<![CDATA[The purpose of this research was to determine whether there was a significant difference in reading comprehension achievement between eighth-grade junior high school students taught using the Directed Reading Thinking Activity (DRTA) strategy and those taught using the traditional teaching method, as well as whether the DRTA strategy significantly improved students' reading comprehension achievement. This investigation employed a quantitative approach with a quasi-experimental design, which included a control group before and after the exam. The sample included 72 eighth-grade children from two intact classes, with one serving as the experimental group and the other as the control group. The experimental group was taught using the DRTA process in three stages: Predict, Read, and Prove, whereas the control group was taught using conventional methods. The data were obtained using a multiple-choice reading comprehension exam with 50 valid items, and the results were analyzed using an independent samples t-test and a paired samples t-test with a 0.05 significance threshold. The results revealed that the experimental group's mean score increased from 37.06 in the pre-test to 73.94 in the post-test, whereas the control group increased from 39.67 to 58.39. The experimental group had a mean gain score of 36.89, compared to the control group's 18.72. The independent samples t-test yielded a p-value of 0.000 (t = 10.620, df = 55.070), as did the paired samples t-test (t = -44.052, df = 35). These findings show that the DRTA technique had a considerable impact on, and significantly. These data show that the DRTA technique had a substantial impact on and enhanced the reading comprehension achievement of eighth-grade junior high school pupils.]]>
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