Suardi Suardi(1*)
(1) Universitas Cokroaminoto Palopo
(*) Corresponding Author
DOI : 10.24256/ideas.v5i2.27


This thesis aimed at finding out the application of Directed Reading Thinking Activity strategy in improving the students reading comprehension at the eighth grade of SMPN 2 Palopo. This research applied pre-experimental design and it was conducted for four meetings through lesson study activity in treatment process. The population of this research is 272 students. In determining the sample, the researcher used random sampling technique to choose sample and took class IIA consisted of 30 students. The instrument used to collect the data was narrative text. To collect the data the researcher used SPSS version 20. The researcher concluded that the application of Directed Reading Thinking Activity Strategy can improve students reading comprehension. It is proven by the significant difference between the students mean score in pretest and posttest. In pretest, the students mean score is 71.33 and the students mean score in posttest is 80.40. The researcher also finds that the P-value is 0.00 and the ? I s 0.05, therefore P< ? (0.00< 0.05). It is proven that the null hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted. It means that used directed reading thinking activity strategy can improve students reading comprehension.


Al-Odwan, T. A. A. H. 2012. The Effect of The Directed Reading Thinking Activity through Cooperative Learning on English Secondary Stage Students Reading Comprehension in Jordan. International Journal of Humanities And Social Vol. 2 No. 16. The World Islamic Sciences and Education University. Amman, Jordan.

Bachtiar and Barus, D. R. 2011. Improving Students Reading Comprehension Through Directed Reading Thinking Activity.

Bush, C. 2006. Improving Subject Pedagogy through Lesson Study: Handbook for Leading Teacher in Mathematics and English.Unpublished Thesis. Crown: Departement for Education, University of Chicago.

Dudley, P. 2011. Lesson Study: Handbook. University of Cambridge.

Easton, L. 2009. An Introduction to Lesson Study. OH: National Staff Development Council, Oxford.

Gerhardt, B. 2009. Directed Reading Thinking Activity (DRTA).Journal of Clinical Reading Research and Programs.

Glass, C. and Zygouris-Coe, V. 2006 Directed Reading Thinking Activity. Florida.

Hurd, J and Lori Licciardo-Musso, L. 2005. Lesson Study: Teacher-Led Professional Development in Literacy Instruction. Vol. 82 No. 5. The National Council of The Teacher of English

Oakhill, J., Cain, K., Elbro, C. 2015. Understanding and Teaching Reading Comprehension. Routledge. New York.

Rasinski, T and Brassel, D. 2008. Comperhensiontthat work: Taking Students Beyond Ordinary Understanding to Deep Comprehension. Corrine Burton. Huntington.

Rock, C. T., Wilson, C. 2005.Improving Teaching through Lesson Study.Teacher Education Quartely.

Stoller, L. Fredericka., Anderson, J. Niel., Grabe, W., Komiyama, R. 2013.Instructional Enchancment to Improve Students Reading Abilities.United State.

Yazdani, M. M. 2015. The Explicit Instruction of Reading Strategies: Directed Reading Thinking Activity vs. Guided Reading Strategies. ELT Department, Faculty of Persian Literature and Foreign Languages, Roudehen Branch, Islamic Azad University, Roudehen, Iran.

Article Statistic

Abstract view : 167 times
PDF views : 393 times

How To Cite This :


  • There are currently no refbacks.

Copyright (c) 2018 Suardi Suardi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.