4 16
17 15
17 65
5 18
17 18
18 71
6 17
13 18
15 63
7 18
15 14
18 65
8 16
17 16
16 65
9 14
16 16
16 63
10 19
18 18
17 72
11 15
15 16
16 62
12 17
17 19
18 71
13 16
16 17
17 66
14 19
18 19
19 75
15 18
16 18
15 67
16 18
15 17
17 67
17 16
16 18
15 65
18 15
16 16
17 64
19 15
17 18
16 66
20 18
19 18
18 73
Total Mean
1331 66,55
2. Cycle II
a. Using classroom English and grouping the students increased the students’
attention. Before using classroom English, the students were unfamiliar with English word. After using it, the students’ grammar, tenses, and word order
were improved because they were able to make sentences using the simple past tense.
b. The implementation of interesting speaking activities such as retelling their
experience in restaurant helped the students in generating the main idea. In general, applying the interesting activities could involve the students in the
speaking teaching and learning process. c.
The use of rewards as a method increase the students’ motivation and confidence in speaking learning process.
d. The use of interactive games inspired the students about the activities they
ever had so that they could do the task. By implementing the games, the students were helped to develop the idea to be expressed in speaking.
Table 6. The students’ speaking score on post-test
Students Number
Aspects Total Score
Fluency Accuracy in
grammar Accuracy in
pronunciation Vocabulary
1
21 22
20 19
82
2
21 22
20 21
84
3
19 21
21 22
83
4
20 21
22 21
84
5
22 23
23 24
92
6
20 19
20 22
81
7
19 19
23 23
84
8
21 23
22 20
86
9
20 22
23 21
86
10
23 21
23 23
90
11
19 19
20 22
80
12
23 23
22 23
91
13
21 20
23 22
86
14
24 22
23 24
93
15
22 20
21 21
84
16
22 19
22 23
86
17
20 22
21 22
85
18
21 22
24 20
87
19
20 22
23 23
88
20
22 22
23 23
90
Total Mean
1722 86.10
Based on the result above, it could be concluded that the students’ speaking ability improved. They could produce grammatically correct sentences, use the
correct pronunciation, and enrich their vocabulary mastery.
CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
This chapter is divided into three sections. They are conclusions, implications and suggestions. The explanation of each point is presented below.
A. Conclusions
In this research, there are three conclusions. The conclusions in regard to the
results of the action research are as follows.
1. There were some problems related to the speaking teaching and learning process
in SMK Muhammadiyah 3 Wates. There were two main aspects in this research. The first is the students’ aspect: they had difficulties in gaining and developing
ideas, lacked vocabulary mastery, had low grammar accuracy, lacked self confidence in speaking, produced ungrammatical correct sentences, had poor
words pronunciation, had low enthusiasm in joining the teaching and learning process, and never bring a dictionary to help them in the teaching and learning
process. The second is the teacher aspect: the teaching and learning process was teacher-centered, the activities were monotonous, the media used were not
attractive, the teacher never corrected the students’ mistakes in speaking, and the teacher had very soft voice. Based on the research team discussion, this research
was focused on the students’ speaking fluency and confidence particularly in speaking class. Based on the discussion of the research team, it was agreed to
