PENINGKATAN KETERAMPILAN MEMBACA INTENSIF MELALUI STRATEGI DIRECTED READING THINKING ACTIVITY (DRTA) PADA SISWA SEKOLAH DASAR

Abstract: The objective of this research is to improve the intensive reading skill through the Directed Reading Thinking Activity (DRTA) strategy of the students in Grade IV of State Primary School of Setono No. Surakarta in Academic Year 2016/2017. This research used the classroom action research method with three cycles. The subjects of the research were 38 students in Grade IV of State Primary School of Setono No. 95 Surakarta in Academic Year 2016/2017. The data of the research were collected through observation, in-depth interview, test, and documentation. They were then analyzed by using the interactive technique of analysis and the descriptive comparative model of analysis. Prior to the analysis, the data were validated through content validity and triangulation. The result of the research shows that the application of the Directed Reading Thinking Activity (DRTA) strategy can improve the intensive reading skill of the students in Grade IV of State Primary School of Setono No. 95 Surakarta in Academic Year 2016/2017 as proven by the improvement of classical learning completeness of the students in each cycle based on the Minimal Learning Completeness Criterion of > 75. Prior to the treatment, the students’ learning completeness was 31.58%. Following the treatments, it became 52.63% in Cycle I, became 78.95% in Cycle II and 86.84% in Cycle III respectively. Abstrak: Penelitian ini bertujuan untuk meningkatkan keterampilan membaca intensif melalui strategi Directed Reading Thinking Activity (DRTA) pada siswa kelas IV SD Negeri Setono No. 95 Surakarta tahun ajaran 2016/2017. Bentuk penelitian ini adalah penelitian tindakan kelas yang berlangsung selama 3 siklus. Subjek penelitian ini adalah siswa kelas IV SD Negeri Setono No. 95 Surakarta tahun ajaran 2016/2017 yang terdiri dari 38 siswa. Teknik pengumpulan data menggunakan observasi, wawancara, tes, dan dokumentasi. Teknik analisis data yang digunakan adalah model analisis interaktif dan teknik deskriptif komparatif. Uji validitas data yang digunakan adalah validitas isi dan triangulasi. Berdasarkan hasil penelitian yang telah dilaksanakan menunjukkan bahwa penerapan Strategi Directed Reading Thinking Activity (DRTA) dapat meningkatkan keterampilan membaca intensif pada siswa kelas IV SD Negeri Setono No. 95 Surakarta tahun ajaran 2016/2017. Peningkatan tersebut dapat dibuktikan dengan peningkatan ketuntasan klasikal siswa pada setiap siklus berdasarkan Kriteria Ketuntasan Minimal (KKM) ≥ 75 yaitu: sebelum tindakan (pratindakan) ketuntasan siswa sebesar 31,58%, pada siklus I ketuntasan siswa meningkat menjadi sebesar 52,63%, meningkat menjadi 78,95% pada siklus II dan pada siklus III meningkat menjadi 86,84% dari 38 siswa. Kata Kunci: Directed Reading Thinking Activity (DRTA), keterampilan membaca intensi