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IMP
(A Cl
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF
TARBIYA AND TEACHERS TRAINING SYARIF
HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
ROVING STUDENTS SPEAKING ABILITY THROUGH
COMMUNCATION GAMES
ass!!" A#$%!& R's'a# a$ F%s$ Ga)' !* MTs+ Ma&aa$,l Isla"- C%la&)a./
Ul%a&a
1001000345
B67
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know the final result of the implementation communication games toward
students English language learning in the Classroom Action Research (CAR).
The result of this study shown that the implementation of communication
games toward students! English learning especially speaking skill is effecti"e. #t is
pro"en by data!s that was deri"ed from this study. $irst from the inter"iew result
showed the students were more moti"ated and interested in learning English.
%econd from the test result which consisted of three tests& pre'test posttest of the
first cycle and posttest of the second cycle. There were found .** points of
impro"ement of students! mean score& +., points were deri"ed from post test #result and -./ points were deri"ed from post test ## after using communication
games. 0n the other hand there were 1.-23 students! passed the 44M (*)&
1.13 were obtained from the first cycle and +-. were obtained from the
second cycle. 5ased on those result there were , of , students passed the
44M and it is meant this action research is successful.
v
ABSTRACT
l%a&a. **. Improving Students Speaking Ability Through
Communication Games (A Classroom Action Research at Student
Grade VII. o! "anaratul Islam Islamic #unior $igh School%
&ondok Indah'% %kripsi English Education 6epartment The
$aculty of Tarbiyah and Teachers! Training %yarif 7idayatullah
%tate #slamic 8ni"ersity 9akarta.
Ad"isor: 6R. A$%8 S,s%l!- MA
'69!)s7 %peaking Ability Communication ;ames
This research goal is to know whether students speaking ability could be
pro"ed through communication games and to know how the implementation of
hese technied by the researcher by using descripti"e analysis and statistic analysis to
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data yang diperoleh dari hasil test baik pre test maupun post test. 4emudian data'
data tersebut dianalisa dengan menggunakan analisis deskripsi dan analisis secara
statistik untuk mengetahui hasil akhir dari penerapan communication games
terhadap pembela@aran 5ahasa #nggris dalam ?enelitian Tindakan 4elas tersebut.
7asil dari penelitian ini menun@ukkan bahwa penerapan communication
games terhadap pembela@aran 5ahasa #nggris khususnya kemampuan berbicara
siswa efektif atau cukup bagus. 7al ini dibuktikan dari beberapa data yang
diperoleh pertama& data hasil inter"iew dan obser"asi dimana para siswa lebih
termoti"asi and tertarik untuk mempela@ari 5ahasa #nggris. edua% data dari hasiltes yang terdiri dari tiga macam tes yakni pre test post test siklus pertama dan
siklus kedua. %etelah menerapkan communication games diperoleh peningkatan
terhadap rata'rata nilai siswa sebesar .** dimana +., poin diperoleh dari hasil
tes siklus pertama dan -./ poin diperoleh dari hasil tes siklus kedua. 6an atau
sekitar 1.-23 siswa dapat melewati 4riteria 4etuntasan Menga@ar (44M *)
1.13 diperoleh dari siklus pertama sedang +-.3 lainnya diperoleh dari siklus
kedua. 5erdasarkan data tersebut artinya , dari , siswa memenuhi criteria yang
ditentukan dan penelitian ini dinyatakan berhasil.
vi
ABSTRACT
l%a&a. **. Improving Students Speaking Ability Through
Communication Games (A Classroom Action Research at Student
Grade VII. o! "anaratul Islam Islamic #unior $igh School%
&ondok Indah'% %kripsi ?endidikan 5ahasa #nggris $akultas
Tarbiyah dan 4eguruan 8ni"ersitas #slam Begeri 9akarta.
?enasehat: 6R. A$%8 S,s%l!- MA
'69!)s7 4emampuan 5erbicara ?ermainan 4omunikasi
Tu@uan dari penelitian ini adalah untuk mengetahui apakah communication
mes dapat memperbaiki kemampuan berbicara siswa (dalam bahasa #nggris)n untuk mengetahui bagaimanakah penerapan dari tehnik tersebut
eningkatkan kemampuan speaking siswa. ?enelitian ini diselenggarakan di MTs.
anaratul #slam dimana responden dari penelitian ini adalah siswa kelas =##'5
ng terdiri dari , orang siswa.
6alam mengatasi permasalahan pembela@aran bahasa #nggris khususnya
lam berbicara yang dihadapi oleh siswa penulis menggunakan metode
nelitian Tindakan 4elas (?T4). Model penelitian tindakan yang digunakan
alah model penelitian 4emmis dan McTaggart dimana dalam setiap siklusnya
diri dari empat fase& fase pertama yaitu perencanaan kemudian pelaksanaan
ngamatan dan yang terakhir adalah refleksi. 8ntuk mendukung hasil dari
nelitian ini si penulis mengumpulkan dua macam data yakni data yang bersifatualitatif yaitu data yang diperoleh melalui obser"asi dan inter"iew terhadap
wa dan guru yang bersangkutan. 6an atau data yang bersifat kuantitatif yakni
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$irst of all the writer would like to epress her greatest honor and deepest
gratitude to her ad"isor 6r. Ati< %usiloMA. whose scholarly suggestions and
critical remarks ha"e enabled her to refine this skripsi. %he also con"eys special
gratitude to her belo"ed father %aifuddin (Alm.) and belo"ed mother %umrati who
always encourage and pray for her with all of their heart.
The writer!s sincere gratitude also goes to:
. 6rs. %yauki M. ?d. the 7ead of English 6epartment
. Beneng %unengsih M.?d. the %ecretary of English 6epartment.
,. Aida Ainul Dardah %.?d the %taff of English 6epartment.
+. All lectures in The 6epartment of English Education for precious
knowledge and for gi"ing wonderful study eperiences.
1. ?rof. 6r. 6ede Rosyada M.A. the 6ean of the $aculty of Tarbiyah and
Teachers! Training %yarif 7idayatullah %tate #slamic 8ni"ersity 9akarta.
ACKNO:LEDGEMENT
?raised be to Allah ord of the worlds who has gi"en the writer 7is lo"e
d compassion to finish the last assignment in her study. ?eace and salutation be
pon to the prophet Muhammad %AD his family his companion and his
herence.
#t is a pleasure to acknowledge the help and contribution to all of lecturers
nstitution family and friends who ha"e contributed in different ways hence this
kripsi is processed until it becomes a complete writing which will be presented to
he $aculty of Tarbiyah and Teachers! Training in partial fulfillment of the
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. The headmaster all the teachers especially the English Teacher of MTs.
Manaratul #slam Cilandak.
-. And to all the people who ha"e helped the writer to finish her study that
she cannot mention one by one.
he writer does reali>e that this skripsi cannot be considered perfect without
iti
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TITLE
SURAT
APPR
ENDO
ABSTR
ACKN
TABLE
LIST O
LIST O
LIST O
CHAPT
CHAPTER II 7 THEORETICAL FRAME:ORK
A. Teaching %peaking .................................................................-
. Bature of %peaking .............................................................-
. Element of %peaking ...........................................................2
,. Reasons of Teaching %peaking ........................................
+. Classroom %peaking Acti"ities ........................................... ,
5. Communication ;ames Acti"ities ........................................+
. Bature of Communication ;ames ....................................1
. 4inds of Communication ;ames ......................................
,. #mplementation of Communication ;ames Acti"ities in
Teaching %peaking ...........................................................-
ix
TABLE OF CONTENT
................................................................................................................................i
PERNYATAAN KARYA SENDIRI ............................................................. ii
OVAL ................................................................................................................... iii
RSEMENT ...........................................................................................................i"
ACT ....................................................................................................................."
O:LEDGEMENT ........................................................................................... "ii
OF CONTENT .................................................................................................i
F TABLES ....................................................................................................... ii
F FIGURES .................................................................................................... iii
F APPENDICES .............................................................................................i"
ER I 7 INTRODUCTION
A. 5ackground of the %tudy .......................................................
5. imitation and $ormulation of the ?roblem ............................1
C. 0b@ecti"e of the %tudy ............................................................16. %ignificance of the %tudy ........................................................
