Conclusions CONCLUSIONS AND SUGESTIONS

CHAPTER V CONCLUSIONS AND SUGESTIONS

There are two parts in this chapter. The first part is for the conclusions of the study. In the second part, the writer provides suggestions for English teachers who will implement role-play as teaching speaking technique and also for other researcher who will conduct the same type of resesarch.

A. Conclusions

The research was intended to find out the most appropriate technique to improve the students’ speaking ability to the third grade of SMA Stella Duce Bantul. There was a problem in this study, “what the most appropriate technique to improve students’ speaking English ability for the third grade of SMU Stella Duce Bantul.” In conducting the research, the researcher used some research instruments to gain the data. The researcher used the speaking rubrics and field notes. The speaking rubrics were used to assess the students’ speaking ability. Field notes were used to record what had happened during the research as well as to know the students’ progress. From these instruments, the researcher was able to monitor the students’ achievement and to know whether or not the technique applied was appropriate. There were two cycles in the classroom action research. In the first cycle, the researcher implemented cued dialogue. In this cued dialogue, the teacher presented two topics to discuss. Students worked in groups and they made short 66 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI conversations. Cued-dialogue which was implemented in the first cycle could not help students to improve their English speaking ability. Students mostly improved only in the content and comprehensibility of speaking out of the other elements such as fluency, pronunciation, vocabulary, and grammar. In the first cycle, students did not made any significat improvements. It can be seen from the result that students only made progress in overall speaking ability. The students speaking ability was still poor. Reflecting on what happened in the first cycle, the researcher implemented the second technique. The second technique that was implemented in the second cycle was role-play. The students were more free to express their ideas so they made longer conversation. They could improve their speaking ability. With regard to the question of the research, the researcher concluded that role-play technique could improve the students’ speaking ability. There was significant improvement after the implementation of role-plays as speaking activities. Students improved their ability in speaking. Students made significant improvement in speaking elements; content, comprehensible, pronunciation, fluency, vocabulary, and grammar. They achieved the indicators in speaking proposed by the researcher.The use of role-plays had a great influence on the improvement of students’ motivation to speak. Students like to act in front of the class because it motivates them to speak confidently. It comes to the conclusion that role-plays could improve the speaking ability for the twelfth grade students of SMA Stella Duce Bantul during the speaking activity.

B. Suggestions