Published date: Sep 28 2022

Journal Title: KnE Social Sciences

Issue title: 4th International Conference on Education and Social Science Research (ICESRE)

Pages: 745–753

DOI: 10.18502/kss.v7i14.12026

S Sunartibunartisadja@mail.comFaculty of Teacher Training and Education, Universitas PGRI Yogyakarta, Indonesia

Diah Fatma MernawatiFaculty of Teacher Training and Education, Universitas PGRI Yogyakarta, Indonesia

This research aimed to identify the effectiveness of using the directed reading thinking activity (DRTA) strategy for reading comprehension learning in grade IV. This research was conducted at SD Islam Al-Azhar 31 in Yogyakarta from September to October of the 2020 academic year. This was quasi-experimental research with a non-equivalent control group design. Class IV IF and Class IV IK served as the experimental and control groups, respectively, with each consisting of 26 students who were randomly recruited. Data were collected using tests and observations. The instrument used was a multiple-choice test consisting of 20 test items that showed a validity index ranging from 0.40 – 0.64 with a reliability index of 0.86 on the pretest, and 0.43 – 0.62 with a reliability index of 0.87 on the post-test. A significant difference was found (index = 3.118, p = 0.003). It is therefore concluded that the DRTA strategy is effective in teaching reading comprehension at grade IV.

Keywords: directed reading thinking activity (DRTA) strategy, learning to read understanding

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