CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
This chapter presents three main sections. They are conclusions, implications, and suggestions toward the students of SMA N 1 Wonosari, the
English teacher, and other researcher. The discussion of each part is presented below.
A. Conclusions
The research was aimed to improve the students’ speaking skills through the video recording project for Grade XI. It was conducted at SMA N
1 Wonosari. The subjects of the research were the students of Class XI IIS 3. The research finding and discussion in Chapter IV showed that the
students’ speaking skills were improved through the use of video recording project. In the first cycle namely Cycle I, the researcher implemented the
video recording project and seven supporting actions. They are conducting pronunciation drills, carrying out vocabulary practices, using classroom
English, displaying pictures and videos, giving handouts, giving feedback, and asking the students to bring the dictionary. The video recording project
conducted in Cycle I was an “Online Poem Recitation Competition” activity.
Those actions gave improvement in the students’ speaking skills. However,
there were some unsuccessful actions in Cycle I needed to be improved. Therefore, the researcher and the English teacher as the collaborator agreed to
conduct Cycle II.
In Cycle II, there were some additional actions implemented. It was done due to some problems existing in Cycle I. The actions were
implementing the video recording project, conducting pronunciation drills and vocabulary practices, using classroom English, displaying pictures and
videos, the outside classroom activity, giving handouts, giving feedback on the
students’ work, peer scoring, asking the students to bring the dictionary, and giving the rewards. The video recording project conducted in Cycle II
was “Annual School Play” documentation. Based on the result of the data analysis, the researcher concluded that
the use of video recording project improved the students’ speaking skills. It was proven by the result of
students’ pre-test and post-test scores. The result shows that
students’ means scores for vocabulary increased from 2.46 to 3.57, grammar from 2.00 to 3.01, fluency from 2.40 to 3.38, and pronunciation
from 2.78 to 3.70. In addition to this data analysis, the researcher also used t- test in SPSS to prove that
the students’ speaking skill significantly improved through the use of the video recording project. It can be seen that the average
score of pre-test was 9.6724 and the average score of post-test was 13.6724 from the maximal score 16.00. It can be concluded that the average score of
post-test increased 4.00 from average score of pre- test. Furthermore, there were some changes found after implementing the
video recording project. The changes were shown in the English teaching and learning processes, the students’ behavior toward the English teaching and
learning processes and their speaking skills, and the English teacher’s ways of thinking. The following description shows the detail of changes.
1. The changes in the English teaching and learning processes. During the implementation of the actions, the English teaching and
learning processes became very interesting and enjoyable. The activities carried out were fun and challenging. It gave the students high
motivation to get involved actively in the lessons. Moreover, the video recording project successfully made the classroom become more alive.
Furthermore, the enjoyable English teaching and learning processes made the students very interested in joining the teaching and learning process.
It was very influential on the students’ speaking skill improvement especially on the achievement of each speaking aspect.
2. The changes of the students’ behavior toward the English teaching and learning processes and their speaking skills.
After being given the video recording project activity, the students were more motivated to join the English subject. They became more
responsive and active involving the teaching and learning process. Besides, they were forced to use the language fluently and accurately
without being threatened. They also could improve their confidence since they had more chance to speak English during the implementation of the
actions. Moreover, their English production increased since they were given
vocabulary and pronunciation practices. The quantity in producing
language and the quality of speaking could be enhanced by the activities. They had more opportunities to speak English as well. As a good result,
the students were accustomed to hearing and using English language not only in the classroom but also in their daily life.
3. The English teacher’s ways of thinking After the English teacher involved in this study, she became more
open-minded to design the activities more enjoyable. She got new experience to teach English through amusing activities and improved her
knowledge in designing the activities based on various activities that she could conduct in the teaching and learning processes in the future. Most
importantly, she understood that the video recording project was crucial to implement in the classroom in order to improve the
students’ speaking skills.
B. Implications
The finding of the study explained that the use of video recording project had been proved to improve the
students’ speaking ability. It also made the English teaching and learning processes run better. The clearer
description of the implication of the actions can be seen as follows. 1. Video recording project activity was fun and challenging. The students’
speaking ability improved since they had more opportunity in producing English language. It implies that the researcher was successful to create
various interesting activity and video recording project can be one of
Kategori