THE EFFECT OF PANEL DISCUSSION ON THE STUDENTS’ READING COMPREHENSION.
THE EFFECT OF PANEL DISCUSSION ON THE STUDENTS’
READING COMPREHENSION
A THESIS
Submitted as Partial of the Requirements for the
Degree of Sarjana Pendidikan
By:
SYUKRI ISKANDAR
Registration Number: 209421049
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
MEDAN
2016
ABSTRACT
Syukri Iskandar. 2016. The Effect of Panel Discussion on the Students’ in
Reading Comprehension. A Thesis. Medan: English Department, Faculty of
Languages and Arts, State University of Medan.
This study deals with the second year senior high school students’ in reading
comprehension. The objective of the study was the investigation of the effect of
Panel Discussion on the students’ in reading comprehension. The study was
designed in experimental research. The population of this study was the
2015/2016 grade X students of SMA Swasta Dharmawangsa Medan. The total
number of population of the study was 415 students which consist of 12 classes.
The sample of the research was 60 students. The technique used for obtaining the
sample was the cluster sampling technique. The sample classes were divided into
two groups, namely the experimental group that was taught by applying Panel
Discussion Technique, and the control group that was taught by applying classical
technique. The instrument for collecting data used objective test. The data were
taken by administering the pre-test and post-test to both of experimental and
control groups. The test was taken and selected from the National Examination
test items that were related to the kind of narrative text. So, the validity and
reliability of the test items were considered valid and reliable. The data were
statistically analyzed by using t-test formula at the level of significance α (0.05) =
1.669 with the degree of freedom (df) = 65. It was found that the t-observed was
higher than t-table (t-observed = 4.93 > t-table = 1.669; α = 0.05). It means that
Panel Discussion Technique significantly affect the students’ achievement in
reading comprehension.
Keywords: Reading Comprehension, Cluster Sampling, Panel Discussion.
i
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin,. First of all, the writer would like to thank
ALLAH SWT for the mercy and guidance in giving His full strength to complete
this thesis, entitled: The Effect of Panel Discussion on the Students’ Reading
Comprehension. This thesis is aimed to fulfill one of the requirements for the
degree of Sarjana Pendidikan of The English Department, Faculty of Languages
and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that he faced so many
problems and he had received the academic guidance, suggestions, and comments
and got a lot of assistance and moral support from beloved people. Therefore, the
writer expresses her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Faculty of
Languages and Arts, State University of Medan also his Thesis Advisor,
who has encouraged him to learn more serious and given guidance,
suggestions and precious time during completing this thesis
Dra. Meisuri, M.A., the Secretary of English Department, Faculty of
Languages and Arts, State University of Medan.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education
Study Program, State University of Medan.
Dr. Rahmad Husein, M.Ed., his Reviewer who has given time and good
suggestion in completing this thesis.
Prof. Dr. Busmin Gurning, M.Pd., his Reviewer who has given time and
good suggestion in completing this thesis.
Dra. Yunita Agnes Sianipar, M.Hum., his Academic Advisor who has
given time and good suggestion in completing this thesis.
Dr. Siti Aisah Ginting, M.Pd his Reviewer, who has given time and good
suggestion in completing this thesis.
All Lecturers of English Department who have taught, guided, and advised
her throughout the academic years.
Eis Sri Wahyuningsih, M.Pd., the Administration staff of English
Deparment, not only as a staff but also as a friend for him in completing
this thesis.
Drs. Sutrisno, the Headmaster of SMA Dharmawangsa Medan, and Mrs.
Ayu Pupuh Rohadi S.Pd., the English teacher who has allowed him in
doing research in that school.
His beloved parents, Samsul Hamid Lubis and Masdariyah Batubara, who
have been the greatest and number one parents he ever has, for their love,
ii
attention, motivation, financial support and other precious uncountable
things .
His beloved brothers and sisters, Sri Wahyuni, Fitri yani, Nur ainun, Nur
Dina, and Ahmad Taufik for their support and motivation.
A great thanks to the family of Islamic Association of University Student
(HMI Komisariat FBS UNIMED) and KOHATI especially the
management 2013-2014 periods for the loyalty help him in the period
His beloved friends in Reguler C class 2009. Best of bless and luck.