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CHAPT
c. 0bser"ing ?hase ........................................................2
d. Reflecting ?hase .......................................................2
. Cycle ## ............................................................................2
a. ?lanning ?hase ..........................................................2
b. Acting ?hase ............................................................./
c. 0bser"ing ?hase ......................................................./
d. Reflecting ?hase ......................................................./;. Techni
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CHAPT
. Result of ?ost Test ## ........................................................,
,. Result of ?ost #nter"iew ...................................................2
CHAPTER V 7 CONCLUSION ......................................................................./
BIBLIOGRAPHY .........................................................................................................-*
APPENDICES................................................................................................................-,
xi
ER IV 7 RESEARCH FINDINGS
A. Result of ?re'#mplementation of the Action ..........................,2
1. #nter"iew Result...............................................................,2
2. 0bser"ation Result ..........................................................,/
3. ?re Test Result.................................................................+*
5. #mplementation of the Action ................................................+,
. Cycle ............................................................................+,
a. ?lanning ?hase...........................................................+,
b. Acting ?hase ..............................................................++
c. 0bser"ing ?hase .......................................................1*
d. Reflecting ?hase .......................................................1
. Cycle ............................................................................1
a. ?lanning ?hase ..........................................................1
b. Acting ?hase .............................................................1
c. 0bser"ing ?hase .......................................................1/
d. Reflecting ?hase .......................................................*
C. ?ost'#mplementation of the Action ........................................*
. Result of ?ost Test # ..........................................................*
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.
.
,.
+.
xii
LIST OF TABLES
able +. The %tudents! ?re test %core .......................................................+
able +. The %tudents! ?ost test # %core ...................................................*
able +., The %tudents! ?ost test ## %core...................................................,
able +.+ The %tudents! %core #mpro"ement .............................................
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.
.
,.
+.
1.
.
-.
2.
/.
*.
.
.
,.
xiii
.
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,.
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+.
A
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.
A
-.
2.
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*.
A
.
LIST OF FIGURES
$igure . The Element of Communicati"e Competence ............................
$igure . The Communication ?rocess ......................................................,
$igure ., The 4urt ewin 6esign ..............................................................*
$igure .+ The McTaggart 6esign ...............................................................
$igure ,. The McTaggart 6esign Acti"ities ...............................................1
$igure ,. The Acti"ities within the Classroom Action Research................
$igure ,., The Research %chedule................................................................/
$igure ,.+ %cores! Criteria ...........................................................................,
$igure ,.1 The 7olistics ;rading .................................................................,+
$igure ,. The Criteria of 7olistics ;rading per %core ................................,+
$igure +. The %cores! Criteria.....................................................................+
$igure +. The %tudents! %core A"erage per Test ........................................-
$igure +., The %tudents! %core Class ?ercentage per Test...........................-
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xiv
LIST OF APPENDICES
ppendi # ?rofile of MTs. Manaratul #slam. ...................................-,
ppendi ## #nter"iew ;uidelines for the CAR 6ata (5efore CAR) .--
ppendi ### %tandard of Competency and 5asic Competency............2+
ppendi #= esson ?lan......................................................................21
ppendi = Teaching #nstruments ....................................................../,
ppendi =# The 0bser"ation %heet About the Teaching earning
?rocess and %tudents! Acti"ity (Cycle # and cycle ##) ..../2
ppendi =## The 5lueprint Test of ?re'test ?ost'test #
and ?ost'test ## ..............................................................*
ppendi =### %ample of ?re test ?ost Test # ?ost test ##....................*1
ppendi #F The ?retest ?osttest and ?osttest score
...................*- ppendi F The ;raph #mpro"ement of %tudents!
%peaking %core
during CAR ...............................................................*
ppendi F# #nter"iew ;uidelines for the CAR 6ata (After CAR) ..
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Coming from the importance of language for humans life it appears a
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#n teaching and learning process basically English teachers ha"e begun
attempting to teach foreign languages in a way that was more similar to first
language ac
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till the o"erall dialogue is read.
To measure students understanding of the lesson the teacher asks student
to practice the dialogue in pairs by using the tetbook. The teacher seldom asks
students whether they are really understand the use of those epressions. 0n the
other hand studentsacti"ities in the classroom only reading a dialogue write its
meaning based on what teacher is saying and then practicing it in the front of the
class with their friend without knowing when they ha"e to use the epression in
real situation. 7ence when they are asked by someone else about things by using
epression they ha"e ne"er read or memori>ed before they will be speechless. $or
eample& when they are asked about their identity what is your name where are
you from how old are you. They will say Imy name is # come from # am a
14athleen M. 5ailey and ance %a"age Ed.-e/ 0ays in Teaching Speaking%
((5loomington: ?antagraph //+) p. "ii
get languageK1. Therefore it brings about uncomfortable to use the target
nguage toward students e"entually.
To deal with this case the teacher is challenged to be as creati"e as
ossible to pro"ide opportunities for students to epose and to reinforce students
peaking skill. To encourage students to practice their English some English
achers sometimes utili>e games role plays dramas and other acti"ities by
hich students learn English with pleasant without any frustration. %uch those
ti"ities may help students to always epose their ability to produce sentences
d to use appropriate epressions based on the situation created by the teacher in
he classroom. #t usually makes students enthusiast moreo"er when the teacher
ts them to participate the acti"ity that it challenges them to compete with other
udents. #t not only makes students attempt to be the best from others but also be
hance for them to attaint scores through gi"en feedback.
8nfortunately such those acti"ities are rarely conducted at first grade of
Ts. Manaratul #slam Cilandak. The English teacher teaches English by using
ditional and monotonous strategy in which she reads loudly a dialogue that has
en written on the studentstetbook in the front of the class as well as writes the
eaning of the dialogue. After reading it she instructs students to repeat after her
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as the sub@ect of the study because they are considered as the lowest in speaking
skill than the other classes based on the inter"iew toward the English teacher as
well as the students. 7ere the writer tries to propose a strategy in teaching
English especially teaching speaking namely Icommunication gameK.
Communication game is a set of games which it is designed to pro"oke
students communication in the classroom. 0n these games also includes
information gaps that demands students to talk with others to find the similarities
or differences among different pictures and etc. These games not only encourage
student to be acti"ely participated in the acti"ities occur in the classroom but also
enhance their confidence to talk with their friends. As it is stated by 7enner'
%tanchina and Riley (/-2) that in Communicati"e anguage Teaching (CT) I
students are epected to interact primarily with each other rather than with the
udentK. 5oth
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classroom when they ha"e certain opportunity to practice their English in
spoken language.
S%;&%*%#a' !* S$,)6
The result of this study is epected to be useful for English teacher of
Ts. Manaratul #slam Cilandak certainly in teaching speaking. Therefore
acher can reduce the difficulties of teaching English and can encourage students
speak English in the classroom. Dhile for students the implementation of this
rategy is epected to reduce their difficulties in learning English especially when
hey want to epress their though and ideas by using spoken English.
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about students. As the result students poor in spoken language knowledge
neither formally nor informally.
5efore discussing more about teaching speaking firstly it is better to know
what speaking isG which will be discussed in following point.
1+ Na$,' !* S>'a.%&;
%peaking in linguistics term has "arious definitions. #n 12!ord Advanced
+earner3s ,ictionary% speak means saying something to epress ideas and
opinions. 4ushartanti defines speaking as set of "oices uttered by one and
understood by someone else.
#t means to deli"er thought or opinion. Dhile
4ushartanti et all &esona ahasa* +angkah A/al "emahami +inguistics% (9akarta:
;ramedia ?ustaka utama **1) p.,
-
CHAPTER II THEORETICAL
FRAME:ORK
T'a#%&; S>'a.%&;
%peaking skill is an important skill needs to be taught in language class.
owe"er it does not mean the other skills such as listening reading and writing
e less important rather than speaking skill. Those skills are sustaining each
ther for instance& speaking skill preceded by listening. Through listening people
now "ocabulary they do not know before. Be"ertheless in fact some English
nguage classes only emphasi>e on the importance of mastering writing and
ading rather than speaking that it brings inade
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can be said that speaking skill is the ability to produce utterance (or utterances) to
epress though and to con"ey meaning.
1+ El'"'&$ !* S>'a.%&;
To be a good speaker the ability to produce utterance (utterances) is not
enough. There is much linguistics to be mastered by languageslearners in order
to be able to epress their feelings and ideas appropriately. 7ere are elements of
$lore> M.A.C. Communication language Teaching4 The State o! Art (TE%0
Ouarterly //) pp. '--,
9eremy 7armer$o/ to Teach nglish% (ondon: Addison Desley ongman //)p.+ + Ronald Carter et all2ploring Spoken nglish ( ondon: Cambridge 8ni"ersity ?ress
//-) p. +1Maidar ;. Ars@ad H Mukti 8.% &embinaan emampuan erbicara% ( 9akarta:
Erlangga /22) p. ,
9oan Rubi H #rene Thompson$o/ To e A "ore Success!ul +anguage +earner% nd
(5oston: 7einleH7einle ?ublisher //+) p. /
ore> defines speaking as an interacti"e process of constructing meaning
n"ol"es producing recei"ing and processing information.
