CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
38 would be accepted and Null hypothesis (H0) would be rejected. In contrary, if the value was lower than t-table at the level of significance 0.05 and the degrees of freedom 20, thus the alternative hypothesis would be rejected and Null hypothesis would be accepted.
39 students‟ development of main idea in reading. In pre-test there were 6(30%) students got fair, 8(40%) students got poor, 6 (30%) students got very poor in main idea. After doing the treatment, the students‟ score classification in post-test were changed 4(20%) students got excellent, 11(55%) students got good and 5 (25%) students got fair classification in main idea.
2. The improvements of reading comprehension in terms of finding the word meaning through directed reading thinking activity technique.
The description of the data collected using reading test which has explained in the previous section showed that the student‟s word meaning in reading was developed. It supported by the students‟ scores in pretest and post test from the indicators. The student‟s score of word meaning 88 in pre-test was different from post test 148, it means that has developed between before and after giving treatment. The students‟ mean score of word meaning was 4.4 which classified as poor in pre-test. And the mean score of the students‟ word meaning became 7.4 which classified as good after giving the treatment. The percentage of the student‟s development word meaning in reading comprehension was 68%. The development of students in reading comprehension also showed by the comparison betwen T-test and T-table values of indicator. The students t-test in word meaning 10.3 was greater than t-table 1.729, (10.3>1.729). It means that students‟ direct meaning comprehension has significant development after the student treated by using Directed Reading Thinking Activity technique in teaching reading comprehension.
40 After calculating the students‟ score of the indicator of Reading comprehension in pre-test and post-test also explained the classification of students‟ development of word meaning in reading. In pre-test there were 7(35%) students got fair, 10(50%) students got poor and 3(15%) students got very poor classification in word meaning. After doing the treatment, the students‟ score classification in post-test were changed 4(20%) students got excellent, 6(30%) students got good and 10(50%) students got fair classification.
3. Test of Significance in Reading Comprehension
The description of previous section showed the students‟ comprehension in reading had developed. It is supported by the frequency and rate percentage of the result of the students‟ pre-test and post-test. Based on the findings above in applying Directed Reading Thinking Activity Technique in the class, the data was collected through test as explained in previous finding section showed that the students‟ comprehension in reading was developed the students‟ mean score significantly after treated by using Directed Reading Thinking Activity Technique. The students‟ mean score after presenting in teaching Reading Ccomprehension using Directed Reading Thinking Activity Technique was better than before the treatment was given to the students. Before giving treatment, the students‟ comprehension in reading was categorized as poor. After giving the treatment, their ability was significantly developed and categorized as good.
The result of calculating the mean score of the indicators was the student‟s development in reading comprehension, the result of calculation was 4.2 in pretest then become 7.65. The percentage of the student‟s development in reading
41 comprehension was 82%. The development of students in reading comprehension also showed by the comparison betwen T-test and T-table values of indicator.
The result of calculating t-test of the indicator was the students‟ t-test in reading comprehension was greater than t- table (9.65>1.729). It means that students‟
reading comprehension has significant development after the student treated by using Directed Reading Thinking Activity technique in teaching reading comprehension.
By seeing the alteration of students‟ development classification proved that using Directed Reading Thinking Activity technique had developed the students‟ in reading comprehension. Reading by directed reading thinking activity was effective in improving the students‟ Reading Comprehension. This technique could help the students to develop their thoughts in getting main idea or finding the word meaning in reading process. It could be showed from the students‟
reading test in pretest and posttest. In pre-test, there were some students in answering the question of getting main idea and finding word meaning of their reading was not true. The students‟ reading comprehension has improved in post- test, which the content of their reading comprehension could be understood.
42 CHAPTER V
CONCLUSION AND SUGGESTIONS A. Conclusion
After conducting the experimental research about the effectiveness of Directed Reading Thinking Activity technique in teaching reading comprehension and based on the research findings in the previous chapter, the researcher concluded that:
1. The implementation of Directed Reading Thinking Activity Technique to determining Main Idea in Reading Comprehension
The implementation of DRTA Technique in Teaching English Reading had developed the students‟ comprehension in determining main idea which had presented in the classroom. It has been proved that the mean score of main idea in reading comprehension before giving treatment 4.0 was classified as poor, and the mean score of the students‟ main idea in post test after giving treatment became 7.9 which classified as good. The percentage of the student‟s development of main idea in reading comprehension was 97.5%.
2. The implementation of Directed Reading Thinking Activity Technique to determining Word Meaning in Reading Comprehension
The implementation of Directed Reading Thinking Activity Technique in teaching English reading also had developed the students‟ comprehension in determining word meaning which had presented in the classroom. It has been proved that the mean score of word meaning in reading comprehension before
43 giving treatment 4.4 was classified as poor, and the mean score of the students‟
main idea in post test after giving treatment became 7.4 which classified as good. The percentage of the student‟s development of word meaning in reading comprehension was 68%.
3. The implementation of Directed Reading Thinking Activity Technique in Reading Comprehension
Directed Reading Thinking Activity Technique had developed the students‟ Reading comprehension of the Second Years Students of SMA Wahyu Makassar in term of main idea and word meaning of reading comprehension. It has been proved that the mean score of Reading Comprehension before and after giving treatment was 4.2 becomes 7.65. The percentage of the student‟s development of word meaning in reading comprehension was 68%, with the t- test value was greater than T-Table 9.65>1.729. It means that there was significance difference between before and after giving the treatment.
B. Suggestions
Based on the previous chapter, the researcher suggested:
1. The teacher should give the students chance to practice their Reading comprehension using Directed Reading Thinking Activity Technique.
2. English teacher should provide students with more reading exercises especially reading comprehension in the classroom, so the students get enough time for practicing.
44 3. The teacher should give a motivation to the students to practice their reading comprehension by using Directed Reading Thinking Activity technique. Because it has an influence to the students.
4. The English teachers have to develop their teaching by using Directed Reading Thinking Activity Technique to develop the students‟ reading comprehension.
5. For headmaster to give all the teachers many chance to create effective study approach and to implicate based on students needed.
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ABSTRACT
Muh. Fajar Akbar, 2014.Using Directed Reading Thinking Activity (DRTA) Technique to Improve Students Reading Comprehension (An Experimental Research at the Second Year Sudents of SMA Wahyu Makassar).Thesis. Faculty of Teacher Training and Education, Muhammadiyah University of Makassar.
Supervised by Hj. Andi Tenri Ampa and Nunung Anugrawati.
This research aimed to find out that the use of Directed Reading Thinking Activity can improve the students’ reading comprehension at the second year students of SMA Wahyu Makassar. It was emphasized on the improvement of the students’ skill in Reading Comprehension by using Directed Reading Thinking Activity.
The research applied a Pre-experimental Method, with one group Pre-test and Post-test design which consisted of eight meetings including the treatments.
The sample was only one class namely Class XI MIA that consisted of 20 students which were selected by using Purposive Sampling Technique. The data was obtained by using Essay test.
The findings of this research were the students’ development in Reading comprehension was 4.2 in Pre-test then become 7.65 in pos-test The students’
development to Reading Comprehension was 82%. It contained of two indicators, they were Main idea and Word meaning. Main idea was 4.0 in pre-test then become 7.9 in Post-test, the students’ development to Main idea was 97,5 %.
While Word meaning was 4.4 in pre-test then become 7.4 in pos-test, the students’
development to Word meaning was 68 %. It means that Directed Reading Thinking Activity is one of effective method in teaching English Reading Comprehension to the Second Year Students of SMA Wahyu Makassar.