Last but not Least to the two best people Hendri Batu Bara, S.Pd, Endang
Sakinah, S.Pd and Fauziah Muhlisa Matondang, S.Pd for their support and
big help in completing this thesis. Good luck for you.
.
The writer realizes that this thesis still has the paucity, he warmly welcomes
any suggestions, comments, critics, and advices that will improve the quality
of this thesis. He hopes this thesis will be useful for those who read and fell
interested in the field of this study.
Medan, September 2016
The Writer,
Syukri Iskandar
NIM 209421049
iii
TABLE OF CONTENT
ABSTRACT....................................................................................................
ACKNOWLEGMENT ..................................................................................
TABLE OF CONTENT .................................................................................
LIST OF TABLE ...........................................................................................
LIST OF APPENDICES ...............................................................................
CHAPTER I:
Page
i
ii
iv
vi
vii
INTRODUCTION .............................................................
A. The Background of the Study .........................................
B. The Problem of the Study ...............................................
C. The Objective of the Study .............................................
D. The Scope of the Study ...................................................
E. The Significance of the Study .........................................
1
1
4
5
5
5
CHAPTER II: REVIEW OF LITERATURE ...........................................
A. Theoretical Framework ...................................................
1. Students’ Achievement in Reading .............................
2. Reading .......................................................................
3. Reading Comprehension .............................................
4. Genre of Text ..............................................................
5. Narrative Text .............................................................
6. Method of Language Teaching ...................................
7. Panel Discussion .........................................................
8. Assessment of Reading ...............................................
B. Relevant Study ................................................................
C. Conceptual Framewok ....................................................
D. Hypothesis ......................................................................
7
7
7
9
11
14
14
17
19
23
24
25
26
CHAPTER III: RESEARCH METHODOLOGY .....................................
A. Research Design ..............................................................
B. Population and Sample....................................................
1. Population...................................................................
2. Sample ........................................................................
C. The Instrument of Collecting Data..................................
D. Scoring System ...............................................................
E. The Validity and Reliability of Test ...............................
1. The Validity of Test ...................................................
2. The Reability of Test ..................................................
F. The Procedures of Research ............................................
1. Pre-test ........................................................................
2. Treatment ...................................................................
3. Post-test ......................................................................
G. Technique for Analysis Data...........................................
H. Statistical Hypothesis ......................................................
27
27
27
27
28
28
30
30
30
31
32
32
32
34
34
35
iv
CHAPTER IV: THE DATA AND DATA ANALYSIS .............................
A. The Data ..........................................................................
B. The Data Analysis ...........................................................
1. Validity and Realibility of the Test ............................
2. Analyzing the Data using t-Test .................................
3. Testing the Hypothesis ...............................................
C. The Research Finding .....................................................
37
37
38
38
39
40
40
CHAPTER V: CONCLUSION AND SUGGESTION .............................
A. Conculusion ....................................................................
B. Suggestion .......................................................................
41
41
41
REFERENCE .................................................................................................
APPENDICES ................................................................................................
43
45
v
LIST OF TABLE
Table
1.1
2.1
2.2
3.1
3.2
Pages
The Score of the Students................................................................... 2
Research Design ................................................................................. 27
The Specification of the Test ............................................................. 29
Teaching Procedure in Experimental Group ...................................... 32
Teaching Procedure in Control Group ............................................... 34
vi
LIST OF APPENDICES
APPENDIX
A
B
C
D
E
F
G
H
Page
Scores in the Experimental Group…………………..
Scores in the Control Group…………………………
The Calculation of t-Test…………………………….
Table of t Distribution: Critical t Values……………
Lesson Plan for Experimental Group……………….
Lesson Plan for Control Group……………………...
Examples of Question-Answer Sheet………………..
Answer Key…………………………………………...
vii
45
46
47
48
49
58
66
78
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a unit of communication which is used in society situation
generally. In the case of language, there are four skills that are need to learn by
students, they are listening, speaking, reading and writing. One of the language
skills that should be learnt by English learners is reading. Reading is an essential
skill for all students at all levels. The students are required to be able to read, but
the students feel difficult when they want to draw the meaning and get
information from a reading text.
According to William and Fredicka(1988:4) reading can be thought of as
way to draw information from the text and form an interpretation of that
information. In reading, the students are expected to be knowledgeable and
familiar with what the teacher has explained in the context, where as in
comprehension the students are expected to have more skills than to explain
individual text or passage after comprehending them. The purpose of reading
comprehension is to get some skill to understanding the text.
