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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions
The two cycles of this action research were completely done. The research began on October 14
th
, 2015 and ended on November 12
th
, 2015. The aim of this research was to improve
the students’ speaking skills through the use of role play. Based on the findings on Chapter IV, it can be seen that
there was improvement in the stude nts’ speaking skills after the
implementation of the actions. The conclusions of the research can be concluded as follows.
1. After having role play as one of the activities in the classroom,
the students had better speaking skills because they had more opportunities to practice their speaking.
2. Role play was helpful to attract the students’ interest and
motivation to actively participate in the English classroom. The students did not get bored because role play provided fun and
enjoyable activities for them. Besides that, the activities in role play used some situations that related to their future surrounding
as a nurse. It made them like having a real conversation in a real situation, and felt like being another person which was in fact they
were learning English in the classroom as a student. 3.
The mean of the students’ speaking scores also showed an improvement. Based on the pre-test result, the mean score of the
101 grammar in the students’ performance is only 1.8. The vocabulary
mean score is 2.1, the comprehension mean score is 2.2, the fluency mean score is 1.8, and the pronunciation mean score is
only 2. Meanwhile, t he mean score of the grammar in the students’
performance in the post-test is 3.8. Then, the vocabulary mean score is 3.4, the comprehension mean score is 3.9, the fluency
mean score is 2.9, and the pronunciation mean score is 3.1. So, it is very clear that there are significant improvements on the
students’ speaking skills through the use of role play.
B. Implications
There were some implications due to the result of the research which are described as follows.
1. The use of role play can improve the students’ speaking skills since
it provides opportunities for the students to practice their speaking by interacting with others in the classroom. Moreover, because it
provides an enjoyable and fun activity, it can be used to increase the students
’ motivation to be more actively engaged in the English teaching and learning process.
2. The students tend to be interested in participating in the classroom
when a fun way of learning is present. They easily get bored if the classroom activities were monotonous. Therefore, by using video
as the input and slides power point to deliver the material, the researcher could motivate them to actively participate in the English
102 teaching and learning process. It implies that the teacher has to be
more creative in finding or creating activities to motivate the students to enjoy the lesson without getting bored easily.
C. Suggestions
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