GENERAL FINDINGS RESEARCH FINDINGS AND DISCUSSION

1. To English teachers It is essential for English teachers to improve the quality of the teaching of reading by employing various activities which are enjoyable and motivati ng to improve students’ reading comprehension and students’ involvement. The English teachers can use CIRC such as in the form of group discussion and games practices. The researcher realized that in applying CIRC, the class would be noisy as happening in this research. Therefore, English teachers should pay attention to the class condition because in the implementation of CIRC students conduct group discussion practices. Besides, the English teachers should choose the texts and tasks which are appropriate to the students’ proficiency level. 2. To other researchers The focus of this study deals only with the reading comprehension of students in grade VIII by using CIRC. This study still lacks many things like the limited time and the actions in each cycle. The limited time made this study could not be perfect in reaching the goals. The actions problem was caused by the limited ability of the researcher in conditioning the students in the classroom. They can make a better plan to improve students’ reading comprehension using CIRC. They can explore CIRC method based on the students’ need in learning English. In addition, they can conduct other research from different angles of reading comprehension. 98 REFERENCES Alderson, C.L. 2000. Assessing Reading. Cambridge: Cambridge University Press. Berardo,S.A. 2006. The Use of Authentic Materials in the Teaching of Reading. The Reading Matrix, Vol.6 No.2, 60-67. www.readingmatrix.comarticlesberardoarticlepdf . Accessed on 5 September 2013 Bos, S.C and Vaughn, S. 2009. Strategies for Teaching Students with Learning and Behaviour Problems 7 th Edition. New Jersey: Pearson Education Brown, H. D. 2000. Principles of Language Learning and Teaching 4 th Edition. New York: Addison Wesley Longman. . 2001. Teaching by Principles An Interactive Approach to Language Pedagogy 2 nd Edition. San Fransisco: Addisonn Wesley Longman,inc. Burns, A.1999. Collaborative Action Research for English Language Teacher. Cambridge: Cambridge University Press. Celce-Murcia, M. 2001. Teaching English as A Second or Foreign Language 3 rd Edition. Boston: HeinleHeinle. Departemen Pendidikan Nasional 2006. Kurikulum Satuan Pendidikan: Standar Kompetensi Mata Pelajaran Bahasa Inggris. Sekolah Menengah Pertama. Jakarta: Depdiknas. Grabe, W. 2009. Reading in a Second Language Moving From Theory to Practice. New York: Cambridge University Press. Harmer, J. 2001. The Practice of English Language Teaching 3 rd Edition. Cambridge: Longman Company. Johnson, A.P. 2008. Teaching Reading and Writing A Guidebook for Tutoring and Remediating Students. New York: A Division of Rowman Littlefield Publishers,inc. Kligner, J.K, S. Vaughn, and A. Boardman. 2007. Teaching Reading Comprehension to Students with Learning Difficulties. New York: The Gilford Press. Mickulecky, B.S and Jeffries.L. 2007. Advanced Reading Power. New York: Pearson Education. Nation, I.S.P. 2009. Teaching ESLEFL Reading and Writing. New York and London: Routledge Taylor Francis Group. Richards, C.S and Renandya, A.W. 2002. Methodology in Language Teaching An Anthology of Current Practice. Cambridge: Cambridge University Press. Richards J.C and Schmidt, R. 2002. Dictionary of Language Teaching and Applied Linguistics. London: Longman Suprijono, A. 2009. Cooperative Learning. Yogyakarta: Pustaka Pelajar Slavin, R.E. 2005. Cooperative Learning Teori, Riset dan Praktik. Alih Bahasa: Narulita Yusron. Bandung: Nusa Media Snow, C.C. 2002. Reading for Understanding Towards an RD Program in Reading Comprehension. Santa Monica: RAND Westwood, P. 2001. Reading and Learning Difficulties Approaches to Teaching and Assessment. Australia: ACER Press 100 APPENDIX A FIELD NOTES