Apparently, it is contrast to the fact that most of Grade X senior high
school students still have low score achievement in reading English. As
McNamara (2009) states that reading passage seems to be too difficult for them
because of some conditions. The conditions here refer to the failure of
understanding
the
words,
the
sentences,
1
the
sentences’
unity
and
2
organization, and the lack of interest or concentration. That problem often
happens when students fail to understand the relationship between the sentences
and the whole meaning of text.
Based on the researcher’s experience during teaching practice (PPL,
2012), the students can read the text and pronounce the word but the students
cannot understand the text, it was caused by some factors, such as lack of
vocabulary and unfamiliar with the topic. They often feel that reading passage is
not interesting and the teaching method could not motivate the students. This
situation occurs because the teachers still use conventional teaching method, the
teacher asks some students to read the text and invite them to answer the questions
based on the text. And the result, most of them always get bad score in reading
comprehension. From 30 students in the classroom, only 10 students could reach
the Minimum Completeness Criteria (Kriteria Ketuntatasan Minimum/KKM).
This condition really proves how bad the student’s achievement in reading
comprehension.
Table 1.1
The percentage of Grade X 2 students’ score in Reading
Semester
KKM
Score
Students
Percentage
Mean
20
1.671; df = 60, α = 0.05). The
application of Panel Discussion technique in teaching reading comprehension
enabled the students to explore their ideas with their own words and enriched their
ideas with the others’.
B. Suggestion
Based on the finding, it is suggested that:
1. English teachers should use Panel Discussion technique in teaching
reading comprehension because it enables the students to discuss their
minds actively and communicatively to each other to make it easier
understand the texts.
2. The text book writers should write and suggest the reader to use Panel
Discussion
technique
in
solving
students’
problem
in
reading
comprehension.
3. The readers who are interested for further study related to this research
should explore the knowledge to enlarge their understanding about how to
improve reading comprehension achievement by applying Panel
Discussion technique.
41
42
4. The teachers, textbook writers, and the readers should also consider to take
some awareness that even though the Panel Discussion technique does
advantage in many aspects of learning and teaching reading, the users of
this strategy should be careful enough in facing and overcoming its
disadvantages whenever they might come to occur.
REFERENCES
Ary, Donald., Jacobs, L.C., Rezaiah, Asghar. 1979. Introduction to Research in
Education.USA: Library of Congress Cataloging.
Brown, D. H. 2004. Language Assessment: Principle and Classroom Practice .
New York: Pearson Education.
Burns, Roe, & Ross. 1984. Teaching Reading in Today’s Elementary School 3rd
Edition. USA : Hounton Mifflin.
Chasdan, A. 1979. Language, Reading and Learning. Great Britain : Basil
Blackwell.
Danielle, S.McNamara. 2009. Reading Comprehension Require Knowledge of
Words. American Journal of Education.
http://www.publiceducation.org/pdf/research/reading-comprehension.pdf
Accessed on March 2nd, 2013.
Grabe, W & Fredicka L. Stoller. 2002. Teaching and Researching Reading.
Britain Pearson Education.
Harmer, J.2003.The Practice of English Language Teaching,3rd Edition. London:
Pearson Education.
Nunan, D.2003. Practical English Language Teachinng. Western Hemisphre: Mc
Graw Hill.
Patel, M.F, & Praveen M. J. English Language Teaching (Methods, Tools &
Techniques).
Richards, Jack & Rodger. 2001. Approaches and Methods in Language Teaching.
New York : Camridge University Press.
Serravallo, J.2010. Teaching Reading in Small Groups :Differentiated Instruction
for BuildingStrategic, Independent Readers.Portsmouth : Heinemann.
Shanahan, T. 2006. The National Reading Report : Practical Advice for Teachers.
Chicago: Learning Point Associates.
Slavin, R. E. 1990. Students Team Learning. A Practical Guide to Cooperative
Learning. Washington, D.C: National Educational
43
44
Wahidi, R. 2008-2009.Genre of the Text. http://rachmatwahidi.wordpress.com.
Accessed on March18th, 2013.
Bernhardt, et.al. 2003. Teaching reading. Available in http://www.ibe.unesco.org
Accessed on January 15, 2012.
