CHAPTER I

INTRODUCTION

1.1 Background of the Study

In recent days, the curriculum that has been applied in SMP (junior high school) in
Indonesia is Curriculum Based Competency (CBC). As stated in Depdiknas (2007) CBC is an
operational curriculum, which is constructed and implemented by each educational unit. In
other words, CBC is signified by the realization of local autonomy in educational field that
taking into account the standards designed by the government. It means that every school
expects their students should achieve the standard competency and basic competency.
In line with the statements above, the students of Junior High School are expected to master
the four language skills such as Reading, Listening, Speaking, and Writing. Reading in
English as a Foreign Language (EFL) contributes a part of essential skills to be taught besides
the other skills. In the reading process, the students are not merely necessary to read a text or
passage loudly, but the most important thing is how the text or passage is comprehensible
according to the objectives of reading itself. In short, the students are expected to be able to
comprehend reading text that they read. Furthermore, Otto et al. (1979) states that reading is
not just saying the words. Reading must always be a meaning getting process and it therefore
needs understanding. Furthermore he says, the teacher must use and need a variety of reading
skills to have good understanding of a reading passage or text for instance, in drawing
conclusions, recognizing details from selection, recognizing word meaning, identifying the
main idea.

In relation to above explanation, in fact it is realized that many students frequently

have problems in reading comprehension in general and particularly in finding main idea and
word meaning. It can be seen from the result of a preliminary research conducted in class
VIII G at SMP N 3 Singaraja. The researcher came into class VIII G and carried out
observation to the teachers lessons. When the teacher was teaching reading, he always used
the same strategy. Firstly, he gave an example to the students how to read the passage. After
that, he asked some students to read it. Then, he asked whether there were any difficult words
or not. If there is, the teacher gave the translation directly. Finally, he asked the students to
answer the following questions. From the result above, it shows that the teacher gave less
attention to the sub-skills of reading particularly main idea and word meaning. As
consequence, the students found difficulties in comprehending the text.
Furthermore, in order to know how serious the problem is, a pre test is administrating
to the students of class VIII G at SMP N 3 Singaraja. The test covered the sub skills in
reading particularly finding main idea (MI) and word meaning (WM). In addition, the test
that used in this study have been tried out to check its validity at SMP N 3 Singaraja
especially the students in the class VIII G in academic year 2012/2013. The result of the pretest shows that the students comprehension in reading was poor, in that the mean score is
only 31,7. It can be indicate that the students in the class VIII G had low comprehensions of
the text more particularly in finding out main ideas and word meanings. The students score is
far from the minimum standard of the passing score of SMP N 3 Singaraja. It is 75 points.
In line with the problems above, the teachers should be able in motivating the students
to read. Sheppered (1978) says that a student who does not get any practice in reading might
not have motivating in reading; the teacher should be able to in creating, formatting, and
maintaining motivating. For example, the teacher could prepare materials that suitable to the
students need.
2

An interview was also carried out to the students in order to know the causes of the
low comprehensions of the students in reading particularly finding the main idea and word
meaning. It was found that, the problems above were caused by some factors: firstly, the topic
of the reading passage was quite new for them so that they did not know exactly what the
reading text tells about. Secondly, the numbers of unfamiliar words hamper the students
comprehensions.

In teaching learning process, one factor that contributes to the success of reading
comprehensions might be related to the teaching technique used by the teacher. In line with
the teachers responsibility for the success of the students, it was then proposed a technique
call Directed Reading Thinking Activity (DRTA) Strategy as an alternative solution to cope
with the problems faced by the students in the class VIII G of SMP N 3 Singaraja in reading
comprehensions.
According to the Stauffer (1969), Directed Reading Thinking Activity (DRTA)
strategy has three basic steps namely: Predicting, Reading, and Proving. Predicting involves
what the students interpret as to what will happen in the text. Then the students read to point
in the text. And proving involves the students and the teacher react to the story as a whole.
Moreover, Hojnakicki (2001) who is in favor of the power of DRTA states that DRTA will
design to get the pupils asking questions in reading comprehension instead of just answering
the teachers questions. This method teaches students to acquire and activate their own
purpose for reading. By setting their own purposes of reading, students develop their reading
and thinking process whiles the teacher, though his questioning techniques prescribe how the
students will interact with the text.

Considering the brief argument above, the writer believes that DRTA strategy could
be effective for improving the reading comprehension of the eight grade of SMP N 3
Singaraja, especially for class VIII G on academic year 2012/2013.

1.2 Statement of the Problems

In relation to the research background above, the problem could be formulated as
follows;
Could the students achievement in the class VIII G in the academic year 2012/2013
at SMP N 3 Singaraja in finding main idea and word meaning improve through the use of
DRTA strategy?
1.3 Objective of the Study
The present study is aimed at improving the students achievement in the class VIII G
at SMP N 3 Singaraja in the academic year of 2012/2013 in finding main idea and word
meaning using DRTA Strategy.
1.4 Significance of the Study
Since the present study deals with improving the students achievement in finding
main idea and word meaning, the result of the study is expected be beneficial for the students,
the teacher, also the researcher.
1.4.1 For the students, the study is directly intended to improve their achievement in
finding main idea and word meaning.
1.4.2 For the teacher, the study is expected to help him to step smoothly on his
teaching. Besides, the study can be used as an input to enrich his knowledge in
teaching English especially in finding main idea and word meaning.
4

1.4.3 For the researcher, it greatly hoped that the present study will be useful and able
to give a contribution for other researchers who want to conduct a similar study. It is
also expects that this can be sued as guidance for a better work on teaching reading.
1.5 Scope of the Study
Considering the research objective, this study was restricted to improve the students
achievement in the class VIII G of SMP N 3 Singaraja in the academic year 2012/2013 in
reading comprehension, especially in finding main idea and word meaning.
1.6 Hypothesis of the Study
The hypothesis of this study can be stated that, if the Directed Reading Thinking
Activity (DRTA) strategy is applied, the students achievement in the class VIII G in finding
main idea and word meaning will improve.
1.7 Performance Indicator
An indicator is one way to know whether or not a learning process succeeds. In the
present study, the study would be considered successful and the cycle would be stopped if
75% or more than 75% of the students obtained the score 7.5 or above. It is based on the line
on passing score used in SMP N 3 Singaraja, especially in grade VIII G where the study will
conduct.

