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3. The Changes in the English Teaching and Learning Processes
The English teaching and learning processes are more fun. It could attract the students’ attention more and made the students participate more. The integrated
design of the materials, tasks, and homework provided more opportunities for the students to explore English more. It made the most of their time in the classroom.
4. The Changes in the Collaborators
There were two kinds of collaborators involved in this research: the English teacher and my three colleagues. For the English teacher, this action research
made her think more about her students and she was reminded of the need for well-tailoring the ELT processes. The English teacher also opens her view to the
classroom action research. By joining this research, she strengthened her willing to conduct other action research in the future. For my two first colleagues, this
research gave them broader view about the common problems met in the English teaching in the big classroom. It enriched their knowledge and sharpened their
thought in contributing their ideas to solve the occuring problem. For my third colleague, this research gave her references in teaching English in a better setting
than the one she ever had. She witnessed the long struggle in preparing the good ELT processes and got the idea to be so.
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CHAPTER V CONCLUSION, IMPLICATIONS, AND SUGGESTIONS
This chapter consists of three parts. The first is the conclusion of the research drawn from the research process, finding, and discussion in the previous chapter.
The second is the implications of the research. The third is the suggestions offered for the collaborators and the school.
A. Conclusion
The research findings and discussion in the previous chapter showed that this action
research resulted in positive changes to the speaking skills of the students’ of Class X IS II of SMA N 1 Godean in the 20152016 Academic Year through
the use of pre-communicative and communicative activities supported by the eight other actions. In this action research, the speaking skills were assessed through the
five criteria: vocabulary and expression, grammar, the fluency, pronunciation and intonation, and interactive skill. The biggest improvement made by the students
was in the last three mentioned criteria. However, the vocabulary and the grammar aspect have not been successfully improved. Added to this, the students
improved their confidence, interest, participation, enjoyment, and motivation in the ELT processes by joining this research.
The pre-communicative and communicative activities were found effective as the problem solver
for the students’ speaking problem. In this research, these activities were designed to provide the students wide opportunities to interact each
other with English. The pre-communicative activities facilitate the students to acquire the communicative competence they needed to express in the
communicative activities. The pre-communicative activities consisted of
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