presentation or prepared talks as one of the class room speaking activity. This was just like whatNunan 2001suggested that it is needed to provide
opportunities for participants to talk and limiting teacher’s talk. Therefore,allof participants were free tolearn and had a chance to practice speaking. The
technique also is also effective to be implemented in speaking class. ThisfindingwasinlinewithNguyen Thi Tam 2012 in the sense that she
concludes that doing oral presentation is an effective activity and students have positive attitude toward using it as a learning activity. In his findings, he found
that doing oral presentation help students learn English better and practice their speaking skills.
As what has been said before, the quantitative data was derived from the participants’ speech activity scores. The scores were based on the pre-test and
post- test that had been done before and after the implementation of the action. The participants’ scores can be shown in the following table.
Table 3: Theparticipants’ speaking skills score Test
Content Delivery
Organization Language
Pre-test 5.33
6.33 5.66
5.33 Post-test
8.00 7.33
7.33 6.66
Gain score 2.77
1.00 1.77
1.34
On the pretest, the participants’ average score was only 5.66 from all
aspects of speech. However, it can be seen from the table above that all of the participants could pass the passing grade in the post-test. In addition, the average
score of the participants’ speaking skills improved from 5.66 to 7.33. The improvements achieved by the participants above are presented in the
following chart.
Chart 1: The participants’ mean scores in speaking aspects
Furthermore, it can be seen from the gain score of pretest and posttest that the improvement of participants’ speaking skills was significant. The table below
supports the statement.
2 4
6 8
10
content delivery
organization language
The Participants Mean Scores in Speaking Aspects
pre-test post-test
Table 4:The comparisonof pre-test and post-testmean
The table shows that the mean of participants’ scores in the pre-test was 5.66, and the mean of the participants’ scores in the post-test was 7.33. This
means that the mean of the participants’ speaking skills scores increased. In other words, the participants’ speaking skills had improved.
Summarizing all the discussion above, based on the qualitative and quantitative data analysis, speech activity can improve speaking skills of
marketing staff at PT. Beton Perkasa Wijaksana.
Pre-test Post-test
Gain score
Total score 22.65
29.32
6.67
Mean score 5.66
7.33 1.67
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions
This research was conducted to marketing staff of PT. Beton Perkasa Wijaksana. It was carried out from June to July 2014. The objective of this research
study was to improve the marketing staff’s speaking skills through speech activity. Based on the results and discussions in the previous chapter, it can be
concluded that the implementation of the speech activity in the teaching and learning process of speaking can improve the participants’ speaking skills.
The results of this research revealed the improvements contributed by the implementation of the speech activity in the teaching and learning process of
speaking in marketing staff. First, speech activity can improve the participants’ motivation. They were able to engage the participants’ attentions and interests during
the teaching and learning process of speaking. Besides, the speech activity could provide the participants’ chance to
practice. The staff became more confident to speak and active in the classroom activities as they had practices. Next, since the participants were motivated and the
speaking class ran well, their speaking skills, such as fluency and accuracy were also improved. The use of speech activity in the teaching and learning process, especially
in the speaking practices, enabled them to express their ideas toward prepared topics.
