AN UNDERGRADUATE THESIS THE INFLUENCE OF USING BOARD … · 2019. 10. 10. · treatment. Subjek penelitian ini adalah kelas D semester 3 jurusan tadris bahasa inggris yang berjumlah

AN UNDERGRADUATE THESIS

THE INFLUENCE OF USING BOARD GAME AS A MEDIA

ON THE STUDENTS’ SPEAKING ABILITY

AT THE THIRD SEMESTER OF ENGLISH EDUCATION DEPARTMENT

OF STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO

IN THE ACADEMIC YEAR OF 2018/2019

WRITTEN BY:

ERVIANA DEWI

Student Number: 14121337

Tarbiyah and Teachers Training Faculty

English Education Department

STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO

1440 H/ 2019 M

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ON THE STUDENTS’ SPEAKING ABILITY




Presented as a Partial Fulfillment of the Requirements

For the Degree of Sarjana Pendidikan (S.Pd)

In English Education Department

WRITTEN BY:

ERVIANA DEWI

Student Number: 14121337

Tarbiyah and Teachers Training Faculty

English Education Department

Sponsor : Drs. Kuryani, M.Pd

Co-Sponsor : Trisna Dinillah Harya, M.Pd

STATE INSTITUTE FOR ISLAMIC STUDIESOF METRO

1440 H/ 2019 M

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PENGARUH PENGGUNAAN BOARD GAME SEBAGAI MEDIA

TERHADAP KEMAMPUAN BERBICARA MAHASISWA SEMESTER 3

JURUSAN TADRIS BAHASA INGGRIS

INSTITUT AGAMA ISLAM NEGERI (IAIN) METRO

TAHUN AJARAN 2018/2019

ABSTRAK

OLEH:

ERVIANA DEWI

Tujuan penelitian ini adalah untuk mengetahui pengaruh positif dan signifikan

penggunaan board game sebagai media terhadap kemampuan berbicara mahasiswa

semester 3 jurusan Tadris Bahasa Inggris Institut Agama Islam Negeri (IAIN) Metro

tahun ajaran 2018/2019. Salah satu permasalahan yang dihadapi oleh Mahasiswa adalah

kurangnya kepercayaan diri dan kompetensi dalam berbicara dalam bahasa inggris.

Penelitian ini diadakan untuk membahas bagaimana Board game mempengaruhi

kemampuan berbicara Mahasiswa.

Penelitian ini merupakan penelitian kuantitatif. Metode yang digunakan dalam

pengumpulan data adalah tes, observasi dan dokumentasi. Dalam penelitian ini,

mahasiswa diberikan satu kali pre-test sebelum treatment dan satu kali post-test setelah

treatment. Subjek penelitian ini adalah kelas D semester 3 jurusan tadris bahasa inggris

yang berjumlah 30 mahasiswa.penelitian ini menggunakan rumus T-test dan Chi Square

untuk menganalisis data.

Berdasarkan hasil dan pembahasan penelitian, diperoleh nilai “tobservasi” sebesar

10,12 dan “ttabel” 5% sebesar 2,045 dan 1% sebesar 2,756. Yang menunjukkan

bahwa “tobservasi” lebih tinggi daripada “ttabel”. Kemudian sebagai perbandingan

peneliti menggunakan chi square untuk menganalisis data yang hasilnya adalah

x2

observasi (29,72) lebih tinggi dari x2tabel (5.991) pada 5% dan (9.210) pada 1%. Jadi

dapat disimpulkan bahwa Hi diterima dan Ho ditolak. Ini menunjukkan

bahwasanya penggunaan Board game sebagai media memberikan pengaruh positif

dan signifikan terhadap kemampuan berbicara mahaseiswa semester 3 jurusan Tadris

Bahasa Inggris Institut Agama Islam Negeri (IAIN) Metro tahun ajaran 2018/2019.

