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chapter consisted of three parts: conclusion, implications, and suggestions. The detailed presentation of this chapter was as follows:
A. Conclusions
This research was conducted to solve the problems faced by the students of class 0902 of the Business English Department of CsVTC in improving their speaking
skill. After analyzing the data gained from the pre-test, the researcher found that the students speaking ability was low and unsatisfying. The mean score of the pre-test was
59.6, and seventeen or forty-five percent students were under the average level. Moreover, the motivation of students in the class was low. Based on the observation and
the interview with both the teacher and the students, the researcher found that the students didn’t like the content or topics discussed in the class. They would like to learn
something useful and practical for their future jobs. Meanwhile, the teacher still used the traditional teaching approach or techniques to teach the students, which made the
students lost their interest in the speaking class. In addition, the students showed low motivation in participating in the speaking task. They didn’t participate actively. During
the speaking class, most of the students were keeping silent and only some braver students just used the mother tongue to answer the teacher’s questions.
However, the implementation of the CBI was suggested by the researcher to solve the problems mentioned above. After the treatment was given, there were many positive
results. The detailed description can be seen in the following parts: Firstly, the implementation of CBI was successful in improving the students’
speaking skill. By selecting the useful and practical contents, the students had great motivation to learn the speaking as the topics fallen under their interest and also met their
needs. In addition, by applying different speaking activities, the students felt fun and happy. They actively involved in the speaking activities and practiced their language with
their classmates in the class. Their speaking skill improved; they could use their just learned vocabularies and selected the appropriate words and expressions to discuss the
topics with their friends in good pronunciation; they also could answer the teacher’s questions and comprehend the topics of the conversation and fluently communicate with
their classmates in correct grammatical forms. Those indicators of speaking can be
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achieved by the CBI, and it could be seen from the analysis of the post-test of Cycle 1 and Cycle 2. The result of the students’ mean score was increased from 59 to 67, and
there were no students found to be under average level in Cycle 2. Moreover, the changes also appeared in other aspects. Besides improving the
students’ speaking skill, the classroom situation had been also changed. As the qualitative data in the field-notes collected from the teaching and learning process showed that there
was improvement in students’ reaction towards the speaking class. Before, the students felt dull and bored in the class, and the whole class was teacher-centered; it was the
teacher, who did most of her talk, but now, the situation was changed; the classroom situation became more alive. The students’ motivation to speak English was higher than
before. As there were many pair and group activities or games in the class, the students felt eager to join the activities. During the group activities, the weak students tried to
contribute their ideas to the group as they could, and the students who had good speaking ability tried to help the weak students to complete their group performance. The
classroom atmosphere was conducive, and it became student-centered; the students were the performers while the teacher was the facilitator. The teacher monitored and helped
the students when they needed. In the class, the students felt relax and joyful during the teaching and learning process.
CBI had more strengths than weaknesses. CBI increased students’ participation in the speaking class by the practical and interesting content. CBI is very flexible, it could
accommodate various types of activities which were motivating the students to participate in the speaking task, and it could adjust the students work in individual, in pair
and in groups according to the content. Pair and group works were found to eliminate students’ psychological barriers and increase students’ self-confidence. Moreover, in the
class, students were not only learning from their teacher but also from their friends. In the group work, each member of the group worked very hard to complete their group work
and didn’t want to lag behind. They helped their group members and competed with other group members.
B. Implications
