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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
This chapter presents the conclusions of the research, implications, and the suggestions. Each section will be described as follows.
A. Conclusions
The research study conducted in SMP 3 Berbah, was held from January to April 2014. The researcher involved 22 students of the class VIII D as the
research subject and the English teacher as the collaborator. The aim of this action research is to improve the
students’ writing ability through the peer response technique. The research had acquired both qualitative and quantitative
data related to the use of the peer response in improving the writing ability of grade VIII students at SMP 3 Berbah.
As stated in the discussion in the previous chapter, it can be concluded that the use of
the peer response technique is believed to be effective in imp
roving the students’ writing ability. Peer response helped the students in generating ideas, organizing texts and improving their vocabulary
mastery. It also helped them to use correct grammar and proper mechanics. The valuable comments and feedback from peers also raised their confidence.
From the Cycle 1, the researcher concluded that there were some improvements on the students writing ability and also there was an
improvement on their behavior toward the teaching-learning process, especially in writing. The students were able to give more supporting detail in
their writing. The students were able to write a text as required and the text was
in better organization. They could use more appropriate and correct words. It can be concluded that peer response could improve the students in generating
ideas, the organization of the text, and the vocabulary. However, the researcher and the collaborator continued to the next cycle because there were
still some problems related to their language use and mechanics. From the Cycle 2, the researcher found that they began to get full
understanding of the peer response. Since their draft would be read by their peers they were more motivated to write better. The comments and feedback
from their peers raised their confidence to write. The researcher also could conclude that the students had been able to write the text with complete parts.
They also used correct grammar and pronouns in their writings. In their writings, they also used the correct punctuation and capitalization. The main
focus of the Cycle 2 which was the language use and the mechanics aspects had been also achieved by the students. The students also made considerable
improvement in their writing. It could be seen from their writings. During the meetings, they also showed positive response toward the
teaching and learning process. They looked more serious in the teaching- learning process as well. The students were not reluctant to join the lesson and
to do the tasks. Besides that, they enjoyed the implementation of the peer response technique in the writing class. It was because the peer response gave
them chances to get valuable comments and feedback from their peers. The feedback made them more confident to write. The peer response also trained
them to write to a real reader and became a critical reader for their own writing.
Therefore, they will be more motivated to write better. Since it was also a new way in learning writing for them, it was able to attract their attention in writing.
In terms of the quantitative data, there was an improvement on the
students’ writing ability. It could be seen from the students’ scores obtained from the accumulation of the scores in the five
aspects that the students’ achieved in the pre-test, the Cycle 1, the Cycle 2 and the post-test also showed
the effectiveness of the technique in improving the students’ writing ability.
The mean of the students’ scores improved from 8.00 to 14.34. It means that the research was successful in making improvements. In addition, to avoid bias
in scoring, the collaborator also scored the students. From the facts above, it can be concluded that the peer response was
successful in improving the students’ writing ability and attitude towards the
teaching and learning process of writing.
B. Implications
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