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CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
A. CONCLUSIONS
The research was conducted to solve the problems related to speaking skills through speaking board games. The research consists of some steps. They are
reconnaissance, actions which consist of planning, implementations and reflections. By conducting this research, it was found that:
1. The use of speaking board games to teach speaking which was combined with
other actions improved the students’ confidence and made the student more active to speak, because the games provided a friendly atmosphere in which
the students could learn to use language expressions in a joyful way. 2.
The use of speaking board games to teach speaking which was combined with other actions improved the students’ fluency. Through playing speaking
board games the students could learn how to use the language expressions effectively and communicatively. When the students were playing board
games they were not interrupted by the researcher. Before playing board games the students were given some activities to improve their fluency.
3.
The use of speaking board games to teach speaking which was combined with other actions improved the students’ accuracy. Before playing board games,
the students did some activities in which they could improve their accuracy. When they were playing the games, they learn how to use the language
expressions and learn how to speak communicatively using the language expressions with correct grammar. In this group activity, the students also
could give correction to the grammatical mistakes each other. After the students playing board games, they got feedback which also helped them
improve their accuracy. 4.
The use of speaking board games to teach speaking which was combined with other actions improved the students’ pronunciation. Before playing board
games the students did some activities in which they could improve their pronunciation. They also got the model of language in the spoken form, so
they could get accurate pronunciation. When they were playing board games, they learnt how to use the language expressions and learnt how to speak
communicatively using the language expressions with the right intonation and pronunciation. The students also got feedback which also improved their
pronunciation. 5.
The use of speaking board games to teach speaking which was combined with other actions improved the students’ vocabulary. The implementation of the
speaking board games engaged the students to learn the language expressions in different topics. Thus, they could learn and gather new vocabularies.
Besides, the students also did some tasks in which they could gather new vocabularies.
6. The use of speaking board games to teach speaking which was combined with
other actions made the students able to use the expressions correctly. Before playing board games the students had some activities in which they got the
model of language expressions in the form of spoken text and learn how to use them. Board games helped the students comprehend the materials about
the use of language expressions they were learning easily. They also could learn how to use the language expressions orally, joyfully and
communicatively. 7.
The use of speaking board games to teach speaking which was combined with other actions gave the students more chance to speak and improved the
students’ participation. Before playing board games the students did some activities, such as making a short conversation using the expressions they had
learnt, interviewing, etc. Playing board games engaged the students to speak up. When the students were playing the games, all of them had the same
proportion to speak. In addition, in the implementation of board games to teach speaking, the teacher was not dominant to speak.
B. IMPLICATIONS
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