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accurately. Because they could concentrate much on the grammar, certainly their pronunciation was also intelligible and accurate. Finally positive feedback was
another important aspect in improving the students’ accuracy. The following was the discussion of the positive feedback.
c. Positive Feedback
Action research enables the researchers to make a critical self reflection of their actions. In this research, the writer discovered based on her critical reflection
that positive feedback also played important role in improving the students’ accuracy. This statement was evidently true based on the trend analysis of the
single lesson time line record sheet and the rating checklist. During the employment of the repetition drill in cycle one, the curves showed a positive
trend. The writer noted on her field notes that students did not directly succeed on their first attempt of the repetition drill. However, the writer always encouraged
the students to try harder. As a teacher, the writer also always assured the students that they could do the task. It was sustained by Brown 2001: 89 that in teaching
children teachers need to be patient and supportive to build students’ self-esteem. As the result, the students’ accuracy improved gradually from cycle one until
cycle three. Another example which was recorded on the field notes was that during
the employment of the transformation drill in the meeting three of cycle two. There was one student who had difficulties in transforming a sentence. Because he
consumed much time to transform a sentence, many of his friends started to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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humiliate him. However, the writer encouraged and assured him that he could perform well. This self-esteem building worked well. When the writer replaced
the transformation drill with the substitution drill, he willingly answered teacher questions by raising his hand where there were no others friends did that. The
student did not only willingly to answer teacher’s question but he could quickly and correctly answered the questions.
CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
Conclusions, teaching implications and suggestions of this endeavor research come up in this chapter. Conclusions of the research which are related to
the research questions are restated briefly to emerge important details of the research findings. Teaching implications to the English language teacher to attain
better performance are also presented. Finally, suggestions are also outlined to trigger for other researchers to attain development of language teaching.
A. Conclusions
This research answered four questions. The first and the second question were about the techniques which improve the students’ grammar and how the
students’ grammar accuracy can be improved. On the other hand, the third and the fourth question were about the techniques to improve the students’ pronunciation
accuracy and how the students’ pronunciation accuracy can be improved. The followings are the conclusions of the research based on those four research
problems.
1. Techniques to Improve Grammar Accuracy
Based on the data gathered form the research and the systematic analysis through data triangulation, the research discovered four techniques could be
employed to improve the students’ grammar accuracy. They were repetition drill,
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