1.8 Definition of Key Terms

In order to avoid misunderstanding towards the terms use in this study, some
definitions of key terms are presented as follows:
5

1.8.1 Conceptual Definition

1.8.1.1 Reading Comprehension
Reading comprehension is defined as the level of understanding of a text/message.
This understanding comes from the interaction between the words that are written and how
they trigger knowledge outside the text/message. (Rayner, Foorman, Perfetti, Pesetsky, &
Seidenberg, 2001)
1.8.1.2 Achievement
Achievement refers to something, which is achieved after attending a lesson, which is
measured by using test (Heaton, 1975)
1.8.1.3 Main Idea
Main idea is the essences the paragraphs or rather what the author is trying to get
across to the reader (Ophelia Hancock 1987: 54).
1.8.1.4 Word Meaning
Word meaning is a concept or theoretical entity, which is related to the other concept
and action carried out by people having the concepts (Kerti Nitiangsih 2003: 20).

1.8.1.5 Directed Reading Thinking Activity

Directed Reading Thinking Activity (DRTA) Strategy is the procedures used to teach
reading that consist of three specifics subsections: predicting, reading, and proving (Stauffe
1969)

1.8.2

Operational Definition

1.8.2.1 Reading Comprehension

Reading comprehension is defined as the level of understanding of a text/message.
This understanding comes from the interaction between the words that are written and how
they trigger knowledge outside the text/message that used in class VIII G at SMP Negeri 3
Singaraja by using the reading comprehension test.
1.8.2.2 Achievement
Achievement refers to something, which is achieved after attending a lesson, which is
measured by using test that used in class VIII G at SMP Negeri 3 Singaraja.
1.8.2.3 Main Idea
Main idea is the essences the paragraphs or rather what the author is trying to get
across to the reader that used in class VIII G at SMP Negeri 3 Singaraja.
1.8.2.4 Word Meaning
Word meaning is a concept or theoretical entity, which is related to the other concept
and action carried out by people having the concepts that used in class VIII G at SMP Negeri
3 Singaraja.

1.8.2.5 Directed Reading Thinking Activity

Directed Reading Thinking Activity (DRTA) Strategy is the procedures used to teach reading
that consist of three specifics subsections: predicting, reading, and proving that implemented
in class VIII G at SMP Negeri 3 Singaraja.

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter discusses some literatures, which are in accordance with the present
study. They include definition of reading, paragraph through main idea, vocabulary, and
meaning. Aid for understand the meaning of new words. Directed reading-thinking activity
and the advantages of DRTA and empirically review.
2.1 Theoretical Reviews.
2.1.1 Definition of Reading
Due to the complexity of the reading process and the incompleteness of existing
knowledge as the nature of the reading act, it is not unusual that there are numerous and
diversified definition and explanation of reading. Holden (1984) says that:
Reading is a process of creative interaction between the reader and the text. If all the
information in the text were totally new to the reader reading would be a tiresome process
indeed. Understanding depends both on what is presents to the reader (text) and on what
knowledge of vocabulary, grammar, and the readers world already processes before he or she
start reading.
From the point above, it is clear that someone who read in fact interacts with what
information written in the text. It has much possibility that he finds difficulty in
understanding the contents of the text if all information is new and understands more easily if
he possesses what is presented in the text, like knowledge of vocabulary, grammar, and
knowledge of world.
Decant (1992) defines reading as a language and communication process, which is a
process of reader in contacting and the communicating with ideas: reading, therefore will not
take piece without the accuracy of a reader.

Furthermore, an Otto (1979) states that, reading must always have a meaning getting
process and it therefore needs understanding. He further says, to have good understanding of
a reading passage, the reader must use and need a various reading skills, for instance, to draw
conclusion, to recognize details from a selection and to identify the main idea.
In summary, it can said that reading is an interaction and communication process
between the reader and the text which needs understanding and a large number of interrelated
skills to infer the information conveyed by the writer through reading texts.
2.1.2 Reading paragraph through main idea
Merriam- Websters Dictionary (1996) states that a paragraph a distinct division of
written or printed matter thats begins on a new line, usually intended line, consists of one or
more sentences and typically deals with a single thought or topic. A paragraph consists of
three main parts. The first part is the topic sentence that states the main idea of the paragraph.
The second part of the paragraph is set of supporting details that developed the topic sentence
by giving examples, reasons, and facts. And, the last of paragraph is concluding sentence that
ends the paragraph or summarizing the ideas in a sentence.
Paragraph reading is closely related to some different abilities such as; 1. Identifying
the main idea,2.Grouping details about the main idea. While reading a passage, which consist
of several paragraphs also require particular skill, for instance, to identify the main idea
through searching it in topic sentence of the paragraph.
Finding main idea of a paragraph is one of the most important specific comprehension
skills. Ophelia Hancock (1987:54) defines that the main idea is the essences of the paragraph,
or rather what the author is trying to get across to the reader. In order words, that is what the
author wants a reader to know about. Therefore, the main idea is the important idea that the
10

author develops thought-out the paragraph. Then, the functions of the entire paragraph are to
explain, develop, and support the main idea.
Usually one sentence expresses a main idea. This sentence is called the topic sentence.
Saraka (1988) say topic sentence tells what a paragraph is about, and to support this point,
Dechant (1982) states topic sentence sets of the theme of paragraph. Obviously, the topic
sentence gives a clue to the reader to catch writers idea in a paragraph reading. Topic
sentence usually operates at fairly general level and the writer uses the rest of the paragraph
to the down his idea to restating it, in other words by specifying it through illustrating and
detail. And effective paragraph will always have main idea that is stated in a topic sentence.
Actually, there are positions of main idea paragraph. The position of the topic sentence can be
at or near the beginning of the paragraph in which it sometimes generalizes about the content
of the paragraph. It can also be in the middle of interior of the paragraph. And main idea that
is also called topic sentence serves several purposes, it introduce the main idea of paragraph,
then, it limits the topic of the paragraph, and it often suggest how the paragraph will be
developed.
In Mikulecky (1990) also states that finding the main idea is a complex task. The
instruction in the skill of finding the main idea is based on repeated practice in answering the
questions about the main idea, presumably in the belief that students can learn the skill by
trial and error. Actually, stating the authors main idea requires a series of thinking process,
which students can learn. By learning how to break the main idea task in to logical parts,
students can become aware of the process involved and can apply these steps in answering
the main idea question.
By learning to identify topics, students will be able to see the connection between a
text and previously formed schemata. This will help them how the details in the text relate to
11

each other languages may not be, it is especially important that teachers give students the
opportunity to develop the skill.

