students have read or heard the text being used, classroom management may become a problem, and this strategy useful also depends on the situation of the
class.
2.
Suggestion for students
The students should study hard and more practice in reading English to improve their reading comprehension. They also should be active and creative in learning
activity.
3. Suggestion to the further research
In this research the researcher focused on the of influence of using DR-TA strategy towards students‟ reading comprehension of descriptive text. Therefore, it
is suggested for the next researcher to investigate the influence of other strategy towards other English skills such as listening, speaking, writing or reading ability.
CHAPTER V CONCLUSION AND SUGGESTION
C. Conclusion
Based on the research that was carried out in MTs Ma‟arif 20 East Lampung in the academic year of 20152016, the researcher might draw conclusions as follows:
There was significant influence of using Directed Reading Thinking Activity technique towards students‟ ability in comprehending recount text at the first
semester of the eighth grade of MTs Ma‟arif 20 East Lampung in the academic year of 20152016 before and after being taught through Directed Reading Thinking
Activity technique as seen from the result of T-test where the t
observed
was 5,05 and the t
critical
is 1.67-1.68. In other words, t
observed
was higher than t
critical.
t
observed
t
critical
, 3.6 1.67-1.68 .
By implementing Directed Reading Thinking Activity, the students become more
active to follow the class and they become more comfortable in learning recount text text. Since Directed Reading Thinking Activity gives them chance to be actively
reading and involved with the text, so that they enjoy the class during the teaching learning process. Moreover, Directed Reading Thinking Activity could give
opportunities in developing interaction between students themselves and also with the
