The Influence of Directed Reading - Thinking Activity (DR-TA) Strategy on Students' Reading Comprehension of Narrative Text

(A Quasi-Experimental Study at the Tenth Grade Students of SMA

Negeri 10 Kota Tangerang Selatan)

By:

Nurul Fatmawati

1111014000041

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

i

Tenth Grade Students of SMA Negeri 10 Kota Tangerang Selatan). Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta 2015.

Advisor I : Drs. Nasifuddin Djalil, M.Ag. Advisor II : Dadan Nugraha, M.Pd.

Keywords : Directed Reading – Thinking Activity (DR-TA), Reading Comprehension, Narrative Text

This research was aimed to know the empirical evidence of the influence of using Directed Reading-Thinking Activity (DR-TA) strategy on students’ reading comprehension of narrative text. Therefore, it was intended to get reliable information whether there was a significant difference in the students’ reading comprehension between the experimental class and the controlled class. Quasi-experimental study was used in this research. The sample was taken from the tenth grade students of SMA Negeri 10 Kota Tangerang Selatan by using purposive sampling, in which 38 students for the experimental class and 38 students for the controlled class. The experimental class was taught by using DR-TA while the controlled class was taught without using DR-DR-TA. Before giving the treatment, the students from both classes were given a pretest to know their ability in reading narrative text. At the end of the treatment, the students were given a posttest. The test used as the primary instrument were consisting of 25 multiple choice questions. The final mean scores gained from both classes were analyzed by using t-test. It was found that the mean score of students’ pretest in experimental class was 51.74 and the posttest mean score was 68.74. Meanwhile, the mean score of pretest in controlled class was 52.74 and the posttest mean score was 60.95. It means the mean score of the posttest in experimental class (68.74) was higher than the controlled class (60.95). Based on the result of statistical calculation, it can be seen that degree of freedom (df) is 74, to= 4.33 and ttablefrom the significance 1% and 5% are 2.64 and 1.99. It means that is 1.99 < 4.33 > 2.64. Thus, H1 was accepted that Directed Reading – Thinking Activity (DR-TA) strategy gives influenceon the students’ reading comprehension of narrative text. Therefore, it can be concluded that the students’ reading comprehension of narrative text was influenced by Directed Reading – Thinking Activity (DR-TA) strategy.

ii

Tenth Grade Students of SMA Negeri 10 Kota Tangerang Selatan). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta 2015.

Pembimbing I : Drs. Nasifuddin Djalil, M.Ag. Pembimbing II : Dadan Nugraha, M.Pd.

Kata Kunci : Directed Reading – Thinking Activity (DR-TA), Pemahaman Membaca, Teks Naratif

Penelitian ini bertujuan untuk mengetahui bukti empiris tentang penggunaan strategi Directed Reading – Thinking Activity (DR-TA) terhadap pemahaman membaca siswa dalam teks naratif. Oleh sebab itu, penelitian ini bertujuan untuk mendapatkan informasi yang akurat adakah perbedaan pada kemampuan membaca siswa di kelas eksperimental dan kelas kontrol. Metode kuasi eksperimen digunakan dalam penelitian ini. Sampel diambil dari siswa kelas X SMA Negeri 10 Kota Tangerang Selatan dengan cara purposive sampling, dimana terdapat 38 siswa untuk kelas eksperimental dan 38 siswa untuk kelas kontrol. Kelas eksperimental diajarkan dengan menggunakan DR-TA sedangkan kelas kontrol tidak diajarkan dengan menggunakan DR-TA. Sebelum diberikan perlakuan, siswa dari kedua kelas diberikan tes awal untuk mengetahui kemampuan mereka dalam pemahaman membaca teks naratif. Pada akhir perlakuan, siswa diberikan tes akhir. Tes-tes yang digunakan sebagai instrumen utama terdiri dari 25 soal pilihan ganda. Nilai rata-rata akhir diperoleh dari kedua kelas dianalisis dengan menggunakant-test.Nilai rata-rata tes awal siswa di kelas eksperimental adalah 51.74 dan nilai rata-rata tes akhir siswa adalah 68.74. Sementara itu, nilai rata-rata tes awal siswa di kelas kontrol adalah 52.74 dan nilai rata-rata tes akhir siswa adalah 60.95. Dengan demikian nilai rata-rata tes akhir siswa di kelas eksperimental (68.47) lebih tinggi dari pada kelas kontrol (60.95). berdasarkan hasil dari perhitungan statistik, dapat dilihat bahwa derajat kebebasan (dk) adalah 74, t hitung = 4.33 and ttabelpada signifikansi 1% and 5% adalah 2.64 dan 1.99. Itu berarti bahwa 1.99 < 4.33 > 2.64. Dengan demikian, H1 diterima yakni strategi Directed Reading – Thinking Activity (DR-TA) memberikan pengaruh terhadap kemampuan membaca siswa dalam teks naratif. Oleh karena itu, dapat disimpulkan bahwa kemampuan membaca siswa dalam teks naratif dipengaruhi oleh penggunaan strategi Directed Reading– Thinking Activity (DR-TA).

iii

In the name of Allah the Beneficent, the Merciful

All praise be to Allah, the Lord of the Worlds who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon to the prophet Muhammad, his family, his relatives, and his followers.

It is a pleasure to acknowledge the help and contribution from all of lecturers, institution, family, and friends who have contributed in different ways hence this “skripsi” is processed until it becomes a complete writing to be presented to the Faculty of Tarbiyah and Teachers’ Training in a partial fulfillment of the requirements for the degree of S.Pd (S-1) in English Language Education.

In this process of finishing this “skripsi”, the writer would like to express her deepest gratitude. The first ones are her family: her dearest parents, Toyota T.S. and Sri Klumpuk, who always give her support, love, affection, care, endless prayers, guidance, finance, spirit, motivation to finish her study in writing this “skripsi” and her brother Adiriansyah Puthaqin for his support, all the laughter and fun he shared.

Furthermore, the writer would like to express her great honor and deepest gratitude to her advisors, Drs. Nasifuddin Djalil, M.Ag. and Dadan Nugraha, M.Pd. for their valuable help, guidance, comments, corrections, and suggestions and who have been very patient to sacrifice their energy and time to assist the writer so that the writer could finish this “skripsi”.

The writer’s sincere gratitude also goes to:

1. All of the lecturers in the Department of English Education, for all the precious knowledge and tremendous inspiration they have shared.

2. Dr. Alek, M.Pd., as her academic advisor and the Head of Department of English Education.

3. Zaharil Anasy, M.Hum., as the Secretary of Department of English Education.

4. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University of Jakarta.

iv

7. All friends in Department of English Education 2011 especially the members of class A for the great friendship, support, happiness, togetherness, and knowledge they have provided unconditionally. May Allah the Almighty bless them all, so be it.

8. Her best friends; Imam, Riris, Mir, Oca, Eka, Ute, Zia, Yudhis for accompanying, supporting, and helping the writer in finishing this “skripsi”.

9. Everyone whose name cannot be mentioned one by one for the contribution to the writerin finishing this “skripsi”.

May Allah the Almighty bless them all, so be it.

Finally, the writer realizes that this “skripsi” is still far from being perfect. There are weaknesses in this “skripsi” that remain as the writer’s responsibility. Therefore, it is such a pleasure for her to get corrections and suggestions for a better writing.

