DISCUSSION RESULT AND DISCUSSION

could be seen in teaching learning process, they were as follows: 1. In the experimental class When the writer taught using directed reading thinking activity strategy, it made the students more interested in learning. According to Simanjuntak Directed Reading-Thinking Activity DR-TA is a teaching strategy that guides students in making predictions about a text and then reading to confirm or refute their predictions. This strategy encourages students to be active and thoughtful readers, enhancing their comprehension. The writer gave three treatment by using directed reading thinkig activity, this strategy was very helpful, by using directed reading thinking activity, it can make the students felt relaxed, so they could express their idea in the classroom freely. When the teacher asked the students to comprehend the text, most of them could comprehend it by themselves because of the directed reading thinking activity steps. Finally, when the teacher gave them some questions, the students were able to answer them well. 2. In the control class LRD was used by the writer to teach reading in the control class. The writer gave three treatment by using LRD. According to McKenna in Murni‟s journal Listen Read Discuss LRD is a strategy especially designed for struggling readers. Its three stages represents before, during, and after stages of all reading lesson format. When the researcher used LRD strategy, she just explained the material and asked the students to translate the text in Indonesian language. The stude nts‟ attention were not focused on the lesson. The students seemed bored with it because they had to open their dictionary all the time to get the meaning of the difficult words.. It made them difficult to absorb the materials. The students were also lazy when the writer gave them some questions. The last they could not improve their comprehension about recount text. Based on the statement above, it could be seen that there was difference between the students who were taught by using directed reading thinking activity and those who were taught by using LRD strategy. However, that different achievement between the students who were taught by using directed reading thinking activity strategy and who were taught by LRD stategy in reading comprehension gave the influence for the result of the students‟ post–test score. The average of students‟ post-test score in experimental class was 80 and the average of students‟ post-test in control class was 75. It can be concluded that the students‟ post-test score in experimental class in higher than students‟ post-test score in control class. That result was the same with the research by Khomariah which is entitled “Improving reading comprehension taught directed reading thinking activity”. Activities of students has increased from cycle 1 to cycle II, and also increased from cycle II to cycle III. The mean os cycle I is 15,76 its mean good. The mean of cycle II is 19,67 its mean good. The mean of cycle III is 22,8 its mean very good. Therefore, the writer assumed that the directed reading thinking activity strategy could be used for reading comprehension in recount text to guide students in making predictions about a text. It was supported by Kinsella who says that the DRTA strategy work well when you can make some predictions about what we will read. So, the writer investigated the influence of directed reading thinking activity towards the students‟ recount text reading comprehension. The writer proved that through this startegy, the students were better prepared to understand the text Based on the result of the students‟ score after the treatment by using directed reading thinking activity strategy , the writer‟s assumption and the supporting theory were proved. So, the writer concludes that there is significant influence of using directed reading thinking activity towards students‟ recount text reading comprehension at the eight g rade of MTs Ma‟arif 20 East Lampung in the academic year of 20152016.

CHAPTER V CONCLUSION AND SUGGESTION

A. 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 text. In learning recount text of reading, the students were given chance to express their idea while comprehending text.

B. Suggestion

Based on the result of this research, the researcher proposed suggestions as : 1. Suggestion to the teacher a. In this research, the researcher found out that DR-TA strategy can be used to develop and motivate the students‟ reading comprehension. Due the finding, English teacher can help students increase their reading comprehension by using DR-TA strategy. b. The English teachers should provide interesting activities and materials, in order to prevent the students from being bored and encourage the students‟ attention in learning English, especially in reading. c. DR-TA strategy is a good strategy to help students in increasing reading comprehension. By using Directed Reading-Thinking Activities DRTA students will think critically for students to make various predictions before and during reading. With the predictions, students automatically questioning their own questions that are part of the process of understanding a text. Curiosity of students to the truth answers make students more careful reading of the text that makes activities reading becomes more meaningful. However, this strategy also has some weakness. The problem usually happens when using this strategy is only useful if 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.