Improving Intensive Reading Skills Through the DRTA (Directed Reading Thinking Activity) Strategy for Grade IV Students of Madrasah Ibtidaiyah

Nabila Arly Fitriya; Nurul Hidayah; Yudesta Erfayliana

doi:10.58230/edutech.v4i1.109

Authors

Nabila Arly Fitriya Universitas Islam Negeri Raden Intan Lampung
Nurul Hidayah Universitas Islam Negeri Raden Intan Lampung
Yudesta Erfayliana Universitas Islam Negeri Raden Intan Lampung

DOI:

https://doi.org/10.58230/edutech.v4i1.109

Keywords:

Intensive Reading, DRTA Strategy, Reading Prediction, Textual Evidence, Elementary School

Abstract

This study aims to describe the implementation of the Directed Reading Thinking Activity (DRTA) strategy and the improvement of intensive reading skills of fourth-grade students of M IS Al-Hikmah Bandar Lampung. The study used a classroom action research design model of Kemmis and McTaggart in two cycles, each consisting of two meetings, involving 36 students. Data were collected through tests, observations, interviews, and documentation, then analyzed descriptively, quantitatively and qualitatively. The action was declared successful if at least 80% of students achieved KKTP ≥70. The results showed that the average score increased from 73.75 in Cycle I to 83.19 in Cycle II, with an increase of 9.44 points. Learning completion increased from 25 to 34 students, reaching 94.44 %. Learning improvements were seen through strengthening prediction and verification, teacher direction, and group involvement. The findings indicate that the implementation of DRTA supports the improvement of students' intensive reading skills, although without a control group, the generalizability of the results is limited.

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References

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