102 speaking skills were improved. In addition, it was proved that there were
not any hesitantly about the result of the actions.
B. Discussions
This research resulted improvement in both the students‘ speaking skill and the teaching and learning process of speaking. The improvement was achieved by
using songs, alternative rock songs to exact, which is defined by Rosova 2007 an an approach in teaching English using music. Based on different types of using
music in teaching English proposed by Medina 2002, the researcher used Dialogue From Songs as an activity in teaching speaking. The procedure of this
strategy included discussed the lyric, listen to the song, and made a dialogue based on the song.
Based on the findings of this research, the use of music in teaching speaking was an effective way to improve students‘ speaking skills because students‘
vocabulary, pronunciation, and grammar were improved in the end of the lesson, the students‘ also got more enthusiastic in following the lesson. This finding was
in line with Brewster 2003 statement that by using music new language was allowed to be intorduced and vocabulary to be reinforced. Furthermore, music
also could motivate and help to develop positive attitude toward the language. In connection with the aim of the research that was improving speaking skill
of XI Grade Students of SMA N 1 Pleret through alternative rock songs; the actions applied were done to attain the goal.
103 In Cycle 1, the implementation of using music was successful to improve
their speaking skill because music improved their enthusiasm in English. They said that music could make them felt enjoy in learning English.
However, problems relat ed to the students‘ motivation in the teaching
learning process still existed. The researcher found that some of them did not pay attention to and participate in the teaching learning process. They also had
confusion in understanding the song. The result of students‘ improvement in the four indicators was still questionable too.
To solve the problems mentioned above, the researcher implemented actions in Cycle 2. In the second cycle, the teacher provided more interesting songs for
the students. The table below shows the result of the actions applied in Cycle 1 and Cycle 2.
Table 23: The Result of Actions Applied in Cycle 1 and Cycle 2
No The students’
speaking condition before the action of
Cycle 1 The students’
speaking conditions after the action of
Cycle 1 The students’
speaking conditions after the action of
Cycle 2
1 The students lacked
confidence. The student
s‘ self- confidence was better.
Most of the students spoke confidently.
2 There was little
opportunity to make them speak-up.
There were many opportunities for them
to speak-up. There were many
varieties of opportunities for them
to speak-up.
3 The students were less
enthusiastic on the teaching learning
process. They looked
enthusiastic on the beginning of the lesson
and they had difficulties in understanding the
songs played. They enthusiastically
got involved in the teaching learning
process.
4 The activities were
monotonous. The activities were
more varied. The activities were
more varied and
104 enjoyed.
5 The mean score of the
students‘ speaking skill was 5.96
The mean score of the students‘ speaking skill
was 6.93 The mean score of the
students‘ speaking skill was 7.74
In line with the table above, there were improvements on the students‘ motivation at the end of Cycle 2. In reference to the table, it could be seen that
their speaking skills improved and their vocabulary mastery was better. They were more enthusiastic when joining the second cycle. The table above also shows that
there was a statistical difference among the pre-test, post-test 1 and post-test 2. The mean score of post-test 2 was 7.74 and post-test 1 was 6.93, and then the
mean score of the pre-test was 5.96. That indicated, there were improvements in the speaking skill in both of the cycle.
In connection with the qualitative analysis and the quantitative analysis, the students‘ speaking ability improved. Therefore, it can be concluded that the use of
alternative rock songs was improved the students‘ speaking skill.
105
CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
A. Conclusion
The action research was implemented for the students of XI IPS 3 of SMA N 1 Pleret. The research was begun in February until March 2014 in the first
semester in the academic year of 2013 - 2014. The aim of this research was improving the students‘ English speaking skill through alternative rock songs. The
XI IPS 3 class was chosen as the object of the research. The actions were carried out in two cycles.
Several changes occurred after the actions were implemented. The researcher and the collaborator also felt some changes of the teaching learning process, the
teacher herself, and also the students as they are presented below.
1. The Changes in English Teaching and Learning Process
Before the implementation of the actions, the situation of the English class was monotonous and made the students bored. There was little
opportunity to make them speak-up. Thus, having the actions, the English teaching and learning was focused to improve students‘ speaking skills. The
English class activity was interesting and enjoyable after implementing the actions. There were many various activities that made the teaching learning
process is not boring anymore. The communicative activity was effectively used in every activity.