2.1.3 Vocabulary and Meaning

According to Nuttal (1982) as cited in English Teaching Forum (Volume XXIX, 1991:
8), reading is an interactive, active process of communication. We read because we want to
get something from the writing: facts, ideas, enjoyment, even feelings of family community
(from letter), to get the message that the writer has expressed. Whether we read in our native
language, we concentrate on meaning, seldom paying attention to the form or structure of the
reading material and we never fail to get the message that we seek. However, when our
students read in a foreign language, they usually concentrate on the form of the reading
material, and have difficulty in meaning. It is, therefore an important task of an advanced
EFL reading course to teach students effective ways to extract meaning from text.
Teaching the meaning of new words can be done through conceptualization that is
way that is similar to the way in which the meaning of grammatical items can be taught,
where a new word can be associated with experiences. That experience can be provided in the
terms of activities, regalia, and visual material. The sources for information about the words,
mainly the meaning of those words, can come from the textual context provide on the
learners in the group who already know something about the words. When learner discussed
the meaning of new words from reading text with each other, the words discussed resulted in
useful and accurate information being provided about the words, knowledge of meaning
could come from learners in a group or from the context clues on the reading material.

12

2.1.4 Aid for Understanding the Meaning of the New Words

Consulting a dictionary is not primary aids cope with the problem. Davis out; skilful
readers deriver sufficient meaning of new words form context clues to help the students in
understanding the meaning of new words, they are definition, analysis, experience, contrast,
inference, and combination of analysis with one of the five basic types of context clues.
a.Definition
In refers to sufficient explanation within the sentence and the meaning to be available.
Examples : Teaching can be studies as an independent behavior separated from
consideration of didactics that is the science of art of teaching.
b. Analysis
It concerns with looking into part of a word used to construct such a word that can be
a direct cleaning to meaning.
Examples : The nature of Secret Service precludes public the recognition of a number
for understanding achievement.
Analysis : Pre + clud =close beforehand, prevent. So, preclude means closes
beforehand of prevent

c. Experience
This may be direct way that is easily imagined.
13

Examples: We walk warily across the ice covered bridge. Clue : ice covered. So,
warily means carefully, courteously.
d. Inference
Meaning can be delivers from clues that are available thought educated guess.
Example: The guard gave only Perfunctory glance at the forget ID card and James
breathed easily again.
Clue: Only and breathed again. So, perfunctory means routines, superficial, or
mechanical.

e. The combination with one of them

Clues within the passage enable the students to start with the basic meaning then to
arrive at the modern meaning required.
Examples : When gentler methods fail, dramatic treatment must be used to make
several mental patients tractable.
Literary, tractable means pull able or a tractor pull, then the modern meaning becomes
manageable or easy to manage.
Those six basic of context clues are also encouraging the students to develop
strategies for inferring the meaning of new words from the context in which they occur, and
teaching them to use a range of clues to determine meaning.

2.1.5 DRTA Strategy

14

Directed Reading Thinking Activity (DRTA), which was firstly conceptualized and
refined by Stauffer (1969), is an effective activity that helps students in understanding the
text. According to Stauffer, reading likes thinking metal process. To requires a readers use of
experience and knowledge to reconstruct the ideas or concepts procedure by the writer. The
process of reconstruction is in continual change as long as a person read.
Meanwhile according Hojnacki (2001) DRTA or Directed Reading Thinking
Activities are designed to get students asking questions to aid in reading comprehension
instead of just answering teachers question. He further states that this strategy encourages
students to develop their own reading and thinking processes by setting their own purpose for
reading.
In turn according to Stauffer (1969), DRTA has three basic sets called: Predicting,
reading, and proving involve the students and the teacher reacts to the text as a whole. The
following descriptions exemplify the stage of DRTA.
a. Predicting
In the first step, the teacher sets the students for reading and helps them think about
what they are going to read before begin. The children learn to predict what they are going to
read basically on available clues that in the text, pictures, italic, and bold-face terms and
underline word provide in the passage or by skimming. The students learn to pose questions
about what they are going to read and to set up hypothesis before reading begins. During this
step of the strategy, the teachers role is to both activate and agitate thought by asking
students to defend their hypotheses. This is time to guess, anticipate and hypothesize. Ask
students What do you think? Why do you think so?
b. Reading
15

The next steps are reading. The students are asked to read the text silently to verify the
accuracy of their predictions. Some of their hypotheses will be rejected and some will
confirm or rejected by further reading. There are no rights or wrong predictions rather some
responses are judged to be less accurate than others are.
c. Proving
During this step, students read back through the text and point how they are able to
verify their prediction. Students verify the accuracy of their predictions by finding statements
in the text and reading them orally to the teacher. The teacher serves as the mentor, refining,
and deepening the reading or the thinking process. This step is built on the previous stages, in
which the children make prediction and read to find evidence. In this step, the children will
confirm or revise their predictions.
2.1.6 The Advantages of DRTA Strategy
a.

DRTA can helps students become critical readers. In this case, DRTA can give a
freedom to the readers to examine their own thinking to raise questions and seeks

b.

answer diligently and boldly.

It builds readers self concepts. When readers see that what they predict helps
them to understand better, and then everyones speculations are important whether
or not they are proven to be what the author concluded, they feel more confident
about their reading.
In addition, the writer views that DRTA is one strategy that ensures the students will

become actively engage in the text they read. This is line with McIntosh and Bear (1994)
which state that, in order to make prediction, students need to combine many pieces of
information, and consider how each piece relates to the whole text and this kind of active
construction aides comprehension and relation.
16

2. 2 Empirical Review
Considering the importance of reading skill for an educational success, many
researchers had conducted studies in this issue. For example, Marselinus (2004) also has
implemented DRTA in reading comprehension to improve the achievement of second year
students of SLTP Laboratory in the academic year of 2003/2004. In his research, students
achievement in reading comprehension improved. DRTA succeed in creating active
atmosphere in reading class. Students were active in sharing their idea or answering without
afraid of making mistake.
(Nopiyanti, 2010) also conducted classroom action based research. The title of her
research is Improving The Students Reading Competence by using DRTA Directed Reading
Thinking Activity at Class VIII A of SMP Negeri 3 Nusa Penida In The Academic Year
2009/2010. The research was designed to improve students competency in reading included
four sub-skills namely: finding main idea, specific information, textual reference and word
meaning. The findings show that the use of DRTA in class VIII-A SMP Negeri 3 Nusa Penida
was really effective and could improve the students competency in reading competency
especially in comprehending descriptive texts. The improvement could be seen from the
students mean score in each cycle. In the pre-observation test were 47.50; meanwhile in
cycle I was 60.83 and in the second cycle was 70.67. Moreover, the improvement involved
the four indicators.
From what had been done by the researchers above, it could be understood that while
the used DRTA Strategy, they found that it was effective to be used in teaching reading.
Based on statement above, the research was necessary to be continued in order to know
whether DRTA Strategy was still effective if it was applied for other level of students that is
Senior High School. Referring on that issue, the writer then conducted a research at SMP N 3

17

Singaraja with the purpose to improve the students achievement in finding the main idea and
word meaning through Directed Reading Thinking Activity (DRTA) Strategy.

