019.1614081 DOI: https://doi.org/10.1080/19404158.2019.1614081
  37. Utami, Y. P., & Sugirin, S. (2019). Fostering Students’ Reading Comprehension Ability through Directed Reading Thinking Activities (DRTA) Strategy. Journal of English Language Teaching and Linguistics, 4(2), 129. DOI: https://doi.org/10.21462/jeltl.v4i2.250
  38. Woolley, G. (2011). Reading comprehension. In Reading comprehension (pp. 15-34). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1174-7_2 DOI: https://doi.org/10.1007/978-94-007-1174-7_2
  39. Woodrow, L. (2014). Writing about quantitative research in applied linguistics. Springer. DOI: https://doi.org/10.1057/9780230369955
  40. Yarrow, N., Masood, E., & Afkar, R. (2020). Estimates of COVID-19 Impacts on Learning and Earning in Indonesia. DOI: https://doi.org/10.1596/34378
  41. Zein, T., Sinar, T., Nurlela, N., & Yusuf, M. (2019). The Incomplete linguistic features and schematic structure in EFL university students’ narrative texts. Journal of Education, Teaching and Learning, 4(1), 203-209. https://www.learntechlib.org/p/209130/ DOI: https://doi.org/10.26737/jetl.v4i1.675

Copyright (c) 2022 ETDC: Indonesian Journal of Research and Educational Review

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Most read articles by the same author(s)

1 2 > >> 

Similar Articles

<< < 1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Reading Comprehension Directed Reading Thinking Activity (DRTA)