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The changes before and after the implementation Before the actions were
conducted After the action conducted
Cycle I Cycle II
The students thought that reading English texts was
difficult. The students could
not answer
comprehension question. The students thought that
they had to know all vocabulary since they did
not
have adequate
vocabulary. The use of recognizing
text organization strategy eased
them to
comprehend the text. The students could understand
some difficult words by using
the reading
strategy. The
students could
answer comprehension
questions correctly. The students
had been
acquainted to
the strategies.
It changed
students’ mind directly that reading English texts
were not difficult. The
students’ vocabulary
improved. The students could
answer the
comprehension questions well.
The students had low motivation in learning
English. Most of the students were
happy and
more motivated to join the
activities. The activities and media
used in the teaching and learning process were
more
various. The
competition atmosphere appeared
on some
activities. The students were highly motivated to
do the activities.
The students had low confidence
to speak
English. The students encourage
their confidence to speak in
English. However,
some students still lacked confidence. They were
afraid of
making mistakes.
All students showed their effort to speak English.
Their confidence
in speaking was improved.
They could help each other
in correcting
mistakes. The students were busy
with their own activities when the teacher was
teaching. The students were excited
to do the activities. They paid more attention to the
researcher’s explanation. More various activities
were used to maintain the students’ interest.
The students
were embarrassed to ask when
Group works
were implemented
in some
activities. The students Good interaction between
the students and the researcher was formed.
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they found difficulties. worked together to solve
the task. Some of the students
could comfortably
communicate their
difficulties. The students had low
enthusiasm in the class activities.
All of
the students
enjoyed the activities. Some of them who still
got difficulties in literacy also
could join
the activities.
The competition
atmosphere appeared in some activities. It made
them more
highly motivated to do the
activities.
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CHAPTER V CONCLUSIONS, IMPLICATION, AND SUGESTIONS
This chapter deals with three points. They are conclusions, implications and suggestions. Those points are presented as follows.
A. Conclusions
In reference to the objective of the study, the conclusions of the research were formulated as follows.
1. This research employs two cycles in implementing recognizing text
organization in solving the problem at grade IX C students of SMP Muhammadiyah 8 Yogyakarta which had low reading comprehension
ability. In reference to the result of the research, the recognizing text organization is believed as a technique that is able to improve students
reading comprehension ability. Recognizing text organization helped the students to identify the ideas of paragraphs explained in supporting details
and topics told in the chronological order in the text so that they understood the texts. In addition, these activities made them become more active
because they were accustomed to identifying the patterns before they answered questions. They also enjoyed the teaching and learning process of
reading. 2.
In this research, the improvements of the student’s reading comprehension ability after the implementation of recognizing text organization were
indicated in two kinds of data. In reference to the result of observations and
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interviews, the students were interested and motivated to be actively involved in the teaching and learning process during the implementation of
recognizing text organization. They followed all of the instructions and were interested to read and complete the task. They answered the questions
related to the text correctly. In addition, the implementation of recognizing text organization minimize the students to look at the dictionary. The
improvement of the reading comprehension ability is also presented in the score of pre-test and the post-test 51,7 and 63,2.
B. Implication
Based on the result of the study, it was found that the implementation of recog
nizing text organization improved the student’s reading comprehension ability. In addition, the students were interested and actively involved in the
teaching and learning process during the implementation of recognizing text organization. It implies that recognizing text organization is highly recommended
in the teaching and learning process of reading because it offers some benefits. They are increasing the student’s reading comprehension and encouraging them to
be more actively participating in comprehending the texts. Furthermore, the result of the study indicated the process of implementing recognizing text organization
run well because the teacher was successful in making all of the students actively participated.
C. Suggestions
Based on the conclusions and the implications of the study, some suggestions are directed to the English teacher and other researcher.
