Improving Students’ Reading Comprehension in Descriptive Text Through Directed Reading Thinking Activity (DRTA) Strategy

Abstract

This study aims to examine whether and how the implementation of Directed Reading Thinking Activity (DRTA) strategy was accompanied by an improvement in seventh-grade students’ reading comprehension of descriptive texts, particularly in identifying the main idea and understanding vocabulary meaning. This study employed Classroom Action Research (CAR) based on Burns’ (2010) cyclical model consisting of planning, action, observation, and reflection, conducted in two cycles. The participants were 32 seventh-grade students of class 7E at SMP Negeri 19 Kota Pontianak in the academic year 2025/2026. Data were collected through field notes and reading comprehension tests consisting of 20 multiple-choice items, with 10 items measuring main idea and 10 items measuring vocabulary meaning. The improvement was observed both quantitatively and qualitatively. Qualitatively, students showed greater participation during the DRTA process. In Cycle 2, students were more involved in making predictions, reading the text, discussing ideas with group members, and confirming their predictions using information from the text. Students also showed better focus during reading activities and greater willingness to respond to the teacher’s questions. These changes indicate that the DRTA process provided opportunities for students to participate actively in constructing and checking their understanding of descriptive texts. While quantitative data were analyzed by calculating the students’ mean scores and the percentage of students attaining the minimum mastery criterion (KKM). The findings showed improvement in both students’ classroom participation and reading comprehension outcomes. In Cycle 1, students’ mean score was 72.26, with 18 of 31 students (58.06%) attaining the KKM of 75. After reflection on Cycle 1, several instructional adjustments were made in Cycle 2, including pre-assigned group formation, additional scaffolding during the predicting stage, closer monitoring, and the use of digital presentation. In Cycle 2, the mean score increased to 81.94, representing an increase of 9.68 points, while 24 of 31 students (77.42%) attained the KKM. The findings indicate that the implementation of DRTA, together with instructional adjustments based on reflection, was accompanied by improvement in students’ reading comprehension of descriptive texts, particularly in identifying the main idea and understanding vocabulary meaning.