Jakarta, November 2015

v

ABSTRAK ... ii

ACKNOWLEDGEMENTS ... iii

TABLE OF CONTENTS ... v

LIST OF TABLES ... viii

LIST OF PICTURES... ix

LIST OF APPENDICES ... x

CHAPTER I. INTRODUCTION ... 1

A. Background of the Study... 1

B. Identification of the Problem ... 3

C. Limitation of the Problem ... 4

D. Formulation of the Problem ... 4

E. Purposes of the Study... 4

F. Significance of the Study ... 4

CHAPTER II. THEORETICAL FRAMEWORK... 6

A. Reading ... 6

1. The Understanding of Reading... 6

2. Purposes of Reading ... 7

3. Kinds of Reading ... 9

B. Reading Comprehension ... 11

1. The Understanding of Reading Comprehension ... 11

2. Levels of reading Comprehension ... 12

C. Narrative Text ... 13

1. The Understanding of Narrative Text... 13

2. The Purposes of Narrative Text... 14

vi

Thinking Activity ... 19

2. The Purposes of Directed Reading – Thinking Activity ... 20

3. The Procedures of Directed Reading – Thinking Activity ... 21

E. Teaching Reading Narrative Text Using Directed Reading–Thinking Activity (DR-TA) Strategy ... 23

F. Previous Related Studies... 24

G. Conceptual Framework ... 25

H. Research Hypothesis ... 26

CHAPTER III. RESEARCH METHODOLOGY... 27

A. Place and Time of the Research ... 27

B. Research Design... 27

C. Population and Sample... 29

D. Instrument of the Research... 29

E. Data Collection Technique... 29

F. Data Analysis Technique ... 30

1. Normality Test ... 30

2. Homogeneity Test ... 31

3. Hypothesis Test... 31

G. Statistical Hypothesis ... 33

CHAPTER IV. FINDINGS AND INTERPRETATION... 35

vii

Class... 43

3. Normality Test ... 46

4. Homogeneity Test... 48

5. Hypothesis Testing ... 49

C. Data Interpretation ... 53

CHAPTER V. CONCLUSION AND SUGGESTION... 55

A. Conclusion ... 55

B. Suggestion ... 55

REFERENCES ... 57

viii

Table 4.3 Table of Data Description of Pretest Result of Experimental Class... 39 Table 4.4 Table of Frequency Distribution of Pretest Result of

Experimental Class ... 40 Table 4.5 Table of Data Description of Pretest Result of Controlled

Class... 41 Table 4.6 Table of Frequency Distribution of Pretest Result of Controlled

Class... 42 Table 4.7 Table of Data Description of Posttest Result of Experimental

Class... 43 Table 4.8 Table of Frequency Distribution of Posttest of Experimental

Class... 44 Table 4.9 Table of Data Description of Posttest Result of Controlled

Class... 45 Table 4.10 Table of Frequency Distribution of Posttest Result of

Controlled Class ... 45 Table 4.11 Normality of Pretest Result between Experimental and

Controlled Class ... 47 Table 4.12 Normality of Posttest Result between Experimental and

Controlled Class ... 47 Table 4.13 Homogeneity of Pretest Result between Experimental and

Controlled Class ... 48 Table 4.14 Homogeneity of Posttest Result between Experimental and

Controlled Class ... 48 Table 4.15 The Comparison Score between Students in Experimental

ix

Picture 4.2 Diagram of Pretest Result of Controlled Class... 42 Picture 4.3 Diagram of Posttest Result of Experimental Class ... 44 Picture 4.4 Diagram of Posttest Result of Controlled Class ... 46

x

2. The Instrument of Validity... 61

3. The Blueprint of Pretest ... 68

4. The Instrument of Pretest... 69

5. The Blueprint of Posttest ... 76

6. The Instrument of Posttest ... 77

7. ANATEST Result ... 83

8. Syllabus... 94

9. Lesson Plan of Experimental Class... 104

10. Lesson Plan of Controlled Class ... 119

11. The Implementation of Directed Reading–Thinking Activity (DR-TA) Strategy in Learning Narrative Text ...134

1 A. Background of the Study

Reading is one of the most important skills because reading has become parts of daily lives. Through reading, people are able to get knowledge, information, idea, problem solution and pleasure. They cannot avoid reading because they always find reading materials everywhere through magazine, newspaper, academic books, fiction or nonfiction book, novel, internet and so on. To understand those reading materials, readers must have capability of reading comprehension so that they canget the writer’smean easily.

According to Savage and Mooney, “Reading comprehension is the process of acquiring or deriving meaning and understanding from printed language”.1 Reading comprehension is not only about how to get the meaning of each word or sentence but the essential one is how the readers can conclude thewriter’swriting and understand the writer’s idea. In other words, the readers do not only get the information passively but also process the information in mind and understand what thewriter’sintention.

However, reading comprehension of some readers is still low especially of some students in high school. It is because they sometimes do not understand each meaning of word in a reading text so that they cannot understand and get the writer’s message. Furthermore, reading comprehension itself requires a process. To get a good comprehension capability, students should be trained continuously to understand the text entirely. Nonetheless, some teachers still give their students tasks to be tested rather than help them to understand the text content. The tasks given to the students which sometimes are too easy or too difficult do not help the students gain their reading comprehension.

Practically, the tenth grade students in some classes at SMA Negeri 10 Tangerang Selatan were taught reading by that way in which they were asked to

1

John F. Savage and Jean F. Mooney, Teaching Reading to Children with Special Needs,

read and then do tasks related to the text. Since reading is one of competence standards taught through English subject, students should comprehend reading text such as descriptive text, narrative text, recount text, argumentative text, procedure text. In further, based on the competence standards in Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006, the goal of the teaching reading in the English subject for the tenth grade students is that students can understand the meaning of simple functional texts and short essay in the form of recount text, narrative text, and procedure text.2

As stated above, those kinds of reading text should be mastered by the students meanwhile they still get difficulties in comprehending the texts. By asking the students to only read the text and testing them by using task, they will probably not improve their reading comprehension. Because in fact, some of the students did the task by cheating their friends so that they did not know what the text exactly told about. That happened for instance when the students learned narrative text material.

Narrative text is the common text used in teaching reading. “A narrative is a text that tells a story and, in doing so, entertains the audience.”3 Narrative text focuses on a pattern of events with a problematic and unexpected outcome. It contains of orientation, complication or problems and resolution. Narrative text is also considered to be able to entertain the students or the readers so that they are expected to comprehend the text easily.

Based on the writer’s experience when she did PPKTand taught the tenth grade students at SMA Negeri 10 Tangerang Selatan, there are some difficulties faced by the students in learning reading, especially in reading narrative text. Reading narrative text is considered as a complicated activity for the students because they feel difficult to comprehend the text and to conclude the idea of the text by themselves. Unfamiliar words in the reading text are sometimes faced by the students because they do not have adequate background knowledge of the

2

Badan Standar Nasional Pendidikan, Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, Standar Kompetensi dan Kompetensi Dasar SMA/MA, (Jakarta, 2006), p. 128.

3

Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 2003), p. 3.

given text. Moreover, their teacher did not have varieties of strategy in helping the students comprehend text because the teacher only asked the students to read the text and to do tasks related to the text.

Based on the description above, there is an alternative strategy by using Directed Reading-Thinking Activity (DR-TA) strategy to help the students comprehend narrative text. According to Ruddell, DR-TA strategy can stimulate the students in understanding a text. DR-TA strategy is simple to do and can be applied in reading many kinds of texts. In further, DR-TA strategy can construct the students’ new knowledge either through reading or sharing with other students.4 DR-TA consists of some steps; determine the text, look at the title or first illustration, direct and activate students’ prior knowledge, read the text in which separated in preselected point then stop to think about the students’ predictions, share the students’predictions then continue to read the text to prove the predictions.5

Regarding to the explanation above and to solve the problem, the study is intended to discuss about teaching narrative text using DR-TA strategy in order to know whether using DR-TA strategy can help the students to comprehend narrative text and give influence in teaching narrative text. So, the title of this research is “The Influence of Directed Reading-Thinking Activity (DR-TA) Strategy on Students’ Reading Comprehension of Narrative Text.”

B. Identification of the Problem

Based on the explanation of the background of the study, there are some problems which can be identified, such as:

1. The students feel difficult to comprehend narrative text.

2. There are many unfamiliar words in narrative text because the students do not have adequate background knowledge about the narrative texts given by the teacher.

4

Martha Rapp Ruddell, Teaching Content Reading and Writing, (Sonoma: John Wiley & Sons, Inc., 2008), p. 99.

5

Jean A. Gillet,et.al., Understanding Reading Problems, (Boston: Pearson Education, Inc., 2012), p. 172.

3. The teachers have not been exploring more about other varieties of teaching strategy of reading skill.

C. Limitation of the Study

In order to avoid misunderstanding in interpreting the problem, the study is limited. In this research, the study is limited on the influence of Directed Reading-Thinking Activity (DR-TA) strategy on students’ reading comprehension of narrative text.

D. Formulation of the Study

Since there are many problems to be identified, the problems are formulated as follows:

“Does Directed Reading-Thinking Activity (DR-TA) strategy give influence on students’ reading comprehension of narrative text?”

E. Purpose of the Study

The purpose of this study is to know the empirical evidence of the influence of using Directed Reading-Thinking Activity (DR-TA) strategy on students’ reading comprehension of narrative text, especially at the tenth grade students ofSMA Negeri 10 Kota Tangerang Selatan.

F. Significance of the Study

This study is hoped to be beneficial to all people concerned: 1. Theoretical Significance

The result of this study is expected to be useful to give information for English teachers about using Directed Reading-Thinking Activity (DR-TA) strategy in teaching reading, especially in teaching narrative text. This study is to prove that using DR-TA strategy in teaching narrative text gives influence on students’ reading comprehension. This study may also be a reference for the next researchers who need to conduct a further research related to teaching reading, especially using DR-TA strategy.

2. Practical Significance

a. By using DR-TA strategy, the students can be easier and more interested in learning narrative text. The students are encouraged to comprehend their reading of narrative text by using DR-TA strategy. b. Stakeholder of a school could encourage its English teachers to use

DR-TA strategy to help them in teaching reading, especially for narrative text.

6 1. The Understanding of Reading

Reading is one of language skills which is also called as receptive skill. Through reading, the reader receives information and message from the text. It is in line with Nuttall who said that reading is a process that involves transforming meaning from mind to mind, transforming the information or message from the writer to the readers.1

According to Grabe and Stoller, “reading is the ability to draw meaning from the printed page and interpret this information appropriately.”2Based on the definition above, reading is a process of a reader who gets the author’s message through a text, not only to read the words but also to obtain the author’s mean precisely. Harmer said that reading is an activity between the eyes and the brain in which the eyes get information through reading the text and send it to the brain then the brain processes the information to understandthe author’sintention.3

Moreover, reading is a form of communication. As stated by Aebersold and Field“reading is what happens when people look at a text and assign meaning to the written symbols in that text.”4 During reading activity, there is an interaction between the written symbols in the text and the reader. As the reader reads, the written symbols are forming information and ideas which the writer tries to convey to the reader. There, information and ideas are exchanged between the writer and the reader as an act of communicating.

1

Christine Nuttal, Teaching Reading Skills In Foreign Language,(Oxford: Heinemann, 1989), p. 18.

2

William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (New York: Routledge, 2013), p. 3.

3

Jeremy Harmer, The Practice of English Language Teaching: Third Edition, (New York: Longman Publishing, 1991), p. 190.

4

Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and strategies for second language classrooms,(New York: Cambridge University Press, 1997), p. 15.

Furthermore, Farris, Fuhler and Walther explained that:

Reading means getting meaning from print. Reading is not phonics, vocabulary, syllabication, or other ‘skills’, as useful as these activities may be. The essence of reading is a transaction between the words of an author and the mind of a reader, during which meaning is constructed. This means that the main goal of reading instruction must be comprehension: above all, we want students to understand what is on a page.5

It means through reading, there is a transaction between the author or writer and the reader in getting and constructing meaning form the printed word. Moreover, the readers or the students should understand and comprehend what is written on a text. Savage and Mooney said that:

Reading involves an interaction between a reader and a piece of written material. At the very basic level, the interaction starts with the reader seeing black lines surrounded by white space. These lines register on the retina of the eye and are transmitted to the brain. The reader recognizes these symbols – individually and in combination – and attaches significances to them. The words create an image or an idea in the reader’s mind.6

From the explanation above, it can be concluded that reading is not only an activity to see the words printed in a text, but it also requires a process for obtaining the writer’s intention, getting information and ideas from the writer’s writing properly. Reading is also as a form of communication between the writer and the reader through a text.

2. Purposes of Reading

People read something because they have their own purpose.7 Generally, the purposes of reading are to get information of the text and pleasure. For instance, people read newspaper because they should have any information about trending news or they choose to read novel because they search for pleasure.

5

Pamela J. Farris, Carol J. Fuhler and Maria P. Walther,Teaching Reading: A Balanced Approach for Today’s Classrooms,(New York: McGraw-Hill, 2004), p. 324.

6

John F. Savage and Jean F. Mooney,Teaching Reading to Children with Special Needs,

(Boston: Allyn and Bacon Inc., 1979), p. 13.

7

As stated by McDonough and Shaw, reading activities are not merely to get the information but also to give enjoyment.8It is in line with Williams, quoted by McDonough and Shaw, who usefully classified reading into; getting general information from the text, getting specific information from the text, and for pleasure or for interest.9

Beside two major purposes of reading; for getting information and for pleasure, Harmer differentiates reading for several purposes:

a. Reading to confirm expectation,

b. Reading to extract specific information, c. Reading for communicative tasks, d. Reading for general understanding,

e. Reading for detailed comprehension (information, function, discourse).10

Meanwhile, Grabe and Stoller stated that reading has some purposes: a. Reading to search for simple information and reading to skim

Reading to search for simple information is also called as scanning in which the reader focuses on a specific word, or a specific piece of information, or a few representative phrases. Meanwhile, reading for skimming can be said as a combination of strategies for guessing where important information might be located in the text, and then using basic reading comprehension skills on those segments of the text until a general idea is formed.

b. Reading to learn from texts

Reading to learn from texts is when a reader needs to learn a considerable amount of information from a text. The reader gets the main and supporting ideas in the text and the reader connects the text to his or her knowledge. c. Reading to integrate information, write and criticize texts

Reading to integrate information requires critical evaluation of the information being read so that the readers can decide what information to

8

Jo McDonough and Christopher Shaw, Materials and Methods in ELT: A Teacher’s

Guide,(Malden: Blackwell Publishing, 1993), p. 102.

9_Ibid.,

p. 102.

10

integrate and how to integrate it for the reader’s goal. Reading to write and to criticize texts are tasks variants of reading to integrate information. Those mean the reader reads a text in order to search information needed for his or her writing task or making critique text.

d. Reading for general comprehension

Reading for general comprehension is when a reader reads very rapidly and processes words automatically. Besides, the reader also gets a general meaning representation of main ideas because he or she is not looking for specific points, but rather for whatever is necessary to get an overall understanding of the text.11

From the purposes of reading defined by some experts above, it can be concluded that the readers have their own purpose in reading written text. It is based on what they need to know and what they want to know. The goals of readers in reading something are to get, to know and to understand the detail information of a text or only to get some information that they need. Also, the readers read because they want to get enjoyment.

3. Kinds of Reading

When people read, they have their own purpose and it determines how people read a text. There are two kinds of reading described by Harmer, they are:12

a. Extensive Reading

Extensive reading is a reading program conducted to the students outside the classroom. The materials used in extensive reading are novels, newspapers, magazines, or any other reference based on their interest because the aims of this program is for giving the students pleasure.

11

Grabe and Stoller,op.cit., pp. 7–8.

12

Jeremy Harmer, How to Teach English: New Edition, (Pearson Education Limited, 2007),pp. 99–101.

b. Intensive Reading

Intensive reading on the other side requires the students to focus on the reading texts construction; what kind of text they are reading, details of words meaning, or usage of grammar and vocabulary. This program is usually implemented in the classrooms, for instance a teacher and students work together to analyze meaning and grammatical, sentence by sentence.

Beside those two kinds of reading, Grellet added two more kinds of reading; skimming and scanning.13

a. Skimming, it is a process of reading in which happens quickly moving the reader’seyes over a text to get the gist or general idea of the text.

b. Scanning, it is a process of reading in which quickly going through a text to find a particular piece or a specific item of information.

Meanwhile, Broughton identified kinds of reading such as:14 a. Reading Aloud

The most important characteristic in reading aloud is oral matter, including pronunciation, tone, speed and pause. Other activity improved in reading aloud is conversation. Few people are required to read aloud as matter of daily routine, radio newscasters, clergymen and even actor.

b. Silent Reading

The goal of silent reading is understanding. While the readers do silent reading, there is no oral expression. In silent reading, they use their ability to understand the meaning of the written sign.

13

Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press, 2010), p. 4.

14

Geoffrey Broughton, et. al., Teaching English as a Foreign Language, (New York: Taylor & Francis e-Library, 2003), pp. 91–92.

B. Reading Comprehension

1. The Understanding of Reading Comprehension

Reading and comprehension are two things that cannot be separated. Comprehension means understanding what is heard or read.15 It can be said that reading with comprehension means the understanding of what has been read.

Dechant stated that reading comprehension is a complex of abilities such as understanding the meaning of words, sentence and whole selection units in the context, capability on answering questions related to the passage and enable to get implied meaning of what has been read.16 To comprehend a text, the reader has to remind the words, sentences, and pages in the text continuously.17 It means that if the reader does not have capability to recall what are in the text, he or she does not have good reading comprehension.

Furthermore, reading comprehension is the process of acquiring or deriving and understanding meaning of written text that the writer is trying to convey.18It is a complex activity because so many occurs inside the reader’s mind as long as he or she infers the writer’s intentionthrough the written text.

