study, the researcher restricts the study to two teaching strategies, namely Directed Reading Thinking Activities DRTA Strategy and QARs Strategy in
reading comprehension. The students, in this study, are only given explanatory texts in grade XI. Then, the researcher will identify the level of students’ curiosity
text. By knowing the level of curiosity of the students whether they have high or low curiosity, it is expected that this research will give clear description on the
effect of teaching strategies and curiosity on students’ achievement in reading comprehension.
1.5. The Significance of the study
First of all, findings are expected to be useful for development of theory and practice. Theoretically, this study will give positive input for teaching in
overcoming problem in area of reading comprehension either to the teachers, students, or researchers through value finding in the area of teaching reading.
Practically, the finding of this research will provide students to improve their reading comprehension and to be more enjoyable when reading process and also
teachers with series of guides of reading strategies DRTA and QARs related with reading comprehension. So, they can practice both strategies in their
classroom when they are teaching reading. Then, it is also hoped that the finding of this study will lead the teachers, students, and other researchers to multi-
dimensional perspectives and give beneficial solution to the problem faced by them so that they can follow up the strategies in other settings.
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
5.1 Conclusions
Based on data analysis, hypotheses testing, research findings, and discussion, it can be concluded that :
1 Reading comprehension achievement of students taught by using DRTA
strategy is significantly higher than those taught by using QARs strategy. 2
Reading comprehension achievement of students having high curiosity is significantly higher than those having low curiosity.
3 There is significant interaction between teaching strategies and curiosity on
students’ achievement in reading comprehension. Students having high curiosity showed significant effect in their reading comprehension
achievement if they were taught by using DRTA strategy while students having low curiosity showed significant effect in their reading comprehension
if they were taught by using QARs strategy.
5.2 Implications
The findings of this study gives implication to the students who want to improve their reading comprehension achievement and to the teachers who want
to develop reading comprehension skill of their students when learning and teaching process takes part in the classroom. This study has examined two reading
strategies, namely DRTA and QARs. They are applied to students with high and
