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CHAPTER V
CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestion. The suggestion is
given to the English teacher, to the students and other researcher.
A. Conclusion
As the previous chapter that discussed about conclusions as the result of
the study in the third grades E of SMPN 8 Pamekasan in academic year of
2013/2014 on increasing students speaking skill by using snakes and ladders
board games. Here are some conclusions of this research:
1. Theoritical Conclusion
The use of snakes and ladders board games is very benefit and suitable
to apply in teaching English, especially in increasing students speaking skill. This
games focuses on fun and communicative activities. Also, this games is suitable to
apply in large class. In this games, the students strive to win the game. So, it can
encourage them to force interaction and communication among the students. Also,
it can motivate students to progress in the use of language and develop a real
understanding of English because they become more relaxed and enjoyable to join
the class. They just have to throw the dice and take the topic card. Then, they have
to answer or response that topic card orally. Thats why this games is easy to
apply and give beneficians between the students and the teacher.


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2. Empirical Conclusion
Based on the results of the research that had been done in the first and
second cycle, it can conclude that there is an increasing on students speaking skill
that have taught by using snakes and ladders board games. It is very effective and
shows a good progress from cycle to cycle. It shows from the score before at the
first time (from English teacher), there are 17 students that passed the standard
minimum score (70). It shows that they still get the difficulty in mastering it.
Then, at the first cycle tests, there are 24 students that passed the minimum
standard, but it did not achieved the criteria of success of this research yet. So, the
researcher next to the second cycle where, the total of students who passed it are
32. It shows that 89% students achieved the target, because it was over than the
target of criteria of success (85%). It can conclude that the use of snakes and
ladders board games gave a good progress in teaching English from from the first
cycle up to the second cycle, especially in increasing students speaking skill
In applying second cycle, the researcher was revising some necessary
teaching approach based on the first cycle reflection. The researcher was
underline that the weaknesses of the first cycle is, pupils finds difficulties to speak
up and afraid/shy to deliver idea.
Due applying snakes and ladders board games in second cycle, the
researcher was changed the classroom management that she encouraged them to
be more active and enjoyable to join the class. The results of reflecting are shows
that this strategy works with the research subjects. Therefore, it can be concluded
that snakes and ladders board games can increase the students speaking skill.

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B. Suggestion
By considering the result of the research, some suggestions are given to
the English teacher, the students and other researcher.
1. The English Teacher
The English teacher is better use and applies snakes and ladders
board games when teaching English in the classroom.
2. The Students
The students are suggested to follow snakes and ladders board
games activities and they must be able to adapt with those activities
gradually, so that they can motivate to study English actively and
enjoyily.
3. The Other Researcher
The result of this classroom action research can be used as a
reference for other researchers to conduct further research dealing with
similar problem. Researcher is suggested to conduct another deep
research by using snakes and ladders board games or other strategy.







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BIBLIOGRAPHY
Pat Pattinson. Developing Communication Skills.
David Nunan. , Language Teaching Methodology.
Donald, Ary,et al, Introduction to Research in Education (New York: Halt
Rinchart and Winston, 1974
Moh. Adnan Latief. Research Methods on Language Learning. 2013
STAIN PMK Press. Pedoman Penulisan Karya Ilmiah. 2011
Deborah L. Norland, Ph.D. and Terry Pruett-Said. Westport. Kaleidoscope of
Models and Strategies for Teaching English to Speakers of Other
Languages. 2006
John W. Creswell. Educational Research. 2012
Jack C. Richards. Teaching Listening and Speaking. 2008

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