CHAPTER IV FINDINGS AND DISCUSSIONS
B. Discussion
In this part, the researcher would like to discuss the result of findings. The discussion aimed at describing the students’ writing for content and organization by using visual-spatial media.
1. The Improvement of the Students’ Achievement in Writing Skill by Using Visual-Spatial Media
In the analysis of the students’ achievement the researcher found that the mean score of students in writing skillby using visual-spatial media was improved.
The students’ score in d-test was 52.54 (poor), in the cycle I the students’ mean score was60.24 (fair) and in the cycle II the students’ mean score was 72.77(good). The improvement of students’ achievement from mean score of d-test to cycle I was 14,36%, whereas the improvement of students’ achievement from mean score of cycle Ito cycle II was 20,80%.
a. Content
The improvement of students’ achievement in writing by using visual-spatial media had effective effect. The researcher found that before the application of visual-
spatial media, the students’d-test mean score in content was 52.77 (very poor). But after application of peer review strategy, the students’ score in cycle I was 60,87 (very poor) and in the cycle II became 72,77 (good to average). So, the improvement of students’ achievement from mean score of d-test to cycle I was 15,34%, whereas the improvement of students’ achievement from mean score of cycle Ito cycle II was 19,54%.
From the explanation above, the researcher analyzed that by using visual- spatial media could improved the students’ writing skill in writing descriptive text in term of content, where the students’ mean score in cycle I and cycle II was higher than d-test.
b. Organization
The improvement of students’ achievement in writing by using using visual- spatial media had effective effect. The researcher found that before the application of peer review strategy, the students’d-test mean score in language use was 52,32(very poor). But after application of peer review strategy, the students’mean score in cycle I was 59,61 (very poor) and in the cycle II became 71.77(good to average). So, the improvement of students’ achievement from mean score of d-test to cycle I was 14,36%, whereas the improvement of students’ achievement from mean score of cycle Ito cycle II was 20,80%.
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From the explanation above, the researcher analyzed that by visual-spatial media could improved the students’ writing skill in writingdescriptive text in term of content, where the students’ mean score in cycle I and cycle II was higher than d-test.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter contains conclusion and suggestion based on the research findings in previous chapter, the writer puts forward the following conclusion and suggestions:
A. Conclusion
After conducting classroom action research about using Visual –Spatial Media and based on the research finding in the previous chapter, the researcher can make conclusion as follows:
1. Visual-Spatial Media can improve the students’writing skill of the class VII of SMP WAHYU MAKASSAR in term of content and organization. The researcher analyzed that by using visual-spatial media could improved the students’ writing skill in writing descriptive text in term of content and organization, where the students’ mean score in cycle I and cycle II was higher than d-test.
2. After using Visual-Spatial Media, there is a significance difference between the result of diagnostic test, cycle 1, and cycle 2, where the mean score of diagnostic test (52,54) which is lower than the mean score of cycle 1 (60.24), and the mean score of cycle 2 (72,77).
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B. Suggestion
The improvement of the students’ writing ability has been proved in the result of research findings in previous chapter. To gain those such result, some suggestions forwarded as follows:
1. It is suggested to the English teacher to maximize in giving guidance to the students in learning and teaching writing process.
2. It is suggested that the teachers have enough chance to create effective strategies based on the students’needs.
3. It is suggested to the English teachers to use visual-spatial media as the alternative in the teaching and learning process to improve the students’
English skill especially in improving their writing skill.
4. For next researchers, they use visual-spatial media in doing research, because it can give enough opportunity to the students’ to practice their writing ability and it is enjoyable way for learning.
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