previous of Niloufar, using concept mapping in argumentative essay writing skill, meanwhile the writer the writer use concept mapping toward students writing
descriptive paragraph. And last the previous of Pishghadam, using concept mapping in prewriting activity, mean while the writer use concept mapping toward
students writing descriptive paragraph. Thus, the writer use concept mapping toward students writing descriptive paragraph. That is using this research provides
a novelty. Based on the analysis of the data and the testing Hypothesis, the result of the
calculation is found that the null hypothesis H is rejected and the alternative
hypothesis H
a
is accepted. From the analysis above, we know that the students who got high frequency of using concept mapping get better score than the
students without using concept mapping in teaching descriptive paragraph writing ability. So, it can be concluded that using concept mapping is one of good
technique in motivating students in learning English, especially in descriptive paragraph writing ability.
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
In the previous chapter the writer analyzed the data statistically. Based on the statistical analysis, the writer concluded that there is a significant influence of
using concept mapping towards students’ descriptive paragraph writing ability of the first semester of the tenth grade of SMAN 2 Liwa in the academic year of
20162017.
The reason for taking conclusion above, it can be proved from hypothetical test. In the hypothetical test, the research used t
critical
1.67 of t-value distribution for n= 60. H
a
is accepted if t
observed
is higher than t
critical
, or t
observed
t
critical
. H
o
is rejected if t
observed
is lower than t
critical
, or t
observed
t
critical
.
So, since 3.5 1.64 there is a significant influence of using concept mapping towards students descriptive paragraph writing ability at the first semester of the
tenth grade of SMAN 2 Liwa in the academic year of 20162017.
B. Suggestion
In reference to the conclusion above, the researcher proposes some suggestions as follows:
1. Suggestion For The Teacher
Suggestion for the teacher as follows: a. In this research the writer found out that concept mapping can be used to
improve students’ descriptive paragraph writing ability. Due to the finding, English teacher can help students to increase their descriptive paragraph
writing ability by using concept mapping technique. This can be done, among others, by providing certain clues based on the technique so that they can
develop they concept mapping appropriately. b. The teacher should give much practice and motivation to the students because
giving so much knowledge without giving any practice will be use.
2. Suggestion to Other Researcher
Suggestion to other researcher as follows: a. In this research the researcher focused on the influence of Concept mapping
towards students’ descriptive paragraph writing ability. Therefore, it is suggested for the next researcher to investigate the influence of other strategy
towards other English skills such as listening skill, reading skill or speaking skill.
b. The writer applied concept mapping to increase students’ descriptive paragraph writing ability. Further other researcher should conducted this
technique on different skill and genre of paragraph.
c. In this research, the writer used concept mapping to help the students of senior high school, especially in descriptive paragraph writing ability. Further other
writer should conducted this technique on different level of students
3. Suggestion For the Students
Suggestion for the students as follows: a. The students should be able to identify their need in learning, they can choose
concept mapping to make the students easy to write. b. In learning writing, students should practice writing that they have learned in
real situation. c. The students should know what extent they can understand the use of concept
mapping in descriptive paragraph writing.
