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

Abstract

This research aimed to improve students' reading comprehension in descriptive text through Directed Reading Thinking Activity (DRTA) strategy. This research used Classroom Action Research (CAR) consisting of planning, acting, observing, and reflecting stages conducted in two cycles. The participants of this research were 32 students of class 7E at SMP Negeri 19 Kota Pontianak in the academic year 2025/2026. The data were collected through observation checklist, field notes, and reading comprehension tests. The qualitative data obtained from the observation checklist and field notes were analyzed descriptively, while the quantitative data obtained from the reading comprehension tests were analyzed by calculating the students' mean scores. The findings showed that the implementation of DRTA strategy improved students' reading comprehension, especially in identifying the main idea and understanding vocabulary in descriptive text. The qualitative data analysis revealed that students became more active and engaged during the learning process, particularly in making predictions, discussing ideas, and confirming information from the text. In addition, students showed better participation and focus during classroom discussions. Meanwhile, the quantitative data analysis showed that the students' mean score was 72.26, with 58.06% of the students attaining the KKM in cycle 1 and increased to 81.94, with 77.42% of the students attaining the KKM in cycle 2. Based on the findings, DRTA strategy was effective in improving students' reading comprehension in descriptive text.