Table 4.11 The Students‟ Mean Score in the Pre Test and Post Test
Pre Test Post Test
Mean Score 65.36
90.21
The table which was presented above showed that the mean score of post test was higher than the score of pre test. The
students‟ writing performance improved 24.85 showing that there was an improvement
of students‟ writing performance.
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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions
The research was aimed to enhance the students‟ writing performance through photographs. After all the actions in the research were conducted, there were some
points of the findings where are presented below: 1.
The implementation of photographs was successful to enhance the writing performance of 7
th
Grade Students of SMP N 4 Magelang in writing descriptive texts.
2. The improvement covers all aspects namely content, organization, language use,
vocabulary, and mechanics. 3.
Photographs helped the students to get the ideas about what they want to write. They provided some adjectives and nouns that could be used as the clues to write down
their own descriptive texts. As the result, they could develop their ideas into their own simple descriptive texts smoothly and confidently.
4. After observing the top to the bottom part of given photograph, students could
sequence and organize their ideas into the well organized texts. They could make their writing products well written and readable.
5. The students‟ vocabulary mastery was also improved through observing the given
photographs. They were able to list some words that they wanted to use in their writing and then they individually checked the dictionary to find out the words in
English.
6. Giving extra exercises, explanations, and feedback made students understand better
the use of simple present tense in writing descriptive texts. They could produce simple but meaningful sentences. Furthermore, the students could correct each
other ‟s work so they could see their mistakes during whole class discussions. They
also had deeper understanding about the grammar such as the use of pronouns and concord agreements.
7. Giving feedback in the personal consultation sessions made the students pay more
attention to the use of capitalization and spelling before submitting their drafts. They also reminded each other about the use of punctuation in their writing.
8. Using photographs in class could attract the students‟ attention and motivation.
During the process of teaching and learning, they participated and got more engaged. In term of students‟ writing score, the students‟ mean scores in pre test and
post test writing increased 24.85 showing that there was enhancement of students‟
writing performance. Then, the students‟ mean score also increased in some aspects
such as in the cohesion of sentences increased 16.78. The score of word choice aspect increased 27.14. Then, the vocabularies writing aspects, the score increased 29.64. In
the coherence of content aspect, the score increased 14.65. The last aspect was grammar accuracy which increased 26.07. Based on the scores above, it could also be concluded
that the students made significant improvement in their writing performances related to several aspects
.
B. Implications
a. The use of photographs could enhance students‟ writing performance. They helped
students to get clues in generating ideas then composing these ideas smoothly and confidently into their own text. In addition, using photographs in class could also
increase stu dents‟ attention and motivation. Therefore, as photographs are very
beneficial to be implemented in writing teaching learning process, it implies to accommodate these photographs as one of media in the teaching and learning process
of writing. b.
When using these photographs, they should be combined with some photographs based activities such as observing the photographs, then linking the sentences in a
descriptive text to the part of given photograph, and matching the correct adjective words to the part of given photograph. These combinations will make more
enhancements in students‟ writing performance related to the aspects of organization and vocabulary. Later, some extra grammar practices, explanations, feedbacks, and
discussions could be provided to help students developing their awareness related to the language use and mechanics aspects.
C. Suggestions
1. For the English Teachers of Junior High School
The English teachers should accommodate the photographs as media in the teaching and learning writing process especially in making descriptive texts. The
photographs are implemented in the stage of BKOF, MOT, JCOT, or ICOT.
When using photographs, the teachers should combine these photographs to the other photographs based activities such as observing the photographs, then linking
the sentences in a descriptive text to the part of given photograph, and matching the correct adjectives to the part of photograph. Providing extra grammar practices,
explanations, feedbacks, and discussions are necessarily provided by them to increase students‟ attention and motivation during teaching and learning process
2. For the Seventh Grade Students of Junior High School
By using the photographs, the students should continue writing using photographs as one of ways getting the clues. The experiences in using photographs to
write are expected to be references when the students need to write a text with the same topic or they could write in different topic. It is important for them to always practice
writing so that they could enhance their writing performance. 3.
For the material writers of textbook for seventh grade students in Junior high school They should use the photographs when designing the textbook in order to make
the textbooks more interesting. 4.
For the next researchers
This study could be used as a reference for other researchers in conducting further research of the relevant topics. However, because of the limitations of this
research, other research studies about the use of photographs in other text types to enhance the students‟ skill should be conducted.
