Based on the explanation of cycle I and cycle II, it could be inferred that the use of Small Group Discussion strategy could increase the students‘ ability in writing descriptive paragraph. There was progress from the students got score >70 from pre-test 24% or 6 students, post-test I 48% or 12 students and post-test II become 88% or 22 students. We could be seen that was an increasing on the students complete score and total of score of the students who passed the least from pre-test, post-test I to post-test II.
Moreover, the standard criteria with the score minimum at the school was 70 in this research, in the post-test I there was 12 students or 48%
passed the test with the average 64,3 and the post-test II was students 22 students or 88% who passed the test with average 82,16. From the explanation, the writer concluded that the research was successful and it
could be stopped in the cycle II because the indicator of success 70% of students got score >70 was reached.
Thus, the results above successfully proved some stated theories in this research which believe that the implementation of Small Group Discussion Strategy can be an appropriate solution in teaching writing. As stated by Ernest also suggests that it is important for small group discussions that presenters will reveal a topic or suggestion for a community discussion.48 This research also supports the previous research, the research shows a significant increase of students‘ reading comprehension achievement after they were taught by using small group discussion technique.49 Also, Elmi concludes that there is a small group discussion had significant effect on students speaking skill in the narrative text.50 That means that groups guide by a moderator or presenter are small group discussions to address a subject or an issue.
The result of the student‘s activities in cycle I and cycle II were increase. The students pay attention from 80% become 88%, the students respond teacher‘s questions from 68% become 76%, the students ask questions from the teacher 76% become 92%, the students comprehend the material from 80% become 84%. The result of students‘ activities in
48 Brewer, 13 Proven Ways to Get Your Message Across. p. 22.
49 Putri, Suparman, and Suka, ―THE USE OF SMALL GROUP DISCUSSION TECHNIQUE TO INCREASE STUDENTS‘ READING COMPREHENSION.‖
50 Nur Elmi Hidayati and Batdal Niati, ―THE EFFECT OF USING SMALL GROUP DISCUSSION TECHNIQUE ON STUDENTS‘ SPEAKING SKILL AT XI GRADE OF MAS KEPENUHAN‖ 5, no. 2 (2019): 9.
cycle I and cycle II, there are increasing about students‘ learning activities.
Furthermore, the results above successfully proved some stated theories in this research which believe that the implementation of Small Group Discussion Strategy can be an appropriate solution for student participated in the class. The student was increase of student activity for cycle I to cycle II with the indicators are students pay attention (listening, qualification, showing, evidence), the students respond teacher‘s questions (answering, agreement, refusing, saying, submitted), the students ask questions (clarifying, examine, clear, concluding, finding, solving), the students comprehend the material (mention, explaining, identifying, marking out, example, concluding).51
Discussion allows an exchange of ideas under the direction of a speaker within a group. In addition, the small group discussion strategy has been implemented more successfully, as students can interact individually with not too many other participants.52 Ernest State that every member of the group can participate, small group discussion is an excellent way to draw participants to a topic, and the participants can interpret the interpretation of another person more readily than the response of a speaker, the presenter may identify the participants who needed assistance, the speaker should recognize views on the issue and
51 Mimin Haryati, Model Dan Teknik Penilaian Pada Tingkat Satuan Pendidikan (Jakarta: Gaung Persada Press, 2017). p.125-126
52 Christiani, ―PENERAPAN METODE SMALL GROUP DISCUSSION DENGAN
MODEL COOPERATIVE LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA DI SEKOLAH DASAR.‖ , p. 2
SGD allows participants to make links between ideas or beliefs on the subject.53 Students may also use the small group discussion strategy to exchange knowledge and expertise in solving an issue. A small group discussion about their work both within classrooms and outside classrooms brings students more knowledge and experience.
Overall, it can be concluded that the increasement scores in cycle I and cycle II is the result of the implementation of Small Group Discussion strategy. This strategy can provide the opportunity to the students to be participate fully in the class and gave them the opportunity for sharing and learning each other in mastering writing descriptive paragraph. Therefore, their writing skill can be increased.
53 Brewer, 13 Proven Ways to Get Your Message Across. p.27
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the result of classroom action research, the writer would like to conclude the average of the students‘ score of MTs. Manbaul ‗Ulum Gayabaru II Central Lampung, the result of observation sheet and the students‘ activity, the implementation of cycle I and cycle II were active. It means that small group discussion strategy could increase the students‘
writing descriptive paragraph writing skill.
There was any increasing from pretest, post-test I to post-test II. It could be seen the average increase pretest was 41,4 to Posttest I was 65,3 and in the Post-test II was 82,16. It means that there was an increasing on students‘ score from Pre-test to cycle I and cycle II.
Small group discussion strategy can increase teacher‘s performance.
Small group discussion strategy helps teacher develop aspects that are needed in the process of teaching such as pre writing, drafting writing, and revising writing.
In line with the conclusion above, Small group discussion strategy can increase the students‘ writing score significantly. It can increase students‘
participation. Small group discussionn strategy applies learning community that makes students more active.
83
B. Suggestion
Referring to the data in the previous chapter and the conclusion, some suggestions are recommended.
1. The students
They have to practice to read the text often especially in descriptive paragraph. If they practice it many times, they will be accustomed and they will not be easy enough to be influenced by their skill.
2. The Teacher
It is suggested for the English teacher to use small group discussion strategy because this technique is effective to practice students‟
writing descriptive paragraph skill.
3. The Headmaster
The Headmaster is suggested to support the English learning process by preparing the complete facilitation and conducting teacher training especially about teaching methodology. This research is recommended to be prior knowledge in conducting academic supervision.
4. For the school
The school should support the English learning process by preparing the facilitation and instrument completely. The school should provide the good situation to support English learning process.
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