<![CDATA[This study was conducted to examine the effectiveness of the Directed Reading Thinking Activity (DRTA) model supported by advertisement card media in improving persuasive text reading comprehension skills among Phase C elementary school students. This study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 15 fifth-grade elementary school students. Data were collected through multiple-choice reading comprehension tests administered before and after the treatment. The results indicated a statistically significant improvement in students’ reading comprehension skills following the implementation of the DRTA model assisted by advertisement card media. This finding was supported by the results of the t-test, which yielded a p-value of 0.03 (p < 0.05). Prior to the treatment, the students’ mean score was 70, which increased to 80.66 after the treatment. Data analysis was conducted using a normality test followed by a t-test at a 5% significance level. Therefore, the DRTA model integrated with advertisement card media is effective in improving persuasive text reading comprehension skills among Phase C students.]]>
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