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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions
The research findings and discussion in Chapter IV show that the writing skills of the seventh grade students in SMPN 2 Playen improved
through cooperative learning strategy. In Cycle I, the researcher implemented cooperative learning and some additional actions. They were giving a handout
of today’s materials as a brief guideline; brushing up the previous materials at the first and the end of the class; providing the students with the picture-based
vocabularies which are related to the topic; and giving effective feedback by analyzing most errors made by the students and training the students to give
feedback. Those actions gave an improvement in the students’ writing skills. The actions in Cycle II were implementing cooperative learning;
giving a handout of today’s materials as a brief guideline; brushing up the previous materials at the first and the end of the class; providing the students
with the vocabularies which are related to the topic and E-dictionary; giving effective feedback by analyzing most errors made by the students and training
the students to give feedback; and giving the students a chance to tutor other or receive a tutorial by the other. All of the actions applied in Cycle II could
improve the students’ writing skills.
According to the result of the tests, the students made a better improvement in all aspects. The most improvement made by the students was
in mechanics aspect and the least improvement was in content aspect. The least improvement in content aspect was not because the students were low in
this aspect, but they were actually mastered this aspect before.
B. Implications
The researcher wrote the implication with regard to the conclusion above: that the implementation of the cooperative learning strategy could
improve the students’ writing skills. This implies that in the teaching and learning of writing, it is important for teachers to provide adequate writing
activities that can stimulate the students to practice their writing and to form the most effective cooperative group for the students. However, in forming
the cooperative learning groups, the teacher should consider the students’ achieving level and the students’ relationship.
The successful of the cooperative learning strategy was also because of the implementation of the additional actions given in the teaching and
learning process. In implementing the additional actions, each action has its implication. They are described as follows.
1. Giving a handout of today’s materials as a brief guideline The implementation of giving handout helped the students learn the
learning materials. The handout was helpful in focusing the students on
the materials. It implies that handout can be effective tool as the learning source for the students.
2. Brushing up the previous materials at the first and the end of the class The implementation of brushing up the previous materials at the first and
the end of the class was successful in retaining the students’ memory. It implies that it is important for the teacher to recall the students’ schemata
during the teaching and learning process. 3. Providing the students with the picture-based vocabularies which are
related to the topic and E-dictionary to develop the students’ mastery of vocabulary
Dictionary plays important role in writing to help them find the meaning of difficult vocabularies. However, the insufficient or incomplete
dictionary they bought was the problem. To overcome the problem, the picture-based
vocabularies and
E-dictionary replace
the manual
dictionary. It implies that it is important for the teacher to provide the students sufficient dictionaries at least one for every group or vocabulary
list for the replacement. 4. Giving the students a chance to tutor other or receive a tutorial by the
other The implementation of peer tutoring successfully helped the low
achieving students understand the materials better. It implies that it is necessary for the teacher to give more peer tutoring activities.
5. Giving effective feedback by analyzing most errors made by the students and training the students to give feedback
The implementation of this action made the students aware of the mistakes or errors. They corrected themselves and paid attention to
somebody’s writing in order that they could give feedback. Since the researcher always gave feedback towards their writing, they would not
make the same errors. It implies that it is important for teacher to give an opportunity for students to be aware of their minimum requirement
mistakes, especially their writing so they can do self-correction or peer- correction.
C. Suggestions
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