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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter will encompass two parts: the conclusions drawn by the researcher based on the findings and recommendations for future research and
current practice.
A. Conclusions
The researcher comes to the last part to draw some conclusions based on the findings and the answers to the research problems identified in Chapter 1.
Firstly, it can be concluded that every student has their own preference for using certain strategies to reveal the intended meanings of English idioms.
However, based on the results, there were two main categories which became the major strategies used by semester four students of ELESP; they were
using a single strategy strategy 2 and strategy 4 and using combination of two strategies the combination of strategy 2 and strategy 4. The data showed the
results. Strategy 2 reached the highest percentage among other strategies 24.32, followed by strategy 4 11.91, and the combination of strategy 2 and
strategy 4 10.92. The percentages of other single strategies and other combinations of some strategies were only under 10. It showed that they
become minor strategies for semester four students to help them to acquire the actual meanings of English idioms.
The researcher also counted the frequency of each category separately. First, in single-strategy category, strategy 2 came at the highest percentage
105 47.34. Second, the combination of strategy 2 and strategy 4 attained the top
position 36.67 in the category of using combination of two strategies. Third, in the category of using combination of three strategies, the combination of strategy
2, strategy 4, and strategy 5 was in the highest rank 23.33. Lastly, the combination strategy 2, strategy 3, strategy 5, and strategy 6 achieved the highest
percentage 18.75 in using combination of more than three strategies category. The second conclusion is that not all of the strategies are effective to lead
semester four students of ELESP to arrive at the intended meanings. Based on the findings, there were two main groups with the most effective strategies which
could lead the participants to the correct meanings; they were using a single strategy and using combination of two strategies. Strategy 2 reached the highest
percentage 27.27 which was followed by strategy 4 12.73 and the combination of strategy 2 and strategy 4 10.91.
The researcher also measured the effectiveness of using certain strategies separately. The following are the results. Firstly, in single-strategy category,
strategy 2 accomplished the highest position 51.72 as the most effective strategies. Secondly, the combination of strategy 2 and strategy 4 attained the top
rank 37.5 in the category of using combination of two strategies. Thirdly, the combination of strategy 2, strategy 3, and strategy 4 achieved the highest
percentage 15 in using combination of three and more strategies category. Having seen the results, the researcher infers that the number of strategies used by
participants does not determine the effectiveness of the process to lead them to the intended meanings.
106 Lastly, it is concluded that certain English idioms need certain strategies to
understand. It implies that any strategy cannot deal with any idioms to help the students to acquire the intended meanings of English idioms. However, if the
students are able to identify which strategies are suitable for certain idioms, then the process will be more effective. For example, there are certain English idioms
which have equivalence in Bahasa Indonesia. Then, strategy 1 will be helpful to get the actual meanings. However, there are certain idioms which have a high
degree of transparency. Thus, strategy 5 will be more helpful. By knowing the characteristics of idioms, it can help the students to determine which strategies are
considered as effective strategies to comprehend the actual meanings.
B. Recommendations
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