Conclusions CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

be concluded that the implementation of guided writing can improve their writing skills.

B. Implications

The implications of the action in this research are described as follows: 1. It is important to give students model paragraphs, because model paragraphs make them more easily recognize the generic structure and the language feature of the text. 2. It is necessary for the teacher to provide comprehension questions, because it balances the portion between reading and writing activities during the teaching and learning process. 3. It is important to give students more opportunities to practice rules of grammar and vocabulary by giving more language based exercises. 4. Students should have more opportunities to talk in groups or class discussions. Discussions facilitate them to be able to participate actively in the teaching and learning process. 5. The teacher should allocate time for students to practice writing. 6. Students need to be guided and supervised by the teacher during the teaching and learning process.

C. Suggestions

1. For the teacher

Teaching writing is not easy. The teacher must be clever in choosing the technique that will be used to teach writing. The result of this research states that guided writing can improve students writing skills. Therefore the researcher suggested that shehe use guided writing, because it makes herhim more easily monitor and encourage them to write. Besides, it provides several stages which prepare students to write independently.

2. For the students

The two biggest problems faced by students are sentence structure and vocabulary. They should practice writing frequently. They should not worry about making mistakes and errors. They also need to read more texts in order to enrich their vocabulary. By reading, they will get many new words and also knowledge. Their knowledge will help them to develop their ideas when they write.

3. For other researchers

This research shows that guided writing could improve students’ writing skills. They are so many problems in writing. Therefore it is hard to solve all problems. Other researchers who want to conduct similar research should really know about the technique they will use. They must explore the biggest problem faced by them. They have to consider the time management, because in conducting this research, the researcher had limitation in time. 82 REFERENCES Badger, R and White, G. 2000. A Process Genre Approach to Teaching Writing. ELT Journal 542, 153-160. Barnes, R. 2006. The Practical Guide to Primary Classroom Management. London: Paul Chapman Publishing. Burns, A. 1999. Collaborative Action Research for English Language Teacher. Cambridge: Cambridge University Press. ______ 2010. Doing Action Research in English Language Teaching. A Guide to Practitioners. London: Routhledge. Brown, H. D. 2001. Teaching by Principles: and Interactive Approach to Language Pedagogy. New York: Pearson Education Company. ______ 2004. Language Assessment: Principles and Classroom Practices. New York: Longman. ______ 2007. Principle of Language Learning and Teaching, Fifth Edition. New York: Pearson Education Byrne, D. 1997. Teaching Writing Skill. London: Longman Group UK Crown. 2007. Primary National Strategy Improving Writing with a Focus on Guided Writing. London: Department for Children and families. Dani, L. S. 2014. Writing Skill through Guided Writing of the Eighth Grade Students of SMPN 2 Selat in Academic Year 20132014. Doff, A. 1997. Teach English. Cambridge: Cambridge University Press. Dyan, V. L. 2010. Improving Writing Skill through Guided Writing. A Classroom Action Research At The Third Year Students Of SMU Negeri I Karanganyar In The Academic Year Of 20092010. Feez, S. and Joyce, H. 1998. Text-Based Syllabus Design. Sydney: National Centre for English Language Teaching and Research Macquarie University, Sydney NSW 2109. Fountas, I. C. and Pinnell, G. S. 2001. Guiding readers and writers. Grades 3-6. Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann. Genesee, F and Upshur, J. A. 1997. Classroom-based Evaluation in Second Language Education. Cambridge: Cambridge University Press. Graham et al. 2007. Best practices in Writing Instruction. New York: The Guildford Press. Harris, P, David. 1969. Testing English as a Second Language. New York: Megrawa Hill book Company. Harris, J. 1993. Introducing Writing. London: Penguin English Harsyaf et al. 2009.Teaching Writing. Jakarta: Ministry of national education. Harmer, J. 2001. The practice of English Language Teaching. Essex: Longman ________ 2004. How to Teach Writing. London: Pearson Education ltd. Longman. Hedge, T. 1998. Writing. New York: Oxford University Press. Holdich, C. E., and Chung, P. W. H. 2003 . A ‘computer tutor’ to assist children develop their narrative writing skills: conferencing with HARRY. International Journal of Human-Computer Studies, 595, 631 –669. Kingston et al. 2002. Problems in Writing Disability among the School Children. http: sitemaker.umich.eduvaranasidesember2005conference schedule. Accessed on June, 6 th , 2015 Koshy,V. 2005. Action Research for Improving Practice. London: Paul Chapman Publishing Lan, Y, Hung, C. L. and Hsu, H. J. 2011. Effect of Guided Writing Strategies on Students’ Writing Attitudes Based on Media Richness Theory. TOJET:The Turkish Online Journal of Educational Technology 104: 148-164 McMillan, J.H., and S. Schumacher. 2010. Research in Education. New Jersey: Pearson Education Inc. Nunan, D. 2003. Practical English Language Teaching. Boston: McGraw Hill. Ngo, D. 2007. The Importance of Motivation. www.motivationall-well-being- .comimportance-of-motivation.html. Accessed on August, 17 th , 2015. Oshima, A. and Hogue, A. 2007. Introduction to Academic Writing. White Plains, NY: Pearson: Longman