Based on the description above, it can be concluded that reading comprehension is a complex skill in getting meaning or in understanding all written texts about the author’s message who is trying to convey what the readers have read. Without comprehension, the reader has difficulties in getting information and understanding the words or sentences included on a written text or material as interaction between the reader and the text.

15

Sharon J. Crawley and King Merritt,Remediating Reading Difficulties: Third Edition,

(McGraw Hill-Companies, Inc., 2000), p. 40.

16

Emerald Dechant, Teacher’s Directory of Reading Skill Aids and Materials, (New York: Parker Publishing Company, Inc., 1981), pp. 175–176.

17

Judy Willis, Teaching to the Brain to Read: Strategies for Improving Fluency, Vocabulary and Comprehension, (Virginia: Association for Supervision and Curriculum Development, 2008), pp. 126–127.

18

2. Levels of Reading Comprehension

According to Schumm, one of the purposes in reading activity is to comprehend through the process of decoding words.19 It means that the readers who have a desire for success at reading comprehension, they need to actively process the words they read. In other words, the readers should be able to decode words or recognize words and access text of integration processes to construct meaning so that they will understand the whole of printed words.

Savage and Mooney specified reading comprehension skills into three levels; literal reading comprehension (understanding and interpreting what the writer has to say), inferential comprehension (reading between the lines to infer meaning not specifically stated in a printed passage), and critical-creative reading comprehension (extending beyond the lines to evaluate, relate, or apply what are read.20Further explanations are described below:

a. Literal Reading Comprehension

The literal level of comprehension is the process of deriving meaning or understanding information directly presented in the text. 21 It can be said as recalling ideas from the explanation that is explicitly stated. It is considered to the easiest level of reading comprehension because the readers are not required to draw an inference or to make an evaluation based on the text. In this level, the readers are usually able to determine the general idea of a text, to determine the topic of a certain paragraph, to identify specific and detailed information, to identify meaning of word/phrase/sentence, and to find out the purpose of a text.

b. Inferential Reading Comprehension

The inferential level of comprehension is the process of deriving meaning or understanding information indirectly presented in the text.22 It requires the readers to make a hypothesis or an inference from the idea explicitly stated in

19

Jeanne Shay Schumm, Reading Assessment and Instruction for All Learners, (New York: The Guildford Press, 2006), p. 119.

20

Savage and Mooney,op.cit.,p. 30.

21_Ibid

., p. 5.

22_Ibid

the text. In this level, the readers are required to find out implied/unstated information, and to know the reference of a certain word. But, it does not eliminate the possibility of general idea or topic paragraph questions because the readers sometimes should determine the general idea or topic paragraph by using their interpretation not explicitly printed in the text.

c. Critical-Creative Reading Comprehension

The words ‘critical-creative reading’ requires a higher degree of reading skill development and perception. It is a process of applying higher mental functioning to what the readers read.23It relates to questioning, comparing and evaluating made by the readers. Moreover, the readers are required to make an emotional reaction and response to the content of the text. Usually, the readers interpret the moral value or moral lesson as an act of this comprehension level.

C. Narrative Text

1. The Understanding of Narrative Text

Based on Longman dictionary, narrative means a description of something in a story.24 Narrative tells a story which is related to a sequence of events linked in certain time.25It can be said that narrative text is a text which tells or describes sequenced events of story in certain period of time.

Meanwhile, Anderson and Anderson defined that:

A narrative is a text that tells a story, in doing so, entertain the audience. … Narrative can be presented as written or spoken texts. Written narratives often take form of novels. The story is usually told by a narrator. If the narrator is one of the characters in the story, the story is said to be told in the first person. If a person outside the story is the narrator, then the story is being told in the third person.26

In further, Farris, Fuhler and Walther stated that “narrative text enables readers to make connections: personal, textual and with the world.”27It means that

23_Ibid

., p. 3.

24

Longman,Advanced American Dictionary, (Harlow: Pearson, 2007), p. 1056.

25

Jane E. Aaron,The Compact Reader 7thEdition,(Bedford/Saint Martin’s, 2002), p. 43.

26

Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MacMillan, 2003), p. 3.

27

reading narrative text enables the readers to make connections as long as they read such as they may find similarities between the story and their own lives, they may make links between the story they are recently reading and another story they have previously read, and they may relate the story to the real world.

Regarding to the explanation above, it can be concluded that narrative text is a text which tells sequence or series of events in certain time. It tells the readers about an amusing story which is able to entertain them. Moreover, by reading narrative story, readers are able to connect the story to their personal lives, to another story and to what are in their world. Also, the one who usually tells the narrative story is called as narrator.

2. The Purposes of Narrative Text

Generally, a narrative is written to amuse the readers. So, the readers are expected to enjoy the text while they are reading. It is in line with Anderson and Anderson who stated that the purpose of narrative text is to construct a world view to entertain the readers.28 Also, reading narrative text is often considered as aesthetic reading because the reader reads for enjoyment and pleasure.29 In addition, the goal of narrative, other than provides the readers an entertainment, is able to make the readers think about an issue, teach them a lesson, or excite their emotions.30

3. The Schematic Structures of Narrative Text

According to Anderson and Anderson, the schematic structures of narrative text consist of orientation, complication, sequence of events, resolution and coda.31

28

Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: MacMillan Education, 1997), p. 6.

29

Farris, Fuhler and Walther,op.cit.,p. 477.

30

Anderson and Anderson,Text Types in English 3,…p. 3.

31

a. Orientation

This is the part in which the narrator tells the readers about who is in the story, when the story is taking place, where the action is happening and what is going on. It can also be called as introductory part of a story. So the readers can figure out what will happen next and who are involved in it.

b. Complication

This is the part of the story where the narrator tells about something that will begin a chain of events. These events will affect one or more of the characters. The complication is the trigger. From this part the story begins. This is the part where the characters totally play their role.

c. Sequence of Events

This is where the narrator tells how the characters react to the complication. It includes their feelings and what they do. The events can be told in chronological order (the order in which they happen) or with flashback. The readers are given the narrator’s point of view.

d. Resolution

In this part of the narrative where the complication is sorted out or the problem is solved. It means that this part explains how is the problem that is created in the complication finally solved.

e. Coda

The narrator includes a coda if there is to be a moral or message to be learned from the story. In this part, the readers may get moral based on what has been learned from the story.

In the following here is the example of schematic structures of narrative text:32

The Fortune Teller

In the great city of Taipei, there lived a man called Lin and his wife. They had no children. Because of this, they were very unhappy. One day, they found a baby boy outside their door. He was wrapped in a blanket and crying. They took the baby into their house and called him Sau Ling. They loved him very much.

When Sau Ling was a young man, a fortune-teller came to the house. "You must send your son away," he said. "One day he will become a thief and cause you a lot of trouble." Mr and Mrs Lin were very sad to hear this. They believed what the fortune-teller said. They gave Sau Ling some clothes and money and sent him away.

Several years later, Sau Ling was having a meal in an inn several miles from Taipei. He put his bag on the floor near his table. After finishing his meal, he picked up his bag. "That's strange!" he thought, "It feels so heavy." He looked inside. It was full of small gold bars. Then he realized that someone had taken his bag by mistake and left another bag, in its place.

That evening, a young man came to the inn, "Has anyone seen my bag?" he asked. Sau Ling was very honest. He returned the bag to him. The young man thanked him. "You are really very honest," he said, "I shall ask my father to give you a job."

The young man's father was a rich merchant. He gave Sau Ling a good job. "But go home first," he said, "and take a holiday." Sau Ling returned to Taipei. Mr and Mrs Lin were delighted to see him again. The fortune-teller was also present. Sau Ling told them what had happened. The fortune-teller did not know what to say. He left the house without saying a word.

32

Achmad Doddy, Ahmad Sugeng and Effendi, Developing English Competencies for Senior High School (SMA/MA) Grade X, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), pp. 40–41.

Orientation

Complication

Sequence of events

Mr and Mrs Lin never believed in fortune-teller after that. Sau Ling took them to live with him and they were very happy and contented until the end of their lives.

4. The Grammatical Features of Narrative Text

Narrative texts usually include the following grammatical features:33 a. Nouns that identify the specific characters and places in the story. b. Adjectives that provide accurate descriptions of the characters and

settings.

c. Verbs that show the actions that occur in the story.

d. Time words that connect events, telling when they occurred.

