In conclusion, the next cycle was not necessary to be conducted because the results of the implementation of Cycle 2 had achieved the criteria success
which had been formulated in the previous chapter.
4.3 Discussion
This classroom action research focused to improve the students’ participation and their writing achievement by using realia. It was conducted to
VIII-D students at SMP Negeri 1 Besuki Situbondo. This research was held into two cycles, Cycle 1 and Cycle 2. Each cycle was carried out in three meetings;
they were Meeting I, Meeting II, and Meeting III. Meeting I and Meeting II were used to conduct a teaching learning process of writing achievement in those
meetings. While, Meeting III was held to conduct writing achievement test. It aimed to knowing the students’ score of writing achievement test given by the
teacher. In the implementation of cycle 1 were conducted in three meetings. The
first meeting was conducted on Tuesday, March 31
st
, 2015. The second meeting was conducted on Wednesday, April 1
st
, 2015. The third meeting was conducted on Thursday, April 2
nd
, 2015. Based on the observation results, it showed that only 41.93 students participated actively in the teaching learning process. It had
not achieved the criteria success which stated that at least 70 students participate actively in the teaching learning process of writing achievement by using realia.
Furthermore, the students’ mean score of writing achievement test given in Meeting III was 48.38 from the total students of VIII-D. They could not achieve
the criteria success which the students’ means score of writing achievement test was at least 70 and at least 70 of students get the standard score.
After knowing the research results in Cycle 1, there were some weaknesses which were found in the implementation of Cycle 1. Those
weaknesses points were: 1 The students were difficult to be managed because they were too crowded when the teacher asked them to write a descriptive text,
because they did not know how to start writing sentences and a descriptive text, they were confused to find the dictionary 2 The students who were categorized as
passive students mostly did not participate actively in indicator 1, 2, and 3. It happened because the teach
ers’ explanation could not get the students’ interest, it means the teacher didn’t give more explanation about the example of descriptive
text, then it influenced the students’ participation in doing the tasks because they
did not pay attention and not int erest to the teacher’s explanation before, 3 The
students were not taking a note the example of descriptive text when they got an example of descriptive text, so that they did not learn again about how to write a
descriptive text. It affected their score of writing achievement test became low. Based on the weaknesses found in the implementation of Cycle 1, the
researcher made some revisions which were conducted in Cycle 2. The revisions were made in order to make the research results in Cycle 2 better than the results
research in Cycle 1. The revisions were: 1 to avoid the students’ crowd, the
teacher gave one realia in pairs and they must have 1 dictionary in their table so that it was easy for the teacher to manage the students. 2 The teacher had to get
the students’ attention by helping the students to translate the example descriptive text in Indonesian, give example of sentences in form of simple present tense and
explain about the generic structure of descriptive text. Herewith they would understand about that descriptive text and could make the students interested in
the tasks. 3 The teacher reminded the students to take a note the example of descriptive text when they got an example of descriptive text, so they were able to
learn them at home. The implementation of using realia in teaching learning process of writing
achievement brought the positive effect to the students. It can be seen on the observation result in cycle 1. All students of class VIIID enthusiastically
participated in writing descriptive text based on the realia they got. Thus, the students could remember descriptive text based on the realia given.
Although the research results of Cycle 1 had not achieved the criteria success yet, there was advantage of using realia in the teaching learning process of
writing achievement. As stated by Mumford 2005 that he likes to use realia, i.e. object in the class because it adds interest and relates language to the real world. It
means that realia will easily direct the student s’ attention on the lesson and help
them create a conducive teaching learning process. Realia give the students the opportunity to use all of their senses to learn about a given subject. Therefore, the
students only need to write what they see and can observe from realia. Moreover realia helps the students improve their ability in writing without wasting more
times to find the ideas about what they want to write. In the implementation of cycle 2 were conducted in three meetings. The
first meeting was conducted on Tuesday, April
7th
, 2015. The second meeting was conducted on Wednesday, April 8
th
, 2015. The third meeting was conducted on Thursday, April 9
th
, 2015. Based on the observation results in cycle 2, it was known that the average percentage of the stud
ents’ participation increased up to 41.93 into 79.03 students who were categorized as active participants. The
observation results of cycle 2 proved that it had achieved the criteria success which stated that at least 70 students participated actively in the teaching
learning process of writing achievement by using realia. It was in line with Ruis 2009:7 who says that realia means real things, object such as coins, tools, plants,
animals or collection of artifacts that teachers can bring into the classroom to illustrate the meaning of the teaching material to be more clearly, meaningful and
memorable. It means that using realia can help making points clearer in the teaching learning process. The students’ mean score were known after the writing
achievement test was given in Meeting III. Based on the writing achievement test results, it was shown that the students’ mean score was 82. It could be concluded
that the students’ mean score f writing achievement test had achieved the criteria
success which must be at least 70, because it was minimum requirement standard score of the English subject in the school being researched. Another criteria
success was at least 70 of students get the standard score, it also had been achieved because there were 83.87 students got score 70 or higher.
Finally, based on the research results of Cycle 1 and Cycle 2 which were conducted by the researcher, it was concluded that the use of realia could improve
VIII- D students’ participation and their writing achievement at SMP Negeri 1
Besuki Situbondo.
CHAPTER V. CONCLUSION AND SUGGESTIONS
This chapter provides the conclusion and suggestions. The suggestions are for the English teacher, the students, and the other researchers.
5.1. Conclusion
Based on the result of the data analysis and discussion, it could be concluded that the use of realia could improve Class VIII-
D students’ achievement in writing descriptive text and their participation during teaching and
learning process of writing at SMPN 1 Besuki Situbondo. The improvement of the students could be seen from the result of
observation in Cycle 1 and 2. In the first cycle the results of the observation were 38.70 and 45.16 of the total class VIII-D students who fulfilled at least 3
indicators and they were categorized as active students. In the second cycle, the results of the observation were higher than that in Cycle 1, 74.19 and 83.87.
The results showed that in the second meeting, the results achieved the target of the research, which at least 70 of the total Class VIII-D students fulfilled at least
3 indicators to be considered as the active one. Furthermore
, the use realia could improve the students’ writing achievement. It could be proved by the students’ mean score and number of
students who got score 70 or higher. The students’ mean score increased from
67.16 in Cycle 1 to 82 in Cycle 2. Additionally, there were only 48.38 students who got score 70 or higher in the writing achievement test done in Cycle 1. It was
improved in the writing achievement test done in Cycle 2. It could be seen that the students who got score 70 or higher increased become 83.87 students. It meant
that the students who got 70 or higher increased as many as 35.49 In conclusion, the use of realia could improve the students
’ writing achievement in writing descriptive text and the students’ participation in
following the teaching and learning process of writing.
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