performance on the activities. They have made some efforts to speak up giving their opinion related to the chips given. They became more active during the
teaching learning process because they were given varied topics and activities in the meetings. The class situation was also more alive because all of the students
participated actively during the teaching and learning process. They frequently spoke in English rather than in Bahasa Indonesia. Therefore, the students are able
to speak confidently. It is because working in group is less intimidating than working individually.
In reference to the table, it shows that their speaking skills improved and their vocabulary mastery was better. They learnt many words which could support
their vocabulary mastery. Then, they could minimize pronunciation mistakes of words by conducting pronunciation drilling by the researcher.
In accordance with the qualitative analysis and the quantitative analysis, the students’ speaking ability improved. Therefore, it can be concluded that the
use of Talking Chips improved the students’ speaking skill.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter deals with two issues. They are conclusions and suggestions. The following description describes each of them.
A. Conclusions
With regard to the discussions of the previous chapters, this research is focused on improving students’ speaking ability by implementing Talking Chips.
The result of the study showed that there were some improvements of their speaking ability. First, the implementation of Talking Chips created the enjoyable
learning atmosphere that enhances the students’ motivation to build their confidence to practice speaking. This referred to the fact that they enthusiastically
got involved in participating to the group discussion. While the students were having Talking Chips activity, it could be seen that they enjoyed being involved in
the teaching and learning process. Later, Talking Chips could enhance the students’ self-confidence. In the
first cycle, there were only few students who were confident involved to speak up. Finally, in the second cycle, all of them confidently got involved in the teaching
and learning process. It indicated that Talking Chips could boost one’s self- esteem.
In addition, the improvement was also identified from the aspect of the students’ performance. The students’ vocabulary mastery and pronunciation
increased. It is because the researcher also gave pronunciation and vocabulary drilling for them to minimize the mistakes.
Moreover, there wa s statistical evidence that the students’ speaking
ability improved. The improvement could be seen from the increase of the students’ score before and after the actions. The researcher conducted a pre-test
and a post-test to determine whether there was a statistical difference between their speaking score before and after the implementation of Talking Chips. The
mean score of the students’ speaking ability was 2.0428571. The mean score of the students’ speaking ability increased to 3.53571. It proved that the
implementation of Talking Chips helped them to achieve a better speaking proficiency.
From the result gained as stated above, it can be concluded that the implementation of Talking Chips in the teaching and learning process of speaking
was believed to i mprove the students’ speaking ability.
B. Suggestions
In accordance to the above conclusions, the researcher proposes the following suggestions.
1. For English Teachers
In reference to the result of this action research, Talking Chips is able to improve students’ speaking ability through group discussion. Therefore, the
English teachers are suggested to apply various activities and strategies in Talking Chip to improve the quality of the English teaching and learning process.
