Conclusions CONCLUSSIONS, IMPLICATIONS, AND SUGGESTIONS

the students’ speaking ability. By directly involved in the activity, the teachers are able to observe and reflect the problems and the success of teaching and learning activity from teachers’ point of view. This action could possibly engage the students and could make them more active as well. Besides observing directly, the teachers need to gain the information and suggestion from the students related to the activity that they do. By observing and listening more from the students, the researcher believes that it is not hard to improve both of teaching speaking and improving students’ speaking ability. In addition, the improvement process is an ongoing process. 2. The Other Researchers This study is mainly intended to describe how an interactive group work activity is implemented to improve the teaching of speaking skills of grade X PM 1 students of SMKN 1 Depok, Sleman, Yogyakarta and describe the improvement of the students’ speaking ability due to the improvement of the process. Certainly, the other researchers may follow up this study in different contexts in order to find more actions to improve students’ speaking ability. This study could probably be used as one of the references before the researchers conduct an action research related to the improvement of the students’ speaking ability. REFERENCES Alexander, J.J. 1975. Practice and Progress. Yogyakarta: Kanisius Baker, D. 1989. Language testing: A critical survey and practical guideLondon: Edward Arnold. Boyd, R. A. 1966. “Psychological Definition of Adult Education” in Michael G Moore. Theory of Transactional Distance Broughton, G., et al. 1980. Teaching English as a Foreign Language 2 nd Edition. New York: Routledge Brown, H. Douglas. 2000. Teaching by Principles: an Approach to Language Pedagogy 2 nd Ed. San Fransisco: Longman Burn, A. 1999. Collaborative Action Researchfor English Language Teacher. Cambridge University Press Burton, S.H. 1982. Mastering English Language. London: The McMillan Press ltd. Change, A.L. 1998. Teaching Oral Communication in Grades K-8. Boston: Allyn and Bacon Chen-jun, W. 2006. Designing communicative tasks for college English courses Unpublished master’s thesis. Chongqing Normal University Yangtze Normal University, China Cinammon, Diana. 1994. Teaching English: Bilingualism and Oracy. London: Routledge Dempster, F. N. 1987. Effects of variable encoding and spaced presentation on vocabulary learning. Journal of Educational Psychology, 79, 162-170. deWinstanley, P. A., Bjork, R. A. 2002. Successful lecturing: Presenting information in ways that engage effective processing. In E. F. Halpern M. D. Hakel Eds., New Directions for Teaching and Learning: No. 89. Applying the science of learning to university teaching and beyond pp. 19- 31. San Francisco, CA: Jossey-Bass Feez, S and H. Joyce. 1998. Text Based Syllabus Design. Sydney: Macquarie University Ferrance, E. 2000. Action Research. New England: Brown University