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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
This last chapter presents the conclusion from the research. It also presents suggestions for teachers, school, and future researchers. This chapter is divided
into three parts: conclusions, implications, and suggestions.
A. Conclusions
This action research was about improving speaking learning process through the use of animation movies. This research was conducted in class VII D of
SMPN 1 Kebonagung Pacitan which began in October 2014 and ended in the same month, during the first semester of the academic year of 20142015.
As stated in the formulation of the problems in the previous chapter, this study aims at improving the speaking learning process. This study was successful
in increasing students’ involvement, enthusiasm and interest toward English especially speaking.
In this research, the steps to use animation movies as input text to improve speaking learning process were:
1. Providing animation movies that related to the learning material.
2. Providing vocabularies within the animation movies.
3. Providing pronunciation of vocabularies within the animation movies.
4. Providing some expressions that is used to express the language function that
related to the learning material. 5.
Playing the animation movies more than once.
Based on the research findings and the discussion in the previous chapter, I concluded some conclusions as follows.
a. The action of using animation movies could attract students’ attention, and
enthusiasm in the teaching and learning process. The use of animation movies also made the atmosphere in the classroom more relaxed and fun so that the
students were interested in learning speaking. This way was effective to make them more confident and enthusiastic toward English especially speaking.
b. The role of animation movie was as text model and stimuli for the students to
learn the material. It helped the students to understand the material well through interesting media like animation movies. It was very effective as text
model in attracting students’ attention and interest. c.
By giving quiz and rewards, the students became more active and involved in the teaching learning process. All of the students were able to communicate
and cooperate each other in doing the task. The class became more alive so it created a better circumstance to the quality of teaching and learning process.
d. The combination of the use of animation movies and the communicative
speaking activities, such as speaking performance and group work were able to make the students speak English. Therefore, the teaching and learning process
became more interactive and communicative. The students were able to build their self-confidence to speak English.
B. Implications
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