#n other definitions 7armer defines speaking as a form of communication
a speaker must con"ey what heLshe is saying effecti"ely.,
#n line with these
finitions Carter defines it as Ione of the types of composing language the type
hat is swift complicated fre
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negotiation language. This is the speech clarification. #t is the use of language
of how to clarify and to show of what a speaker means. %ometimes people do
not hear or understand what otherpeoples saying. Therefore it is necessary to
ha"e an appropriate language of how to clarify to a"oid mistakes between the
speaker and the listener.-
#n addition 7armer states concerning with other elements of speaking that is
necessary to be mastered by a successful speaker. Those are: M'&$al?s!#%al
>!#'ss%&; and the rapid processing skill that in"ol"es language processing
interaction and information processing&
la&;,a;' >!#'ss%&;7 effecti"e speakers need to be able to processlanguage in their own head and put it into coherent order so that it comes
7
9eremy 7armer The &ractice o! nglish +anguage Teaching% ,
rd
Ed. (ondon: ?earsoneducation imited **) pp./'-*
peaking according to 7armer in his book The &ractice o! nglish +anguage
eaching that speakers ha"e to be competent in the speaking skill those are:&;,a;' *'a$,'s in which contains + points. They are:
Connected speech is the sounds modifying in producing utterance when
people speak. #n which includes modifying (assimilation) omitting (elision)
adding (linking r) or weakening (through contraction and stress patterning).
e2pressive devices is the stress and pitch "ariation in producing utterance in
order to con"ey the truth meaning of the messages meant by the speaker. #t
includes the "ariation of the "olume and speed of the speech. 5y using these
de"ices people will be able to show what and how they are feeling to whom
they are talking to.
Grammar and le2is. ?eople li"e in different ways places and en"ironments
causing different mind set too. Therefore teachers need to supply their student
with "arious phrases for different function in their speaking classroom
acti"ities. $or instance how to epress agreement and disagreement surprise
epression and etc. so when students ha"e an occasion which demand them
to use those epression in different stage of an interaction they know what
epression they ha"e to use appropriately.
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%uch those elements mentioned abo"e are basically rele"ant to 7ymes
statement concerns with Icommunication as the main goal of language teachingK/
so speaker must be communicati"ely competence in the language he uses. As it is
stated by Dalter in her book about Communicati"e competence that it defines as
the ability to use language appropriately in "ariety of contet*
which in"ol"es:
Grammatical Competence is a competency that focuses on the accuracy and
correctness of using language code such as "ocabulary spelling grammar
pronunciation and so on in the language skill especially speaking and writing.
Sociolinguistics Competence is a competency that focuses on the use of
appropriate language in "ariety social setting. 7ere the target language
29eremy 7armer The &ractice o! nglish +anguage Teaching% ,
rdEd..... p.-
/9ack C. Richards and Theodore %. RodgersApproaches and "ethods in +anguage
Teaching% A descriptive and analysis (Cambridge: Cambridge uni"ersity ?ress /2) p. *
Teresa Dalter The $o/5To $andbook Teaching nglish +anguage +earners% (BewPork: ?earson Education **+) p.2
out in forms that are not only comprehensible but also con"ey the
meanings that are intended.
I&$'a#$%!&7 most speaking in"ol"es interaction with one or moreparticipants. This means that effecti"e speaking also in"ol"es a good deal
of listening an understanding of how the other participants are feeling
and a knowledge of how linguistically to take turns or allow others to do
so.
I&*!"a$%!& >!#'ss%&;7
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Competence
Discourse
Competence
Strategic
Competence
$rom those elements and competencies mentioned abo"e it can be
concluded that to be a good speaker heLshe has to master language elements. 0n
the other hand it is not enough to ha"e lots of "ocabulary without other
knowledge s.
Teresa Dalter The ho/5To $andbook Teaching nglish +anguage +earners6.%p./
12Teresa Dalter The ho/5To $andbook Teaching nglish +anguage +earners6.%p./
speaker is demanded to know how where and when the language will be
uttered by him in appropriate situation such as how to in"ite to refuse
someone else in"itation and to ask for information and etc.
,iscourse Competence is a competency that focuses on the appropriateness of
combining and connecting phrases and sentences in engaging con"ersation.
Strategic Competence is a competency that focuses on the manipulation of
language in achie"ing the communication goals. This competency in"ol"es the
use of both "erbal and non"erbal such as changing the "oice tone using the
body language and emphasi>ing the specific word.
Apparently it can be seen in following figure about communicati"e
mpetence and its elements.
F%;,' 2+1 the elements o! communicative competence
dapted from The $o/5To $andbook Teaching nglish +anguage +earners and
modified by the writer)
GrammaticalSocio-linguistics
CompetenceCompetence
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the classroom.
+ Class!!" S>'a.%&; A#$%%$%'s
$or many years English teachers ha"e been faced toward crucial problem
that their students cannot speak English in the classroom. %e"eral endea"ors are
accomplished by the teachers in order to encourage students to perform their
English. Commonly English teachers utili>e traditional techniing the gi"en sentences. #t may work for some
students but for the others it may be unsuitable. Therefore it is necessary to make
,
,9eremy 7armer$o/ to teach nglish% (7arlow: ?earson education limited **-) p.
R'as!&s !* T'a#%&; S>'a.%&;
Teaching speaking seems so difficult and challenging for English teacher
any acti"ities are implemented in order to increase student ability in spoken
nglish language. The
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st
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de
To ha"e such purposes mentioned abo"e communication acti"ities such as
games may become a good solution to help students achie"ing the target language.
The utili>ation of the games may be proper to engage students to be acti"e in
teaching and learning process. 7ere are acti"ities suggested by 6off:
a. ;uessing ;ames in which in"ol"es&
i. Guess the picture: here teacher has a set of flashcard with simple
pictures. The teacher chooses one card but does not show to the
class students role is guessing it is in the picture by asking
es pictures in this game teacher uses sentences.iii. "ime: in this game teacher calls a student to come forward and
secretly the teacher gi"es her a sentence written on pieces of paper
14h tt p :L L ww w .a b e r .a c .u k Le d iaL 6 o c u m e n ts Ltr an s Lh t ml
udents understand that pro"okes students to use the target language as in real
mmunication.
The aim of teaching English at present is to de"elop studentsability to
mmunicate freely and spontaneously in English. #t means when students speak
hey do not ha"e to think what they wish to say because are spontaneously
nderstand the use of words and epressions. Dhile the listener will
tomatically catch what the speaker is saying. Moreo"er communication will not
achie"ed unless both speaker and listener ha"e similar senses and
nderstanding of what they are talking about. 7ere is the process of encoding and
coding for communication.
F%;,' 2+2 Communication process+
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b.
c.
m
E
B+
to
co
t
dynamic of the class but it will also re@u"enate students and help the brain to
learn more effecti"elyK-
. ;ames allow students to work co'operati"ely to
compete with each other to think in different way to work in less stressful and to
allow people to ha"e fun. Rele"ant to those statements abo"e in the following
item the writer will eplain a bit detail concerning with games that will be used in
the implementation of action research to impro"e studentsspeaking skill.
1Andrian 6off Teach nglish% A Training Course !or Teachers. Teachers 0ork ook%
(Cambridge: Cambridge 8ni"ersity ?ress /22) pp. /*'/,16
Andrian 6off Teach nglish% A Training Course !or Teachers. Teachers 0ork
ook. p. /117
Red@eki Agoestyowati 789 nglish Games% (9akarta: ;ramedia ?8staka 8tama **-)
p. "
which describe a simple acti"ity. The students then mime theacti"ity and the other try to guess the situation mimed.
1
#nformation'gap: an acti"ity in which students ha"e different information.
They ha"e to ask
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J
in
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as
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to
an
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w
T
;ames pro"ide one way of helping the learners to eperience language rather than
merely study it.
Moreo"er certain games can make students feel comfort in
learning& reducing students frustration and stimulating students interaction
among other so they are not only learning the language but also sociali>e their
sel"es.
