63 activities where practice in using language within a real communicative context is
the focus, where real information is exchanged and where the language used is not totaly predictable. The student confessed that they became more confident in
speaking. The lecturer also said that the students tended to be more active in another occasion especially in communicating with others. As Hymes 1976 says,
being able to communicate required more than linguistic competence; it required communicative competence
– knowing when and how to say what to whom. In this occasion, the students tended to be able to communicate with others well.
Their confidence was also boosted because of the implementation of impromptu speech practice. Through impromptu speech practice, the students knew how to
communicate with others in a good way without feeling unconfident. However, the implementation of impromptu speech practice needs to be
developed. Pash and Sparks-Langer 1991 say that, teachers who reflect on their teaching methods and practices are better teacher than those who do not. Teachers
should develop teaching method continuously. The students thought that the implementation of impromptu speech practice was very important for everyone.
They suggested having an impromptu speech practice in every subject which is held by all lecturers in the English Language Education Study Program. In
addition, the students hoped that the lecturer could give a reflective feedback on students‟ improvements of impromptu speech practice. Hatch 1978 emphasizes
that students will be helped by teacher‟s interlocutors‟ input and feedback. Furthermore, besides the language input, learners also need feedback in the form
64 of questions, comments, repetitions, confirmation checks, requests for
clarifications and
reformulation Goh
Burns, 2012.
65
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
In this
chapter, the
researcher presents
the conclusions
and recommendations of the research. In the conclusion part, the researcher delivers
the content of the thesis briefly. In the suggestions part, the researcher gives some suggestions for the English lecturers or future English teachers and for the future
researchers who are going to conduct a similar research.
A. Conclusions
The researcher conducted the research in order to know the students‟
responses to the implementation of impromptu speech practice in order to improve students‟ speaking skills. The researcher formulated two research questions. The
first question is , “what are students‟ responses to the implementation of
impromptu speech practice?” and the second question was “what are students‟ suggestions for further implementation of impromptu speech practice in order to
imp rove students speaking skills?”
The research instruments in this research were the observation sheet, questionnaire, formal interview, and informal interview. A peer-observer who was
in the same semester semester 8 with the researcher in the English Language Education Study Program of Sanata Dharma University helped the researcher to
observe the Classroom activity. After that, the researcher distributed questionnaire to the students of Critical Listening and Speaking 1 Class. The questionnaire was
66 the main data of the research since the research was a
bout students‟ responses. The researcher asked the lecturer of Critical Listening and Speaking 1 Class D to
do the interview. The researcher used the coding strategy which was developed by Bogdan
and Biklen 2003 in order to get a reduction data. The researcher used activity coding strategy, perspective coding strategy and ways-of-thinking coding strategy.
The researcher found three themes from the data which were gathered and reduced.
The first theme was the students respond differently from the beginning until the end of CLS 1 Class. In this case, students
‟ responses to the implementation of mpromptu speech practice were changed in positive ways. At
the beginning of the semester, the students were shocked with the implementation of impromptu speech practice. The lecturer of Critical Listening and Speaking 1
Class D said that the students were not accustomed to speaking spontanuously. In addition, the students also said that they were nervous in delivering the topic.
However, after several practices which were done by the lecturer, the students‟
responses were changed in positive ways. The researcher and peer-observer also found that there was a change in a student who experienced an impromptu speech
practice. The students said that they became more confident after practicing impromptu speech practice.
The second theme was the implementation of impromptu speech practice improved
students‟ speaking skills. The students admitted that they became more confident in delivering a speech. They said that they could speak better in a real
67 life conversation. The lecturer also said that the student could elaborate the topic
in a good way. In addition, the students became more confident after practicing impromptu speech practice several times.
The third theme was the implementation of impromptu speech practice was already good, but it needed to be developed. The students said that the
implementation of impromptu speech practice has become an appropriate learning activity. However, some students thought that the implementation of impromptu
speech practice needed a longer time. They thought that it would be better if the implementation of impromptu speech practice could be held in every learning
activity in the English Education Study Program of Sanata Dharma University. The results of this study showed that the implementation of impromptu
speech practice improved students speaking skills. However, the implementation of impromptu speech practice still needs to be developed.
B. Recommendations
Based on the result of the study, the implementation of impromptu speech practice changed student
s‟ responses in positive ways. Moreover, the implementation of impromptu speech practice improved
students‟ speaking skills. However, the implementation of impromptu speech practice still needs to be
developed in order to improve students‟ speaking skills. In connection with that, there are some suggestions for the English lecturers and also for the future
researchers who want to conduct a similar research. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
1. The English Lecturer of English Education Study Program Sanata
Dharma University and the future teacherslecturers.
It is suggested that the English Lecturers of English Education Study Program of Sanata Dharma University conduct a longer implementation of
impromptu speech practice. The implementation of impromptu speech practice can also be held not only in a speaking Class, but also in every Class. For
example, the implementation of impromptu speech practice can be held in every Class before the Class is begun. The lecturers only have to give several topics
which can give the students an opportunity to speak in front of people so that the students are accustomed to speak in daily life conversation. In addition, for the
teachers or lecturers who have not implemented the impromptu speech practice in a Class, they can implement impromptu speech practice as an activity that
improves students‟ speaking skills.
2. Future Researchers
The future researchers who are interested in impromptu speech practice can conduct Classroom action research. The future researcher can use the
implementation of impromptu speech practice as the media to solve students‟
speaking problems and also to improve students‟ speaking skills. The researcher
can develop a modul which consists of developed activities of impromptu speech practice. Besides developing a module, the future researchers can also conduct an
experimental research. The future researcher can compare the implementation of impromptu speech practice with the other approaches in order to improve
st udents‟ speaking skills. Moreover, analyzing students‟ responses to an activity is
69 an important asset for the teacher in order to develop more learning and teaching
activity in Classroom. Hopefully, future researchers can do further research so that the implementation of a course can be developed.
