CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

The discussion of the previous chapters says that

this thesis views reading comprehension as the ability

of the students to under·sta.nd c-,\ given ~-u-i te,-, te;.;t by

connectinq his prior knowledge to the inc::omi.nq

There1'ore, the

students should have prior kncwledge which relates to

To be able to select their prior knowledqe

which is relevant to the text, the students' brain

should be active. Unfortunately, not all

th~·

~tudents

have appropriate prior knowledge and/or have an ablity

to select their prior knowledge that relates to the

te;., t. In this case, the teacher should help the

students to provide information that the students lack

and/or help them to select theit- sui table

knowledge to the text. The activities to

information which the students lack and the activities

in I: or r:1a Lion

be

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te;d:. Therefore, by presenting this kind of vocabulary

the students do have some illustrations about the

Finally, in r:wequestioning technique the

presents one-sentence-summary and asks the class to make

based on the given cne-sentence-sLimmary. The

of one-sentence-summary will focuss the

~::- tu.ctt:~n ts:.' mind on that sentence. Then, they should be

active in formulating their own questions based on tha.t

By doing so the students are trained to kno~~J

what kind of information should be found from the text.

previous chapters i t :i. :::::. found that

pr-er-c~3.d ing activity is lmportant to be done during the

on the following reasons.

Fir-st, many advantages will t:o;::; obtained by

administering prereading activity. The advantages are ac

foJ.lUi'>!S.

1. activit\/ elicits the students'

prior knowledge.

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advantages will be found in administer-ing

pictorial context technique dLtring prereading activity

in teaching reading comprehension. The advantages are as

follows. First of all , pic t:m-ia.l c:onte:·:t technique

a.ttt·-a.ct the student;:;' in t(?.n c,; .ion to t h(?. content of the

te::t. Then,it will build or elicit the students' prior

knowledge which is relevant to the text.

c:cJn tr:!;.; t ideas

become the concrete ones.

The ad\ran tc:<.ges of

technique are as follows. First, the difficulties in

understanding the reading passage that is caused by the

l-:3.C k of vc:rca.bu l at~--..,... ca.n be solved. Second, The

selcted voc~.oular y ~·licit the

s t:udi2n ts' prior knowledge rele·vant to the s.ince

the meaning of presented vocabL.lary carrles the idea of

Third, the students will easily remember and

understand the meaning of presented vocabulary, since i t

is presented in context.

advantages will be found .i r1

p!·-equ(·?S tion .in'd technique during prereading activity in

teacl,in<;:! reading comprehension. pt-eques tion ing

technique can Plici_t the students' knowledge

which

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5.2 Suggestion

I t activity is

impc:wtant to be done during t.he teaching of

compt-ehension. the· writer would like to

activity during the teaching of reading compt-ehension.

This suggestion Js based on the• comparison of advantages

and disadvantages in adsminist.ering prereading activity

dut- inc.J c:ompt-eh12nsion.

cc~n be seen a.t the

conclusion section above.

The second suggestion is that in administer ing

te.::.:..c her-· is not obliged to

all the thre•e suggested

t·.ec~ hn i _{q U.E·S} n The teacher may Ltse one, of the

techniques. [If course, the

c cJn side~-~::.. t ion in choosing the t.echniques that

goi.nC:.I to administer should be basaed on many

such as, the of the te;.:t, the

The characteristics of the te;-:t are as follows.

l . vocabulary that is used. 2 the topic of the text. 3

the organizatiion of the text. The characteristics of

the class are as follows. 1 the ability of the class in

following a lesson. 2 the english average mark of that

c:la.ss. the student's background knowledge of the

topic:. The time to teach one reading pa~.sage ~ one

instructional objective, can be seen at the

GBPP.

To clar-ify this idea the following e>~ample is

gi ve·n. In "The Anima.l's St.tr'vival Tactics" (see apendi;-:

III),

the vocabulary that is u5ed is quite easy for the

students. The topic of the text is so br-cJad tha.t the

\-Jill find some difficulties to u.nder·stand

the idea. The organisation of the text is not clearly

Steen. The english average mark is 60. And most of the

studt-?nts have already have the knot.-Jledge

to the te;.;t. I t to acimi. n is

ter-p.ic: t(Jt-ia.l c:onte~.;t., and 1= r-equest ion ing b::;c: hn i.que.

The suggestion is based on the following reasons.

of all, by presenting the pictures of animals the

stu-dents' intension will be easily attracted to the content

of the text. Therefore, i t will influence and encour-age

the students to r1ot-eover, the

of prequestioning technique guides

students to find the ideas of the text. CDnsequently,

by pt-esenting reduce the

students' difficulties in unde·rstanding the text.

H;e thirth suggestion lE that i.n administet-inq

pictot-i.=•.l

pic:tut-es

conte:.:t technique, the teacher may

in the form of photo~raph, p.::..intinq ~ ::.kt:_::.tch~

slide, moving-picture, etc. Therefo~-t-? ~ there d.~-·e not

reasons to avoid administering conte;.:t

technique because of .the difficulty in making pictures.

Fout-tr,J.y, in

preteaching the teacher has to present i t in context. In

t. ha. t. i.n pt-·esen tir-,q

vocabulary in context, the teacher may use the following

conte;.;tual clues~ use of cause and effect,

synonyms, antonyms, functional definition, desct-iption,

examples, clause markers, appositves and parenthes.

Finally, the writer would be glad i. f

friends who are interested in conducting 'f _\.eld studv

concer-ninq this problem. By doinq so i t is hoped the>. t

the iciPa, which is said that prereading activity is

important in teching reading comprehension, will be more

strengthened and clearer. Moreover, she would be more

gladfull if the teachers tr2ining practice like to

applicate what have beed discussed here during their

PPL. By doing so i t is hoped tt1at the SMA teacher would

also real1ze that pererading activity is important in

teaching reading comprehensior1. Therefore, i t is hoped

that they would not ignore prereading activity in

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~ ~~ -~Jl;;;=_., Davtcl., "Deve Uf!inq Readln·.j Cump.tc·!_~~-c;·;-=:. io;1

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