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CHAPTER IV CONCLUSION AND SUGGESTIONS
In this chapter, the writer tries to give the conclusion and suggestions based on the research findings that had been gained after conducting the research.
A. Conclusions
Based on the result of data calculation on the previous chapter, can be drawn a conclusion that there is a significant difference between students’
achievement in reading comprehension. The students of experiment class whom had been taught reading comprehension through small group discussion gained
better average score. It also can be proved through the comparison of t
test
and t
table
which had been obtained through statistical calculation.
The use of small group discussion in teaching reading comprehension had helped both the teacher and the students as well. Small group discussion enabled
the students to understand the texts by discussed on a group. It also help the teacher to make a good teaching and learning process in the class, because each
students have a role and more active in the group, to make their own comment about solving the problem on their group in order to answer the questions and
make thing done.
B. Suggestions
In line with the conclusion previously, here are some suggestions that can be given in relations to the writer conclusion, and hopefully anyone who read this
Skripsi can take the benefits. The suggestions are as follow:
a English teachers are hoped to develop their creativity in teaching English, so that the students’ boredom in learning English, especially in reading subject,
can be avoided.
b The teachers are suggested to use appropriate teaching aids and strategy. In this case, English teachers can use small group discussion, not only in
teaching reading, but also in teaching other English text types and other materials of English subject as well.
c The teachers need to encourage their students to read English literature more and more to improve their reading ability. Because as experiences have
shown, the more we read English literature, the better our English will be, both vocabulary mastery and reading comprehension.
d The Readers are supposed to establish their reading purpose whenever they read. No matter what kind of English materials that readers read, they have to
read it on purpose. Readers’ reading purposes play an important role to help the readers to focus on reading passage and shape readers’ comprehension on
the English text that which being read. For instance, when a reader reads English text to answer questions in a certain test within limited time, he or she
will be motivated to focus on finding the information that needed to answer the questions correctly based on the reading passage. On the other hand, when
readers read only for pleasures, for example reading novel, magazine, etc, they will likely put less effort into their reading, since they are do not have any
burden so they can do their reading at any other times.
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BIBLIOGRAPHY
Aebersold, Jo Ann and Field. From Reader to Teaching Reading: Issues and Strategies for
second Language Classroom, New York: Cambridge University Press, 1997
Alderson, J. Charles. Assessing Reading, Cambridge: Cambridge University Press, 2000
Allen, Edward David and Rebecca M. Valette. Classroom Techniques; Foreign Language and
English as a second language, New York; Harcourt Bracce Jovanovich, Inc, 1979
Bernhardt, Elizabeth B. Reading Development in a Second Language: Theoretical, Empirical,
and Classroom Perspective, New Jersey : Ablex Publishing, 1991
Brilhart, John K,. Effective Group Discussion, 4
th
ed, Illinois: Brown Company Publisher, 1982
Brown, James Dean. The Elements of Language Curriculum, A Systematic Approach to Program
Development, Boston: Heinle Heinle Publishers, 1995
Brumfit, Christopher. Communication Methodology in Language Teaching The Roles of Fluency
Accuracy, Cambridge : Cambridge University Press, 1984
Farris, Pamela J. Teaching Reading: A balanced Approach for t oday’s Classroom, New York:
McGraw-Hill, 2004
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