CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions and suggestions of the study about

the implementation of picture series to increase the students writing ability of the

second years students of SMK PGRI 1 Tulungagung in the academic year

2010/2011.

5.1 Conclusions

After the implementation of pictures in composing a recount text to the XI

Aka2 of SMK PGRI 1 Tulungagung in teaching writing through two cycles, it can

be concluded that:

1. Using series of pictures in writing can help the students to generate ideas. It

could lead students to explore, select and order ideas for writing

2. It can facilitate the students to compose some sentences,

3. It could help the students to recognize ideas for content and clarify of meaning

through revising guidelines

4. It can help the students to examine for correctness in spelling, capitalization

and punctuation

5. It can also improve the student’s achievement in writing. It is also proved by

the improvement of the students mean scores of writing post test given in two

cycles. They are 73,4 in cycle I, and 77,9 in cycle II.

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Moreover, it was found out that the student’s activeness in two cycles was

increased. In the cycle I the percentage increased from 65% in the first meeting

and 74% in the second meeting of cycle I, in the cycle II the percentage 79% in

the first meeting and 85% in the second meeting of cycle II. The students can

work together in groups or in pairs without the teacher controlling every move

and they could take some their own learning decision to accomplish the

assignment, it could increase the student’s motivation in learning writing.

Based on the result of the test given to the students in preliminary study,

cycle I and cycle II, it showed that the students who could reach at least 75 (the

passing grade) were increased. In the preliminary study there was 7 students

(15%), to cycle I there were 27 students (57,4%) and in cycle II there were 42

students (89,4 %). At the last of the study it was proved that only 5 students

(10,6%) could not reach for passing grade.

The implementation series of pictures in writing requires the teacher to

follow important procedures. In the pre writing stage, the class activity was

initiated by arranging the student’s seats either in the form of group work or in

pairs. After that, the teacher explains the specific instructional objectives intended

to enable the students to understand what they get from the instruction.

Based on the conclusion above, there are also some other points that can

be concluded from the research; the implementation of pictures series in

composing a recount text could increase the students writing ability. The

implementation of picture series in guiding the students composing a recount text

not only makes the students active, but also make the teacher active at the same
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since the English teacher should guide and monitor the students while they are

doing their task.

The picture series is one of the effective ways that can be used at any topic

and any level of the students. It must be remembered that it is only a way of

teaching writing that can be used with the other teaching techniques.

5.2 Suggestions

Based on the findings of the implementation writing ability in recount text

using picture series, some suggestions were offered to both the English teacher

and other researchers in order to improve the quality of teaching and learning

English.

1. For the students : the result of this research can be very helpful to

improve their writing skill and their interest in learning English and make

them to be more creative.

2. For the English teachers : it can help them if they have the same problems, to

create an active classroom, which is very useful for their students to apply

their writing easily and freely. It can motivate the teachers to teach writing

more actively and seriously.

3. For other researchers : hopefully, this study will become a reference in

conducting the other writing researchs, particularly writing a recount text

taught using picture series.

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4. For the Government : in implementing the 2004 competency based

curriculum, the teacher are demanded to have a good competency in English.

In other words, EFL teachers should fulfill the academic and professional

requirement. For this purpose, it is suggested to the government, in this case

the Department of National Education to give chance and finance the English

teachers in enhancing their academic and professional competence.

5.2.1 For the English Teacher

Teachers should apply various kinds of teaching techniques in the English

class to provide students with various learning experience. It would let each

student have more alternatives to study based on their own phase and learning

style. Teacher should design class activities that not only activate the teacher but

also the learners. Jigsaw technique help the students maximize the limited time

they have in English class to practice their English competencies. It is one

alternative that has been proven to be able to stimulate the students’ participation

in the classroom activities.

Teachers should carefully plan the teaching and learning activities,

especially the texts that will be used. They have to suit students’ English level.

And to get the maximum result, teachers should group student very carefully.

Teachers should equally group the student into a number of heterogeneous groups.

When the total amount of the students in a class could not be equally divided,

teacher can place the rest of the student in any expert group. They can replace

other expert, in case they were absent, or help other expert in sharing their
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information. It will be very easy when the total amount of the students in a class

can be equally divided, teacher should help the jigsaw group, which does not have

complete members by acting as the expert.

5.2.2 For Other Researchers

First, Researchers can conduct the same study at different level or

students. Second, Researchers can interest games in the jigsaw activities as what

suggested by the students involved in this research. And the last, Researchers can

use teaching media in each expert group, such as pictures or miniatures to help the

students completing the task.

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