s bing 0605175 chapter5
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter consists of two sections. The first section discusses the
conclusion drawn from the findings and analysis, and the second section discusses
the suggestions for the teacher, students, institution, and future research.
1.1
Conclusion
Based on the findings and discussion, it can be concluded that the students
encountered many problems. The problems were related to fulfilling task
achievement, coherence and cohesion, lexical resource, and grammatical range
and accuracy. In terms of task achievement, the students had problems with
summarizing significant features of the graph, including key data to support the
summary, using complete sentences/not using bullets, and word length (minimum
150 words). In terms with coherence and cohesion, the students encountered
problems with using suitable subject-verb agreement, using right tenses, using
correct articles, using right pronouns, using right conjunctions, creating
concluding paragraph, and using suitable linking words. In terms of lexical
resource, the students had problems with using varied words/good vocabulary,
paraphrasing the information in the graph, using right word forms, and using
correct spelling and punctuations. In terms of grammatical range and accuracy, the
students had problems with using correct active form and passive voice, using
109
ANI SUSANA, 2012
Universitas Pendidikan Indonesia
| repository.upi.edu
right prepositions of time and place, using simple sentences, using compound
sentences, and using complex sentences.
To overcome the problems, both the teacher and the students employed
several ways including teacher-self initiated solutions, students-self initiated
solutions, and students’ peer-feedback. Teacher-self initiated solutions cover
written and spoken feedback. Student-self initiated solutions are of editing, proofreading, and conferencing with the teacher. Students’ peer-feedback is related to
peer-correction and peer-evaluation.
1.2
Suggestions
The following suggestions are given to have a favor in solving the problems.
Moreover these suggestions are expected to support the case of language
proficiency elsewhere in general and will be useful for EFL teaching, especially
for teaching writing.
5.2.1 For English/EAP Writing Teacher
English/EAP Writing teachers should play different roles when giving
feedback (Harmer, 2004: 109):
a.
Examiner, who sets class tests or mark practice papers for public exams their
students are taking. The students will justifiably expect some kind of an
objective evaluation of their performance.
b.
Audience, who responds to the ideas and perception that the students have
written out.
110
ANI SUSANA, 2012
Universitas Pendidikan Indonesia
| repository.upi.edu
c.
Assistant, who helps the students along.
d.
Resource, that is available when the students need information or guidance.
e.
Evaluator, who says how well things are going so far.
f.
Editor, who helps to select and rearrange pieces of writing for some kind of
publication
5.2.2 For IELTS candidates or/and English students
The students IELTS candidates or/and English students must:
a.
Have a high motivation to study English
b.
Be active and creative students. Nowadays there are so many learning
materials that can be downloaded from many sites, even free of charge, for
practicing your English/IELTS test more
c.
Study English frequently
d.
Practice English and do the drills and exercises
e.
Appreciate the teachers as the advisors, evaluators, guides, and masters
f.
Create an English interaction in or out of the classroom
g.
Keep on practicing since there is no magic wand to improve your
English/your IELTS band instantly
5.2.3 For Institution
Based on the interview, it was found that the students were overwhelmed by
the schedule of the course. It was too condensed. Therefore, in order to increase
the students’ progress and achievement, it will be better for the institution to:
111
ANI SUSANA, 2012
Universitas Pendidikan Indonesia
| repository.upi.edu
a.
Redesign the schedule of the course
b.
Review the materials
5.2.4 For Further Research
Given the small number of the sample size, it is difficult to extrapolate the
results from the current study to other cases of L2 writing. In addition, because the
graph used in the study may not be representative of all graphs used in Task 1 of
IELTS Academic Writing, the generalization of the finding is also problematic.
Ideally, this type of L2 writing study is repeated with using different graphs to
confirm the results of the present study.
Besides, many students have problems with accomplishing not only Task 1
but also completing Task 2 of IELTS Academic Writing. It will be better for other
researchers to conduct a study on exploring students’ difficulties in accomplishing
argumentative essay of Task 2 IELTS Academic Writing.
112
ANI SUSANA, 2012
Universitas Pendidikan Indonesia
| repository.upi.edu
113
ANI SUSANA, 2012
Universitas Pendidikan Indonesia
| repository.upi.edu
CONCLUSION AND SUGGESTIONS
This chapter consists of two sections. The first section discusses the
conclusion drawn from the findings and analysis, and the second section discusses
the suggestions for the teacher, students, institution, and future research.
