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IMPROVING STUDENTS’ SPEAKING ABILITY
THROUGH COMMUNICATION GAMES (A Classroom Action Research in the Seventh Grade Students of YMJ (Yayasan
Miftahul Jannah) Junior High School, Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial
Fulfillment of the Requirements for the Degree of Strata 1 (S. Pd) in English
Language Education
By:
Musripatul Khoiriyah
106014000409
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
IMPROVING STUDENTS’ SPEAKING ABILITY
THROUGH COMMUNICATION GAMES (A Classroom Action Research in the Seventh Grade Junior High School of SMP
YMJ (Yayasan Miftahul Jannah) Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial
Fulfillment of the Requirements for the Degree of Strata 1 (S. Pd) in English
Language Education
By:
MUSRIPATUL KHOIRIYAH
106014000409
Approved by the Advisor
Drs. Sunardi Kartowisastro, Dipl Ed.
NIP. 19440719 196510 2 001
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
i
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiya and Teachers’ Training
certifies that the Paper entitled, “Improving Students’ Speaking Ability
Through Communication Games” (A Classroom Action Research in the
Seventh Grade of YMJ (Yayasan Miftahul Jannah) Junior High School
Ciputat) written by Musrifatul Khairiyah, student’s registration number :
106014000409, was examined by the Committee on Wednesday June 28th, 2011
and was declared to have passed and, therefore, fulfilled one of the requirements
for the academic title of S.Pd. (S. Pd) in English Language Education at The
Department of English Education.
Jakarta, 29 June 2011
EXAMINATION COMMITTEE
CHAIRMAN : Drs. Syauki M.Pd. (__________________) NIP. 19641212 199103 1 002 SECRETARY : Neneng Sunengsih, S.Pd. (__________________) NIP. 19730625 199903 2 001 EXAMINERS : 1. Drs. Nasrun Mahmud, M.Pd (__________________) NIP. 2. Dr. M. Farkhan, M.Pd (__________________) NIP. 19650919 200003 1 002
Acknowledged by:
Dean of Tarbiya and Teachers’ Training Faculty
Prof. Dr. Dede Rosyada, MA. NIP. 19571005 198703 1 003
ii
ABSTRACT
Musrifatul Khairiyah, (106014000409). Improving Students’ Speaking Ability through Communication Games (A Classroom Action Research in the Seventh Grade Students of YMJ (Yayasan Miftahul Jannah) Juniuor High School, Ciputat), “Skripsi”, Department of English Education, the Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2011. This study was designed to improve the students’ speaking ability by using communication games. The objectives of the study was to find out whether communication games can improve students’ speaking ability and how communication games improve students’ speaking ability in the seventh grade students’ of YMJ (Yayasan Miftahul Jannah) Junior High School Ciputat. The method used in this study was Classroom Action Research (CAR). This study was applied by collaborative classroom action research. The researcher acted as the teacher whiles the English teacher of SMP YMJ Ciputat as an observer and collaborator. This study was done based on Kurt Lewin’s model with the following procedures: planning, acting, observing, and reflecting. It was carried out in two cycles. Each cycle consisted of three meetings. The data of the study were gathered through the following instruments– interview, observation notes, questionnaire and test. The subjects of this study were 45 students’ seventh grade of SMP YMJ (Yayasan Miftahul Jannah) Junior High School Ciputat of the 2010/2011 academic year. The result of this study showed using communication games in teaching speaking was very effective to help the students improve their speaking ability. Most of the students gradually gained good scores at the end of each cycle. The score of Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) of English lesson was 65 (sixty seven). The students’ mean score in pretest was 50.76, in the posttest I was 61.1 and in the posttest II was 70.84. On the other hand, the students who passed KKM were 9 students or 20% in the pretest, whereas in the posttest I there were 19 students or 42.2%, and in the posttest II there were 37 students or 82.2%, so the criteria of success was achieved. Then, from the result of questionnaire, it showed that 76.45% students were motivated during the implemented Communication games in learning Speaking. Moreover, the results of observation notes and interview showed that the students participated enthusiastically and communicatively. The class condition during teaching learning process was also good. In addition there was a positive response from the students and the English teacher about implementing the action. In conclusion Communication games can improve students’ speaking ability and it also can increase students’ motivation and participation. Key words: Speaking Skill, Communication Games
iii
ABSTRACT Musripatul Khoiriyah, (106014000409). Meningkatkan Kemampuan Berbicara Siswa melalui Metode Permainan Komunikasi (Penelitian Tindakan Kelas di kelas VII SMP YMJ (Yayasan Miftahul Jannah) Ciputat), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Penelitian ini dirancang untuk meningkatkan kemampuan berbicara siswa dengan menggunakan metode permainan komunikasi. Tujuan dari penelitian ini adalah untuk mengetahui apakah metode permainan komunikasi dapat meningkatkan kemampuan berbicara siswa dan bagaimana metode permainan komunikasi meningkatkan kemampuan berbicara siswa kelas VII di SMP YMJ (Yayasan Miftahul Jannah) Ciputat. Metode yang digunakan pada penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian ini diterapkan dengan menggunakan penelitian tindakan kelas yang bersifat kolaboratif. Penulis berperan sebagai pengajar sedangkan guru bahasa Inggris di SMP YMJ sebagai pengamat dan kolaborator. Penelitian ini dilaksanakan berdasarkan model Kurt Lewin dengan diikuti prosedur-prosedur yaitu, perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini dilaksanakn sebanyak dua siklus, tiap siklus terdiri dari tiga pertemuan. Data penelitian dikumpulkan melalui beberapa instrumen yaitu wawancara, catatan pengamatan, angket, dan hasil tes yang diberikan pada siswa. Subyek penelitian ini adalah 45 siswa kelas VII SMP YMJ Ciputat pada tahun ajaran 2010/2011. Hasil penelitian ini menunjukkan bahwa permainan komunikasi dalam mengajar bahasa inggris sangat efektif untuk membantu siswa dalam meningkatkan kemampuan berbicara. Kebanyakan siswa mendapatkan nilai yang bagus secara bertahap pada akhir siklus. Nilai kriteria Ketuntasan Minimal (KKM) dalam pelajaran bahasa inggris adalah 65. Nilai rata-rata pada pretest adalah 50.76, pada posttest I adalah 61.1 dan pada posttest II adalah 70.84. Dengan kata lain, siswa yang lulus KKM adalah, 9 siswa atau 20% siswa pada pretest, sedangkan dalam posttest I sebanayk 19 siswa atau 42.2%, dan di posttest II sebanyak 37 siswa atau 82.2, dengan demikian kriteria keberhasilan telah dicapai. Kemudian dari data hasil angket diketahui bahwa 76.45% siswa termotivasi selama penerapan metode permainan komunikasi dalam belajar berbicara bahasa inggris. Lebih dari itu, hasil dari catatan pengamatan dan wawancara menunjukan bahwa siswa berpartisipasi dengan antusias dan komunikatif. Kondisi kelas selama kegiatan belajar mengajar tergolong baik. Selain itu ada tanggapan positif dari siswa dan guru bahasa inggris mengenai penerapan tindakan. Kesimpulannya, permainan komunikasi dapat meningkatkan kemampuan siswa dalam berbicara serta dapat meningkatkan motivasi dan partsipasi mereka. Kata Kunci: Kemampuan Berbicara, Permainan Komunikasi.
iv
ACKNOWLEDGEMENTS
All praise be to Allah, Lord of the worlds, who has given the writer His
Mercies, Blesses and permission to accomplish this research paper “Skripsi”.
Peace and salutation be upon the last prophet Muhammad SAW, his family, his
friends and his followers.
This research paper is presented to the Department of English Education,
the Faculty of Tarbiya and Teachers Training State Islamic University Syarif
Hidayatullah Jakarta as a partial fulfillment of the requirements for the degree of
Strata 1 (Bachelor of Art) in English Language Education.
The writer would like to express her special great honor and deepest
gratitude to her beloved parents, her mother (Hj. Gogoy Lugoyah, S. Ag) and her
father, (Bpk H. Encep Saepullah, S. Ag) for their love which always warmed her
heart, then for their help, support, motivation and moral encouragement to finish
her study.
Next, the writer would like to express her great gratitude and appreciation
to her advisor, Drs. H. Sunardi Kartowisastro, Dipl Ed. for his valuable guidance,
motivation, attention, correction and suggestion for the completion of this
research paper.
The writer would also like to express her gratitude to:
1. All lecturers in English Education Department who have taught the
writer useful knowledge and skills.
2. Drs. Syauki, M. Pd. The head of English Education Department.
3. Neneng Sunengsih, S.Pd. The Secretary of English Education
Department.
4. Prof. Dr. Dede Rosyada, M.A. The Dean of the Faculty of Tarbiyah
and Teachers’ Training.
5. Drs. Trisno Yulianto, M. Pd. The headmaster of SMP YMJ Ciputat.
v
6. Misbahuddin, S. Pd. The English Teacher of SMP YMJ and all of his
students in the eleventh grade of Yunior High School at SMP YMJ
Ciputat.
7. Irfan Prabudiansyah, M.Sc. Her beloved brother. Riza Tazkiyah and
Wilda Sholihaturrabbi’ah. Her beloved sisters. And her friends in
Department of English Education, especially: Syifa, Mumut, Fifi, Nur,
Rina, Ulfa, Nia, T’ Eni, Ina, Dila, Evan, Ufi. Thanks for the kindness,
attentions, and cheerfulness.
May Allah bless all of them.
The writer realizes that this paper is far from being perfect. Therefore, the
writer would highly welcome any suggestions or critiques to make this paper
better. Then, the writer hopes that this paper will give advantages for all.
Jakarta, 28 June 2011
The Writer
vi
TABLE OF CONTENTS
Page
ENDORSEMENT SHEET ........................................................................... i
ABSTRACT .................................................................................................. ii
ABSTRAK ..................................................................................................... iii
ACKNOWLEDGMENTS ............................................................................. iv
TABLE OF CONTENTS .............................................................................. vi
LIST OF TABLES ....................................................................................... ix
LIST OF FIGURES ....................................................................................... x
LIST OF APPENDICES ... ........................................................................... xi
CHAPTER I INTRODUCTION
A. The Background of the Study ......................................... 1
B. The Problem of the Study ................................................ 5
C. The Objective of the Study ............................................... 5
D. The Significance of the Study........................................... 5
E. Scope of the Study .......................................................... 6
F. The Definition of Key Terms .......................................... 6
CHAPTER II THEORETICAL FRAMEWORK
A. Speaking ......................................................................... 7
1. The Understanding of Speaking… ............................. 7
2. The Elements of Speaking ....................................... 10
3. The Function of the Speaking .................................. 11
4. The purpose of Teaching Speaking .......................... 13
5. Kinds of Speaking Activities .................................... 16
B. Communication Games .................................................. 18
1. The Understanding of Communication Games ........ 18
2. The Significance of Communication Games ............. 20
3. Types of Communication Games ............................ 22
vii
C. Teaching Speaking by using Communication Games …. 25
CHAPTER III RESEARCH METHODOLOGY
A. The Research Design...................................................... 27
B. The Research Setting and Subject .................................. 30
C. Research Procedure ........................................................ 30
1. Planning the Action .................................................. 31
2. Implementing the Action .......................................... 33
3. Observing the Action ............................................... 34
4. Reflecting the Action .............................................. 34
D. Data and Data Sources .................................................. 37
E. Instruments and Technique of Data Collection .............. 37
F. Technique of Data Analysis .......................................... 40
CHAPTER IV RESEARCH FINDINGS
A. Findings before Implementing the CAR ......................... 43
1. The Result of Pre Observation .................................. 44
2. The Result of Pre Interview ..................................... 44
3. The Result of Pre Questionnaire ............................... 46
4. The Result of Pre Test .............................................. 48
B. Findings during Implementing the CAR ........................ 49
1. First Cycle ................................................................ 49
a. Planning ............................................................. 49
b. Acting ................................................................ 49
c. Observing........................................................... 52
d. Reflecting........................................................... 53
2. Second Cycle .......................................................... 54
a. Planning ............................................................. 54
b. Acting ................................................................ 55
c. Observing........................................................... 58
d. Reflecting........................................................... 59
viii
C. Findings after Implementing CAR .................................. 60
1. The Result of Post Observation ................................. 60
2. The Result of Post Interview ..................................... 60
3. The Result of Post Questionnaire .............................. 61
4. The Result of Post Test ............................................. 63
a. The Result of Post Test I ...................................... 65
b. The Result of Post Test I ...................................... 65
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .................................................................... 67
B. Suggestion ..................................................................... 68
BIBLIOGRAPHY ......................................................................................... 70
APPENDICES ............................................................................................... 74
ix
LIST OF TABLES
Page
Table 3.1 The Schedule of the Implementing Communication Games in
Teaching Speaking ...................................................................... 33
Table 3.2 Analytic Scoring Rubric of Speaking Skill .................................. 39
Table 4.1 The Result of Pre Questionnaire .................................................. 46
Table 4.2 The Result of Post Questionnaire ................................................ 61
Table 4.3 The Result of Students’ Speaking Score ...................................... 64
x
LIST OF FIGURES
Page
Figure 3.1 Classroom Action Research Design .......................................... 29
Figure 3.2 Problem solving cycle activities of CAR ................................... 35
Figure 3.3 Research Procedure of CAR ...................................................... 36
Figure 4.1 The Average of the Students’ Speaking Improvement ............... 66
Figure 4.2 The Percentage of the Students’ Speaking Improvement ............ 66
xi
LIST OF APPENDICES
Page
Appendix 1 Schedule of the Classroom Action Research ............................ 74
Appendix 2 Interview for the English Teacher in the Preliminary Study ...... 75
Appendix 3 Interview for the English Teacher in the last Classroom
Action Research ....................................................................... 78
Appendix 4 Questionnaire for the Students in the Preliminary Study ........... 79
Appendix 5 Questionnaire for Students in the Last Classroom
Action Research ....................................................................... 81
Appendix 6 Observation Note in the Preliminary Study .............................. 84
Appendix 7 Observation Note in the First Cycle ........................................ 85
Appendix 8 Observation Note in the Second Cycle .................................... 87
Appendix 9 Students’ Speaking Scores in the Preliminary Study ................. 89
Appendix 10 Students’ Speaking Score in the Second Cycle ......................... 91
Appendix 11 Students’ Speaking Score in the Second Cycle ......................... 93
Appendix 12 Chart Improvement of Students’ Speaking Score ..................... 95
Appendix 13 Lesson Plan of the First Cycle .................................................. 96
Appendix 14 Lesson Plan in the Second Cycle .............................................. 110
Appendix 15 The Instrument of Pretest ......................................................... 122
Appendix 16 The Instrument of Posttest 1 ..................................................... 123
Appendix 17 The Instrument of Posttest 2 ..................................................... 126
Appendix 18 The Rating Scale of Speaking Test ........................................... 128
1
CHAPTER I
INTRODUCTION
This chapter elaborates the background of the study, the problem of
the study, the objective of the study, the significance of the study, the scope
of the study, the definition of key terms, and the organization of the study.
A. The Background of Study
Nowadays, with the economic and social development, English plays
a vital role globally. It seems intuitively the most important, which has
become the most prominent language in the world. As an International
language, most countries in the world use English as medium of
communication in entire aspects of life. It is necessary for those who want to
make a good communication and good relationship with other countries.
Therefore, English is taught in every institution in the world. English
is quite different from other subjects. English is a language. The main
purpose of learning language is to communicate with others.
In Indonesia, the awareness of mastering English as the first foreign
language is quite high. It also has been introduced to educational institutions
from lowest (kindergarten) up to highest level of education (university). By
mastering English, the learners can follow development in countries all over
the world. In mastering the language, they have to learn the language by
practicing and using it in their daily activities. As stated by Lee “A language
2
is learnt by using it, and this means using it in situation and
communicatively.” 1
Basically, there are four language skills that one must possess in
learning English; listening, speaking, reading and writing skill. Speaking and
writing, which are produced by learners, are considered to be productive
skills, while listening and reading are the skills which lead the learner to get
to comprehend the language are considered as receptive skills. As stated by
Harmer that “Speaking and writing are obviously skills and involve some
kind of production on the part of the language user. Listening and reading are
receptive skills in that the language user is receiving written or spoken
language”.2 To make students able to use English for communication, one of
the skills that has to be mastered by the students is speaking skill.
Furthermore, Indonesia involves English into education curriculum.
Consequently, the government revealed the policy that English is the only
foreign language which is included into National Examination standard as
some special subjects such as Bahasa Indonesia, Science and Mathematics
from Junior High School up to Senior High School.
The current curriculum now is School-Based Curriculum (Kurikulum
Tingkat Satuan Pendidikan) or what is so called 2006 curriculum. Based on
School-Based Curriculum (KTSP) of speaking skill at seventh grade of
second semester has two Competence Standard and four Basic Competence.
In this study, the writer took one Competence Standard of speaking
skill and one basic competence for conducting the research. The Competence
Standard of speaking skill is:
“to express meaning in the simple short transactional and interpersonal conversation to interact with around environment”. Then, The Basic Competence is: “to express meaning in the simple short transactional (to get things done) and interpersonal conversation by using oral mode accurately, fluently and accepted for interacting with around setting which involves expression: asking and
1W R LEE, Language Teaching and Contests, 2nd Ed, (Oxford University Press, 1980),p.1 2Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1989), p. 16
3
giving opinion, expressing like and dislike, asking for clarification, and responding interpersonally.3 It becomes the reason why the students have to possess speaking for
communicating with each other. But, there were still some difficulties faced
by the students in learning speaking. Based on the unstructured interview,
observation and questionnaire result during preliminary study at SMP YMJ
(Yayasan Miftahul Jannah), speaking is the most difficult skill faced by the
students such as: First, most of students have difficulties to express their ideas
by using English because they lack of vocabulary. Second, they are too shy
and afraid to speak English because lack of practicing and afraid of making
mistakes in speaking. Third, students mostly use uncorrected pronunciation.
Then, they are bored in learning English because the teaching learning
speaking activities are done in a monotonous technique. Besides, the teacher
seldom creates any instructional media. Consequently, they are passive in
teaching learning speaking process.
Considering the fact and problems above, the English teachers have to
work hard to solve the problems. The teacher should create a good
circumstance for students, create the students’ motivation in English
speaking, create the interesting teaching technique to improve the quality of
students, change teaching methods and develop the learner’s communicative
competence in English. So the writer needs to provide students with
appropriate techniques for speaking class. Actually, there are many
techniques can be applied by the teacher to create communicative atmosphere
in the classroom and make their enjoyable of learning English, especially for
oral communication activities.
In this case, Harmer divides speaking activities into seven categories,
they are: Reaching a consensus, discussion, relying instructions,
communication games, problem solving, talking about yourself, simulation
3 Departemen Pendidikan Nasional, 2006, Kurikulum Tingkat Satuan Pendidikan (School
Based Curriculum) 2006: Standar Isi SD, SMP dan SMA. Jakarta. (Translated by the Writer)
4
and role play.4 The teacher can choose one of those activities suitable to the
material of speaking.
The teachers should apply the appropriate teaching technique in order
to solve the problem of the students in learning speaking skill, so the writer
offers the teacher to use communication games in teaching speaking skill.
The teacher can play an English game in class. No doubt, all students like to
play games. In addition, an English game is a good way for students to
participate. It can reduce students’ boredom and made students’ interested in
teaching learning activities. It can also make learning process more enjoyable.
McCallum said that games automatically stimulate students’ interest; a
properly introduced game can be one of the highest motivating techniques.5
Based on the explanation above the writer is interested in improving
students’ speaking ability and in this research she will try to apply
communication games as a strategy in teaching Speaking. In this case, the
writer will do an action research entitled:
“Improving Students’ Speaking Ability through Communication
Games (A Classroom Action Research in the Seventh Grade of Junior High
School of SMP YMJ (Yayasan Miftahul Jannah) in 2010/2011 Academic
Year)”.
