Testing the first hypotheses
the theoretical review mentioned above; the students‟ reading comprehension is influenced by the teaching method used in classroom activity in this case
DRTA. Based on statistical data obtained, it can be concluded that teaching
method DRTA brings effect to the achievement of students‟ reading comprehension significantly.
2.
There are interaction effect between teaching method and reading interest toward
students‟ reading comprehension. Based on analysis result in Table 4.12 above, if the value of
Sig 0.05
, it means that H is accepted and H
1
is automatically rejected. On the other hand, if the value of
Sig 0.05
it means that H
is rejected and H
1
is automatically accepted. The computation performed by using SPSS version 20 for windows it was
found that the value of
Sig
for teaching method was 0.019 0.05 and F
observed
5.790 F
table
2.77. It can be concluded that there were interactional effects of teaching method DRTA and Conventional and reading interest toward
students‟ reading comprehension depend on the level of students‟ interest. In other words, the students‟ reading comprehension is influenced by the use of
teaching method and the ability of reading interest as well. Refer to ANOVA test, the interaction between teaching methods and reading interest toward s
students‟ reading comprehension is significant. This finding was relevant with study was done by Kathleen C. Stevens from Northeastern Illinois
University, it was found that that interest had an effect on reading comprehension only for the high ability group.
Operationally, reading comprehension is measured through an objective test multiple choice tests and through the test, students had to
answer the questions based on the level of comprehension they have. Refer to the theoretical review mentioned above; th
e students‟ reading comprehension is influenced by teaching method used in classroom DRTA and the reading
interest. Based on quantitative data obtained, it can be concluded that both teaching method DRTA and reading interest bring effects to the
achiev ement of students‟ reading comprehension significantly.
Students with high reading interest who are taught by DRTA method is higher than those who are taught by conventional method”. Based on
analysis result in table 4.13 above, it was obtained the value of t-test, it was t A1B1xA2B1 = 2.068 and p-value = 0,0472 = 0,024 0,05. It means that
H was rejected. In other words, students‟ reading comprehension who were
taught by DRTA was higher than those who were taught by Conventional method for students who had high reading interest. It can be concluded that
DRTA method was more effective than Conventional method primarily for students with high reading interest. This finding was supported by Titi Asni
Miarti from
STKIP PGRI Sumatera Barat,
her findings found the combination of DRTA Strategy and Storytelling Strategy is a reading strategy
to represents an easy way and faster for the students into identify the ideas and information in the text. This strategy can help the students comprehend
of the text especially for high reading interest students. 3.
Students with high reading interest who are taught by DRTA method is higher than those who are taught by conventional method. Based on analysis
result in Table 4.13 above, it was obtained the value of t-test, it was t A1B1xA2B1 = 2.068 and p-value = 0.0472 = 0.024 0.05. It means that
H was rejected. In other words, students‟ reading comprehension who were
taught by DRTA was higher than those who were taught by Conventional method for students who had high reading interest. It can be concluded that
DRTA method was more effective than Conventional method primarily for students with high reading interest.
4.
Students with low reading interest who are taught by DRTA method is lower than those who are taught by conventional method. Based on analysis
result in Table 4.13 above, it was obtained the value of t-test, it was t A1B1xA2B1 = 1.231 and p-value = 0.2322 = 0.116 0.05. It means that
H was automatically accepted. In other words, there was no significant
difference of students‟ reading comprehension who were taught by DRTA method and those who were taught by Conventional method for students who
had low reading interest. It can be said that for students with low reading interest, there was no influence of teaching method both students who were
taught by DRTA and those who were taught by conventional method toward
students‟ reading comprehension.