Improving reading comprehension through directed reading-thinking activity (DRTA) strategy

Santi Erliana

Abstract


This paper highlights the findings of a study which was undertaken at Islamic State College of Palangka Raya. The aim of the study was to describe how the Directed Reading Thinking Activity (henceforth DR-TA) strategy can improve reading comprehension. The data were taken from observation, field notes, questionnaire, and achievement test. The result reveals that the DR-TA not only improves students’ comprehension but also increases their motivation in learning.

 


Keywords


comprehension; DRTA; expository; reading skill; text

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DOI: https://doi.org/10.23971/jefl.v1i1.36

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Journal on English as a Foreign Language (JEFL) is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU Manuscript].

Editor and Administration Address:

Department of English Language EducationFaculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: jefl@iain-palangkaraya.ac.id, Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl



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JEFL by JEFL is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl.

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