Suggestion CONCLUSION AND SUGGESTION

110 on the criteria of the mean score Table 2.1, the qualification was average to good. The second question was How can the use of Lecfenco improve the English reading comprehension of Junior High School in the 2015-2016 academic year? It can happens because the contents of Lecfenco and the steps that the writer has done in teaching learning activity can lead the students to the improvement of English reading comprehension. The steps are giving word map, pit stop, word meaning, grammar and etcetera. Beside, there was a set of a learning media, Lecfenco, especially for teaching procedure text. By implementing Lecfenco, the teacher helped students to understand material of procedure better. The use of colourful and attractive material gained the students’ interest more. The student paid attention to the material of procedure being presented. With all the strengths of the use of Lecfenco, teacher can take benefits that optimizing the use of Lecfenco can overcome the difficulties arising in reading comprehension class. Based on the illustration above, it implies that optimizing the use of Lecfenco in reading comprehension is strongly suggested.

B. Suggestion

Based on the researcher’s experience in carrying out this action research, the researcher could give suggestion for better improvement of the students’ reading comprehension as follow: 1. For English teacher To improve students’ reading comprehension, it is suggested for teachers to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 111 a. implement Lecfenco in the tree stages of the teaching of reading: pre, whilst, and post reading activities. Lecfenco gained students’ interest better. Besides the use of Lecfenco will be able to create a better atmosphere in classroom and attract the students’ attention. b. improve seven elements of reading comprehension for procedure text which cover determining the general information, finding out certain information, finding implicit information, identifying explicit information, determining pronoun reference, determining communicative purpose; and identifying word meaning. The improvement of determining general information and identifying implicit information were the lower mean score than the other five. Therefore, teachers should find ways to improve the students’ ability to determining general information and to infer implicit information better. c. select material and visual aids precisely in order to meet the students’ need and level. This helps students to be more interested in the materials and be able to avoid boredom. d. facilitate students to get better achievement by giving them necessary assistance whenever they get difficulties. 2. For students To improve students’ reading comprehension, it is suggested for students to: a. develop reading comprehension ability by reading texts as many as possible to enrich their vocabulary mastery consistently. b. actively use all vocabularies that have been learned into different skills. 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Retrieved from http:iteslj.orgArticlesYbarra-Technology.html 115 APPENDIX 116 RENCANA PELAKSANAAN PEMBELAJARAN RPP SMP MTs : SMPN 2 Bambanglipuro Kelas Semester : I X 1 Mata Pelajaran : Bahasa I nggris Jenis Teks : Procedure Aspek Skill : Reading Alokasi Waktu : 2 JP 2 Pertemuan, 2 x 40 manit A Standar Kompetensi 5 Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report yang berkaitan dengan lingkungan sekitar. B Kompetensi Dasar 5.3. Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk procedure dan report. C I ndikator Siswa dapat megindentifikasi : - gambaran umum teks procedure - Tujuan komunikatif teks procedure - informasi tertentu teks procedure - informasi rinci tersurat teks procedure - informasi tersirat yang terdapat dalam teks procedure - makna kata tertentu dalam teks procedure - rujukan kata yang terdapat dalam teks procedure D Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: • merespon berbagai informasi yang terdapat dalam teks procedure E Materi Pembelajaran : Genre of text : procedure : Recipe How to make fried rice • Generic structure : Goal, Materials and Steps • The covering : First of all, Next, After that, then, etc. • Simple present tense • Grammar : To introduce imperative: Ex. Put, Heat etc. Vocabularies related to the texts. • Some examples of Procedure texts F Model Pembelajaran : Four Steps BKOF, MOT, JCOT, and I COT G Langkah-langkah Kegiatan : Appendix : 1 117 Pertemuan 1 No Kegiatan TM PT KMTT Nilai Karakter A Pendahuluan 1. Mengucap salam dan tegur sapa 2. Mengecek kehadiran siswa 3. Menanyakan pelajaran yang lalu 4. Mengkomunikasikan tujuan pembelajaran 5. Mengkomunikasikan cakupan materi dan garis besar kegiatan 6. Menampilkan word map : jenis – jenis prosedur      Ramah Religius antusias No Kegiatan TM PT KMTT Nilai Karakter B Kegiatan I nti Eksplorasi 1. Siswa diminta mencari goal, ingredient toold dari gambar – gambar di pit stop 2. Siswa diminta mencari definisi 18 kata kerja verb yang ada pada word meaning Ex. Cut : To devide or make smaller using sharp tools Heat: To make something warm or hot 3. Secara kelompok siswa mengidentifikasi struktur generik teks : How to make fried rice berdasarkan clues pertanyaan yang ada; The aim, I ngredient Tools and The step 4. Secara bergantian perwakilan kelompok diminta untuk mempresentasikan hasil kerja kelompoknya. 5. Guru dan kelompok lain memberi komentar. 6. Guru menjelaskan simple present tense       Rasa ingin tahu Bekerja keras Kreatif Kerjasma Disiplin mandiri demokratis Elaborasi 1. Setiap kelompok mempresentasikan hasil analisanya di depan kelas. 2. Guru dan kelompok lain memberikan komentar dan penilaian. 3. Siswa dan kelompoknya menganalisa teks : How to make fried rice 4. Siswa dan kelompoknya mencari action verb dan noun group     Rasa ingin tahu Bekerja keras Kreatif Kerjasma Disiplin mandiri demokratis Konfirmasi 1. Guru memberi komentar atas penampilan masing-masing kelompok. 2. Guru memberi rewards kpd kelompok terbaik 3. Guru dan Siswa mencocokan pertanyaan dan Jawaban yang benar tentang How to make fried rice 4. Siswa bersama guru melakukan refleksi dan menyimpulkan materi yang telah dipelajari     Kerja keras Rasa ingin tahu Bekerjasama Kreative Komunikatif Demokratis C Penutup 1. Guru memotivasi siswa untuk belajar di rumah.  Antusias religius 118 2. Salam penutup.  Pertemuan 2 No Kegiatan TM PT KMTT Nilai Karakter A Pendahuluan 1. Mengucap salam dan tegur sapa 2. Mengecek kehadiran siswa 3. Menanyakan pelajaran yang lalu 4. Mengkomunikasikan tujuan pembelajaran 5. Mengkomunikasikan cakupan materi dan garis besar kegiatan 6. Memutarkan Video “ How to make fried rice”      Ramah Religius antusias No Kegiatan TM PT KMTT Nilai Karakter B Kegiatan I nti Eksplorasi 1. Siswa membaca teks Prosedur “ How to make fried rice” 2. Siswa diminta mencari makna kata-kata sulit yang terdapat dalam Lecfenco : How to make fried rice dengan menggunakan kamus. 3. Siswa dan kelompoknya mengartikan teks prosedur 4. Siswa menjawab 5 pertanyaan pilihan ganda terkait dengan isi teks di atas. 5. Secara bergantian perwakilan kelompok diminta untuk mempresentasikan hasil kerja kelompoknya. 6. Guru dan siswa membahasa jawaban dan memberi komentar.       Rasa ingin tahu Bekerja keras Kreatif Kerjasma Disiplin mandiri demokratis Elaborasi 1. Guru memberikan contoh teks prosedur dan menjelaskan, fungsi sosial, tujuan teks, tata bahasa dan ciri-ciri yang lain yang terdapat dalam teks tersebut. 2. Guru memberi tugas siswa untuk menganalisa struktur generik teks tersebut. 3. Setiap kelompok mempresentasikan hasil analisa nya di depan kelas. 4. Guru dan kelompok lain memberikan komentar dan penilian.     Rasa ingin tahu Bekerja keras Kreatif Kerjasma Disiplin mandiri demokratis Konfirmasi 1. Guru memberi komentar atas penampilan masing-masing kelompok. 2. Guru memberi rewards kpd kelompok terbaik. Semua siswa berjabat tangan dgn kelompok terbaik. 3. Siswa bersama guru melakukan refleksi dan menyimpulkan materi yang telah dipelajari    Kerja keras Rasa ingin tahu Bekerjasama Kreative Komunikatif Demokratis C Penutup 1. Guru memberi tugas siswa untuk  Antusias 119 mengidentifikasi langkah retorika teks Procedure yang laen. 2. Guru memotivasi siswa untuk belajar di rumah. 3. Salam penutup.   Tanggung jawab Kreatif religius

H. Sumber Belajar