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CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
This chapter presents conclusions, implications and suggestions of this research. The descriptions of each part will be presented below.
A. Conclusions
This research was carried out at grade VIII D of SMP N 2 Sewon, Bantul in academic year 20152016. This was done from 12
th
April to 18
th
May 2016. The objective of this research was improving students’
speaking skills of grade VIII students of SMP N 2 Sewon through communicative language teaching activities. Regarding to the research
findings and discussions in the previous chapter, this can be concluded that implementing communicative language teaching activities was proven to
improve students’ speaking skills. First of all, by conducting communicative language teaching
activities, speaking skills could be taught equally in the classrooms since they provided speaking activities needed. That made speaking activities
frequently conducted. Through communicative activities, the focus of learning in the classroom was not only for writing and reading skills, but
also for speaking skills. Secondly, the speaking activities in the classroom became varied. Communicative activities offer various speaking activities.
The English teacher had choices to conduct speaking. Thus teaching and learning processes turned into learner-centred instead of teacher-centred.
Communicative activities also gave opportunities for students to practise speaking since speaking is a productive skill. Thirdly students were
motivated and willing to participate in the activities. They gained more confidence to speak as their speak-up fluency improved as well as their
pronunciation. Through c ommunicative activities, students’ speaking skills
improved.
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B. Implications
The implementation of communicative activities was expected to give implications to the research member. The first was that the use of
communicative activities could create fun learning situations where students could enjoy both learning and playing through pre-
communicative activities, fun activities, acting from a script and discussions. Students also gained more confidence after having those
activities because they had opportunities to practise their speaking skills. Therefore the English teacher should try to provide fun speaking activities.
The use of giving feedback to and appreciation for students’
performance successfully improved students’ motivation to speak. They felt appreciated doing their performance. This implies that it is significant
to give feedback and appreciation for students. The implementations of communicative activities were believed to
improve students’ fluency, pronunciation and vocabulary. Various speaking activities gave opportunities for students to practise speaking
frequently. Frequent practices improved fluency. Drilling through fun avtivities made students able to pronounce words and to play at the same
time. They did not feel bored to the drilling pronunciation because of fun games. Narrative texts learnt by students served new vocabularies. It is
implied that implementing activities promoting communicative activities is crucial to be conducted by English teacher.
C. Suggestions
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