Table 6: The Summary of Reflection in Cycle 2 No
Before the Actions After Cycle 2
1. The students found difficulties in
comprehending a story. Students were able to comprehend
the story after training SS concept. 2.
The students’ motivation of reading got dropped when they found too
many unfamiliar words and too long texts.
Students did not complain when they face unfamiliar words.
3. The students lacked reading
strategies. Students was practicing the SS
4. The students took a long time to
understand the meaning and the content of the story.
The students easily spotted the information from the story after
trained with SS
5. Students
’ vocabulary mastery was low.
Students guessed the meaning of words from context. However,
sometimes, they still needed guidance from the researcher and
asked their friends.
6. The students had difficulties in
finding the detailed information from the texts.
The students could answer the comprehension questions about
detailed information.
D. The General Findings of the Research
This sub-chapter consists of the result of the qualitative data and the quantitative data. The qualitative data were taken from the result of the observations
and the interviews in two cycles of the research. The second data was quantitative data. The data were in the form of scores that would be arranged into some tables of
scores. Based on the observations in cycle 2, the students reading comprehension skills
improved. The students understood the story easily because they are trained to be aware of the important parts of the story. The students were also trained to practice
on how to guess the meanings of the unfamiliar words. This action was not successful enough because the students could not solve some problems. However,
training the students about the steps in this practice makes them possible to practice this action in the future classes. After the implementation of the research, the
students showed their changes. This following table shows the changes of the students’ comprehension.
Table 7: The Changes of the Students No
Before the Actions After the Actions
1. The stu
dents’ motivation of reading got dropped when they
found unfamiliar words and long texts.
The students began to enjoy reading texts. They were less
complaining when they face unfamiliar words.
2. The students took a long time to
understand the meaning and the content of the texts.
The students easily understand the meaning of the texts after having
been trained with Structure Strategy
3. The students had difficulties in
finding te detailed information from the texts.
The students easily spotted the detailed information from the texts
after have been trained in using Structure Strategy diagram.
4. The students’ mean in pre-test was
55.75 before the actions. The student’s mean in posttest was
65.00 after the actions
The changes of the students in the classroom were also supported by the quantitative data. It was obtained by conducting reading comprehension tests. The
reading comprehension tests were administered in two times, before the implementation and after the implementation of SS.
The minimum score of the pre-test is 43.00 and the maximum one is 80.00 while the minimum score of post-test is 50.00 and the maximum score is 93.00. The
scores improvement influences the mean of the both tests. The pre-test mean is 55.75
and the post-test mean is 65.00. From the mean score of the pre-test and the posttest, it shows that there is an improvement in reading comprehension.
As the final reflection, the discussions of the study focus on the teaching and learning process during the action research. The result of the research by using SS
was believed to be effective to improve the students’ reading comprehension.
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CHAPTER V CONCLUSIONS, IMPLICATIONS, SUGGESTIONS
This chapter is divided into three main sections; conclusions, implications and suggestions from the research finding. The conclusions and the implications cover
the results which are drawn from the data and some suggestions which are given by the researcher to the English teachers and the future researchers. Those sections are
presented as follows.
A. Conclusions
In regard to the discussions of the previous chapters, this research focuses on improving the students’ reading comprehension by using SS. The conclusions of the
research can be presented as follows. 1.
SS facilitate the students in improving their understanding of the whole meaning of the story by being aware to the important parts of the story and
what the content of each part of the story was. 2.
The structure-strategy diagram makes the students actively engaged during the teaching and learning process.
3. The practice on how to guess the meanings of the words facilitated the
students in facing the unfamiliar words in the text. 4.
Group discussion helped all the students actively participate during the reading pratice.
