However, in Cycle II, the text was explored more and more so that the students were easier in defining the unfamiliar words.
Besides, after reading the text thoroughly, the students were asked to answer some comprehension questions related to the text they read. The
questions were in the form of true or false statements and short answer questions. In this activity, the students who really comprehended the text
answered the questions correctly, but the questions were confusing for them who could not comprehend the text yet. The students’ reading comprehension
improved in particular after Cycle II. In addition, the improvement of students’ reading comprehension could
be seen from the result of t-test conducting before and after the actions. The result showed that there was a significant improvement of the students’
reading comprehension after implementing the strategy. The standard deviation also showed that there were more students who could answer the
questions in post-test rather than in pre-test. In conclusion, the implementation of Vocabulary Self-Collection Strategy VSS could improve
the students’ reading comprehension.
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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions
The research was an action research that aimed to improve the seventh grade students of SMPN 4 Kalasan by using Vocabulary Self-Collection
Strategy VSS. It was conducted in two cycles involving two meetings for each cycle. The first cycle was conducted on Monday, February 9
th
2015 and Tuesday, February 10
th
2015. Meanwhile, the second cycle was on Saturday, February 14
th
2015 and Tuesday, February 17
th
2015. The actions were implemented in particular at VII C class considered as the class which was
still low in English. The subjects of the research were 32 students of VII C class.
The steps of teaching and learning process used the scientific approach since it was required in Curriculum 2013. Those were observing, formulating
questions, collecting the data, associating, and communicating. The Vocabulary Self-Collection Strategy VSS was implemented as a strategy to
improve the students’ reading comprehension. The strategy involved some actions, namely building the students’ interest and attention, collecting and
exploring the key vocabularies found in the text, building a connection between a key vocabularies and content of text, and comprehending the
whole text. Those actions were implemented both in Cycle I and II with some improvements for Cycle II. In the practice, observing and formulating
questions involved the actions of building the students’ interest and attention. Collecting the data and associating involved the action of collecting and
exploring the key vocabularies found in the text; building a connection between the key vocabularies and content of text. Meanwhile, comprehending
the whole text was involved in the step of communicating. The students’ improvement on reading comprehension could be seen
based on their participation in the teaching and learning process and the result of pre-test and post-test. The students participated actively in the class and
showed their interest and attention in reading the English texts. They had fun when they were asked to go forward to write their selected words on the
board. The strategy also supposed them to work in groups so that they could share the ideas with their friends. They could guess the meaning of unfamiliar
words based on the context of the text as well. They realized that they did not have to skip the unfamiliar words while reading the English texts. They tried
to connect those words with the surrounding words to determine the right meaning. Moreover, the students’ score in post-test were higher than that in
pre-test. The mean scores of the two tests also improved significantly. Hence, it could be concluded that the implementation of Vocabulary Self-Collection
Strategy VSS was successful in particular to improve the students’ reading comprehension.
