Predict, Read, Prove: Improving Third Graders’ Comprehension of Narrative Texts through Directed Reading Thinking Activity

Abstract

Reading comprehension of narrative texts remains a challenge for many primary school students, who often grasp only the literal information in what they read. This classroom action research aimed to improve the narrative text reading comprehension of Grade III B students at SDN Bangka 03 Pagi, South Jakarta, through the Directed Reading Thinking Activity (DRTA) model. The study followed the cycle of planning, action, observation, and reflection in two cycles with 20 students. Data were collected using reading comprehension tests, observation sheets, field notes, and informal interviews, and were analysed descriptively against a Minimum Mastery Criterion (KKM) of 75. Before the action, 9 of 20 students (45%) reached the KKM. In Cycle I, 11 students (55%) reached it with a mean score of 74.55, and teacher and student activity was 47.5%. After the teacher clarified group-discussion guidelines, gave simple prediction examples, selected clearer pictures, added PowerPoint and Kahoot, and supported slower readers, 17 students (85%) reached the KKM in Cycle II with a mean score of 83.43, and activity rose to 87.5%. DRTA, which asks students to predict, read, and prove their predictions with evidence from the text, improved the students’ comprehension of characters, plot, setting, and messages in narrative texts. Continued support is still needed for students with lower reading ability.