Recommendations CONCLUSIONS AND RECOMMENDATIONS

81

B. Recommendations

The English teachers are encouraged to apply jumbled words in the class, so that the students were able to improve their ability to construct sentences. In this research, the researcher used jumbled words to focus on simple sentences. Then, the learning process can be focused on the higher level which is complex sentences. Therefore, the students have the quality of sentences in their writing product. For further research, researchers can improve the use of jumbled words in the learning process. They can apply jumbled words to help students to construct not only simple sentences but also compound sentences, complex sentences, or compound-complex sentences. Therefore, the students improve their ability to construct sentences from the simplest one to the complex one. After students can master how to construct good sentences, they can move to master how to write a good paragraph. Hence, jumbled words can be conducted in other researches. For students, they can practice by themselves at home as jumbled words can be found easily in the text book, internet and other sources. Therefore, they can keep practicing and improving their ability. 82 REFERENCES Brewster, J., Ellis, G., Girard., D. 2004. The primary English teachers guide. Harlow: Pearson Education Limited. Brewton, J. E., Peterson. R. S., Kinnick, B. J., McMullan, L. 1962. Using good English. River Forest, IL: Laidlaw Brothers. Celce-Murcia, M. Larsen-Freeman, D. 1999. The grammar book: An ESLEFL teacher’s course. Boston: Heinle Heinle. Cobbett, W. 1819. A grammar of the English language. Oxford: Oxford University Press. Cook, G. 2000. Language play, language learning. Oxford: Oxford University Press. Fraenkel, J. R., Wallen, N. E. 2008. How to design and evaluate research in education 7 th ed.. Boston: Megraw-Hill Higher Education. Harmer, J. 2007. The practice of English language teaching 4 th ed.. New York: Pearson Education Limited. Kemmis, S., Mc.Taggart. R. 1982. The action research planner. Victoria: Deakin University. Lewin, K. 1946. Action research and minority problems. Journal of Social Issues, 2, 34-46. Mallery, R. D. 1957. Grammar, rhetoric, and composition for home story. New York: Barnes Noble, Inc. McNiff, J. Whitehead, J. 2002. Action research: Principle and practice 2 nd ed.. New Fetter Lane: RoutledgerFalmer. Mills, G. E. 2000. Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill. Nunan, D. 1999. Second language teaching learning. Boston: Heinle Heinle. Nunan, D. 2003. Practical English language teaching. New York: McGraw-Hill Contemporary. 83 Oxford. 2000. Oxford advanced learner’s dictionary 6 th ed.. Oxford: Oxford University Press. Paulston, C. B., Bruder, M. N. 1976. Teaching English as a second language: techniques and procedures. Cambridge: Winthrop Publishers. Sentence skills review. n.d.. Retrieved August, 3, 2012, from http:www.cccc.edustudentservicesplacementtestingstudyguidespdfsse ntence-placement.pdf. The Writing Center. 2012. Retrieved November, 19, 2012, from http:writingcenter.unc.eduhandoutsfragments-and-run-ons Wright, A., Betteridge, D., Buckby, M. 2006. Games for language learning 3 rd ed.. Cambridge: Cambridge University Press. 84 APPENDICES 85 APPENDIX 1 Covering Letter for the Head of SMA Santo Mikael Sleman 86 87 APPENDIX 2 Research Official Statement from SMA Santo Mikael Sleman 88 89 APPENDIX 3 Lesson Plan and Teaching Materials of Preliminary Study 90 LESSON PLAN Preliminary Study School : SMA Santo Mikael Sleman Subject : English ClassSemester : XB 2 Skills Focus : Reading and Writing Time Allocation : 2 X 40 minutes

A. Competence Standard: