The table above proved that using direct method in teaching would encourage students to be used to use English. The reflections above were done based on the
observation during the teaching and learning process of speaking and the interviews conducted by the researcher with the English teacher, the students, and the
collaborator. It is in line with the concept of democratic, process, dialogic, and outcome validity. By looking the results in the second cycle which had shown
improvements in the students’ speaking comprehension and students’ motivation, the researcher, English teacher and also the collaborator decided to stop the cycle.
A. Research Findings
The implementation of the action in this research was over. Based on the actions, observation, and the reflections, the findings were found as the following.
First, using the direct method is believed to be able to improve the students’
speaking skill. Formerly, the students had difficulties in constructing sentences because they rarely practiced and thought that they could not find any partner to
speak English. By using this method, the students were facilitated to speak English naturally.
Second, using the direct method is believed to be effective to improve the students’ motivation in speaking. Basically, this method gave them another point of
view about speaking. When teacher used some techniques to support this method, i.e. miming game, role play and info gap activity, increased the students’ enthusiasm to
practice speaking. They were motivated to know how to ask and answer questions as
well. Applying several games also helped them to be more creative as well. By drilling, this technique would help the students to memorize the vocabulary,
especially when this technique was supported by a “spiral technique”. A “spiral technique” would make the students remember about what they have learned before.
This is what the researcher point about; to speak naturally by giving them example, drilling and practicing in the real situations, would make their mind to think
differently. Third, there were some factors that should be considered by the teacher to
minimize the problem during the implementation. First, the teacher had to consider the time. The teacher should be able to manage the time well so that the activities
could be done. Second, the teacher should give clear explanation and demonstrationgestures so that they could understand well and could do what the
teacher wanted. The last, the teacher should be able to manage and handle the class well. Because teaching young learners was different. They were very active, so the
teacher should know some tricks to handle them, so that the students did not make noise that not in line with the discussion of the texts given.
The last, implementation of the activities using the direct method gave positive effect to the students’ speaking comprehension. After the teacher
implemented direct method in teaching, the students were able to understand the conversation better than before. Those findings were also proved by the data below.
Table 5: The Mean Result after Using Direct Method in Cycle 1 and Cycle 2
No. Mean
Pre-test Post-test in Cycle 1
Post-test in Cycle 2
2.67 3.05
3.72
By comparing the mean results, it showed that using direct method is believed to be effective to improve students’ speaking skill.
B. Discussion