In the following is the example of grammatical features of narrative text related to the story above:

Figure 2.1

Grammatical Features of Narrative Text

No. Linguistic Features Example

1. Specific Participant Sau Ling

2. General Participants • Mr. Lin

• Mrs. Ling

• Fortune Teller

3. Past Tense • There lived a man called

• They had no children

• They were very unhappy

• Fortune-teller came to the house

• They gave Sau Ling

4. Action Verb • Returned

• Took

• Wrapped 33

Anderson and Anderson,Text Types in English 3,…p. 3.

• Loved

• Came

5. Adverb of Time • One day

• Several years later

• That night

6. Adverb of Place • In the great city of Taipei

• The house

• An inn

• On the floor

7. Coordinate Conjunction • And

• So

• But

8. Temporal Conjunction • After

• Then

9. Saying Verb • Asked

• Told

• Called

10. Linking Verb Was

11. Modality • Will

• Shall 5. The Types of Narrative Text

There are some common types of narrative texts and those are usually some popular ones:34

a. Humour b. Romance c. Crime

d. Real-life fiction e. Historical fiction

34

f. Mystery g. Fantasy

h. Science-fiction i. Diary-novels j. Adventure

D. Directed Reading-Thinking Activity (DR-TA)

1. The Understanding of Directed Reading-Thinking Activity

Directed Reading-Thinking Activity (DR-TA) was introduced by Russell Stauffer in 1969 to develop higher level thinking while reading. According to Ruddell, DR-TA has received considerable attention as a recommended instructional strategy over the years. In further, it is such a sturdy instructional approach and is adaptable for endless varieties of content areas and texts.35 This activity can be adapted for a variety of subjects and reading materials.

According to Bill Harp, “DRTA involves the readers in predicting, reading, and proving their predictions while the teacher is involved in asking what the readers think, why they think so, and how they prove their answers.”36 It means that by using directed reading-thinking activity, it encourages active involvement of the students to the reading text by being asked to make hypotheses or predictions about what are in the reading text and the reasons for their hypotheses or predictions, then checking the accuracy about their hypotheses or predictions.

Using directed reading-thinking activity, “students are guided through the process of sampling text, making predictions based upon prior knowledge and textual information, resampling text, and confirming or adjusting predictions in light of new information.”37 Students’ prior knowledge is necessary to construct

35

Martha Rapp Ruddell,Teaching Content Reading and Writing Fifth Edition,(Hoboken: John Wiley & Sons, Inc., 2008), p. 96.

36

Bill Harp, When the Principal Asks: How Are We Using What We Know about Literacy Processes in the Content Areas?,The Reading Teacher, Vol. 42, No. 9, (May, 1989), p. 726.

37

Martha Rapp Haggard, Developing Critical Thinking with the Directed Reading-Thinking Activity, The Reading Teacher, Vol. 41 No. 6,(Feb. 1988), p. 527.

predictions of what they will read. Making prediction before the reading activity stimulates them to use their background knowledge as their guidance in adjusting their predictions to figure out the new information.

It can be concluded that the key terms of DR-TA are predicting, reading, and proving. Questions are asked and answered, and predictions are made and tested throughout the reading. Additionally, new questions and predictions are formulated as the student progresses through the text. Moreover, in DR-TA, all students can be actively involved and everyone has the opportunity to express and share their predictions, expectations or ideas to others about the text.

2. The Purposes of Directed Reading-Thinking Activity

Directed Reading-Thinking Activity strategy engages students in a step-by-step process that guides them through informational text. The students are able to think even they should be stimulated to think.38It means that the use of DR-TA strategy helps students develop their critical thinking and logical predictions based on the information they read.

Other purposes of using DR-TA are to elicit students’ prior knowledge of the topic of the text, to encourage students to monitor their comprehension while they are reading, and to set a purpose for reading in which the students read to confirm and revise predictions they are making.39

Furthermore,Farris, Fuhler and Walther quoted Beck’s statement who said that “points out that making predictions based upon clues in text helps students to see how helpful text information can be when making inferences.”40 It means that the purpose of DR-TA is to help learners to comprehend the text and make inferences thorough clues in the text. Here, teacher is able to give picture, chart or sentence’s cluein which helping the students to comprehend the text. So, students would be able to make prediction about the story. Then after making prediction,

38

Robert Karlin,Teaching Elementary Reading Third Edition: Principles and Strategies,

(San Diego: Harcourt Brace Jovanovich, 1980), p. 231.

39 _{Directed Reading - Thinking Activity,}

Retrieved on September 21, 2015 from http://www.nea.org/tools/directed-reading-thinking-activity.html

40

teacher confirms the prediction by giving the next sentences. Those are done repeatedly throughout the story in order to ease the students to find the conclusion of the story.

In summing up, the purpose of directed reading-thinking activity is to assist the students to comprehend the text or the story using clues of the text such as some sentence clues, pictures and charts. Furthermore, this strategy helps the students in activating their prior knowledge to develop their critical thinking, logical predictions and their comprehension and to make inferences related to what are printed in the text.

3. The Procedures of Directed Reading-Thinking Activity

In one source on internet, the main procedure of using Directed Reading-Thinking Activity is divided into 3 steps:41

a. Direct

Teachers direct and stimulate students' thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other explanatory materials. Then teachers should use open-ended questions to direct students as they make predictions about the content orperspective of the text (e.g., “Given this title, what do you think the passage will be about?”). Students should be encouraged to justify their responses and activate prior knowledge.

b. Reading

Teachers should have students read up to the first pre-selected stopping point in the text. The teacher then prompts the students with questions about specific information and asks them to evaluate their predictions and refine them if necessary. This process should be continued until students have read each section of the passage.

c. Thinking

At the end of the reading, teachers should have students go back through the text and think about their predictions. Students should verify or modify the

41 _{Directed Reading-Thinking Activities: Classroom Strategies,}

(2011), Retrieved on September 21, 2015 from http://www.adlit.org/strategies/23356/

accuracy of their predictions by finding supporting statements in the text. The teacher deepens the thinking process by asking questions such as “What do you think about your predictions now?”, “What did you find in the text to prove your predictions?”, “What did you find in the text that caused you to modify your predictions?”

Meanwhile, Walter proposed procedures to conduct DR-TA strategy in teaching reading as follows:

a. Prepare the text. Pre-read the text and identify the segments that contain the major events of the story. Try to divide the story into segments that will promote deeper thinking.

b. Prepare the students. Prepare students for reading the text by developing background concepts and language. Show the book cover and predict what the story will be about.

c. Read a segment of the text. Read the first story segment. Have students compare their predictions to the actual reading passage to either verify their predictions or identify the parts of their predictions that were in accurate or are still unknown.

d. Repeat and continue the process. Ask more predicting questions based on the reading. Record the predictions. Read the next segment. Ask verifying questions.

e. Review and reread the whole story. After completing the story, discuss the predictions, reactions, and impression. Read or have students reread the story as a whole.42

42

Teresa Walter, Teaching English Language Learners: The How – To Handbook,

E. Teaching Reading Narrative Text Using Directed Reading-Thinking Activity (DR-TA) Strategy

First : The teacher determines the narrative text to be used and pre-select points for students to pause during the reading process. There should be 4-5 pauses or adjusted to the quantity of paragraphs in narrative text.

Second : The teacher asks the student to read only the title of the narrative text and then asks students to make predictions what the story tells about. The teacher may use these questions: “What do you think a passage with title like this might be about?”; “Why do you think so?” and so on.

Third :The teacher lists the predictions on whiteboard and initiates a discussion with the students by asking them to respond to the following question: “Which of these predictions do you think would be likely one?”; “Why do you think this prediction is a good one?” and so on.

Fourth:The teacher asks the students to read the story until the pause point only. The teacher may use these questions: “Now, what do you think?” or “Any other ideas?”

Fifth : The teacher asks the students to continue their reading until the next pause point (this step is repeated until the students have finished reading the story). The teacher may use these questions: “Were your predictions correct?”; “What do you think now?”; “What else?”; “What will happen next?”; “What made you think of this prediction?”; “What in the passage supports this prediction?”

Sixth : The teacher asks the students to finish reading the story and reflect their predictions through responding to the following questions: “What predictions did you make?”; “Were your predictions correct?”; “Do you still agree with this prediction?”; “What did you find in the text to prove your prediction?”; “What did you read in the text that made you change your predictions?”

