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they have just read into their core knowledge. BDA is very versatile, then it can be used with any reading forms and any genre of texts, especially with narrative
text, as junior high school students are expected to be able to comprehend its text as the objective of learning English.
In line with the condition above, the writer conducted a study on reading skills by applying Before, During, and After Reading BDA Strategy which was
expected to improve students’ achievement in reading comprehension particularly in reading narrative text.
B. The Problem of the Study
Based on the discussion in the background of the study, the problem of this study was formulated as follows:
“Is there any significant effect of Before, During, and After Reading BDA S
trategy on students’ reading comprehension achievement in narrative text
?”
C. The Scope of the Study
In this study, the focus of the investigation was limited to the effect of Before, During, and After Reading BDA S
trategy on students’ reading comprehension achievement particularly in reading narrative text to the eighth
grade of SMP Swasta Eria Medan.
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D. The Objective of the Study
In relation to the problem, the objective of the study was to find out whether there was a significant effect of Before, During, and After Reading
BDA Strategy on students’ reading comprehension achievement particularly in
reading narrative text to the eighth grade of SMP Swasta Eria Medan.
E. The Significance of the Study
The findings of this study are expected to be useful for both theoretically and practically.
1. Theoretically:
a. To provide theories in English language teaching particularly in teaching
reading. b.
To gain understanding and enrich knowledge of improving reading skills. 2.
Practically: a.
For English teachers, to apply this teaching strategy to improve their students’ reading comprehension achievement.
b. For students, to increase their ability in reading and to improve their reading
comprehension achievement. c.
For readers and other researchers, to use this study as reference for further study related to this topic.
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CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, it can be concluded that teaching reading particularly narrative text by applying Before, During, and After Reading BDA
Strategy significantly affected on students’ reading comprehension achievement.
It can be proved from the data which had been obtained in the post-test of experimental group compared to those in the post-test of control group. In
experimental group, the total score was 1988 and the mean score was 66.26, while the data in control group, the total score was 1780 and the mean score was 59.33.
Thus, the students ’ scores in experimental group were higher than the students’
scores in control group. The calculation of the data in testing hypothesis suggests that
3.855 was higher than 2.000 with level of significance 0.05
and df 58. This means that the alternative hypothesis Ha was accepted.
B. Suggestions
Based on the findings and conclusion of this study, some suggestions are staged as the following:
1. It is advisable that English teachers to apply Before, During, and After
Reading BDA Strategy in teaching reading particularly in narrative text in order to improve their students’ reading comprehension achievement.
2. It is essential for students to have more practice in reading and apply BDA
Strategy while reading.
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3. It is suggested to other researchers who are interested in conducting study
related to this topic, to explore the knowledge in order to enlarge their understanding of how to improve reading comprehension and to search for
other references.
