CHAPTER V

CONCLUSION AND SUGGESTION

5.1. Conclusion

The conclusion of the study is that background knowledge and vocabulary

knowledge of the students contributed to their reading comprehension individually

and simultaneously. The students vocabulary knowledge served as the better

predictor than their background knowledge, where vocabulary knowledge explained

33% of the total variance in reading comprehension test, while background

knowledge only 14.7%.

5.2. Suggestion

Based on the findings of the study, there are several suggestions from the

researcher, namely:

a. Suggestions for the teacher

The fact that vocabulary became the stronger predictor of the students reading

comprehension; teachers should consider the way to ensure students vocabulary

development. Besides spending time for an explicit vocabulary instruction,

extensive reading alternatively could be the best way to promoted vocabulary

development. Extensive reading also could be enhances the students background

knowledge as well. In addition, teachers also should teach how to use strategy in

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 reading, for example in getting the gist of the text, specific information, reading

for detailed information, and making inferences.

b. Suggestion for the further studies

Firstly, one of the limitations of this study is its participants. Since only from one

class, the findings lacks of generalizability strength to all EFL students. Thus, the

next researcher is expected to employ larger participants who come from

different places and environments. Secondly, considering the scope of the study,

the next researcher is expected to include more constructs such as the other

aspects of linguistic schemata (grammar, syntax, etc), or formal schemata, or

other aspects of vocabulary and background knowledge as predictor variables in

regression model to see its contribution toward reading comprehension. Thirdly,

the variation in the reading model and its testing technique are also can be

considered. Since this study only used one text types, namely report text, it is

expected the next researcher to try to use other types of text. In addition another

technique of measurement of the variables could be tried out, such as recall

technique in reading comprehension tes, open-ended questioning in background

knowledge test, etc.

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