F. Previous Related Studies

The first study was conducted by Talal Abd Al-Hameed Al Odwan from The World Islamic Sciences and Education University Amman, Jordan. His research title is The Effect of the Directed Reading-Thinking Activity through Cooperative Learning on English Secondary Stage Students’ Reading Comprehension in Jordan. He conducted his research to two classes; experimental group consist of 22 students and 20 students in control group. The DR-TA through using cooperative learning is designed to teach four units to the experimental group. The result of his research; there is a statistically significant difference in reading comprehension in favor of the experimental group among English secondary stage students in Jordan due to the instructional strategy.43

The second study was conducted by Muhtatimatul Halimah in her study entitled The Effectiveness of Using Directed Reading-Thinking Activity Strategy to Improve the Students’ Ability in Finding Main Idea and Word Meaning of the Eleventh Grade Students of MAN Kutowinangun. The subjects of the study consisted of 58 students which are divided into experimental group (class XI.IPS1, 29 students) and control group (class XI.IPS4, 29 students). The result of her research is using directed reading thinking activity is effective to improve the students’ ability in finding main idea and word meaning.44

The third study was conducted by Teguh Satrio Hermawan in his skripsi entitled Improving Students’ Reading Comprehension of Descriptive Text by Using Directed Reading-Thinking Activity (A Classroom Action Research in the First Year of SMA Muhammadiyah 25 Pamulang). The subjects of the study were students of X-1. There were 28 students. At the end, the result showed that the application of DR-TA the students were more active and interested in learning reading activity in the classroom. There are 2 students passing the minimal level

43

Talal Abd Al-Hameed Al Odwan,The Effect of the Directed Reading Thinking Activity

through Cooperative Learning on English Secondary Stage Students’ Reading Comprehension in

Jordan, International Journal of Humanities and Social Science Vol. 2 No. 16, (Centre for Promoting Ideas: USA, August 2012).

44

Muhtatimatul Halimah,The Effectiveness Of Using Directed Reading Thinking Activity

Strategy To Improve The Students’ Ability In Finding Main Idea And Word Meaning Of The

Eleventh Grade Students Of Man Kutowinangun, Thesis at Muhammadiyah University of Purworejo, 2013.

criterion (KKM) before cycle test, 11 students passing KKM in cycle 1 test and 26 students passing KKM in cycle 2 test.45

G. Conceptual Framework

According to the theories, reading comprehension is an activity of understanding and constructing meaning from written language into an organized way to create representation of the text in readers’ mind. Narrative text is a text that tells an imaginative story which contains some events in form of series and also makes the readers have the messages of the text. Directed Reading-Thinking Activity (DR-TA) strategy is a strategy that encourages students to use their minds while reading a text. It guides students to ask questions based on what they read, make predictions on the story line and read further to confirm if their predictions were right.

The writer thought that those definitions have close connection to one another. Based on some theories stated by many linguists, it can be said that narrative text is effective to be used in teaching reading. Because narrative text is a text telling a story, it can make the readers imagine the story so that the readers will be easier in comprehending the story.

Directed Reading-Thinking Activities allow students to begin thinking about the text before they actually begin reading. Since this strategy is set up as a sort of predicting game, students are motivated to read and become engaged with the text in order to determine whether their predictions are correct. DR-TA strategy is usually used for narrative texts. As students predict the plot of one part of the story, it often helps them figure out the next part of the reading. Based on the explanation above, the writer thought that there will be significant influence on students’ reading comprehension of narrative text by using DR-TA strategy.

45

Teguh Satrio Hermawan,Improving Students’ Reading Comprehension of Descriptive

Text by Using Directed Reading-Thinking Activity (A Classroom Action Research in the First Year of SMA Muhammadiyah 25 Pamulang), Skripsi at Syarif Hidayatullah State Islamic University, (Jakarta: 2012).

H. Research Hypothesis

The hypotheses of this research can be seen as follows:

H1 : Directed Reading-Thinking Activity (DR-TA) strategy gives influence on students’ reading comprehension of narrative text.

H0 : Directed Reading-Thinking Activity (DR-TA) strategy does not give influence on students’ reading comprehension of narrative text.

27

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

This research was conducted at SMA Negeri 10 Tangerang Selatan which is located at Jl. Tegal Rotan, Sektor 9, Tangerang Selatan, Banten, on the first semester. The school had 720 students divided into 21 classes. There were 7 classes for the tenth grade, 7 classes for the eleventh grade and 7 classes for the twelfth grade, but the research was only conducted to two classes of the tenth grade students. The research was conducted for three weeks. It began on August 30th 2015 and ended on October 23rd 2015.

B. Research Design

In this research, quantitative research was used. According to Creswell, in quantitative research there are three design; experimental, correlation and survey.1 The experimental design was chosen in this research. Experiment is a procedure for testing a hypothesis by setting up a situation in which the strength of the relationship between variables can be tested.2 Also, it established possible cause-effect between independent and dependent variables.3

Specifically, this research used Quasi-Experiment Design. It was because the research was conducted to two classes, experimental and controlled class, which was not randomly assigned.4 Quasi-Experiment Design is one of approaches of a research that uses two groups; those are experimental class and control class. Hadeli stated that quasi-experiment is used because the researcher

wants to know the students’ achievement difference by using “new” method rather

than the mostly teaching method used by the teacher. Precisely, the

1 _{John W. Creswell, Educational Research: Planning, Conducting, and Evaluating} Quantitative and Qualitative Reasearch – International Edition, (Boston: Pearson, 2008), p. 60.

2 _{David Nunan, Research Method in Language Learning, (New York: Cambridge}

University Press, 1992), pp. 24 – 25.

3 _{John W. Creswell, op.cit., p. 299.}

4 _{John W. Creswell, Research Design Qualitative, Quantitative, and Mixed Methods} Approaches 3rd _{Edition, (California: Sage Publications, Inc., 2009), p. 158.}

experiment uses two groups in which experimental group as a group that is given a treatment and the controlled group that is not given a treatment in order to know

difference between the “new” method and the mostly teaching method.5 The following is the design of the research:

Pattern:

Group Pretest Treatment Posttest

E O1 X O2

C O3 - O4

In which:

E = Experiment Class C = Controlled Class

O1 = Pretest Experiment Class O2 = Posttest Experiment Class O3 = Pretest Controlled Class O4 = Posttest Controlled Class X = Using Treatment

This research was done to the students from two classes that have the same level. They were given different teaching approaches. Each class consisted of 38 students. The first class which was as experimental class was given reading comprehension of narrative text by using (Directed Reading – Thinking Activity) DR-TA strategy; DR-TA strategy was the treatment or “new” method. At the same time, the second class – controlled class – was given reading comprehension of narrative text by the method which was mostly used by the teacher to teach reading.

This research was focused on giving treatment to the experimental class by applying DR-TA strategy to measure students’ achievement and to find out the influence of DR-TA strategy on students’ reading comprehension of narrative text. Then, the results from reading test were calculated.

C. Population and Sample

The population of the research was the tenth grade students of SMA Negeri 10 Kota Tangerang Selatan. There were 7 classes of the tenth grade. The total number of students or population was 266 students.

Meanwhile, the sampling technique used for this research was purposive sampling because this research took the sample with any consideration. This research was conducted to X.5 class as the experimental class and X.6 class as the controlled class because of the suggestion of the English teacher in that school. The teacher said that the two classes had the same level, and they were appropriate to be the sample of the research. In other words, purposive sampling was used because both classes were considered as knowledgeable and informative so that those classes were able to be the sample of this research. This research was conducted to those two classes in order to see whether the given treatment in experimental class gives influence on students’ reading comprehension of narrative text or not.

D. Instrument of the Research

The instrument of this research was a reading test of English consisted of 40 multiple choice questions taken from some books of English for the tenth grade students of senior high school. The test that will be given to the students in experimental and controlled class must be valid and reliable so that the 40 questions had been tested first to the students from other class in order to measure the test’s validity and reliability by using AnatestV4. From the ANAVA result, only 25 questions were chosen divided into 3 difficult questions, 1 easy question and 21 intermediate questions because those were valid and reliable questions (for further explanation can be seen on appendices).

E. Data Collection Technique

In collecting the data, pretest and posttest consisting of 25 questions in multiple choice forms were given to the students. This type was chosen because it was common test model which is usually used by many researchers in conducting

their research especially in a school. This type was also chosen because narrative text questions are usually formed in multiple choices. Both experimental class and controlled class were given the pretest and the posttest. The pretest was given to

see the students’ capability in their reading skill before using DR-TA strategy. The posttest was given to measure which class had better scores.

