CHAPTER V: CONCLUSSIONS AND SUGGESTIONS
B. Suggestions
Based on the conclusions above, the writer would like to suggest the following suggestions:
1. The students should realize that they cannot improve their reading English ability by only doing the assigment that the teachers give. They should try increasing their skill with another ways, such as doing extra english grammasr exercise or reading some English book outside the classroom.
2. The teachers need to give explanation to the students about the important of reading English skill in improving their other skill like speaking, writing, and listening. And the important of practicing reading skill everyday. The teacher also should try some teaching strategies to increase the interaction between the teacher and the students in case to improve the quality in learning proccess in the Classroom.
BIBLIOGRAPHY
Adaba, Habtamu Walga. 2016. Assesing Factors Affecting the Students’ Reading Speed and Comprehension: Masibu Secondary School Grade Nineth in Focus. Western Wallaga Zone: Ambo University
Adams, Marilyn Jager and Allan Collins. 1977. A Schema-Theoretic View Of Reading. Cambridge : Bolt Beranek and Newman Inc.
https://www.ideals.illinois.edu/bitstream/handle/2142/17966/ctrstreadtechre pv01977i00032_opt.pdf?sequence=1
Adams, Marilyn McCord (1994). Beginning to Read: Thinking and Learning about Print. Cambridge, Mass: MIT Press
Ali, Hasan, dkk. 2011. Pedoman Penulisan dan Pelaksanaan Ujian Skripsi.
Makassar : Fakultas Sastra, Universitas Hasanuddin.
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1 (1). Retrieved from http://www.readingmatrix.com/articles/bell/
Birsch, J. R. (2011). Multisensory Teaching of Basic Language Skills, Third Edition. Baltimore, MD: Paul H. Brookes Publishing Company.
Block, C.C. 2004. Teaching comprehension: The comprehension approach.
Boston, MA: Pearson Education Inc.
Choirin Tria Kartika. 2015. Improving The Students’ Reading Comprehension Through Herringbone Technique ( A Classroom Action Research Of Second Grade Of Smp N 1 Bergas, Central Java). Salatiga : Teacher Training And Education Faculty, State Institute For Islamic Studies (Iain).
Dallman, M., Rouch, R.L., Char, L.Y.C., & DeBoer, J.J. 1982. The teaching of reading. New York: CBS College Publishing.
Dennis, D. V. (2008). Are Assessment Data Really Driving Middle School Reading Instruction? What we can learn from one student’s experience.
Journal of Adolescent and Adult Literacy, 51, 578-587.
http://dx.doi.org/10.1598/JAAL.51.7.5
DeVito A. Joseph. 2010. Komunikasi Antarmanusia Edisi Kelima. Jakarta:
Karisma Publishing.
Finocchiaro, Mary dan Michael Bonomo. 1973. The Foreign Language Learner:
A Guide for Teacher. New York: Regants Publishing Company, inc.
Forsythia Catane Galgao. 2016. Factors Affecting Reading Performance: A Study of Advanced EFL Students in Thailand. Thailand : Faculty of Arts and Humanities, Asia-Pacific International University
Fox, W. & Bayat, M.S. (2007). “A Guide to Managing Research” Juta Publications.
Gay, L.R. et al 2006. Educational Research. Upper Saddle River, NJ : Peavson Education.
Grabe, W. (2002). Reading in a second language. In Robert B. Kaplan,(Ed.), The Oxford handbook of applied linguistics, (pp. 49-59), Oxford: Oxford University Press.
Hafner, Lawrence E. and Jolly, Hayden B. 1972. Patterns of Teaching Reading in the Elementary School. New York: The Macmillan Co.
Hollowell, K, (2013). Factors Affecting Poor Reading Comprehension Skills. e-How Contributor. On line magazine. Retrieved from http://www.ehow.com/info_8423949_factors-poor-reading-comprehension-skills.html
Howard, A . (2011). Teacher appraisal observations: possibilities and impossibilities ppt
Jackson, S.L. (2009). Research Methods and Statistics: A Critical Thinking Approach 3rd edition. Belmont, CA: Wadsworth.
Jefiza, 2012. Students’ Motivation and Attitudes toward Learning English Course in Bandung (thesis). Indonesia University of Education.