B. The Problem of the Study
Problem of this research is stated in the following research question:
1. Can Communication Games improve students’ speaking ability?
2. How does communication Game improve students’ speaking ability?
C. The Objective of the Study
4 Jeremy Harmer, The Practice of English Language Teaching; New Edition, (New York:
Longman, 1991), p. 122. 5 George P. McCallum, 101 Word Games. (New York: Oxford University, 1980), p.ix.
5
1. To know whether the communication games can improve students’
speaking ability
2. To know how communication game improves students’ speaking ability
D. The Significance of the Study
From the research which the writer performs is expected that it can be
useful in terms of:
1. The Students
a. To assist students in upgrading their ability to communicate in English.
b. To motivate students in order get interesting learning.
c. To improve students’ speaking ability, as consequence of their
enjoyable learning.
2. The Teacher
a. To give the alternative solution in teaching speaking skill.
3. The Writer
a. To fulfil one of the requirements of having strata degree from the State
Islamic University Syarif Hidayatullah Jakarta of English Education
Department.
E. The Scope of the Study
This research is focused on finding out the students’ improvement in
learning English especially in speaking skill by using communication game.
F. The Definitions of Key Terms
The purpose of the clarification of key terms is to avoid
misunderstanding. The terms to clarify in this study are:
1. Communication Games
Communication games is used to make teaching learning process better,
attractive, communicative, cooperative, competitive, and more enjoyable
especially in improving students speaking skill. In this activity, there is
something to be communicated to others or to be found out from others.
6
2. Speaking skill
Speaking is one of the skills in English language that has to be mastered
by students in an English classroom to achieve the language goal of
speaking subject. It has to be elaborated for learners in order to can make a
good communication and relationship with others.
3. The Classroom Action Research
This research method of Classroom Action Research is carried out in a
classroom to solve the speaking problem and improve the quality of
teaching learning activities in the classroom.
7
CHAPTER II
THEORETICAL FRAMEWORK
This chapter explains the review of related literature. It elaborates
the understanding of speaking, the element of speaking, function of speaking,
the kinds of speaking activities, the understanding of games, the types of
language games, the significance of games, and describes the teaching
learning speaking by using communication games.
A. Speaking
1. The Understanding of Speaking
Speaking has an important part in human life. People use their
speaking ability to communicate with others through share, express ideas,
reveal feelings, exchange of ideas and opinion, and discuss something in
order to attain several aims. It was a necessity for someone as a human
being in this world. As Philips M. Burden stated “… Speaking is an
activity which is done by a person to communicate with others in order to
express ideas, feelings as well as opinion to achieve a particular goal. 1
McDonough and Shaw said, “Speaking is a skill used by someone to produce utterance when genuinely communicates may involve expressing ideas and opinions, expressing a wish or desire to do
1 Philips M Brudden, Effective English Teaching, 2nd Edition, (New York: The Bob’s
Merril Company, 1995), p. 85.
8
something, negotiating and/or solving a particular problem: or establishing and maintaining social relationship and friendship”.2
Another expert said that speaking is intentional activity; it serves a
purpose the speaker wants to realize.3 So speaking is someone’s skill
which is produced intently to make an utterance for expressing ideas,
expectation, emotions, and pretension to do something. It also can use to
solve many problems, exchange different perspective, discuss and
negotiate something in order can deliver their aims in private or social
relationship.
In addition, Nunan defined speaking as “the ability to carry out a
conversation in the language.4 A good conversation will occur if people
have ability in using good language or good speaking, thus people can add
to their understanding towards each other, they encouraged to express their
ideas or opinions by their own language. Furthermore, they can respond to
each other in some relationship. “Speaking does not only make sound by
the speech organs but ideas and emotions. Speaking is the active use of
language to express meaning so that other people can make sense of them,
therefore, the label of productive use of language can be applied to
speaking”.5
Moreover, Woods said that “Speaking effectively depends very much on the speaker’s ability to interact with interlocutor. Successful speaking cannot therefore take place without effective listening skill. Speaker must pay attention to their listener, and
2 Jo McDonough & Christopher Shaw, Material & Method in ELT: A Teacher’s Guide,
(Massachusetts: Blackwell Publishers, 1993), p. 151. 3 Williem J. M. Levelt, Speaking from Intention to Articulation, (Cambridge: A Bradford
Book, 1989),p. 20. 4 David Nunan, Language Teaching Methodology. A textbook for Teacher, (Edinburgh:
Longman Pearson Education, 1998), p. 39. 5 Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge
University Press, 2001), p. 40.
9
adapt their own responses and questions according to the need of the listener”.6 Communication is a collaborative achievement in which the
speakers negotiate meaning in order to achieve the goal. Therefore, the
speaker’s communicative success will be partly determined by the skills of
the other person.7 In a typical interaction, two or more people talk to each
other about things that they are mutually interesting and relevant in the
situation. The aim can be to pass the time, amuse each other, share
opinions or getting something done, or they can aim to do several of these
and other things together.8
Communication will occur between two or more people. They use
it for achieving their particular purpose or intention. “When two people are
engaged in talking to each other we can be fairly sure that they are doing
so for good reasons”.9 The reasons are in these following explanations:
a. They want to say something.
The speakers make definite decisions to address other people.
b. They have some communicative Purpose
The speakers want something to happen as a result of what they say.
They may want to charm their listener. In this case, they are interested
in achieving this communicative purpose, what is the important is the
message they wish to convey and the effect they want it to have.
c. They select from their language store.
Speakers have an infinite capacity to create new sentences. In order to
achieve the communicative purpose they will select (from the store of
6 Caroline Woods, Teaching and Assessing Skills in Foreign Language, (Cambridge:
Cambridge University Press, 2005), p. 41. 7 David Nunan, Second Language Teaching and Learning, (Boston: Heinle&Heinle
Publisher, 1999), p. 236. 8 Sari Louma, Assessing Speaking, (Cambridge: Cambridge University Press, 2003), p. 20 9 Jeremy Harmer, The Practice of English Language Teaching New Edition, (New York:
Longman, 1991), p. 47.
10
language process) the language they think is appropriate for this
purpose.
The writer concludes Speaking as a skill of language. The
Language has transactional and interactional function, so it is used not
only as a means of communication but also as a means of relating and
building up relationship with other people. Therefore, the writer
considered speaking as the way of communicating particular issues to
other people. It is understood that by speaking people are able to express
their feelings, ideas, emotions, thoughts, opinions, and bring into accord of
different perspectives, deliver some purpose to the interlocutor, and also
shares information to others.
Speaking is the skill that the students will be judged upon most in
real-life situations. It is an important part of everyday interaction and most
often the first impression of a person is based on their ability to speak
fluently and comprehensibly. So, the teacher has a responsibility to
prepare the students as much as possible to be able to speak in English in
the real world outside the classroom and the testing room.
2. The Elements of Speaking
It is very important for people who learn the language to master the
elements of speaking because they can acquire the ability to communicate.
According to Harmer, there are two elements of speaking, the first is
Language Feature among the elements necessary for spoken are as the
following:
a. Connected speech is the modifying in sounds production or utterances such as assimilation, omission, addition, weakened (through contraction and stress patterning)
b. Expressive devices are the alteration of the speed, volume, and stress of utterances to show the feeling. The use of this device contributes the ability to convey meaning.
c. Lexis and grammar related to the ability to use a number of common lexical phrases, especially in the performance of certain language functions.
11
d. Negotiation language is the ability to get benefits from the negotiator language we use to seek clarification and to show the structure of what we are saying.10
On the other hand, mental or social processing is also including the
element of speaking. Here are some explanations from Harmer:
a. Language processing: the ability to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended.
b. Interacting with others. This means that speaking also involves a good deal of listening, and understanding of how the other participants are feeling.
c. Information processing: the ability to process the information the moment we get it. 11
3. The Function of Speaking
Numerous attempts have been made to classify the function of
speaking in human interaction. Based on Brown and Yule (1983) as
quoted by Richards, the functions of speaking are classified into three
kinds; talk as interaction, talk as transaction, and talk as performance.
Each of these activities is quite distinct in term of form and function and
requires different teaching approaches.12 Below are some explanations:
a. Talk as Interaction
Talk as interaction refers to what we normally mean by
conversation and describes interaction that serves a primarily social
function when people meet, they exchange greetings, engage in small
talk, recount, recent experiences, and so on because they wish to be
friendly and to establish a comfortable zone of interaction with others.
10 Jeremy Harmer, The Practice of English Language Teaching. (London: Pearson
Education Limited, 2001), p. 269. 11 Jeremy Harmer……, p. 270.
12 Jack C. Richard, Teaching Listening and Speaking From Theory to Practice,
(Cambridge University, 2008) p. 21
12
The focus is more on the speaker and how they wish to present
themselves to each other than on the message.
Talk as interaction has several main features as follows:
1) Has a primarily social function 2) Reflects role relationship 3) Reflects speaker identity 4) May be formal or casual 5) Uses conversational conventions 6) Reflect degrees of politeness 7) Employs many generic words 8) Uses conversational register 9) Is jointly constructed
Some of the skills involved in using teaching as interaction are the
following things:
1) Opening and closing conversation 2) Choosing topic 3) Making small talk 4) Joking 5) Recounting personal incidents and experiences’ 6) Turn talking 7) Using adjacency pairs 8) Interrupting 9) Reacting to others 10) Using an appropriate style of speaking13
Mastering the art of talk as interaction is difficult and may not
be a priority for all learners. However, students who do need such
skills and find them lacking report that they sometimes feel awkward
and at a loss for words when they find themselves in situations that
require talk for interactions.
b. Talk as Transaction
Talk as transaction refers to situations where the focus is on
what is said or done. The message and making oneself understood
13 Jack C. Richard, Teaching Listening and Speaking From Theory to Practice,
(Cambridge University, 2008) p. 23
13
dearly and accurately is the central focus, rather than the participants
and how they interact socially with each other.
The main features of talk as transaction are:
1) It has a primarily information focus 2) The main focus is on the message and not the participants. 3) Participants employ communications strategies to make themselves
understood. 4) There may be frequent questions, repetitions, and comprehension
checks, as in the example from the preceding classroom lesson 5) There may be negotiation and digression. 6) Linguistic accuracy is not always important.
Some of skills involved in using talk as transaction are:
1) Explaining a need or interaction 2) Describing something 3) Asking questions\ 4) Asking for clarification 5) Confirming information 6) Justifying an opinion 7) Making suggestions 8) Clarifying understanding 9) Making comparison 10) Agreeing and disagreeing14
c. Talk as Performance
This refers to public Talk, that is, talk that transmits
information before audience, such as classroom presentation, public
announcement, and speeches.
The main features of talk as performance are:
1) A focus on both message and audience 2) Predictable organization and sequencing 3) Importance of both form and accuracy 4) Language is more like written language 5) Often monologic.
Some of the skills involved in using talk as performance are:
1) Using an appropriate format 2) Presenting information in an appropriate sequence
14 Jack C. Richard, Teaching Listening and Speaking From Theory to Practice,
(Cambridge University, 2008) p. 25.
14
3) Using correct pronunciation and grammar 4) Creating an effect on the audience 5) Using appropriate vocabulary 6) Using an appropriate opening and closing.15
4. The Purposes of Teaching Speaking
Teaching is a profession. Thus, teachers should pursue professional
development to sharpen their teaching skills and maintain the quality of
profession. Teaching speaking is a very important part of first foreign
language learning. McDonough said that “with the recent growth of
English as an international language of communication, there is clearly a
need for many learners to speak and interact in multiplicity of situation
through the language, be it for foreign travel, business or other
professional reason.16
However, today's world requires that the goal of teaching speaking
should improve students' communicative skills, because, only in that way,
students can express themselves and learn how to follow the social and
cultural rules appropriate in each communicative circumstance.17 “To
teach speaking is necessary to understand the process involved in speech.
Through speech one can express emotion, communicates intentions, react,
to other persons and situations influence other human being.”18
Based on Bullock Report in Jon Davinson and Jane Dowson it is
stated “The teacher’s role should be one of planned intervention, and his
15 Jack C. Richard, Teaching Listening and Speaking From Theory to Practice,
(Cambridge University, 2008) p. 28. 16 Jo McDonough and Christoper Shaw, Material and Method in ELT, (UK: Backwell and
Cambridge, 1993), p. 151. 17 Hayriye Kayi , Teaching Speaking: Activities to Promote Speaking in a Second
Language.( Nevada: University of Nevada, Internet TESL Journal, Vol. XII, No. 11, November 2006), p. 1. From: http://iteslj.org/ http://iteslj.org/Articles/Kayi-Teaching Speaking.html. (retrieved on august, 9, 2010)
18 Wilga M. Rivers, Teaching Foreign Language Skills, 2nd edition, (Chicago: the
university of Chicago press, 1981), p. 90.
15
purpose and the means of fulfilling them must be clear in his mind.
Important among these purposes should be intention to increase the
complexity of the child’s thinking, so that he does not rest on the mere
expression of opinion but uses language in an exploratory way”.19
Moreover, Taylor said “the goal or the aim of speaking component
in a language class should be to encourage the acquisition of
communication skills and to foster real communication in and out of the
classroom”.20 While another expert said, “The aim of communicative
activities in class is to get learners to use the language they are learning to
interact in realistic and meaningful ways, usually involving exchange of
information and opinion.21
A teacher in a speaking class can contribute more than just
teaching the students to speak in the target language. Having a good
interpersonal relationship in the classroom eased the students’ learning
also contributes to the teacher’s well-being and performance in the class.
Thus, it is very important for the teacher to convey warmth and empathy
toward the students, creating a cooperative and supportive learning
environment and providing educative learning experience that the students
have the opportunity to develop as whole human beings.
So the writer concluded that the purpose of teaching speaking skills
is communicative efficiency. Learners should be able to make themselves
understood, using their current proficiency to the fullest. They can make a
good communication by using spoken words to exchange feelings, ideas,
opinion, and share information with the interlocutor, so they can
understand and know something about the people who speak the language.
19 Jon Davinson and Jane Dowson, Learning to Teach English in the Secondary School
2nd Edition, (New York: Routledgefalmer, 2003), p. 98. 20 Marrianne Celce Murcia (ed). Teaching English as a Second Language, (Boston
Massachussetts: Heinle Publishers, 1991), Vol.2. p. 126 21 Jim Scrivener, Learning Teaching; A Guide Book for English Language Teachers, 2nd
Ed,. (Macmillan, 2005), p. 152
16
Hence, it is essential that language teachers pay great attention to teaching
speaking. Rather than leading students to pure memorization, providing a
rich environment where meaningful communication takes place is desired.
Teacher also must create the best situation for real communication in the
classroom.
5. Kinds of Speaking Activities
It is important to give the students a variety of speaking activities
so that they will be able to cope with different situations in reality. Variety
also helps keep motivation high. The next reason for designing a variety of
activities is that the students have different learning styles, so some kinds
of activities may suit some students, while other activities may suit other
students.
The following activities are all designed to provoke spoken
communication between students and/or between the teacher and the
students. We will divide the activities into seven categories: Reaching a
consensus, discussion, relying instructions, communication games,
problem solving, talking about yourself, simulation and role play.22
Here are the explanations of numerous techniques concerned with
speaking activities:
a. Reaching a consensus
In consensus activities students have to agree with each other after a
certain amount of discussion. The task is not complete until they do.
These activities have been successful in promoting free and
spontaneous language use.
b. Discussion
Discussion is one of the most usual speaking activities. Pictures are an
ideal stimulus for initiating discussion. Especially cultural differences
are most likely to provoke discussion. It can help the students to arrive
22 Jeremy Harmer, The Practice of English Language Teaching; New Edition, (New York: Longman, 1991) , p. 122-125.
17
at any conclusion, share any ideas and look for some solutions at final.
Besides, they can get involved in an “agree or disagree” discussion.
c. Relying instruction
In this type of activity students have to give each other instruction. The
success of the activity depend on whether the students to whom
instruction are being given perform the tasks successfully.
d. Communication games
These games are designed to provoke communication between
frequently depend on an information gap, so that one student has to
talk to his partner in order to solve the puzzle, draw a picture, put
things in the right order, or find similarities and differences between
pictures.
e. Problem solving
Problem solving activities encourage students to talk together to find a
solution to a set of problems or tasks.
These activities demand the student to communicate with each other to
find out the best solution of the problem in order to can solve the
problem and can complete the task.
f. Talking about yourself
This activity uses the students’ lives and feelings for any number of
interpersonal exchanges.
g. Simulation and Role Play
Simulations and role-play involve a lot of conversations and
discussions. Thus it may not be very suitable for a large class. The
teacher has to spend a lot of time on interactions of students and he is
not able to predict the process in the class. In this activity, students
simulate a real life encounter, as if they were doing so in the real
world.
When students felt speaking learning is too difficult, they start to lose
their interest and motivation. Teachers know that learners like being
18
physically active as they learn by doing. Moreover, they are imaginative and
creative and they learn without being aware of it. They also have to able in
mastering speaking skill for their communication and relation to each other.
Thus, the teacher decided that communication games are one of the
appropriate techniques which help students to reduce boredom, meanwhile
achieving teaching learning goal of speaking subject.
B. Communication Games
1. The Understanding of Games
Games have become crucially important for English language
learners and teachers not only because they provide enjoyment and
relaxation, but also as they encourage students to use their language in a
creative and communicative manner.
Wright, Betteridge and Buckby stated “…. ‘game’ to mean an
activity in which the learners play and usually interact with others”. They
also said that “Games help and encourage many learners to sustain their
interest and work”. Next, their opinion is “Games also help the teacher to
create contexts in which the language is useful and meaningful. The
learners want to take part and in order to do so must understand what
others are saying or have written, and they must speak or write in order to
express their own point of view or give information”.23
Based on Elizabeth Rowell in her Journal of reading, Games for
Language Learning are an excellent aid to the teacher who wants to make
language learning more meaningful and more fun.24 Likewise, Hadfield
defined games as “an activity with rules, a goal and an element of fun”. 25
A similar opinion expressed by LEE, “games are enjoyable. Enjoyable
23 Andrew Wright, et.al. Games for Language Learning, Third Edition, (New York:
Cambridge University Press, 2006) p. 1-2 25 Jill Hadfield, Intermediate Communication Games, (Edinburg: longman, 1996), p. v
19
also is the active cooperation with one’s fellows. In group or team activity,
rivalry and cooperation go hand in hand”.26
In addition, T S. Rodgers in Connie L. Shoemaker states that
games have four basic characteristics:
a. Competitive b. Governed by rules c. Goal-defined, engaging in that they challenge the participants. d. They have closure on a predetermined point at which they are
finished.27
Considering that there are several experts opinion above, the writer
concludes that games involve many factors such as employing rules,
fostering cooperation while making learning fun. One can simply say that
games are enjoyable. However, in addition to being enjoyable, games refer
to rules to be followed pointing at a serious instructional planning and
delivery process. It also allows students to work cooperatively, compare
with each other, strategize, think in a different way, compare and share
knowledge, learn from others, learn from mistakes, work in a less stressful
and more productive environment, and allow people to have fun.
Therefore, it is important that teachers should not see games as time fillers
or tools designed for fun only, but integrate them into their foreign
language teaching programmers.
Competition, which is associated with games, plays a crucial role
as for the nature of games requires. Learners are excited by competition
because the question of who will win or lose remains unanswered until the
game is over.
26 W R LEE, Language Teaching Games and Contests, 2nd Ed, (Oxford University Press,
1980), p. 1. 27 Connie L. Shoemaker, and F. Folyd Shoemaker, Interactive Techniques For the ESL
Classroom, (Boston: Heinie and Heinie Publisher, 1997), p. 73
20
2. The Significances of Games
Games provide language teachers and learners with many
advantages when they are used in classroom. One of those advantages is
that learners are motivated to learn the language when they are playing a
game. As Ersoz holds that Games are highly motivating because they are
amusing and interesting. They can be used to give practice in all language
skills and be used to practice many types of communication.28 Lee also
said “They banish boredom and so make for willing learners.”29
Based on journal of Agnieszka Uberman, Hansen (1994:118)
stated that “they are highly motivating and entertaining, and they can give
shy students more opportunity to express their opinions and feelings”.
