Abstract
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.