5
D. The Formulation of Problem
Based on the problems were identified above, the problems of the study can be formulated as follow:
1. Was there any significant difference of Directed Reading Thinking
Activity DRTA on students‟ reading comprehension between those
who were taught by DRTA and those who were taught by conventional method?
2. Was there any interactional effect of teaching method and reading
interest on students‟ reading comprehension? 3.
Was there any significant difference in reading comprehension between students who have high reading interest that were taught by
DRTA method and those who were taught by conventional method? 4.
Was there any significant difference in reading comprehension between students who have low reading interest that were taught by
DRTA method and those who were taught by conventional method?
E. The Objective of Study
Based on the research questions above, this study aimed to obtain empirical evidence about:
1. The effect of Directed Reading Thinking Activity DRTA on
students‟ reading comprehension between those who were taught by DRTA and those who were taught by conventional method.
2. The interactional effect of teaching method and reading interest on
students‟ reading comprehension. 3.
The significant difference in reading comprehension between students who have high reading interest that were taught by DRTA method
and those who were taught by conventional method. 4.
The significant difference in reading comprehension between students who have low reading interest that were taught by DRTA method and
those who were taught by conventional method.
F. The Significance of Study
Generally, the results of this study were expected to improve education quality, here were two significance of this study:
1. Theoretical Significance
Theoretical significance was determined to teacher, students, and other researcher. First, was for teacher, it gave information related to
teaching method could be used in reading comprehension primarily to improve teaching quality. Second, was for students to help them to
comprehend narrative text easily through DRTA method. Third, was
6 for other researcher, it could increase the knowledge related to
teaching method, reading interest, and reading comprehension.
2. Practical Significance
First, was for the teacher. It gave the alternative solution in teaching reading primarily in narrative text. Second, was for students. It
assisted them to solve their problems in reading activity of narrative text and it could help them to develop their creative thinking skills.
Third, was for the institution of MTs Jamiyyah Islamiyyah. It could be beneficial regarding to improve the education quality. Fourth, was
for other researcher to provide information in conducting research related to reading comprehension.
7
CHAPTER II LITERATURE REVIEW
This chapter covers some theories related to the study. The discussion focuses on theoretical review including the reading comprehension, narrative
text, teaching method, Directed Reading Thinking Activity DRTA, reading interest, previous related study, conceptual framework, and theoretical
hypotheses. A. Theoretical Review
A.1. Reading Comprehension A.1.1 The General Concept of Reading
Reading is regarded as one of English skills that need relatively mechanical skills. In this sense, Linse 2005 assumed that reading is viewed
as not merely taking written information on the printed matter but also attributing a meaning-extracting process as the essence of the act of reading
p. 69. It means that reading is not only to get the information from the text passively but also to process it on mind to understand the meaning. That
assumption is in line with a linguist expert, Walker 2000 who defined that reading as active process in which readers shift between sources of
information, elaborate meaning and strategies, monitor their comprehension, and use the social context to reflect their response pp. 203
—243. Regarding those definitions above, it can be seen that learning to read
is a complex and it has been acknowledged that reading strategies can be taught to learners and that reading strategy instruction can benefit all students
Carol, 2002, pp. 498 —513. When a reader reads to get the meaning of the
printed written selection, it is obviously needed a great number of mechanical skills and comprehension skills as thinking process. Therefore, it can be said
that reading includes many aspects of skills. Davis in Alderson 2000 divided those skills involves recalling, drawing, finding, weaving,
recognizing, identifying, and following which are considered toward the readers in understanding the printed symbols as a mental process p. 14.
That is why the readers have to integrate their skills when reading texts because as a complex process, reading needs understanding to process the
information on mind.
According to Bernhardt 1991, reading is regarded as a cognitive process in which it demands a process to apprehend the meaning, to gain
information, and to learn in which those should be considered to the process of mind p. 17. Therefore, to understand the meaning of a text in reading
activity, the reader makes use of interaction among eyes and mind to grasp the message related to what the author is trying to communicate.
8 Based on those statements above, clearly, reading is a complex
process in getting meaning or in understanding the message. It is commonly what we call as reading comprehension. It is in line with Daniel and Samuels
1998 who stated that “The actively understanding of the message to
construct the meaning concerning the transaction between what the author is trying to convey through his words and the mind of a reader is called as
reading comprehension ” p. 30.
However, in comprehending a printed language, it is quite difficult as the reader must accomplish multiple things simultaneously in constructing
the meaning from a text. Here, Ur 1996 explained that: Our aims in real-life reading usually go beyond mere understanding.
We may wish to understand something in order to learn from it in a course of study, in order to find out how to act instructions,
directions, in order to express an opinion about it a letter requesting advice, or for many other purposes. Other pieces of writing, into
which the writer has invested thought and care, demand a personal response from the reader to the ideas in the text, such as
interpretation, application to other contexts, criticism, or evaluation p. 150.
The illustration above shows how the complexity of reading. However, these abilities are the important things that should be mastered to
completely understand in getting the meaning of a text. Moreover, in reading comprehension the readers also need to combine
the information from the text with their background knowledge to comprehend the text. Lewin 2003 considered thi
s as “prior knowledge”. He said that;
Prior knowledge is regarded as what the readers know toward incoming topic concerning their past knowledge which is stored in the
brain then occurring the integration of newly information to evoke retrieving the existing information to save them into their memories in
categories called as schemata or it is
widely known as „schema theory‟ p. 23.
Hence, to grasp the meaning of the text, a reader is sought to gain the ability in interpreting the text meaningfully where he needs prior knowledge to
assist him in making sense of the author‟s message. It is in line with Linse 2005 stated that the reading comprehension refers to for meaning,
understanding, and entertainment p. 71.
Thus, in preparing reading activities the readers mentally access their schemata toward current reading topic then recalling to evoke what they
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