players. In this research, the researcher only applied competition games because to encourage the students to speak more, the researcher thought that competition
games were the best kind of games. At first, some students looked lazy to play and they did not care whether they won the games or not but after several times
playing the cards, then they realized that not only the smartest student who could always win the game, but also the low students too as long as they had will and
motivation to improve their speaking skill and vocabulary. The use of non-projected visual media in this Action Research gave some
advantages for the participants and the researcher. It helped the students to improve their speaking skill, increase their motivation, their vocabulary, their
grammar, their comprehension, and their pronunciation. Meanwhile, the use of non-projected visual media in this research had given much help to the researcher.
Because of it, the researcher did not have to work hard in explaining the material. Non-projected visual media appeared in the form of flashcards. The researcher
also did not waste much time just to make the students bored by doing the drilling session. Non-projected visual media appeared in the form of hand outs, cards and
board game. For the researcher herself, this research had made her to be more patient in
handling the various characters of the students. Just because the students ignored her at first, it did not mean that the student
s’ characters were bad. It turned out that to steal the st
udents’ attention, it only needed the right tool and the right teaching method. Non-projected visual media were the right tool in this research
and the use of games in using non-projected visual media was the perfect additional teaching method. Since the researcher introduced non-projected visual
media in the classroom, the students’ behaviors were getting much better. They never slept again during the teaching and learning process, and they never went
out from the classroom just to escape for a while from the learning activities. This research also made the researcher to challenge herself to make better material in
each c ycle. Since the students’ characteristics were quite unique, the wrong tool
would only make everything got worse. Therefore, the researcher should plan and think everything carefully before entered the classroom.
The function of Action Research itself was to identify the problems in teaching and learning process and then found the best solution to deal with the
problems. In this research, the researcher had worked together with the students and the colleague to analyze the problems in the studen
ts’ speaking skill. It turned out that motivation held an important aspect in learning English. Without
motivation, the students would be lazy to learn and it was impossible to improve the stude
nts’ speaking skill when they did not have any motivation to learn or to improve their own speaking skill. The job for the teacher was to find what kinds
of tool that could improve the students’ motivation to learn. When the tool had
been discovered then it was the job for the teacher to make the tool interesting for the students. When the tool had taken the
students’ attention, then it was the time that the students were ready to learn.
In this research, the students have given their best to improve their speaking skill. They have learnt from the basic such as memorizing the vocabularies that
they rarely to hear and they have tried to speak English in grammatically correct. They have given their active participation in every class activity and they have
tried to speak English in speaking session although they did not speak full English PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
for the whole lesson. However, the changes of their behavior in learning English were great progress for themselves in the future. If they keep maintain the same
attitude that they did when the research was conducted, then the chance to improve their speaking skill will be much higher in the future.
4. 2. 2 Learning Result Achievement
The progress of the students’ speaking skill could be seen from the results of each test. The tests were pre-test, cycle 1 test, second cycle test, and third cycle
test. The learning improvement could be seen from the table below.
Table 4.13 The Results of the Tests Variable
N Min
Max Mean
Std. Deviation
Pre-test 7
60 72
63.85 5.24
First Cycle 7
60 79
68.57 8.65
Second Cycle 7
63 84
72.71 9.30
Third Cycle 7
66 87
77 8.83
From the table above, it could be seen that the minimum score that the students made in the speaking test was getting higher. In pre-test and the first
cycle, the minimum scores were 60. Meanwhile in second cycle the minimum score was 63 and in the third cycle the minimum score was 66. There was also
some progress in the maximum scores of the students’ speaking skill. From the pre-test, the maximum score was 72. In the first cycle the maximum score was 79.
In the second cycle the maximum score was 84 and in the third cycle the maximum score rose into 87.
