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CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
This chapter discusses about the conclusions of the research, implications and suggestions for the English teacher, the institutions of education, and the students,
also to the other researchers. The discussions of each section are presented below.
A. Conclusions
This research was carried out to improve the writing ability of XI IPS 1 students at SMAN 1 Seyegan started in March 2014, during the
second semester of the academic year of 20132014.This program was successful to improve the students’ writing ability through cooperative
learning. The research was implemented in two cycles which were considered effective in improving students’ writing ability in terms of content,
organization, vocabulary, language use, and mechanics. The actions were implemented through cooperative learning strategies such as write-around,
praise-question-polish, buzz-group, and three minute review. The researcher carried out the program in two cycles and found it
effective to improve the writing ability of XI IPS 1 students at SMAN 1 Seyegan through cooperative learning. First, cooperative learning help
students to learn each other before they are engaged in an individual test. Having students working in groups with mixed abilities would affect and help
the students to get the ideas and better understandings especially for students
who are categorized as low proficiency level. Second, the strategies in cooperative learning could enhance students’ writing ability. The researcher
attempted to train students to write in groups by implementing write-around. Group members could practice before they were asked to write a narrative text
individually. Third, Praise-Question-Polish and three-minute-review were essential to provide students feedback. The students became aware of their
mistakes after being reminded over and over by their friends or the teacher. This was also efficient for the teacher to monitor and guide the students as
compared to monitor them individually.
B. Implications
The conclusions have described cooperative learning is effective to improve students’ writing ability. The implications of the research are
presented as follows. 1.
Cooperative learning allowed the students to learn with their group members rather than individually. As the students preferred to work in
groups, it was more efficient for the teacher to guide and monitor them. 2.
Write-Around gave students opportunity to practice writing in groups. It lessened students’ anxiety and made confident enough to write sentence
by sentence.
3. Praise-Question-Polish made students become aware of their own
mistakes and errors. After that, they could revise their draft based on the feedback and make less mistakes.
4. Three-Minute-Review gave students opportunity to ask clarifying
questions to the teachers and tell their friends’ common mistakes in groups.
5. Buzz Groups was created for students to brainstorm broader ideas on the
given topic. This was more efficient rather than having students work alone which was quite time-consuming.
C. Suggestions
Some suggestions are given to the participants who are closely related to this research. The suggestions are made based on the conclusions and
implications of this research. They are presented as follows: 1.
For the English teacher The English teacher should let the students to practice writing by
carrying out various activities or strategies in learning. It is also important to take the students’ needs and interest into consideration.
2. For the School Institution
The institution would be better to take some efforts to provide students with some learning media. Cooperative learning supports various media for
the strategies. During conducting the research, the researcher had to look for other sources outside the institution as the school had not provided enough
learning media for example novels and movies in English. To get students more exposures in writing, they were supposedly provided with various
English written books, newspaper, bulletin, etc.
3. For Other Researchers
This research was conducted in the second semester that had very limited time. So the results of the students’ writing might not perfectly reach
the maximum score. Other researchers who are interested in the same field are recommended to implement the actions in a longer period of time to get the
maximum results especially during the first semester.
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