CAHAPTER III
RESEARCH METHODS
3. 1 Subjects of the Study
The subjects of the study were the students in the class VIII G of SMP N 3 Singaraja
in academic year of 2012/2013. They were in academic year of 2012/2013. The total numbers
of the students were 33 students consisted of 18 males and 15 females. They were chosen
based on the result of interview conducted toward the teacher, and the students, observation
to the class and the result of pre-test, which was unsatisfactory.

18

3. 2 Research Design
In conducting the study, the writer followed a classroom action based research
methodology. The aim of the study was to improve the students achievement in finding main
idea and word meaning. According to Kemmis and Taggart (1998) state that an action based
research is a cyclonic of process of planning, action, observation, and reflection. This study
consisted of two cycles. A pre-test was administered to the students before the cycle I was
conduct. The cyclic process could be figured out as follows;
Figure 3.1 The Action-Based Research Spiral

3. 3 Data Collection
3.3.1 Instrumentation
Instrument is a means for gathering data. The instruments used in collecting the data
in this study are Questionnaires, test and Researcher's diary.
3.3.1.1 Test
The tests were used to collect the data of the students achievement in finding main
idea and word meaning. There were two different tests conducted in this study, namely; pre19

test and post-test. The pre-test was administrated to the students before the treatment given. It
is conducted as a diagnostic to check the real problems encountered in finding main idea and
word meaning.
Furthermore, there are two post-test conducted in orders to examine whether or not
the action done effectively in improving the students achievement. Each of them was done at
the end of every cycle. Every test contained 20 items in the form of multiple choose. Each
test covered the two skills of reading comprehensions; Main Idea (MI) and Word Meaning
(WM)
3.3.1.2 Questionnaire
The questionnaire used in this study consisted of six questions about the students
response to ward DRTA strategy. It was given at the end of each cycle.

3.3.1.3 Researchers Diary

The diary was in the form of unstructured observation sheet. It was used to record
how the classroom activities ran in each meeting and to note what was happening during the
process.

3.3.1.4 Detailed Procedure of Data Collection

This research was designed in the form of action based research. It consisted of 2
cycles, in which each cycle have four steps; planning, action, observation, and reflection. In
an addition, each cycle was conducted in four meeting. Before giving the treatment, the pre20

test was conducted in order to measure the initial achievement of the students. The activities
covered in each step of the two cycles were presented as follow;
1. Planning
Before implementing the DRTA strategy, the researcher planned some preparation
such as:
a. Designing the pre-test to diagnose the students problem.
b. Making instructional planning (teachers scenario) for action
c. Preparing reading materials
d. Constructing post test for respective cycle
e. Setting up the questionnaire.

2. Action
Action refers to the treatment conducted. In this study, the actions involved the
teaching and learning process through the implementation of DRTA strategy. The activities in
the first and second cycle would be presented as the following;
Cycle I
The action covered the following activities;
a. The teacher discussed the strategies that are used to understand the passage.
b. The teacher asked the students to predict what would the author presented in
the passage using the title and any available pictures.
c. The teacher asked the students to read the passage.

d. The teacher asked the students to stop reading in a certain part of passage.
e. The teacher asked the students if their predictions were accurate or not.
f. The teacher asked the students to support their answer using the information in
the text.
21

g. The teacher asked the students to revise prediction.

h. The students read to the text turning point of the passage.
i. When the students finished reading, the teacher and the students reacted to the

passage as a whole.
j. The teacher asked the students to answer the questions following the passage.
Cycle II
The action covered the following activities;
a. The teacher discussed the strategies that were used to understand the passage
b. The teacher asked the groups to predict what would the author presented in the
c.
d.
e.
f.

passage using the title and any available pictures.

The teacher asked the students to read the passage.
The teacher asked the students to stop reading in a certain part of passage
The teacher asked the students if their predictions were accurate or not.
The teacher asked the students to support their answer using the information in

the text.
g. The teacher asked the students to revise prediction
h. The students read to the text turning point of the passage
i. When the students finished reading, the teacher and the students reacted to the
passage as a whole
j. The teacher asked the students to answer the questions following the passage
3. Observation
The aim of the observation was to observe the students attitude toward the teaching
learning process through the application of DRTA strategy. It was also to examine the result
of the post-test in both cycle I and cycle II and find out if there were any weaknesses of the
teaching and learning process through DRTA processing.
4. Reflection
Reflection was conducted at the end of the action. In steps, the result of the test was
analyzed to see whether there is significant improvement or not. In addition, it was also used
to decide whether or not the study will be continued.

22

3. 4 Data Analysis
The data from the questionnaires were analyzed descriptively in order to know the
information be related to students motivation, felling, interest, and learning style. While the
data that were gathered from the diagnostic-test, post-test cycle I and cycle II are in form of
interval data, which were represented by scores of the subject. Then the mean of the pretest
was compared with the mean of the post-test I and post-test II in order to know whether there
was improvement of the students reading comprehension or not.
Furthermore, the following formulas are used in analyzing the data:
a. The mean score of each student
X

= The total number of items answered correctly

100
The total of items
The mean score of the whole students were calculated as in the following
formula:
b. The class mean score

X = The total score obtained by the students

X 100%

The total number of students

c. The data from questionnaire were analyzed by using the following

formula

% =

Number of students answer an item X 100%

The total number of items
23

Masidjo (1995:123)
The mean scores would show the improvement made by the students. If the main
score 75 the cycle would be stopped.
Furthermore, the next step is to find out the percentage of both correct and incorrect
answers out from pre-test and the post-test in each cycle by the total number of students. The
result then multiplied by one hundred.
Finally, the norm of passing score according to Masidjo (1995:123) could be seen in
the following table;
PROCENTAGE (%)

CRITERIA

90 100

Excellent

80 89

Very good

65 79

Good

55 64

Sufficient

Insufficient

54

Masidjo (1995:123)
The criteria above means:
1. Excellent

:The

achievement

of

the

students

who

are

90 100 correctly.
2. Very good : The achievement of the students who are able to answer
80 89 correctly.
3. Good

: The achievement of the students who are able to answer

24

able

to

answer

65 79 correctly.
4. Sufficient

: The achievement of the students who are able to answer

55 64 correctly.

