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

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