The students considered that the use of text modelling helped them to The students considered that the teacher gave the sample of text models that

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter deals with two parts, namely conclusions and suggestions. The first part draws the conclusions from the analysis results which are related to the problem formulation. The second part deals with the suggestions which are recommended for the further researchers.

A. Conclusions

This research had two problems formulation stated in the first chapter, they were what the students’ perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu were and what the class procedure of the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu was. From the study, it was revealed that the students’ perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu were positive perceptions. The first research question was answered by using the data from the distributed questionnaire. Based on the discussions presented in the questionnaire result, the researcher concluded that the students’ perceptions on the use of text modelling in teaching writing were positive. The students considered that they needed the teacher’s explanation on the text modelling for their success in writing. The students stated the use of text modelling helped the processes in learning writing and helped them understand the better material of writing, especially 45 recount with funny ending. Furthermore, all students stated that they agreed that it was important for the teacher to give the sample of text models that were relevant to the topic. Consequently, by the implementation of using the text modelling, the students were able to explore the generic structure of the text so they could write a better recount with funny ending composition. Nevertheless, there were some students who considered the use of text modelling in a negative way. Some students considered that the use of text modelling did not encourage them to make a better recount with funny ending composition. The second research question was answered by taking the data from the observations and interview. The result of the observations and interview showed that the class procedure of the use of text modelling was good order in teaching writing, especially teaching recount with funny ending. The main procedure of the use of text modelling was done as follows: 1 The teacher gave a recount with funny ending, 2 the teacher explained the particular information of the text, 3 the students read the recount with funny ending text, 4 the teacher explained the purpose and generic structure of the recount text, 5 the teacher compared the recount text with other examples of text types briefly, 6 the students identified the linguistic features of the recount text, 7 the students answered the questions and wrote it in front of the class, 8 after getting all answers on the white board, the teacher and students discussed the correct answers together, 9 the teacher reviewed the lesson about the recount with funny ending. Thus, the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu could help them to understand the