CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
Conclusions, teaching implications and suggestions of this endeavor research come up in this chapter. Conclusions of the research which are related to
the research questions are restated briefly to emerge important details of the research findings. Teaching implications to the English language teacher to attain
better performance are also presented. Finally, suggestions are also outlined to trigger for other researchers to attain development of language teaching.
A. Conclusions
This research answered four questions. The first and the second question were about the techniques which improve the students’ grammar and how the
students’ grammar accuracy can be improved. On the other hand, the third and the fourth question were about the techniques to improve the students’ pronunciation
accuracy and how the students’ pronunciation accuracy can be improved. The followings are the conclusions of the research based on those four research
problems.
1. Techniques to Improve Grammar Accuracy
Based on the data gathered form the research and the systematic analysis through data triangulation, the research discovered four techniques could be
employed to improve the students’ grammar accuracy. They were repetition drill,
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substitution drill, question and answer, and complete the dialog. The improvement was measured and observed based on the trend analysis and achievement level. In
the beginning of the research, the writer categorized the six observed students based on the achievement level as basic level.
The employment of the repetition drill in three cycles developed and improved the students’ grammar accuracy, which was measured by criteria level
achievement, up to the level proficient. Similarly, the substitution drill which was employed in the cycle three and four improved the students’ grammar accuracy up
to the level proficient and fluent. In addition, the employment of the substitution drill replaced the transformation which failed to improve the students’ grammar
accuracy. Besides those two techniques, question and answer also improved the students’ grammar accuracy up to the level of proficient and fluent. The question
and answer was employed to replace dialog memorization which failed to improve the students’ grammar accuracy. Finally, complete the dialog also improved the
students’ grammar accuracy up to the level of proficient and fluent. In line with the research objectives, those four techniques improved the
students’ grammar accuracy on the subject-verb agreement. The observed students who were used to make mistakes on that aspect could quickly repeat and respond
statement or questions with correct subject and verb.
2. Techniques to Improve Pronunciation Accuracy
This research discovered that three techniques improved the students’ pronunciation accuracy. Those techniques were repetition drill, substitution drill,
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and question and answer. On the other hand, as the research objectives stated, there were three speech sounds that were intended to be improved. They were
near-close near front unrounded vowel [ ɪ], voiceless postalveolar fricative [ʃ], and
voiced dental fricative [
ð
]. The six students who were observed during the research were used to be on the level of basic based on the criteria level
achievement. Nevertheless, after the three techniques were employed, the students’ pronunciation accuracy improved up to the level of proficient and fluent.
In the beginning of the research, the students were used to replace the near-close near front unrounded vowel [
ɪ] with close-mid front unrounded vowel [e]. However, after the repetition drill was employed in three cycles, the students
could distinguish and used the [ ɪ] sound and the [e] sound clearly. On the other
hand, the substitution drill improved the students’ pronunciation accuracy especially on voiceless postalveolar fricative [
ʃ]. The students were used to replace the sound with voiceless alveolar fricative [s]. After the substitution drill
was employed, the students could pronounce words containing voiceless postalveolar fricative [
ʃ] such as she, washing and shouting correctly. Finally, the question and answer also improved the students’ pronunciation accuracy. The
technique gave the students opportunity to practice in making questions or answering questions in turn. Besides discovering techniques to improve the
students’ grammar and pronunciation accuracy, the research also discovered how to improve the accuracies. The following is the conclusion.
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3. Improving Students’ Grammar and Pronunciation Accuracy
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