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Another finding showed that group work enabled the silent students to speak. Before the research there were silent students who did
not want to take a part in speaking activity. During the implementation of CGT such students showed their participation in conducting the task.
Harmer 1998: 128 states that pair work and group work will help to provoke quiet students to speak. He states that when quiet students are
with two or three other students, they are not under such a big pressure as when they must speak in front of the classroom.
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions
Using instruments of the research when implementing action research in classroom, the researcher obtained important data. Based on the data
analyzing, it is concluded that communicative group technique can improve both the students’ speaking skill and the teaching learning situation in the
classroom. The conclusions of the implementation of CGT are as follows: 1.
Communicative group technique can improve students’ speaking skill. The improvement of students’ speaking skill can be showed from the
improvement of speaking achievement, students’ ability in answering questions, students’ ability in expressing and sharing ideas in appropriate
vocabulary and grammatical form.
2. Communicative group technique can create the free atmosphere during the
learning process. The situation of the classroom become active and more alive with various communicative activities. There is also a rising
students’ participation. The students are eager to explore their potential skill in speaking freely. The class becomes more relaxed and fun. Students
seemed to enjoy various activities.
3. Communicative group technique could also improve students’ confidence
and motivation to speak English. Some students whose English ability was low seemed enthusiastic to join the communicative activities. They had a
satisfaction of achievement feeling because they could speak English like the students whose English ability was better.
4. Various communicative activities in CGT change the speaking class
toward a student – centered class. The students do a lot of talking. The teacher is a facilitator and guide. The main role of teacher in
communicative group technique is as language consultant. The teacher help the students with what thy want to say instead of judging what
students have to say.
B. Implication
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The research finding of this study implies that communicative group technique is one of effective techniques which can be used in speaking class.
The implication of action is described as follows: 1.
Communicative group technique can change the class into students- centered class. The roles of teacher in communicative group technique are
a language facilitator and guide. Teacher helps students who have problems with what they want to say by providing them with difficult
vocabularies or sentences. The teacher guides the students to finish their task by interacting and speaking in English.
2. Various activities in communicative group technique can change the
atmosphere of speaking class. The students are more relaxed when they talk a lot to practice speaking without worrying making mistakes.
3. Communicative group technique can enhance students’ confidence and
motivation to speak English. It also increased the students’ participation and involvement during the activities.
4. Communicative group technique can vary classroom relationship among
students and teacher. Students interact less with the teacher in their teaching and learning process but most of the time they interact among
themselves. They become familiar with working in pairs and small groups.
C. Suggestion
