Discussion RESEARCH FINDING AND DISCUSSION

C. Limitations

During this study was conducted, there were several matters and challenges that cause this study probably have some limitations. The initial problem happened during the distribution of research instruments. In this case, as the researcher would like to distribute the research instruments, most of the students who became the subjects of this study had been carrying out the Mid Semester Test, so he the researcher put off the distribution of the research instruments. Similarly, the other days, when he wanted to collect the data, in fact the students had been carrying out LDKS Latihan Dasar Kepemimpinan SiswaStudents’ Basic Leadership Training for several days at Depok. Likewise, the other following week, he also had to cancel the distribution of the research instrument because in fact the authoritative people included the English teacher of the school in which this study was conducted, unexpectedly, should attended teachers’ training in Tangerang. To sum up, this initial problem actually may derive from the minimal coordination and communication between the researcher and the authoritative people of the school to discuss the appropriate time to distribute the research instruments. The next matter relates to the raters that assessed the students’ responses of the instruments given. The researcher found that it was difficult to look for some raters who were competent as well as were willing to assess the students’ responses of creative thinking test and writing test. In addition, the number of participants of this study was small, namely only 26 students. Therefore, it may not be claimed that the findings of this study can be generalized for a bigger population. It simply represented the nature of the eleventh grade students of MA Khazanah Kebajikan. Another problem that the researcher found was the limited access to look for the resources needed. Also, the relevant studies that discuss creative thinking ability and writing skill particularly in terms of the Indonesian educational context were difficult to be found, it was initially thought that there were also some similar studies discussing these two variables in the Indonesian educational context, though. 80

CHAPTER V CONCLUSION AND SUGGESTION

The following chapter discusses the conclusion drawn from the previous chapter. Also, a number of suggestions for students, teachers, school policy- makers, and any future researchers are proposed in connection with writing English learning and teaching process associated with creative thinking ability.

A. Conclusion

Based on the data analysis and discussion in the preceding chapter, the relationship between the creative thinking ability and writing recount text skill is found at the 99 level of confidence p 0.01 with the value of r = 0.623. Similarly, the t-test reported that with the value of t = 3.899, the relationship between the creative thinking ability and writing recount text skill is significant at the 99 level of confidence p 0.01 . Based on these results, it can be concluded that there is a significant relationship between creative thinking ability and writing recount text skill of the eleventh grade students of MA Khazanah Kebajikan academic year 20152016. Therefore, the more creative the students are, the more skillful they write a recount text.

B. Suggestion

Based on the conclusion above, it can be delivered some suggestions that go to: 1. Students Not only students’ creative thinking ability has positive associations and influences to their skill in writing English but also their ability to cope with problems they encounter in real life; therefore, they should attempt to train their creative thinking ability in order that they may have any attainment not only academically in writing but also in other aspects of life. 2. Teachers The students’ creative thinking ability is beneficial for their writing outcomes; therefore, any supported situation and tactful use of teaching techniques deserve some attention from English teachers while they are delivering the English instruction. Besides, they are required to give more opportunities for the students to have extensive writing practice in the class and give them more writing assignments. 3. School Policy-Makers To improve students’ writing skill associated with their creative thinking ability, there are many people involved and engaged in it. One of them is the school policy-makers. They are required to create a new way to support the students’ writing skill such as collaboratively designing the school program with English teachers that will stimulate them to practice their writing skill in English. Also, facilities that help the teaching and learning process should be provided. 4. Other future researchers The more number of subjects are recommended so that the more accurate and representative results are obtained. In addition, any training and discussions in terms of writing scoring are required before the subjects’ writing responses are rated. REFERENCES Adair, John. The Art of Creative Thinking: How to Be Innovative and Develop Great Ideas. London: Kogan Page, 2007. Anwar, Muhammad Nadeem, et al. Relationship of Creative Thinking with the Academic Achievements of Secondary School Students. International Interdisciplinary Journal of Education. 1, 2012. Arikunto, Suharsimi. Dasar-Dasar Evcluasi Pendidikan. Jakarta: Bumi Aksara, 2009. Association of American Colleges and Universities. “Creative Thinking Value Rubric”. http;www.accu.org, 2015. Baer, John and James C. Kaufman. Being Creative Inside and Outside the Classroom: How to Boost Your Students’ Creativity—and Your Own. Rotterdam: Sense Publishers, 2012. Broughton, Geoffrey, et al. Teaching English as a Foreign Language Second Edition. New York: Routledge, 2003. Brown, Kristine and Susan Hood. Writing Matters: Writing Skills and Strategies for Students of English. Cambridge: Cambridge University Press, 1993. Browne, Ann. Teaching and Learning Communication, Language and Literacy. London: Paul Chapman Publishing, 2007. Carter, Philip. Test and Assess Your Brain Quotient. London: Kogan Page, 2009. Carter, Philip and Ken Rusell. More Psychometric Testing: 1000 New Ways to Assess Your Personality, Creativity, Intelligence, and Lateral Thinking. Chicester: John Wiley Sons, 2003. Dean, Geoff. Improving Learning in Secondary English. London: David Fulton Publishers Ltd., 2008. Grenville, Kate. Writing from Start to Finish: A Six-Step Guide. Crows Nest: Allen Uwin, 2001. Government of South AustraliaDepartment for Education and Child Development, Engaging in and Exploring Recount Writing, Numeracy+Literacy, 2012. Heaton, J. B. Writing English Language Tests. New York: Longman, 1995. Hedge, Tricia. Writing: Resource Books for Teachers. New York: Oxford University Press, 1990.