F. Data Analysis Technique

After the data of the pretest and the posttest scores were collected, the data then were analyzed by using statistic calculation of t-test formula in manual calculation and software calculation using SPSS (Statistic Product and Statistic Solution) version 22. The t-test was used to test the hypothesis. Before calculating t-test, normality and homogeneity tests were done first.6

1. Normality test

Normality test is performed to show whether the data from the sample is normal or not, the data are both pretest and posttest result taken from experimental and controlled class. If the normality of the data is more than the level of significance α (0.05), scores are normally distributed. The normality test is performed by using Kolmogrov-Smirnov and Shapiro-Wilk gained as follows:

Analyze → Descriptive Statistics → Explore. Insert Pretest/Posttest in Dependent

List and Class in Factor List. Click Plots and Checklist Normality plots with tests

→ Continue → OK.

This is the example of the data using SPSS: Tests of Normality

Class

Kolmogorov-Smirnova _Shapiro-Wilk Statistic df Sig. Statistic Df Sig. Pretest Experimental .110 38 .200* _{.969 38 .363}

Controlled .133 38 .089 .975 38 .537

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

6 _{Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT. Refika Aditama,}

2. Homogeneity test

Homogeneity test is performed to test whether the data from the two groups, experimental and controlled class, have the same variant in order that the hypothesis can be tested by t-test or not. Homogeneity test is calculated by using Levine and gained as follows: Analyze → Compare means → One Way Anova → Put Pretest/Posttest in Dependent list and Class in Factor List → Click option and Checklist Homogeneity of variance test → Continue → OK. Here is the example of homogeneity test result of the data:

Test of Homogeneity of Variances Pretest

Levene Statistic df1 df2 Sig.

.140 1 38 .711

3. Hypothesis test

After getting the data from pre-test and post-test taken from experimental and controlled class, it needs to find out the differences score in the students’ reading comprehension by using Directed Reading – Thinking Activity. Here, the two classes are compared to the independent variable, the experimental class is X variable and the controlled class is Y variable. Statistical calculation of the t-test with significant degree 5% (0.05) and 1% (0.01) is used. The formula of t-testis expressed as follows:7

𝑡𝑜=_𝑆𝐸𝑀𝑥− 𝑀𝑦 𝑀𝑥−𝑀𝑦

In which:

Mx = Mean of variable X My = Mean of variable Y SE = Standard error

7 _{Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,}

Prior the calculation of the t-test; there are several steps as follows: 1. Determining Mean of Variable X with formula:

𝑀𝑥 =∑ 𝑋

𝑁𝑥

2. Determining Mean of Variable Y with formula:

𝑀𝑦 =∑𝑌_𝑁

𝑦

3. Determining Standard of Deviation Score of Variable X with formula:

𝑆𝐷𝑥 = √∑𝑋2

𝑁𝑥

4. Determining Standard of Deviation Score of Variable Y with formula:

𝑆𝐷𝑦 = √∑𝑌²_𝑁

𝑦

5. Determining Standard Error of Mean of Variable X with formula:

𝑆𝐸𝑚𝑥 = 𝑆𝐷𝑥

√𝑁𝑥− 1

6. Determining Standard Error of Mean of Variable Y with formula:

𝑆𝐸𝑚𝑦 = 𝑆𝐷𝑦

√𝑁𝑦− 1

7. Determining Standard Error of Difference of Mean of Variable X and Y with formula:

The last procedure is determining df (degree of freedom) with formula: 𝑑𝑓 = (𝑁𝑥+ 𝑁𝑦) − 2

In which:

M = The average of students score SD = Standard deviation

SE = Standard errors X = Experimental class Y = Controlled class

Nx = Number of students of Experimental class Ny = Number of students of Controlled class df = Degree of freedom

G. Statistical Hypothesis

The t-test is used to test the hypothesis to see whether H1 is accepted; Ho is rejected or not. The statistical hypothesis of this research can be seen as follows:

H1 :

µ

1 ≠

µ

2 H0 :

µ

1 =

µ

2

And then, the criteria used as follows:

1. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected. It means that the rates of the means score of the experimental class are higher than the controlled class. The use of Directed Reading-Thinking Activity (DR-TA) strategy gives influence

on the students’ reading comprehension of narrative text.

2. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is accepted. It means that the rates of the means score of the experimental class are the same as or lower than the controlled class. The use of Directed Reading-Thinking Activity (DR-TA)

strategy does not give influence on the students’ reading

35

CHAPTER IV

FINDINGS AND INTERPRETATION

A. Data Description

The research was conducted at SMA Negeri 10 Kota Tangerang Selatan for three weeks. The research was conducted to two classes; experimental class and controlled class. Those classes were the tenth grade of SMA Negeri 10 Kota Tangerang Selatan consisting of 38 students in each class. The material that was taught for the research was narrative text. Pretest was given to the students in the first meeting while posttest was given in the last meeting to both classes (experimental and controlled class) in order to know the students’ achievement before and after; using Directed Reading – Thinking Activity (DR-TA) strategy on the students’ reading comprehension of narrative text and without using DR-TA strategy.

The data of the experimental class were collected from the result of the students’ scores of pretest and posttest. Table 4.1 below shows the description of the students’ scores in the experimental class (variable X).

Table 4.1

The students’ scores of Experimental Class (X)

No Students’ Initial Name Pretest Posttest Gained

1 AAOAW 64 84 20

2 AA 36 64 28

3 AMR 48 76 28

4 ANF 36 56 20

5 AS 24 52 28

6 AFL 28 52 24

7 BKA 56 72 16

8 CWD 66 68 2

9 CWJ 52 60 8

10 DYA 60 76 16

11 DCNR 64 72 8

12 EMRU 76 84 8

13 FAS 68 84 16

No. Students’ Initial Name Pretest Posttest Gained

15 HMH 68 80 12

16 IMM 56 64 8

17 JAP 32 52 20

18 JCS 56 60 4

19 JDF 60 72 12

20 KL 52 68 16

21 LF 44 68 24

22 MYA 40 68 28

23 MIH 72 80 8

24 MIS 68 80 12

25 MI 40 68 28

26 NA 56 72 16

27 NEB 48 68 20

28 PMA 40 48 8

29 RNA 56 80 24

30 RP 40 64 24

31 RAP 48 84 36

32 SDP 56 68 12

33 SAS 40 52 12

34 SDF 36 60 24

35 TDS 52 68 16

36 TI 68 88 20

37 VVP 40 68 28

38 ARE 60 60 0

∑ 1966 2612 646

Mean 51.74 68.74 17.00

Table 4.1 shows the students’ initial names in experimental class, their pretest scores, their posttest scores and their gained scores. Based on the result of pretest in experimental class, it can be showed the highest score and the lowest score of 38 students in the experimental class. In pretest, it can be seen the highest score was 76 and the lowest score was 24. The mean score of the pretest was 51.74.

After pretest was conducted, treatment was given to the experimental class. The students of the experimental class were given Directed Reading –

Thinking Activity (DR-TA) strategy in learning narrative reading. After giving the treatment four times, posttest was given to the students. In posttest, it can be seen that the mean score of posttest was improved and it was 68.74. Furthermore, the mean of gained score was 17.00. The highest score of posttest was 88 and the lowest score in posttest was 48 obtained only by one student. It can be concluded that there was positive influence of using DR-TA strategy for students to learn narrative text.

Table 4.2 below shows the description of the students’ scores in the controlled class (variable Y).

Table 4.2

The students’ scores of Controlled Class (Y)

No Students’ Initial Name Pretest Posttest Gained

1 AH 48 60 12

2 AT 44 56 12

3 AS 76 72 -4

4 AFR 56 68 12

5 ATR 60 52 -8

6 AB 52 56 4

7 ARH 40 52 12

8 AMIM 36 48 12

9 AM 52 60 8

10 CFOH 60 64 4

11 DRAR 48 56 8

12 END 44 56 12

13 ENL 56 64 8

14 FFA 40 52 12

15 FD 44 48 4

16 IB 64 60 -4

17 IZS 56 64 8

18 LLY 64 68 4

19 LSP 40 56 16

20 MFA 48 60 12

21 MAK 68 72 4

22 M 44 60 16

23 MIR 64 80 16

No Students’ Initial Name Pretest Posttest Gained

25 NFK 60 88 28

26 NWN 40 68 28

27 NA 48 52 4

28 RIR 60 64 4

29 RPS 52 56 4

30 RGM 72 64 -8

31 RMA 68 68 0

32 RGAV 40 64 24

33 SSK 48 68 20

34 SWD 52 60 8

35 SIF 52 64 12

36 TK 40 60 20

37 WF 56 48 -8

38 YIM 44 40 -4

∑ 2004 2316 312

Mean 52.74 60.95 8.21

Table 4.2 shows the students’ initial names in controlled class, their pretest scores, their posttest scores and their gained scores. Based on the result of pretest in controlled class, it can be showed the highest score and the lowest score of 38 students in the controlled class. In pretest, the highest score was 76 obtained only by one student and the lowest score was 36. The mean score of pretest was 52.74. It was higher than the experimental class.

