98 management is one of the factors need to be considered. The teacher should be
able to manage the time well so that the students could have enough time to practise their speaking. Another factor is the way to groups the students. The
teacher should consider the students’ ability to make the groups. It would be better if in a group consist of more active students and less active students.
Implementing this strategy would help the students to learn on how to respect others and how to maximize their opportunities.
99
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions
The aim of this research is to improve the students’ speaking skills through the use of Talking Chips strategy. The researcher used action research as
the method in this research. As stated in the discussion in the previous chapter, it can be concluded that the use of Talking Chips strategy is proved to be effective
in improving the students’ speaking skills. The researcher gained two kinds of data in this research to formulate the result. The first one was qualitative data,
and the second one was quantitative data. The qualitative data is summarized as follows.
The actions in Cycle I were implementing Talking Chips strategy; vocabulary practice; pronunciation practice; using classroom English during the
teaching and learning process; and using media to support the teaching and learning activity. From Cycle I, it was found that Talking Chips strategy could
improve t he students’ involvement and motivation during the teaching and
learning process. The use of media successfully brought a new excitement for the students, so that they could involve more during the teaching and learning
process. Meanwhile, the students got more opportunities to practice their speaking during the implementation of the Talking Chips strategy and other
accompanies actions. However, the implementation of this strategy in Cycle I
100 could not run smoothly. Many students were confused on how to implement the
strategy, and some groups did not do the strategy like the researcher expected. From Cycle II, the actions done in this cycle were still the same as the
previous cycle. However, the researcher put more attention on the implementation of Talking Chips strategy as the key activity since the
implementation of the strategy could not run smoothly in the previous cycle. The researcher explained again about the rules on how to implement the Talking
Chips strategy and she changed the rule to select the members of the groups. She also checked the progress of their discussion continuously. The actions applied
in Cycle II could improve the students’ speaking skills.
According to the result of the tests, the students made a better improvement in all aspects. The most improvement made by the students was in
vocabulary and pronunciation aspect. The interaction aspect also showed a good improvement. However, the fluency and the grammar aspects did not show a big
improvement. It does not mean that the students could not master the aspects, but rather they need more practice.
B. Implications
The research findings showed that the students’ speaking skills had improved. It was related to the actions given in the classroom. The implications
of the actions are described as follows. 1.
The implementation of Talking Chips strategy was effective to improve the students’ speaking skill. This strategy needed the students to have discussions
101 within groups. Thus, it gave more opportunities for the students to practice
their speaking skill. It also helped the students’ confidence in speaking English gradually. This implies that the English teacher could use this
strategy to vary the teaching and learning process. 2.
The implementation of vocabulary practice in the teaching and learning process allowed the students to obtain more vocabulary. This implies that the
English teacher needs to give more vocabulary practice, so that they could enrich their vocabulary.
3. The implementation of pronunciation practice was effective to help the
students fix their pronunciation. The students’ pronunciation became better, even though they still needed a lot more practice to be perfect. This implies
that pronunciation practice should also be included during the teaching and learning process by the English teacher to make the students be able to speak
accurately. 4.
The use of classroom English during the teaching and learning process was effective to give exposure on spoken English for the students. They managed
to obtain more vocabulary and they learned on how to say some expressions in daily life. This implies that the English teacher should use English more
during the teaching and learning process in order to familiarize the students with spoken English.
5. The use of media during the teaching and learning process was effective to
bring a new excitement during the teaching and learning process. It also made the students engaged more during the teaching and learning process. This
102 implies that the English teacher needs to vary the classroom activities by
using media to support the activities. However, the time management for preparation should also be taken in to consideration.
C. Suggestions
After conducting the research, the researcher gives several recommendations for the students, English teacher, and other researchers. They
are presented as below. 1.
Students of Senior High School The English teaching and learning process can run effectively and
communicatively if every participant involved gives positive contribution during the teaching and learning process. The students, as the subject in the teaching
and learning process, should involve more and actively participate in the activities during the class. They also need to be serious and build more
confidence to learn English, especially speaking. They need to keep practicing if they want to master the speaking skill.
2. English Teacher
It is essential for the English teacher to apply various kind of strategy in teaching and learning English, especially speaking. As stated in the previous
chapter, the students rarely had chances to practice their speaking outside the class, so the teacher needs to maximize the opportunity during the lesson to
practice their speaking skill. The teacher should also be able to create an atmosphere where it is comfortable and challenging for the students to maintain
