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students are passive in the class and they just become the followers in the teaching and learning process, so for the students having low self-esteem Direct Instruction Method
is more effective to teach reading. It can be concluded that there is interaction between methods of teaching used
Collaborative Strategic Reading and Direct Instruction Method and degree of self- esteem to teach reading. Collaborative Strategic Reading is more effective than Direct
Instructional Method to teach reading for students who have high self-esteem. On the other hand, Direct Instructional Method is more effective than Collaborative Strategic
Reading to teach reading for students who have low self-esteem.
F. Weakness of Research
There is no perfect thing in this world. It is reflected in the process of conducting this experimental research. A lot of difficulties are faced by the researcher in doing
research. This is her first time to conduct a quantitative research, it means that she has limited competence for doing this. In minimalizing this limitation, she reads a lot of
books on educational research, searches related theories in the internet, and the most important is that asking what she does not know to her consultants. Fortunately, her
consultants are very helpful. To have understanding on statistical counting she doesn’t use SPSS or any other programs intended to do statistical work; otherwise, she works
manually using Excel. It consumes a lot of time and energy but, it offers better understanding because she has to count step by step. It is very enjoyable to do.
She has actually made serious efforts to do this, but she has insufficient time to devote to this research, this may not fulfill ideal expectation for the readers yet.
Other difficulty comes from students. Actually they are cooperative enough in helping the research. The research cannot force them to attend every meeting
regularly. In one meeting, there must be one or two students absent. They have their reason, for example: being sick or joining school programs. When they are absent, they
cannot follow the lesson. They might have fewer competencies than the others.
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CHAPTER V CONCLUSION IMPLICATION AND SUGGESTION
This chapter states the conclusion, implication, and suggestion for teachers, students, and other reserchers based on the findings of the research discussed on the previous
chapter.
A. Conclusion
Referring to the findings of the data analysis discussed in chapter IV, it can be stated as follows:
1. Collaborative Strategic Reading CSR is more effective than Direct Instruction
Method to teach reading to the eleventh grade students of SMA Muhammadiyah 1 Ponorogo in academic year of 20112012.
2. The students who have high self-esteem have better reading skill than those who
have low self-esteem to the eleventh grade students of SMA Muhammadiyah 1 Ponorogo in the 2011-2012 academic year.
3. There is an interaction between the teaching methods and the self-esteem in
teaching reading to the eleventh grade students of SMA Muhammadiyah 1 Ponorogo in the academic year of 20112012.
Based on those three findings, the conclusion is that Collaborative Strategic Reading CSR is an effective teaching method for teaching reading to eleventh grade students of
SMA Muhammadiyah 1 Ponorogo. By using Collaborative Strategic Reading CSR students are getting more active and more encouraged to study and improve their reading skills. As a
result, the students reading achievement is improved optimally.
B. Implication
The result of the research proves that Collaborative Strategic Reading is a effective method to teach reading. It means that Collaborative Strategic Reading can be applied
effectively to improve students’ reading skill. Here are the steps for implementing Group Collaborative Strategic Reading: 1 Preview. In this stage, students glance over the text
they are about to read and then generate ideas about what they already know about the topic. They also make predictions about what they are going to learn about the topic as they
