Fitria Lathufirdaush,2014
THE IMPLEMENTATION OF THEME BASED TEACHING TO IMPROVE STUDENTS’ SPEAKING SKILL Universitas Pendidikan Indonesia
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3.5.3 Conclusion
The last step of this data analysis was drawing conclusion from the obtained data that had been analyzed in the previous steps. The conclusion was
taken based on the findings related to the research questions; 1 to what extent can Theme-Based Teaching im
prove students’ speaking skill?; and 2 what are the challenges faced by the teacher in implementing Theme-Based Teaching to
teach speaking to young learners?
1.6 Reliability and Validity
In accordance with Bogdan and Biklen 1992, p. 48 as cited in Cohen, et al, 2006, the reliability in qualitative research can be regarded
as a fit between what researchers record as data and what actually occurs in the natural setting that
is being researched. On the other hand, Cuba and Lincoln 1985 as cited in Scott Morrison, 2006 interpreted reliability as dependability and confirmability.
However, the reliability of this research was determined by observing and describing the data in depth without manipulating anything.
As this research uses classroom action research design, validity is attained by a sound and robust data collection and the compromise of accurate
interpretations Koshy, 2005. The use of triangulation in qualitative research is claimed as a powerful way of revealing concurrent validity Campbell Fiske
1959 as cited in Cohen, et al, 2006. This research made use of triangulation by correlating three instruments, including observations, speaking assessments, and
interview. By employing triangulation, this research is expected to have the precise interpretations of data.
1.7 Concluding Remark
This chapter illustrates the statement of problems, research design, site and respondents, and also the process of collecting and analyzing the data and the
reliability and validity. The following chapter will illustrate the findings and the discussion of the research.
Fitria Lathufirdaush,2014
THE IMPLEMENTATION OF THEME BASED TEACHING TO IMPROVE STUDENTS’ SPEAKING SKILL Universitas Pendidikan Indonesia
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter displays the conclusion of the conducted research and suggestions for the teacher and further research related to the implementation of
Theme- Based Teaching to improve young learners’ speaking skill.
1.1 Conclusions
This research was conducted with the aim of investigating the implementation of Theme-
Based Teaching in young learners’ classroom. Specifically, this research focuses on identifying: 1 the improvement of
students’ speaking skill which covers some aspects including vocabularies, pronunciation and grammar; and 2 the challenges faced by the teacher in
teaching speaking to young learners using Theme-Based Teaching. The data of this research were gathered through observations, assessments and interview. In
relation to the data analysis, the conclusions can be drawn as follow. This research shows that the implementation of Theme-Based Teaching
improved students’ speaking skill. Based on the data from speaking assessments, it was revealed that students’ scores increased gradually in every meeting. The
improvement was related to the aspects of speaking assessed in this research, including vocabulary, pronunciation and grammar.
In terms of vocabulary, Theme-Based Teaching obviously enhanced students’ vocabularies through the activities conducted in the learning process,
especially the repetition drills and vocabulary games. Students could memorize the words they found from the games and use them appropriately to describe a
friend. In terms of pronunciation, it is also found that students could pronounce the expressions better and better as the effect of drilling that was done in every
meeting. Students were given examples of pronouncing words and expressions before being asked to use them. They can pronounce consonant ∫ in “she” and
“short” and diphthong aɪ in “likes”. In terms of grammar, students have been