While Zdybiewska (1994:6) “Games to be a good way of practicing
language, for they provide a model of what learners will use the language
for in real life in the future”.30
Further support comes from Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga, Games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Then, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities.31
Basen on Lee Su Kim, there are many advantages of using games
in the classroom:
28 Aydan Ersoz, Six Games for the EFL/ESL Classroom; The Internet TESL Journal, Vol.
VI, No. 6, June 2000. http://www.aitech.ac.jp/~iteslj/Lessons/Ersoz-Games.html. (Retrieved on January, 12 2011)
29 W R LEE, Language Teaching Games and Contests, 2nd Ed, (Oxford University Press,
1980), p. 1. 30Agnieszka Uberman, The Use of Games For Vocabulary Presentation and Revision,
Forum, Vol. 36 No 1, January - March 1998 Page 20. http://exchanges.state.gov/englishteaching/forum/archives/1998/docs/98-36-1-d.pdf (Retrieved, Janury, 12, 2011).
31 Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga, Learning Vocabulary Through
Games, Asian EFL Journal - December 2003. http://www.asian-efl-journal.com/dec_03_sub.Vn.php. (Retrieved on January, 12 2011)
21
a. Games are a welcome break from the usual routine of the language class.
b. They are motivating and challenging. c. Learning a language requires a great deal of effort. Games help
students to make and sustain the effort of learning. d. Games provide language practice in the various skills-
speaking, writing, listening and reading. e. They encourage students to interact and communicate. f. They create a meaningful context for language use.32
In addition, McCallum (1980) explains that there are many
advantages of games such as:
a. Focus students’ attention on specific structures, grammatical patterns, and vocabulary items.
b. Can function as reinforcement, review and enrichment. c. Involve equal participation from both slow and fast learners. d. Can be adjusted to suit the individual age and language levels of
the students. e. Contribute to an atmosphere of healthy competition, providing an
outlet for the creative use of natural language in a non-stressful situation.
f. Can be used in any language teaching situations and with all skill areas (reading, writing, speaking or listening).
g. Provide immediate feedback for the teacher. h. Ensure maximum student participation for a minimum or teacher
preparation.33
According to Martha Lengeling and Casey Malarcher as they wrote
in their journal, they divided the general benefit into four aspects:
a. Affective: 1) Lowers affective filter 2) Encourages creative and spontaneous use of language 3) Promotes communicative competence 4) Motivates 5) Fun.
b. Cognitive: 1) Reinforces 2) Review and extends
32 Lee Su Kim, Creative Games for the Language Class Forum. Vol. 33 No 1, January -
March 1995, Page 35. http://exchanges.state.gov/englishteaching/forum/archives/1995/docs/95-33-1-l.pdf. (Retrieved on January, 12 2011)
33 George P. McCallum, 101 Word Games: For Students of English as a Second or
Foreign Language, (Oxford University Press, 1980), p. ix
22
3) Focuses on grammar communicatively c. Class Dynamics:
1) Student centered 2) Teacher acts only as facilitator 3) Builds class cohesion 4) Fosters whole class participation 5) Promotes healthy competition.
d. Adaptability: 1) Easily adjusted for age, level, and interests 2) utilizes all four skills 3) requires minimum preparation after development34
So games making learning easier in an enjoyable way suggests that
games are full of fun which leads to successful learning. In many games,
learners are required to cooperate to achieve the goal and most learners
enjoy cooperation and social interaction. It is believed that when
cooperation and interaction are combined with fun, successful learning
becomes more possible.
3. Types of Communication Games
Classifying games into categories can be difficult, because
categories often overlap. Hadfield explains two ways of classifying
language games. She divides language games into two types: Linguistic
Games and Communicative Games.35 Linguistic games focus on accuracy,
such as supplying the correct antonym. On the other hand, communicative
games focus on successful exchange of information and ideas, such as two
people identifying the differences between their two pictures which are
similar to one another but not exactly alike. Correct language usage,
though still important, is secondary to achieving the communicative goal.
LEE added that communication games are not necessarily lengthy
or complex. There is something to be communicated to others or to be
34 M. Martha Lengeling and Casey Malarcher, Forum Vol. 35 No 4, October - December
1997 Page 42. http://exchanges.state.gov/englishteaching/forum/archives/1997/docs/97-35-4-h.pdf. (Retrieved on January, 12 2011).
35 Jill Hadfield, Intermediate Communication Games, (Edinburg: longman, 1996). p. v
23
found out from others, and the learners want to keep the game going
because they are interested in it. 36
Moreover, Hadfield classifies language games into many more
categories37:
a. Sorting, ordering, or arranging games.
For example, students have a set of cards with different products on
them, and they sort the cards into products found at a grocery store and
products found at a department store.
b. Information gap games
In such games, one or more people have information that other people
need to complete a task. For instance, one person might have a
drawing and their partner needs to create a similar drawing by listening
to the information given by the person with the drawing. Information
gap games can involve a one-way information gap, such as the
drawing game just described, or a two-way information gap, in which
each person has unique information, such as in a Spot-the-Difference
task, where each person has a slightly different picture, and the task is
to identify the differences.
c. Guessing games
These are a variation on information gap games. One of the best
known examples of a guessing game is 20 Questions, in which one
person thinks of a famous person, place, or thing. The other
participants can ask 20 Yes/No questions to find clues in order to guess
who or what the person is thinking of.
d. Search games
These games are yet another variant on two-way information gap
games, with everyone giving and seeking information. Find Someone
Who is a well known example. Students are given a grid. The task is to
36 W R LEE.. Language Teaching Games and Contests, 2nd Ed, (Oxford University Press,
1980), p. 2. 37 Jill Hadfield , Intermediate Communication Games, (Edinburg: longman, 1996), p. v-vi
24
fill in all the cells in the grid with the name of a classmate who fits that
cell, e.g., someone who is a vegetarian. Students circulate, asking and
answering questions to complete their own grid and help classmates
complete theirs.
e. Matching games.
This game involve matching corresponding pairs of cards or pictures
and may be played as a whole class activity, where everyone must
circulate until they find a partner with a corresponding card or picture.
f. Labeling games
These are a form of matching, in that participants match labels and
pictures.
g. Exchanging games
In these games, students barter cards, other objects, or ideas. Similar
are exchanging and collecting games. Many card games fall into this
category.
h. Board games
Scrabble is one of the most popular board games that specifically
highlight language.
i. Role play, simulation and drama games.
Role play can involve students playing roles that they do not play in
real life, such as dentist, while simulations can involve students
performing roles that they already play in real life or might be likely to
play, such as customer at a restaurant. Dramas are normally scripted
performances, whereas in role plays and simulations, students come up
with their own words, although preparation is often useful.
In addition, Harmer classify communication games into four
categories,38 those are:
a. Find the differences or similarities
38 Jeremy Harmer, The Practice of English Language Teaching; New Edition, (New
York: Longman, 1991) , p. 126-129
25
Students are put into pairs. In each pair Students A is given a picture
which is similar, but the different in some vital respect. They are told
that they must not look at each other’s material but that they must find
out a certain number of differences between the two pictures through
discussion only.
b. Describe and arrange
Students are told they are going to work in pairs. In each pair Student
A is given the following pictures and told not to show them to Student
B. on the other hand, student B is given the same pictures but cut up so
they are not in any order. Consequently, Student B must arrange the
pictures in the same order as students A’s.
c. Story reconstruction
Students are given different parts of a picture story. They have to
reconstruct the whole narrative even though individually they have
seen only a small part of it. This is done because each member of
group has seen a different picture; by talking about their pictures
together the narrative emerges.
d. Poem reconstruction
The same principle of reconstruction can be applied to simple poems.
Students have to reassemble lines which they are given. The activity
mixes reading, listening and discussion.
C. Teaching Speaking Through Communication Games
With the introduction of communicative language teaching, English
language teaching and learning has become much more demanding for
teachers and learners just like any other innovation poses challenges for its
users. In teaching learning speaking process, the teacher should have a variety
and fit techniques to convey the materials of the speaking subject in order to
create the communicative activities. In this case, the writer use communication
games to teach speaking. Those are very useful for the students to encourage
their motivation to speak English, make them enjoy and fun in teaching
26
learning activities. It also can reduce the boredom and make the classroom
come alive. As Harmer said that “Games are a vital part of a teacher’s
equipment, not only for the language practice they provide, but also for the
therapeutic effect they have.”39
The use of games in learning environment will not only change the
dynamic of the class, but it will also rejuvenate students and help the brain to
learn more effectively. The more exciting and interactive a teacher can make
the learning environment, the more a teacher tries to introduce games and
activities. The more a teacher changes shapes and manipulates both the
language and the environment, the better the circumstances.
In associating communication game in speaking activities, the first the
teacher must do is preparing the material then determining game that suitable
with the topic including the goal, linguistic function, vocabulary selection, and
group work to engage student communicative, competitive and cooperative.
39 Jeremy Harmer, The Practice of English Language Teaching; New Edition, (New
York: Longman, 1991), p. 101.
27
CHAPTER III
RESEARCH METHODOLOGY
This chapter elaborates the method of the research that describes
research design, research setting and subject, and research procedure. In
addition, the research procedures cover the preliminary study, planning the
action, implementing the action, observing the action and reflecting on the
result of the action, including data, data resources, instrument and technique of
data collection.
A. Research Design
This research employed a Classroom Action Research. This research
was done by the teacher or practitioner in the classroom. It was aimed to
reveal students’ difficulties in enhancing their speaking skill and to give the
solutions to problems occurring by applying some games to solve students’
problem in speaking.
According to Geoffrey E. Mills, Action Research is any systematic
inquiry conducted by teacher researcher, principals, school counselor, or other
stakeholders in the teaching/ learning environment to gather information about
how their particular school operate, how they teach, and how well their
students learn.1
1 Geoffrey E.Mills, Action Research, A Guide for the Teacher Researcher. (New Jersey:
Merril Prentice Hall, 2003), p. 5.
28
Classroom Action Research tends to be directly to achieving result in
the classroom setting. The researcher change one thing and observes the effect
of the change. CAR is combination between action and research. Action is
conscious activity to certain aim in order to solve the problem or improve the
teaching learning process. Research is an observing activity through scientific
method by collecting and analyzing the important data to solve the problem.
So, the CAR is an appropriate method to cover the research. The research is
based on the real classroom problem.
Actually, there are two types of Action Research; individual action
research and collaborative action research.2 In this study, the writer was using
collaborative action research that collaborated with one of the English teachers
of SMP YMJ. The teacher acted as an observer while the researcher acted as
practitioner who taught by using determining the technique. The teacher is as
an active participant who is not only functioning as an observer but also taking
actions by making lesson plan and giving assessment. Then collected and
analyzed the data together with the researcher.
During the learning activities, the researcher and the teacher guided the
students to speak. The researcher wanted to see the students’ speaking
improvement during teaching learning activity. That was why the researcher
used the communication games to solve that problem.
The CAR used in this research is Kart Lewin’s design. He is generally
considered the ‘father of action research’. He was the first to coin the term
“action research”.
His CAR design consists of four phases within one cycle. They are
planning, acting, observing, and reflecting. If the first finished but s till found
any problem or there was no improvement, thus, it is necessary to continue to
the second cycle with the same concept of the first cycle. Then so on.
2 Wijaya Kusumah, Mengenal Penelitian Tindak Kelas. (Jakarta: PT Indeks, 2009), p. 9.
29
Figure 3.1
Kurt Lewin’s Action Research Design3
3 Michael J. Wallace, Action Research for Language Teachers…, p.14
ACTING
PLANNING OBSERVING CYCLE I
ACTING
PLANNING OBSERVING CYCLE II
REFLECTING
REFLECTING
30
B. Research Setting and Subject
Setting in this research includes research place, time, subject and
object of research, and the role of the study.
1. The subject of the study
The subject of the study is the students in the seventh grade of YMJ
(Yayasan Miftahul Jannah) Junior High School, Ciputat - South Jakarta,
and academic year 2010/2011. The numbers of students consist of 45
people. It is chosen because of the observation, unstructured interview and
questionnaire result with the English teacher and the students at that class.
2. The object of the study
The object of the study is communication games technique to improve
students’ speaking ability.
3. The time and places of the study
The research was done for almost four months starting from March up to
May 2011. The time is decided based on the school academic calendar
because classroom action research needs some cycles to do in order the
teaching-learning process will be effective in the class and gain the action
success.
4. The writer’s role on the study
In this role, the writer is not only as the practitioner of action based upon
the lesson plan that has been made but also she makes a lesson plan and
the assessment or test before CAR (pre-test) and after CAR (post-test) in
the final cycle. Furthermore, the writer also collects and analyzes the data
then reporting the result of the study.
C. Research Procedure
In this procedure of the research, the writer has done a number of steps
from the CAR Design. That is a preliminary study or reconnaissance which is
used as a basic consideration in planning the action to be applied. It is
followed by planning the action, implementing the action, observing,
analyzing, and reflecting. As Mills said “reconnaissance or preliminary
31
information gathering is taking time to reflect on your own beliefs and to
understand the nature and context of your general idea.4 So the preliminary
study is useful to analyze if there is any unsatisfactory condition or what the
real condition of the students and teacher problems at the school is.
Furthermore, the researcher can analyze and identify the problems faced by
the students in learning speaking that needed to be solved.
In conducting the preliminary study, the writer carries out several
activities to find out the real condition of teaching speaking in the classroom,
such as; observing the process of teaching learning speaking activities,
interviewing the English teachers, giving questionnaire to the students
regarding of learning speaking English, and assigning the students to
rehearsing some expression of speaking skill (pre-test) in order to know their
ability in communicating by using English during learning activities with their
real teacher.
After carrying out the preliminary study, the writer goes on to the next
phase. That is beginning the first cycle of action which is done involving
planning, acting, observing and reflecting. It is carried out in repeated cycle.
1. Planning the Action
After finding the real condition of speaking problem from the
preliminary study, the writer and the teacher planned the intervention that
would be given to the students in the classroom. This session is very
important part in the classroom action research because it formulates the
suitable action and activities in the research process.
In order to solve the speaking problem, the writer is planning and
preparing several preparations for doing action as follows: (a) determining
the teaching technique, (b) designing the lesson plan, (c) setting the criteria
of success, and (d) preparing the instrument. To make it clear the writer
explains the activities in planning the action as following:
4 Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher. (2nd ed), (New
Jersey: Merril Prentice Hall, 2003), p. 26.
32
a. Determining the Technique
The researcher thought that the suitable technique to be applied in this
action research is Communication Games. It becomes the focus of this
study to be prepared, to be analyzed, to be reflected, and to be used
again until it proves effective to solve the problems of students in
learning speaking.
b. Designing the Lesson Plan
The writer makes the lesson plan based on the school based curriculum
or KTSP related to the seventh grade for the second semester. It was
developed on the basis of English syllabus which includes the
following items: (1) the instructional objectives, (2) instructional
material and media, (3) the procedures in teaching-learning activities,
and (4) assessment.
c. Setting the Criteria of Success
Criteria of success were set up to determine whether the action in the
research was successfully completed or not. The criteria of success for
Classroom Action Research are derived from the classroom problems
to be solved and the classroom goals to be achieved. Students’
academic achievement is one criteria of success. The minimum
mastery of criterion (KKM) considering English subject gains score
65. So this study is regarded successful if (1) 70% of students attain
the score equal or greater than 65 as the minimum mastery criterion for
English subject (2) if 75% students participate in teaching-learning
activities actively. If the study meets those criteria, thus the study is
called successful, but if it has not met those criteria, it is called not
successful yet and need improvement to meet the targets. The
successful action is proven by the test, observation, interview, and
questionnaire.
33
d. Preparing the Instruments
To gain the data, the researcher provided the research instrument, with
such observation notes, questionnaire, and test. They were used to
know the students achievement in the classroom.
2. Implementing in Action
In this second step, both the researcher and the teacher collaborate
to carry out the planned action. The researcher as a practitioner, she
implemented the instructional activity the communication games in
teaching speaking in the class based on the planning that has been
prepared before, while the collaborator acted as an observer who observed
the students’ activities and participation during the teaching and learning
process of speaking through communication games activities by making
observational note which would be analyzed as a reflection for the next
cycle.
This action involved three meetings in each cycle, two meetings for
implementing the action and one meeting for posttest. The time table of
the implementation of the action can be seen in the following table:
Table 3.1
The Schedule of implementing the Communication Games in
Teaching Speaking
Activity Meeting Date Theme/Sub Theme Communication
Games
Cycle I 1 March 31st , 2011 Opinion poll Matching Game
2 April 1st , 2011 Famous things Guessing Game
Cycle II 1 April 8th , 2011 Sports and Hobbies Matching Game
2 April 14th , 2011 Routine and Leisure Activities
Mil Drill Game
34
3. Observing the Action
Observing is the process of collecting data indicating the success of
the strategy in solving the classroom problems. The focus of the
observation is on the data related to the criteria of success that have been
decided. It was used to explore the implementation of communication
games to improve speaking ability. In this phase, the observer uses
observation notes for gathering the result of observation dealing with the
teacher performance, the students’ participation, the result of evaluation,
the real situation and condition in classroom when implementation of the
action. At this observing stage, which aims to collect data, the researcher
and the collaborator have to define the type of data to be collected, the data
sources, the instrument to collect the data, and the technique of data
collecting.
4. Reflecting
In this phase, the researcher and the teacher analyze data to
determine how far the data collected have shown the success of the
strategy in solving the problem. If there still be found some problems it
need to goes on the next cycle with same. Then, they revised the lesson
plan to find out some weakness in the instructional activities that have
been done. This reflection is aimed to improve the instructional activities
in the class and as a basis to formulate the lesson plan in the next cycle.
Reflection is the process which is done by both teachers also the
writer. They are analyzing Reflection also shows what factors support the
success of the strategy or what other problems may occur during the
implementation process. The discussion on data analysis is done under the
reflection stage. The analysis of the result of observation is done by
comparing the data collected with the target or the criteria of success.
The reflection stage is aimed at evaluating which criterion or target
of success has been achieved, which one has not been achieved, and what
are the possible reasons that those targets are not achieved yet. The result
35
of the reflection is used to determine what part of the strategy needs
improvement. The strategy is examined to find out how maximum
improvement can possibly be made so that when implemented again all
the targets of success can be achieved. The revised strategy (planning) is
then implemented again, the result is observed, and then reflected in the
second cycle. The cycle is repeated until the implementation of the
strategy can achieve all the targeted criteria of success. Below is the brief
explanation of what the writer does within these four phases in two cycles.
To solve the new problem, the researcher moves on to the next
cycle until she gains success. We can see the cycles at the following figure
below:
Figure 3.2
Problem solving cycles activities of CAR (modified by the writer)5
5 Supardi, Penelitian Tindak Kelas, (Jakarta: Bumi Aksara, 2009), p. 177
Planning
Revised Planning
Reflecting
Observing
Re-acting Acting
Re-Reflecting
Re-observing
36
Below is the brief explanation of what the writer does within
implementing the Classroom Action Research:
Figure 3.3
Research Procedures of CAR
D. Data and Data Sources
E.
PLANNING - Designing lesson plan - Preparing the model of communication games
- Preparing the materials and media
- Setting the criteria of success.
ACTING - Give expressions and vocabularies needed - Explain the instruction for practicing - Practice (sharing information with restricted
cooperation) - Students Performing game in speaking class
OBSERVING - Observe the class
condition - Observe the teacher
perform - Observe students’
participation.
REFLECTING - Evaluate teaching and learning
process - Analyze students’ achievement - Revise the action planning for
the next cycle
RE-ACTING - Explain the instruction for practicing of group working - Group work ( sharing and processing information) - Discuss and evaluate a group decision to the whole class
REVISED PLANNING - Identify the problem in cycle 1 - Revise the lesson plan - Reselect the topic and teaching
aid which will motivate students
- Strengthen students’ motivation to speak English
- Develop the activities toward spontaneous speak.
