The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy toward Students’ Reading Comprehension of Narrative Text at Eighth Grade Students of MTsN 9 Padang Pariaman

Rayhan Antonio, 2321035 (2026) The Effect of Using Directed Reading Thinking Activity (DRTA) Strategy toward Students’ Reading Comprehension of Narrative Text at Eighth Grade Students of MTsN 9 Padang Pariaman. Sarjana thesis, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi.

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Abstract

The purpose of this study was to investigate the effect of the Directed Reading Thinking Activity (DRTA) strategy on students’ reading comprehension of narrative texts. This study was based on the problem that many eighth-grade students experienced difficulties in understanding English narrative texts, particularly their low ability to make predictions during the reading process, limited vocabulary mastery, and low motivation in reading English texts. Many students tended to read passively without activating their background knowledge or anticipating the content of the text, which resulted in less meaningful comprehension. Therefore, this research sought to examine whether DRTA could improve students’ comprehension by encouraging active reading, prediction, and critical thinking during the reading process. This research employed a quantitative approach with a quasi-experimental design. The population of this study consisted of all eighth-grade students of MTsN 9 Padang Pariaman. Two classes were selected as the sample using a cluster random sampling technique. The instrument used in this research was a reading comprehension test in the form of multiple-choice questions related to narrative texts. The data were collected through pre-test and post-test to measure students’ reading comprehension achievement. The data were analyzed using SPSS version 20 through descriptive statistics and inferential analysis using an independent sample t-test to determine the significance of the difference between the two groups. The result of the t-test showed that the obtained t-value was higher than the t-table value, and the significance value (Sig. 2-tailed) was 0.000 < 0.05, indicating a statistically significant difference between the experimental and control groups. The results of the study revealed that students who were taught using the Directed Reading Thinking Activity (DRTA) strategy demonstrated better reading comprehension performance than those who were taught through conventional teaching methods. The implementation of this strategy encouraged students to become more actively engaged in the reading process by making predictions, verifying information, and thinking critically about the content of the text. Furthermore, the use of DRTA was found to enhance students’ participation, motivation, and overall involvement during reading activities. Thus, the DRTA strategy was considered an effective instructional approach for improving students’ English reading comprehension, particularly in understanding narrative texts.

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