3. Determining of standard of deviation X SD
x
, with the formula: �
= √ ∑
2
= √ = √ .
= .
4. Determining of standard of deviation YSD
y
, with the formula: �
= √ ∑ ²
= √
.
= √ . = .
5. Determining of standard errors mean of variable XSE
mx
, with the formula:
� � = �
√ − =
. √
= .
. = .
6. Determining of standard errors mean of variable YSE
my
, with the formula:
� � = �
√ − =
. √
= .
. = .
7. Determining of standard errors of different mean of variable X and mean of variable Y, with the formula:
� � − = √� � ² + � � ²
= √ .
2
+ .
2
= √ . + . = √ .
= .
8. Determining �˳
with the formula: �˳ =
− � � − �
= . − .
. =
. .
= .
9. Determining of degree of freedom df, with the formula: �� =
+ −
= +
− =
+ −
=
Based on the hypotheses that have been explained in chapter II, which are: H
1
: Directed Reading-Thinking Activity DR-TA strategy gives influence on students’ reading comprehension of narrative text.
H : Directed Reading-Thinking Activity DR-TA strategy does not give
influence on students’ reading comprehension of narrative text.
To prove the hypothesis, the data obtained from the experimental and the controlled class were calculated by using t-test formula with assumption as
follows: If t
o
t
table
the Null Hypothesis H is rejected. It means that there is a
significant difference achievement in learning narrative reading by using DR-TA strategy. On the other hand, if t
o
t
table
, the H is accepted. It
means that there is no significant difference in learning narrative reading by using DR-TA strategy.
Based on the description of the calculation above, it can be inferred that: a The value of t
table
in the significance 1 is 2.64 and 5 is 1.99 b The value of t
o
is 4.33 c So the result is 1.99 4.33 2.64. It means than t
o
t-observation is higher that t
t
t-table, 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.
C. Data Interpretation
Based on the analysis of the data, it shows that there is a significant difference
between students’ achievement in reading comprehension in experimental class which was given Directed Reading
– Thinking Activity DR- TA strategy and controlled
class which was not. It can be seen from the students’ pretest and posttest score. The mean sc
ore 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.
Therefore, it can be concluded that teaching reading by using DR-TA strategy gave
influence on the students’ reading comprehension of narrative text. It was showed by the students’ reading score after they were given the treatment
of using DR-TA strategy that they were higher than their reading score before the treatment.
Hence, the results of the present study are considered to solve the problems identified previously. By using DR-TA strategy, the students are more
able to comprehend the narrative text. Because of the key of the DR-TA itself which are predicting, reading and proving, the students are helped to understand
the text together. New narrative texts or unfamiliar texts given to the students helped them in learning new words and in extending their knowledge related to
narrative story.
In other words, DR-TA strategy is found to be helpful and effective to improve the students’ reading comprehension of narrative text, especially for the
tenth grade students of SMA Negeri 10 Kota Tangerang Selatan. Moreover, the result of the present study is able to be a reference and DR-TA strategy is used by
the teachers in helping them teach reading narrative.
.
55
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of data analysis, a major conclusion is drawn that there was a significant increase of the students’ reading comprehension of narrative text
after being taught by Directed Reading – Thinking Activity DR-TA strategy. It can be seen from t-test result which showed the mean score of posttest in
experimental class which was taught by using Directed Reading – Thinking Activity DR-TA strategy is higher 68.74 than the mean score of pretest
51.74. The t-test result showed that t
o
= 4.33. It is higher than t
t
t-table from the significance level α of 0.01 = 2.64 and 0.05 = 1.99. Thus, H
1
was accepted because 1.99 4.33 2.64, H
was rejected because t
o
t
t
. Thus, it can be concluded that Directed Reading – Thinking Activity DR-
TA strategy can give influence on the students’ reading comprehension of narrative text. It is showed by students’ reading score after being given the
treatment of Directed Reading – Thinking Activity DR-TA strategy were higher than before the treatment. By using DR-TA strategy, the students are more able to
comprehend the narrative text and the students are helped in learning new words and in extending their knowledge related to narrative story. DR-TA strategy can
be used by the teachers in helping them teach reading narrative.
B. Suggestion
Based on the conclusion above, it can be delivered some suggestions as follows:
1. Directed Reading – Thinking Activity DR-TA strategy should be used by English teachers especially for Senior High School students as an
alternative technique in teaching reading comprehension since it has been proven that Directed Reading – Thinking Activity DR-TA strategy gives
influence in increasing students’ reading comprehension.
2. The students should be accustomed to use Directed Reading – Thinking Activity DR-TA strategy so that they will be easier to comprehend the
text and more interested in reading texts. The students have to read more reading text in order to enhance their knowledge.
3. The teacher and the students have significant roles in achieving their success in a subject so that it should be realized that learning has two ways
process, not only teacher-centered but also student-center. In other words, the students should be more active in participating in teaching-learning
process. 4. For other researchers, this research will be a reference for further analysis
related to teaching reading of other kinds of texts not only for teaching narrative text.
