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collaborative discussion. To answer another research question, the researcher described the
students’ perception towards think aloud in collaborative discussion on their reading comprehension. Some items that cover the implementation of think aloud
in collaborative discussion on their reading comprehension, those are related to the reading strategies the student used to think aloud in comprehending the text,
interaction, think aloud in collaborative discussion in comprehending the text, and learners’ satisfaction.
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V. CONCLUSION AND SUGGESTION
Reffering to the previous chapter, the researcher draws the following conclusions and suggestions.
5.1 Conclusions
In line with the results of the data analysis and discussion which have been elaborated in the previous section, the researcher draws the following conclusions.
1. In the process of students’ reading comprehension by using think aloud in
collaborative discussion, the students used some reading strategies to help them verbalize their thought related to the text. The reading strategies used
by the students when they comprehended the text were making predictions, asking questions, clarifying something in the text, making
judgments, making connections, and rereading the text. 2.
The students’ perception about the implementation of think aloud in collaborative discussion was positive. From four indicators - think aloud,
interaction, think aloud in collaborative discussion , and learners’
satisfaction, those had good positive perspective from the students. 3.
There is a significant difference on students’ reading achievement between those who are taught using think aloud in collaborative discussion and
those who are taught using conventional method. It can be concluded that think aloud in collaborative discussion enhances the EFL students’ reading
comprehension achievement.
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5.2 Suggestions
By considering the conclusions above, the researcher proposes suggestions which
are divided into two sections as follows: 1.
The teacher should use this strategy to teach reading comprehension because it can be successfully implemented and it improves the students’
reading comprehension achievement. It can be seen from the improvement o
f the students’ reading comprehension achievement after the treatments and their perception towards this strategy.
2. Since, the researcher did not see the improvement of reading aspects in
this research, it is suggested that further researchers see which reading aspect is more improved the
students’ reading comprehension especially those which are difficult for them to master. The further researchers should
focus on each aspect in reading comprehension so that the improvement of the reading aspects by using think aloud in collaborative discussion is
balance.
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