RE- REFLECTING
- Analyze students’ progress in speaking English based on their score in the test.
- Make a report of research.
RE-OBSERVING - Observe students’
participation. - Observe students’
achievement. - Observe students’
achievement in group work.
PRELIMINARY STUDY
- Observing the class - Interviewing the English teacher
- Giving questionnaire to the student
- Carry out Pretest
ANALISYS AND FINDINGS Analysis : Analyzing the result of preliminary study Finding : Result of students’ problem in speaking skill
- The students have difficulty to express their ideas in using English - The students lack of practicing English speaking. - The students felt doubtful to pronounce the word and sentence - The students lack of vocabulary - The students were passive in teaching learning speaking process - The teacher seldom created some instructional media - The students have low motivation to speak.
37
Data and source of data in classroom action research consist of some
resources:
1. Students
The writer gets the data about students’ achievement. Besides that the
researcher has to record all students’ activities in teaching learning
speaking process.
2. Teacher
The teacher here is the writer. She has to see the improvement of teaching
speaking through communication games technique and the result of
students’ achievement and also students’ activity in teaching learning
process.
3. Collaborator
Collaborator in this research is the real English teacher of SMP Yayasan
Miftahul Jannah (YMJ), he is Mr. Misbahuddin, S.Pd. He acts as an
assessor or observer, to see the implementation of classroom action
research comprehensively, both from teacher and students’ side.
F. Instruments and technique of data collection
Before conducting the research, the researcher prepared some
instruments. The instruments in this study were observation notes, interview,
questionnaire, and test (pre-test and post-test).
1. Observation notes
Observation was conducted before and during the implementation.
Observation before the implementation was carried out to reveal the real
condition of teaching learning speaking process and the problems that face
by the students in their speaking skill. Moreover, the observation during
implementation was carried out to reveal students’ speaking development
by using communication games.
In conducting the classroom action research, the writer use
observational note for record all activities that happen in teaching learning
process. It was used to find the instructional activities in the class during
38
the method were implemented. In addition, it is used to know the good
point from the student and the teacher view and things to consider for the
next meeting. The writer and observer record a description of classroom
atmosphere, the setting of the class, and the students’ activities and also
the teacher activities during the teaching and learning of speaking by using
communication games.
2. Interview
The interview was about problem in speaking lesson before and
after using communication games technique in speaking lesson. Interview
before implementing the CAR was aimed to know the students’ difficulties
in learning speaking, students’ condition involving in speaking activity
and the strategy or method that the teacher usually uses in teaching
speaking in the classroom. Furthermore, interview after implementing the
CAR was carried out to know the students’ speaking development after
they given the communication game method and to know the teacher’s and
students’ response toward the idea of communication game activities in
speaking lesson.
3. Questionnaire
In conducting this study, the writer use questionnaire to know the
students responds toward the process of teaching and learning speaking
and also about their motivations and problems in learning speaking before
and after implementing the communication games. This activity took all
students in the seventh grade of SMP YMJ as the respondents.
4. Test
Test was used to find out the students’ knowledge or ability in a
certain field. In this study test was used to measure the improvement of
students’ speaking ability. In order to get enough data, the researcher
conducted pre test and post test.
The pre test is directed to know students’ existing knowledge of
speaking ability before implementing communication games activities.
Meanwhile, the post-test is implemented after using communication games
39
activities. It was used to know students’ final speaking skill improvement
in the last of the cycle in implementing the method. In this research, the
writer conducted an oral test. The content of the test would require the
students for develop their speaking skill through four points in the oral
English rating scales, according to Harris namely: pronunciation,
grammar, vocabulary and fluency.
To measure this step of test the teacher categorizes the score into
criteria which referred to Harris as these following6:
Table 3.2
Analytic Scoring Rubric of Speaking Skill
Rated qualities Points Behavioral statements
Pronunciation
5 Has few traces of foreign accent. 4 Always intelligible, though one is conscious of a
definite accent 3 Pronunciation problems necessitate concentrated
listening and occasionally lead to misunderstanding. 2 Very hard to understand because of pronunciation
problems. Must frequently be asked to repeat. 1 Pronunciation problems so severe as to make speech
virtually unintelligible.
Grammar
5 Makes few (any) noticeable errors of grammar or word order.
4 Occasionally makes grammatical and or word order errors which do not, however, obscure meaning.
3 Makes frequent errors of grammar and word order which occasionally obscure meaning
2 Grammar and word order errors make comprehension d must often rephrase sentences and or restricts himself to basic patterns.
1 Errors in grammar and word order so severe as to make speech virtually unintelligible.
Vocabulary 5 Use of vocabulary and idioms is virtually that of a
native speaker. 4 Sometimes use inappropriate terms and or must
rephrase ideas because of lexical inadequacies.
6 David P. Harris, Testing English as a Second Language, (Bombay: Tata McGraw-Hill
Publishing Company ltd., 1977), p. 84.
40
3 Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.
2 Misuse of words and very limited vocabulary make comprehension quite difficult
1 Vocabulary limitations so extreme as to make conversation virtually impossible.
Fluency
5 Speech as fluent and effortless as that of a native speaker
4 Speed of speech seems to be slightly affected by language problems
3 Speed and fluency are rather strongly affected by language problems.
2 Usually hesitant; often forced into silence by language problem.
1 Speech is so halting and fragmentary as to make conversation virtually impossible
Comprehension
5 Appears to understand everything without difficulty. 4 Understands nearly everything at normal speed,
although occasional repetition may be necessary. 3 Understands most of what is said at slower-than
normal speed with repetitions. 2 Has great difficulty following what is said. Can
comprehend only “social conversation” spoken slowly and with frequent repetitions.
1 Cannot be said to understand even simple conversational English.
Note: maximum sore = 25 (Cited from Harris, 1969: 18)
Score = the result of score x 100
Maximum score
G. Technique of Data Analysis
The process of data analysis was conducted from preparation activity
to the last cycle. The data will be gathered using from observation, interview,
questionnaire, and test. The data from observation and interview were analyze
by descriptive analysis, while the data from test and questionnaire were
analyzed by using numerical data, and then it is compared between students’
score in pre-test and post-test. Then it were interpreted to answer the research
question and to draw some conclusion of the research.
41
In analyzing numerical data, the writer finds out the average of
students’ speaking score of action within one cycle. It uses the formula:7
X : mean
Xi : individual score
n : number of students
Next, to know the class percentage which passes the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 70, the writer uses the
formula:8
P : the class percentage
F : total percentage score
N : number of students
The last, after mean of students’ scores of action is gained, the writer
analyzes whether there is or there are no improvement scores on speaking
from pre-test up to post-test score in cycle 1 and cycle 2. She uses the
formula:9
P : percentage of students’ improvement
7 Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67 8 Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p.43 9 David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual
Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores,(Iowa: Department of Physic and Astronomy, 2008), p.3
nxiX
P = %100NF
P = %1001 y
yy
42
y : pre-test result
y1 : post-test 1
P : percentage of students’ improvement
y : pre-test result
y2 : post-test 2
The formula used to analyze data from the percentage of questionnaire
result:
n : number of students who answered the option
N : number of all students in the class
P = %1002 y
yy
100% Nn
43
CHAPTER IV
RESEARCH FINDINGS
This chapter elaborates the result of the action research. They were
presented the data gathered from the activities of CAR. These activities
covered data from the observation, interview, questionnaire, observational
notes, tests, the implementation of teaching speaking through communication
games activities and improvement result of CAR.
A. Findings before implementing the CAR
A preliminary study was conducted to get data about the factual
conditions of the problems faced by the teacher and students in the teaching
learning process of speaking class. The preliminary study was conducted on
March 11st – March 24th, 2011 which was done by (a) observing the process of
teaching learning activity in the classroom, (b) interviewing the English
teachers in terms of the techniques and activities employed in teaching
speaking, (c) giving questionnaire to the students in terms of learning English,
and (d) assigning the students to respond some expression in order to identify
the students’ real competence and problems in speaking ability. It was held at
seventh grade of SMP YMJ (Yayasan Miftahul Jannah Ciputat). The result of
preliminary study will become a consideration in formulating planning in
cycle 1.
44
1. The Result of Pre-Observation
The pre-observation was carried out to observe the process of
teaching learning activity before implementing the action. It was held at
seventh grade of Yayasan Miftahul Jannah Junior High School (SMP
YMJ) Ciputat academic year 2010/2011 which consisted of 45 students in
the class. It was conducted on Friday, March 11st, 2011. Here are the
results of pre observation:
a. The students less of preparation in learning English, especially for
speaking class. Factually, most of students were still playing with each
other in the outdoor class when they were waiting for the teacher to
come. When the teacher was about to begin the teaching learning
activity, there were some students who kept joking and talking with
each other. They were just waiting for the teacher instruction for
prepare the study.
b. Just few students who were ready to pay attention when the teacher
explained the material, while the other students did not pay attention
and still kept talking with their friends.
c. The teaching learning process was passive. It showed that the students
did not respond to the teacher’s instruction directly. I meant that most
of students have less motivation in learning speaking.
d. Activity in classroom tends to teacher-centered. The teaching learning
process was going on non-communicatively. The teacher didn’t use the
instructional media or teaching aids to teach English speaking subject.
The teacher more emphasizes taught writing and reading activities than
speaking. So the students lack of practicing in English speaking.
e. The students seem less enthusiastic in following teacher’s instruction
in learning English.
2. The Result of Pre-Interview
The pre-interview in this study was carried out the unstructured
interview. It was held on Thursday, March 17th 2011, started at 10.05 A.M
and finished at 10.45 A.M. The writer asked the teacher some questions.
45
The questions consist of three categories of questions, involving: the
general condition in English class especially in speaking class, the
difficulty faced by students and their participation, and the strategy used
by the teacher in speaking class, then discussing communication games for
teaching speaking activity. Those are talked about the general condition in
English class particularly on students’ speaking ability and performance,
students’ learning activities and teachers’ strategy that was implemented
previously. Moreover it talked about the difficulty faced by the students in
speaking skill. The teacher said that speaking is the difficult skills to be
learned whereas the students must achieve the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM). Furthermore it talked
about the strategy used by the teacher in teaching English speaking. The
teacher said that she had never used role play in teaching the students, she
usually teaches speaking by introducing new dialogue to the students, then
she reads the dialogue and was followed by students together, and then she
gave the meaning of the dialogue.
From the result of interview, there were some problems in teaching
speaking. First, the teacher didn’t encourage the students to speak English
in speaking class so the students have lack of practicing in English
speaking and have not motivate to speak in English language. Second, the
students feel doubtful to pronounce the words and sentences because of
being afraid in making mistakes. Third, the teacher didn’t apply various
methods in teaching learning process. Next, most of students did not like
study English, because it is the difficult lesson so most of students gained
low competence in English.
3. The Result of Pre Questionnaire
The pre questionnaire was conducted to know about the students’
response about English lesson especially speaking skill. The questionnaire
used in this study was a close questionnaire. The questionnaire was given
to the students in the seventh grade of Miftahul Jannah Junior High School
on Friday, March 18th 2011. The questionnaire had five questions which
46
covered in five issues: the students’ motivation toward the English lesson
especially in speaking skill, the most difficult skill in English lesson, the
students’ feeling toward the teacher’s style in teaching speaking, the
teacher’s implementation of the suitable technique in teaching speaking,
and the students’ feeling toward their result in English lesson. The table
below showed the result of pre questionnaire.
Table 4.1
The Result of Pre Questionnaire
No Perception Percentage (%)
Strongly Agree Agree Neutral Disagree Strongly
Disagree 1 The students’ motivation
toward the English lesson 8.8 37.7 44.4 11 0
2 The most difficult skill in English lesson 44.4 22 17.7 15.5 0
3 The students’ feeling toward the teacher’s style in teaching speaking
2.2 24.4 46.6 22.2 4.4
4 The teacher’s implementation of the suitable technique in teaching speaking
4.4 24.4 33.3 31 6.7
5 The students’ feeling toward their result in English lesson
15.5 33.3 28.8 17.7 4.4
The first issue in Table 4.1 was on the students’ liking for English
lesson. It indicated that 44.4 % of students felt fair to the English lesson,
37.7% of students like English lesson, and 8.8 % of students strongly
agreed that they like English lesson very much, but 11% of students did
not like English lesson. It can be concluded that most (44.4 %) of the
students of English class felt fair to English lesson.
The second issue is about the most difficulties skill in English
lesson. There was 44.4 % of students strongly agreed that speaking was
the most difficult skill to learn, 22% students agreed, and 17.7 % students
47
felt fair, but 15.5 % of students disagree with that issue. It appeared some
of students (44.4 %) assumed that speaking was the most difficult skill to
learn.
The third issue was on the students’ feeling toward the teacher’s
style in teaching speaking. It was showed that 46.6 % of students neither
agree nor disagree. Then, there were only 2.2 % of students strongly
agreed, 24.4 % of students agreed that they felt appetizing in the way of
the teacher taught, but 22.2 % of students disagree and also 4.4 % of
students felt strongly disagree with the style of English teacher when he
taught. It indicated that the students could hardly interest with their teacher
style in teaching speaking. So, it needed innovation of teaching method to
develop their motivation in learning speaking.
The next issue was on the teacher’s implementation of the suitable
technique in teaching speaking. The table 4.1 indicated that 33.3 % of
students felt fair that the teacher’s technique could help them express their
ideas easily. Those were only 4.4 % of students strongly agreed and 24.4
% of students agreed that the teacher’s technique could solve their
difficulties in speaking. On the other hand, 31 % of students disagree and
6.7 % of students strongly disagree. It means that most of the students of
English class still got difficulties in learning speaking skill.
The last issue was on the students’ feeling toward their result in
English lesson. It can be seen that 15.5% of students strongly agreed, 33.3
% students agreed that they were satisfied with their speaking score, and
28.8 % of student felt fair with their score. Besides, some of students 17.7
% felt not satisfied with their score and 4.4 % of them strongly disagree.
Although many students were satisfied, it could not be said that the
English scores were good because they still found that some of students
were not satisfied with their English speaking scores.
The conclusion in term of speaking problem was this class still got
difficulty in speaking skill and need improvement to achieve the goal of
48
speaking lesson and to reach the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM).
4. The Result of Pre-Test
The pretest was conducted on Thursday, March 24th, 2011. In
pretest, the students were assigned respond to some expression made by
the teachers concerning student’s opinion and their hobbies. The teacher
calls the students two by two as the partner to come forward then the
researcher asked about their opinion of their partner and asked about their
hobby including like and dislike while the teacher was scoring the students
responses. The criteria of the test to be guideline were pronunciation,
grammar, vocabulary, fluency, and comprehension.
Based on the result of the pre test, the data showed that the mean
score of pretest was 50.67. There were only 9 students out of 45 students
or 20 % of the students who achieved the Minimum Mastery Criterion-
Kriteria Ketuntasan Minimal (KKM) meanwhile the other students were
below that criterion. From that analysis, it could be seen that almost of
students’ speaking skill is still very low.
After analyzing the result of preliminary study, it could be
concluded that most of the students at the seventh grade of Yayasan
Miftahul Jannah had difficulty in speaking skill. So, it needs finding out a
solution to overcome this problem. The writer used communication games
in teaching speaking as an innovation in teaching learning process. The
action needed to improve students’ ability in speaking skill. The action
research was conducted in two cycles. Every cycle followed the
procedures of action research involving planning, acting, observing, and
reflecting. Every cycle was conducted in three meetings.
49
B. Findings During Implementing the CAR
1. First Cycle
a. Planning
There were some activities conducting in this phase. First, the
writer was helped by the collaborator designed lesson plan for the first
cycle. The lesson plan made in this cycle was three lesson plans. Second,
the writer prepared the model of communication games. The
communication games model used was matching games and guessing
games. Third, the writer prepared materials and media. The material in the
first cycle is about asking opinion, giving opinion and stating opinion. The
media used were several pictures and card. Next, the writer and
collaborator determined the criteria of success. The criteria of success
were 75% of the students’ speaking score achieved the Minimum Mastery
Criterion-Kriteria Ketuntasan Minimal (KKM) of English (65.0) or above
and 75% of students participated in speaking class.
b. Acting
Action of the first cycle was done on March 31st, April 01st and 07th
2011. The writer implemented the teaching learning process based on the
lesson plan had been made. In the teaching learning process, the researcher
used three phase techniques; pre teaching activity, whilst teaching activity,
and post teaching activity. In this acting, the writer tried to integrate
students to participate in the classroom activities. In detail, the writer
presents in the following action:
1) First meeting
Function : Asking and Giving Opinion
Topic : Opinion Poll
Game : Matching Game
Time : Thursday, March 31th, 2011
i. Pre-Activity
The writer opened the class by greeting, asking students’
condition, brainstorming, asking students’ readiness in learning and
50
starting by reciting Basmallah. Then the teacher checked the students’
knowledge about some artists and musicians by asking the students
then asked them to say anything about some people that teachers’ said.
This is to stimulate students’ ability to describe someone.
ii.Whilst-Activity
In whilst-activity, the writer as a practitioner, she introduced
new vocabularies related the material by modeling, and drilling. Then
give the example by asking and answering about expression asking and
giving opinion then she explained about that. The material involves the
exponent of expressing asking and giving opinion and the lexical area
is about adjectives for opinion.
After explaining the material, she gave the instruction for
implementing the game. Then she gave out opinion card game one
card for each student. Each card consisted of three different subjects
with different opinion. The students were assigned to find someone
whose opinions are exactly the same as theirs. Then they were moving
around the class to ask for and giving opinions on the subjects listed on
their cards until they found someone who agrees with them about
everything based on their card. The students who were very rapid in
finding their same opinion got the best score.
When conducting the game, some of students had great
enthusiasts in playing the game. However, they still found difficulties
in pronouncing some word, and still got confuse to express about
asking and giving opinion.
iii.Post-Activity
Before closing the class, firstly the writer asked students
difficulties during the teaching and learning process. The teacher gave
some advice to the student to use their knowledge about giving and
asking opinion in their daily life and also use the new vocabulary too.
Then the teacher and the students closed the teaching learning process
by recited Hamdallah and farewell.
51
2) Second meeting
Function : Stating Opinion
Topic : Famous things
Game : Guessing Game
Time : Friday, April 1st 2011
i.Pre-Activity
The writer opened the class by greeting, asking students’
condition, brainstorming, asking students’ readiness in learning and
starting by reciting Basmallah. Then the teacher asked the students’
about the previous lesson.
ii.Whilst-Activity
In whilst-activity, the writer as a practitioner, she showed the
picture of famous places and then asked the students to guess the
picture by describing it. After the students had finished describing the
picture, the teacher explained how to describe it. The teacher and
students thought about the other kinds of famous things, the teacher
wrote down the students answer on the white board. After that she
listed the vocabulary which related to each famous thing. She
introduced those new vocabularies by modeling and drilling. The
teacher then, divided the class into seven groups, and every group has
to delegate a member as a chairperson. The teacher gave the
instruction about role of the game until the students understood, then
she gave out the envelope that contain picture of famous things
(person, band music, and places) every group was given the different
picture. The students discussed and analyzed the characteristics of the
picture that they have accepted, and they gave some opinion about the
picture. All members of the group presented the picture by introducing
the characteristics and everything except the name of picture as clues
for the group to guess the picture, one member describe at least one
clue, whilst the other groups guessed name of the picture by raising
their hand first, the other group asked to the presented group used the
52
confirmation question if they still lack of information about the
picture. The group which could guess the picture correctly would be
the winner.
When conducting the game, all students had quite enthusiasts
in playing the game. They were motivated to speak by describing the
picture and by guessing the picture. The cohesive team and the winner
got some gift from the teacher.
iii.Post-Activity
Before closing the class, firstly the writer asked students
difficulties during the teaching and learning process. Some advices are
also given to students to motivate them to always practice their English
and must be cooperate when they are in group. Then the teacher and
the students closed the teaching learning process by recited Hamdallah
and farewell.
c. Observing
In this phase the teacher carried out the observation. The teacher as
an observer and the writer as a practitioner, the observer tried to notice all
activities in the physical classroom activity. It was about the classroom
situation, the students’ response, participation, achievement and
everything which is found during the teaching and learning process and
she also observed the teacher’s activities and performance.
