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CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
This chapter discusses the conclusions, suggestions, and implications relevant to this study. The detailed explanation of each point is presented below.
A. Conclusions
Based on the research findings in Chapter IV, this research was successful in the effort to improve the students’ speaking skills through English songs and puppets
supported by some other actions such as correcting the pronunciation, applying speaking games and speaking performances. After conducting the research at SD N
Adisucipto II Yogyakarta, the researcher concluded that English songs and puppets could improve students speaking skills. It could be seen from the improvement of
students’ speaking skills at each meeting for two cycles. The researcher created some fun activities using English songs and puppets for the students. During the teaching
and learning process, she often used the English songs to motivate them in learning speaking. In addition, she also used the songs with varied activities, so the students
did not get bored. In Cycle 1, the researcher conducted teaching and learning process by using
English songs and puppets as the media to improve students speaking skills. During the two meetings in Cycle 1, the researcher gave the students some interesting
activities using interesting songs. Different English songs used in every meeting to avoid boredome. Those songs were very easy to listen to and consisted of many new
vocabularies that less familiar for the students. Therefore, the students did not feel bored in the class because they always listened to some different interesting songs in
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every meeting during the research was conducted. The activities could improve the students’ vocabulary mastery. Besides, since they were doing the activity together,
they became more active to speak. The implementation of the speaking class by using English songs and puppets
in Cycle 1 was generallysuccessful in improving the teaching of English speaking skills practices andstudents’ involvement. The English songs that the researcher gave
to the students could help them improve their speaking skills especially in pronunciation. English songs were able to improve the students’ vocabulary mastery
and puppets made them more interested in joining the speaking class in the first cycle. It could be seen from the increasing number of the students who got high
scores in the last assignments. The weakness in Cycle 1 was only about the complexity of the game, the students said that the first assignment given by the
researcher was too difficult to understand. However, it certainly fixed in the second cycle.
In Cycle 2, the English teacher gave the researcher an idea to add the picture drawing activity for the assignment in order to make the students more interested.
Based on the reflection in the first cycle, some of the students still had difficulties in pronunciation, so that the researcher planned to drill them some vocabulary. In Cycle
2 she asked the students to describe something for checking their understanding. In the second cycle, many students got good scores. It means that there was an
improvement in their speaking skills. In addition, the students’ participation was also improved. The researcher found that the students were more comfortable to speak
since they already mastered some vocabulary.
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It is believed that English songs and puppets could improve students speaking skills. The students’ problems about speaking and pronunciation could be
successfully solved through English songs and puppets. The use of English songs and puppets could make the speaking activities more enjoyable and interesting. The
students also got more opportunities to speak to others. As a result, they could produce more sentences in describing the puppets and got better in pronunciation. In
general, this can be seen from the comparison between the mean score of the pre-test and that of the post-test.
B. Implication
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