General Findings RESEARCH FINDINGS AND DISCUSSION

in the Communicating stage, while accompanying actions were conducted in the other four stages. The clearer explanation of the use of video recording project in improving the students’ speaking skills can be seen as follows. Nowadays, learning activity supported by technology kits becomes more popular in the teaching and learning process. The video making under the teaching approach of Project-based Learning could be one of the considerations in improving the students’ speaking skills achievement. It made the students more enthusiastic and enjoy the speaking assessment. They prepared the performance better than they just performed it with no specific intention. At the end, a good preparation affected the result of the speaking scores. The second evidence that the video recording project was successful to improve students’ speaking skill is the activity motivates the students to learn English. Besides, the conducted video recording project stimulated them to speak English with no doubt because they had high motivation to do the activity. The third, the video recording project gave students the opportunity to speak confident in front of the camera as they mastered vocabulary and pronunciation well. Yet, the video recording project was fun and relaxing, it was carried out in small groups. This made the students feel more confident and secured in their performance. The last, video recording project was carried out along with giving rewards to the group who performed the best performance. As the promise given to the students, they were actively involved in the classroom activity since they needed to have much knowledge in preparing the good performance. They paid more attention to the researcher’s explanation. They started realizing that what the researcher’s saying was meaningful for their achievement. They also became more responsive toward the researcher’s instructions. They did the activities and tasks nicely. There were no separating borders between the researcher and the students and this good relationship became one of the triggers to the students to involve actively in the teaching and learning process. They asked questions related to the English learning to the students freely without feeling anxious. Such an activity gave a big influence to their performance quality. Furthermore, the successful main action implemented in the research was supported by some accompanying actions. There were several pre- activities before the video recording project was conducted in the last meeting of Cycle I and Cycle II. They were pronunciation drills, vocabulary practices, giving feedback on the students’ work, the outside classroom activity, peer scoring, and the other actions. The detail supporting actions can be seen at the explanation of actions and implementation in both Cycle I and Cycle II. In conclusion, the implementation of video recording project successfully improved speaking skills of class XI IIS 3 students at SMA N 1 Wonosari.

CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

This chapter presents three main sections. They are conclusions, implications, and suggestions toward the students of SMA N 1 Wonosari, the English teacher, and other researcher. The discussion of each part is presented below.

A. Conclusions

The research was aimed to improve the students’ speaking skills through the video recording project for Grade XI. It was conducted at SMA N 1 Wonosari. The subjects of the research were the students of Class XI IIS 3. The research finding and discussion in Chapter IV showed that the students’ speaking skills were improved through the use of video recording project. In the first cycle namely Cycle I, the researcher implemented the video recording project and seven supporting actions. They are conducting pronunciation drills, carrying out vocabulary practices, using classroom English, displaying pictures and videos, giving handouts, giving feedback, and asking the students to bring the dictionary. The video recording project conducted in Cycle I was an “Online Poem Recitation Competition” activity. Those actions gave improvement in the students’ speaking skills. However, there were some unsuccessful actions in Cycle I needed to be improved. Therefore, the researcher and the English teacher as the collaborator agreed to conduct Cycle II.