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C. General Findings and Discussions
This research study was conducted from 12
th
April to 18
th
May 2016. The objective of this research was improving students’ speaking
skills of grade VIII students of SMP N 2 Sewon through communicative activities. The implementations were done in two cycles. The English
teacher and the researcher had discussion and decided to discontinue the research at the end of Cycle 2. This was done because the objective of this
research had been achieved and the implementations of communicative activities were successful to be done.
These are served the general findings of the implementations of communicative activities in Cycle 1 and Cycle 2.
Table 8: The Improvements in Cycle 1 and Cycle 2
The Plans Cycle 1
Cycle 2 Using
communicative activities
Acting from a script succeeded
to gain
more confidence
for students to speak.
Students got
opportunities to
practise speaking through
acting Through
fun activities,
most students
gained more confidence.
Drilling pronunciation was
applied in
two meetings
and helpful
to R
: Hahaha. Oke. Kemarin ada game yang setiap orang nanti kalo dapet boneka lumba-lumbanya itu baca
kalimat, nah itu membantu kamu buat pengucapannya lebih bagus? Hahaha alright. There was s game when
students got the dolphin doll they read sentences. Does that help you to pronounce well?
S14 : Iya, sangat membantu.
Yes, that’s very helpful. Interview 14 - Appendix
73
from a script. Most
students still
mispronounced words.
There lacked fun activities.
Some students
still lacked
confidence. Drilling
was needed
for students
to pronounce words
correctly. Students’ fluency
improved. pronounce
words for students.
Students had
chances to
pronounce words. Only
a few
students still
mispronounced sometimes.
Students’ fluency improved
almost thoroughly.
Giving feedback
to and
appreciation for students’
performance Students lacked
confidence and
were shy to speak English.
After getting
feedbacks, students
knew their
improvement. Students became
more appreciated after
getting rewards
doing Students became
more enthusiastic and
appreciated after
getting compliment
and gifts.
They were not shy and
felt more
confident to speak and
perform as
appreciated.
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acting from
a script.
Conducting reading aloud
Pronunciation was still the main
problem found
after Cycle 1. Reading
aloud was
not implemented
maximally in
Cycle 1. Students got a
few chances to practice
reading aloud.
Reading aloud was conducted in two
meetings so that students
got chances to practise
pronunciation. Most
students could
read and
pronounce words
correctly.
Conducting acting from a
script Acting from a
script succeeded to provide fun
activity. Students
could gain
more confidence
because they
spoke fluently. Students
were also willing to
work in groups and to perform in
front of the class. -
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Conducting drilling
pronunciation through
fun activities
- Fun activities used
to conduct drilling pronunciation were
whispering ghost, and dolphin doll
game. Students
both learnt and played at
the same time. Students
got opportunities
to practice
pronunciations so that
their pronunciations
improved. Beside the qualitative data seen from observations and interviews,
there was supported also by quantitative data through pre and post tests. To avoid subjectivity of assessment, researcher and the English teacher as
the collaborator assessed the students in the pre test and also the post test. The English teacher was as Assessor 1 and the researcher was as Assessor
2. The English teach er and researcher assessed students’ fluency,
pronunciation, grammar and vocabulary through speaking assessmemt rubric. The scores for each skill of the students were processed to get the
mean scores in the pre and post tests. The mean scores from Assessor 1 and 2 in pre test and post tests were to find the final gained mean scores.
Table 9: The Result of Pre Test
Assessor Fluency
Pronunciation Grammar
Vocabulary Assessor 1
2,34 2,38
2,30 2,11
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Assessor 2 2,42
2,26 2,15
2,23 Gained
Mean Score 2,38
2,32 2,22
2,17
Table 10: The Result of Post Test
Assessor Fluency
Pronunciation Grammar
Vocabulary Assessor 1
2,76 2,61
2,42 2,34
Assessor 2 2,92
2,65 2,30
2,46 Gained
Mean Score 2,84
2,63 2,36
2,40
Table 11:
Students’ Improvement Scores of Pre Test and Post Test
Test Sum
Fluency Pronunciation
Grammar Vocabulary
Pre 26
2,38 2,32
2,22 2,17
Post 25
2,84 2,63
2,36 2,40
Final Gained
Scores
0,46 0,31
0,14 0,23
Students’ fluency improved 0,46 from 2,38 in pre test to 2,84 in post test after implementing communicative language teaching activities.
Pronunciation also obtained 0,31 for the improved score. Students’ pronunciation mean score was 2,32 in pre test. It improved to 2,63 in post
test. Grammar also improved 0,14 from 2,22 in pre test to 2,36 in post test. Students’ vocabulary mastery gained 0,23 as well. It was 2,17 in pre test
and improved to 2,40 in the post test. From the discussion above, it could be concluded that student’s speaking skills improved through the
implementations of communicative language teaching activities. Those improved skills were fluency, pronunciation, grammar and vocabulary.
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CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
This chapter presents conclusions, implications and suggestions of this research. The descriptions of each part will be presented below.
A. Conclusions
This research was carried out at grade VIII D of SMP N 2 Sewon, Bantul in academic year 20152016. This was done from 12
th
April to 18
th
May 2016. The objective of this research was improving students’
speaking skills of grade VIII students of SMP N 2 Sewon through communicative language teaching activities. Regarding to the research
findings and discussions in the previous chapter, this can be concluded that implementing communicative language teaching activities was proven to
improve students’ speaking skills. First of all, by conducting communicative language teaching
activities, speaking skills could be taught equally in the classrooms since they provided speaking activities needed. That made speaking activities
frequently conducted. Through communicative activities, the focus of learning in the classroom was not only for writing and reading skills, but
also for speaking skills. Secondly, the speaking activities in the classroom became varied. Communicative activities offer various speaking activities.
The English teacher had choices to conduct speaking. Thus teaching and learning processes turned into learner-centred instead of teacher-centred.
Communicative activities also gave opportunities for students to practise speaking since speaking is a productive skill. Thirdly students were
motivated and willing to participate in the activities. They gained more confidence to speak as their speak-up fluency improved as well as their
pronunciation. Through c ommunicative activities, students’ speaking skills
improved.