2http :LLe n. wikip ed ia.o r gL wikiL Co mmu nica tion
/Andrew Dright et all Games !or +anguage +earning% ,
rdEd. (Cambridge: Cambridge
uni"ersity ?ress **) p. *
9eremy 7armer The &ractice o! nglish +anguage Teaching%+th
Ed. (England: ?earsoneducation imited**) p. ,+/
9o Mc6onough and Christopher %haw materials and "ethods in +T% A Teacher3s
Guide (Cambridge: 5lackwell ?ublisher //,) p. ,
Andrew Dright et all Games !or +anguage +earning% ,rd
Ed. p.
1+ Na$,' !* C!"",&%#a$%!& Ga"'s A#$%%$6
Communication ;ame consists of two content words Jcommunicationand
game. Communication is defined as a process whereby information is enclosed
a package and is channeled and imparted by a sender to a recei"er "ia some
edium.2
Meanwhile Jgame is defined as an acti"ity that is entertaining
gaging often challenging for learners in which the learner plays and interacts
ith others./
#f both words are combined into one communication game defines
a set of games that is designed to help students learning English with @oyful
ti"ity or acti"ities and is aimed to get learners talk as
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2+
A
ga
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ch
any mistakes he or she has to interrupt by which sheLhe gets a point. The person
who is speaking at the end of * seconds gets two points. %econd& ICall my blu!!:
it is a game that consists of two teams. Team A is gi"en a word that members of
the other team are unlikely to know. Team A finds a correct dictionary definition
of the word and then makes up two false one. They read out their definitions and
team 5 has to guess which is the correct. Bow Team 5 is gi"en a word and reads
out three definition of their word (one correct and two false) and team A has to
guess. Each team will get point if the answer correct in contrast if their answer is
false the other team will take the point.,
$rom the three'game suggested by 7armer as for the writer the television
and radio games are considered the suitable one for teaching speaking. #n "iew of
students limited "ocabulary and epressions that to play the game they only ha"e
,9eremy 7armer The &ractice o! nglish +anguage Teaching%+
thEd. p. ,+/
K%&)s !* C!"",&%#a$%!& Ga"'s A#$%%$6
ccording to 7armer there are two particular categories of communication
mes they are:
In!ormation5Gap Games4 games that in"ol"es sol"ing a pu>>le drawing a
picture (describe and draw) putting things in the right order (describe and
arrange) and finding similarities and differences between pictures. These
games are commonly accomplished in pairs. %tudent has to talk to hisLher
partner in order to obtain the task.
Television and radio games: This game acti"ity is accomplished in grouping
or team work. Each team has to ask IyesLno
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to
to
3+
p
6
en
#n
"
t
cl
5
d
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by
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teachers role to help them by gi"ing some suggestions that students will not feel
dead end of idea and language. #t is rele"ant to Drightsstatement in following:
#n most appropriately seen as communicati"e interaction in"ol"ing allthe participants in the learning and including the "arious materialresources on which the learning is eercised. Therefore languagelearning may be seen as a process which grows out of the interaction
between learners teachers tets and acti"ities.+
;ood materials would be useless without any cooperati"e work among other(learner teacher and acti"ities).
+5. 4umara"adi"elu
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+
R
t
using games ha"e se"eral benefits not only make students to learn with @oyful
acti"ity but also stimulate them to speak by which students unconsciously practice
their speaking skill. As it is stated by 7armer that Igames pro"oke students to
communicate fre and Arthur ;oddard =Games to Improve >our Child3s
nglish:. p.-27
9ack C. Richard and Dilly A Renandya Ed.% "ethodology in +anguage Teaching%
(Cambridge: Cambridge uni"ersity ?ress. **2) p. *22
9o Mc6onough and Christopher %haw"aterials and "ethods in +T6. p.,/
9ulia 4han oung +earners (ondon: CollinsET //) p.+.
A)a&$a;'s !* Us%&; C!"",&%#a$%!& Ga"'s A#$%%$%'s %& T'a#%&;
S>'a.%&;+
According to 7armer and other eperts such as Ri"alcury Mc6onough
chards and 4han teaching English by using games ha"e se"eral ad"antages
hey are:
i. Communication games can make students to be more creati"e and
communicati"e.
ii. ;ames pro"ide more opportunities for student to epress their opinions and
feelings.1
iii. ;ames gi"e positi"e effect on the studentsinterest and moti"ation in
studying English as well as to increase their speaking ability
.
i". ;ames can pro"oke studentsinteraction between student to another
student and also students to the teacher because communication deri"es
essentially from interaction-
". ;ames gi"e students "aluable practice where students are in"ol"ed.2
"i. ;ames promote students to interact and in interacting they de"elop their
English language skillsK/
$rom those ad"antages& the writer can conclude that teaching English by
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C+
de
pa
re
re
cr
re
to
of
pr
as
d
ewin s design 4emmis and McTaggarts design 6a"e Ebbutt design 9ohn
Elliot design 7opkins design Mc4ernan design and many more. 7owe"er here
the writer will focuses on 4urt ewin and 4emis H McTaggart designs.
$irstly is 4urt ewins design. 7e is the epert who introduces Action
research for the first time. 7is design becomes the host and the main basic of
other further action research especially classroom action research. The concept of
,*9ill 5radley'e"in 9oshua %mith and 4ari Carr The Role o! Action Research in
mpo/ering Teachers to Change Their &ractice% 9ournal of Ethnographic H Oualitati"e Research.
**/ =ol. , p.1,,
5ettiana Andrea 5la>Re!lection as a -ecessary Condition !or Action Research%
English Teaching $orum. Bumber **- p. -,
9ill 5ello $arrell and Catheryn 9. DeitmanAction Research mpo/erment and
+earning Communities% The 6elta 4appa ;amma 5ulletin. **- p.,-
Class!!" A#$%!& R's'a# (CAR/
1+ Na$,' !* A#$%!& R's'a#
According to Calhoun (**) Action research is Ia way teachers can
"elop an epanded understanding of their practice and critically analy>e a
rticular approach to a problem or teaching and learning scenario in which
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4
ac
the aspect of what to do in acting phase such as: the lesson plan the material
and the media that would be used in teaching process.
Acting* this phase is the implementation of the plan that has been formed by
the researcher in planning phase. #n this case the researcher has to attempt to
obey the planning sheLhe made.
1bserving* in this case the obser"er obser"es e"erything that happen in the
classroom during the learning process. %heLhe notices what is being obser"ed
in obser"ation sheet that has been formed and prepared by the researcher.
Re!lecting* is the last component of action research. #n this phase the
researcher reflects all acti"ities include the actions that conducted by the
,,Di@aya 4usumah and 6edi 6witagama"engenal &enelitian Tindakan elas (9akarta:
?T. #ndeks **/) p.*34 Di@aya 4usumah and 6edi 6witagama"engenal &enelitian Tindakan elas6.
urt ewin s action research design contains of four components& planning
ting obser"ing and reflecting.,,
F%;,' 2+3urt +e/in3s design
(Adapted from 4usumah book and modified by the writer,+
)
Planning Acting
Reflecting Observing
&lanning* in planning phase there are two types of planning that ha"e to be
planned by the researcher. $irst is general planning which organi>es the aspect
of action research such as& the what why when where by whom and how
the research will be conducted. %econd is specific planning which organi>es
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de
t
an
in
w
5oth 4urt ewin s and McTaggart s design basically are as the same in purpose
that is to say impro"ement. An impro"ement which is deri"ed from teachers
practice reflection concerning with the problems happened in the education field.
p.-'/
)(
,1%uharsimi Arikunto et all.&enelitian tindakan elas% (9akarta: 5umi Aksara **/)
,Di@aya 4usumah and 6edi 6witagama"engenal &enelitian Tindakan elas . . . . p.
37%uharsimi Arikunto et all.&enelitian tindakan elas6.%pp.,'+
38Di@aya 4usumah and 6edi 6witagama"engenal &enelitian Tindakan elas . . . p.
teachers. The aim of reflection is to e"aluate and to know the final result
within the cycle in action research.
,1
%econdly is 4emmis and McTaggart design. This design is a basic concept
"elopment of 4urt Eewins. 5oth designs are commonly used'design because
hese designs are easy to be conducted.,
As a research that is aimed to impro"e
d to sol"e teaching and learning problem it is better to be done collaborati"ely
order to be ob"iously identified the problem and the weaknesses that happens
ithin the research.,-
#n detail the writer presents in the following figure:
F%;,'+ 2+emis and "cTaggart ,esign?@
(Modified by the writer)
PlanningReflecting
Acting
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A+
C
l
cl
le
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de
do
cl
#n doing the action research there are four phases within one cycle will be
passed by the researcher those are& planning acting obser"ing and reflecting.
