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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusion
The research was conducted for the students of the class VII D of SMP N 1 Mlati. The research was conducted on the second semester of the
academic year of 2012 – 2013. The research was aimed to improve the
students’ writing abilities using peer-feedback method. The research was conducted in May 10
th
2013 until May 27
th
2013. The research was started by observation by the researcher. He observed the
class of VII D of SMP N 1 Mlati in order to find the problems related to their writing. The researcher also interviewed the English teacher. The interview
was aimed to find out the students’ problem and the solution that should be taken.
After the reconnaissance step had been done, the researcher held a discussion in planning the cycles. The discussion was aimed to find out the
suitable activities which could help the students to improve their writing abilities. Hence, the topic of the Cycle I was “my school”. The topic was light
and a bit easy. It was aimed to make the students able to describe their school in the written form.
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Besides that, there were several activities in the cycle I. The first activity was texts identification. It was expected that by doing the texts
identification the students could understand the features of the descriptive text. Besides that, in these activities, the students would be exposed to several
texts which were expected to build the students’ background of knowledge
related to the descriptive texts. The next activities were listing activities. In this activity, the students
were allowed to list and write what they would write regarding the topic. Hence, by doing this activity, the students were expected to be able to gather
their ideas and to write them down in the draft making activity later on. Hence, it was also aimed to solve the students’ problem related to generating
ideas. The next activity was peer-feedback activity. In this activity, the
students were asked to give feedback such as correction, comment, and suggestion toward their friends’ draft. From this activity, it was expected that
the students could improve their grammar mastery since the students got the feedback from their friends and they could use them in revising their draft.
Hence, they could make a better draft after revised it. The activities in the cycle II were still the same as those in the cycle I.
But, the researcher changed the topic and level of writing to the students as suggested by the English teacher. The activities were also similar with text
identification as the first activities, the listing activities as the pre-writing
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activities, and the peer-feedback for the main activities. Those activities had successfully improved the students’ writing abilities.
B. Implication
From the research findings, it can be implied that the use of peer- feedback activities can help the students improve their writing abilities. They
improved in several aspects of writing such as content, organization, vocabulary, language use, and the mechanic. The peer-feedback activities
allowed the students to get feedback such as correction, comment, and suggestion from their friends. The feedback was expected to help the students
to make their draft better and the students could learn from the feedback as well.
It can also be implied that the peer-feedback activities can be useful for the teacher in order to help the students improve their writing abilities.
Besides that, the peer-feedback activities can strengthen the teamwork between the students since the students will get used to give and to get
feedback from their friends. Hence, the students will be more open-minded. They will also appreciate their friends’ opinion or suggestion. Finally, it can
also help the students to be more autonomous in learning.
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