The Effect of Directed Reading Thinking Activity (DRTA) Method on Students’ Reading Comprehension for State Islamic Senior High School

Abdullah Hasan


This study aims to find out the effect of using Directed Reading Thinking Activity (DRTA) Method on students’ reading comprehension. A quasi-experimental design was used with pre-test and post-test non-equivalent control group design. The number of participants was 63 students divided into an experimental group (31) and a control group (32) of the students of MAN 1 Pekanbaru. Two research questions and four hypotheses were posed  in this study.  Before conducting the treatment, pretest  was administered, and posttest was administered after the treatment. Independent and dependent (paired) sample t-tests were used to analyze the data. The research finding showed  a  significant  effect  of  using  Directed  Reading  Thinking  Activity  (DRTA) method on students’ reading comprehension. Using DRTA method contributed 72% on students’ reading comprehension, meanwhile the control group using non-DRA method contributed 49%. At last, it can be inferred that DRTA method is suitable to apply in teaching  reading  comprehension  at  State  Islamic  Senior  High  School  (MAN)  1 Pekanbaru.


Directed Reading Thinking Activity (DRTA) method; teaching reading; reading comprehension; narrative texts

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