These phases will be conducted repeatedly for the other cycle if the result is not
reached yet as of the ob@ecti"e of the research meets. $or detail it will be
eplained in the following eplanation.
B+ S,
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+
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te
ac
ac
ab
de
C+
tas
planned before in the planning phase. Through the teaching and learning process
throughout of the data would be taken. #n this case she is helped by the other
teacher to guarantee the "alidity of the data gained.
D+ T%"' a&) Pla#' !* $' S$,)6
This research is conducted within + months started from August up to
Bo"ember **. And it took place at Manaratul #slam #slamic 9unior 7igh
%chool Cilandak %outh 9akarta academic year **L*.
,9ack C. Richards and Theodore %. RodgerApproach and "ethods in +anguage
Teaching% A ,escription and Analysis% (Cambridge: Cambridge uni"ersity ?ress /2) 2th
?rinting
p.--
udents and they are chosen based on semi'structured inter"iew with the English
acher. The result pro"es that students of grade =##.5 ha"e had the lowest
hie"ement in speaking and they need an appropriate techni
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E+
pr
p
de
M
thi
w
(
An established action for the plan was as detailed in figure below:
44unandar.+angkah "udah &enelitian Tindakan elas Sebagai &engembangan &ro!esi
Guru (9akarta: Ra@agrafindo ?usat **2) p. .
R's'a# D's%;&
4emmis and Mc'Taggart s design is used as this classroom action research
ocedure. This design consists of two cycles (three cycles if needed) with four
hases& planning acting obser"ing and reflecting. 6iffered from 4urt ewins
sign that in acting and obser"ing phase accomplished partially in 4emmis and
cTaggart s design the two'phase (acting and obser"ing) accomplished at a time
s is because between the researcher and the teacher may at the same position
hich make easy for the researcher to conduct the research.
$igure ,.McTaggarts design Process from cycle to cycle
Adapted from 4unandar book+angkah "udah &enelitian Tindakan elas Sebagai
&engembangan &ro!esi Guru)+
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RevisedPlan
CYCLE IIActing
Re"ise the lesson plan Reselect the material and topic. 6e"elop the e"aluation form for the
cycle two.
;i"ing material and topic
Encouraging students to do morepractice using material and games.
%tudents perform in the front of theclass.
Reflecting E"aluate and analy>e students
progress.
Observing 0bser"e students beha"ior in
participating the learning process.
0bser"e student achie"ement ingroup or pair work.
54unandar.+angkah "udah &enelitian Tindakan elas Sebagai &engembangan &ro!esi
Guru (9akarta: Ra@agrafindo ?usat **2) p. .
F%;,' 3+2 (Activities in CAR% adapted !rom "cTaggart design and modi!ied by
the /riter'
Pre- interview andobservation
#nter"iewing the English teacher and thestudents as well by using structured and
unstructured inter"iew form.
0bser"ing the teaching and learningprocess to clarify the problem.
CYCLE IPlanningActing
Choosing the materials to implement ?ractice the lesson plan by gi"ingthe techni
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F+
w
o
im
t
cy
fi
ill
.
co
m
de
gu
pr
schedule of daily acti"ities and unstructured obser"ation form.
#n line with this the writer determines the measuring rod of the research
success. #n this case students are supposed to be able to build their confidence to
practice and to epress their thought in the form of oral. 7ere students are also
able to interact with people who are known or unknown by them before by using
correct epression and structure.
b. Acting ?hase
After forming the lesson plan teaching instruments and the research
instruments the writer implements the techni
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t
i
g
i
ta
st
pr
o
st
te
le
pr
n
t
o
the teachersperformance whether she has fully implemented the technied to know whether the
implementation of the techni
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le
t
an
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m
B
Cycle ## F F F
- ?ost #nter"iew F
c. 0bser"ing ?hase
#n this phase the writer obser"es the students response participation and
achie"ement which are found during the teaching and learning process. The writeruses obser"ation form that has been formed by the writer to collect the data.
d. Reflecting ?hase
#n this phase the writer e"aluates students p rogress in their speaking
ability after teaching by using communication games. The writer will also ask the
English teacher s opinion about the studentsimpro"ement in speaking.
b. Acting ?hase
#t is similar with the acting phase at the first cycle in which the re"ised
sson plan will be implemented in the teaching English in the classroom. The
hree phase techni
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G+
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h
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ha"e con"ersation with their partner in front of the class.
$rom both inter"iews the writer infers that there are two main problems
that bring about students la ck in speaking. $irst students are lacking in
"ocabulary second students are low in moti"ation. Therefore they need
something different in learning English language to help them achie"ing English
language especially in spoken language.
. 0bser"ation2
The obser"ation was done by the writer toward students of grade =## 5 ofManaratul #slam #slamic 9unior 7igh %chool academic year **L* directly
during the teaching and learning process. 7ere the writer as an obser"er obser"es
7%ee appendi ## no.-- intervie/ guideline
T'#&%8,'s !* Da$a C!ll'#$%&;
To sustain the "alidity of the research result the writer collects data which
e deri"ed from se"eral ways such as obser"ation inter"iew and tests:
. #nter"iew-
The writer accomplishes the inter"iew two times. $irst the inter"iew is
nducted before applying the action research. #n this case the writer inter"iews
he English teacher concerning with the teaching problem in that school students
ifficulties in learning English language and what method is used by her. 7ere
e writer found that the teacher uses dialogue memori>ation and tet'based
ialogue. Concerning with the students problem students are lack in "ocabulary
d moti"ation so it is "ery difficult to make them practice the spoken language.
This inter"iew is also conducted toward students at first grade of
anaratul #slam #slamic 9unior 7igh %chool regarding their difficulties in
arning English especially speaking the method that is used by their teacher and
he acti"ities they do during the teaching and learning process. The inter"iew
mained that they are lack in "ocabulary but they had moti"ation to learn
nglish furthermore to be able to speak English well. %ometimes they feel
kward and incon"enient more and more when they ha"e to take turn by turn to
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2%ee appendi ## no.2,1bservation !orm
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t
ac
f
f u
by
af
by
an
ab
e
tr t
da
materials they ha"e been learning. The ob@ecti"e of the test itself within the
teaching and learning is to pro"ide feedback.
Referring to those statements from
the feedback which gotten from students test result (pre test and post test) the
writer can see the impro"ement of studentsachie"ement in speaking skill.
The test is conducted twice and is in the form of oral. $irst it is pre test& a
test which is gi"en toward students before implementing the action research in
order to diagnose students ability in speaking skill. %econd is post test& a test that
will be accomplished to e"aluate students achie"ement and to know students
/Di@aya 4usumah and 6edi 6witagama"engenal &enelitian Tindakan elas (9akarta:
?T. #ndeks **/) p. 110
See appendix VIII no. 105 Sample of test
6a"id. ?. 7arris TechniBues in +anguage Testing% (Cambridge: Cambridge ?ress
//2). ?.-2
?enny 8r Gramar &ractice Activities% A practical guide !or teachers. Cambridge:Cambridge 8ni"ersity ?ress //
he students beha"e in the classroom for eample how students participate and
hie"e the speaking skill. The obser"ation accomplished by using obser"ation
orm that has been formed by the writer before. $rom the obser"ation the writer
ound that the English teacher in teaching English only emphasi>es on students
nderstanding of grammar and tet genre. Meanwhile speaking is seldom taught
her and in teaching speaking she uses dialogue that students ha"e to read it
ter the teacher. #n practicing the dialogue the teacher gets students to perform
using tetbook where the dialogue is written. ?air by pair student takes turn
d so until all the pair gets their turn. The number of students in which contains
out , (thirty si) students that make the class situation uncontrolled so it needs
tra monitoring toward students beha"e.
6ealing with both data& inter"iew and obser"ation the writer uses
iangulation techni
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pr
s
S#!'
1
+
accent which do not
howe"er
obscure
meaning
rephrase
ideas because
of leical
inade
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H+
te
. 0rgani>ing the data
The ing the data the writer tends to usechni
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te
pr
?
;
=
C
$
The language used definitely unsatisfactory& fre
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an
pass the criterion minimum of completeness (44M) so the writer can identify the
techniing the throughout score.Then the writer tempts to find the class percentage of studentsscore who
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im
u
,. 6rawing conclusion
The last is making conclusion of the research. 7ere the writer will discuss
with the collaborator regarding the research conclusion. This is "ery important to
be done in order to get good research conclusion.
