Effectiveness of the Directed Reading Thinking Activity Strategy for Learning Reading Comprehension at Grade IV in Yogyakarta

This research aimed to identify the effectiveness of using directed reading thinking activity (DRTA) strategy for comprehension learning in grade IV. was conducted at SD Islam Al-Azhar 31 Yogyakarta from September October 2020 academic year. quasi-experimental with a non-equivalent control group design. Class IV IF and IK served as experimental groups, respectively, each consisting 26 students who were randomly recruited. Data collected tests observations. The instrument used multiple-choice test 20 items that showed validity index ranging 0.40 – 0.64 reliability 0.86 on pretest, 0.43 0.62 0.87 post-test. A significant difference found (index = 3.118, p 0.003). It is therefore concluded DRTA effective teaching IV.
 Keywords: strategy, read understanding