IMPROVING THE STUDENTS’ SPEAKING SKILL THROUGH STORY JOKE TECHNIQUE CHAPTER V
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Transcript of IMPROVING THE STUDENTS’ SPEAKING SKILL THROUGH STORY JOKE TECHNIQUE CHAPTER V
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CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusions
After the research about improvement student’s speaking skill through
Story Joke, here are the research’s conclusions based on research findings.
The conclusion such as below:
1. Many students find difficulties in speaking English. Some factors are
fear of making mistake, fear of be laughed at their friends, and having
less confidence of their own ability.
2. Based in the 2006 National Curriculum, the students have to knowing
English is communicating language, and we have to prepare the
students to challenge globalization era. Mostly of the teaching
method before the past decades, found the teacher tend to carry out
the teaching process in the classroom by applying traditional and
monolingual principle ways of teaching unsatisfactory. This shows
that teacher need enrichments with appropriate ways of teaching
atmosphere, that why in teaching English as the second language by
applying new and modified fashions in order that the result of
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teaching learning process would contribute more input to reach
satisfied learning outcome.
3. Teacher should help the students to overcome this problem by
motivating them to speak. For this reason, teacher should use
effective teaching methods that encourage students to take a part
actively in every activity. The teaching-learning process should
involve not only between teacher and students, but also between
students and students.
4. There are many benefits to implementing humor or jokes in the
classroom: it creates a cooperative atmosphere helping students to
better relate to one another, and it focuses them more effectively.
Humor facilitates the acquisition of vocabulary and helps distinguish
figurative from literal meaning. Similarly, it helps develop visual
memory and improves the capacity to solve linguistic problems. The
devices that we can use to add humor to a language class range from
idiomatic expressions, riddles or proverbs, to pronunciation games,
comics, and the use of realia, jokes or typical grammatical errors.
5. Speaking a language involves using the components correctly –
making the right sounds, choosing the right words and getting
constructions grammatically correct. It is one activity to share
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information, idea, and felling by sound produce that signify and then
we can make some communication with other people.
6. To building up confidence and to improving the students’ speaking
skill should be the first step a good language teacher does to the
learners. The teacher should be able to identify each learner’s
problems. This is a matter of constructing a mindset and a friendly
atmosphere in the classroom that speaking is a fun activity and that it
is easy.
7. Research finding in cycle 1 are:
When learning starts, researchers were not familiar with the
character and condition of the eighth-grade students. The students’
courage when they start to make conversation is still less. Most of
them still do not understand the meaning of funny in a short
conversation topic. They still make a lot of mistakes in pronouncing
of the sentence
8. Research finding in cycle 2 are :
Understanding of students with story joke making the atmosphere
more fun in class. Students’ courage to talk to occur after the split
into pairs. Fluency and pronunciation, have increasing when
compared with the first cycle. Researcher is beginning to understand
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the character of each student when they show the conversation in
front of the class.
9. Research finding in cycle 3 are :
There the competition was held among the pairs work The students
were more interested when did the conversation with their pairs
work Building relationship with among students was very important.
In trusting releationship, the threat that students feel is reduced and
therefore nondefensive learning in promoted Students can learn from
their interaction with each other as well as their interaction the
teacher.
10. From three cycles, the research conclussion that improving the
students’ speaking skill through story joke is efectivelly in speaking
learning process. First that the researcher must make situation of the
classroom more conducive so that the students can fell more safely.
The researcher has to choose effective dialogue to make involve and
participant from students. The students more encourages and more
active when the researcher gives the materials by group, they more
confidence to improve their ability speaking skill and to make
conversation by their group.
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During the research process progresses, the researchers found some of the
findings, both of the subjects or from the location of the research. There are :
1. From students, there some of students have low motivation and low
confidence to make start speaking activities. The teacher have to be
more sensitive with students’ problem, especially in speaking
learning activities in the class.
2. From the teacher, mostly of the teaching method before the past
decades, found the teacher tend to carry out the teaching process
in the classroom by applying traditional and monolingual principle
ways of teaching unsatisfactory. This shows that teacher needs
enrichments with appropriate ways of teaching atmosphere. From
institution, school conditions that need a lot of complementary
facilities and infrastructure, this is understandable because the
average student in junior Al Hasaniyah including from public middle
and lower economic levels.
B. Suggestions
After did the research the researcher has some suggestions for the
students, English teacher and the institution as follow:
a. For the students:
1. The student should ask the teacher for clearer explanation.
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2. The students should be active in participating during the lesson
3. The students should remind their friends to keep speaking English
4. The students should improving the speaking ability by speaking in
daily activities using story jokes or another material
5. Use the facilitation, like library or dictionary to finds new words to
enrichment vocabularies.
6. Practice all time to make progress for pronunciation
b. For the teacher :
1. The teacher should make condusive and make comfortable in the
class. It is good for teacher to introduce the topic to be discussed to
students.
2. The teacher should stucture and plan this technique carefully before
teaching
3. The teacher should be able to manage the class and the time in order
to make students be more active and involved to the activity and
make it runs well.
4. The teacher should keep monitoring during the stages
5. The teacher should make positive reinforcement helps the students
to develop correct habits.
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6. The teacher should ask the students to translate a short conversation
on the matter of dialogue.
c. For the institution:
1. The institution should provide facilities that support the students
activities in learning English
2. The institution should maximize the function of the library as a
medium for learning
3. The institution should make some program in English Study to
make progress in speaking ability at school
4. The institution should make cooperate with English course
institution to build up competition for students
5. The institution should provide the teachers that qualified based on
their background education.
6. The institution should create the good relationship among the
students, teachers, staffs, and the headmaster.
All of those suggestions above are hoped can be practiced by the
institution that has been object of this research. Besides that, it is hope that
they will be important and necessary information to get better result in the
future. Further they can be a significant contribution to the development of
the institution’s elements to get the best result.