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. Testing the fourth hypotheses
“Students with low reading interest who are taught by DRTA method is lower than those who ar
e taught by conventional method” H
o
:
12
≥
22
H
1
:
12
22
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 we
re taught by conventional method toward students‟ reading comprehension.
B. Discussion
This research was designed to find the effect of teaching method and reading interest toward students‟ reading comprehension of narrative text at
8
th
grade students of MTs Jamiyyah Islamiyyah. In teaching reading, actually there were many kinds of method that can
be used by teacher to comprehend the text; one of them was Directed Reading Thinking Activity DRTA method. Directed Reading Thinking
Activity DRTA is a strategy that boosts reading comprehension by making transparent how proficient readers students make and confirm predictions
while they read. It means that in teaching reading by use DRTA method, ask students to make and confirm predictions while they read. This way, will
make students be understand about the text that they read. And also can boots students reading comprehension. In other words, DRTA was designed to help
students in setting a purpose for reading; making justifying, and verifying
prediction and coming conclusion. The students will survey the text to be read, make prediction and justify their prediction.
In teaching learning activities, Directed Reading Thinking Activity
DRTA strategy encourages reader students to be actively involved in the constructions of meaning. It‟s mean that through student‟s predictions in the
text to make their active in reading. Besides, Directed Reading Thinking Activity DRTA used to make students actively read the text, carefully
examine
and remain engaged in reading by student‟s prediction for the text and constructions of meaning the text. So, the teacher can designed this
activity as creative as possible to make student enjoy in the learning process. Based on the data obtained, the
result shows that the score of students‟ reading comprehension taught by DRTA method experimental class was
higher that the score of students‟ reading comprehension in Conventional method control class.
Interest is one of motivational variables which can be defined as high heart ability toward anything. Interest is relatively nature permanent in one
self. Interest is having very big influence toward someone activity because with interest heshe will to do anything what he or she is interested. In turn,
without interest someone is impossible to do anything
.
Reading behavior and interest are obtained skill after someone born. So, reading behavior and interest can be fertilized, build, and developed.
With reading interest will be obtained a result, information, meaning, skill knowledge, motivation or fact as a served by reading matter. The substance
has been red very useful for reader self development, family and wider community. Beside it, from reader result will also built a value at time
attitude, objective attitude in discuss a problem, make important fact or information, and others. Reading interest building is needed to do early
starting from family, school surroundings and further in community surrounding. Thus, it can be stated that reading interest can influence
students‟ achievement in learning, in this case reading comprehension. Speaking about reading, the first thing should be noted is the definition
of reading itself. Reading is a process of learning that done by someone with the purpose of grasping information. The reading activity begins when a
reader tries to understand the meaning of the transferred message. By reading we can get much information. And then, reading also increase our
knowledge. In addition, the target of teaching reading at Junior High School based on school curriculum KTSP 2006 is to make students able to
comprehend the meanings of short functional text.
As source of learning, reading can establish learn about the text such as learn about new vocabulary and grammar. It can encourage the readers to
learn more with their language study, and it can be a way to have knowledge.