5. Insufficient : The achievement of the students who are able to answer

0 54 correctly.

25

CHAPTER IV
FINDING AND DISCUSSION

4.1 Overview
As stated in chapter I, the students in class VIII at SMP N 3 Singaraja, especially of
VIII G faced some problems in reading comprehension. The problems were then specified
into sub-skills, namely: comprehension of texts main idea and word meaning.
The studies were conducted by means of applying the Directed Reading Thinking
Activity (DRTA) Strategy in order to improve the students reading comprehensions. It was
conducted in two cycles, each cycle consists of three meetings, in which two meeting were
concentrated on the teaching and learning process and one meeting was directed for giving
test. The obtained data were then divided into quantitative and qualitative data. The
quantitative data refer to the students comprehension in terms of the means score that could
be achieved by the students from the pre-test, post-test I, and post-test II. While the
qualitative data were derived from the researchers is diary in each session of cycle I and cycle
II. The questionnaires were given to the students after answering post-test I and post-test II.
The followings sections discuss the finding of the study in details.
4.2 Findings
4.2.1 Finding of Pre-Test
The pre- test was done by administering the pre-achievement test to the students. It
was conducted in order to investigate the initial achievement in reading comprehension of the
students. The test consisted of twenty items, which were divided into two sub-skills in

26

reading, namely main idea (10 items) and word meaning (10 items). This pre-test was given
to the subject one week before the researcher set up the first cycle in this action research.
1. The Result of the Pre-Test
After pre-test was conducted, the result was poor. After pre- test was analyze, among the
20 items of the test given, the students could only answer 6 items correctly or only 30% of
the total number of items. Where was the students could not answer 14 correctly or 70% of
the total number of items. And it was found that, 30 (91,4%) students had score below 54
(poor) and 3 (8,6%) students got score more than 54 (insufficient). The mean score was 36,6.
Based on the minimum standard of passing score (> 75%) all students could not pass the
passing score.
2. Reflection
Based on the result of the observation, some possible factors made the students obtained
low score in the test. First of all, in doing the test, some students had a tendency to wait the
answer from their friends who were considered cleverer in the class. The worst was that, most
of the students answered the test without analyzing whether the answers were correct or not.
Besides that, they seemed not serious in answering the questions, in which they did it with
half- hearted. Therefore, the finished answering the test earlier then the time allocated. In
other word, they did not spend the time effectively. Based on the possible factors mentioned
previously, it could be conclude that the students seemed to learn with a little effort and the
considered reading as a boring activity.
In addition, the researcher also conducted an informal interview with 33 students. From
the result of the informal interview, it was reflected that some of the students found difficulty
in comprehending the text in the test. Some of the students also said that the English teacher
27

frequently transferred the meaning of information by explaining the content of the passage
rather than directed the students to explore the contents by using their own content
interpretation such as situation made the students felt unmotivated and uninterested in the
following the teaching and learning activity.
Regarding to the reflection above, it was considered that the technique, which was used
by the English teacher in reading class, was not appropriate. It was indicated by the result of
the students means score in reading comprehension that was 36,6 in which things figure
suggest as poor level.
4.2.2 Finding of Cycle I
The result of the pre-test indicates that the students had some problems in reading
comprehension, especially in comprehending main idea and word meaning. The researchers
then conducted cycle I to solve the students problems in reading comprehensions. In this
study, the firs cycle was carried out in the three sessions, in which two sessions were intended
for implementing DRTA strategy and one for giving a post-test.
The results of the actions in cycles I are presented in the form of quantitative finding
that were taken from the result of the post-test. Furthermore, the qualitative findings were
taken from the researchers diary and questionnaire.
4.2.2.1Finding on the Researchers Diary
A. Researchers Diary taken on the First Session
Before the teaching and learning process was held, the researcher at first planned all
the activities that were going to be done. The purpose was to minimize the problems that
might directly come from researcher. The plan included designing the teaching scenario,
researcher diary and preparing reading materials. Trough this way, the researcher expects that
28

there would not be unnecessary mistaken committed during the teaching and learning
process.
The researcher came to the class, the students greeted her, she replied the greeting,
and then she checked the students presents list. Before the action was applied, the researcher
introduced DRTA strategy as well as its procedures (steps) briefly. After the explanation of
DRTA strategy, the researcher distributed the text to the students. The researcher began the
lesson that was started from the first phase Predicting. In this phase, the students were
asked to predict what they were going to read based on available clues in the text, such as: the
title and the picture provide in the passage. After the passage was distributed, the students did
not notice, the clues provide in the passage as instructed by the researcher. There were only a
few students looked seriously to make predictions while the rest kept playing with each other.
Furthermore, there were some students in making predictions beyond the contents of the
passage. And there were some students who conveyed their prediction in Indonesia. Then the
researcher recorded the prediction on the white board. This activity was held for about fifteen
minutes. On the next Reading, the students were asked to read the text silently and orally to
verify the accuracy of the prediction. At first, they were asked to read the passage silently.
Then the researcher asked some students to read orally. After that, she asked the students to
stop reading at a certain part of a passage to make another prediction. In this activity, the
situation of the class was a little noisy because when the students read the text orally, the
other students were chatting to each other even some of them also read orally. Consequently,
the researcher needed an extra time to calm them down. Besides, only the students that make
the predictions changed the answer and the rest of was busy with their own business.
Finally, on the last phase, Proving the students was asked to prove their predictions.
Most of the students could not do it well when the researcher asked them to find the evidence
in the passage. They still found difficulty in finding the information, especially those that
29

were out of context. At the end of the session, the researcher asked the students to answer
following questions of the passage. Referring to those activities above, the researcher got an
impression that most the students did not enjoy the class, because they started was quite new
for them.
B. Researchers Diary Taken on the Second Session
In the second session, the students were asked whether they still remembered their
previous lesson or not.
After greeting the class, as usually the researcher checked students present list. There
were two students absent. Then the researcher distributed the reading text to the students. In
this session, the researcher still applied the same strategy; here the researcher was more
active in supervising the students in the class that was by going around from one student to
another student to give an opportunity for the whole class.
In the first phase predicting as the first session, the researcher asked the students to
predict what would the text might be about based on the available clues (title, picture, italic,
bold-faced term, and underline word) before reading the passage. Almost all of the students
gave their predictions about the passage, which was supported or rejected, by other students
predictions. Then the researcher records all the prediction on the white board.
Before conducting the second phase, the researcher reminded the students to keep
silent, because some of students were not talking about the lesson but about something else.
The next steps were reading. The researcher asked the students to read the text
silently. Then she asked some students read orally. They did it enthusiastically even though
some students committed mispronunciations to read the passage orally. After reading the text,
the researcher asked the students whether they wanted to make other predictions or not. And
30

