B. Implications
Based on the results of the research, the implementation of communicative games proved to be effective to increase
the students’ speaking skills. It also made the English teaching and learning processes run better. The clearer description of
the implication is drawn as follows. 1.
Communicative games were fun and challenging. Everybody was actively involved in the activities. By playing communicative games, students spoke
English in more relaxing and secure atmosphere as they played games in small groups or in pairs. As the result, their English production was
improved. It implies that communicative games increases students’
involvement in the speaking activities. They are more active and they feel that the activities are fun. They are less nervous and more confident when they are
speaking. 2.
Pronunciation drills done regularly every meeting successfully improved students’ pronunciation skills. Students produced less mispronunciation and
they were more aware of mispronunciation produced by their friends. Moreover, they could correct their friends’ pronunciation mistakes. It implies
that regular pronunciation drills help students increase their pronunciation skills. They know how to pronounce English words correctly, even they are
more aware of their friends’ mispronunciation. 3.
Vocabulary practices helped students improve their vocabulary mastery. Their vocabulary collections were various. They also got new knowledge that
one meaning of a word could mean more than one meanings based on its
context. It implies that vocabulary practices increase students’ vocabulary
collections. Their vocabulary is not anymore monotonous. 4.
Classroom English used in carrying out the English teaching and learning processes gave students chances to hear and use English. They were familiar
with expressions used by the researcher. Further, they could respond using English as well. It implies that classroom English gives good influences to
students’ speaking skills. They are used to hearing and responding to classroom English used by the researcher. They are familiar with the
expressions and know when to use the expressions and how to respond them. It increases students’ expression collections.
5. Handouts were helpful. They were briefer and practical than textbooks which
made students learn materials more easily. It implies that handouts are really helpful for students to learn the materials. They feel that they are not
burdened with thick textbooks, since handouts are more thin and practical than textbooks. Yet, textbooks are still used as the sources of teaching and
learning activities. 6.
Pictures and videos successfully attracted students’ attention. More importantly, students learned materials better as pictures and videos were
visual input. It implies that visual aids such as pictures and videos used in teaching and learning processes
are helpful to attract students’ attention. By showing pictures and videos, students will be interested to learn materials.
Further, it will be easier for them to learn the materials when they are interested to the materials first. Moreover, pictures and videos help students
understand the materials better, since pictures and videos give students clear visualization of what they are learning.
7. Classroom management influenced the success of teaching and learning
processes too. If a teacher can manage the classroom well, the teaching and learning processes can be carried out successfully. It implies that classroom
management is important as well. Good classroom management will bring teaching and learning processes into successful activities. The goal of
teaching and learning processes will be achieved. 8.
Giving rewards was a good idea to make students voluntarily participate in teaching and learning activities. They would give their attention more to the
teacher’s explanation. The classroom was more alive as everyone was very active. It implies that giving rewards triggers
students’ motivation in the classroom. Students will compete to get the reward.
C. Suggestions
1. To the students
The grade VIII students of MTs Negeri Ngemplak are suggested to practice speaking English a lot, since it can help them improve their speaking
skills. When they are in the classroom, they should be more active and participate in the activities. They do not have to be shy or afraid of making mistakes. They
should keep drilling their vocabulary and pronunciation as well, because these activities give them very good influences to improve their speaking skills.
2. To the English teacher
The teaching and learning process should be learner-centered. The teacher should give more chances for students to speak up. The use of English has to be
maximized, since the only chance for students to speak English is in the classroom. The English teacher should create meaningful learning situation in
which students can communicate with their friends as if they communicate in a real life situation. Therefore, they can use English not only to complete tasks, but
also to communicate. The activities that the teacher conducts should be fun, various, interesting,
and challenging. The English teacher can conduct communicative games. Moreover, to make communicative games run well, the English teacher is also
suggested to conduct pronunciation drills, conduct vocabulary practices, use classroom English, give handouts, give rewards, display pictures and videos, and
improve classroom management like the researcher did when doing this research. As the result, students will not get bored and the speaking activities are fruitful.
3. To other researchers
Other researchers who want to conduct research on the same field are suggested to implement fun and challenging communicative games. The level of
difficulties of the games should be considered and fitted with the students’ level.
Other researchers are suggested to consider time management as well. It is necessary to manage time since implementing communicative games needs more
time to divide students into some groups or pairs, explain the rules of the game,
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