Brown, H. D. 2001. Teaching by Principle – an Interactive Approach to
Language Pedagogy Second Edition. New York: Longman
Caldwell, J.S.2008. Reading Assessment: A Primer for Teaching and Coaches
(second ed). New York: The Guilford Press.
Grabe, W. 2009. Reading in a Second Language; Moving from Theory to
Practice. New York. Cambridge University Press.
Johnson, K. 2001. An Introduction Foreign Language Learning and Teaching.
New York: Pearson Education.
Kagan, 1998. Smart Card of Cooperative Learning Structures. Virginia:
Language Education Consultant.
Wiyanto, Asul. 2000. Terampil Diskusi. Jakarta: Gramedia.
Patel, M & Jain, P.2008. English Language Teaching. Jaipur.
Siahaan, S and Kisno Shinoda. 2008. Generic Text Structure. Yogyakarta: Graha
Ilmu.
Slavin, R. E. 1990. Cooperative Learning: Theory, Research and Practice. Eagle
Wood Clifts: N.J: Prentice Hall
Yelon, Stephen L., Weinsten, Grace W., Paul D. A. 1977. Psychology In the
Classroom. Tokyo: Mc Graw-Hill, Inc.
Sharma, S.P. 2009.Teacher Education: Principles, Theories & Practices. New
Delhi, Kanishka.
Rao, I.V.Chalapati. 1992. College Teachers and Administrators - A Hand book.
Hyderabad, Booklink.
READING COMPREHENSION
A THESIS
Submitted as Partial of the Requirements for the
Degree of Sarjana Pendidikan
By:
SYUKRI ISKANDAR
Registration Number: 209421049
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
MEDAN
2016
ABSTRACT
Syukri Iskandar. 2016. The Effect of Panel Discussion on the Students’ in
Reading Comprehension. A Thesis. Medan: English Department, Faculty of
Languages and Arts, State University of Medan.
This study deals with the second year senior high school students’ in reading
comprehension. The objective of the study was the investigation of the effect of
Panel Discussion on the students’ in reading comprehension. The study was
designed in experimental research. The population of this study was the
2015/2016 grade X students of SMA Swasta Dharmawangsa Medan. The total
number of population of the study was 415 students which consist of 12 classes.
The sample of the research was 60 students. The technique used for obtaining the
sample was the cluster sampling technique. The sample classes were divided into
two groups, namely the experimental group that was taught by applying Panel
Discussion Technique, and the control group that was taught by applying classical
technique. The instrument for collecting data used objective test. The data were
taken by administering the pre-test and post-test to both of experimental and
control groups. The test was taken and selected from the National Examination
test items that were related to the kind of narrative text. So, the validity and
reliability of the test items were considered valid and reliable. The data were
statistically analyzed by using t-test formula at the level of significance α (0.05) =
1.669 with the degree of freedom (df) = 65. It was found that the t-observed was
higher than t-table (t-observed = 4.93 > t-table = 1.669; α = 0.05). It means that
Panel Discussion Technique significantly affect the students’ achievement in
reading comprehension.
Keywords: Reading Comprehension, Cluster Sampling, Panel Discussion.
i
ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin,. First of all, the writer would like to thank
ALLAH SWT for the mercy and guidance in giving His full strength to complete
this thesis, entitled: The Effect of Panel Discussion on the Students’ Reading
Comprehension. This thesis is aimed to fulfill one of the requirements for the
degree of Sarjana Pendidikan of The English Department, Faculty of Languages
and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that he faced so many
problems and he had received the academic guidance, suggestions, and comments
and got a lot of assistance and moral support from beloved people. Therefore, the
writer expresses her gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Faculty of
Languages and Arts, State University of Medan also his Thesis Advisor,
who has encouraged him to learn more serious and given guidance,
suggestions and precious time during completing this thesis
Dra. Meisuri, M.A., the Secretary of English Department, Faculty of
Languages and Arts, State University of Medan.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education
Study Program, State University of Medan.
Dr. Rahmad Husein, M.Ed., his Reviewer who has given time and good
suggestion in completing this thesis.
Prof. Dr. Busmin Gurning, M.Pd., his Reviewer who has given time and
good suggestion in completing this thesis.
Dra. Yunita Agnes Sianipar, M.Hum., his Academic Advisor who has
given time and good suggestion in completing this thesis.
