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CHAPTER V CONCLUSIONS, SUGGESTIONS, AND IMPLICATIONS
This chapter discusses the conclusions, suggestions, and implications relevant to this study. The detailed explanation of each point is presented below.
A. Conclusions
The objectives of the study are to describe how the mind mapping technique can be implemented to improve the teaching of writing skills of grade
XE students of MAN Yogyakarta III and describe the improvement of the students’ writing skills due to the improvement of the process. Based on the
objectives of the study, the result of the study is the description of how the mind mapping technique is implemented to improv
e students’ writing skill. According to the research findings in Chapter IV, the researcher implemented the mind
mapping technique and some other actions such as using classroom English, using pair
activity, and giving rewards to improve the students’ motivation. By implementing those actions, the teaching of English writing skills could be
improved. It could be seen from the students’ improving in the pre-test and post-
test result. The use of mind mapping technique in Cycle I successfully created
conducive and comfortable class atmosphere. It immediately helped students to gain their motivation and enthusiasm to learn and to get involved in the class
activity. There was also a better understanding of the materials given, that is a story of
“Malin Kundang” among the students in this first cycle.
In Cycle II, it was found that there was greater motivation among students at class. The activity that was implemented seems successful to improve their
motivation to learn English. Moreover, it had an effect on expanding students’
knowledge and ability to create a better achievement. There was also a better understanding of narrative
texts’ contents, genericstructures, and language features among the students in this second cycle.
B. Implications
Based on the results of the actions, it is implied that the students should bemore active in the teaching and learning activities of writing so that their
writing skills could be improved. They should be more familiar with the English words which they learnt. It is also implied that the teacher should use various
technique in the teaching and learning process of writing since they can give some benefits. First, they ca
n improve the students’ writing skills. Secondly, they can increase their involvement in the writing teaching and learning process. Thirdly,
they can increase the students’ enthusiasm. Furthermore, the teacher should be able to control the students who
working in pair. Both of them should participate equally because each of them has different responsibilities in the activities. It is also implied that the teacher should
be able to manage the class so that the process of implementing themind mapping technique could run
well. Besides, the teacher should know the students’ characteristics so that the
activities could cover all of the students’ interests.
C. Suggestions
Based on the conclusion of the study, some suggestions will be directed toward the English teachers and other researchers.
1. To English teachers The English teachers need to try to keep on applying the other technique
such as mind mapping technique so that the students will be more motivated in the English teaching and learning process. During the research, the researcher
only used media such as pictures and handouts. The English teachers can use other media such as adobe flash so that the students will be more interested in the
activity. Besides, it is necessary for the English teachers to improve the quality of their English teaching in order that it matches the goal of communicative
language teaching by having various kinds of activities which enable the students to produce the language both written and spoken. Besides, reading more books on
how to teach English in more interesting and meaningful ways will make them more skillful in creating various teaching activities.
2. To the Other researchers This study is mainly intended to describe how the mind mapping
technique is implemented to improve the teaching of writing skills of grade X students MAN Yogyakarta III. The other researchers may follow up this study in
different contexts in order to find more actio ns to improve students’ writing skills.
This study may be used as one of the reading sources before the researchers do an action research related to the devel
opment of the students’ writing skills.
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