some of them tried to revise their predictions. Then the researcher recorded the revision on
the white board. In this phase, the researcher also guided students how to find the main idea
in the text. Because the text was quite new for them, some of the students asked the meaning
of difficult words. Here the researcher did not translate the difficult words directly, but she
preferred to give them the synonym or antonym. And even the researcher put them in new
context. It made students to be more active and motivated in following the teaching learning
process.
Finally, in the last phase proving the students was asked to find evidence to support
their predictions. Only some of the students could prove their predictions were accurate. The
students comprehension seemed better in this session, again at the end of this session; the
students were given an exercise that was related to the passage especially in finding main
idea and word meaning.
In conclusion, all of the activities above revealed that the class commonly processed
smoothly. This strategy could change the students to be more seriously in reading the text.
C. Researchers Diary Taken from the Third Session
On the last session of this cycle, the students were given a post-test. The purpose was
to know whether the students could comprehend the text after the treatment was given or not.
The number of items was the same as in the pre-test (20 items). The time allotment
was 40 minutes in which 35 minute answering the test and then another 5 minutes for filling
the questionnaires. In answering the test, the researcher observed that all of the students did it
alone because the researcher stayed in the class all time. Furthermore, there were many
students, who did not understand the instruction in filling the questionnaires, so that the
researcher had to explain it more than once.
31

When the text and questionnaires had already been answered, the researcher asked
them to collect it and ended the class. The researcher then analyzed the result of the test and
the students responses toward the questionnaires at home.
4.2.2.2 The Result of Post- Test I
The result of the test could indicate the students comprehensions in reading
especially in finding main idea and word meaning.
Being compared to the result of pre-test, the post-test I would signify whether the
students comprehensions in reading could improve or not. For further explanation, the result
of post-test I can be seen in the following table.
Table 4.1 The Result of Post-Test I
No

Reading Sub-Skill

Percentage (%)

Main Idea (MI)

70.6

Word Meaning (WM)

61,5

Average

66,1

The table above shows that the average score of the students comprehensions in reading on
the test conducted in the first cycle was 66, 1, which demonstrated that the students mastery
can be categorized as insufficient. The result of the post-test I also showed that 12 (32, 4)
students could pass the passing score (> 70%) and 21 (67,6%) students still got score below
70 From the 20 items given, items that could be answered correctly was 12 (60%) and 8
(40%) items were answered in correctly. Specifically, the students means score in
comprehending the texts main idea was 70,6 (sufficient) and in comprehending the texts

32

word meaning 61,5 (insufficient). The improvements reflect that after the technique was
implemented, the average brought changes 30,1 points increasing in cycle I from the pre-test.
4.2.2.3 The Result of the Questionnaire
When they have finished with the test, the researcher distributed the questionnaires
consisting of six items to the students in order that they honesty answered the question. The
questionnaires in cycle I was intended to obtain the students responses toward the DRTA
strategy used in teaching reading.
The result of the questionnaires indicated that 20% of the students really liked the
implementation of DRTA strategy; 54, 28% liked the strategy, and the rest 25,71% showed
that they felt nothing of the use of DRTA strategy. Besides, 42, 86% the students said DRTA
strategy could help them very much in comprehension the whole text: 40% of the students
felt DRTA strategy could help them, and the rest 17, 14 felt in between.
In relation to the sub-skill in reading, 40% of the students said that the strategy could
help them very much in finding out main idea; 45,71% stated that it could help them, and the
rest 14,28% said that it neither helped or helpless. In finding the word meaning, they said the
strategy really helped them 22,86%, 57,14% of the students stated that it could help; 17,14%
said in between and the rest 2,86% said that it could not help them.
Finally, the result of the questionnaire in relation to the students motivation in using
DRTA strategy indicated that 17, 14% of the students said that they were really motivated in
predicting the text; 48,57% of the students were motivated 20% of then said in between and
the rest 14,28% felt less motivated. Besides that 34,28%

of the students felt strongly

motivated in comprehending the text because the use of DRTA strategy; 37,14% of the
students were motivated and the rest 28, 57% felt nothing.
33

4.2.2.4 Reflection
When the third session was completed and the first cycle had finished. It was then
preferable to make a detailed reflection of what was actually going on this cycle.
Observing the class room activity, it could be said that the teaching and learning
atmosphere ran quite well, even though the classrooms situation was a little bit noisy. During
the activities, most of the students seemed to be highly motivated, especially in second
session. However, some of the students felt confuse to catch the main point of DRTA strategy.
It seemed that it was hard for them to follow the class and it was due to fact that the strategy
was quite new from them especially in the first session.
The result of the questionnaire pointed a good result as it was shown on the findings,
in which more than half of the students admitted that they like the class and felt motivated
taught by using DRTA strategy. Specifically most of them said that DRTA strategy could help
them in finding the main idea and word meaning.
In the relation to the result of the test, it was found that average score of the students
comprehension in reading was 66, 1 (sufficient). If the result of the post-test I is compared to
the pre-test, the means score increased 30, 1 point (from 36, 0 to 66, 1). Particularly, the
improvement also occurred to the two sub-skill of reading. The means score of the students
comprehension in finding the main idea increased 37, 3 points (from 33.3 to 70, 6).
Furthermore, the increasing also occurred to the students comprehension in finding word
meaning that was 22, 8 (from 38, 7 to 61, 5).
Although, the application of DRTA strategy proved to be effective in improving the
students comprehension in reading especially in finding main idea and word meaning, but
the problem was still identified. It was due to the students average score that was 66, 1
34

(sufficient). Based on the reflections made in the first cycle, the researcher contained to
conduct the second cycle. In the next cycle, the researcher planned to hold the cycles with the
same strategy, but here the researcher made some modification toward the classroom
activities. The students were arranged to work in groups, in which each group consisted of
four students. Therefore, there were eight groups in these classroom activities. Furthermore,
to overcome the students difficulty in word meaning, the researcher listed the difficulty
words found in the text and defined the words or gave their synonyms.
4.2.3 Finding on Cycle II
Based on reflection on cycle I, in which the increase of the students means score in
comprehending the text was not satisfactory yet, the cycle II was held. There were also three
sessions in the cycle, two session for implementing DRTA strategy one for giving a post-test.
The topic given in the second cycle was Animal that was divided into subtopics: Sumatran
Rhinoceros and Going to Zoo. However differ from the first cycle, in cycle II the students
were arranged to work in groups.