The observer cased it up through the observational notes. The
result is the first meeting on the first cycle was not running well yet. From
the student’s side, some of them looked confused, ashamed and afraid
when they were asked to speak. They still have difficulties in expressing
their ideas, opinion and thoughts, and they are still hard to pronounce the
new vocabularies. Furthermore, the class situation was still uncontrolled
yet, it was still noisy because there a student as a trouble maker which
disturbs the other friend consequently the teaching learning process was
ineffective. Moreover, most of students still did not pay attention to the
53
teacher’s explanation. On the other hand, there were some of students keep
paying attention, answering the teacher question actively and correctly.
Meanwhile, from the teacher’s side, she spoke too fast when
explaining the material and giving instruction of the rule game, the
teacher’s management time was not enough since she took a long time in
classroom management. However, the teacher presented the material
systematically and guided the students to brave in expressing their ideas
and opinion orally.
The observation in the second meeting of the first cycle showed
that there was slight difference from the first meeting. The students
seemed more enthusiastic in following the teaching learning process.
Some students paid attention to the teacher explanation though there were
few of students still made noise. It was just a few of students who didn’t
pay attention to the teacher explanation. Most of students looked be better
and brave to speak up than before. But some of them did not work together
in group work and they still looked uncooperatively. In the third meeting
of the first cycle, in this observing phase there was also carried out the
posttest 1 exactly after implemented the second meeting of the first cycle
to measure how well the students’ speak comprehend of asking and giving
opinion and stating expression that had been studied.
The result data showed that the mean score of posttest 1 was 61.1.
There were only 19 students or 42.2 % of the students who got the score
above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM) meanwhile the other 26 students were below that criterion. It
implied that the criteria have not been fulfilled yet.
d. Reflecting
In this phase the writer and the teacher discussed the strengths and
the weakness of the actions and the post-test of the first cycle. They
considered that the classroom action research still need to be improved
though the writer and the teacher felt satisfied enough because their efforts
to improve students’ ability had been developed although not all the
54
targets could not accomplish yet. Therefore, they tried to modify the action
and in order to achieve the goal of classroom action research and in order
the students more fluent and comprehend in speaking and in order 75% of
students in the class could pass the KKM.
Moreover, the teacher and the writer had to still reflect the
weakness of implementing communication games technique. They had to
make the students more aware that mastering in English speaking is very
important. They also had to encourage the students to participate in
playing communication games and performance. They had to design the
various games to motivate the students to take part in playing the game.
The teacher’s explanation should be more clearly and slowly, she also
should give more attention to the entire students in order the class not
noisy and give the punishment for the student which didn’t participate and
didn’t pay attention.
However, regarding the first cycle, the writer and the teacher felt
satisfied enough because their efforts to improve students’ ability had been
developed although not all the targets could not accomplish yet.
The reflecting phase above indicated that the action in first cycle
did not achieve the action success yet, so the teacher and the writer had to
move on to the next cycle.
2. Second Cycle
a. Planning
The second cycle was carried out to solve the problem found in the
first cycle, which were students still low in speaking ability, especially to
speak spontaneously and the participation in following the communication
games activities. So, the writer and the collaborator made some new lesson
planning for the action based on the revision of the first cycle. In this case,
the writer modified the previous lesson plan based on the result of
reflecting phase in the first cycle to make the teaching learning process
was on the same line with the problem occurred. Like on the first cycle,
the lesson plan on the second cycle also implemented the communication
55
games as a method to integrate the learning material for improving
students’ speaking ability. The game in this cycle was “Sports and
Hobbies” and “Routine and Leisure Activities” However, the language
function in the second cycle was about asking and expressing about likes
and dislikes. Beside of that, the writer still also prepared the observation
notes to monitor the classroom activities and also prepared the posttest on
to collect the data.
b. Acting
The implementation of the classroom action research cycle 2 was
conducted on April 08th, 14th and 15th 2011. The action was done based on
the second lesson plan. In cycle two, the writer as a teacher in CAR. And
the collaborator is the real teacher. This phase occurred in twice meeting.
She introduced new material by using dialog and asked the students to
practice with their partner and continued the evaluation session by using
communication games.
1) First meeting
Function : Talking about Like and Dislike
Topic : Sports and Hobbies
Game : Matching Game
Time : Friday, April 08th, 2011.
i.Pre Teaching Activity
The writer opened the class by greeting, asking students’
condition, asking students’ readiness in learning and starting by
reciting Basmallah, and then giving brainstorming related to the topic.
ii.Whilst Teaching Activity
In whilst-activity, the writer as a practitioner, the teacher asked
some students about their hobbies and their favorite sports including
like and dislike. The students respond to the teacher question then she
corrected the student expression and gave explanation how to express
like and dislike. She introduced new vocabularies related the material
by modeling and drilling she also introduced the new some expression
56
about like and dislike by drilling the students. She also gave the
grammatical role of that material.
After explaining the material, she gave the instruction about
role of playing the game and also gave the example to play it. The
objective of that game is to find out the perfect partner. They should
try to find someone who is the same as theirs card. The students moved
around the class interviewed their friend about their like and dislike
until they found someone whose tasted matched theirs.
Most of students looked enthusiastic in playing that game.
They looked happy when they found the perfect partner. There was
still found the students’ wrong expression.
After implementing game, the teacher reviewing and correcting
the students’ expression about like and dislikes who are not correct yet.
iii.Post-Activity.
Before closing the class, firstly the writer asked students
difficulties during the teaching and learning process. Some advice is
also given to students to motivate them to always practice their
English. Then the teacher and the students closed the teaching learning
process by recited Hamdallah and farewell.
1) Second Meeting
Function : Talking about likes and dislikes
Agreeing and disagreeing
Topic : Routine and Leisure Activities
Game : Mill Drill Game
Time : Thursday, April 14th, 2011
i.Pre Teaching Activity
The writer opened the class by greeting, asking students’
condition, brainstorming, asking students’ readiness in learning and
starting by reciting Basmallah. Then the teacher asked the students’
about the previous lesson.
ii.Whilst Teaching Activity
57
In whilst-activity, the teacher asked some students about their
likes of activity, and then asked another student to give responds about
agrees or disagrees with the student’s answer before. The teacher
corrected the students’ response by explaining and giving another
example about agreeing and disagreeing of likes and dislikes
expression. Then she gave vocabularies related the material by
modeling and drilling.
The teacher showed the picture and also wrote example
dialogues on the board indicating the language the students should use
on the game.
(Picture card shows going to the bookstore)
Student A: Do you like going to the bookstore? (Asking about like)
Student B: Yes, I do. (Expressing Like)
Student A: So do I (agreeing)
(Picture card shows doing homework)
Student A: Do you like doing homework? (Asking about like)
Student B: No, I don't. (Expressing dislike)
Student A: Neither/Nor do I/I do. (Disagreeing)
After explaining the material, the teacher gave the instruction
of the rule of game. After the students understood the teacher’s
instruction, she gave the one picture card for every student. The
students demonstrate the activity in their class using their pictures as
prompts. The students moved around the class and asked and answered
the questions with many different partners. In this part of the activity,
the students repeat the same question several times.
When the students have finished, they exchange cards and
moved around the class again, this time holding their cards the other
way round so the picture was faced their partner. The students took it
in turns to ask questions using the pictures on their partners' cards as
prompts. In this part of the activity, the students asked a different
question each time they change partner. The students continue asking
58
and answering in this way until they have spoken to as many different
partners as possible.
When conducting the game, all students had great enthusiasts
in playing the game. They were motivated spoken to as many different
partners as possible. The teacher gave some reward for students who
had spoken with many different partners.
iii.Post-Activity
Before closing the class, firstly the writer asked students
difficulties during the teaching and learning process. Some advice is
also given to students to motivate them to always practice their
English. Then the teacher and the students closed the teaching learning
process by recited Hamdallah and farewell.
c. Observing
In the second cycle, generally the class condition in learning
process was better than the previous cycle. It could be seen from the
students who were ready to follow the lesson. From the observation result
during the teacher conducted the second cycle. The collaborator saw that
most of students were enthusiastic to participate in learning speaking
through communication games. They looked braver than before in
expressing their ideas by using English language and they tried to
communicate and interact with the other by English speaking. In doing
task of performing game in individual work they looked self autonomous
to interact with their friends, but there were still found the students who
asked for their friend how to say likes and dislikes. Related to the teacher’s
performance, she showed some progresses. It meant that students could
understand easily and could play the game easily because the teacher’s
explanation was explicit and not so fast.
In the second meeting of this cycle, in doing the task, the students
had performed game in individual work. They enjoyed doing game and
they felt challenging to be competitive. The teacher prepared some
rewards for the students who had a good performance in using game of
59
their speaking. Automatically, it led a good feedback from students’
response in conveying their expression. Shortly, most of students seemed
quite active in the classroom and in speaking through communication
game. In the third meeting of cycle two, the teacher was held on posttest 2
regarding students’ speaking improvement through communication game
activity were about asking and expressing about likes and dislikes, it was
conducted on April 15th, 2011. Based on the result of the posttest 2, the
mean score of the class in speaking test gained 70.8 in which there were 37
of 45 students or 82.2 % who passed the KKM 65 (sixty five).
d. Reflecting
The reflection of Classroom Action Research (CAR) was carried
out after getting the score result of speaking test and posttest 2. They felt
satisfied inasmuch their efforts to improve the students’ speaking ability
through communication game strategy had been realized. The students
could speak bravely and fluency. The feedback given makes students
compete to get more points from the competition of playing the game.
Since the games are applied in teaching process the writer applied the
technique by using individual work, group work and pair bring about
changes toward student; students who at the first time do not want to
participate in the classroom, finally they tends to do their best and they
also can make a good relationship with their friend by communicating.
Then the satisfaction was proven by their improving scores from
the pretest, post-test 1 until post-test 2. The result of the posttest 2 showed
that 82.2 % of the students got the score above the Minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM). So it has got the criterion
of success that 75% of the students must get the score above the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). Because of the
satisfied result, the writer and the collaborator did not have to revise the
plan and they decided to stop the action.
60
C. Findings After Implementing the CAR
After the writer implemented the classroom action research in the
class of seven grade students of SMP YMJ Ciputat, she carried out the post
test in every cycle and also carried out interview to the English teacher who
acted as collaborator and observer, to know her response about
implementation the action and gave questionnaire to the students to know
their response about the implementation of communication games method in
teaching learning speaking.
1. The Result of Observational Note
The observational notes revealed that the teaching learning process
when implementing the communication games has been done well.
Although there were some problems occurring in the process of the action
such as some students still made noise in the class, some students had
difficulty in expressing their ideas, and also some students had difficulty in
following the instruction but those problems did not disturb the action. The
students still enjoyed the activities and the activities have been done well.
It showed that the implementing of communication games has given
positive impact on teaching learning process.
2. The Result of Post Interview
Post interview conducted in this study was the unstructured
interview. It was held on Thursday, May 5th 2010 for the English teacher,
started at 10.20 pm and finished at 10.55 pm at the resting time. The
interview was done after finishing the second cycle. This interview was
aimed to know the teacher’s view about teaching speaking through
communication games technique that had been done. In this case, the
writer divided into three criteria of questions. Those were the general
condition in English class during Classroom Action Research, the
difficulties in implementing communication games technique during
Classroom Action Research (CAR), and the strategy that had been used to
overcome the revised plan.
61
According to the teacher, it was found that the students’ condition
were better than before. In this sense, they looked enthusiast in participate,
the students felt easier to interact with their friends, they can make a good
relationship with their friends by communicate. The method built the
students’ motivation in learning speaking. It also created fun atmosphere
and tends to make the students comfort in their learning. So it reduced the
students’ boredom and also reduced their stressful. By giving different
worksheet to stimulate students’ desire to speak up and share their
different information to create some interaction and communication in the
classroom activity.
From the summarized of the interview above, it could be conclude
that the teacher gave a positive response toward the implementation of
communication games in improving students speaking ability.
3. The Result of Post Questionnaire
The students’ response after learning speaking through
communication games can be seen from the post-questionnaire. The
questionnaire used in this study was closed questionnaire. The post-
questionnaire was given to the students in seventh grades on Friday, May
6th 2010. It was conducted to know about the students’ response after
learning speaking through communication games technique. The post-
questionnaire had ten questions which revealed in five issues. There was
about the students’ liking for communication games technique, the
usefulness, the students’ response, the extent of the role of peers’
responses in improving writing quality, and the teacher’ style during
teaching speaking through communication games. The table below
showed the result of post questionnaire.
Table 4.2
The Result of Post Questionnaire
No Perception Percentage (%)
Strongly Agree Agree Neutral Disagree Strongly
Disagree 1 The students’ liking 24.4 55.6 20 0 0
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for communication games method
2 The usefulness of communication games method
24.4 57.8 17.7 0 0
3
The students’ response about teaching speaking through communication games
20 53.3 22.2 4.4 0
4
The extent of the role of peers’ responses in improving speaking quality
17.8 55.6 24.4 2.2 0
5
The teacher’s perform during teaching speaking through communication games
20 53.3 26.7 0 0
Total 106.6 275.6 111 6.6 0 Mean 21.32 55.12 22.2 1.32 0
The first issue in Table 4.2 was on the students’ perception of their
liking in learning speaking through communication games. It indicated
that 24.4 % students strongly agreed and 55.6 % students agreed. Those
neither agree nor disagree comprised 20 %. It was clearly indicated in the
table that most of the students were like learning speaking through
communication games.
The second issue was on the students’ perception of the usefulness
of communication games method. The Table 4.2 revealed that 24.4 %
students strongly agreed and 57.8 % students agreed. Those neither agree
nor disagree amounted 17.7 %. It indicated that most of the students
agreed that communication games method could motivate them to
participate actively in speaking class.
The third issue was on the students’ response about teaching
speaking through communication games. It was indicated that 20 %
students strongly agreed and 53.3 % students agreed. Those neither agree
nor disagree amounted 22.2 % and those disagree comprised 4.4 %. No
one strongly disagreed.
63
The fourth issue was on the extent of the role of peers’ responses in
improving speaking quality. The table 4.2 also indicated that 17.8 %
students strongly agreed and 55.6 % students agreed. Those were 24.4 %
students neither agree nor disagree, but those comprised 2.2 % of students’
disagree and no one strongly disagreed.
The last issue was on the students’ response about the teacher’s
perform during teaching learning speaking process through
communication games. It was indicated that 20.0 % students strongly
agreed and 53.3 % students agreed. Those neither agree nor disagree
amounted 26.7 %. No one disagree and strongly disagreed.
To sum up the result of the questionnaire from the students view, it
indicated that 21.32 % students strongly agreed that communication games
technique motivated them to communicate and interact to the other. Those
agreed amounted to 55.12 %. Those neither agree nor disagree comprised
22.2 %. It was also clearly indicated in the table that 1.32 % students
disagreed and no students strongly disagreed. It meant that 76.45 % of
students were motivated during the implemented communication games
method in speaking class. This implied that the first criteria of success had
been fulfilled.
4. The Result of Post Test
Based on the result of students’ speaking achievement, it was
found out that the students’ speaking ability in the seven grade of SMP
YMJ was gradually improving. It meant that there was a positive impact of
communication games strategy toward the increase of students’ ability in
English speaking. In the other hand, the use of communication games
could increasingly help them became communicative, interactive,
expressive, competitive, motivate, enjoy, fun and make them participate to
learn for better speaking. Thus, most of them gradually gained good scores
at the end of each cycle.
To compare the test result between pretest and posttest of each
cycle, the writer uses some steps. Those are calculating the students mean
64
score of the test, calculating the class percentage, and calculating the
students’ improvement score from pretest to posttest 1 and post test 2 into
percentage. Here are the results from all the students’ score in this
following table:
Table 4.3
The Result of Students’ Speaking Score
No Name Score
y y1 y2 1 Adi Yandika 40 48 60 2 Agus Priyono 36 52 64 3 Ajeng Dinda Prasetya 48 68 76 4 Aji Muhammad Fadli 40 68 76 5 Andi Setiawan 36 60 72 6 Anita Triyana Dewi 48 68 72 7 Antika Febriyani 52 72 76 8 Bayu Anggoro Putra 68 72 80 9 Budi Ari Wibowo 44 52 72 10 Chairul Jito Lesmana 40 48 60 11 Devi Dwi Novatyani 48 56 68 12 Diana Pungki 56 68 68 13 Dian Ariani 48 60 68 14 Dita Sartika 52 64 76 15 Eki Nurohmah 72 80 80 16 Eni Ida Yati 68 76 80 17 Fajar Purwadi 72 76 80 18 Farida Fauziah 68 72 80 19 Fikri Zulfikar Nawa Perdana 44 48 68 20 Gufron Haryadi 36 48 60 21 Ifan Hasanda Putra 40 48 64 22 Ishmah Nur Fajrina 68 68 68 23 Kartika Ade Septiani 48 56 72 24 Leylyta 40 48 68 25 Maulana 36 44 60 26 M Agus Syarifudin 44 52 68 27 Muhammad Ridwan 44 48 64
65
28 Rijal Astian Hadly 44 52 60 29 Neneng intan Pandini 48 60 68 68 Nida Hadaya 52 64 72 31 Rafly Adi Saputra 48 60 68 32 Reynald Agusta Alex 44 60 72 33 Riki Anwar 48 56 68 34 Rizal Wahyudi 68 72 68 35 Ruliansyah 68 72 80 36 Sanju Yudistira Pradomas 44 52 68 37 Septi Kris Triastuti 56 68 68 38 Shafira Febianti 48 56 68 39 Shifa Ulniza 44 68 72 40 Suryani 52 68 68 41 Susanto 56 60 80 42 Vika Nurtila Adheliana 60 68 80 43 Viqi Indrianto 36 48 72 44 Wahyu Adia Widiasari 68 72 80 45 Yosef Oktavianus Mauboy 64 72 76
Total 2284 2748 3188
a. The result of post-test 1
The result of post test 1 showed that there are only 19 of 45
students who passed the KKM (65). The mean score from the students
score is 61.1 and the percentage of students who passed the KKM is
42.2 %. The improvement prom pre-test to post-test 1 is only 20.37 %.
That is why the writer and the collaborator considered continuing the
second cycle of that action.
b. The result of post-test 2
There is a great revulsion from the result of post-test 2. It
showed that there are 37 of 45 students who passed the KKM (65). The
mean score from the students score is 70.84 and the percentage of
students who passed the KKM is 82.2 %. The improvement from pre
test to post test 2 is 39.56 %. The post-test of cycle 2 has fulfilled the
target of Classroom Action Research (CAR) success, that is above
66
75% students could pass the KKM. Automatically, it can be said that
the Classroom Action Research (CAR) is success and the cycle is
stopped
Furthermore, the writer covered the result of students’ speaking
improvement and class percentage including the pretest, posttest 1, and
posttest 2 into charts as these following:
Figure 4.1
The Average of the Students’ Speaking Improvement
Figure 4.2
The Percentage of the Students’ Speaking Improvement
0
50
100Pre test
Post test I
Post test II
0
50
100Pre testPost test IPost Test II
Students’ Speaking Average
Students’ Speaking Percentage
67
CHAPTER V
CONCLUSIONS AND SUGGESTION
This chapter provides conclusions and suggestion. The conclusion in
this study is derived from the data and factual conditions related to the
technique used which are found during this research conducted. The
suggestions are presented in two kinds of suggestions; suggestion for English
teacher in teaching speaking, and suggestion for other researcher who want to
conduct the study in similar field of study.
A. Conclusion
According to the result of implementing classroom action research in
the seventh grade of students’ of SMP YMJ (Yayasan Miftahul Jannah)
Ciputat, it showed a great improvement that the mean score of students in pre
test was 50.76, whereas from post test 1 was 61.1 and from post test 2 are
70.84. Besides, the students’ score percentage in the pretest is 20 %, from post
test 1 is 42.20 % and 82.2 % from post test of students who passed the KKM.
