CHAPTER 5 CONCLUSION AND SUGGESTION
This chapter consists of the conclusion of the research and also suggestions for the next researcher, teacher and also the students
5.1 Conclusion
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In doing the research, the students of class A had difficulties in doing the pretest, they seemed confused with the correct vocabularies, but they were
too shy to ask. In this part the classroom teacher made the interaction with the students. By asking the students about problems and also answering the
students’ questions. With the classroom teacher’s interaction, made the students have guts to ask when they don’t understand. In doing the post-test,
most of the students did not ask questions, even they done it with full confident. For class B, they still asked questions in pretest, but only a few. It
seems that they were too shy to ask when they had difficulties, even when the classroom teacher made an interaction with them. But, in post-test, they
students made an improvement. Most of them were asking questions when they found difficulties.
From the result above, it showed that the mean score of class A was higher than class B. The mean score for class A was 0.6833, meanwhile for
class B was 0.258. It showed that spreading activation network model has helped the students of class A. For the mean rank, class A was 37.17, for class
B was 22.59. So, it was effective for experimental group, class A. The spreading activation network model has helped the students of class A in
exploring their ideas, makes them understand more how to create a good writing even helps them learn new vocabularies. By connecting the nodes that
contain words to their ideas, it helped the students transform their ideas and those words into a form of writing and also motivated them toward English
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and the post test. Although the mean score of the class A was higher than class B, some of the writing task from some students in class A need a lot of
attention, because based on their writing task, they were too confident in doing the post-test, when they finished they did not check again their writing
results. the researcher saw that they were busy with themselves when they finished the post-test, although, there was still time.
In Syaifullah’s 2009 research, using his method, he found out that the students’ motivation improved. Meanwhile in this research, by using this
model, it also improved the motivation of the students. It means in teaching writing, a method is needed in improving students’ motivation to write.
In Chairun Nisak 2007, he found that it is better for the students to study English carefully through experience, and to be active and creative in
learning English. In this reasearch, the researcher also found that the writing result of the students would be better if it was learned through experience,
which also became knowledge. For example, the students can categorized kinds of animal through their own experience, by mastering that kind of
knowledge, students can be active and creative in learning English, in this case writing English.
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5.2 Suggestion
