Abstract
Reading and comprehension remain challenging for primary school students. A fifth-grade teacher at SDN Purwadadi 1 noted low enthusiasm for reading and limited vocabulary among students, affecting their understanding of texts. This study aims to evaluate the effect of the Directed Reading Thinking Activity (DRTA) model on students’ reading and comprehension ability. Using a quantitative approach with a Non-Equivalent (pre-test and post-test) control group design, the study involved 43 fifth-grade students—22 in the experimental group and 21 in the control group, selected through purposive sampling. Data were analyzed using an independent sample t-test, yielding a Sig (2-tailed) value of 0.016 (< 0.05), indicating a significant difference between the groups. The t-count was -8.074 with a significance level of < 0.001, confirming the positive impact of the DRTA model. N-Gain scores showed improvement in both groups, with the experimental group scoring 0.5146 and the control group 0.3782, both in the medium category, but with higher gains in the DRTA group. These results suggest that the DRTA model is effective in improving reading and comprehension skills and can serve as a reference for instructional strategies tailored to students’ needs.
Author Information
Dede Mardiah, Universitas Pendidikan Indonesia, Indonesia
Isah Cahyani, Universitas Pendidikan Indonesia, Indonesia
Neneng Hayatul Milah, Universitas Pendidikan Indonesia, Indonesia
Paper Information
Conference: SEACE2025
Stream: Teaching Experiences
This paper is part of the SEACE2025 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Mardiah D., Cahyani I., & Milah N. (2025) The Effect of Directed Reading Thinking Activity (DRTA) Learning Model on Students’ Reading Comprehension Ability ISSN: 2435-5240 The Southeast Asian Conference on Education 2025: Official Conference Proceedings (pp. 99-109) https://doi.org/10.22492/issn.2435-5240.2025.11
To link to this article: https://doi.org/10.22492/issn.2435-5240.2025.11
Comments
Powered by WP LinkPress