Contents: Introduction reading as an interactive process

Conclusion
After conducting the study from the beginning until the end and analyzing the data that the researcher had found, the researcher formulated some conclusions. They are:
First, conducting a study required patience and will to finish it. The researcher realized that conducting a study was not easy. There were many new things that had to be learnt and many problems that had to be solved. Without a strong will to deal with them, the researcher would never be able to finish the study.
Second, reading books, articles, and more references were very useful and helpful in guiding the researcher to build ideas related to the study. Researcher realized that, as an amateur researcher, reading a lot of references was an important thing to do. Without references, conducting a study was like walking in the dark without a torch. It was true that conducting a study could not be done well if there were no references to hold on.
Third, implementing treatment to the students had to be conducted in systematic and objective ways. The researcher realized that everything had to be prepared well in order to succeed and maximize the process of teaching and giving treatment. Moreover, the researcher also had to be a positivist in giving equal teaching to both the experimental and control groups, only the approaches were different.
Fourth, interactive reading approach worked better in improving the students’ reading comprehension ability rather than bottom-up approach. After conducting a experimental research dealing with the interactive approach and bottom-up approach in reading, the researcher found out results which showed that the students who got interactive approach had a better achievement in reading test that the researcher conducted in the end of the study. Besides, while teaching them the researcher also found that the students were more attracted and motivated in learning reading when the researcher used interactive approach.
Bibliography
1. Abraham, Paul. 2002. T T Skilled Reading: Top-down, bottom-up. Field Notes, 10 (2). Nov 1, 2004.
2. Alyousef, H. S. 2006. Teaching Reading Comprehension to ESL/EFL Learners. Journal of Language and Learning.Vol. 5, No. 1, 2006.
3. Brown, D.H. 2001. Teaching by Principles (Second Ed). London: Pearson Education.
4. Brown, D.H. 2004. Language Assessment Principles and Classroom Practice. London: Pearson Education.
5. Eskey, D.E., and Dubin, F. 1986. Theoretical Foundations in Teaching Reading for Academic Purposes. Massachusetts: Addison-Wesley Publishing Company
6. Grellet, F. 1981. Developing Reading Skills. NewYork: Cambridge University Press.
7. Harmer, J. 2007. The Practice of English Language Teaching (Fourth Edition). London: Pearson Education Limited.
8. Hatch, E. and Farhady, H. 1982. Study Design and Statistics for Applied Linguistics. Massachusetts: Newbury House Publishers, Inc.
9. Johnson, Burke and Larry Christensen. 2008. Educational Study: Third Edition. Los Angeles: Sage Publication. Inc.
10. Kaplan, R. B. 2002. The Oxford Handbook of Applied Linguistics. NewYork: Cambridge University Press.
11. Paran, Amos. 1996. Reading in EFL: facts and fictions. ELT Journal, 50 (1): p.25 - 34. 1996.
12. Rahman, Md. Hamidur. 2004. An Evaluation of the Teaching of Reading Skills of English. Rajshahi: University of Rajshahi.
13. Richards, J. C., and Rodgers T.S. 2001. Approaches and Methods in Language Teaching (Second Ed). New York: Cambridge University Press.
14. Richards, J.C., and Schmidt, R. 2002. Longman Dictionary of Language Teaching and Applied Linguistics (Third Ed). London: Pearson Education.
15. Sugiyono, (2010), Statistik Untuk penelitian, Alfabeta: Bandung.

1^ Abraham, Paul. 2002. T T Skilled Reading: Top-down, bottom-up. Field Notes, 10 (2). Nov 1, 2004.

2^ Alyousef, H. S. 2006. Teaching Reading Comprehension to ESL/EFL Learners. Journal of Language and Learning.Vol. 5, No. 1, 2006.

3^ Brown, D.H. 2001. Teaching by Principles (Second Ed). London: Pearson Education.

4^ Brown, D.H. 2004. Language Assessment Principles and Classroom Practice. London: Pearson Education.

5^ Eskey, D.E., and Dubin, F. 1986. Theoretical Foundations in Teaching Reading for Academic Purposes. Massachusetts: Addison-Wesley Publishing Company

6^ Grellet, F. 1981. Developing Reading Skills. NewYork: Cambridge University Press.

7^ Harmer, J. 2007. The Practice of English Language Teaching (Fourth Edition). London: Pearson Education Limited.

8^ Hatch, E. and Farhady, H. 1982. Study Design and Statistics for Applied Linguistics. Massachusetts: Newbury House Publishers, Inc.

9^ Johnson, Burke and Larry Christensen. 2008. Educational Study: Third Edition. Los Angeles: Sage Publication. Inc.

10^ Kaplan, R. B. 2002. The Oxford Handbook of Applied Linguistics. NewYork: Cambridge University Press.

11^ Paran, Amos. 1996. Reading in EFL: facts and fictions. ELT Journal, 50 (1): p.25 - 34. 1996.

12^ Rahman, Md. Hamidur. 2004. An Evaluation of the Teaching of Reading Skills of English. Rajshahi: University of Rajshahi.

13^ Richards, J. C., and Rodgers T.S. 2001. Approaches and Methods in Language Teaching (Second Ed). New York: Cambridge University Press.

14^ Richards, J.C., and Schmidt, R. 2002. Longman Dictionary of Language Teaching and Applied Linguistics (Third Ed). London: Pearson Education.

15^ Sugiyono, (2010), Statistik Untuk penelitian, Alfabeta: Bandung.