I+ C%$'%a !* $' R's'a# S,##'ss
These are criteria by which this research considered success according to
Bunan which are presented by the writer. Those are:
a. The result eceeds the determined target score.
b. The inno"ation had o"erall positi"e response from participating teachers.
/6a"id E. Meilt>er The Relationship bet/een "athematics &reparation and
Conceptual +earning Gains in &hysics4 A &ossible $idden Variable in ,iagnostic &re Test
Score% (#owa: 6epartment of ?hysics and Astronomy) p.,
The last the impro"ement analysis of students score within the pre'
plementation and after the implementation of the action research the writer
ses these formulas/
:
61 6
P 100
6
? : percentage of students impro"ement
y : pre'test result
y: post test result cycle
62 6
P 100
6
? : percentage of students impro"ement
y : pre'test result
y: post test result cycle
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s
fs
20David Nunan, Research Methods in Language Learning, (Cambid!e"
Cambid!e#nive$i%& 'e$$, 12), 207*208
c. The inno"ation had beneficial impact on students speaking. A
comparati"e analysis students test score indicated in terms of
e"aluation criteria identified by the researcher.d. Teachers classroom practice changes as a result of participation
inno"ation.
e. The ob@ecti"es of the inno"ation largely met.f. The inno"ation has a number of distincti"e features which
contributed to its effecti"eness*
.
#n line with these the writer infers that the research will be considered
uccess if the implementation of the communication game in teaching speaking
or students first grade bring about changes and benefits by all mean for students
peaking ability studentsmoti"ation and the teaching and learning outcomes.
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A+
ca
M
in
1. I&$'%'9 R's,l$1
There two types of inter"iew are discussed here& the semi'structured and
the unstructured inter"iew. 5oth were carried out toward the English teacher and
the students at first grade eactly =##.5 of Manaratul #slam 9unior 7igh %chool as
well in order to a"oid sub@ecti"ism of teacher perspecti"e toward the students or
the other way. These inter"iews were conducted to get more information about theproblem faced in English learning. #t was held on Thursday August /
th**
begun at *:,* a.m. up to :** a.m. The inter"iew was in the form of small
discussion firstly the researcher asked the teacher regarding the general condition
of the English teaching primarily teaching speaking the
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,/
te
o
es
#s
s
re
o
se
to
w
in
be
.
ac
acti"ities that conducted by students and the teacher in the classroom. #t was
conducted on $riday *th
of August ** at grade =##.5 of MTs Manaratul #slam
9unior 7igh %chool
$rom the obser"ation it remained that in teaching speaking at first grade
of Manaratul #slam #slamic 9unior 7igh %chool the teacher used dialogue'based
learning techni
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ha
t
le
"
br
u
!
.
t
c
r
c
o
te"a
gu .
#t
t
re
(44M) while the others are not pass yet on the other hand it can be said that
,,.,3 of the whole numbers of students of grade se"en are still lacking in
speaking aspect. The 44M itself is determined by the English teacher to
standardi>e the minimum score that ha"e to make by students when they ha"e the
test. To be more detail the writer eplained in the following table&
3%ee appendi #F no. *- Test result
46a"id ?. 7arris Testing nglish as a Second +anguage% (Bew 6elhi: Tata Mc;ra'7ill
?ublishing Company td /--) p. 2+
nd the teacher only emphasi>es on the importance of student writing ability
han speaking ability.
The use of strategy like this would be an ongoing problem for students in
arning and understanding oral English usage. Moreo"er students whose
ocabulary were limited which unable them to say anything to communicate. #t
ings about silent toward student and is lacking in speaking ability primarily in
sing epression likely in real communication.
P' T's$ R's,l$3
To measure how far student speaking ability was firstly the researcher
ook students score by conducting pre'test toward student of grade se"en. The
iteria of the test to be guideline were grammar pronunciation "ocabulary
mprehension and fluency. Those criteria were decided by the writer and the
acher by referring to what 7arris proposed concerning with the speaking test
lidity measurement+
. Along with the test the teacher gi"es a theme as the
ideline was Jintroduction each student ha"e to come forward to introduce
hemsel"es in front of the class by turns within three minutes. $rom the pre'test
sult remained that of , students pass the criterion of minimum completeness
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B
(
,
+
1
-
2
/
, %tudent D +1 1* 11 1 11 -* 1++ %tudent F ,1 ,1 ,* ,1 +1 2* ,1 %tudent P 1 ,* 1 ,* ,* +* 2 %tudent U 1 21 1 -1 -1 ,1 -,- %tudent AA ,1 +1 ,1 +1 1* * +2 %tudent A5 1 ,* ,* ,1 +1 1 ,,/ %tudent AC 1 * 1* -* -1 ,* +
,* %tudent A6 1* 1 1 * -* ,* , %tudent AE 1* * 11 * -* /1 1/, %tudent A$ 1 ,* ,1 ,* ,* 1* ,*,, %tudent A; +1 1* 1 1* * -* 1+,+ %tudent A7 11 1 11 1 -* ,* ,1 %tudent A# ,* +1 +* +1 1* * +, %tudentA9 * ,* ,1 1 ,1 +1 /
Student /ho does not pass the "
Ta
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E
?;
=
C
$
*
S#2*
*
+*
8nderstanding
words speed
* Q ,/ =ery hard tounderstand
7ard tocomprehend
Makecon"ersation
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T f
V
?
Af
it
cr
pa
by
pe
B+ I">l'"'&$a$%!& !* $' A#$%!&
7ere the researcher attempts to discuss about the preparation of the de"ice
for the action research in which included the four'phase of cycle one and cycle
two.
1+ C6#l' 1a. Planning Phase
?lanning is the first step to do the research. 7ere the writer who acts as
the teacher makes a lesson plan and selects the material based on the annual
program that determined by the English teacher and also based upon the %tandard
of Competency and 5asic Competence. (%ee appendi #=)
Along with this the determined techni
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ga
s
al
Ji .
t
el
thi
p
te
#s
t
o
int
pr
F%s$ "''$%&;
Theme: T' #!l! !* $' 9!l)
6ayLdate : Tuesday Bo"ember **
i. 0pening
The teacher opens the class by saying greeting and asking students
condition. 5esides he also asks studentsreadiness to learn.
ii. Core acti"ity
5ased on the materials that ha"e been selected in the planning phase
before in this meeting the teacher attempted to introduce communication games
techni
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%
o
t
st
a
n
t
e
w
kamu berasal dari manaD
# come from (9akarta) or # am from (9akarta)
Saya berasal dari #akarta
?leased to meet you or nice to meet you.
senang bertemu dengan anda
Dho are youG
kamu siapaD
# am student
Saya adalah seorang sis/a
%ee you
sampai ;umpa.
me student shared their eperience and the other paid attention. After sharing
he eperience the teacher ga"e students materials and link it based on the
udents eperience stated before. The material in"ol"ed the use of simple present
d epressions to address known or unknown people. #n this case she eplained
he simple present tense usage and so did the epressions and then she ga"e some
ample and then students made another different eample by using their own
ord.
7ow do you doG
Apa kabarD
7ow are youG
Apa kabarD
Dhat is your nameG
siapa nama kamuD
My name is Marina you can call me Rina.
-ama saya adalah "arina% anda bisa memanggil saya Rina
My full name is Marina 7andayani
-ama lengkap saya "arina $andayani.
Dhere do you come fromG or where are you fromG
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st # .
sti
f
To
co
$
m
fi
of
s
as&
gu
of
a
et
o
k
may ask se"eral yes or no
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t
w
a
n
as
es% It is
-o% It isn3t
Dh'
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l T
mi
t
iii. Closing
#n closing phase the teacher asks regarding students difficulties during the
learning process and sometimes she gi"es ad"ice to moti"ate and to encourage
them to learn more and more. At the last she closes the class by saying salam.
T%) "''$%&;Theme: My friends daily acti"ity
6ayLdate: $riday Bo"ember **
i. 0pening
7ere the teacher firstly addressed students by saying salam and asked
studentscondition.
Picture #
$os%ue
"ClassRoom C "
" "
Class
Room'ain! -o% iba&A
ind %e o--oin! oom$"+a$e% ba-- ou%, %eae oom, -a$$oom D, and
-a$$oom +
%econdly students take turn asking and answering
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d
e
A
%
o
A
%
o
A : #
%o
:
A : .
