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CHAPTER V CONCLUSION, IMPLICATIONS, AND SUGGESTIONS
This chapter consists of three parts. The first is the conclusion of the research drawn from the research process, finding, and discussion in the previous chapter.
The second is the implications of the research. The third is the suggestions offered for the collaborators and the school.
A. Conclusion
The research findings and discussion in the previous chapter showed that this action
research resulted in positive changes to the speaking skills of the students’ of Class X IS II of SMA N 1 Godean in the 20152016 Academic Year through
the use of pre-communicative and communicative activities supported by the eight other actions. In this action research, the speaking skills were assessed through the
five criteria: vocabulary and expression, grammar, the fluency, pronunciation and intonation, and interactive skill. The biggest improvement made by the students
was in the last three mentioned criteria. However, the vocabulary and the grammar aspect have not been successfully improved. Added to this, the students
improved their confidence, interest, participation, enjoyment, and motivation in the ELT processes by joining this research.
The pre-communicative and communicative activities were found effective as the problem solver
for the students’ speaking problem. In this research, these activities were designed to provide the students wide opportunities to interact each
other with English. The pre-communicative activities facilitate the students to acquire the communicative competence they needed to express in the
communicative activities. The pre-communicative activities consisted of
175 comprehension focus and language focus. This phase was the preparation phase.
Because they were prepared, the students could be more confident in performing the communicative activities. In the communicative activities, the students were
provided with the information gap to bridge, choice to express meaning, and feedback to fill the gap; therefore, the interaction done was more dynamic.
Although the contribution of these activities was very big, however it could not be separated from the other supporting actions.
The actions supporting the students’ skill improvement were the setting of a fun classroom atmosphere, the use of English in the classroom interaction, the
classroom routines introducing the topic and the lesson objectives, brushing up materials, and reviewing materials, the promotion of self-check dictionary, the
use of various media, the various classroom interaction, the homework given to the students, and the feedback giving. All of the actions were interlinked each
other resulted in students’ positive changes.
B. Implications
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