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CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
This chapter discusses about the conclusion of the research, implication and suggestion for the English teacher, the institutions of education, the students and to
the other researchers. The discussion of each section will be delivered as follows.
A. Conclusions
This research was implemented to the eighth grade students of SMPN 2 Padangan
–Bojonegoro started on October, 2014, during the first semester of the academic year of 20142015. This study was successful to improve the learning
process of writing recount text of the VIII B students at SMPN 2 Padangan by using Comic strips. The research was carried out in two cycles, and it was effective in
improving the students’ writing learning process. The actions consisted of the use of comic strips as modelling of the input text, tasks combining with the use of activities,
such as, games to improve the learning process. After implementing the two cycles, some effective ways were found in order
to improve the writing learning process of the eighth grade students at SMPN 2 Padangan by using comic strips in the academic year of 20142015. First, the comic
strips could attract students interest in learning the recount text as the input text. The use of comic strips made students better in learning the material and doing their
tasks. This way is also effective to make students feel comfortable in gathering their ideas due to the simple and understandable comic strips.
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Then the students were actively involved in the classroom participation by using comic strips, due to the various activities related to the comic strips that make
students able to enjoy it. Besides they also give their comments about the learning activity.
The feedback was given to make them aware of their mistakes then they made the corrections. They were able to make the students more active in joining the group
discussion. Some students still mixed the English and Indonesian in the discussion but they followed the activity enthusiastically in the lesson. Therefore, the teaching
and learning process became more interactive and communicative. S ome students’
changes and improvement are presented below. a.
The first criterion is the improvement of students’ interest. Before the implementation the students were not interested in the teaching-learning
activity of writing. After the implementation and the use of various activities, the students were interested in following the learning process.
b. The students follow the steps and instruction in writing. The students were
under control and the level of noisiness can be minimized. They were paying attention to the activity in the classroom and they were paying
attention in every teacher explanation. c.
At the first time the students were lazy to do their activity including homework. After implementation of the comic strips and providing the
task, they were aware of their responsibility. Students did their task and daily homework well, as if it was their responsibility of their study.
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d. In the beginning of the first cycle the students seem to be not actively
involved in every activity in the classroom. And after the second implementation of the comic strips and its feature, the students were
actively involved into the teaching and learning process. Students were interested in doing the task and have the willingness to answer the
questions and the students were actively gave question and comments during the teaching and learning activity.
e. The use of handout was useful for students in following the learning
process. Students were provided some materials that would be studied and done in the classroom. Students tend to work independently in their
individual task and some comments were given to make students involved. And related to the students’ change and improvement above, the steps in
implementing the comic strips were presented below a.
Students were reading the comic strips as the input text of the next activity they would face. The comic strips were in the first task and they simply
read about the comic strips as the input of the recount they would have. b.
The comic strips were done as the students were doing the time conjunction task. The students were given by the time conjunction material
and students were giving the conjunction inside the comic strips ’ bubble
text. c.
The comic strips were given as the reading material for them to have the reading comprehension task. The comic strips feature here could be used
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as the reading comprehension task for the students to improve their knowledge about the text and how they write the recount text.
d. The comic strips were given as the jumbled panels, and the students had to
re-arrange the comic strips based on the story of the recount text given. e.
Comic strips were given as the guidance for the students to write the recount text. Based on the comic strips panels the students started to write
the recount text based on their understanding and the their own ideas.
B. Implications
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