%
o
A
%
o
A
A
6o you go to the library e"erydayG
-o. I don3t. I go there once a /eek
6oes she do her homeworkG
-o. She doesn3t. She is laFy
Dhere do you go to schoolG
I go to S"& $arapan ita
Dhat time does she wake upG
$e /akes up at !ive o3clock
Dhen does the school closeGIt closes at !our p.m
7ow do you go to schoolG
I go to school by bus
ii. Core acti"ity
The teacher gi"es the material which it about daily acti"ity that usually
one by students. $irst of all the teacher gi"es a con"ersation that containing
pressions about daily acti"ity as follow:
ndra : 7i good morning %oni
ni : good morning how are you todayG
ndra : ;ood. Thank you. Dhat about youG
ni : fine. Dhere are you goingG
ndra m going to school
ni 0h it s not a school holiday todayG
ndra Bo. %oni. %chool holiday is o"er De re back to school
ni : Dhere do you go to schoolG
ndra : # go to MTs. Manaratul #slam. # ha"e to go now
%ee you later %oni.
ni : see you and take care
ndra : ThanksX
nd some epressions which working with grammar:
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i
to
T
st
T
be J r &
st
of
l'"'&$a$%!& !* $' A#$%!&
1+ R's,l$ !* P!s$ T's$ I
Ta
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-
2/
,
,
, %tudent A$ +1 ,1 +* ,1 +1 ** +*,, %tudent A; +1 11 11 +* 1 * 1,+ %tudent A7 1 1 * -1 -* ,,1 -,1 %tudent A# +* +1 +1 +* 11 1 +1, %tudentA9 1* 11 * 1 1 /1 1/
Student /ho does not pass the "
Eplanation:
? : ?ronunciation
; : ;rammar
= : =ocabularyC : Comprehension
$ : $luency* : Criterion Minimum of Completeness (44M)
%tudent $ 1* * 1* +1 11 * 1
%tudent ; * 1 * * 1 ,*
%tudent 7 * * 1 * -1 ,* +%tudent # +1 1 * 1* 1* -* 1+
* %tudent 9 1* 1* +1 1* * 11 1 %tudent 4 1* 11 +1 +1 11 1* 1* %tudent 1 -* -1 * 2* ,1* -*, %tudent M 1* 11 * 1* * -1 11+ %tudent B 1* 11 -* 11 * /* 121 %tudent 0 ,* +1 +1 ,1 1* *1 + %tudent ? -* -* -* -* -1 ,11 -- %tudent O +1 +1 +* +1 +* 1 +,2 %tudent R 1 -* 1 -* -* ,+* 2/ %tudent % 1* 1* 11 1 * 2* 1* %tudent T ,1 +1 +* +* 11 1 +, %tudent 8 ,1 +1 +* +* 11 1 +, %tudent = -* -* 1 -1 -1 ,11 -, %tudent D ,1 +1 ,1 +1 1* * ++ %tudent F 1 ,* ,* ,1 +1 1 ,,1 %tudent P 1 * 1* -* -1 ,* + %tudent U 11 1 1 * -* ,1 ,- %tudent AA 1* 1 11 * -* ,** *2 %tudent A5 1 ,* ,1 ,* ,* 1* ,*
/ %tudent AC +1 11 1 1* 1 2* 1* %tudent A6 1 -* 11 1 -* ,1 1 %tudent AE ,* +1 +* +1 1* * +
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f # :
V
?
# r
t rthe #t
re
1
im
st . # t
thi
y
? 1+./- Q 1*. **3
1*.
? +., **3
1*.
? +40
Meanwhile the percentage calculation which shows the class percentage of
studentsscore who pass the 44M are:
? $
B **3
? W+W ** 3
,
? 3+ 3
The a"erage o studentspost test scores is
?ost test # /-/V2
st test # WWWWW
B
/-/
,
4+5
$rom the calculation of studentspost test score it can be infe red that
here are some impro"ement toward studentsspeaking score afte implementing
communication games in teaching English. is pro"en by studentsmean test
sult comparison between pre test and post test in cycle # the mean of pre test is
*. while the mean of post test result is 1+./-. #t means there are +.,
pro"ements toward students speaking score.
This impro"ement is also can be calculated in percentage by calculating
udentspre test score with their post test score n which it calcula es by using
s formula below:
? y ' y **3
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sc
t
st
2+ R
##
B
(
,
+
1
-
2
/
%tudent 4 1 -1 1* 1* 1 ,*1 %tudent -* -1 -1 * -1 ,11 -, %tudent M 1 1 * * * ,* + %tudent B * -* -* 11 * ,1 ,1 %tudent 0 11 1 * * -* ,* %tudent ? -1 2* -* -1 -1 ,-1 -1- %tudent O 11 1 11 * -* ,*1 2 %tudent R 1 -* 1 -* -1 ,+1 /
/ %tudent % 1* * * 1 -* ,*1 * %tudent T +* 11 +1 +1 1 1* 1* %tudent 8 ,1 1* +* +1 11 1 +1 %tudent = -* -* 1 -1 -1 ,11 -, %tudent D 11 -* 1 11 1 ,* + %tudent F ,1 ,1 ,* ,1 1* 21 ,-1 %tudent P 1 1 1* -* -1 ,1 1 %tudent U -* 1 1 * -* ,,* - %tudent AA * 1 1 * -* ,* +2 %tudent A5 +1 +* +1 +1 1 +* +2/
%tudent AC11 11 * 1 1 ,** *
#t means that there are about 1.1 3 (,2.2/ ' ,,.,, 1.1) of students
ore passed the 44M after learning English by using communication games. 0n
he other hand there are + students finally passed the 44M and the other
udents are still in lower score.
's,l$ !* P!s$ T's$ II
Ta
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,
,
,,
,
,
,
S
E
?
;=
C$
*
p
V ##
?
1
,
2+
$rom this data the writer calculates students post test score with
studentspost test ## score by using this formula below to find the impro"ement of
students score in the form of percentage it will be as follow:
? y Q y **3
y
? . Q 1*. **3
1*.
? **3
1*.
? 23+
* %tudent A6 * 1 * 1 -1 ,1 1 %tudent AE 1 -* 11 1* -1 ,1 ,
%tudent A$ 1* ,1 ,1 ,1 11 * +, %tudent A; 11 1 1 1* 1 ,** *+ %tudent A7 1 -* 1 -1 2* ,11 -1 %tudent A# 11 1 * 1 1 ,* %tudentA9 1 -* 11 1 -1 ,,*
tudent /ho does not pass the "
planation:
: ?ronunciation: ;rammar
: =ocabulary: Comprehension: $luency
: Criterion Minimum of Completeness (44M)
5ased on the data abo"e it can be interpreted that the a"erage of students
ost'test ## scores was:
?ost Test 1
V2
st Test ## WWWB
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r
fi
f
a"
im
in
( o
r
be
test result it would be 1.-2 3 of students score are passed the 44M. 0r
students are better after learning by using games. #n this case those scores showed
the successful of the classroom action research toward students of first grade of
Manaratul #slam #slamic 9unior 7igh %chool.
Throughout these scores are deri"ed not only within the tests that carried
out to know students p
rogress but also it deri"ed from students En
glish
de"elopment during the research e"en oral or written. %o that the researcher is not
only "alue the final result of the research but also the process itself. As re"ealed
by $inocchiaro and 5rumfit concerning with the Communicati"e anguage
Teaching for the beginning e"el1. $urthermore the main problem is @ust matter
5a C. iad$ and /eodoe S. od!e$,Approaches and Methods
in LanguageTeaching, (Cambid!e" Cambid!e #nive$i%& 'e$$, 186), p. 81
After finding the impro"ement of studentsscore then the write tried to
nd the class percentage of the whole students who able to pass the 44M as
ollow:
? WW$WW **3
B
? ,W ** 3
,
+11 3
#t is meant that about -./3 (. Q 1+./- -./) students score
erages are increased. #t is impro"ed from the pre"ious cycle which is only
pro"ed +., points. #t showed that the implementation of communication games
teaching English especially teaching speaking are successful.
$rom those interpretations the writer obtained that there are +-.3
2. Q ,2.2/ +-.) of students score had impro"ed within the second cycle
, of , students are passed the 44M while the other 1 students are still
llow the 44M.
