The effects of directed reading thinking activity to enhance english reading comprehension skills of grade eight students in Bhutan

Abstract

The study was designed to compare the comprehension abilities of students in English reading using DRTA strategy in the experimental group and using traditional teaching method in the control group. To explore the learning satisfaction towards DRTA strategy. The research was a mixed mode research with two-group pretest – posttest design. Clustered random sampling method was used to select two sections (66 students) of grade eight students as research participants. The instruments for data collection were learning achievement test, satisfaction questionnaire and students’ reflective journal. The experimental group was treated with DRTA strategy. The instruction lasted for four weeks. Quantitative data were collected through learning achievement test and satisfaction questionnaire while qualitative data were collected through students’ reflective journal. The same learning achievement test was administered as pretest and posttest to both groups. Satisfaction questionnaire was administered to experimental group and also asked to write reflective journal. The quantitative data were analyzed and interpreted using inferential statistics t-test, mean and standard deviation while qualitative data were analyzed using the coding system (open, axial and selective)