The learning achievement also could be seen from the mean. In the pre-test the mean was 63.85, in the first cycle was 68.57, in the second cycle was 72.71,
and in the third cycle was 77. The mean differences were 4.72 from the pre-test to the first cycle, 4.14 from the first cycle to the second cycle, 4.29 from the second
cycle to the third cycle. Meanwhile, the significant of 2-tailed from pre-test and the third cycle test could be seen from the tables below. The researcher used SPSS
22 to count the t-test.
Table 4.14 Paired Samples Statistics
Mean N
Std. Deviation Std. Error Mean
Pair 1 Pretest
63.85 7
5.24 1.98
Cycle3 77.00
7 8.83
3.33
Table 4.15 Paired Samples Correlations
N Correlation
Sig. Pair 1
Pretest Cycle3 7
0.89 0.007
Table 4.16 Paired Samples Test
Paired Differences
t df
Sig. 2-
tailed Mean
Std. Deviation
Std. Error
Mean 95
Confidence Interval of the
Difference Lower
Upper Pair
1 Pretest -
Cycle3 -
13.14 4.77
1.80 -17.55
-8.72 -
7.28 6
0.00
From those tables , it could be concluded that the students’ speaking skill
was significantly improved. The mean improvement was 13.14 and the percentage was 20.57 . It could be seen from the significant 2-tailed between the pre-test
and the third cycle was 0.00 and it was certainly lower than 0.05. From those PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
results, then it could be concluded that the action research was successfully conducted in this class and non-projected visual media were effective enough to
improve the students’ speaking skill.
120
CHAPTER 5 CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
This chapter will discuss about three things, they are conclusions, implications, and suggestions. Inside the conclusions there will be a summarize
about the cycles in Action Research and also the learning process achievement. They are explained to answer the research question. Meanwhile, the implications
will explain about the researcher’s view in using non-projected visual media in speaking activity to improve the students’ speaking skill. Suggestions will explain
about some advice that the other researchers may do as the follow up of this research.
5.1 Conclusions
After conducting the research, there were some conclusions that could be taken from the research. There were three cycles in this research. In the first cycle,
it could be seen that the students ‘motivation is getting higher. In the second
cycle, it could be seen that the students’ vocabulary was getting richer and it made the students’ speaking skill was getting better. However, the students needed to
pay attention more to the grammar. In the third cycle, the students’ speaking skill from vocabulary and grammar were getting much better than before although they
needed to learn more about how to pronounce the words better. From the reflection of the first cycle until the third cycle, it could be
summarized that the students’ speaking skill was getting much better by using non-projected visual media in speaking practice. In the first reflection, the
students’ attention toward the teacher and the lesson was getting stronger. Their motivation in learning English was much higher after they used non-projected
visual media. When the students were more motivated in learning English then it would be easier for them to improve their speaking skill little by little. From the
second reflection, it could be concluded tha t the students’ vocabularies were
getting richer. Non-projected visual media helped the students to memorize the new words easily. From the third reflection, it could be concluded that the
students ’ speaking skill was getting better. It could be seen from the result of the
third cycle and also from how the way they constructed the sentences in grammatically correct.
The results of the test from the pre-test, first cycle, second cycle, and the third cycle also indicated that the students made some progress on their speaking
skill . The improvement of the students’ speaking skill could be noticed from the
mean in each test. In pre-test the mean was 63.85, in the first cycle was 68.57, in the second cycle was 72.71, and in the third cycle was 77. The mean differences
were 4.72 from the pre-test to the first cycle, 4.14 from the first cycle to the second cycle, 4.29 from the second cycle to the third cycle. Meanwhile, the
significant of 2-tailed from the pre-test and the third cycle was 0.00 and it was certainly lower than the significant level which was 0.05. From those results, then
it could be concluded that Action Research was successfully conducted in this class and non-projected visual media were able
to improve the students’ speaking skill.
How do non-projected visual media improve the students ’ speaking ability,
then the answer could be seen from the results of the observations and the students’ reflections. The changes of the students’ behaviour during the teaching
and learning process showed how non-projected media gave positive influences to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