Dr. Siti Aisah Ginting, M.Pd his Reviewer, who has given time and good
suggestion in completing this thesis.
All Lecturers of English Department who have taught, guided, and advised
her throughout the academic years.
Eis Sri Wahyuningsih, M.Pd., the Administration staff of English
Deparment, not only as a staff but also as a friend for him in completing
this thesis.
Drs. Sutrisno, the Headmaster of SMA Dharmawangsa Medan, and Mrs.
Ayu Pupuh Rohadi S.Pd., the English teacher who has allowed him in
doing research in that school.
His beloved parents, Samsul Hamid Lubis and Masdariyah Batubara, who
have been the greatest and number one parents he ever has, for their love,
ii
attention, motivation, financial support and other precious uncountable
things .
His beloved brothers and sisters, Sri Wahyuni, Fitri yani, Nur ainun, Nur
Dina, and Ahmad Taufik for their support and motivation.
A great thanks to the family of Islamic Association of University Student
(HMI Komisariat FBS UNIMED) and KOHATI especially the
management 2013-2014 periods for the loyalty help him in the period
His beloved friends in Reguler C class 2009. Best of bless and luck.
Last but not Least to the two best people Hendri Batu Bara, S.Pd, Endang
Sakinah, S.Pd and Fauziah Muhlisa Matondang, S.Pd for their support and
big help in completing this thesis. Good luck for you.
.
The writer realizes that this thesis still has the paucity, he warmly welcomes
any suggestions, comments, critics, and advices that will improve the quality
of this thesis. He hopes this thesis will be useful for those who read and fell
interested in the field of this study.
Medan, September 2016
The Writer,
Syukri Iskandar
NIM 209421049
iii
TABLE OF CONTENT
ABSTRACT....................................................................................................
ACKNOWLEGMENT ..................................................................................
TABLE OF CONTENT .................................................................................
LIST OF TABLE ...........................................................................................
LIST OF APPENDICES ...............................................................................
CHAPTER I:
Page
i
ii
iv
vi
vii
INTRODUCTION .............................................................
A. The Background of the Study .........................................
B. The Problem of the Study ...............................................
C. The Objective of the Study .............................................
D. The Scope of the Study ...................................................
E. The Significance of the Study .........................................
1
1
4
5
5
5
CHAPTER II: REVIEW OF LITERATURE ...........................................
A. Theoretical Framework ...................................................
1. Students’ Achievement in Reading .............................
2. Reading .......................................................................
3. Reading Comprehension .............................................
4. Genre of Text ..............................................................
5. Narrative Text .............................................................
6. Method of Language Teaching ...................................
7. Panel Discussion .........................................................
8. Assessment of Reading ...............................................
B. Relevant Study ................................................................
C. Conceptual Framewok ....................................................
D. Hypothesis ......................................................................
7
7
7
9
11
14
14
17
19
23
24
25
26
CHAPTER III: RESEARCH METHODOLOGY .....................................
A. Research Design ..............................................................
B. Population and Sample....................................................
1. Population...................................................................
2. Sample ........................................................................
C. The Instrument of Collecting Data..................................
D. Scoring System ...............................................................
E. The Validity and Reliability of Test ...............................
1. The Validity of Test ...................................................
2. The Reability of Test ..................................................
F. The Procedures of Research ............................................
1. Pre-test ........................................................................
2. Treatment ...................................................................
3. Post-test ......................................................................
G. Technique for Analysis Data...........................................
H. Statistical Hypothesis ......................................................
27
27
27
27
28
28
30
30
30
31
32
32
32
34
34
35
iv
CHAPTER IV: THE DATA AND DATA ANALYSIS .............................
A. The Data ..........................................................................
B. The Data Analysis ...........................................................
1. Validity and Realibility of the Test ............................
2. Analyzing the Data using t-Test .................................
3. Testing the Hypothesis ...............................................
C. The Research Finding .....................................................
37
37
38
38
39
40
40
CHAPTER V: CONCLUSION AND SUGGESTION .............................
A. Conculusion ....................................................................
B. Suggestion .......................................................................
41
41
41
REFERENCE .................................................................................................
APPENDICES ................................................................................................
