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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusion drawn from the findings discussed in Chapter IV and suggestion. The researcher divided this chapter into two parts. In the
first part, the researcher presents the conclusion of this research which conveys the summary of the answers in this study. The second part proposes suggestions for the
English teachers and other researchers as well.
A. Conclusion
There were two research problems defined in this study. The first research problem was how the implementation of self-questioning strategy in the English
classroom of seventh grade learners in SMP Maria Immaculata Yogyakarta and the second research problem was whether self-questioning strategy improves reading
comprehension of the seventh grade learners in SMP Maria Immaculata Yogyakarta. Based on the findings discussed in Chapter 4, the conclusions are put forward.
Firstly, related to the first research problem of this study, there were three steps done in implementing self-questioning strategy. They were pre-reading, while
reading, and post-reading. In the pre-reading, after the researcher attracted the students’ interest on a certain topic by giving questions and answer section, which
aims to evoke students’ background knowledge, the students were asked to make up questions in the provided space based on what they wanted to know from the reading
passage and created predictions based on what they knew after they read the title of the text given. In the while reading activities, the students had to find out whether
their prediction which they had made was correct or not and they also jotted down the questions which came up to their mind. Having read one paragraph, the students had
to stop reading since they had to again make up questions to predict what would be expressed in the next paragraph. In the last step i.e. post reading activities, the
students restated the new vocabulary that they gained from the passage and restated or summarized the main ideas and details from the passage, which aims to provoke
the learners to review their understanding of the text and to review what they had learned from the text.
There were two aspects influencing the process of the treatment. They were the students’ motivation and the students’ vocabulary mastery. The highly motivated
students tended to do the tasks enthusiastically and seriously and to make more questions than the less motivated students did. Meanwhile, related to the students’
vocabulary mastery, the students who had lack of vocabulary were frustrated because they did not know about the meaning of words in the reading passages. In
consequence, most questions that they made were vocabulary questions. Secondly, related to the second research problem of this study, the researcher
employed experimental study. Based on this study with one group pretest posttest design, self questioning strategy did not significantly improve the seventh grade
students’ comprehension. The results of the descriptive statistics showed that the students’ scores in the pretest were not significantly different from those in the
posttest. The t-observed was 2.03. It was computed by using the t-test for non independent sample. Meanwhile, the t-table for 27df N-1 required to reject Ho is
2.052. Since the t-table was higher than the t-observed, the null hypothesis was accepted and the research hypothesis was rejected. It meant that implementing self-
questioning strategy is not statistically significant to improve the seventh grades learners’ reading comprehension at SMP Maria Immaculata Yogyakarta.
B. Suggestions
Having presented the findings in this study, the researcher proposes some suggestions related in this study. The suggestions are directed to the English teacher,
especially junior high school English teacher, and other researcher as well. a. For Other English Teachers
Self-questioning could be chosen as the implemented strategy in the classroom to invite students become more actively in comprehending texts. However,
there are some considerations in implementing self-questioning strategy. Firstly, teachers should consider the text selection. The text selection should be adjusted to
the students’ level. Otherwise, it would be difficult for students to understand the text since the vocabulary used in the text might be too difficult. Secondly, although the
students are the center in the teaching learning process, teachers are challenged in making the teaching learning process interesting. Teachers should invite students to
be actively engaged in the process of comprehending texts. Therefore, teachers’ preparation should be managed well.
