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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
This chapter discusses the conclusion of the research, implication and suggestion for the English teacher, the institutions of education, the students and
to the other researchers. The discussion of each section will be delivered as follows.
A. Conclusions
This research was conducted among the eighth grade students of SMP N 2 Sanden started on August 2014, during the first semester of the academic year of
20142015. By using audio-visual aids to support the communicative teaching, the researcher succeeded to improve the speaking skills of the 8 C students at SMP N
2 Sanden. The research was carried out in two cycles and effective in improving the students’ pronunciation, grammatical mastery, vocabulary, fluency and
confidence. The actions consisted of the use of videos as one kinds of audio- visual aids as modeling of the input materials combined with the use of
communicative speaking activities, such as, games, giving feedbacks, acting out dialogues, and role-play.
After implementing the two cycles, the researcher found some effective ways to improve the speaking skills of the eight grade students at SMP N 2
Sanden by using audio-visual aids in the academic year of 20142015. First, the use of audio-visual aids could attract the students’ attention and motivation in
learning English, especially speaking. It made a good atmosphere for the students
to understand the materials. By giving them this kind of media, learning English could be done in such a fun and interesting way without burdening them with the
difficult materials. This way could make the students build up their confidence. Second, the students could get better understanding on the materials given, since
the audio-visual aids gave them clearer examples of the real context in life. The students could guess the meaning just by watching the video. Third, this media
gave both audio and visual that made them knew exactly how to pronounce the words because they also could see the subtitles on the video. Fourth, by giving
them the communicative speaking activities such as games, acting out dialogues and role play, the students could get more opportunities on practicing their
speaking skills. They could interact with all their friends since the task required them to do so. Some students mixed both English and Indonesian in answering the
teacher’s questions or instructions. It was good since back then, they even used Javanese in the English class. It showed that the students’ willingness to try to use
English when they were speaking was improved. Therefore, the teaching and learning processes became more interactive and communicative. Acting out a
dialogue and doing role play in front of the others were able to build the students’ self confidence to speak English. They were excited and also enjoyed doing these
activities in front of the class. The students who just gained 51.34 in the pre-test, were able to increase their score up to 76.15 in the post-test. It indicated that they
made a considerable improvement in some aspect of speaking skills such as pronunciation, grammar, vocabulary and comprehension.
B. Implications
The conclusions have described the use of audio-visual aids that is effective to improve students’ speaking skills. The implications of the research are
presented as follow: 1.
The use of audio-visual aids can attract the students’ attention and motivation in the teaching and learning process. By using audio-visual aids, the students
can listen how to pronounce some words and observe how to express some expressions. Besides, this media help the teacher explains the materials that
will be taught clearly without talk too much. It also creates a fun and enjoyable atmosphere during the lesson. This is effective to attract their
attention and also change the monotonous teaching and learning process of speaking. This implies that audio-visual aids should be used often in the
teaching and learning process because they can be a good media for a fun learning.
2. Playing games are effective on helping the students to practice the
expressions in such a fun way. They can interact with their friends and become more intimate with them. This activity can make the students more
active in thinking faster and then practicing it. This implies that playing games should be applied in the teaching and learning process to avoid the
boring situation. 3.
Feedbacks from the teacher and checking them through the dictionary are effective in building the students’ understanding. The students became more
aware of the mistakes they made when they spoke. By getting the feedbacks,
they would not make the same mistakes again. This implies that giving feedback should always be given for the students to give them the correct
things to do. 4.
The use of handouts and situation cards are effective in helping the students made their own dialogues. By referring from the handouts, they could try
using different expressions for their own dialogues. This implies that handouts should be given for the students to enrich their knowledge and make
them easier to get the materials. 5.
Acting out dialogues and doing role play are effective to improve the students’ speaking skills and self confidence. Since the students are asked to
perform the role plays in front of the class, they can improve their self confidence and also their speaking skills. The students get more opportunities
to practice their speaking skills through these activities. This implies that these activities should be used often especially in speaking class.
C. Suggestions
After conducting the research, the researcher gives several recommendations to students, English teachers, and other researchers. They are presented below.
1. To the Students
The English teaching and learning process can run effectively if every participant involved gives positive contribution. Thus, the students as the subject
in the teaching and learning process should actively participate in the activities during the class. If they feel that English is a difficult subject to be learned, they
should learn it seriously and not to ignore the lesson. They need to keep practicing
if they want to be fluent in speaking. They should not be picky with the teachers who teach them.
2. To the English Teachers
The English teachers should consider the students’ needs and interest before designing the speaking materials. It is important for the teacher to make a
variation of the activities and use the communicative activities in the teaching and learning process of speaking because it can reduce the students’ boredom and
monotonous teaching and learning process. Besides, the teacher is required to provide audio-visual aids in the teaching and learning process because audio-
visual aids help the teacher deliver the materials easily in such an interesting way. 3.
To Other Researchers The weakness of this study is its limited time in implementing the actions. It
made the researcher able to use only one kind of audio-visual aids, that is video. Other researchers who are interested in the same field are recommended to
implement the actions in a longer period of time and vary the kinds of audio- visual aids being used to get more maximum results so that the improvement will
be more significantly seen. It is also recommended to provide the authentic audio-visual aids.
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