The Use of Directed Reading Thinking Activity Strategy to Enhance Students’ Reading Comprehension

Panjaitan, Nelson Balisar; Siagian, Yohanes Luluando

doi:10.35974/isc.v7i1.1045

Cited by 4 publications

(6 citation statements)

References 7 publications

(11 reference statements)

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“…The result of this research was actually supported by some research of (Lubis, 2018;Megawati, 2019;Nerim, 2020;Novendiana et al, 2016;Panjaitan & Siagian, 2020;Setiartin, 2018). Those research also found that DRTA strategy was effective to teach reading.…”

Section: Discussionsupporting

confidence: 74%

“…One of the strategies that can be used by the teacher of reading in order to involve the students to participate actively is Directed Reading Thinking Activity or DRTA strategy. DRTA is a strategy where the students should make prediction on the content of the text based on the guided questions from the teacher and prove their prediction in the text they read (Panjaitan & Siagian, 2020). Further, DRTA will help students to comprehend a text by activating their background knowledge related to the text.…”

Section: Introductionmentioning

confidence: 99%

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Drta Strategy on Students’ Reading Comprehension

Hanafi¹,

Septiana²

2022

JES

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This research is aimed at investigating the effectiveness of Directed Reading Thinking strategy on students’ comprehension of academic reading. In order to be successful in reading comprehension, learners should actively process what they have read and it can be gained by certain practice and strategy. One of the strategy to be used is Directed Reading Thinking Activity which guide the students in making prediction before they read and confirming and refuting the prediction after reading the text. Using DRTA strategy, the students will be trained to be active and thoughtful readers. This research used pre experimental research design with one group pretest posttest design. The result of the hypothesis testing using paired sample t-test showed the significant value 0.002 is lower than level of significance 0.05. It means H0 is rejected and it can be stated that there is a significant difference on the students’ reading comprehension after being taught using DRTA strategy. Thus, it can be concluded that DRTA strategy was effective to teach reading comprehension.

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Section: Discussionsupporting

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Drta Strategy on Students’ Reading Comprehension

Hanafi¹,

Septiana²

2022

JES

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“…Agustiani (2016) also found out that DRTA along with literature circles were effective in improving the reading comprehension achievement of narrative texts of the Grade 10 learners of Baturaja University in Indonesia. Another study on the effectiveness of DRTA among grade VII learners revealed that DRTA strategy has positive effect in improving the students' reading skills (Panjaitan, N. B., & Siagan, Y.L., 2020). Similarly, Satriani, et.…”

Section: Introductionmentioning

confidence: 89%

“…al. (2022), Panjaitan and Siagan (2020) and Suico (2022) that DRTA is effective in improving the reading comprehension skills of the learners.…”

Section: Common Reading Miscues Of the Respondentsmentioning

confidence: 99%

Effectiveness of DRTA Strategy in Improving the Reading Skills

Agao-Agao

2023

Rand. Inter. Edu. Ling. Sci. J.

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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.

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“…This further concludes that using Directed Reading Thinking Activity is an effective strategy for teaching reading. Directed Reading Thinking Activity is an effective method in improving students' reading skills as emphasized by the "The Use of Directed Reading Thinking Activity Strategy to Enhance Students' Reading Comprehension" [11].…”

Section: Significant Difference Between the Level Of Narrative Text R...mentioning

confidence: 99%

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

Cubillas,

Pardo

2023

ijmst

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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.

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The Use of Directed Reading Thinking Activity Strategy to Enhance Students’ Reading Comprehension

Cited by 4 publications

References 7 publications

Drta Strategy on Students’ Reading Comprehension

Drta Strategy on Students’ Reading Comprehension

Effectiveness of DRTA Strategy in Improving the Reading Skills

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

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