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CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter comprises of the conclusion of the research. Additionally, suggestions will also be provided to teachers, schools or Universities, students, and
other researchers. The report will conclude with a plan and aim to disseminate the findings to the English Department, Faculty of Education, at Champasak University
in Laos.
A. Conclusion
Following the procedures of the Research and Development RD model developed by Jolly and Bolitho 1998 in Tomlinson 1998 which involve six steps
of developing, the English writing instructional materials highlighted in this report have passed all requirements of the model.
Based on needs analysis data, students need to know more about writing process and the important elements of writing. Furthermore, students need to know
about types of text and its structure. Moreover, they need to learn about letters. Besides, students also need to know about other cultures.
Based on results of appropriate evaluation toward writing production, it can be concluded that
the materials cover the students’ needs and their learning preferences. In addition, these English writing instructional materials are
appropriate for the Second University Students of the English Department, Faculty of Education, at Champasak University.
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Based on the evaluation results, the materials are appropriate for Second Year University Students of English Department. Furthermore, the results also show that
the materials can help and improve students to write sentences and paragraph better. B.
Implication
Based on the results, the materials are appropriate for Second Year University Students of English Department. According to the result, the materials can help and
improve students to write better. The results show that the principles and approaches in teaching writing which are used in this research were successful. As
one of the principles suggested by Nation 2009, the learners should bring and connect their experience and knowledge to their writing.
Besides, the English writing instructional materials have included some activities related to their experience in order to improve their writing. Furthermore,
the theory suggested by Brown 2000 was also achieved. Learners can write the language by connecting reading to their writing. Moreover, other approaches stated
by Raimes 1983 were achieved because using the controlled-to- free approach and the paragraph-pattern approach helped students write the sentences or paragraphs
better. Besides, the free-writing approach also helped learners to write because they can write the topic which they need to write about.
Furthermore, using the process approach stated by Matsuda Silva 2010 was very useful because in this approach learners can write their paragraphs by
using several steps and in this approach learners can edit and revise the paragraph before publishing. In addition, process approach is concerning to the grammar-
syntax-organization approach and this approach was useful because learners were
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more attentive to the organization, vocabulary, and grammar. From the uses of grammar-syntax-organization, learners can produce better paragraphs in their
writing.
C. Suggestions
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