DIRECTED READING THINKING ACTIVITY (DR-TA) STRATEGY TO TEACH READING

Abstract

This study aims to investigate the implemetation of Directed Reading Thinking Activity(
DR-TA) in enhancing students’ reading comprehension. The process of DR-TA
includes predicting, reading, and proving. This study employed quasi experimetal
design. As the lecturer guides the process, the DRTA teaches students to determine the
purpose for reading and make adjustments to what they think will come next based on
the text. The finding shows that students’ reading comprehension increased after
applying Directed Reading Thinking Activity( DR-TA). By using this strategy students
can activate their prior knowledge of a topic/content of the text to be read, hypothesize
about what might be addressed in the text, and establish meaningful purposes for
reading the text.
Keywords: Directed Reading Thinking Activity strategy, reading, comprehension.