The Effect of the Directed Reading Thinking Activity (DRTA) Strategy on the Reading Achievement of Fifth-Grade Elementary School Students

• Rizka Anastasya Herdiana

  Universitas Muhammadiyah Tangerang

  Author

• Een Unaenah

  Universitas Muhammadiyah Tangerang

  Author

• Ina Magdalena

  Universitas Muhammadiyah Tangerang

  Author

Reading comprehension is a fundamental skill essential for academic success, yet many elementary students still struggle to fully understand reading materials. This study aims to investigate the effect of the Directed Reading Thinking Activity (DRTA) strategy on the reading comprehension skills of fifth-grade students at SD Negeri Cipaot, Cilegon City. Using a quantitative approach with a quasi-experimental design, the research involved two sample groups: an experimental class using the DRTA strategy and a control class using conventional methods. Data were collected through pre-tests and post-tests and analyzed using a t-test. The results indicate a significant difference in students’ learning outcomes, with the experimental group achieving a higher average post-test score. These findings demonstrate that the DRTA strategy effectively enhances students' comprehension abilities, particularly in understanding fable texts. The integration of visual media further supported students in constructing deeper meaning from texts. The study recommends the implementation of DRTA as an instructional strategy in elementary Indonesian language learning to promote active and meaningful literacy development.

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