Discussions RESEARCH FINDINGS AND DISCUSSIONS

found difficulties to pronounce the words or expressions pronouns the words and expressions, but there were some students who were still confused pronounced the words and expressions correctly and only some students who could not 4. The activities in learning were not interesting, thus the students got bored The activities were interesting that students were involved in the process of teaching English, but there were still some students who did not pay attention to the learning process Most of students were involved in English activities 5. There was low interaction among students and the English teacher Interaction was better, but there were some students who did not interact with their friends in the process of teaching English Most of students interacted in the process of teaching English Based on the table above, the process of teaching English through communicative tasks encountered many problems. Some students tended to be passive and bored in English activities. They lacked of motivation in learning English. The learning activities tended to be monotonous. Moreover, there was low interaction among the English teacher and students in the process of teaching English. According to Lewis in Richards and Renandya 2002: 45, to solve the problems of classroom interaction, teacher tries to decide which class activities can best be done individually, which work well in pairs or groups, and which call for whole-class work. Every teacher changes roles during a lesson. These changes should be appropriate to the type of lesson, activities, lesson aims and the level and age of the learners. After the actions were implemented, some students tended to be active and enthusiastic in the process of English teaching and learning. Their motivation became high in learning English. They were also able to pronounce the words and mention some expressions. The English activities became interesting and the students were actively involved in question-answer and dialogues activities. In addition, interaction among students in the process of teaching English was good. They were given opportunities to share their ideas or opinion to the teacher or friends to achieve comprehension or understanding. In conclusion, after the actions were implemented, there was an improvement in students‟ English skill. The improvement of students‟ skill, based on Clark in Nunan 1989: 67, could be seen from communicative type activities that enable students to interact through micro skills. Clark states that language programs should enables students to solve problems through interaction social with others and establish and maintain relationships and discuss topics of interest through the exchange of information, ideas, opinions, attitudes, feelings, experiences and plans divergent tasks. Based on the process and the implementation result, the data fulfilled five criteria of data validity mentioned by Anderson et al. 1994, in Burns, 1999. In the reconnaissance and plan of action, the dialogic validity was fulfilled because the study included a discussion with the English teacher about the selected problems and their solutions. In the action, the democratic validity was fulfilled since the implementation was done collaboratively with a collaborator. In the reflection, the outcome validity was fulfilled in accordance to the improvement of the students‟ speaking ability in some aspects mainly interaction. Moreover, the catalytic validity was also met because there were some changes occurred during the study. Lastly, the process validity was also met in this study since this research was conducted based on a strategic plan. The reliability of the research was obtained by using three triangulation techniques mentioned by Burns 1999: 164 and giving genuine data, such as the field notes, interview transcript and other records. In this study, the data were collected at one point in time time triangulation and there was more than one observer involved investigator triangulation. Furthermore, the data were analyzed from more than one perspective theoretical triangulation. 87

CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS

This chapter deals with three points. They are conclusions, implications and suggestions. These points are presented as follows.

A. Conclusions

The implementation of communicative tasks in some activities, such as identifying pictures, practicing dialogue, making a dialogue, arranging jumble sentences, and role-playing could help students to improve student‟s involvement in the process of teaching English in the class. Students enjoyed and were encouraged in the process of teaching English through communicative tasks. However there were some problems occurring in implementing the actions related to their motivation and students learning English in cycle I. Some of them tended to be passive and bored in English activities. They lacked motivation in learning English. Besides, they did not pronounce the words or expressions and did not understand the meaning of some difficult words. The learning activities tended to be monotonous. Moreover, there was low interaction between the English teacher and the students and among the students in the English teaching-learning process. After the actions were implemented, some students tended to be active and enthusiastic in the process of teaching English. Their motivation became high in learning English. They were also able to pronounce the words and mention some expressions. The English activities became interesting and the students were actively involved in English activities. In addition, interaction among students in the English teaching-learning process was good. They were given opportunities to share their ideas or opinion to the teacher or friends to achieve comprehension or understanding. Last, after the actions were implemented, there was an improvement in students‟ English skills.

B. Implications

From the conclusions of this research study, it can be implied that communicative tasks can be valuable for the teacher to apply in the classroom, in the effort of gaining the quality of classroom interaction in general. Furthermore, the activities of communicative tasks can be the alternative one which is interesting to do in the classroom. The process of communicative tasks can also be done in different levels of education in order to improve the students‟ flow, enthusiasm, and autonomy in English teaching- learning process.

C. Suggestions

In reference to the conclusions and the study, some suggestions are directed to English teachers, to the school principal and to other researchers. 1. To the English teachers It is essential for English teachers to improve the quality of the teaching English by employing various activities which are enjoyable and motivating to improve students‟ English skill and students‟ involvement. The English teachers can use communicative activities such as discussion and role-play practices. The researcher realizes that in applying communicative activities, the class will be noisy as happened in this research. Therefore English teacher should pay attention to the class condition because in communicative activities students conduct discussion practices. Besides, the English teachers should choose the texts and task that are appropriate to the students. 2. To the School Principal It will be better if the school principal can more facilitate the English teaching-learning process by providing more facilities and media to conduct the lesson. 3. To other researchers The focus of this study deals with students‟ English skill by using communicative activities. For the other researchers, there are some issues that can be interesting topics to be investigated. For example, other researchers can further explore some other techniques to improve students‟ English. Besides, they can conduct other research from different angles of English.