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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
This chapter presents three different points. They are conclusions, implications, and suggestions. Each point will be explained as follows.
A. Conclusions
This study belongs to action research. The research involved one of the English teachers and students of the VIII B class at SMP N 2 Depok. It
was carried out from November 6
th
to February12
th
2014. There were two meetings in a week. The objective of this research study was to improve
the ability of eighth grade students in writing a recount text at SMPN 2 Depok.
Based on the information obtained from the discussion in the previous chapter, the implementation of the TAD strategy in the teaching and
learning process of writing was proved to improve the students’ skills in writing recount text.The improvement descriptions are presented below.
1. The students’ writing skills in five aspects content, organization, vocabulary, language use, and mechanic increased after
implementation of the TAD strategy.The students found difficulties in arranging events previously. After they got the TAD columns,
they knew how to organize the text well. They had a guideline of how to write a story in a good sequence. The next problem was
related to the mechanics they are punctuation and capitalization. Previously, they were not aware of how to use the appropriate
98 punctuation and capitalization. By doing the tasks in the action of
Cycle 1 and Cycle 2, they could use the punctuation and capitalization better. When they knew how to use those well, their
sentence structure was better too. Overall, the process of improving their writing skills using the TAD strategy could be administered
well. 2. The improvements of the students’ skills in five aspects of writing
and their motivation contributed to the effective teaching and learning process of writing. Before the actions were conducted, the
students were less motivated in the teaching and learning process. It could be seen from their participation in class. When the teacher
asked them to write down their answers in front of the class, there were few students who wanted to do it. Furthermore, when the
teacher explained the materials taught, some of the students talked to their friends and did another activity like doing their homework.
After the implementation of the actions, they were more enthusiastic to get involved in teaching and learning process. They became active
and paid attention during the lesson. In addition, the students were autonomous in learning without depending on their friend’s works in
doing the tasks. In conclusion, the use of the TAD strategy motivated the students in the teaching and learning process of writing.
3. The improvements of the students’ writing skills are also supported by the improvement of their writing scores. From the scoring rubric,
99 the researcher found that the ideal mean score was 62.5. In addition,
their scores in writing were getting better over time. The mean score of the pre-test was 63.64; Cycle 1 was 68.34. Meanwhile, the
students got 73.96 in Cycle 2. Itcould be said that the use of the TAD strategycould improve the students’ writing skills.
Overall, it could be concluded that the use of the TAD strategy could improve students’ writing skills. Through the activities in it, students
were able to arrange their story into a good order through TAD columns given.
B. Implications
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