2.9 Theoretical Assumption
Based on the literature review explained before, the researcher assumes that EXCLUSIVE Learning Model is a
good approach in improving students’ speak- ing skills. There are some reasons why is it so. As stated before, EXCLUSIVE
learning model could be d eveloped to encourage students’ role to be active in
every phase of learning. Students are expected to give their opinions. This learn- ing model requires students to be actively engaged with each other and exchanged
ideas, collaborated, communicated, and simulated together to achieve the desired learning objectives, so that students are expected to be able to develop their abil-
ity. Thus, EXCLUSIVE learning model was developed based on metacognitive theory which means that students are expected to construct their own knowledge
and control their thinking. Students are invited to get in used in solving their problem, so they will understand what they have learned, thought, and done.
Because this learning model has never been applied before in language teaching, the researcher also tries to develop the procedure of teaching speaking by using
EXCLUSIVE Learning Model based on metacognitive theory explained before. The researcher thinks that by developing the teaching procedures, she will find out
the appropriate and effective ways of teaching when applying this model in speaking class.
Moreover, in applying this model for teaching speaking, students are the centre of learning process while teacher has role as a facilitator and motivator. So, it will
enable the students to comprehend the subject matter better. The students will be
asked to construct their own sense of learning from new experience based on prior knowledge and motivates the students to make connection between knowledge
they get in the class and its’ application to the real situation. The researcher
assumes that if EXCLUSIVE learning model can be applied well in teaching learning process, the student will get improvement in mastering speaking skills.
Indirectly, the teaching learning process in the class will also improve.
V. CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions and suggestions based on the result of the research and discussion.
A. Conclusions
Based on the result of the learning product and learning process, the researcher draws some conclusions, as follows:
1. EXCLUSIVE learning model can be used to improve the students’ speaking
skill as the learning product. It is proved by the data from students’ speaking
mean score in cycle 1 that is 65.87, in cycle 2 improves to 71, and in cycle 3 improves to 77.2. The improvement also occurs in each aspect of speaking,
namely pronunciation with the total gain of 1.07, grammar with the total gain of 0.93, vocabulary with the total gain of 1.2, fluency with the total gain of
1.14, and in comprehension with the total gain of 1.34. By implementing this model in teaching speaking, the students have more chances to practice how
to produce language, especially speaking, so they can improve their speaking skill during the teaching learning process.
2. In learning process, the improvement also occurs in students’ participation
while doing speaking activity during the teaching and learning process. It can be seen from the result of observation sheet which shows that from cycle 1 to
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