Kandarus. Rosmawati. 1994. Reading in Elementary School. Thesis FPBS IKIP Ujung Pandang.
Kusumawati, Fina Hajar. 2014. Students’ Motivation In Learning English In Man Kunirwonodadi Blitar (thesis). State Islamic Institute (IAIN) Tulungagung.
McDonough & Shaw. 1993. Materials and Methods in ELT. London: Blakweel.
Munandar, Ahmad Haris. 2015. Students’ Motivation in Learning English at the Seventh Grade of MTs Taqwiyatul Wathon Mranggen in the Academic Year of 2014/2015 (thesis). Islamic Education and Teacher Training Faculty.
Nurhana. 2002. Factors Affecting Students Achievement in Reading Comprehension (A Study At The Third Years Students Of Smp Negeri I Bontoramba Kabupaten Jeneponto)
Nuttal, Christine. 1982. Teaching Reading Skill in a Foreign Language. London:
The Nemman Educational Ltd.
Nuttal, Christine. 2000. Teaching Reading Skills in a Foreign Language (New Edition). London :MacMillan Heinemann
Olson, Joanne P & Martha H Dillar. 1982. Learning to Teach Reading the Elementary School. New York : Mc. Milling Publishing Co.
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Barr (Eds.), Handbook of Reading Research: Volume III. New York:
Longman. Retrieved from
http://www.readingonline.org/articles/handbook/pressley/index.html
Rayner, K. et al. (2001). Eye-Movement Control in Reading: Word Predictability Has Little Influence on Initial Landing Positions in Words. Vis. Res, 41, 943-954. http://dx.doi.org/10.1016/S0042-6989(00)00310-2
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Syah, Muhibbin. 2008. Psikologi Pendidikan dengan Pendekatan Baru. Bandung : Remaja Rosdakarya.
Seli, Sastika (2015). An Analysis of the Comprehensions of Reading Narrative text at the first Semester Students in Class A of English Department of STKIP-PGRI Lubuklinggau in Academic Year 2015/2016. (STKIP-STKIP-PGRI) Lubuklinggau.
Tompkins, G. E. (2011). Literacy in the Early Grades: A Successful Start for Prek-4 Readers (3rd ed.). Boston: Pearson.
Wigfield, Allan. et al. 1996. Questionnaire Measure of Children's Motivations for Reading. Instructional Resource No. 22. Washington, DC : Office of Educational Research and Improvement (ED),
APPENDICIES
APPENDIX 1
Reading Comprehension Test
Name :
Class/Teacher :
Date :
Directions : Each passage below is followed by questions based on its content.
Answer all questions following a passage on the basis of what is stated or implied in that passage.
Questions 1-3 are based on the following passage.
The search for a workable panacea is not new. Spanish explorers sought the Fountain of Youth. Millions of Americans used to seek health and contentment in a patent medicine called Hadacol. During the past two decades, however, more and more people have been turning to various branches of psychology for magic solutions, hoping that psychology can take care of any problem, cure the common cold, or solve the riddle of existence.
1. From the passage one can infer that the word “panacea” means A. utopia
B. religion C. cure-all D. life style
2. According to the passage, what do the Fountain of Youth and Hadacol have in common?
E. Neither really existed.
F. Both brought their discoverers great fortunes.
C. Both helped to end the search for magic solutions.
D. Both were thought to have great power.
3. What does the passage call into question?
A. People’s expectations of psychology.
B. People’s use of the lessons of history.
C. The relationship between psychology and medicine.
D. The legitimacy of the field of psychology.
Directions: For each of the following questions, choose the best word or phrase to substitute for the underlined portion containing gliff, a nonsense word.
4. Though Mr. Rivera is a gliff man and could live anywhere he chooses, he still lives in the small house in which he was born.
A. an unhappy B. a wealthy C. an ambitious D. a strong
5. The water looked fine for swimming but, in fact, the currents in the river were gliff.
A. contaminated B. soothing C. treacherous D. unnoticeable
6. Many of the problems we have with our natural resources could be gliffed if all of us did what we could to conserve those resources.
