Conclusions CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

order to make them participate actively during the class. In addition, the use of media was really important to get the students’ attention.

3. To other Researchers

The research conducted was still limited by time. It would be better if there was the same research conducted in longer time so that the students’ improvement could be seen more. Moreover, the understanding of the actions taken was the important thing for the researcher. It was the way to be successful in research. The steps of research such as preparation, implementation, and finishing should be passed orderly so that there was no misconception happened. The best researcher would be never satisfied with his or her findings; there was always problem in a solution. REFERENCES Al-Sohbani, Y.A.Y. 2014. A Proposed Framework for Teaching Reading Integratively. Journal of Teaching and Teacher Education, 2 1, 75. Antonacci, P.A. O’Callaghan, C.M. 2011. Developing Content Area Literacy: 40 Strategies for Middle and Secondary Classrooms. United States: SAGE Publication. Brown, D.H. 2001. Teaching by Principles. Englewood Cliffs, New Jersey: Prentice Hall. Brown, D.H. 2004. Language Assessment: Principles and Classroom Practices. New York: Longman. Brown, D.H. 2007. Principles of Language Learning and Teaching 4th ed. New York: Longman. Burns, A. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press. Burns, A. 2010. Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Routledge. Denscombe, M. 2007. The Good Research Guide for Small-Scale Social Research Projects 3rd ed. New York: McGraw-Hill. Echevarria, J., Vogt, M.E., J.Short, D. 2000. Making Content Comprehensible for English Language Learners: The SIOP Model. USA: Allyn and Bacon. Grabe, W. 2009. Reading in a Second Language: Moving from Theory to Practice. Cambridge: Cambridge University Press. Harmer, J. 2001. The Practice of English Language Teaching. London: Longman. Healy, C. 2002. Reading: What the Experts Say. Parent Educational Advocacy Training Center. http :www.peatc.org . Accessed on November, 2 nd 2014. Hirsch, E. D. 2003. Reading Comprehension Requires Knowledge of Words and the World. http:www.atlantaclassical.org . Accessed on November, 2 nd 2014. Ho, M.A. Lien, H.Y. 2001. The Correlation between Vocabulary Knowledge Depth and Reading Comprehension. http:www.tesolreview.org. Accessed on November, 2 nd 2014. Juwita, I., Sunaryo. 2013. Using Vocabulary Self-Collection Strategy VSS to Increase Mastery the Junior High School Students’ Vocabulary. Journal of English Language Teaching, 2 1, 133. Lindstromberg, S. Ed.. 2004. Language Activities for Teenagers. United Kingdom: Cambridge University Press. Martin, A. 2002. Essential Strategies for Teaching Vocabulary: A Brief Overview of Vocabulary Development. http:www.sagepub.com. Accessed on November, 2 nd 2014. McKay, S. L. 2006. Researching Second Language Classrooms. London: Lawrence Erlbaum Associates. Mikulecky, B.S. Jeffries, L. 1996. More Reading Power. United States: Longman. Mikulecky, B.S., Jeffries, L. 2007. Advanced Reading Power. New York: Longman. Nation, K. 2011. Children’s Reading Comprehension Difficulties. http:www.pitt.edu. Accessed on November, 2 nd 2014. Nunan, D. 2004. Task-based Language Teaching. Cambridge: Cambridge University Press. Peraturan Menteri Pendidikan dan Kebudayaan Permendikbud. 2013. Standar Kompetensi Lulusan Pendidikan Dasar dan Menengah. Jakarta: Mendikbud. Peraturan Menteri Pendidikan dan Kebudayaan Permendikbud. 2013. Kerangka Dasar dan Struktur Kurikulum SMPMTs. Jakarta: Mendikbud. Putri, W.E. 2012. The Effect of Using Vocabulary Self-Collection Strategy Vss to Reading Achievement of Elementary School Students. Padang: STIKIP PGRI Sumatera Barat. Ruddell, M.R. 2005. Teaching Content Reading and Writing 4th ed.. United State: John Wiley.