In posttest, it can be seen that the mean score of posttest was improved and it was 60.95 and the mean gained score was 8.21. Those are lower than posttest mean score in experimental class. Meanwhile, the highest score of posttest was 88 obtained only by one student and the lowest score in posttest was 40 obtained by one student too. Moreover, there were six students who had the higher pretest scores rather than their posttest scores. It can be concluded that there was still improvement of the students’ achievement in learning narrative text although they were not taught by using DR-TA strategy.

B. Data Analysis

1. Result of Pretest of Experimental and Controlled Class

The result of pretest of experimental and controlled class based on SPSS version 22 was gained from the steps as follows: Analyze → Descriptive Statistics → Frequencies. Insert Experimental (X) in variable → Click Statistics and Checklist Mean, Median, Mode, Sum, Std. deviation, Variance, Minimum and Maximum → Continue → OK. Result gained from the pretest in class X.5 as the experimental class of the research is presented in Table 4.3 below:

Table 4.3

Table of Data Description of Pretest Result of Experimental Class Statistics

Experimental

N Valid 38

Missing 0

Mean 51.74

Median 54.00

Mode 40

Std. Deviation 13.087 Variance 171.280

Minimum 24

Maximum 76

Sum 1966

Table 4.3 shows that the data of the experimental class is 38 students. The total of all data which are divided into the number of data determined as mean score from the experimental class is 51.74. Median score is 54.00. The median is the numerical value separating the higher half of a data sample, a population, or a probability distribution, from the lower half. The mode is defined as the element that appears most frequently in a given set of elements and the mode score of the experimental class is 40. The set of scores constitute a population determined as variance score which is 171.280 and 13.087 for standard deviation. Standard deviation is a quantity calculated to indicate the extent of deviation for a group as a whole. The highest score of the experimental class is 76 and the lowest score is 24. The summation of the pretest score in experimental class is 1966.

From the Table 4.3, it can be made a table of frequency distribution which is presented as follows:

Table 4.4

Table of Frequency Distribution of Pretest Result of Experimental Class Experimental

Frequency Percent Valid Percent

Cumulative Percent

Valid 24 1 2.6 2.6 2.6

28 1 2.6 2.6 5.3

32 1 2.6 2.6 7.9

36 3 7.9 7.9 15.8

40 6 15.8 15.8 31.6

44 1 2.6 2.6 34.2

48 3 7.9 7.9 42.1

52 3 7.9 7.9 50.0

56 6 15.8 15.8 65.8

60 4 10.5 10.5 76.3

64 2 5.3 5.3 81.6

66 1 2.6 2.6 84.2

68 4 10.5 10.5 94.7

72 1 2.6 2.6 97.4

76 1 2.6 2.6 100.0

Total _{38 100.0 100.0}

Table 4.4 is a tool of presentation consisting of columns and rows and there are numbers which describe the division and the percentage of frequency distribution.

Beside the table of frequency distribution, it also can be described by a diagram which is presented as follows:

Picture 4.1

Diagram of Pretest Result of Experimental Class

In analyzing the result of pretest has the same steps except the inserted variable is not the experimental (X) but the controlled (Y). Result gained from the pretest in class X.6 as the controlled class of the research is presented in Table 4.5 below:

Table 4.5

Table of Data Distribution of Pretest Result of Controlled Class Statistics

Controlled

N Valid 38

Missing 0

Mean 52.74

Median 52.00

Mode 40

Std. Deviation 10.391 Variance 107.983

Minimum 36

Maximum 76

Sum 2004

Table 4.5 shows that the data of the controlled class is 38 students with the sum score of the pretest 2004. Mean score from the controlled class is 52.74, the variance score is 107.983, and the standard deviation is 10.391.The highest score

0 1 2 3 4 5 6

of the controlled class is 76 while the lowest score is 36. The median score is 52.00 and the mode score is 40. The table of frequency distribution from the data is presented as follows:

Table 4.6

Table of Frequency Distribution of Pretest Result of Controlled Class Controlled

Frequency Percent Valid Percent

Cumulative Percent

Valid 36 1 2.6 2.6 2.6

40 6 15.8 15.8 18.4

44 5 13.2 13.2 31.6

48 5 13.2 13.2 44.7

52 5 13.2 13.2 57.9

56 4 10.5 10.5 68.4

60 4 10.5 10.5 78.9

64 3 7.9 7.9 86.8

68 3 7.9 7.9 94.7

72 1 2.6 2.6 97.4

76 1 2.6 2.6 100.0

Total _{38 100.0 100.0}

The diagram from the data of the controlled class is presented as follows:

Picture 4.2

Diagram of Pretest Result of Controlled Class

0 1 2 3 4 5 6

2. Result of Posttest of Experimental and Controlled Class

The result of posttest of experimental and controlled class based on SPSS version 22 was gained from the steps as follows: Analyze → Descriptive Statistics → Frequencies. Insert Experimental (X) in variable → Click Statistics and Checklist Mean, Median, Mode, Sum, Std. deviation, Variance, Minimum and Maximum → Continue → OK. Result gained from the pretest in class X.5 as the experimental class of the research is presented in Table 4.7 below:

Table 4.7

Table of Data Description of Posttest Result of Experimental Class Statistics

Experimental

N Valid 38

Missing 0

Mean 68.74

Median 68.00

Mode 68

Std. Deviation 10.474 Variance 109.713

Minimum 48

Maximum 88

Sum 2612

Table 4.7 shows that the posttest data of the experimental class is 38 students with the sum score of the posttest 2612. Mean score from the experimental class is 68.74, the variance score is 109.713, and the standard deviation is 10.474.The highest score of the experimental class is 88 while the lowest score is 48. The median score is 68.00 and the mode score is 68. The table of frequency distribution from the data is presented as follows:

Table 4.8

Table of Frequency Distribution of Posttest Result of Experimental Class Experimental

Frequency Percent Valid Percent

Cumulative Percent

Valid 48 1 2.6 2.6 2.6

52 4 10.5 10.5 13.2

56 1 2.6 2.6 15.8

60 4 10.5 10.5 26.3

64 3 7.9 7.9 34.2

68 9 23.7 23.7 57.9

72 5 13.2 13.2 71.1

76 2 5.3 5.3 76.3

80 4 10.5 10.5 86.8

84 4 10.5 10.5 97.4

88 1 2.6 2.6 100.0

Total _{38 100.0 100.0}

Beside the table of the frequency distribution, it also can be described by a diagram which is presented as follows:

Picture 4.3

Diagram of Posttest Result of Experimental Class

In analyzing the result of posttest has the same steps except the inserted variable is not the experimental (X) but the controlled (Y). Result gained from the

0 2 4 6 8 10

posttest in class X.6 as the controlled class of the research is presented in Table 4.9 below:

Table 4.9

Table of Data Description of Posttest Result of Controlled Class Statistics

Controlled

N Valid 38

Missing 0

Mean 60.95

Median 60.00

Mode 60

Std. Deviation 9.180 Variance 84.267

Minimum 40

Maximum 88

Sum 2316

Table 4.9 shows that the posttest data of the controlled class is 38 students with the sum score of the posttest 2316. Mean score from the controlled class is 60.95, the variance score is 84.267, and the standard deviation is 9.180. The highest score of the controlled class is 88 while the lowest score is 40. The median score is 60.00 and the mode score is 60. The table of frequency distribution from the data is presented as follows:

Table 4.10

Table of Frequency Distribution of Posttest Result of Controlled Class Controlled

Frequency Percent Valid Percent

Cumulative Percent

Valid 40 1 2.6 2.6 2.6

48 3 7.9 7.9 10.5

52 4 10.5 10.5 21.1

56 6 15.8 15.8 36.8

60 7 18.4 18.4 55.3

64 7 18.4 18.4 73.7