Next, the result of the students’ score improvement from pretest to posttest 1
is 20.37 %, and from pretest to posttest 2 is 39.56 %. So it achieved the
criteria of success.
Based on the result of observational notes it showed that the students
enthusiastic, and actively participate in learning speaking by using
communication games. Moreover the result of the questionnaire given to the
students after using communication games in teaching speaking showed that
68
the students gave positive responses toward that action. It motivated students
to learn speaking English which is reduced students’ hesitation in speaking
and reduced the student boredom in speaking class activity. It could overcome
their difficulty in term of pronouncing the word or sentences, structure,
vocabularies, fluency, and comprehension. They can share their ideas by
English speaking with their interlocutors. Finally, the teacher’s response about
the implementation of communication games was positive and it would be
alternative strategy in solving the problem of teaching learning speaking
process.
It can be concluded that communication games technique could
improve the students speaking ability of the seventh grade of SMP YMJ
Ciputat and also could make their classroom atmosphere more interesting and
make students easier to speak up.
B. Suggestion
After concluding the result of this study, the writer would like to offer
some suggestions to the English teachers and to the other researcher. Firstly,
for the English teacher, they are:
1. It would be better for the teachers to use the communication games
technique because this technique is effective enough to improve the
students’ speaking skill. Besides, it could be an alternative to overcome
students’ boredom. Indeed, that students need to have interesting and
enjoyable language learning in order to raise the students motivation in the
teaching learning process.
2. The teacher could use this technique to measure the students speaking skill
one by one.
3. The teacher can use various game of communication game in engage the
students in communicative activity.
Secondly for the future researcher, particularly those who have the
same problem and are interested in conducting research, they are:
69
1. It is suggested that teacher should continue this kind of technique using
some modification of the procedure and improvement.
2. It is suggested that teacher should apply this kind of technique for another
level.
3. The result of this study can be used as an additional reference or further
research with different discussion.
4. Hopefully, there will be any further research of how to make this
technique better.
70
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APPENDICES
75
Appendix 2 : Interview for the English Teacher of SMP YMJ Ciputat in the
Preliminary Study
TEACHER’S INTERVIEW
1. What is your educational background?
2. How long have you been teaching English at YMJ Junior High School?
3. Have you ever found some problems in teaching speaking since you taught in
SMP YMJ?
4. What kind of difficulties do you find in teaching speaking?
5. What are the causes of the students’ difficulties in learning speaking?
6. What are strategies or techniques do you use in teaching speaking?
7. How are students’ responses in speaking class?
8. How is the Minimum Mastery Criterion-Kriteria Ketuntasan Mengajar
(KKM)?
9. How are their scores in speaking subject?
10. How is their speaking ability compared to their ability before they study in
your class?
11. What should the English teacher do to improve the students’ ability in
speaking?
12. Have you ever implicated communication games technique in teaching
speaking in the classroom?
13. Is there any plan to break a way of the students’ difficulties in speaking?
76
The result of Interview of the English Teacher of
SMP YMJ Ciputat in the Preliminary Study
Interviewer : Musrifatul Khairiyah
Interviewee : Misbahuddin, S. Pd
Day/date : Thursday, March 17th 2011
1. What is your educational background?
I am the alumni of English Education Department, Faculty of Tarbiya and
Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
2. How long have you been teaching English at SMP YMJ?
I have been teaching English at YMJ Junior High School for 1 year.
3. Have you ever found some problems in teaching speaking since you
taught in SMP YMJ?
Of course I had ever
4. What kind of difficulties do you find in teaching speaking?
When I find my students have different comprehension for speaking.
5. What are the causes of the students’ difficulties in learning speaking?
They are unusual using speaking in their daily life. They were afraid in making mistake to pronounce the word and sentence. They still a lack of vocabulary.
6. What are strategies or techniques do you use in teaching speaking?
I usually use the dialog or role play method in teaching speaking
7. How are students’ responses in speaking class?
Their responses are quite good but most of them are passive in English
speaking.
8. How is the Minimum Mastery Criterion-Kriteria Ketuntasan Mengajar
(KKM)?
The KKM for English subject are 65.
9. How is the students’ achievement in speaking subject?
They achieve 68 % in average for speaking.
77
10. How is their speaking ability compared to their ability before they study
in your class?
Hmmm. At first, Most of them were poor in English speaking but now they
are quite good in speaking although most of them still found difficulties in
expressing their idea by using English. They still felt comport speak bahasa
than English.
11. What should the English teacher do to improve the students’ ability in
speaking?
The English teacher should vary the techniques; give the vocabularies before
giving the theme of speaking.
12. Have you ever implicated communication games technique in teaching
speaking in the classroom?
No, I haven’t ever implicated it.
13. Is there any plan to break a way of the students’ difficulties in speaking?
Yes, there are some plans to break away their difficulties. I as a teacher should
prepare the interesting method in order to take their attention in learning
speaking skill. I should create the various techniques to solve their difficulties.
Ciputat, March 17th 2011 Interviewer Interviewee
Musrifatul Khairiyah Misbahudin, S. Pd
78
Appendix 3: Interview Guidelines for the English Teacher of SMP YMJ
Ciputat in the Last Classroom Action Research
TEACHER’S INTERVIEW
1. What is your opinion about the students’ condition in learning speaking after
implementing the communication games activities?
2. Are they motivated in following the teaching learning process after using
communication games activities in speaking class?
3. How about their speaking ability of seventh grade class compared to their
ability before they learn speaking by using communication games activity?
4. How about their participation and enthusiastic when the teaching learning
process used communication games activities?
5. What is your opinion about students’ speaking ability after implemented
communication games technique in teaching learning speaking?
6. Do you feel be motivated after implemented communication games technique
for teaching learning in your classroom?
7. What was the problem that can be seen when teaching speaking used
communication games?
8. After you observed the classroom activities, is communication games
technique effective to be implemented in teaching learning speaking?
9. In your opinion, can communication games technique improve the students’
speaking ability in learning English?
79
The result of Interview of the English Teacher of
SMP YMJ Ciputat in the Last of Classroom Action Research
Interviewer : Musrifatul Khairiyah
Interviewee : Misbahuddin, S. Pd
Day/date : Thursday, May 5th 2011
1. What is your opinion about the students’ condition in learning speaking
after implementing the communication games technique?
I think communication game has made good condition for the students, they
are interesting in the teaching learning speaking process. That technique
makes the students active and interactive.
2. Are they motivated in following the teaching learning process after using
communication games activities in speaking class?
Yes, they are. I have seen that generally the students enjoyed to study in the
classroom. It also created fun atmosphere and tends to make the students
comfort in their learning.
3. How about their speaking ability of seventh grade class compared to their
ability before they learn speaking by using communication games
activity?
Before using communication game, the students generally had no enough self
confidence to speak up, so their speaking ability did not improve yet. On the
other hand, they had low degree in speaking skill.
4. How about their participation and enthusiastic when the teaching
learning process used communication games activities?
Communication Game has made the students active and motivate when
teaching learning process. In addition, when the students was given different
worksheet it was stimulate students’ desire to speak up and share their
different information to create some interaction and communication in the
classroom activity.
80
5. What is your opinion about students’ speaking ability after implemented
communication games technique in teaching learning speaking?
In my opinion, students’ speaking ability has been improved after using
communication game, especially for the topic asking and giving opinion, and
expressing like and dislike. The most important is generally the students have
self confident to speak up. They also felt easier to interact with their friends,
and they can make a good relationship with their friends by communicate.
6. Do you feel be motivated after implementing communication games
technique for teaching learning in your classroom?
Yes, I do. My students are more active in teaching learning process.
7. What was the problem that can be seen when teaching speaking used
communication games?
In my opinion, the problem that had raised when teaching learning process is
the background knowledge of the students that caused a view of them still
depended on another students, so the just have a little motivation to compete
with the others.
8. After you observed the classroom activities, is communication games
technique effective to be implemented in teaching learning speaking?
Yes, it is. It is very useful for the English teacher and also for the students
because the technique was effective and made students can communicate
easily.
9. In your opinion, can communication games technique improve the
students’ speaking ability in learning English?
Yes, it can. By using Communication Game it creates the communication
activity and gives a big opportunity for the students to learn orally than
written. Besides, it reduced the students’ boredom and also reduced their stressful.
Ciputat, May 5th 2011 Interviewer Interviewee
Musrifatul Khairiyah Misbahudin, S. Pd
79
Appendix 4 : Questionnaire for the Students in the Seventh Grade of SMP
YMJ Ciputat in the Preliminary Study
STUDENTS’ QUESTIONAIRE
PETUNJUK: 1. Pertanyaan – pertanyaan berikut ini berkaitan dengan pengajaran berbicara
pada pelajaran bahasa Inggris. 2. Jawablah dengan jujur sesuai dengan keadaan sebenarnya 3. Bacalah dengan seksama setiap pernyataan di bawah ini 4. Beri tanda checklist (√ ) pada salah satu pilihan jawaban dalam kolom yang
telah disediakan, dengan keterangan sebagai berikut: SS : Sangat Setuju S : Setuju BS : Biasa Saja TS : Tidak setuju STS: Sangat Tidak Setuju
5. Tidak ada jawaban yang bernilai benar atau salah, tetapi yang ada merupakan pendapat atau kondisi yang saudara/i rasakan
6. Kerjakan setiap nomor, jangan sampai ada yang terlewatkan. 7. Terimakasih atas bantuan dan kerjasamanya.
No Pernyataan Alternatif Jawaban
SS S BS TS STS 1 Saya sangat suka mengikuti pelajaran
bahasa Inggris di kelas.
2 Diantara 4 (empat) kecakapan berbahasa: menyimak (listening), berbicara (speaking), membaca (reading), dan menulis (writing), Berbicara (Speaking) dalam bahasa Inggris adalah yang paling sulit.
3 Cara guru mengajar pada pelajaran berbicara dalam bahasa Inggris sangat menyenangkan.
4 Teknik yang digunakan guru dapat mengatasi kesulitan saya dalam berbicara bahasa Inggris.
5 Saya merasa puas dengan nilai bahasa Inggris materi berbicara (speaking) selama ini.
80
The Result of Students’ Questionnaire in the Seventh Grade of SMP YMJ
Ciputat in Preliminary Study
RECAPITULATION OF THE PRE QUESTIONNAIRE RESULT
No Statements
Score Percentage A B c d E a b C d e
1 Saya sangat suka mengikuti pelajaran bahasa Inggris di kelas.
4 17 20 5 0 8.8 37.7 44.4
11 0
2 Diantara 4 (empat) kecakapan berbahasa: menyimak (listening), berbicara (speaking), membaca (reading), dan menulis (writing), Berbicara (Speaking) dalam bahasa Inggris adalah kategori yang paling sulit untuk dipelajari dan di gunakan.
20 10 8 7 0 44.4
22 17.7
15.5
0
3 Cara guru mengajar pada pelajaran berbicara dalam bahasa Inggris sangat menyenangkan.
1 11 21 10 2 2.2 24.4
46.6
22.2
4.4
4 Teknik yang digunakan guru dapat mengatasi kesulitan saya dalam berbicara bahasa Inggris.
2 11 15 14 3 4.4 24.4
33.3
31 6.7
5 Saya merasa puas dengan nilai bahasa Inggris materi berbicara (speaking) selama ini.
7 15 13 8 2 15.5
33.3
28.8
17.7
4.4
Note: a = sangat setuju b = setuju c = biasa saja d = tidak setuju e = sangat tidak setuju
81
Appendix 5: Questionnaire for the Students in the Seventh Grade of SMP
YMJ Ciputat in the Last of Classroom Action Research
STUDENTS’ QUESTIONAIRE
PETUNJUK: 1. Pertanyaan – pertanyaan berikut ini berkaitan dengan motivasi belajar
berbicara dalam bahasa inggris dengan menggunakan metode communication games activities yang di terapkan di kelas anda pada pelajaran bahasa Inggris.
2. Jawablah dengan jujur sesuai dengan keadaan sebenarnya 3. Bacalah dengan seksama setiap pernyataan di bawah ini 4. Beri tanda checklist (√ ) pada salah satu pilihan jawaban dalam kolom yang
telah disediakan, dengan keterangan sebagai berikut: SS : Sangat Setuju S : Setuju BS : Biasa Saja TS : Tidak setuju STS: Sangat Tidak Setuju
5. Tidak ada jawaban yang bernilai benar atau salah, tetapi yang ada merupakan pendapat atau kondisi yang saudara/i rasakan
6. Kerjakan setiap nomor, jangan sampai ada yang terlewatkan. 7. Terimakasih atas bantuak dan kerjasamanya.
No Pernyataan Alternatif Jawaban
SS S BS TS STS 1 Communication Games adalah
teknik yang menarik dalam belajar berbicara bahasa inggris.
2 Teknik Communication Games mengajarkan saya untuk bisa mengungkapkan ide-ide dengan menggunakan bahsa inggris dan saling bertukar pendapat, berkompetisi, bekerjasama dan menghargai orang lain.
3 Dengan strategi Communication Games, saya merasa mudah untuk merespon
82
dan menyampaikan pendapat mengenai materi yang sedang dipelajari.
4 Dengan mengungkapkan pendapat saya di depan kelas, memotivasi saya untuk membiasakan berbicara menggunakan bahasa inggris dan belajar lebih giat lagi.
5 Cara guru mengajar dengan menggunakan permainan sangat menyenangkan.
Note: a = sangat setuju
b = setuju c = biasa saja d = tidak setuju e = sangat tidak setuju
83
The Result of Students’ Questionnaire in the Seventh Grade of SMP YMJ
Ciputat in the Last of Classroom Action Research
RECAPITULATION OF THE POST QUESTIONNAIRE RESULT
No Questions Score Percentage
a b c d e a b c d e 1 Communication Games adalah
teknik yang menarik dalam belajar berbicara bahasa inggris.
11 25 9 0 0 24.4 55.6 20 0 0
2 Teknik Communication Games mengajarkan saya untuk bisa mengungkapkan ide-ide dengan menggunakan bahsa inggris dan saling bertukar pendapat, berkompetisi, bekerjasama dan menghargai orang lain.
11 26 8 0 0 24.4 57.8 17.7 0 0
3 Dengan strategi Communication Games, saya merasa mudah untuk merespon dan menyampaikan pendapat mengenai materi yang sedang dipelajari.
9 24 10 2 0 20 53.3 22.2 4.4 0
4 Dengan mengungkapkan pendapat saya di depan kelas, memotivasi saya untuk membiasakan berbicara menggunakan bahasa inggris dan belajar lebih giat lagi.
8 25 11 1 0 17.8 55.6 24.4 2.2 0
5 Cara guru mengajar dengan menggunakan permainan sangat menyenangkan.
9 24 12 0 0 20 53.3 26.7 0 0
Note: a = sangat setuju b = setuju c = biasa saja d = tidak setuju e = sangat tidak setuju
84
Appendix 6: Observation Note in Preliminary Study
Pre-Observational Note for Need Analysis1
Action : Pre observation
Date : Friday, March 11th 2011
Time : 11.10 AM – 12.20 PM
Topic : Shopping
What learners do What this involves
Teacher’s purpose Comment
Reading the new dialog from LKS book Listening and
Repeating the teacher said Performing
dialog with their partner Translate the
new vocabulary from dialog Answering the
question related to the dialog
Students are involved in partner work Students try to
pronounce the sentence based on the teacher said.
The teacher explained the new dialog and engaged students to answer the question related to the dialog individually.
Most of students didn’t pay attention to the teacher’s explanation; they keep talking with their friends The teacher got some
difficulties to attract the students’ attention Most of students
didn’t do the exercises and some was out of the class Students are rarely
active because they didn’t opportunity to participate in the classroom The classroom
activity tends to the teacher centered
Observer
Misbahuddin, S. Pd
1 Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge:
Cambridge Univ. Press, 1996), p. 323
85
Appendix 7: Observation Note in the Cycle 1
Observational Note for Need Analysis
Action : 1st of 1st cycle
Date : Thursday, March 31st 2011
Time : 08.10 – 09.30 AM
Topic : Opinion Poll (asking and giving opinion)
What learners do What this involves
Teacher’s purpose Comment
Respond the teacher question Drilling new
expression Playing game
individually Find out
someone who matches with their opinion of card.
Students are respond interpersonally Students are
involved in individual work Students try to
pronounce the sentence of expression Students try to
communicate and shared information with their friend.
The teacher gave the some expression that will be used in teaching-learning activities and engage students to use that expression into communication games
some students didn’t pay attention to the teacher’s command Some students
looked confused, ashamed and afraid when they were asked to speak. The teacher
spoke too fast when explaining the material and when giving instruction of the rule game The classroom
management reduced in long time.
Observer
Misbahuddin, S. Pd
86
Observational Note for Need Analysis
Action : 2nd of 1st cycle
Date : Friday, April 01st 2011
Time : 08.10 – 09.30 AM
Topic : Famous thing (Stating Opinion)
Observer
Misbahuddin, S. Pd
What learners do What this involves
Teacher’s purpose Comment
Reviewing the expression of asking and giving opinion Pronouncing the
new vocabularies related to the topic. Doing games in
each group Competitive
with another group
Students are respond interpersonally Students are
involved in group work Students
discussed and shared information with their group. Students stated
their opinion in front of class.
The teacher engage the students’ vocabulary size into semantic mapping to get the student know more word and help them to remember the new words
Most of students looked be better and brave to speak up than before. The students
seemed more enthusiastic in following the teaching learning process. Some students
paid attention to the teacher explanation though there were few of students still made noise. some of them
did not work together in group work and they still looked uncooperatively
87
Appendix 8: Observation Note in the Cycle 2
Observational Note for Need Analysis
Action : 1st of 2nd cycle
Date : Thursday, April 7th 2011
Time : 08.10 – 09.30 AM
Topic : Sports and Hobbies (Talking about likes and dislikes)
What learners do What this involves
Teacher’s purpose Comment
Listening to the teacher explanation about like and dislike Responding the
teacher question to express their hobbies and their favorite sports. Pronouncing the
new vocabularies Pronouncing the
expression of likes and dislikes. Finding
someone who same as their own.
Students respond interpersonally Students
interviewed their friend in classroom Students are
involved in individual work Students interact
and share with their friend about their likes and dislikes
The teacher let them to communicate with their friends Let them to find
someone who same as their tasted Let them to
express their idea in individual work to know how far the students’ work by their selves.
Most of students were enthusiastic to participate in learning speaking. Some of
students looked braver than before in expressing likes and dislikes. Few of students
still depend on their friend although they have to work individually.
Observer
Misbahuddin, S. Pd
88
Observational Note for Need Analysis
Action : 2nd of 2nd cycle
Date : Friday, April 8th 2011
Time : 08.10 – 09.30 AM
Topic : Routine and Leisure Activities (Talking about likes and dislikes and
agreeing and disagreeing)
Observer
Misbahuddin, S. Pd
What learners do What this involves
Teacher’s purpose Comment
Reviewing about like and dislike Listening to the
teacher explanation about agreeing and disagreeing Responding the
teacher question to express their like’s activities. Pronouncing the
new vocabularies Pronouncing the
expression of agreeing and disagreeing Moving around
the class to ask and answer the questions with many different partners.
Students respond interpersonally Student
demonstrated the activity through picture. Students
interviewed their friend in classroom Students asked a
different question each time they change partner. The students
continue asking and answering in this way until they have spoken to as many different partners as possible.
Teacher retained and enriched the expression about likes and dislikes also agreeing and disagreeing.
The teacher corrected the students expression Students had
great enthusiasts in playing the game. Students were
motivated spoken to as many different partners as possible. Almost all of the
student do their task well The teacher
gave some reward for students who had spoken with many different partners.