A. avoided B. defined C.publicized D understated
Directions: In each of the following questions, two underlined sentences have an implied logical relationship. Read each pair of sentences and the question that follows, and then choose the answer that identifies the relationship.
7. The Historic Dominguez Rancho Adobe, usually visited by those in search of tranquility, became a political battleground.
The cities of Compton and Carson each claimed ownership of the estate.
In relation to the first sentence, what does the second sentence do?
A. It makes a comparison.
B. It provides factual support.
C. It describes an inevitable result.
D. It introduces a different point of view.
8. Harry typically vacations in Tahoe.
Two years ago, Harry spent his vacation in Madrid.
In relation to the first sentence, what does the second sentence do?
A. It clarifies an assumption.
B. It notes an exception.
C. It adds emphasis.
D. It draws a conclusion.
9. Teresa has missed the last three practices of the dance step. She cannot perform the maneuver
In relation to the first sentence, what does the second sentence do?
A. It states a consequence.
B. It suggests a cause.
C. It offers proof.
D. It limits a preceding idea.
Directions: The following questions require you to rewrite sentences in your head. Each question tells you exactly how to begin your new sentence. Your new sentence should have the same meaning and contain the same information as the original sentence.
10. The student senate debated the issue for two hours and finally voted down the resolution.
Rewrite, beginning with Having debated the issue for two hours, . . . The next word or words will be
A. the issue B. it
C. the student senate D. a vote
11. The tree fell away from the house when it was struck by lightning.
Rewrite, beginning with Struck by lightning, . . . The next words will be
A. it was when B. it fell when C. the tree fell D. and falling
12. Watson maintains that the worsening economic plight of the poor is reflected in the rising unemployment rate.
Rewrite, beginning with Watson maintains that the rising unemployment rate. . .
The next words will be A. reflects the B. and the plight of C. is what worsens D. is worse
Direction: In each of the following questions, select the best version of the underlined part of the sentence. Choice (A) is the same as the underlined portion of the original sentence. If you think the original sentence is best, choose answer (A).
13. Ancient Greeks ate with their fingers, wiped them on pieces of bread, and tossed them to the dogs lying under the table.
A. tossed them B. tossing them C. tossed the bread
D. they tossed
14. Many doctors are now convinced of a fiber-rich diet reducing the risk of colon and heart diseases.
A. of a fiber-rich diet reducing the risk of colon and heart diseases.
B. of the risk of colon and heart diseases caused by a fiber-rich diet.
C. that the reduction of the risk of colon and heart diseases caused by a fiber-rich diet.
D. that a fiber-rich diet reduces the risk of colon and heart diseases.
15. Painters studied in Florence for the opportunity both to live in Italy and for seeing the art treasures.
A. and for seeing the art treasures.
B. and to see the art treasures.
C. as well as the art treasures to be seen.
D. as well as seeing the art treasures.
Directions: Each of the following questions presents a passage with a missing sentence indicated by a series of dashes. Read each passage and the four sentences that follow it. Then choose the sentence that can best be inserted in place of the long dash (———).
16. ———. Scholars hold differing opinions. Some trace the roots of Mexicans in the United States all the way back to the earliest migrations across the Bering Strait.
Others start with Aztec society to demonstrate the historical continuities between contemporary Chicanos and their Aztec ancestors. A third group identifies the
“Spanish Borderlands” period (1540-1820) as the earliest phase of Chicano history.
A. When does Chicano history begin?
B. There is continuing interest in Chicano history.
C. Chicano history has fascinated scholars for many years.
D. Few are concerned about setting a precise date for the origin of Chicano history.
17. Many Easterners think that all California college students surf every day, wear sunglasses indoors as well as outdoors (even on rainy days), and mingle with the superstars daily. ———. A recent survey of students on a large, urban CSU campus revealed that only 2 percent had surfed, and although 40 percent did wear sunglasses, 15 percent of those were doing so on their doctors’ recommendations. As for the superstars, barely 10 percent had met a Hollywood actor.
