Conclusions Implications CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

students’ flow, enthusiasm, and autonomy in English teaching and learning process.

C. Suggestions

After concluding the result of the research, the researcher would like to propose some suggestions to the following: 1. English teachers The teacher can use games in teaching in order to make the students more motivated, communicative, and active in joining the lesson. It is important to the teacher to create an enjoyable situation of teaching learning process in order to make them eager to improve their English. 2. The School The institutions have to provide the facilities for example the modern English laboratory that can improve the quality of teaching English for their students and manage the instructional time in teaching speaking. 3. The English Department of Yogyakarta State University English Department should encourage the students to conduct an action research in fulfilling one of the requirements to get undergraduate degree of English education, because it is an effective strategy for them to be professional teacher. 4. Other Researchers One of the shortcomings of this research is lack of time. Therefore, it is expected that other researchers will conduct the similar research in longer time in order to get a maximum result. It is also expected that the findings of this study will be used as an additional reference for further research in different contexts which will give valuable contribution to teaching and learning English. 91 REFERENCES Badan Standar Nasional Pendidikan BNSP. 2006. Standar Kompetensi dan Kompetensi Dasar SMPMTs. Jakarta: Depdikbud. Brown, H. D. 2001. Teaching by Principles, an Interactive Approach to Langugae Pedagogy 2 nd Ed.. New York: Pearson Education. __________ 2001. The Practice of English Language Teaching. New York: Longman. Burns, A. 1999. Collaborative Action Research for English Language Teacher. Cambridge: Cambridge University Press. Byrne, D. 1997. Teaching Oral English. Edinburgh: Longman Limited. Celce-Murcia, M. 2001. Teaching English as a Second or Foreign Language 3 rd Ed.. New York: Heinle Heinle. Chen, I. 2000. Using Games to Promote Communicative Skills in Language Learning. The Internet TESL Journal, XI 2, 1-4. Edge, J. 1999. Essential of English language Teaching. London: Longman Group UK Limited. Ersoz, Aydan. 2000. Six Games for the EFLESL Classroom. The Internet TESL Journal, Vol. VI, No. 6, Fairfax County Public School www.fcps.eduisworldlanguagespalsdocuments Level1AnalyticSpeaking.pdf.. Finocchiaro, M. and Brumfit, C. 1983. The Functional-Notional Approach From Theory to Practice. Hadfield, J. 1996. Advance Communication Games. England: Addison Wesley Longman Limited. _________ 1996. Intermediate Communication Games. England: Addison Wesley Longman Limited. Hansen, K. 1994. Prospect for the Good life: Education and Perspective Imagination. In K Egan, Imagination and Education. New York: Teachers College Press. Harmer, J. 2001a. How to Teach English. Essex: Pearson Education Ltd.