Monday , June 1 2020

Chapter V Conclusion and Suggestion about Figurative Language in SKRIPSI or Thesis

Figurative Language is widely used by people and therefore it is very important to learn a Figurative language. In the past, Figurative Language had been discussed and the example presented in this post is for teacher who asked for an example about Chapter Five in Skripsi that will be used in their hard work. The example provided here is using non general Figurative language and this means not all people will understand it. Using it as reference is not recommended but take the example as basic draft to make Chapter Five in Skripsi or Thesis is encouraged. For more example of Figurative Language, read AN ANALYSIS OF FIGURATIVE LANGUAGE ON JAKARTA POST.


This chapter is divided into two parts, namely conclusion and suggestion. The conclusion consists of summary of the discussion in chapter four. Based on the results of the analysis discussed, the writer concludes that the students still made errors in grammatical rules, especially on the use of Figurative Language. And suggestion consists of some suggestions for students and also teachers.

5.1 Conclusion

Based on the data, the writer collected from the students’ composition, we can see that most of students in the eleventh year students of UNIROW ASIA still made errors on the use of Figurative Language which can be clustered into many kinds of categories of errors as follows :

a. Error of omission Figurative Language before adjective is made by 9 students or 30%.

b. Error of omission Figurative Language before noun is made by 3 students or 10%.

c. Error of omission Figurative Language before adverb is made by 2 students or 6,7%.

d. Error of omission Figurative Language before verb + ing in the Present Continuous Tense is made by 2 students or 6,7%.

e. Error of omission Figurative Language before verb + ing in the Past Continuous Tense is made by 3 students or 10%.

f. Error of omission Figurative Language before verb + ing in the Future Continuous Tense is made by 2 students or 6,7%.

g. Error of omission Figurative Language after subject is made by 4 students or 20%.

h. Misuse of the Figurative Language in active sentences is made by 6 students or 13%.

From the results above, we can conclude that the highest errors that are made by the students on the use of the Figurative Language in the category of omission Figurative Language before adjective. Those are 9 students. It is because most of students forget to use the Figurative Language in their composition. And the lowest errors in the category of omitted Figurative Language before verb + ing in the Future Continuous Tense because their composition tells about their past experience.

5.2 Suggestion

In teaching English at UNIROW ASIA, the existence of interference among learner should be paid attention. It may be changed by means of elimination of the step so that in the long run the areas of interferences become less and less. Teachers must know good and efficient way of eliminating the errors. There are some techniques that are used by the teacher to eliminate errors. For example, teacher often give exercise to the students to write a paragraph. It can be done in the class or at home, as homework. Another example is by giving a composition with omitted Figurative Language. Then the students are asked to complete the sentences may be omitting Figurative Language or choosing unsuitable Figurative Language.

And also to eliminate the students’ errors on the use of Figurative Language on their composition, the writer must gives more explanation about forms of Figurative Language and the usage of Figurative Language in sentences. And also gives an example of composition with another topic which is different their composition next.

Another suggestion are teacher should teach the students how to master a knowledge of grammar, especially on the use of Figurative Language in ability of recognizing and to use the part of speech correctly, to understand the different between passive and active sentences, and to avoid common grammatical errors. Naturally, the teachers’ duty is to help the students to correct English sentences in their composition by using the teacher-own techniques. In this case, the teacher should think of finishing the material as well as the student’s acquisition in the English.

The last suggestion, the application of these findings is important for English teacher to apply, especially those at UNIROW ASIA. They should take them into consideration during their teaching activities. One of the suggestion which may be useful for English teachers in eliminating the structural errors, especially on the use of Figurative Language are that the teachers should give their students exercise continuously. Teachers should keep up with now finding on teaching techniques, because techniques which are acceptable in the past in a particular class may not be acceptable in other class today or in the future. She also suggests further to research this kind of topic different aspect and the students of UNIROW ASIA to research it deeper in order to have pervasive understanding.

Student in UNIROW may read Specific analysis of figurative language at UNIROW and an Example of Essay or Skripsi in FIGURATIVE LANGUAGE at UNIROW tuban to get used with figurative languages.NISYA (Linatul Ainisiyah)
Happy reading

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Nisya Linatul Ainisiyah

Example of Chapter V Skripsi for student in last semester

References and Content available in CHAPTER V SKRIPSI CONCLUSION AND SUGGESTION This chapter is divided ...


  1. Almahdist Labuwani

    tolong saya saat ini sedang mencari contoh skripsi speaking tentang anecdote. Adakah Referensinya?

    • Skripsi tentang Anecdote berfokus pada tipe anecdote yang dipilih beserta fungsi dari anecdote yang dipilih tersebut. Referensi dan juga statement untuk anecdote tersebut juga sangat penting untuk disertakan. Sebagai contoh, Skripsi anecdote yang dipilih sebagai cara mendidik siswa Sekolah Menengah Atas dalam skills Speaking khususnya Conversation, akan membutuhkan referensi Tipe anecdote yang cocok unutk siswa SMA. Bahkan untuk skill reading, anecdote juga bisa dipakai karena anecdote pada dasarnya memiliki beragam fungsi yang luar biasa. Sebuah judul sederhana yang mungkin menarik adalah “penggunaan anecdote dalam pelajaran ‘bahasa inggris Reading Skills’ untuk meningkatkan pemahaman materi pada siswa kelas tiga di Sekolah Menegah atas Negeri 1 Jakarta”.
      (Beberapa bagian diatas perlu diganti).
      Kemampuan yang kami miliki amat sangat terbatas dalam konteks yang ada. Pada dasarnya Skripsi Anecdote tergantung pada:
      1. jenis Anecdote yang dipilih
      2. Penggunaan Anecdote tersebut pada subject apa?
      3. Fungsi yang diharapkan dari penggunaan anecdote tersebut.
      Referensi dan statement akan sangat berbeda tergantung tiga hal diatas. Ini dikarenakan Anecdote yang digunakan pada anak maupun orang dewasa sangat berbeda. Adapun Anecdote yang ditujukan untuk meningkatkan skills juga sangat berbeda dengan Anecdote yang tujukan untuk menarik hati seseorang.


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