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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter is to present the conclusions of the research and suggestions for a better teaching-learning through implementing Reflective Pedagogy. The
conclusions were derived from the findings and the discussion of the research. Meanwhile the suggestions were addressed to English teachers, teachers in
general and future researchers.
A. Conclusions
There were two problems to be investigated, which were how Reflective Pedagogy was implemented to enhance writing skills of fifth-grade students Class
B of Kanisius Sengkan Elementary School and to what extent Reflective Pedagogy could enhance writing skills of the students. In the research, Reflective
Pedagogy was implemented in the collaboration with writing steps of Christopher Tribble through Classroom Action Research CAR based on Kemmis and
McTaggart’s model. Since there were two formulated problems, there were two conclusions of
this research as well. The first conclusion was derived from the implementation of the reflective pedagogy in the real class teaching-learning in the purpose of
enhancing the students writing skills of the students. The implementation was done in two cycles. Each cycle took two meetings and each meeting stood from
three meeting hours.
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100 In those two cycles, Reflective Pedagogy was implemented by being
combined with the writing phases. In Context of Learning, the students learned the learning context through sharing and understood the topic by observing the
object being learned visually and. In Experience, the students, guided by a writing guideline, made a draft of the writing. In Reflection, the students made any
decision concerning to what they wanted to write and needed to write. The reflection, which actually was done in the whole writing process, had them decide
what English patterns, structure, and new words might include or be needed in their writing. In Action, the students got their outline which had been corrected by
the teacher and then they changed the outline into a good writing. In the last phase of reflective pedagogy, Evaluation, the students reviewed what they had learned
during the writing activities and submitted the writing finished. From the data gathered by field notes, questionnaire and interview, it
showed that the implementation of Reflective Pedagogy was able to enhance students’ English writing skills. In other words, the implementation of Reflective
Pedagogy in writing activities was effective. Students did enjoy the activities. From the interview they stated that Reflective Pedagogy had them experience the
object directly and helped them in the writing process. The overall data gathered showed that the fifth grade students of class B
responded positively the implementation of Reflective Pedagogy in English class through writing activities though they did not know that they had been following
Reflective Pedagogy phases. It did not matter indeed. To measure the achievement of the implementation, the researcher was intended to ask them in
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101 the other words rather than to ask them in the same terminology as Reflective
Pedagogy phases, such as changing the word “reflection’ with “questions”. Meanwhile the second conclusion was to summarize the discussion of the
second problem, which was to find the extents that the students improved though Reflective Pedagogy implementation. The second conclusion is taken from the
data presentation at the students’ writing result. From the data taken from the writing submission of the fifth-grade students Class B of Kanisius Sengkan
Elementary School, the researcher found some extents that the students improved during the learning process by implementing reflective pedagogy. The extents
were the students’ ideas finding and organization ability and diction, or word choices, and spelling ability. From the research it concluded that the
implementation of Reflective Pedagogy phases and writing steps could help the students in finding and organizing ideas as well as finding a good diction and
spelling.
B. Suggestions