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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
This chapter consists of three parts, namely conclusions, implications, and suggestions. These parts are presented as follows.
A. Conclusions
This research on improving students’ reading comprehension ability using
DR-TA generates some essential findings. The findings consist of both qualitative and quantitative data. The qualitative data deal with findings obtained during
action implementation while the quantitative data quantify improvements in student
s’ reading comprehension ability in the form of reading comprehension scores obtained from Pre-Test, Post-Test I and Post-Test II.
To begin, below are findings from the qualitative data. 1. Pre-teaching vocabulary was effective to introduce new vocabulary items to
the students to understand a given text. During the research, the teacher either used pictures or demonstrated to the students the meaning of a word using
gestures to help them memorize the meaning of new vocabulary items. Likewise, explaining grammatical features of a recount text was also
effective. The students could understand some grammatical features of recount text. When the students had master vocabulary important to
understand a given text or recognized grammatical features of the text, their comprehension became better. Finally, when they managed to comprehend
the text, they became confident participating in the teaching and learning activities.
2. The implementation of DR-TA with three stages, i.e. predicting, reading, and provingdisproving predictions was effective to
improve the students’ reading comprehension ability and engaged them in the teaching and learning
activities. The implementation of DR-TA especially during the predicting stage taught the students that to comprehend an English text, translating every
single word composing the text is not a sole strategy to achieve comprehension. Instead, they may also use their background knowledge to
predict the content of the text. Predictions served as their reading purposes which are believed to be one of the strategies to improve comprehension.
Besides, the implementation of DR-TA also helped the students to monitor their comprehension through the predicting and prediction proving
disproving sequence. Through this sequence, the students hypothesized and proved disproved predictions that they made on their own which eventually
resulted in their improved comprehension. 3. Rewards were effective to encourage students
’ participation. One of the factors triggering the students to actively participate in the teaching and
learning activities was the rewards that they would receive in exchange of their active participation.
In terms of the quantitative data, the students’ reading comprehension
ability continued to improve. The mean scores obtained by the students in the pre- test, in the first post-test, and in the second post-test were 61.37, 71.20, and 80.00,
respectively. Later, those improvements were analyzed through paired-samples t- test using SPSS 22.00.
In Cycle 1, the mean score obtained by the students in the
first post-test by 71.20 was higher than that of the pre-test by 61.37. Using paired- samples t-test through SPSS 22.00, the analysis results showed the two-tailed p-
value 0.006 0.05, which indicates a significant improvement. Likewise, in Cycle 2,
the mean score obtained by the students in the second post-test by 80.00 was also higher than that of the first post-test by 71.20. The analysis results also
suggested a significant improvement, where the two-tailed p-value 0.006 0.05. In addition, the number of students meeting the minimum criteria of
achievement KKM by 75 also kept on increasing. In the pre-test, there were only 5 students 14.29 achieving the minimum criteria of achievement, in the first
post-test, 17 students 48.57 passed the minimum criteria of achievement, and in the second post-test, 27 students 77.15 met the minimum criteria of
achievement.
B. Implications
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