affect their total group score. In the end of the lesson, the groups who performed better would be given a reward.
The success of the implementation of cooperative learning could be seen from the mean scores of the students’ score form the pretest to the
posttest. The students’ scores had increased after the implementation of cooperative learning. The table below shows the comparison between the
pre-test and post-test in general.
Table 4.11 : The Comparison between the Pre-Test and Post-Test Results
Score Pre-Test
Post-Test Mean
62.3 81.2
The table above shows the changes on the students’ score which had significantly increased. The students who just gained 62.3 in the pre-
test, managed to increase their score up to 81.2 in the post-test. It indicates that they were successful in making considerable improvement. In
conclusion, cooperative learning was proven to be effective to improve the students’ writing ability. The change between the results of pre-test and
post-test is presented in this following figure.
Figure 4.1 :
The Comparison between the Results of Pre-Test and
Post-Test
Meanwhile, the results of the students’ writing performance during the implementation are also presented to support the finding that
cooperative learning could improve the students’ writing ability. The improvement of students’ writing ability performance during the
implementation of the actions is presented in this following figure.
10 20
30 40
50 60
70 80
90
pre-test post-test
Improvement
Improvement
Figure 4.2 : The Mean Scores of the Students’ Performance on the Five
Aspects of Writing Skills during the implementation
5 10
15 20
25 30
Pre-Test Progress Test
Post-Test Content
Organization Vocabulary
Language Use Mechanics
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CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
This chapter discusses about the conclusions of the research, implications and suggestions for the English teacher, the institutions of education, and the students,
also to the other researchers. The discussions of each section are presented below.
A. Conclusions
This research was carried out to improve the writing ability of XI IPS 1 students at SMAN 1 Seyegan started in March 2014, during the
second semester of the academic year of 20132014.This program was successful to improve the students’ writing ability through cooperative
learning. The research was implemented in two cycles which were considered effective in improving students’ writing ability in terms of content,
organization, vocabulary, language use, and mechanics. The actions were implemented through cooperative learning strategies such as write-around,
praise-question-polish, buzz-group, and three minute review. The researcher carried out the program in two cycles and found it
effective to improve the writing ability of XI IPS 1 students at SMAN 1 Seyegan through cooperative learning. First, cooperative learning help
students to learn each other before they are engaged in an individual test. Having students working in groups with mixed abilities would affect and help
the students to get the ideas and better understandings especially for students