A. The possibilities of such stereotypes are endless.
B. Stereotypes, however, are often misleading.
C. Probably both Easterners and Californians would like to fit all of those stereotypes.
D. Most California students do live up to those enviable stereotypes.
18. Accompanying the article on humor were pictures of a leering Groucho Marx and a grinning Sigmund Freud, one a brilliant humorist and the other a brilliant analyst whose own study of humor has been largely ignored. The unlikely pair attracted readers to the article, whose author made two major points. Serious studies of humor are rarely undertaken. ———
A. Comics would urge us to laugh, not soberly to study laughter.
B. What a joke a Freudian analysis of the Marx Brothers would have been.
C. The studies that are made are rarely taken seriously.
D. Freud was interested in all aspects of the human mind.
Directions: Each of the following questions presents a topic and four sentences.
Select the sentence that provides the best support for the topic presented.
19. Chester Nakamura is an expert on Samurai swords.
A. The swords are richly decorated, and their engravings have meaning to the collector.
B. Collectors around the world seek his advice about swords they plan to buy.
C. Each Samurai took pride in his sword.
D. Many people in the United States have extensive collections of such swords.
20. It is not true that intellectual development stops after age seventeen.
A. Older people commonly complain of poor memory.
B. Many older people can learn at least as well as young people can.
C. People in their sixties, seventies, and eighties have been studied.
D. Sometimes depression can cause what is assumed to be mental deterioration.
Answer Key :
1. C 11. C
2. D 12. A
3. A 13. C
4. B 14. D
5. C 15. B
6. A 16. A
7. B 17. B The California State University 8. B 18. C Focus on English – English Placement Test 9. A 19. B https://www.csuenglishsuccess.org/
10. C 20. B
APPENDIX 2 :
Motivations for Reading Questionnaire
Name ______________________________ Date__________________
Teacher______________________________
We are interested in your reading.
The sentences tell how some students feel about reading. Listen to each sentence and decide whether it talks about a person who is like you or different from you. There are no right or wrong answers. We only want to know how you feel about reading.
For many of the statements, you should think about the kinds of things you read in your class.
Here are some ones to try before we start on the ones about reading:
I like ice cream.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
If the statement is very different from you, circle a 1.
If the statement is a little different from you, circle a 2.
If the statement is a little like you, circle a 3.
If the statement is a lot like you, circle a 4.
QUESTIONNAIRE
1. I like being the best at reading.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
2. I like it when the questions in books make me think.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
3. I read to improve my grades.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
4. If the teacher discusses something interesting I might read more about it.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
5. I like hard, challenging books.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
6. I enjoy a long, involved story or fiction book.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
7. I know that I will do well in reading next year.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
8. If a book is interesting I don’t care how hard it is to read.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
9. I try to get more answers right than my friends.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
10. I have favorite subjects that I like to read about.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
11. I visit the library often with my family.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
12. I make pictures in my mind when I read.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
13. I don’t like reading something when the words are too difficult.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
14. I enjoy reading books about people in different countries.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
15. I am a good reader.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
16. I usually learn difficult things by reading.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
17. It is very important to me to be a good reader.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
18. My parents often tell me what a good job I am doing in reading.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
19. I read to learn new information about topics that interest me.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
20. If the project is interesting, I can read difficult material.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
21. I learn more from reading than most students in the class.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
22. I read stories about fantasy and make believe.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
23. I read because I have to.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
24. I don’t like vocabulary questions.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
25. I like to read about new things.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
26. I often read to my brother or my sister.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
27. In comparison to other activities I do, it is very important to me to be a good reader.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
28. I like having the teacher say I read well.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
29. I read about my hobbies to learn more about them.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
30. I like mysteries.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
31. My friends and I like to trade things to read.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
32. Complicated stories are no fun to read.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
33. I read a lot of adventure stories.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
34. I do as little schoolwork as possible in reading.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
35. I feel like I make friends with people in good books.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
36. Finishing every reading assignment is very important to me.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
37. My friends sometimes tell me I am a good reader.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
38. Grades are a good way to see how well you are doing in reading.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
39. I like to help my friends with their schoolwork in reading.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
40. I don’t like it when there are too many people in the story.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
41. I am willing to work hard to read better than my friends.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
42. I sometimes read to my parents.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
43. I like to get compliments for my reading.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4
44. It is important for me to see my name on a list of good readers.
Very A Little
Different Different A Little A Lot
From Me From Me Like Me Like Me
1 2 3 4