89
Appendix 9: Students Speaking Score in the Preliminary Study
THE RESULT OF THE STUDENTS' SCORE IN THE PRELIMINARY STUDY
No Name P G V F C Total Score 1 Adi Yandika 2 2 2 2 2 10 40 2 Agus Priyono 2 2 1 2 2 9 36 3 Ajeng Dinda Prasetya 3 2 3 2 2 12 48 4 Aji Muhammad Fadli 2 2 2 2 2 10 40 5 Andi Setiawan 2 2 1 2 2 9 36 6 Anita triyana Dewi 3 3 2 2 2 12 48 7 Antika Febriyani 3 2 3 3 2 13 52 8 Bayu Anggoro Putra 3 3 4 3 4 17 68 9 Budi Ari Wibowo 2 2 3 2 2 11 44 10 Chairul Jito Lesmana 2 2 2 2 2 10 40 11 Devi Dwi Novatyani 3 2 3 2 2 12 48 12 Diana Pungki 3 2 3 3 3 14 56 13 Dian Ariani 3 2 2 3 2 12 48 14 Dita Sartika 3 2 3 2 3 13 52 15 Eki Nurohmah 4 3 4 3 4 18 72 16 Eni Ida Yati 3 3 4 3 4 17 68 17 Fajar Purwadi 4 3 4 3 4 18 72 18 Farida Fauziah 4 3 3 3 4 17 68 19 Fikri Zulfikar Nawa Perdana 2 2 3 2 2 11 44 20 Gufron Haryadi 2 1 2 2 2 9 36 21 Ifan Hasanda Putra 2 2 2 2 2 10 40 22 Ishmah Nur Fajrina 4 3 4 3 3 17 68 23 Kartika Ade Septiani 3 2 2 2 3 12 48 24 Leylyta 2 2 2 2 2 10 40 25 Maulana 2 1 2 2 2 9 36 26 M Agus Syarifudin 2 2 3 2 2 11 44 27 Muhammad Ridwan 3 2 2 2 2 11 44 28 Rijal Astian Hadly 2 2 3 2 2 11 44 29 Neneng intan Pandini 3 2 2 2 3 12 48 68 Nida Hadaya 3 2 3 2 3 13 52 31 Rafly Adi Saputra 2 3 2 2 3 12 48
90
32 Reynald Agusta Alex 2 3 2 2 2 11 44 33 Riki Anwar 2 2 3 2 3 12 48 34 Rizal Wahyudi 3 3 4 3 4 17 68 35 Ruliansyah 4 3 4 3 3 17 68 36 Sanju Yudistira Pradomas 2 3 2 2 2 11 44 37 Septi Kris Triastuti 3 2 3 3 3 14 56 38 Shafira Febianti 2 2 3 2 3 12 48 39 Shifa Ulniza 2 2 3 2 2 11 44 40 Suryani 3 3 2 3 2 13 52 41 Susanto 2 3 3 3 3 14 56 42 Vika Nurtila Adheliana 3 3 3 3 3 15 60 43 Viqi Indrianto 2 2 1 2 2 9 36 44 Wahyu Adia Widiasari 3 3 4 3 4 17 68 45 Yosef Oktavianus Mauboy 3 3 3 3 4 16 64
Total 119 105 121 107 119 571 2284 Mean 2.6 2.3 2.7 2.4 2.6 12.7 50.76 Maximum 72 Minimum 36 Note: P : pronunciation F: Fluency G: Grammar C: Comprehension V: Vocabulary KKM: 65 No Level Number of Students Percentage 1 65 - 100 9 20 2 0 – 65 36 80
Total 45 100
Ciputat, March 24th 2011 Researcher English Teacher
Musrifatul Khairiyah Misbahudin, S. Pd
91
Appendix 10: Students Speaking Score in the First Cycle
THE RESULT OF THE STUDENTS' SCORE IN CYCLE I
No Name P G V F C Total Score 1 Adi Yandika 2 2 3 2 3 12 48 2 Agus Priyono 3 2 3 2 3 13 52 3 Ajeng Dinda Prasetya 4 3 4 3 3 17 68 4 Aji Muhammad Fadli 3 3 4 3 4 17 68 5 Andi Setiawan 3 3 3 3 3 15 60 6 Anita triyana Dewi 4 3 3 3 4 17 68 7 Antika Febriyani 4 3 4 3 4 18 72 8 Bayu Anggoro Putra 4 4 4 3 3 18 72 9 Budi Ari Wibowo 3 2 3 3 2 13 52 10 Chairul Jito Lesmana 2 2 3 2 3 12 48 11 Devi Dwi Novatyani 3 2 4 2 3 14 56 12 Diana Pungki 4 3 4 3 3 17 68 13 Dian Ariani 3 3 3 3 3 15 60 14 Dita Sartika 3 3 3 3 4 16 64 15 Eki Nurohmah 4 4 4 4 4 20 80 16 Eni Ida Yati 4 4 4 3 4 19 76 17 Fajar Purwadi 4 3 4 4 4 19 76 18 Farida Fauziah 4 3 4 3 4 18 72 19 Fikri Zulfikar Nawa Perdana 2 2 3 2 3 12 48 20 Gufron Haryadi 2 2 3 2 3 12 48 21 Ifan Hasanda Putra 2 2 3 2 3 12 48 22 Ishmah Nur Fajrina 4 3 3 3 4 17 68 23 Kartika Ade Septiani 3 3 3 2 3 14 56 24 Leylyta 2 2 3 2 3 12 48 25 Maulana 2 2 2 2 3 11 44 26 M Agus Syarifudin 3 2 3 2 3 13 52 27 Muhammad Ridwan 3 2 3 2 2 12 48 28 Rijal Astian Hadly 3 2 3 2 3 13 52 29 Neneng intan Pandini 3 3 3 3 3 15 60 68 Nida Hadaya 3 3 3 3 4 16 64 31 Rafly Adi Saputra 3 3 3 3 3 15 60 32 Reynald Agusta Alex 3 3 3 3 3 15 60 33 Riki Anwar 3 2 3 3 3 14 56
92
No Level Number of Students Percentage 1 65 - 100 19 42.2 2 0 – 65 26 57.8
Total 45 100
Ciputat, April 7th 2011 Researcher English Teacher
Musrifatul Khairiyah Misbahudin, S. Pd
34 Rizal Wahyudi 4 3 4 3 4 18 72 35 Ruliansyah 4 3 4 3 4 18 72 36 Sanju Yudistira Pradomas 3 3 2 2 3 13 52 37 Septi Kris Triastuti 4 3 3 3 4 17 68 38 Shafira Febianti 3 2 3 3 3 14 56 39 Shifa Ulniza 4 3 3 3 4 17 68 40 Suryani 4 3 3 3 4 17 68 41 Susanto 3 3 3 3 3 15 60 42 Vika Nurtila Adheliana 3 3 4 3 4 17 68 43 Viqi Indrianto 3 2 2 2 3 12 48 44 Wahyu Adia Widiasari 4 3 4 3 4 18 72 45 Yosef Oktavianus Mauboy 4 3 4 3 4 18 72
Total 145 122 147 122 151 687 2748 Mean 3.2 2.7 3.3 2.7 3.4 15.3 61.1 Maximum 80 Minimum 44 Note: P : pronunciation F: Fluency G: Grammar C: Comprehension V: Vocabulary KKM: 65
93
Appendix 11: Students Speaking Score in the Second Cycle
THE RESULT OF THE STUDENTS' SCORE IN CYCLE II
No Name P G V F C Total Score 1 Adi Yandika 3 3 3 3 3 15 60 2 Agus Priyono 3 3 3 3 4 16 64 3 Ajeng Dinda Prasetya 4 3 4 4 4 19 76 4 Aji Muhammad Fadli 4 4 4 3 4 19 76 5 Andi Setiawan 4 3 4 3 4 18 72 6 Anita triyana Dewi 4 3 4 3 4 18 72 7 Antika Febriyani 4 4 4 3 4 19 76 8 Bayu Anggoro Putra 4 4 4 4 4 20 80 9 Budi Ari Wibowo 4 3 4 3 4 18 72 10 Chairul Jito Lesmana 3 3 3 3 3 15 60 11 Devi Dwi Novatyani 3 3 4 3 4 17 68 12 Diana Pungki 4 3 4 3 3 17 68 13 Dian Ariani 3 3 4 3 4 17 68 14 Dita Sartika 4 3 4 4 4 19 76 15 Eki Nurohmah 4 4 4 4 4 20 80 16 Eni Ida Yati 4 4 4 4 4 20 80 17 Fajar Purwadi 4 4 4 4 4 20 80 18 Farida Fauziah 4 4 4 4 4 20 80 19 Fikri Zulfikar Nawa Perdana 3 3 4 3 4 17 68 20 Gufron Haryadi 3 3 3 3 3 15 60 21 Ifan Hasanda Putra 3 3 3 3 4 16 64 22 Ishmah Nur Fajrina 4 3 3 3 4 17 68 23 Kartika Ade Septiani 4 3 4 3 4 18 72 24 Leylyta 3 3 4 3 4 17 68 25 Maulana 3 3 3 3 3 15 60 26 M Agus Syarifudin 3 3 4 3 4 17 68 27 Muhammad Ridwan 3 3 3 3 4 16 64 28 Rijal Astian Hadly 3 3 3 3 3 15 60 29 Neneng intan Pandini 3 3 4 3 4 17 68 68 Nida Hadaya 4 3 4 3 4 18 72 31 Rafly Adi Saputra 3 3 4 3 4 17 68
94
32 Reynald Agusta Alex 3 4 3 4 4 18 72 33 Riki Anwar 3 4 3 3 4 17 68 34 Rizal Wahyudi 4 3 3 3 4 17 68 35 Ruliansyah 4 4 4 4 4 20 80 36 Sanju Yudistira Pradomas 3 3 4 3 4 17 68 37 Septi Kris Triastuti 4 3 3 3 4 17 68 38 Shafira Febianti 4 3 3 3 4 17 68 39 Shifa Ulniza 4 3 3 4 4 18 72 40 Suryani 4 3 4 3 3 17 68 41 Susanto 4 4 4 4 4 20 80 42 Vika Nurtila Adheliana 4 4 4 4 4 20 80 43 Viqi Indrianto 4 3 4 3 4 18 72 44 Wahyu Adia Widiasari 4 4 4 4 4 20 80 45 Yosef Oktavianus Mauboy 4 3 4 4 4 19 76
Total 162 148 165 149 173 797 3188 Mean 3.6 3.3 3.7 3.31 3.84 17.71 70.84 Maximum 80 Minimum 60 Note: P : pronunciation F: Fluency G: Grammar C: Comprehension V: Vocabulary KKM: 65
No Level Number of Students Percentage 1 65 - 100 37 82.22 2 0 – 65 8 17.78
Total 45 100
Ciputat, April 15th 2011 Researcher English Teacher
Musrifatul Khairiyah Misbahudin, S. Pd
96
Appendix 13: Lesson Plan of the First Cycle
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) SPEAKING
IDENTITAS
Satuan Pendidikan : SMP YMJ Ciputat Mata Pelajaran : Bahasa Inggris Kelas / Semester : VII (Tujuh) / 2 Tema : Opinion Poll Pertemuan/siklus : 1 / I Aspek / Skill : Berbicara Alokasi Waktu : 2 x 40 menit Jenis Games : Matching Game Tahun Pelajaran : 2010/2011
I. STANDAR KOMPETENSI
Berbicara (9) Mengungkapkan makna dalam teks percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan
terdekat.
II. KOMPETENSI DASAR
Berbicara
(9.1) Mengungkapkan makna dalan percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) sangat sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan terdekat yang mellibatkan tindak
tutur: meminta dan memberi pendapat.
IV. INDIKATOR
Merespon ungkapan-ungkapan:
1. Menyatakan meminta pendapat
2. Memberi pendapat
97
3. Merespon secara interpersonal
4. Berinteraksi melalui permainan
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menggunakan ungkapan meminta pendapat
2. Menggunakan ungkapan memberi pendapat
3. Merespon secara interpersonal
4. Menemukan teman yang pendapatnya sama
VI. MATERI PEMBELAJARAN
1. Expression:
a. Asking opinion b. Giving opinion
What do you think about.... I think it’s...........
What about...... I don’t know. Maybe it’s…
What is your opinion about....? In my opinion....
Do you have any opinion? I fell...........
2. Vocabularies:
Good voice, beautiful, handsome, ugly, awful, cute, funny, sweet,
sexy, cool, attractive, etc.
3. Lexical area:
Adjectives for opinion
VIII. ATURAN PERMAINAN
Siswa di beri katru yang berisi pendapat mengenai artis.
Masing – masing diberi satu kartu yang berisi 3 orang artis.
Setiap kartu berisi pendapat yang berbeda dan ada juga yang sama.
Semua siswa harus berpindah tempat untuk mencari dan menemukan
teman yang mempunyai pendapat yang sama mengenai ke tiga artis
tersebut.
98
Untuk menemukannya mereka harus bertanya dan menjawab dengan
ungkapan – ungkapan asking and giving opinion yang telah dijelaskan
dan telah dilatihkan oleh guru.
Mereka tidak diperkenankkan duduk sebelum mereka menemukan
teman yang setuju dengan pendapat yang ada di kartu yang mereka
pegang.
Mereka harus mendata siapa saja yang pendapatnya sama dengan
dirinya.
Siswa di beri waktu 10 menit untuk menemukan dan mendata teman
yang setuju dengan pendapatnya masing - masing
Bagi yang tecepat menemukan teman yang setuju dengan pendapatnya
akan mendapatkan poin.
VIII. METODE PEMBELAJARAN/ TEKNIK:
Communication Games
IX. LANGKAH-LANGKAH KEGIATAN :
KEGIATAN Waktu
( menit ) Aspek / skill yang di kembangkan
I. Kegiatan awal : Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa Menyiapkan dan membaca Basmallah Memberikan gambaran tema yang akan
dipelajari (asking and giving opinion). Brainstorming (guru mengabsen siswa sambil
menanyakan hal-hal yang berkaitan dengan tema yang akan dibahas)
II. Kegiatan Inti : Guru menuliskan beberapa vocabulary yang
terkait dengan materi, dan melakukan drilling. Guru menunjukkan satu foto artis, lalu
meminta siswa untuk memberi pendapat
10 Menit 65 Menit
Menyiapkan diri siswa sebelum masuk materi baru. Siswa dapat meminta dan memberi pendapat dengan lisan
99
tentang foto yang ditunjukkan, setelah itu siswa tersebut meminta siswa lain untuk memberikan pendapat yang berbeda mengenai foto tersebut.
Guru menulis di papan tulis tentang pendapat beberapa siswa.
Guru membenarkan beberapa kesalahan dari ungkapan siswa, dan memberikan penjelasan.
Guru bersama siswa menarik garis besar cara meminta dan memberi pendapat.
Guru memberikan instruksi mengenai matching game yang akan diterapkan dalam kelas.
Setiap siswa diberi satu kartu yang berisi nama artis dengan karakternya masing-masing.
Setiap siswa harus menemukan pendapat yang sesuai dengan kartu yang dipegang.
Guru berkeliling kelas dengan memonitor kegiatan siswa, dan meluruskan ujaran-ujaran siswa yang belum tepat.
III. Kegiatan Akhir : Menyimpulkan materi pelajaran. Menanyakan kesulitan siswa selama KBM. Menutup KBM dengan doa.
5 Menit
Merespon secara interpersonal Berinteraksi melalui permainan Feedback dan reinforcement
X. SUMBER BELAJAR & MEDIA BELAJAR:
a. Sumber Belajar
Buku teks (Mukarto, Sujatmiko, dkk ”English on Sky for junior
high school students”, Penerbit Erlangga, 2006, Jakarta).
Buku teks (Jill haldfield “Communication Games, Longman, 1985
Edinburgd)
Kurikulum KTSP Bahasa Inggris kelas VII
Silabus SMP Kelas VII
100
b. Media Belajar
Katru yang terlampir.
White board
Marker
Artis Pictures
XI. PENILAIAN
a. Teknik : Tes Bicara
b. Bentuk : Lisan
XII. PEDOMAN PENILAIAN
Lisan
No Aspek Point
1.
2.
3.
4.
5.
Grammar
Vocabulary
Pronunciation
Fluency
Comprehension
1 – 5
1 – 5
1 – 5
1 – 5
1 – 5
Skor maksimum = 25
Nilai siswa = Skor perolehan x 100
Skor maksimum
Mengetahui Jakarta, 31 Maret 2011
Observer Researcher
Misbahuddin, S. Pd Musrifatul Khairiyah
101
Lampiran:
Lembar kegiatan matching game
Berbicara
OPINION POLL
JUSTINE BIBER UGLY NIKITA WILY BEAUTIFUL SULE CUTE
JUSTINE BIBER GOOD VOICE NIKITA WILY BEAUTIFUL SULE SWEET
JUSTINE BIBER AWFUL NIKITA WILY PRETY SULE GOOD VOICE
JUSTINE BIBER HANDSOME NIKITA WILY ATTRACTIVE SULE UGLY
JUSTINE BIBER SEXY NIKITA WILY NICE SULE HANDSOME
JUSTINE BIBER FUNNY NIKITA WILY BEAUTIFUL SULE COOL
JUSTINE BIBER HANDSOME NIKITA WILY CUTE SULE SEXY
JUSTINE BIBER NICE NIKITA WILY SEXY SULE SWEET
JUSTINE BIBER CUTE NIKITA WILY SEXY SULE FUNNY
JUSTINE BIBER CUTE NIKITA WILY SWEET SULE ATTRACTIVE
JUSTINE BIBER HANDSOME NIKITA WILY SWEET SULE AWFUL
JUSTINE BIBER GOOD VOICE NIKITA WILY NICE SULE UGLY
102
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) SPEAKING
IDENTITAS Satuan Pendidikan : SMP YMJ Ciputat Mata Pelajaran : Bahasa Inggris Kelas / Semester : VII (Tujuh) / 2 Tema : Famous things Pertemuan/siklus : 2/ I Aspek / Skill : Berbicara Alokasi Waktu : 2 x 40 menit Jenis Games : Guessing Game Tahun Pelajaran : 2010 / 2011
I. STANDAR KOMPETENSI
Berbicara
(9) Mengungkapkan makna dalam teks percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan
terdekat.
II. KOMPETENSI DASAR
Berbicara
(9.1) Mengungkapkan makna dalan percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) sangat sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan terdekat yang mellibatkan tindak
tutur: meminta dan memberi pendapat
III. INDIKATOR
1. Menyatakan pendapat
2. Merespon secara interpersonal
3. Bediskusi melalui permainan
103
4. Berkompetisi melalui grup
5. Bertanya dengan menggunakan Yes/No question
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menggunakan ungkapan memberi pendapat
2. Merespon secara interpersonal
3. Mendeskripsikan pendapat tentang sesuatu
4. Menebak subjek yang berkaitan dengan pendapat yang ada
VI. MATERI PEMBELAJARAN
1. List of famous things
Band music:
Ungu, Wali, ST12, etc.
Movies
Harry potter, Laskar Pelangi, Detective Conan, Camp Rock, etc
Places
Mountain, sea, beach, etc
Actor/actress
Kim bum, Asmirandah, Marshanda, Agnes Monica
Foods
Noodles, Pizza, burger, bread talk.
Technology
Internet, computer, mobile phone, etc
Animals
Rabbit, giraffe, elephant, etc
2. Ungkapan-ungkapan
a. Asking opinion b. Giving opinion
What do you think about.... I think it’s...........
What about...... I don’t know. Maybe it’s…
What is your opinion about....? In my opinion....
104
Do you have any opinion? I fell..........
c. Yes/No question
Is she ……………..? Yes, she is/ no it is not
Is he ……………..? Yes, He is/no he is not
Is it ………………? Yes, it is/ no it is not
3. Kosa kata terkait:
Tall, short, narrow, wide, beautiful, handsome, oval face, white, black
skin, big, talkative, cool, interesting, delicious, yummy, fresh,
information, etc
4. Lexical area:
Adjectives, noun, verb.