1.1
Conclusion
Based on the findings and discussion, it can be concluded that the students
encountered many problems. The problems were related to fulfilling task
achievement, coherence and cohesion, lexical resource, and grammatical range
and accuracy. In terms of task achievement, the students had problems with
summarizing significant features of the graph, including key data to support the
summary, using complete sentences/not using bullets, and word length (minimum
150 words). In terms with coherence and cohesion, the students encountered
problems with using suitable subject-verb agreement, using right tenses, using
correct articles, using right pronouns, using right conjunctions, creating
concluding paragraph, and using suitable linking words. In terms of lexical
resource, the students had problems with using varied words/good vocabulary,
paraphrasing the information in the graph, using right word forms, and using
correct spelling and punctuations. In terms of grammatical range and accuracy, the
students had problems with using correct active form and passive voice, using
109
ANI SUSANA, 2012
Universitas Pendidikan Indonesia
| repository.upi.edu
right prepositions of time and place, using simple sentences, using compound
sentences, and using complex sentences.
To overcome the problems, both the teacher and the students employed
several ways including teacher-self initiated solutions, students-self initiated
solutions, and students’ peer-feedback. Teacher-self initiated solutions cover
written and spoken feedback. Student-self initiated solutions are of editing, proofreading, and conferencing with the teacher. Students’ peer-feedback is related to
peer-correction and peer-evaluation.
1.2
Suggestions
The following suggestions are given to have a favor in solving the problems.
Moreover these suggestions are expected to support the case of language
proficiency elsewhere in general and will be useful for EFL teaching, especially
for teaching writing.
5.2.1 For English/EAP Writing Teacher
English/EAP Writing teachers should play different roles when giving
feedback (Harmer, 2004: 109):
a.
Examiner, who sets class tests or mark practice papers for public exams their
students are taking. The students will justifiably expect some kind of an
objective evaluation of their performance.
b.
Audience, who responds to the ideas and perception that the students have
written out.
110
ANI SUSANA, 2012
Universitas Pendidikan Indonesia
| repository.upi.edu
c.
Assistant, who helps the students along.
d.
Resource, that is available when the students need information or guidance.
e.
Evaluator, who says how well things are going so far.
f.
Editor, who helps to select and rearrange pieces of writing for some kind of
publication
5.2.2 For IELTS candidates or/and English students
The students IELTS candidates or/and English students must:
a.
Have a high motivation to study English
b.
Be active and creative students. Nowadays there are so many learning
materials that can be downloaded from many sites, even free of charge, for
practicing your English/IELTS test more
c.
Study English frequently
d.
Practice English and do the drills and exercises
e.
Appreciate the teachers as the advisors, evaluators, guides, and masters
f.
Create an English interaction in or out of the classroom
g.
Keep on practicing since there is no magic wand to improve your
English/your IELTS band instantly
5.2.3 For Institution
Based on the interview, it was found that the students were overwhelmed by
the schedule of the course. It was too condensed. Therefore, in order to increase
the students’ progress and achievement, it will be better for the institution to:
111
ANI SUSANA, 2012
Universitas Pendidikan Indonesia
| repository.upi.edu
a.
Redesign the schedule of the course
b.
Review the materials
5.2.4 For Further Research
Given the small number of the sample size, it is difficult to extrapolate the
results from the current study to other cases of L2 writing. In addition, because the
graph used in the study may not be representative of all graphs used in Task 1 of
IELTS Academic Writing, the generalization of the finding is also problematic.
Ideally, this type of L2 writing study is repeated with using different graphs to
confirm the results of the present study.
Besides, many students have problems with accomplishing not only Task 1
but also completing Task 2 of IELTS Academic Writing. It will be better for other
researchers to conduct a study on exploring students’ difficulties in accomplishing
argumentative essay of Task 2 IELTS Academic Writing.
112
ANI SUSANA, 2012
Universitas Pendidikan Indonesia
| repository.upi.edu
113
ANI SUSANA, 2012
Universitas Pendidikan Indonesia
| repository.upi.edu