THE EFFECTIVENESS OF DIRECTED READING THINKING ACTIVITY (DRTA) ON READING COMPREHENSION OF SEVENTH GRADE STUDENTS AT MTS. MIFTAHUL HUDA NGUNUT

RIANI EVI PRASTIWI, 126203212148 and EMMI NAJA, 198201072011012010 (2025) THE EFFECTIVENESS OF DIRECTED READING THINKING ACTIVITY (DRTA) ON READING COMPREHENSION OF SEVENTH GRADE STUDENTS AT MTS. MIFTAHUL HUDA NGUNUT. [ Skripsi ]

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Abstract

Reading comprehension is a fundamental skill in English language learning, yet many students, particularly at the seventh-grade level, still face difficulties in deeply understanding texts. These difficulties are often caused by a lack of active engagement and the use of less effective reading strategies. Therefore, this study aimed to investigate the effectiveness of the Directed Reading Thinking Activity (DRTA) strategy on teaching reading comprehension. This study employed a quantitative approach with a quasi-experimental design involving a non-randomized pre-test and post-test control group. The study sample consisted of 42 seventh-grade students at MTs. Miftahul Huda Ngunut in the 2024/2025 academic year, divided into two groups: an experimental group (n=21) taught using the DRTA strategy and a control group (n=21) taught using conventional methods. The instruments used for data collection were a multiple-choice pre-test and post-test. The collected data were then analyzed using an Independent Sample T-Test Analysis of Covariance (ANCOVA) in SPSS 22.0. The findings revealed a significant difference in reading comprehension skills between the two groups. The experimental group's average post-test score was 79.62, substantially higher than the control group's average score of 66.48. The ANCOVA analysis further confirmed the significance of this finding, with a significance value for each group of 0.000 (p < 0.05). This strongly indicates that the observed differences were the result of the implementation of the DRTA strategy, not due to chance or differences in students' initial abilities. Based on these findings, it is concluded that the Directed Reading Thinking Activity (DRTA) strategy is effective on teaching reading comprehension of seventh-grade students. This strategy is recommended for teachers as an alternative, interactive teaching method to foster student engagement and critical thinking in the reading process.

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