Conclusions CONCLUSIONS AND RECOMMENDATIONS

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

There are mainly two parts that will be presented in this chapter. They are Conclusions and Recommendations based on the study that has been implemented. The further explanations are explained as follows.

5.1 Conclusions

Based on the research results and discussion in the previous chapter, the conclusions can be drawn as follows. a. In the experimental group 1. The mean of pre-test and post-test increases from 58.87 to 80.64. Thus, the students’ speaking mastery improves from the poor to the very good category 2. The standard deviation decreases from 7.63 to 7.43 or the scores of the experimental group from pre-test to post-test are more homogenous. b. In the control group 1. The mean of pre-test and post-test increases from 59.60 to 70.65. Thus, the students’ speaking mastery stays in the good category. 2. The standard deviation increases from 7.51 to 8.46 or the scores of the control group from pre-test to post-test are more heterogeneous. 55 c. From the comparison of experimental and control group, it can be found that 1. The result of post-test indicates that t o is higher than the t value at the significance level of 5, which is. 4.219 1.697. The level significance is 00.00. It is lower than 0.05. 2. The standard deviation of the experimental group decreases from 7.63 to 7.43 or the scores of the experimental group from pre-test to post-test are more homogenous. While, the standard deviation of the control group increases from 7.51 to 8.46 or the scores of the control group from pre-test to post-test are more heterogeneous. Based on these findings, it can be concluded that the proposed hypothesis that states, “There is a significant difference in the student’s mastery of speaking between the students who are taught by using discussion technique and those who are taught without using discussion technique is accepted. In other words, the discussion technique is effective in improving student’s mastery of speaking among third year students of SMK N 2 Depok, Yogyakarta. The results of the research show that there is a significant improvement on speaking skill which happens in the students who are thought using discussion technique and those who are not taught using discussion technique. However, it is obtained based on the assumption that there is no any larger variable, which appears beside the independent variable during the test. Since this research is quasi-experimental research in which both groups have already been formed, it is 56 very hard to minimize or avoid other variables that might be appeared during the test. Moreover, the random assignment is almost impossible. 5.1.1 Implication The research findings shows that the students’ speaking mastery of those who are taught using discussion technique improves much than those who are not taught without using discussion technique. Therefore, using discussion technique in the English teaching learning process is suggested to apply in the learning activities. In line with the effectiveness, it is clear that using discussion technique in the English teaching learning process is more effective than without using discussion technique. By using discussion technique, the students will find it easier to comprehend the material given. Moreover, they also achieve better in speaking.

5.2 Recommendations