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than the control class. Indeed, there is a change in the experimental class 1 after
the treatment given.
f. There is a significant difference of post-test mean score of reading comprehension
between the experimental class 2 and the control class. It can be concluded that
both classes have different ability in reading comprehension after the experimental
class given the treatment. The mean score of the experimental class 2 is higher
than the control class. Indeed, there is a change in the experimental class 2 after
the treatment given.
g. There is a significant improvement of pre-test and post-test mean score of reading
comprehension in the experimental class 1. It can be concluded that there is an
improvement of students reading comprehension in the experimental class 1. In
other words, DRA strategy gives effects to improve the students reading
comprehension (72%).
h. There is a significant improvement of pre-test and post-test mean score of reading
comprehension in the experimental class 2. It can be concluded that there is an
improvement of students reading comprehension in the experimental class 2. In
other words, DRTA strategy gives effects to improve the students reading
comprehension (76%).
i. There is a significant improvement of pre-test and post-test mean score of the
students reading comprehension in the control class. It can be concluded that
there is an improvement of students reading comprehension in the control class.
In other words, non-DRA and DRTA strategy give effect to improve the students
reading comprehension (49%).
j. At last, it can be concluded that both DRA and DR-TA strategies give the effect on
the students reading comprehension. Both strategies of DRA and DR-TA can be
chosen to apply in teaching reading comprehension. Based on the percentage
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provided through brief oral reading. Then provide a culminating activity that
allows students to review their understandings of the text and to apply them. It
also gives students a concrete purpose for reading. At last, as the reflection of this
DRA strategy, teachers will notice that comprehension improves quickly when
students focus on finding answers to comprehension level questions instead of
just reading aloud. The students enjoy the discussion of their answers because
there is usually more than one correct answer or more than one opinion about the
concrete answer.
Directed Reading Thinking Activity or DR-TA is a strategy which guides
the students to comprehend the text and it is associated with the DRA developed
by Russell Straufer (1969). DR-TA emphasizes the information of each paragraph
that requires them to deepen their understanding about the paragraphs, and to
enlarge their knowledge and experiences. Then, Stall (2008:364) states that
directed reading thinking activity (DR-TA) is an instructional framework that
views reading as a problem solving process best accomplished in a social context.
The value of DR-TA is to make prediction before reading each section. Strauffer
(1969) recommended using DR-TA with narrative and non-narrative text at all
grade levels.
Then, Burns (1984:310) the Directed Thinking Activity or DR-TA is a
plan for directing childrens reading of either story in content area selections and
for encouraging interaction with decoding text. Hence, the implementation of
Directed Reading Thinking Activity or DR-TA method helps the students so much
in searching any information related to the text to find the key point of it.
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Riau province.
Another aspect which is also related to sample or participant is focused
on students, teachers , instructors as well as the educational context concerned.
Eventhough, the need to improve learning is more emphasized on English
learners, the person in charge of the class namely the teachers should be able to
conduct or apply the DRA and DR-TA strategies in teaching reading
comprehension especially narrative text. It is also recommended that the students
on high level capability, DR-TA is used in teaching reading comprehension
because the students will be able to enhance understanding and comprehension
text.
Thus, this strategy helps to strengthen reading and critical thinking skill. It
monitors the readers awareness of whether or not comprehension is occurring. It
is also based on the expert concept that DR-TA is used for the students who have
experienced with DRA strategy. The success of teaching to achieve the final goal
is determined more by teachers. It is also recommended what Strauffer (1969)
states that Directed Reading Thinking Activity or DR-TA strategy can be applied
to teach narrative and non-narrative texts at all grade levels. In short, DRA
strategy is more appropriate to low level students.
The researcher also recommends to the ministry of education of Riau
province in order to administer teachers training program of , in twelve regencies,
one administrative town and a capital city of Riau province to apply the DRA and
DR-TA strategies in teaching reading comprehension especially narrative text.
This is due to implement the law of Indonesian education system, number 20,
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year 2003, chapter IV, verses 1 and 10 dealing with the right and authority both
central and local governments to direct, lead and supervise the implementation
accorded with rule and regulation. and then, the implementation of Law number
32, year 2004 dealing with local government which claims that the right and
authority of local government becomes greater to determine and implement its
own education system.
Finally, another focus for future research could be the involvement of
research centre of tertiary education in Riau province especially Institute for
Research Center and Community Development of State Islamic University Sultan
Syarif Kasim Riau for the study of interactive learningand other Research Centers
of various universities in Riau province..
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