Data Interpretation RESEARCH FINDINGS

guidance to conduct further research. The researcher is also hoped to give good influences in education by conducting the experiment of this technique.

C. Suggestion

Based on conclusion above, the writer would like to give some suggestion as follow: 1. For the Teacher a. The English Teacher have to able to organize teaching reading activities and have to give suitable and interesting materials to the students in order to rise their enthusiasm. b. The teachers should be aware of the students’ condition nowadays by having the knowledge about various methods in teaching and learning. c. The teachers are expected to be creative especially in motivating their students to read. d. The teacher should use the texts which familiar to the students. In this case, the students will not have difficulties in understanding the text, so they can discuss with their friends well. e. The teacher should prepare time division in every part of implementing Two Stay Two Stray TSTS Technique. 2. For the Students a. Students are expected to help each other and learn from each other. b. Students should participate in discussions, because this technique more focuses in working in group. So, every member of the groups should participate in order to get good understanding of the topic. c. Students should facilitate each others in learning. d. Students are expected engage in problem solving in a free democratic way. At last part of all, the researcher hopes that this skripsi can give benefit to anyone who read it. The researcher also hopes that the suggestions above may help teacher, students, or other researcher that intend to conduct further research. 52 BIBLIOGRAPHY Aebersold, Jo Ann and Field, Mary Lee. From Reader to Reading Teacher: Issues and Strategies for Second Language Classroom. Cambridge: Cambridge University Press, 1997. Anderson, Mark and Anderson, Kathy. Text Types in English. South Yarra: Macmillan Education Australia PTY LTD, 2003. Arthy V. Enhancing Reading Comprehension Skills through Small Group Interaction Techniques: A Comparative Study. International Journal of Scientific Research. 1, 2012. Broughton, G., et al. Teaching English as a Foreign Language. New York: Routledge, 2003. Cayabyab, Eleonor C., and Jacobs, George M. Making Small Groups Work Via Cooperative Learning. The ACELT Journal-Practical Papers on Teaching English Language and Literature in Philipines. 3, 1999. Crawley, Sharon J. and Merrit, King. Remediating Reading Difficulties. Third Edition. USA: The McGraw-Hill Companies, 2000. Daiek, Deborah and Anter, Nancy. Critical Reading for College and Beyond. New York: The McGraw Hill Company, 2004. Emzir. Metodologi Penelitian Pendidikan Kuantitatif dan Kualitatif. Jakarta: PT Raja Grafindo Persada, 2008. Flynn, Naomi and Stainthorp, Rhona. The Learning and Teaching of Reading and Writing. Cornwall: Whur Publisher Limited, 2006. Gillet, Jean W., et al. Understanding Reading Problem: Assesment and Instruction. Eight Edition. Boston: Pearson Education, Inc., 2012. Gorski, Victoria. “Advantages and Disadvantages of GTM in TEFL”, http:www.ehow.cominfo_8059435_advantages-disadvantages-gtm- tefl.html , 27 Maret 2014. Grabe, William and Stoller, Fredricka L. Teaching and Researching Reading. London: Pearson Education, 2002.

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