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Figure 1: The chart of the students’ score improvement from the pre testand the post test
E. Discussions
At both Cycles, students were given short English songs. The duration of the song material was not more than one minute. At this cycle students seemed
enthusiastic to listen to the material. Medina 2002 stated that the greatest advantage of using songs and music in the enjoyable experience they bring to students and the
relaxed atmosphere created in a class. The more relaxed students are, the more receptive to learn they are. In addition, through songs, students are exposed to
authentic examples of the second language. In addition, Krashen in Schoepp 2001 explains that for optimal learning to
occur the affective filter must be weak. A weak filter means that a positive attitude towards learning is present. Schoepp 2001 adds that songs are one of the media that
achieve a weak affective filter and promote language learning, and can be used to
56 58
60 62
64 66
68 70
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Pre-test Post-
test Pre-test
Post-test
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present topic, practice language, stimulate discussion of attitude and feelings, provide a comfortable atmosphere and bring variety and fun to learning. By using the English
songs, the researcher also aimed the students to be more familiar with English sound and be able to improve the speaking skill especially the pronunciation. The researcher
played the song more than once to make let the students listen to the pronunciation well. When the students got the pronunciation wrong, the researcher also played the
song again after correcting the mistake in order to let them heard the correct one. Using puppets in the classroom is one of the ways to encourage students to
learn English. In Cycle 1 the students were given a task to ask the others and found information using a puppet. The students became more active and busy trying to talk
to others in order to get the information. It can be seen that the puppet helped the students to speak more. Ozdeniz 2000 states that puppets can encourage the students
to experiment more with the language and ‘have a go’ when they may have otherwise remained silent. He also stated that when a child speaks through the puppet, it is not
the child who is perceived as making errors but the puppet, and children find this liberating.
As the previous discussion, the researcher and the English teacher discussed the material before conducting the research. The researcher also adapted the materials
which are appropriate with the students’ speaking skills. The researcher would make the students feel interested first in the class, so they would enjoy the material.
The researcher and the collaborator decided to end the research in Cycle 2 because they saw that the students’ speaking skills had improved. In conclusion, the
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differences of teaching and learning process of speaking skill during Cycle 1 and Cycle 2 can be seen in Table 10.
Table 10: The Changes Before and After the Implementation
Before Cycle Cycle 1
Cycle 2
The students had low motivation in learning English,
especially in speaking activities.
Students were motivated in learning English.
Students were more motivated in learning English and to be
involved in speaking activities.
The students were ashamed and unconfident to speak in
English Students were more confident
to answer the question and give comment.
Students were actively answer the question and give
comment. Some students were passive
during the teaching and learning process.
Students were more active during the teaching and
learning process Students were more active in
the speaking activities during the teaching and learning
process.
The students lacked of vocabularies. The students had
low motivation in learning English, especially in speaking
activities The students had already had
many vocabularies from the English songs and researchers’
explanation. The students were asked by
the researcher to write the difficult vocabulary they heard
from the songs and the assignments so they had many
vocabulary list on their book.
The tasks given by the teacher were not interesting enough.
The researcher make interesting tasks by given
interesting English songs and games to the students, so they
were not feel bored in the class.
There were many kinds of activities too in every meeting,
and also pictures that make the students feel interest to do the
activities.
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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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