Kata kunci: Board game, Kemampuan berbicara, Penelitian kuantitatif

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ON THE STUDENTS‟ SPEAKING ABILITY




ABSTRACT

BY:

ERVIANA DEWI

The purpose of this research is to determine whether there is any positive and

significant influence of using board game as a media on the students‟ speaking ability at

the third semester of english education department of State Insitute for Islamic Studies of

Metro in the academic year of 2018/2019. One of the problems faced by the students is

the students lack of confidence and competence in speaking English. This

research is carried to discuss that Board game influences students speaking ability.

This research is quantitative research. This research used test, observation,

and documentation to collect the data. The researcher gave a pre-test before the

treatment and a post-test after the treatment. This research used 30 students as

subject of the research. The researcher analyzed the data by using T-test and Chi

Square formulations to prove whether hypothesis is accepted or rejected.

Based on the result and the discussion of the research, it can be concluded

that critical value of “tobservation” is 10,12 and “ttable” of 5% is 2,045 and for 1%

level is 2,756. The data comfirmed that “tobservation” is higher than “ttable”.

Moreover, as a comparison the researcher used chi-square to analyze the data. The

result was x2observed (29,72) was higher than x

2table (5.991) in 5% and (9.210) in 1%.

So, it could be inferred that (Hi) is accepted and (Ho) is rejected.it means that

there is any positive and significant influence of using board game as a media on the

students‟ speaking ability at the third semester of english education department of State

Insitute for Islamic Studies of Metro in the academic year of 2018/2019.

Keywords: Board game, Speaking ability,Quantitative research

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MOTTO

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DEDICATION PAGE

This undergraduate thesis is dedicated to:

A special feeling of gratitude to my family, lecturer and especially my parents,

Syamsudin and Siti Jariyah. Thanks for your loving, praying and supporting. And

also all of my friends and my almamater of IAIN Metro.

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ACKNOWLEDGEMENT

Bismillahirohmanirrahim, All praise due to Allah SWT, The most

Gracious, The Most Merciful, because of His blessing and His mercy. The writer

could finish this undergraduated thesis successfully.

Peace and sallutation always be given to our beloved prophet Muhammad

SAW, the man of any good deeds who never think it hard for the sake of better

way of Islamic life.

However, this succes would not be achieved without the support,

guidance, advice, help and encouragement from individuals and institutions.

Therefore, the writer would like to express the deepest gratitude to:

1. Dr. Akla, M.Pd., as the Dean of Tarbiyah and Teacher Training Faculty

2. Ahmad Subhan Roza, M.Pd., as the Head of English Education Department

3. Drs. Kuryani, M.Pd., as my sponsor and Trisna Dinillah Harya, M.Pd as my

co-sponsoralso as a consultant of this graduating paper. Thanks for all of

your suggestion, recomendation and support for this graduating paper from

beginning untill now.

4. All of lecturers in English Education Department of Tarbiyah and Teacher

Training Faculty who had given valuable knowledge.

5. All of the staffs who have helped the writer in processing of graduating

paper administration and Academic Department.

6. My beloved parents Mr. Syamsudin and Mrs. Siti Jariyah, who always

educate the writer in doing good thing. Thanks for all generousity, finance,

and encouragement, and also thanks for your love, trust, a,d everlasting

praying. Allah bless you Mom and Dad.

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Finally, thish undergraduated thesis is expected to be able to provide

useful knowledge and information to the readers.

Metro, April 2019

The Researcher

ERVIANA DEWI

St. Number: 14121337

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TABLE OF CONTENTS

COVER .......................................................................................................... i

TITLE PAGE ............................................................................................... ii

ABSTRAK ................................................................................................... iii

ABSTRACT ................................................................................................. iv

HALAMAN ORISINALITAS PENELITIAN ........................................... v

STATEMENT OF RESEARCH ORIGINALITY ................................... vi

APPROVAL PAGE ................................................................................... vii

NOTIFICATION LETTER ..................................................................... viii

NOTA DINAS .............................................................................................. ix

RATIFICATION PAGE .............................................................................. x

MOTTOS ..................................................................................................... xi

DEDICATION PAGE ................................................................................ xii

ACKNOWLEDGMENT........................................................................... xiii

TABLE OF CONTENTS ........................................................................... xv

LIST OF TABLES .................................................................................. xviii

