CHAPTER V THE EFFECT OF CRITICAL READING STRATEGIES ON READING REPORT TEXT AT GRADE XI SMA NEGERI 1 SIABU

 

THE EFFECT OF CRITICAL READING STRATEGIES ON READING REPORT TEXT AT GRADE XI SMA NEGERI 1 SIABU

CHAPTER V

CONCLUSION AND SUGGESTION

A.    Conclusion

Based on the result of the research, the conclusions of this research are:

1.    Before using Critical Reading Strategies, students’ reading report text was still low. it can be seen by highest score of experimental class in pre test was 78 only and lowest score was 34. While the highest score of control class was 80 and the lowest score was 36. Besides, the mean score of experimental class with using conventional strategy was 60.62 and the control class with using conventional strategy was 63.92, it is on the level low.

2.    After using Critical Reading Strategies, researcher got the highest score of experimental class became 96 and the lowest score 62 and the mean score of experimental class was higher than control class (81>91). it means that by using Critical Reading Strategies, students’ reading report text was higher.

3.    Based on the calculation of t_count was 13.38 was higher than t_table 1.678 and the mean score of experimental class in post test was 81.91, meanwhile the mean score of control class in post test was 71.87, it was higher than control class (81.91>71.87), it can be conclude that there was the significant effect of Critical Reading Strategies on Reading Report Text at Grade XI SMAN 1 Siabu where H_a was accepted and H₀ was rejected.

B.     Suggestion

Based on the above conclusion, the researcher has some suggestion as follow:

1.         For headmaster, provides strategy in teaching reading report text. That students’ increase to learning English whit strategy.

2.         For the English teacher of SMAN 1 Siabu. It is very wise to apply the innovative approach such as Critical Reading Strategies on reading report text.

3.         For the research, it is hoped to use Critical Reading Strategies, because it can make them to be able to communicate or communicated competence.

 

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Chapter V IMPROVING SPEAKING MASTERY THROUGH TASK BASED LANGUAGE TEACHING METHOD AT GRADE VIII STUDENTS OF SMP NEGERI 1 BARUMUN TENGAH KABUPATEN PADANG LAWAS

 

CHAPTER V

CONCLUSION AND SUGGESTION

A.    CONCLUSION

From the result of the research, researcher can be concluded that:

Task Based Language Teaching Method could improved students’ speaking mastery at grade VIII SMPN 1 Barumun Tengah. Based on the analyzing of research data, the mean score of students’ speaking mastery in first cycle is 69.56 (33.34%), and second cycle is 79.12 (83.34%). The students’ improvement can be categorized into very high improvement (very good).  

The calculation result of t_o = 46.78, t_table with df = 17, level of significances in t_table 5% is 2.110. it can be known that the result of t_o is bigger than t_table, it is 46.78>2.110. Therefore, the hypothesis in this research could be accepted “students’ speaking mastery can improve through Task Based Language teaching method at Grade VIII SMP Negeri 1 Barumun Tengah.”

Therefore, the hypothesis in this research could be accepted because the score of students and the students’ activity in learning process through Task Based Language Teaching showed the good improvement at grade VIII-2 SMP N 1 Barumun Tengah Kabupaten Padang Lawas.

B.     SUGGESTIONS

Based on the above conclusion, researcher has some suggestion as below:

            First, students’ speaking can improve by task based language teaching method at Grade VIII SMPN 1 Barumun Tengah, researcher suggests to the teacher to apply this method in teaching speaking skill, give solution to the students’ problem, and looking at the teacher’s ways in teaching

            Second, in improving students’ speaking skill there are some factors that influence students’ speaking skill through Task Based Language Teaching method, the researcher suggests to the teacher and to another researchers who wants to do the same research can controls and look at the factors that influence students’ speaking skill through task based language teaching. The teacher and the other researcher must give good motivation and increase students’ interest in learning process.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

             

Chapter V IMPROVING STUDENTS’ WRITING ABILITY IN NARRATIVE TEXT THROUGHSTORY MAPPING TECHNIQUE AT GRADE XI SMA N 7 PADANGSIDIMPUAN

 

CHAPTER V

CONCLUSION AND SUGGESTION

A.  Conclusion

            According to the hypothesis, the researcher have been got the answer that story mapping technique improved students’ writing ability at grade XI IPA 2 SMA N 7 Padangsidimpuan. It based on the students writing mean score was in cycle 1 were 60.65 (21.73%) become 80.65 (91.30%) in cycle 2. Then, of t₀ = 8.4, t_table with df = 22, level of significant in t_table 5% is 6.2. It can be known that the result of t₀ is bigger than t_t, it is 8.44 > 6.2. Therefore, the hypothesis could be accepted because the score of the students activity in learning process by using story mapping technique showed the improvement at classroom XI IPA 2 SMA N 7 Padangsidimpuan.

B.  Suggestion

The researcher would give some suggestions of this research to good input for next researcher who want to do the related action. The suggestions are:

1.    For the headmaster, the headmaster can motivate and give suggestion to the teachers to be a professional so they can improve their students’ writing ability more.

2.    For the English teacher, become the reference to teach writing even if it in the different kind of text. Story mapping technique is able to improve the students’ ability in writing. So, the researcher suggested to apply various activities, model and strategy in teaching learning narrative text by using story mapping.

3.    For the students, it hoped that students more interest and motivated after using story mapping technique in writing.

4.    For researcher, story mapping technique should be applied in teaching writing text caused by story mapping is a simple way to get students attention in building their understanding of narrative text. Therefore, the other researcher may conduct the action research by using story mapping technique also in other aspects of study.

 

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