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B. Implication
As has been mentioned before, the results of the research show that the students speaking skill had been improved by the implementation of several
actions. Those actions were using classroom English during the teaching and learning process, engaging the students in pre-communicative activities,
involving them in information-gap activities, encouraging them to consult their dictionaries and vocabulary note books, setting a fun atmosphere of learning
and appreciating the students’ participation and achievement. All of those actions had some implications as presented below.
1. Using Classroom English during the Teaching and Learning Process
The implementation of using classroom English during the teaching and learning process enhanced the students’ speaking skill improvement. This was
because the students frequently and continuously got inputs of the use of English in the real communication. Besides, it motivated the students to speak
in English more. It could be implied from the students’ response when I asked them questions in English. It could be seen that the students tried to answer my
questions in English too.
2. Engaging the Students in Pre-Communicative Activities
The implementation engaging the students in pre-communicative activities obviously enhanced the students’ speaking skill improvement.
Analyzing both oral and written input texts, discussing the content of the texts,
190 and having exercises focusing on vocabulary enlargement and grammar
building as a series of pre-communicative activities prepared the students for having the information-gap activities as the practices to improve their speaking
skill. Besides, asking the students to voluntarily write their answers on the boards and involving them in discussing the answers to the exercises increased
their self-confidence. By doing this, I gave the students opportunities to give active contribution to the teaching and learning process. Consequently, this
increased their being active in the process.
3. Involving the Students in Information-Gap Activities
The implementation of involving the students in information-gap activities improved the students’ speaking skill. As in the activities the students
had some need to bridge the information-gap by having the activities, the students were more motivated. They were encouraged to speak more. The
aspects that improved significantly were the students speaking fluency, interactive skill, and vocabulary mastery. Meanwhile, the stud
ents’ speaking accuracy on the grammar rules to express their meanings and pronunciation
still needed some incremental process to be improved more significantly. Since the activities were done in small groups, the students found it more
comfortable to practice to speak. Their anxiety about making mistakes decreased. Not to mention, by having these activities in small groups, the
students also improved their concern to help each other to learn.
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4. Encouraging the Students to Consult their Dictionaries and Vocabulary