43
45
v
LIST OF TABLE
Table
1.1
2.1
2.2
3.1
3.2
Pages
The Score of the Students................................................................... 2
Research Design ................................................................................. 27
The Specification of the Test ............................................................. 29
Teaching Procedure in Experimental Group ...................................... 32
Teaching Procedure in Control Group ............................................... 34
vi
LIST OF APPENDICES
APPENDIX
A
B
C
D
E
F
G
H
Page
Scores in the Experimental Group…………………..
Scores in the Control Group…………………………
The Calculation of t-Test…………………………….
Table of t Distribution: Critical t Values……………
Lesson Plan for Experimental Group……………….
Lesson Plan for Control Group……………………...
Examples of Question-Answer Sheet………………..
Answer Key…………………………………………...
vii
45
46
47
48
49
58
66
78
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a unit of communication which is used in society situation
generally. In the case of language, there are four skills that are need to learn by
students, they are listening, speaking, reading and writing. One of the language
skills that should be learnt by English learners is reading. Reading is an essential
skill for all students at all levels. The students are required to be able to read, but
the students feel difficult when they want to draw the meaning and get
information from a reading text.
According to William and Fredicka(1988:4) reading can be thought of as
way to draw information from the text and form an interpretation of that
information. In reading, the students are expected to be knowledgeable and
familiar with what the teacher has explained in the context, where as in
comprehension the students are expected to have more skills than to explain
individual text or passage after comprehending them. The purpose of reading
comprehension is to get some skill to understanding the text.
Apparently, it is contrast to the fact that most of Grade X senior high
school students still have low score achievement in reading English. As
McNamara (2009) states that reading passage seems to be too difficult for them
because of some conditions. The conditions here refer to the failure of
understanding
the
words,
the
sentences,
1
the
sentences’
unity
and
2
organization, and the lack of interest or concentration. That problem often
happens when students fail to understand the relationship between the sentences
and the whole meaning of text.
Based on the researcher’s experience during teaching practice (PPL,
2012), the students can read the text and pronounce the word but the students
cannot understand the text, it was caused by some factors, such as lack of
vocabulary and unfamiliar with the topic. They often feel that reading passage is
not interesting and the teaching method could not motivate the students. This
situation occurs because the teachers still use conventional teaching method, the
teacher asks some students to read the text and invite them to answer the questions
based on the text. And the result, most of them always get bad score in reading
comprehension. From 30 students in the classroom, only 10 students could reach
the Minimum Completeness Criteria (Kriteria Ketuntatasan Minimum/KKM).
This condition really proves how bad the student’s achievement in reading
comprehension.
Table 1.1
The percentage of Grade X 2 students’ score in Reading
Semester
KKM
Score
Students
Percentage
Mean
20
1.671; df = 60, α = 0.05). The
application of Panel Discussion technique in teaching reading comprehension
enabled the students to explore their ideas with their own words and enriched their
ideas with the others’.
B. Suggestion
Based on the finding, it is suggested that:
1. English teachers should use Panel Discussion technique in teaching
reading comprehension because it enables the students to discuss their
minds actively and communicatively to each other to make it easier
understand the texts.
2. The text book writers should write and suggest the reader to use Panel
Discussion
technique
in
solving
students’
problem
in
reading
comprehension.
3. The readers who are interested for further study related to this research
should explore the knowledge to enlarge their understanding about how to
improve reading comprehension achievement by applying Panel
Discussion technique.
41
42
4. The teachers, textbook writers, and the readers should also consider to take
some awareness that even though the Panel Discussion technique does
advantage in many aspects of learning and teaching reading, the users of
this strategy should be careful enough in facing and overcoming its
disadvantages whenever they might come to occur.
REFERENCES
Ary, Donald., Jacobs, L.C., Rezaiah, Asghar. 1979. Introduction to Research in
Education.USA: Library of Congress Cataloging.
Brown, D. H. 2004. Language Assessment: Principle and Classroom Practice .
New York: Pearson Education.
Burns, Roe, & Ross. 1984. Teaching Reading in Today’s Elementary School 3rd
Edition. USA : Hounton Mifflin.
Chasdan, A. 1979. Language, Reading and Learning. Great Britain : Basil
Blackwell.
Danielle, S.McNamara. 2009. Reading Comprehension Require Knowledge of
Words. American Journal of Education.
http://www.publiceducation.org/pdf/research/reading-comprehension.pdf
Accessed on March 2nd, 2013.
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