Conclusions CONCLUSIONS, IMPLICATIONS, SUGGESTIONS

C. Suggestions

After covering up the conclusions and the implications of the research, the researcher has some suggestions for the English teachers and further researchers to be considered.

1. For the English Teachers

In the process of teaching and learning English, especially reading, English teachers should be able to create some activities which can accommodate the students to access their prior knowledge and connect it with the new knowledge from the new material. Such activities can help the students in understanding the text since a text does not bring its meanings by itself. Accessing prior knowledge and connecting it to the new knowledge had a big role in the process of understanding a text. In addition, such media as pictures should be used in order to attract the students‟ attention and interest. The use of handouts also enables students in understanding the teacher‟s explanation. As a result, the process of teaching and learning reading becomes more interesting and meaningful.

2. For Further Researchers

The implementation of summarizing activities can improve the students‟ reading comprehension. Other researchers are recommended to use summarizing activities on different levels of education in order to see the effectiveness of summarizing activities in improving the students‟ reading comprehension. They may also have more activities and or other text types in implementing summarizing activities. REFERENCES Alderson, J. Charles. 2000. Assessing Reading. Cambridge: Cambridge University Press. Anderson, N. 2003. Reading.In.D.Nunan. Practical English Language Teaching pp.67-86. New York, NY: McGraw Hill. Bamford, J. Day,R.R. 2004. Extensive Reading Activities for Teaching Language. USA: Cambridge University Press. Boushey, G. Moser, J. 2009. The CAFÉ Book: Engaging All Students in Daily Literary Assessment and Instruction. Stenhouse. Brown, H.Douglas.2007.Principles of Language Learning and Teaching 5 th Ed.New York: Pearson Education, Inc. . 2004. Language Assessment: Principle and Classroom Practices. New York: Pearson Education. . 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy 2 nd Ed.. New York: Pearson Education, Inc. BSNP, 2006. Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah. Jakarta: Depdiknas. Burns, Anne. 2010. Doing Action Research in English Language Teaching. New York: Routledge. Burns, Anne. 1999. Collaborative Action Research for English Language Teachers. New York: Cambridge University Press. Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press. Celce-Murcia, M. 2001.Teaching English as a Second or Foreign Language. Washington: Heinle and Heinle Thomas Learning Inc. Kirmizi, Fatma.S. 2011. A Qualitative Study on the Use of Summarizing Strategies in Elementary Education. H.U. Journal of Education. 41.267-277. Grellet, Franqoise. 1981. Developing Reading Comprehension Skills: A Practical Guide to Reading Comprehension Exercises. Cambridge: Cambridge University Press. Harmer, Jeremy. 1998. How to Teach English. Edinburgh: Addison Wesley Longman. . 2007. The Practice of English Language Teaching. 4 th Ed. New York: Longman Inc. Johnson, Andrew, P. 2008. Teaching Reading and Writing: A Guided Book for Tutoring and Remediating Students. USA: Rowman and Littlefield Education. Kissner, Emily. 2006. Summarizing, Paraphrasing, and Retelling: Skills for Better Reading, Writing, and Test Taking. Canada. Pearson Education. Klingner, Janette K., Sharon Vaughn, and Alison Broadman. 2007. Teaching Reading Comprehension to Students with Learning Difficulties. New York: The Guidford Press. Lenz, K. 2005. An Introduction to Reading Comprehension. Available website: httpwww.specialconnections.ku.edu. Accessed on November 25 th , 2013.