#f it is calculated the whole impro"ement of students score from the pre
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of
t
t
N
,
+
1
-
2
/
/ %tudent % , 1 * %tudent T / +, 1* %tudent 8 ,+ +, +1 %tudent = - - -, %tudent D 1+ + + %tudent F , ,, ,-1 %tudent P 2 + 1 %tudent U -, ,
- %tudent AA + * +2 %tudent A5 ,, ,* +2/ %tudent AC + 1 *,* %tudent A6 1 1, %tudent AE 1/ + ,, %tudent A$ ,* +* +,, %tudent A; 1+ 1 *,+ %tudent A7 - -,1 %tudent A# + +1 , %tudentA9 / 1/
habit to practice& the more students ha"e opportunities to practice the better
hey will be.
Ta
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T!
% t
M
% t ?
F%;,' +3 Students3 score class percentage per test (pre test% post test I% post II
(0
80
70
60
50
40
30
20
10
0
S%uden%$9$.oe
pe.en%a!e
'e %e$%
'o$% %e$%
I 'o$%
/e$% II
$al S#!' 12 15 224
tuden s scoresmean
V2 40+ 4+5 2+B
tuden s score class percentage W$W **3 33+33 3+ +11
B
tudent /ho does not pass the "
F%;,' +2 Students3 Score mean improvement
70
60
50
40'e %e$%
30
20'o$% %e$% I
10'o$% %e$% II
0
S%uden%
$9 $.oeavea!
e
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3+ T
int
st
ac
st t
on
t
Th
mi
to
6
cr
m
tar
le
for twice she saw something different by which students more acti"e in
participate the class. The feedback gi"en makes students compete to get more
points from the competition. %ince the games are applied in teaching process and
for si times the writer applied the technied into four "iewpoints those were&
udentsspeaking achie"ement studentsmoti"ation to learn eachersopinion
the implementation of games and the last was classroom condition controlling.
5ased on the students answers within the inter"iew they can epress
hemsel"es by using English without any hesitation e"en in simple sentence.
ey also felt satisfy that they do not feel awkward and feel afraid of making
stake when they are saying something in English. 5esides it is fun it also tends
make them comfort. 7ence they wanted to learn and learn again.
As for the teacher it was good way to teach English by using games.
espite for the first time she hesitated that this techni
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E
s
w
T
he
w
post test # result and +-.3 which it deri"ed from the second post test result
with the mean in each impro"ement were +., for the first post test and -./ for
the second post test result. $rom these interpretations in short it can be said that
, of , students can pass the 44M after learning by using communication
games. #t is meant that the implementation of games in the classroom action
research to impro"e students speaking ability is success.
/
CHAPTER V
CONCLUSION
5ased on the result of data analysis the writer inferred that teaching
nglish by using communication games is effecti"e and can impro"e students
peaking ability. #t can be pro"ed through se"eral data such as& obser"ation result
hich it shows students enthusiastic and acti"ely participated in learning process.
hey were also moti"ated to learn spoken English which it reduces students!
sitation to say in English. $rom the test result the writer concluded that there
ere 1.-23 of students! score had passed the 44M& 1.13 deri"ed from the
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5y:
ULVIA N A
1001000345
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF
TARBIYAH AND TEACHERS TRAINING SYARIF
HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
i
IMPROVING STUDENTS SPEAKING ABILITY THROUGH
COMMUNICATION GAMES
(A Classroom Action Research at )irst Grade o! "Ts "anaratul Islam% Cilandak'
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9l.
Ci
%a
B
Te
B#
?r
9u
6
6engan ini menyatakan bahwa skripsi yang saya buat benar'benar hasil karya
saya sendiri dan saya bertanggung @awab secara akademis atas apa yang saya tulis.
?ernyataan ini dibuat sebagai salah satu syarat menempuh 8@ian Muna'a.%&; A
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(A
D + A $ %8 S, s% l !- M A NIP+
1 1122 1503 1 001
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF
TARBIYAH AND TEACHERS TRAINING SYARIF
HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
iii
IMPROVING STUDENTS SPEAKING ABILITY THROUGH
COMMUNICATION GAMES
Classroom Action Research at the )irst >ear o! "Ts "anaratul Islam% &ondok Indah'
A S.%>s%
P's'&$') $! $' Fa#,l$6 !* Ta
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SP
Ac
U
e
7
ha
de
E
C
%ECRETARP : N ' & ' & ; S,& ' & ;s % - M+P ) (
) B#?. /-,*1 ///*, **
EFAM#BER% : . D s+ H+ A " a) a '&, %- M+P ) (
) B#?. /1,*,*+ /-/*, **,
. D s+ S6a ,. %- M+P ) ( )
B#?. /+ //*, **
Acknowledged by:
6ean of Tarbiyah and Teachers Training $aculty
P ! * + D + D ' ) ' R!s6a) a - M A
B#?. /1-**1 /2-*, **,
iv
ENDORSEMENT SHEET
The I%kripsiK (%cientific ?aper) entitle IIMPROVI! ST"#$TS
$A%I! A&I'IT( T)RO"!) *OMM"I*ATIO !AM$S (A classroom
tion Research at )irst Grade o! "Ts. "anaratul Islam% Cilandak'% written by
LVIANA- student!s registration number **+***,1- was eamined in the
amination session of the $aculty of Tarbiya and Teachers! Training %yarif
idayatullah %tate #slamic 8ni"ersity 9akarta on March 2th
*. The IskripsiK
s been accepted and declared to ha"e fulfilled one of the re
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A
Ar
Ar
5a
5a
5a
5.
5l
5rown 9ames 6ean. Testing in +anguage Testing &rogram* A Comprehensive
Guide to nglish Assessment.Bew Pork: Mc;raw'7ill **1.
$arrell. 9ill 5eloff and Catheryn 9. Deitman.Action Research )osters
mpo/erment and +earning Communities. **-.
7armer 9eremy.$o/ to teach nglish. 7arlow: ?earson Education imited **-
7armer 9eremy. The &ractice o! nglish +anguage Teaching% ,rd Ed.. England:
?earson Education imited **.
7armer 9eremy. The &ractice o! nglish +anguage Teaching%+th
Ed.. England:
?earson Education imited .
7ornby A.%. 12!ord Advanced +earner3s ,ictionary. 0ford: 0ford 8ni"ersity
?ress/21.
4umara"adi"elu 5..
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-
4
4
4
e
Meilt>er 6a"id E.. The Relationship bet/een "athematics &reparation and
Conceptual +earning Gains in &hysics4 A &ossible Variable in ,iagnostic
&re Test Score. 6epartment of ?hysics and Astronomy **2
0ford Rebecca .+anguage +earning Strategies. 5oston: 7einle H 7einle
?ublisher //*.
Richards 9ack C. and Theodore %. Rodger.Approaches and "ethods in
+anguage Teaching. Cambridge: Cambridge uni"ersity ?ress /2.
%ud@ana."etoda Statistika.Edisi ke'. 5andung: Tarsito **1.
%udi@ono Anas.&engantar Statistik &endidikan. 9akarta: ?T. Ra@a;rafindo
?ersada **2
Tarigan 7enry ;untur.erbicara Sebagai Suatu eterampilan erbahasa.
5andung: Angkasa 5andung /-/.
Tillit 5ruce and Mary Bewton 5ruder. Speaking -aturally* Communication Skills
in American nglish. Cambridge: Cambridge 8ni"ersity ?ress /21.
unandar.+angkah "udah &enelitian Tindakan elas Sebagai &engembangan&ro!esi Guru. 9akarta: Ra@agrafindo ?usat **2.
ushartanti et all.&esona ahasa* +angkah A/al "emahami +inguistics.
9akarta: ;ramedia ?ustaka utama **1.
usumah Di@aya H 6edi 6witagama."engenal &nelitian Tindakan elas.
4embangan: ?T #ndeks **/.
"ine 9ill 5radley et all.. The Role o! Action Research in mpo/ering Teachers
to Change Their &ractice. 9ournal of Ethnography H Oualitati"e Research.
=ol. , Bo. 1, **/
adsen 7arold %.. TechniBues in Testing% 0ford: 0ford 8ni"ersity ?ress /2,
cCharty Michel. Spoken +anguage and Applied +inguistics. Cambridge:
Cambridge 8ni"ersity ?ress //2.
c6onough 9o H Christopher."aterials and "ethods in +T% A Teacher3s
Guide. Massachusetts: 5lackwell ?ublisher //,.
endiknas.&anduan &engembangan Silabus dan &erencanaan &embela;aran.
9akarta: Mendiknas **
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8r
8r
D
D
D
?enny.A Course in language Teaching &ractice and theory. Cambridge:
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