4.2.3.1 Finding on the Researchers Diary

As in cycle I, the researcher also planned the activities that were going to be done.
The plan included designing the teaching scenario, researchers diary, and preparing a reading
material. Those were prepared in order to minimize unnecessary mistakes committed during
the teaching and learning process.

35

When the researcher came into the class, as usual, the students greeted her and she
replied the greeting and then checked the students present list. There were four students who
were absents at time.
Then at the beginning, the students were divided into groups, each group consisted of
four students and there were seven groups formed. After the reading text was given, the
researcher began the lesson that was started with the first phase Predicting. In this phase, as
usual, the students were asked to examine the title of the passage, the italic of the bold face
terms and observed the available picture in the text. Before they read the text, the groups
were then asked to make predictions about the text. The researcher felt difficult in managing
the class, because some groups stated their predictions in the same time. Then she recorded
all the predictions on the whiteboard.
On the next phase Reading, the students were asked to read the text both silently
and orally to check their comprehension. In silent reading, almost all of them did it quietly.
But there were three students disturbed the other students in the class room. The researcher
came to them and asked them to focus on the lesson. Then she asked some students to read
the text orally in turn. The researcher asked them to stop reading in certain part. She asked the
students to evaluate the predictions they had made and either justified or rejected them with
reference to the text. Almost all of the groups justified their prediction because they had
gotten new information after reading the text. Here the researcher also guided the students
how to find the main idea.
Finally, on the last phase Proving students were asked to find the evidence up in the
text, why they stated so. In this activity, there were no right or wrong answers, it was to the
groups to decide if an answer could be supported by the text or not. It was found that the
students shared their idea to others students and made the discussion more interesting and
36

profitable when they found proof of the prediction that they had made. After all finished, the
students were given an exercise that was related to the text, especially in finding the main
idea and word meaning.
Based on activities above, the researcher got an impression that most of the students
enjoyed the class especially in making predictions.
B. Researchers Diary Taken on the Second Session
After greeting the class, as usual the researcher checked students present list. There
was a student who was absent because of being ill. The students were asked to make a group
of four in the first session.
In this session, the activities conducted were the same with the previous session.
There were no serious problems found in this section, in the sense that everything ran
smoothly. When the researcher conducted an informal interview, it was found that the
students were happy with the class activities. They loved the use of strategy in order to
understand the content of the text and much helped them in gaining the main idea. They had
opportunity to make predictions that helped them to master the text. List of word with the
synonyms gave good contribution to their comprehension of word meanings. Finally, an
exercise, which related to the topic, was given to the students.
All of the activities above revealed that this class commonly processed smoothly.
Most of the students enjoyed the class very much since they liked the topic and the activities.
Moreover, the researcher observed that their comprehension on reading text was better than
in the previous meetings.
C. Researchers Diary Taken from Third Session

37

In the last session of this cycle, the students were given a post-test. The purpose is to
know whether students could comprehend the text after the treatment was given (DRTA
strategy) and whether the modification (list of difficult words) worked well or not.
The number of items was still 20 as in the pre-test and post-test I. The time allotment
was 40 minutes in which 30 minutes for answering the test and 10 minutes for filling the
questionnaire.
When the text and questionnaires had been already answered, the researcher then
analyzed the result of the test and also the students responses toward the questionnaires at
home.
4.2.3.2 The Result of Post-Test II
The result of test could indicate the students comprehension in reading especially in
finding main idea and word meaning.
Being compared to the result of pos-test I and post-test II, it would be known whether
the students comprehension in reading could improve or not. For further explanation, it can
be seen from the following results of post-te

Table 4.2 Result of Post-Test II

No

Reading Sub-skill

Percentage (%)

Main Idea (MI)

80,6

Word Meaning (WM)

73,0

Average

76,8
38

The above table shows that the average score of the students comprehension in
reading on the test conducted in the second cycle were 76,8 (see appendix 9) this score can be
categorized as good criteria. Especially, the students mean score can be categorized as good
criteria. Specifically, the students mean score in comprehending the texts main idea was 80,6
(good) and in comprehending the texts word meaning was 73,0 (sufficient). The number of
the students who could pass the passing score improves from II (31.4%) students in post test
II. From the 20 items given the students could answer 15 items (75%) correctly and only 5
(25%) were answered incorrectly. Moreover, there were 13 students who got score 80-90
(good) and 20 students who got score 65-79 (sufficient). The improvement reflect that after
the strategy was implemented, the average score brought changes 10,7 points increasing in
cycle II from the post-test I.

4.2.3.3 The Result of the Questionnaire

The questionnaire that was distributed to the students also consisted of six items as the
first cycle. The questionnaire given in the cycles II was also to obtain the students response
toward the DRTA strategy used in teaching reading.
The result of the questionnaire indicates that 34, 28% of the students liked the
implementation of DRTA strategy very much: 42,86% liked the strategy, and the rest 22,86%
39

show that they neither liked the strategy or disliked it. Besides, 34, 28% of the students said
that DRTA strategy really helped them in comprehending the whole text: 62, 86% of the
students felt that DRTA strategy could help them, and rest 2, 68% felt in between.
In relation to the sub-skills in reading, 42,86% of the students said that the strategy
could help them very much in finding out the main idea: 51,43% stated that it could help
them, and rest 5,71% felt nothing. The result of the questionnaire also indicated that 42,86%
of the students felt that DRTA strategy could help them very much in finding word meaning
42,86% of the students said that it could help, and rest 14,28% said that it neither helped or
helpless.
Finally, the result of the questionnaire in relation to the students motivation in using
DRTA strategy indicated that 51,43% of the students said that they were really motivated in
predicting the text: 40% of the students were motivated and the rest 8,57% felt in between.
Besides, 28, 57% of the students felt strongly motivated in comprehending the text because
the use of DRTA strategy: 60% of the students were motivated, and rest 11, 43% felt nothing.

