94 Besides the improvement about writings
’ components, the researcher and the collaborator also found other findings during the research which are explained
as follows.
1. Students’ Enthusiasm
The students’ enthusiasm was low in the first time. They kept complaining when they were asked to make a recount, but as the time went by, they enjoyed it.
Some of them also kept asking about what they did not understand about how to make a past event text, some vocabularies, and also the spelling. In the second
cycle, all of the students’ enthusiasm also increased. The students kept asking the researcher about what they did not understand which about the vocabularies used.
Their ideas also became more varied.
2. The Use of Collaborative Feedback
By using CF, most of the students’ writing skills improved gradually.
Some of them improved significantly, and some were stagnant. After doing this technique, the students understood more than before since they got two
corrections. The first correction was from their peer in which they also had a discussion about their mistakes. Furthermore, researcher
’s feedback facilitated students to minimise their doubt.
95
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of conclusions, and suggestions. Each is presented below.
A. CONCLUSIONS
This research emphasises on the application of the use of Collaborative Feedback to improve
students’ writing skills in the eighth grade of SMP N 2 Srandakan in the academic year of 20132014.
In improving the students’ writing skills, a Collaborative Feedback was used. Collaborative Feedback is a technique where the students and the teacher
giv e their feedback to one’s work. There are four steps in using CF. First, the
students make a text. Then their friend gives the text a feedback. Next, the students revise it. After that, the text is given feedback by the teacher. The last,
the students submit their final product. The result of the research found that there are some functions of CF. First,
CF asked the students to work harder in dealing with writing; the grammar, content, organisation, style and mechanics. Moreover, they had a discussion with
their peer which could improve their knowledge about the topic discussed. It was also free to use dictionary in which also improved their vocabulary. They could
also ask anyone to help them that would improve their knowledge. Lastly, the teacher feedback would make the students minimise thier doubt. This technique
