CHAPTER V CONCLUSIONS, IMPLEMENTATION AND SUGGESTIONS
This chapter consists of three points. They are conclusions, implications and suggestions. The elaboration of each point is presented below.
A. Conclusion
All stages in this action research were completetly done. The research began on 29 February 2016 and ended on 30March 2016 during the second semester of the
academic year 20152016. I conducted the action research in two cycles. In both cycles, I implemented
multimedia running text. There were some problems faced in the first cycle. They were; the reading accuracy, rate and prosody improved but still poor, the classroom
management was difficult and the sunshines bothered the display of multimedia running text. In cycle II, those problems were overcome by conducting the supporting
activities such as tongue twister and pronunciation guiding, making groupwork activities and putting curtains at the windows. To support the result, there were two
kinds of data presented in this research, namely qualitative data and quantitative data. In terms of the qualitative data, I attained some results, outlined as follows.
The questionnaire result showed that the implementation of multimedia running text had affected the students’ motivation toward reading English passage. The students
could understand the materials taught and pronounce English vocabulary well. The
students loved to study by utilizing interesting multimedia running text. Based on the interviews, the results were that multimedia running text implementation could
susscessfully make the students eager to learn reading aloud and know how to pronounce well. Based on the collabolator’s observation sheets, the multimedia
running text could improve the reading confidence of the students. In the terms of quantitative data, there were several results. Firstly, the
students’ reading accuracy significantly improved. The students also could read faster. The improvement of reading rate was up to 23 words per minute. Nevertheless,
the reading prosody improved in very small amount. The minimum score and maximum score of reading prosody did not improved although the mean enhanced.
B. Implications
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