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they have a discussion with their partner first, and if they could not find the way out of their difficulties related to the text, they asked the teacher to help them.
However, the students were passive during the class discussion. It happened because of some factors. Based on some interviews with the students, they admitted
that they were not accustomed to speaking in front of the class. They also said that other students would tease them when they spoke or even others would not hear their
arguments. Having such condition, the researcher needed to solve the problem by providing some other actions such as giving credit points for the active students.
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
This chapter consists of three points and its explanation. They are conclusions, implications, and suggestions. The explanation of each point is
presented below.
A. Conclusions
To improve students’ reading skill, I used PALS technique in this research. It was done in two cycles consisting of two meetings on each cycle. In
both cycles, I implemented the PALS technique. The research began in October 28
th
and ended in November 29
th
, 2013. From the first cycle, I found that PALS technique could improve the
students’ reading skill. The use of PALS technique could also improve the students’ motivation. Furthermore, it could improve the students’ interaction
between the teacher and the students. However, PALS technique could not really improve
the students’ confidence. That was why I felt that he had to add some accompanying actions in Cycle II. Shortly, the use of PALS technique is believed
to improve the students’ reading skill. From the second cycle, I found that the accompanying action by giving
credit points could improve the students’ confidence in the teaching and learning
process of reading. I also found that PALS technique was still effective in improving the students’ reading skill.
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