• Dilla Aprilia Muhammadiyah Vocational High School of Palembang
  • Herlina Herlina Universitas PGRI Palembang
  • Asti Veto Mortini Universitas PGRI Palembang



Implementation, Direct Reading Thinking Activity, Reading skill


This study aims to apply the use of Direct Reading Thinking Activity strategy in improving students' reading skills. This study uses a quantitative research with an experimental design. This research was conducted at Vocational High School of 5 Palembang. There were 2 groups selected by purposive sampling consisting of class X BDP 1 as the Experiment group and class X BDP 2 as the control group. Each student was given a pre-test at the beginning of the study and a post-test at the end of the study. The data processing in this study using the Independent Sample T-test. This study results that students who are given an Direct Reading Thinking Activity Strategy can help students in reducing errors in reading significantly as evidenced by the results of the pre-test and post-test data that have been given. This research can be a suggestion for teachers as an alternative to student reading that supports students' in learning. In experimental group, for the highest score in post-test was 100, the lowest score in post-test was 65, and the average was 81,00. Meanwhile, in control group for the highest score in post-test was 70, the lowest score in post-test was 55, the average was 58,00. The result of the research showed that there is a significant difference of reading score of the tenth grade students taught direct reading thinking activity from those ones taught conventional technique at Vocational High School of 5 Palembang


Al Odwan, T. (2012). The Effect Of The Directed Reading Thinking Through Cooperative Learning On English Secondary Stage Students’ Reading Comprehension. Jordan International Journal of Humanities and Social , 2(16), pp. 138-15.

Androveda, G.. N. (2015). The Effect of Using Directed Reading Thinking Activity on the Tenth grade Students’ Reading Comprehension Achievement at SMAN Yosowilangun Lumajang. Jember University.

Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik:. Jakarta: Rineka ScienceCipta.

Brown, H. D. (2003). Language Assessment: Principles and Classroom Practice. California: San fransisco State University.Snow, C, & Chair (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. Santa Monica: Rand Education

Brown, R., Cox-Ogan, L., El-Dinary, P. B., & Pressley, M. (1995). A Transactional Strategies Approach to Reading Strategies. Reading Teacher, 36. (online) (, accessed on February 6th 2010)

Cahyono, B. Y. and Mukminatien, N. 2011. Techniques and Strategies to Enhance English Language Learnimg, Malang. University of Malang Press.

Duke, N. K., & Pearson, P. D. (2008). Effective Practices for Developing Reading Comprehension. The Journal of Education, 189(1/2), 107-122. doi: 10.1598/0872071774.10.

El-Koumy, A. S. A. (2006). The Effects Of The Directed Reading-Thinking Activity On EFL Students' Referential And Inferential Comprehension. Education Resources Information Center (ERIC), USA.Retrieved from: bstract_id=2365150

Fraenkel, Jack K and Norman E Wallen. 2011, How to Design and Evaluate Research in

Education. New York:Me Grow Hill,,Inc (e-book)

Grabe, W. P., & Stoller, F. L. (2013). Teaching and researching: Reading. Routledge

Harmer, J. (2001). How to teach English: An introduction to the practice of English language teaching, (7th ed). Kuala Lumpur: Addison Wesley Longman Inc

Jaya, A. Hermansyah, Mortini, A. 2018. The Effect of Crawford Series Teaching (CST) on the Students’ Writing Achievement. ESTEEM: Journal of English Study Program. 1(1).

McKown, B. A. & Barnett, C. L. (2007). Improving Reading Comprehension through HigherOrder Thinking Skills. (online) ( [ED496222], accessed on June, 8th 2009).

Mortini, Asti Veto & Jaya, A. (2021). Visual Scraffholding and Intensive reading strategies Based on Gender. ESTEEM: Journal of English Study Program, 34.

Renn, Connie Eilar. The Effects of the Directed Reading Thinking Activity on Second Grade Reading Comprehension" (1999).Masters Theses Paper 456. Retrieved from: ewcontent.cgi?article=1479&context=th eses.

Renn, E. C. (1999). The Effects of the Directed Reading Thinking on Second Grade Reading Comprehension. Grand Valley State University.

Richards, J. C. & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press.

Smith, M. C. (2014). The real world reading practices of adults. Journal of Literacy Research, 32, 25–32.

Sudarmawan, I.P.Y. Tantra, D. K., & Marhaeni,

A. A. I. N. (2013). The Effect of Grafic Organizers And Text Types on The Students’ Reading Competency at

SMAN 8 Denpasar. Jurnal Pendidikan Bahasa Inggris, 1. Retrieved from

Sugiyono. (2019) Metode Penelitian Pendidikan. Yogyakarta. Alfabeta

Sulaiman, M. (2017). Teach Students Not The Books (A Handbook of TEFL) (1st ed). Palembang: CV Amanah

Fokeye, 2016. Structure as A Determinant of Senior Secondary School Students’ Achievement in English Narrative Text in Ido Local Government Area, Oyo State. International Journal of Arts and Humanities (IJAH) Bahir Dar- Ethiopia Vol. 5(2), S/No 17, April, 2016:270-283 (Online). (Accessed on 25 May 2017)

Hyland, K. Second Language Writing. NewYork: Cambridge University, 2004.

Lou,Leaver. Round table on language and Linguistics. Georgetown University Press. 2005.

Sugiono. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: ALFABETA, 2016.

Wardiman, Artono, “English in focus, for Grade VII Junior High School (SMP/Mts)â€, Jakarta: Pusat Pembukaan, Departemen Pendidikan Nasional, 2008).

Yassen, Wafa. Cooperative Learning in the EFL Classroom. The WEI International. Academic Conference Proceedings: Vienna Austria, 2014.