VII. ATURAN PERMAINAN
Siswa di bagi dalam 7 kelompok.
Masing – masing kelompok di beri satu gambar tentang famous thing
(band music, animal, place, food, movie, actor, technology)
Setiap kelompok di beri satu macam gambar tentang famous thing.
Setiap kelompok berdiskusi untuk memberikan pendapat tentang ciri
khas atau karakteristik dari isi gambar yang mereka dapatkan.
Masing – masing peserta dalam satu kelompok harus mempunyai
pendapat yang berbeda-beda.
Setelah berdiskusi, setiap kelompok harus mempresentasikan
pendapatnya tentang gambar tersebut.
Seluruh peserta dalam setiap kelompok harus maju ke depan kelas dan
masing-masing harus mengungkapkan minimal satu pendapat tentang
gambar.
Kelompok lain harus menebak subject mengenai gambar yang di
deskripsikan oleh kelompok yang sedang presentasi.
Bagi kelompok yang bisa menjawab akan mendapatkan poin.
105
Kelompok yang kompak dan bisa menebak gambar kelompok lain
akan mendapatkan hadiah dari guru.
VIII. METODE PEMBELAJARAN/ TEKNIK:
Communication Games
IX. LANGKAH-LANGKAH KEGIATAN :
KEGIATAN Waktu
( menit ) Aspek / skill yang di kembangkan
I. Kegiatan awal : Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa Menyiapkan dan membaca Basmallah Brainstorming (mengulang materi lalu dengan
tanya jawab)
II. Kegiatan Inti : Guru menunjukkan satu gambar tempat
rekreasi, lalu meminta siswa untuk memberi pendapat tentang gambar yang ditunjukkan, setelah itu siswa tersebut meminta siswa lain untuk memberikan pendapat yang berbeda mengenai gambar itu
Guru meminta siswa untuk menyebutkan object terkenal selain tempat rekreasi yang guru tunjukan.
Guru menuliskan jawaban objek terkenal yag diucapkan siswa.
Guru menambahkan dan melengkapi objek yang akan di pakai di permainan.(artis, film, tempat, makanan, teknologi, hewan, music) kemudian menuliskan macam-macamnya.
Guru memberikan kosa kata yang berkaitan dengan ketujuh objek tadi.
Siswa diminta mengikuti ucapan guru mengenai kosa kata
Guru menjelaskan materi yang akan di pakai di dalam permainan
5 Menit 65 Menit
Menyiapkan diri siswa sebelum masuk materi baru. Siswa menyatakan pendapat dengan lisan. Siswa menebak objek gambar. Merespon secara interpersonal Berinteraksi dan berdiskusi melalui permainan Bekerjasama dengan kelompok masing-masing Berkompetisi dengan kelompok lain
106
Siswa dibagi dalam tujuh kelompok sesuai dengan tujuh objek yang diberikan guru
Guru memberikan instruksi mengenai game yang akan diterapkan dalam kelas.
Setiap kelopmok diberi satu amplop yang berisi gambar objek dan tidak boleh diperlihatkan kepada kelompok lain
Setiap kelompok berdiskusi tentang gambar dan masing-masing peserta harus mempunyai minimal satu pendapat tentang objek tersebut.
Guru memilih kelompok yang harus mempresentasikan objek gambar dan tidak boleh memberi tahukkan nama gambarnya.
Kelompok lain menebak gambar kelompok yang sedang presentasi.
Kelompok lain bisa bertanya dengan menggunakan yes/no question.
Guru memberi score kepada kelompok yang berbicara, bertanya dan yang menebak.
III.Kegiatan Akhir : Memberikan hadiah untuk kelompok yang
mendapat score terbanyak. Menyimpulkan materi pelajaran Memotivasi untuk selalu menggunakan
engkapan bahasa inggris dan vocabulary yang mereka punya.
Menanyakan kesulitan siswa selama KBM. Menutup KBM dengan doa.
10 Menit
Feedback dan reinforcement
X. SUMBER BELAJAR & MEDIA BELAJAR:
a. Sumber Belajar
Buku teks (Mukarto, Sujatmiko, dkk ”English on Sky for junior
high school students”, Penerbit Erlangga, 2006, Jakarta).
Buku teks (Jill haldfield “Communication Games, Longman, 1985
Edinburgd)
Kurikulum KTSP Bahasa Inggris kelas VII
107
Silabus SMP Kelas VII
b. Media Belajar
White board
Marker
Pictures of Famous things
XI. PENILAIAN
a. Teknik : Tes Bicara
b. Bentuk : Lisan
XII. PEDOMAN PENILAIAN
Lisan
No Aspek Point
1.
2.
3.
4.
5.
Grammar
Vocabulary
Pronunciation
Fluency
Comprehension
1 – 5
1 – 5
1 – 5
1 – 5
1 – 5
Skor maksimum = 25
Nilai siswa = Skor perolehan x 100
Skor maksimum
Mengetahui Jakarta, 1 April 2011
Observer Researcher
Misbahuddin, S. pd Musrifatul Khairiyah
108
Lampiran
Lembar kegiatan Guessing game
Berbicara
-----------------------------------------------------------------------------------------------
109
-----------------------------------------------------------------------------------------------
110
Appendix 14: Lesson Plan of the Second Cycle
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) SPEAKING
IDENTITAS
Satuan Pendidikan : SMP YMJ Ciputat Mata Pelajaran : Bahasa Inggris Kelas / Semester : VII (Tujuh) / 2 Tema : Sports and Hobbies Pertemuan/siklus : 1 / 2 Aspek / Skill : Berbicara Alokasi Waktu : 2 x 40 menit Jenis Games : Matching Game Tahun Pelajaran : 2010 / 2011
I. STANDAR KOMPETENSI
Berbicara
(9) Mengungkapkan makna dalam teks percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan
terdekat.
II. KOMPETENSI DASAR
Berbicara
(9.1) Mengungkapkan makna dalan percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) sangat sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan terdekat yang mellibatkan tindak
tutur: menyatakan suka dan tidak suka.
III. INDIKATOR
Merespon ungkapan-ungkapan:
1. Menanyakan suka
2. Menyatakan suka atau tidak suka
111
3. Merespon secara interpersonal
4. Berinteraksi melalui permainan
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menggunakan ungkapan menanyakan suka
2. Menggunakan ungkapan menyatakan suka
3. Merespon secara interpersonal
V. MATERI PEMBELAJARAN
1. Ungkapan- ungkapan
a. Asking likes Responds
Do you like ………? No, I don’t.
Do you love ……..? Yes, I do.
Dou you enjoy ……?
b. Expressing Likes Dislikes
I like …….. I don’t like......
I Love......... I (really) hate…..
I really enjoy... I don’t enjoy …….
2. Kosa kata terkait:
Cycling, walking, climbing, skiing, painting, football, tennis,
gardening, playing the guitar, cooking, riding, climbing, prize, have
won, free holiday
3. Lexical area:
Action verb
VI. ATURAN PERMAINAN
Siswa di beri katru yang berisi kegiatan tentang suka dan tidak suka.
Setiap kartu berisi kegiatan yang berbeda dan ada juga yang sama.
Semua siswa harus berpindah tempat untuk mencari dan menemukan
teman yang kesukaan dan ketidaksukaan nya sama dengan mereka.
112
Untuk menemukannya mereka harus mewawancara siswa lain dengan
ungkapan – ungkapan likes and dislikes yang telah dijelaskan dan telah
dilatihkan oleh guru.
Mereka tidak diperkenankkan duduk sebelum mereka menemukan
teman yang sama dengan dirinya.
Bagi yang tecepat menemukan teman yang setuju dengan pendapatnya
akan mendapatkan hadiah dari guru.
VII. METODE PEMBELAJARAN/ TEKNIK:
Communication Games
VIII. LANGKAH-LANGKAH KEGIATAN :
KEGIATAN Waktu
( menit ) Aspek / skill yang di kembangkan
I. Kegiatan awal : Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa Menyiapkan dan membaca Basmallah Memberikan gambaran tema yang akan
dipelajari (asking and expressing likes and dislikes).
Brainstorming (guru mengabsen siswa sambil menanyakan hal-hal yang berkaitan dengan tema yang akan dibahas)
II. Kegiatan Inti : Guru bertanya kepada siswa mengenai hobi
siswa dan olahraga kesukaannya Siswa merespon pertanyaan guru Guru membenarkan jawaban siswa dengan
menjelaskan dan mencontohkan cara mengungkapkan ungkapan suka atau tidak suka.
Guru memberikan kosakata yang berhubungan dengan materi game dengan cara drilling
10 Menit 65 Menit
Menyiapkan diri siswa sebelum masuk materi baru.
Siswa dapat menanyakan suka menyatakan suka atau tidak suka Merespon secara interpersonal Berinteraksi melalui permainan
113
Guru memberikan macam-macam ungkapan terkait likes and dislike dan juga menjelaskan cara merespon ungkapan tersebut
Guru juga menjelaskan tentang sistematika atau structure nya.
Guru memberikan istruksi tentang permainan matching game.
Siswa harus menemukan pasangan yang tepat yang sesuai dengan kesukaan atau ketidak sukaan siswa.
Siswa berpindah tempat untuk mewawancara siswa lain sampai dia menemukan pasangan yang tepat atau sesuai dengan dirinya
III. Kegiatan Akhir : Menyimpulkan materi pelajaran. Menanyakan kesulitan siswa selama KBM. Menutup KBM dengan doa.
5 Menit
Feedback dan reinforcement
IX. SUMBER BELAJAR & MEDIA BELAJAR:
a. Sumber Belajar
Buku teks (Mukarto, Sujatmiko, dkk ”English on Sky for junior
high school students”, Penerbit Erlangga, 2006, Jakarta).
Buku teks (Jill haldfield “Communication Games, Longman, 1985
Edinburgd)
Kurikulum KTSP Bahasa Inggris kelas VII
Silabus SMP Kelas VII
b. Media Belajar
White board
Marker
Hobby cards
114
X. PENILAIAN
a. Teknik : Tes Bicara
b. Bentuk : Lisan
XI. PEDOMAN PENILAIAN
Lisan
No Aspek Point
1.
2.
3.
4.
5.
Grammar
Vocabulary
Pronunciation
Fluency
Comprehension
1 – 5
1 – 5
1 – 5
1 – 5
1 – 5
Skor maksimum = 25
Nilai siswa = Skor perolehan x 100
Skor maksimum
Mengetahui Jakarta, 7 April 2011
Observer Researcher
Misbahuddin, S. Pd Musrifatul Khairiyah
115
Lampiran:
Lembar kegiatan exchanging game
Berbicara
116
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) SPEAKING
IDENTITAS
Satuan Pendidikan : SMP YMJ Ciputat Mata Pelajaran : Bahasa Inggris Kelas / Semester : VII (Tujuh) / 2 Tema : Routine and Leisure Activities Pertemuan/siklus : 2/ 2 Aspek / Skill : Berbicara Alokasi Waktu : 2 x 40 menit Jenis Games : Mill Drill Game Tahun Pelajaran : 2010 / 2011
I. STANDAR KOMPETENSI
Berbicara (9) Mengungkapkan makna dalam teks percakapan transaksional dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan
terdekat.
II. KOMPETENSI DASAR
Berbicara
(9.1) Mengungkapkan makna dalan percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) sangat sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan terdekat yang mellibatkan tindak
tutur: menyatakan suka dan tidak suka dan menyatakan setuju atau tidak
setuju.
III. INDIKATOR
Merespon ungkapan-ungkapan:
1. Menanyakan suka
2. Menyatakan suka atau tidak suka
3. Menyatakan setuju atau tidak setuju
117
4. Merespon secara interpersonal
5. Berinteraksi melalui permainan
IV. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menggunakan ungkapan menanyakan suka dan tidak suka
2. Menggunakan ungkapan menyatakan suka dan tidak suka
3. Menggunakan ungkapan setuju dan tidak setuju
4. Merespon secara interpersonal
5. Berbicara dengan partner yang berbeda sebanyak-banyaknya.
V. MATERI PEMBELAJARAN
1. Ungkapan- ungkapan
a. Asking about likes Respond
Do you like ………? No, I don’t.
Do you love ……..? Yes, I do.
Dou you enjoy ……?
b. Expressing Likes Dislikes
I like …….. I don’t like......
I Love......... I (really) hate…..
I really enjoy... I don’t enjoy …….
c. Agreeing disagreeing
So do I I don’t
Neither do I Nor do I
I do
2. Kosa kata terkait:
Playing, listening music, cooking, watching TV, cinema, dancing,
walking, shopping, driving, playing card, drink, coffee, eating, talking,
playing game, singing, washing, cooking, reading, studying, playing
tennis, playing football, basking, swimming, taking picture, etc.
3. Lexical area:
118
Action verb
VI. ATURAN PERMAINAN
Setiap siswa diberi satu kartu berisi gambar kegiatan
Setiap siswa harus bertanya dan menjawab kegiatan dari gambar yang
dipegang masing-masing
Kartu tidak boleh diperlihatkan kepada siswa lain
Siswa mendemonstrasikan aktifitas dikelas dengan menggunakan
gambar
Siswa pindah keliling kelas dan bertanya jawab kepada banayk
pasangan
Siswa mengulang pertanyaan sama kepada teman yang berbeda
Setelah itu siswa menukar gambar yang dia pegang dan keliling kelas
lagi untuk malakukan tanya jawab lagi sampai mereka berbicara
dengan pasangan yang berbeda sebanyak mungkin.
Siswa yang paling banyak berbicara dengan pasangan yang berbeda
akan mendapatkan hadiah.
VII. METODE PEMBELAJARAN/ TEKNIK:
Communication Games
VIII. LANGKAH-LANGKAH KEGIATAN :
KEGIATAN
Waktu
( menit )
Aspek / skill
yang di
kembangkan
I. Kegiatan awal : Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi
siswa Menyiapkan dan membaca Basmallah
5 Menit
Menyiapkan diri siswa sebelum masuk materi baru.
119
II. Kegiatan Inti : Guru mengulang pelajaran lalu dengan Tanya
jawab seputar kegiatan yang siswa sukai Guru menunjuk siswa untuk menjawab
pertanyaan guru Guru melempar pertanyaan berikutnya kepada
siswa lain tentang persetujuan siswa yang lain mengenai jawaban siswa sebelumnya.
Guru membenarkan jawaban siswa dengan menjelaskan tema baru tentang agreeing and disagreeing sekaligus memberikan contoh yang lainnya.
Guru memberikan kosa kata baru dengan mendrilll siswa.
Guru menunjukan sebuah gambar yang berisi kegiatan
Kemudian guru mencontohkan dialog yang akan digunakan dalam permainan.
Guru memberikan istruksi tentang permainan mill drill game
Setiap siswa diberi satu gambar kegiatan. Siswa praktek melalui permainan tersebut. Siswa harus mendapatkan pasangan yang
banyak dan harus berpindah-pindah dengan menggunakan gambar yang dia punya.
III. Kegiatan Akhir : Menyimpulkan materi pelajaran. Memberi hadiah kepada siswa yang berpindah
kepada banyak partner dengan menggunakan ungkapan yang tepat.
Menanyakan kesulitan siswa selama KBM. Menutup KBM dengan doa.
70 menit
5 Menit
Siswa dapat
menanyakan
suka
menyatakan
suka atau tidak
suka
menyatakan
setuju atau
tidak setuju
merespon
secara
interpersonal
Berinteraksi melalui permainan Feedback dan reinforcement
IX. SUMBER BELAJAR & MEDIA BELAJAR:
a. Sumber Belajar
Buku teks (Mukarto, Sujatmiko, dkk ”English on Sky for junior
high school students”, Penerbit Erlangga, 2006, Jakarta).
120
Buku teks (Jill haldfield “Communication Games, Longman, 1985
Edinburgd)
Kurikulum KTSP Bahasa Inggris kelas VII
Silabus SMP Kelas VII
b. Media Belajar
White board
Marker
Picture of cards’ activities
X. PENILAIAN
a. Teknik : Tes Bicara
b. Bentuk : Lisan
XI. PEDOMAN PENILAIAN
No Aspek Point
1.
2.
3.
4.
5.
Grammar
Vocabulary
Pronunciation
Fluency
Comprehension
1 – 5
1 – 5
1 – 5
1 – 5
1 – 5
Skor maksimum = 25
Nilai siswa = Skor perolehan x 100
Skor maksimum
Mengetahui Jakarta, 14 April 2011
Observer Researcher
Misbahuddin, S. pd Musripatul Khoiriyah
121
Lampiran:
Lembar kegiatan exchanging game
Berbicara
122
Appendix 15: The instrument of Pretest
The Instrument of Pretest
Time : Thursday, March 24th, 2011
Function : Talking about opinion and likes/dislikes
Activities :
The researcher calls the students two by two for interviewing their selves
The teacher gives the score for students’ speaking ability
Questions:
1. Tell me about yourself, please!
2. What is your hobby?
3. What do you want to be?
4. What is your opinion/what do you think about your friend beside you?
123
Appendix 16: The instrument of Posttest 1
The Instrument of Posttest 1
Time : Thursday, April 07th, 2011
Function : Talking about asking and giving opinion
Theme : Things around us
Rules
The researcher calls the students two by two as a partner group based on the
attendance list.
Every student who is called has to choose one of the pictures from the teacher
She/he has to ask opinion of the partner for giving opinion based on the
picture situation that had been chosen.
They exchange opinion of the own picture by asking and giving opinion
The aspects that will be assessed by the teacher are: comprehension, fluency,
grammar, vocabulary and pronunciation.
124
125
126
Appendix 17: The instrument of Posttest 2
The Instrument of Posttest 2
Time : Friday, April 15th, 2011
Function : Talking about likes and dislikes
Theme : Interest, hobbies and experience
Rules
The researcher calls the students two by two as a partner group based on the
attendance list randomly.
Every student who is called has to choose one of the pictures’ experience from
the teacher
She/he has to ask about like and dislike to the partner based on the picture.
The student have to telling their experience to each other based on the
picture’s topic that had been chosen
The aspects that will be assessed by the teacher are: comprehension, fluency,
grammar, vocabulary and pronunciation.
127
128
Appendix 18: The Rating Scale of Speaking Test
Analytic Scoring Rubric of Speaking Skill
Rated qualities Points Behavioral statements
Pronunciation
5 Has few traces of foreign accent. 4 Always intelligible, though one is conscious of a
definite accent 3 Pronunciation problems necessitate concentrated
listening and occasionally lead to misunderstanding. 2 Very hard to understand because of pronunciation
problems. Must frequently be asked to repeat. 1 Pronunciation problems so severe as to make speech
virtually unintelligible.
Grammar
5 Makes few (any) noticeable errors of grammar or word order.
4 Occasionally makes grammatical and or word order errors which do not, however, obscure meaning.
3 Makes frequent errors of grammar and word order which occasionally obscure meaning
2 Grammar and word order errors make comprehension d must often rephrase sentences and or restricts himself to basic patterns.
1 Errors in grammar and word order so severe as to make speech virtually unintelligible.
Vocabulary
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Sometimes use inappropriate terms and or must rephrase ideas because of lexical inadequacies.
3 Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.
2 Misuse of words and very limited vocabulary make comprehension quite difficult
1 Vocabulary limitations so extreme as to make conversation virtually impossible.
Fluency
5 Speech as fluent and effortless as that of a native speaker
4 Speed of speech seems to be slightly affected by language problems
3 Speed and fluency are rather strongly affected by language problems.
2 Usually hesitant; often forced into silence by
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language problem. 1 Speech is so halting and fragmentary as to make
conversation virtually impossible
Comprehension
5 Appears to understand everything without difficulty. 4 Understands nearly everything at normal speed,
although occasional repetition may be necessary. 3 Understands most of what is said at slower-than
normal speed with repetitions. 2 Has great difficulty following what is said. Can
comprehend only “social conversation” spoken slowly and with frequent repetitions.
1 Cannot be said to understand even simple conversational English.
Note: maximum sore = 25 (Cited from Harris, 1969: 18)
Score = the result of score x 100
Maximum score
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