Conclusions CONCLUSIONS AND RECOMMENDATIONS
74 picture. In line with cycle 1 result, the researcher planned to use the realistic
picture instead of using animation picture in the set induction section. Thus, the researcher prepared the picture, lesson plan, handout, and also worksheet for cycle
2. The second cycle was running well since there was the increasing between
two questionnaire results from the total means score between cycle 1 and cycle 2 although the changes were not adequately convincing. It was stated so because the
progression was below 5. In addition to this fact, the researcher tried to discrete the questionnaire result based on the writing proficiency, the use of picture and
the students‟ engagement. After getting the result from those three parts from the questionnaire, the researcher also analyzed the result of each question to find more
detail result. As a result the researcher found that the questionnaire result in cycle 1 received high score of students‟ perception. Most of the students agree with the
questionnaire statements. Thus, the change of questionnaire result in cycle 2 represented higher score of students‟ perception on writing ability, the use of
picture and also the students‟ engagement.
Even though, the questionnaire was the main data of this research, the researcher was also found other result from the observers‟ report. They reported
that the students were very interested and paid more attention in the pictures given by the researcher in cycle 2
. Besides, the other observers‟ report which indicated the increasing of students‟ engagement was from the interaction between students
- teacher, the interaction between the students - students and the researcher in cycle 2. In the observation result, the observers discovered the improvement of
75 students‟ engagement based on the engagement indicators such as the students‟
enthusiasm and the students‟ highly spirited behavior after seeing the pictures,
then when the students did the discussion based on the pictures showed. Moreover, the students were more engaged in the writing task assigned when they
worked with their friends in groups. The researcher realized that the result of this research was not adequately
convincing based on the change in questionnaire result between cycle 1 and cycle 2. However, after the reflection step of conducting classroom action research, the
researcher found that there were many factors in this research that made the result such as the time limitation, the changes of the school which affected the changes
of the students as the sample and also the topic of this research and also the way the researcher gave the direction to the students to fulfill the questionnaire which
made the slight differences change between cycle 1 and cycle 2. In conclusion, the researcher had conducted all research procedures,
maintained all the research procedures such as looked for the students, arranged the meeting with the English teacher, arranged the permission letter from both
university and from SMP PANGUDI LUHUR 1 YOGYAKARTA. Besides, the researcher had also made the research instrument along with the advisor guidance.
Therefore the researcher did not only learn to write a thesis, but she also learned about taking the opportunity, taking risks and also conducted and reported the
findings with the rules and regulation from the study program.
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