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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.
The quantitative data of this research were obtained through scores from students’ pre-test and post-test. The pre-test was done before the implementation of
the actions and the post-test was conducted after the implementation of the actions. The mean score increased from 55.76 in the pre-test to 65.00 in the post-test. This
showed that the implementation of Structure Strategy was successful in improving the students’ reading comprehension in the process of teaching reading.
B. Implications
Based on the conclusions above, the implementation of SS can improve the students’ reading comprehension. Some implications can be drawn as follows.
1. The use of SS
can improve the student’ reading skill. This strategy makes the students more encouraged in the classroom because they tend to do
something different comparing with the usual. 2.
The structure-strategy diagram can be implemented in understanding the long text so the students will feel more fun.
3. The practice on how to guess the meanings of the words can be
implemented in recognizing the meaning of unfamiliar words. 4.
The group discussion encourages the students to be more confident in joining the class activities.
C. Suggestions
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