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CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
This chapter presents conclusions of the research, implications of the research, and suggestions.
A. Conclusions
This research is aimed to improve students’ speaking skills through communicative games for grade VIII students of MTs Negeri Ngemplak. The
research was action research. The researcher collected data through classroom observation and interviews with the students and the English teacher. The research
was carried out in two cycles. Each cycle consisted of three meetings. Cycle 1 was implemented on March 30, 31 and April 20, 2015, while cycle 2 was implemented
on April 21-28, 2015. In cycle 1, there were one main action and five supporting actions
implemented to solve problems existing in the English teaching and learning processes. The main action was implementing communicative games and the
supporting actions were conducting pronunciation drills, conducting vocabulary practices, using classroom English, giving handouts, and displaying pictures and
videos. Communicative games conducted in cycle 1 were a survey game and a ‘Lifeboat debate’ game.
In cycle 2, there were two more additional actions implemented. It was done due to some problems existing in cycle 1, so there were eight actions to be
implemented in cycle 2. They were implementing communicative games,
conducting pronunciation drills, conducting vocabulary practices, using classroom English, giving handouts, displaying pictures and videos, improving classroom
management, and giving rewards. There were two communicative games implemented in cycle 2. They were a role play: making a telephone conversation
and a ‘Lie Detector’ game.
All the actions brought good improvement to students’ speaking skills. It
was shown when the actions were implemented. The scores also showed that students’ speaking skills were improved as the scores of post-test were bigger than
those of pre-test. Classroom observation when the actions were implemented and interviews done with the students and the English teacher after the
implementation of cycle 1 and cycle 2 proved that the actions were successful in improving students’ speaking skills as being expected.
There were some changes found. The changes were shown in the English teaching and learning processes, the students’ behavior toward the English
teaching and learning processes and their speaking skills, and the English teacher’s ways of thinking. Here are the description.
1. The changes in the English teaching and learning processes
During the implementation of the actions, the English teaching and learning processes became very fun and interesting. The activities conducted were
various and challenging. The atmosphere in the classroom got students to get involved in the activities. Moreover, communicative games successfully made
everyone in the classroom enjoy learning English. The class was more alive as the activities were carried out successfully with everyone actively participating.
2. The changes in students’ behavior toward the English teaching and learning
processes and their speaking skills The students were more active. They also enjoyed the teaching and
learning processes as the activities were fun and encouraging. The activities were playing games that every child loves. Pictures and videos were also used to
support the teaching and learning processes and to avoid students from getting bored. Students paid attention more to the teacher
’s explanation as they were promised that they would get rewards if they were active in the classroom.
Their English production increased, because they were given more vocabulary and pronunciation practices. They produced more various vocabulary
and correct pronunciation, although they sometimes still made mispronunciation. They had more opportunities to speak English as well. They were less nervous and
more confident, since they were put in small groups. 3.
The English teacher’s ways of thinking The English teacher got new knowledge of various activities that he could
conduct in the teaching and learning processes. He was also more aware that teaching students is not merely explaining. Games also could help students learn
materials.
B. Implications
Based on the results of the research, the implementation of communicative games proved to be effective to increase
the students’ speaking skills. It also made the English teaching and learning processes run better. The clearer description of
the implication is drawn as follows. 1.
Communicative games were fun and challenging. Everybody was actively involved in the activities. By playing communicative games, students spoke
English in more relaxing and secure atmosphere as they played games in small groups or in pairs. As the result, their English production was
improved. It implies that communicative games increases students’
involvement in the speaking activities. They are more active and they feel that the activities are fun. They are less nervous and more confident when they are
speaking. 2.
Pronunciation drills done regularly every meeting successfully improved students’ pronunciation skills. Students produced less mispronunciation and
they were more aware of mispronunciation produced by their friends. Moreover, they could correct their friends’ pronunciation mistakes. It implies
that regular pronunciation drills help students increase their pronunciation skills. They know how to pronounce English words correctly, even they are
more aware of their friends’ mispronunciation. 3.
Vocabulary practices helped students improve their vocabulary mastery. Their vocabulary collections were various. They also got new knowledge that
one meaning of a word could mean more than one meanings based on its
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