The Use of the Directed Reading Thinking Activity (DRTA) Strategy in Enhancing Students’ Reading Comprehension

Abstract

This study aims to investigate the implementation of the Directed Reading Thinking Activity (DRTA) strategy in enhancing students’ reading comprehension. The research employed a qualitative descriptive approach to explore how the DRTA strategy was implemented and to find out the students’ perceptions of using DRTA to enhance their reading comprehension skills. The data were collected through observations, interviews, and questionnaires. The findings revealed that the Directed Reading Thinking Activity (DRTA) Strategy can enhance students’ reading comprehension and foster critical thinking. Moreover, students perceive the DRTA strategy positively, significantly increasing their motivation and interest in reading skills. Additionally, this study suggests that the DRTA strategy should be implemented by combining digital tools and group-based activities to enhance the learning experience and make it more engaging and collaborative.