The Factors That Influenced The Result of The Experiment

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4.3.3 The Other findings

After the researcher collected the data, there were some interesting findings noted. First, the use of peer-feedback in GAIL helped the students to minimize grammar mistakes. Usually, the students thought that their writings were understandable and already clear. By asking some friends to give feedback, they knew what went wrong in their writings. Besides, they also got more understandable and acceptable explanations from friends. It was very helpful for them, because sometimes the teachers could not provide satisfying answer for students. The effect of having peer-feedback activity was noisy class. The students moved around the class to find a friend who can help them. Another interesting finding was about the text sample provided by the researcher. The use of contextual examples reinforced the students to use it as a model in their writings. In the early meeting, the students and the teachers analyzed and discussed the text together. Later, in drafting process, they referred to the text as a model. Although this activity was not done by all of the students, it showed that actually the students needed model. It helped them because then they could compare their writings to the sample text. They could also find some persuasive expressions. The research findings had been discussed in detail in the previous paragraphs. It presented the results of the data calculation, the chart of the tests ad also the figures. In the next chapter, there will be some recommendation and conclusion of the research. 58

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the data analysis that has been discussed in chapter IV. In addition, there are some recommendations for SMA English teachers and also for future researchers who might be interested to improve or use this activity. The first part is the conclusion of the data analysis, and the second part is the recommendation.

5.1 Conclusions

After calculating the data and discussing the calculation result, the researcher could draw the conclusion. The first conclusion is about the result of data calculation of the pre-test and the post-test of the experimental and control group. The second conclusion is about the writing aspect that improved the most, as the second research problem. For the first conclusion, it can be concluded that GAIL significantly improves SMA students’ writing skill. There was sufficient evidence that the score of the post-tests was higher than the score of the pre-test. Furthermore, the difference between two mean score was significant t 25 = 3.02, p .05. Therefore, the null hypothesis is rejected, and the alternate hypothesis is used for the research. As the answer to the second research question, the researcher calculated the research data of the control and experimental group. The t-test results of organization of the experimental group that used GAIL showed significant difference M= 0.47, SD=0.85 from the control group that used the ordinary 59 teaching-learning activities M= 0.00, SD= 0.83, t 103 = - 2.85, p 0.05. Specifically, these results suggested that the students that were being treated by using GAIL had better writing organization than the students that were being treated by using ordinary teaching-learning activities. The results of this research give evidence that writing skill is the most difficult among four skills Tiedt, 1989. Especially for senior high school students, they encounter a lot of problems in producing good writings Megaiab, 2014. It is most likely because they write about a new the topic that is not related to themselves Davis Winek, 1989. In order to help the students, the English teacher in SMA Kolese De Britto uses the Eclectic Approach. It is the combination of the most commonly used approaches in writing; genre-based and process writing approach Farooq, Uzair- Ul-Hassan, Wahid, 2012. Each approach has its own weakness, and an effective approach should incorporate these approaches Bagder White, 2000. Therefore, Eclectic Approach is chosen to achieve certain goal and accomodate the learners Brown, 2001. To get even better results in writing, the researcher suggests deep learning to enhance or to strengthen the teaching-learning process. Deep learning itself is a type of learning which helps the students to solve problems by going through several steps of processing and analysing which in the end will change the way students think, act, and behave Jensen Nickelsen, 2011. In this learning type, the students use their prior knowledge to get into the new material Guskey, 2002. 60 In this research, the researcher encourages deep learning through activities in GAIL. It emphasizes the use of activities to help the students improving their writing skills. Each task or activity given serves a certain goal and also helps the students to produce good writing. In order to choose the suitable activities and design the suitable material based on the students’ need, the researcher implemented Instructional Design Theory by Kemp 1997. There are eight steps to design a material: goals, topics, and general purposes, learner characteristics, learning ojectives, subject content, pre-assessment, teachinglearning activities and resources, support services. Out of these eight steps, the researcher only took six steps; goals, topics, and general purposes, learner characteristics, learning ojectives, subject content and teachinglearning activities and resources. The reason for doing so is because the two omitted steps had actually been integrated in the chosen steps. In adapting the materials, the researcher also applied Material Development Theory by Tomlinson and Matsuhara. Out of the five theories proposed by them, the researcher only took two theories as the complement for Kemp’s theory; 1 the evaluation, and 2 the adaptation theory. The materials evaluation measurements cover seven inquiry points namely: 1 the appeal or attractiveness of the materials, 2 the validity or whether materials teach worth teaching, 3 the ability of materials to interest the learners and the lecturers, 4 the ability of the materials to motivate the learners or to stimulate the learners to want to give time and energy to the materials, 5 the potential learning value, 6