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CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
A. Conclusions
The research findings discussed in previous chapter showed that STAD implementation in the classroom gave positive effects on students’ speaking
skills. The components of STAD conducted in the teaching and learning process helped students to study the materials, practice their speaking and
improve their speaking skills. The components of STAD presenting the lesson, studying in groups, giving quizzes, and giving team recognition
which were each conducted in the teaching and learning process helped students to study the materials, practice their speaking and improve their
speaking skills. Several actions were also implemented to support the students’ learning; using classroom English, providing handouts and
materials relating the program study, and asking students to have dictionaries. The supporting actions also helped the students in learning speaking skills.
After conducting the research, there were some changes of some aspects. The changes involved the way of thinking and behavior of the
involved participants of this research.
1. The changes in the researcher’s behavior
After conducting the research, I gained more knowledge about teaching English, especially teaching speaking for students with special
purposes. I became more patient in teaching and getting students to be comfortable talking to me. When getting the students realize the
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importance of something, it is better to show them why it is important than only tell them that it is important. Although it is not an easy job to
make them realize the importance of learning English, showing facts and more interesting information helps a lot. Furthermore, I learned how to
change my teaching strategies right away when I faced difficulties. Regarding the process of doing the action research, I realized that while
I’m getting information I need to do my research, I cannot simply neglect other aspects, such as students’ need, the teacher’s comment, and the
teacher’s suggestions.
2. The changes in the students’ behavior
The students seemed more active in doing group tasks. The students were more confidence when they work with friends such as in
giving ideas, arguing their opinion, giving comments on others’ performances, and encouraging each other. During the speaking activities,
they were more aware of the importance knowing the right pronunciation of words and the right intonation of saying something.
3. The changes in the English teacher’s behavior
The English teacher seemed to be more aware of the important aspects to be implemented when assigning students to work in groups.
The teacher also realized how helpful it is to design various interesting activities for the students to learn comfortably. In addition, the teacher
realized that in teaching speaking, despite the materials taught in the
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lesson, classroom English was effective to stimulate students to accustom themselves to speak using English.
4. The changes in the collaborators’ behavior
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