DIRECTED READING-THINKING ACTIVITY (DR-TA) TO IMPROVE STUDENTS' READING COMPREHENSION OF SAWERIGADING UNIVERSITY

Abstract

The goal of this study is to see if using Directed Reading-Thinking Activity helps students improve their reading comprehension (DR-TA). Multiple choice tests are used as the research instrument, and the study is pre-experimental with one group pretest and posttest. The researcher used the cluster random sampling technique in this study, which was conducted at Sawerigading University. Data was collected using a pre- and post-test. Prior to conducting the treatment, the researcher administered the pretest to determine the students' previous reading achievement, and after the treatment, the researcher administered the posttest to determine the students' achievement. The use of DR-TA in teaching reading comprehension is the research's independent variable, while the students' ability to learn reading comprehension is the dependent variable. Reading comprehension has improved between the pretest and posttest results, which have a mean score of 48.40 and 64.87, respectively. Based on the findings, it can be concluded that using the DR-TA helps students improve their reading comprehension.