Conclusions CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
mastery and organization of the text, the students’ mindset that English
is a difficult subject, and the students’ grammar. Based on the data gained
and the discussion with the English teacher, several problems were chosen. They are the problems related to the studen
ts’ writing ability in generating ideas, text organization, vocabulary mastery, motivation, and
the media to teach writing. 2.
After the reconnaissance stage, the researcher and the teacher discussed the plan of actions to solve the problems chosen previously. There were
four lesson plans used in two cycles. In Cycle 1, there were three actions implemented through various attempts. The first one was generating the
s tudents’ idea through cue cards. The second action was improving the
students’ vocabulary mastery and ability to organize text. The third action was enhancing the students’ motivation to learn English. In Cycle
II, the researcher added 2 actions. Those were the use of mini pictorial dictionary to improve the students’ vocabulary mastery and giving
personal prise to keep the students motivated. In Cycle II, all of the pictures in the cue cards were taken from colourful cartoon films or
series. It was to make the students excited more in joining the activities in the classroom and to maintain their motivation throughout the
activities. The mini pictorial dictionary consisted of 60 verbs in the three verb forms. The intention of the use of the pictorial dictionary was to
improve the students’ vocabulary mastery, especially in verbs, since the text being learned at the time was recount text. The researcher did give
praise to the students in Cycle I, but the praise given in Cycle II was more personal. By giving the personal praise, it was expected that the students
would be more emotionally involved and motivated in the classroom. 3.
After planning, the researcher implemented the plan of the actions. As mentioned before, this research was conducted in two cycles. In the
implementation of the action, the researcher acted as the teacher while the English teacher acted as the observer. Each cycle was done in two
meetings. The cue card was used in the whole process including presentation, practice, and production in Cycle 1, while in Cycle 2 the
cue cards were only used in presentation and practice stage. During the implementation of the actions, the data were obtained through
observation, interview, and students’ performance in the form of field notes, interview transcriptions and students’ pre-test and post-test score
comparison. The data were then used for reflection in order to determine the result of each cycle.
4. After the action was implemented, the researcher tried to do reflection in
order to know the weaknesses of the cycle and improve it in the next cycle. The researcher interview the English teacher and some of the
students in this stage. Other than that, the data from field notes and the result of students’ performance were also taken into consideration in
doing the reflection to know the significances of each activity and the result of the cycle as a whole.
5. Based on the data obtained during the process of this research, cue cards
have been proved to improve the students’ writing skills, especially in four aspects: generating ideas, organizing texts, vocabulary mastery, and
motivation. In Cycle 1, the researcher tried to help students in generating ideas by using cue cards. The action was proven to give significant
improvement to the students’ works. The second action was improving the students’ vocabulary mastery and organization of text. The use of cue
cards was beneficial for the researcher to teach new vocabulary items to the students. In every cue card given to the students, the researcher could
explain a few new words when discussing the cue card before writing a text. In Cycle II, the use of praise and mini pictorial dictionary were also
significant to improve the students’ motivation and vocabulary mastery. From the result of the implementation, it can be concluded that the
students’ motivation and vocabulary mastery was improved by using both additional actions.
In Cycle II, the students’ motivation during the teaching and learning process which was still lacking in Cycle I had been
successfully dealt with. The students’ vocabulary mastery was also
improved more in Cycle II.