61
the preparation, delivery and assessment assistance given to the lecturers, and 7 adaptation flexibility of materials by lecturers to suit a particular context .
The materials adaptation theory section that was implemented has three main categories: a Plus +, b Minus - and or c Zero 0 i.e. modification
without changing quantity. In GAIL, the researcher applied minus category. It was because the researcher deleted some activities and lowered the difficulty of the
material. After collecting and calculating the data, the result of the t-test showed
mean score difference of the writing performance of both groups. The null hypothesis is rejected. Therefore, the alternate hypothesis is used.
5.2 Recommendations
Based on the result of this research, GAIL could improve the writing organization of the students; the experimental group performed significantly better
than the control group. However, the t-test calculation showed that the pre-test and post-test mean score was unlikely to have a significant difference. As a result,
the researcher did not have enough evidence to claim that GAIL will improve the students’ writing skill in other schools. To have research and writing improvement,
the researcher wants to give several recommendations to the future researchers and also teachers.
The first recommendation would be for the next researcher. It would be better for the next researcher to make research of specific problem. As a result of
this research showed siginifant difference in organization aspect, it can be assumed that this kind of research probably works better for specific case. For
62
example, the next researcher may apply GAIL in CAR or case study. By applying GAIL in these two cases, hopefully the next researcher would help the students to
improve their writing’s performance significantly. For the teachers, it is recommended to use GAIL in order to strengthen the
writing organization of the students. Furthermore, after conducting the research in SMA Kolese De Britto, the researcher found that Eclectic Approach is helpful for
the students. Therefore, the researcher also recommended the use of Eclectic Approach in the classroom.
Inspite of how helpful GAIL is to help the students, the teachers may apply other methods if they found specific writing problems. Those two methods are
Task-Based Learning and Content-Based Instruction. After conducting the research at SMA Kolese De Britto, the students needed more practices in
determining the steps to complete the task. Sometimes, they skipped some important steps or even completed the steps randomly. Therefore, the suggested
approach was Task-Based Language Teaching. This method focused on the steps to acquire or to achieve the goal. Basically, it worked by dividing the way to
achieve the goal into several steps. Each step was presented in form of tasks. By being able to complete the tasks, the students were expected to be able to achieve
the goal. Tasks fostered “processes of negotiation, modification, rephrasing, and experimentation” Richards Rodgers, 2001, p. 228. In the other words, this
approach would encourage the students to use any information they had to produce an expected output. Besides, these processes were beneficial in producing
a good writing.