4.2.3.4 Reflection
After all of the activities were completed, a detail reflection of what was actually
going on in this cycle was done.
Observing the classroom activities, it can be said that the teaching and learning
atmosphere is good. During, the activities most of the students seemed to be highly
motivated, they personally involved in the class discussion. The students were observed that,

40

they easily caught the main point of DRTA strategy. This was due to the fact that the students
already understood the main concept of the strategy.
The results of the questionnaire show a good result as it was shown on the finding in
which most of the students admitted that they like the class taught by DRTA strategy.
Particularly, most of them said that DRTA strategy could help them in finding main idea and
word meaning.
In relation to the result of the test, it was found that the average score of the students
comprehensions in reading was 76, 8(good). If the result of the post-test II is compared to the
pre-test I, the mean score increased 10,7 points (from 66,1 to 76,8). Particularly, the
improvement also occurred to the students comprehension in finding the main idea increased
10 point (from 70, 6 to 80, 6). Furthermore, the increasing also occurred to the students
comprehension in finding word meaning that was 11, 5 point (from 61, 5 to 73, 0).
From the result of the post-test II, it could be seen clearly that the achievement of the
students in reading comprehensions was 76, 8 (good). As indicated by the result of the study,
the students problem in comprehending the text in general, especially in finding main idea
and word meaning had been solved with a good result. In other words, the students had
achieved the target score. Therefore, this study was then stopped until cycle
4.3 Discussion
As stated earlier, the objective of the study was to improve the achievement of the
students in the class VIII G of SMP N 3 Singaraja in academic year 2012/2013 in reading
comprehension especially in finding main idea and word meaning by using DRTA strategy.
Based on the finding above, the reading comprehension achievement had improved along
with the application of DRTA strategy. The following discussion would cover the students

41

comprehension in reading and also the students responses toward the applications DRTA
strategy.
It is generally agreed that the answer of the questionnaire of problem statement
whether or not DRTA strategy could improve the students achievement in finding the main
idea and word meaning can be directly answered. It showed with certainly that the students
comprehension in reading could be improved. It can be seen by comparing the result of pretest with the result of post-test II as in the following table, which are taken from table 4.1 and
4.2.
Table 4.3 The Summary of the Students Comprehension in Reading
Reading Sub-Skills

Pre-Test

Cycle I

Cycle II

Main Idea (MI)

33,3

70,6

80,6

Word Meaning (WM)

38,7

61,5

73,0

Mean Score

36,0

66,1

76,8

Based on the table above, the average score of students comprehensions in finding
main idea and word meaning was insufficient (36.0). The students average score in cycle I
increased into 66, 1. It was considered as sufficient. If it is compared to the mean score of
pre-test, the students mean score in cycle I increased 26, 3 points. In cycle II, the students
means score was 76, 8. It indicated that, the students mean score increased 10, 7 point from
cycle I and was categorized as good criteria.
The increase of the students means score are also supported by the increase of the
students means score in finding the main idea and word meaning.
From the table above, it is clearly show that there was gradual increase of the students mean
score in finding main idea of the text. The students average score in pre-test was 33, 3
42

(insufficient), after the treatment was applied, the students mean score rapidly increased
became 70, 6 (sufficient) in cycle I. In cycle II, the students mean score increased until 80, 6
(good). It means that the students achievement in finding the main idea could be categorizes
as good criteria. The result can be drawn as in the following graph. Graph 4.1 Specific
improvements in comprehending the main idea of the text.
Graph 4.1 Finding the Main Ideas

Furthermore, the students achievement in finding the word meaning increased into 61,
5 (sufficient) in cycle I. The students means score was 38, 7 (insufficient) in the pre-test. In
the cycle II, the students means score increased into 73, 0 (good). This improvement in
comprehend the word meaning of the text. The result can be drawn as in the following graph.
Graph 4.2 specific improvements in comprehending the word meaning of the text.
Graph 4.2 Word Meaning

43

Based on the graph above, it can be concluded that the average score of the students
comprehensions in reading was 76, 8 (good). If the result of the post-test II is compared to the
pre-test I, the means score increased 10,7 points (from 66,1 to 76,8). Particularly, the
improvement also occurred to the students comprehension in finding the main idea increased
10 points (from 70, 6 to 80, 6). Furthermore, the increasing also occurred to the students
comprehension in finding word meaning that was 6, 9 points (from 66, 1 to 73, 0).
From the result of the post-test II, it could be seen clearly that the achievement of the
students in reading comprehensions was 76, 8 (good). As indicated by the result of the study,
the students problem in comprehending the text in general, especially in finding main ideas
and word meanings had been solved with a good result.

CHAPTER V
CONCLUSION AND SUGGESTION

5.1 Conclusion
Based on previous discussion, there are some points that can be concluded. Generally,
students achievement in the class VIII G in the academic year 2012/2013 at SMP N 3
Singaraja in reading could be improved through the use of Directed Reading Thinking
Activity (DRTA) strategy. It can be seen from the increased of the mean score from the pretest to post-test I, and post-test II. The mean score of pre-test was 36,0. In cycle I, it increased
30, 1 point (66,1), and in cycle II, it also increased 10,7 point from cycle I (76,8).
Particularly, DRTA strategy could improve the students comprehension in finding the
main idea and word meaning. In comprehending the main idea , the students average score in
44

the pre-test was 33,3 (insufficient), the students mean score increased to 70,6 (sufficient) in
cycle I. in cycle II, the students mean score increased until 80,6 (good). The students
comprehension in finding word meaning, in pre-test was 38,7 (insufficient), the students
mean score increased to 61,5 (sufficient) in cycle I. in cycle II, the students mean score
increased into 73,0 (good).
Based on the result of the researchers diary in cycle I, it shows that the students did
not enjoy the class during the implementation of DRTA strategy, especially in session I, but it
was changed in the session II. The students started to enjoy the strategy and became more
serious in reading the text. In cycle II, both in session I and II, no serious problem were
found. Moreover, it was found that their comprehensions in reading text was better and they
felt highly motivated than in the previous meeting.
Regarding to the result of the questionnaire, it shows that the students liked to learn
reading by using DRTA strategy because it helped them much in comprehension the text.
5.2 Suggestion
5.2.1. For the Students
It is suggested that they can try DRTA strategy in their reading. It is because DRTA
strategy offers many advantages toward the students competence in reading, for instance, it
could encourage the students to be more cooperative and responsible in finishing the task
given by the teacher.
5.2.2. For the Teacher
It is suggested that the teacher could apply DRTA strategy as one of alternative
strategy in teaching reading comprehension. And this strategy when discussing a new topic,
which in never discussed before.
45

5.2.3. For the Researchers

It is suggested to other researcher to conduct further study on the application of DRTA
strategy in longer period of time for the purpose of improving students competence in
reading comprehension. And apply this strategy to higher level of the students.

46