LIST OF FIGURES .................................................................................. xix

LIST OF APPENDICES............................................................................ xx

CHAPTER I INTRODUCTION

A. Background of the Study ............................................... 1

B. Problem Identification ................................................... 3

C. Problem Limitation ........................................................ 3

D. Problem Formulation..................................................... 4

E. Objective and benefits of the Study .............................. 4

CHAPTER II REVIEW OF THE RELATED THEORIES

A. Concept of Speaking........................................................ 6

1. Definition of Speaking ................................................. 6

2. Elements of Speaking ................................................... 8

3. Function of Speaking ................................................. 12

4. Type of Speaking Activity ......................................... 13

5. Problem in Speaking .................................................. 15

6. Measurement of Speaking .......................................... 17

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B. Concept of Board Game .............................................. 19

1. Concept of Game...................................................... 19

a. Definition of Game ............................................... 19

b. Types of Game ...................................................... 21

2. Concept of Board Game .......................................... 24

a. Definition of Board Game .................................... 24

b. Procedure of Using Board Game .......................... 25

c. Advantage and Disadvantage of Using Board

Game .................................................................... 27

C. Theoretical Framework and Paradigm ....................... 29

1. Theoretical Framework ............................................. 29

2. Paradigm ................................................................... 31

D. Hypothesis ...................................................................... 31

1. Hypothesis Formulation ........................................... 32

2. Statistical Hypothesis ............................................... 32

CHAPTER III RESEARCH METHODOLOGY

A. Research Design .......................................................... 33

B. Population and Sampling Technique ......................... 34

1. Population .................................................................. 34

2. Sample ........................................................................ 34

3. Sampling Technique................................................... 34

C. The Operational Definition of Variables.................... 35

1. Independent Variable ................................................. 35

2. Dependent Variable .................................................... 35

D. Data Collection Method ............................................... 36

1. Test ............................................................................ 36

2. Documentation ........................................................... 37

3. Observation ................................................................ 37

E. Research Instrument .................................................... 38

1. Instrument Blueprint .................................................. 38

2. Instrument Calibration ............................................... 39

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F. Data Analysis Technique ............................................. 41

CHAPTER IV RESULT AND DISCUSSION

A. Description of Research ............................................... 42

1. Historical Background of IAIN Metro ....................... 42

a. The Brief History of IAIN Metro ....................... 42

b. The Structural Organization of IAIN Metro ...... 45

c. The Facilities of IAIN Metro ............................. 47

d. The Condition of Lectures and Official

Employers .......................................................... 48

e. The Students in IAIN Metro .............................. 48

f. English Education Department .......................... 49

2. Research Data............................................................. 51

a. Pre-test Result .................................................... 51

b. Post-test Result ................................................... 55

B. Hypothesis Testing ........................................................ 59

C. Discussion ..................................................................... 64

D. Limitation ...................................................................... 67

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ..................................................................... 68

B. Suggestion ..................................................................... 69

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

xviii

LIST OF TABLE

1. The result of students‟ speaking ability at the third semester

students of English Education Department ............................................ 2

2. Analityc Speaking Criteria ................................................................... 17

3. The research Instrument Blueprint ....................................................... 38

4. Facilities in State Institute for Islamic Studies of Metro...................... 47

5. Total of Students of State Institute for Islamic Studies of Metro ......... 48

6. The Head of English Education Department ....................................... 51

7. Pre-test Result of D class of third semester students of English

Education Department ........................................................................... 52

8. The frequency of distribution of the students‟ scores in Pre-test .......... 54

9. Post-test Result of D class of third semester students of English

Education Department ........................................................................... 56

10. The frequency of distribution of the students‟ scores in Post-test ........ 58

11. The Pre-test and Post-test Results of The Students of D Class of

The Third Semester Students of English Education Department.......... 60

12. The contingency Table of The Expected Frequency at The Result

of Students‟ Speaking Ability in Pre-test and Post-test ........................ 63

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LIST OF FIGURES

1. The Paradigm of the research ................................................................ 31

2. The organization stucture of IAIN Metro ............................................ 46

3. The chart of frequency of Students Speaking Ability Pre-test

Score ................................................................................................ 54

4. The chart of frequency of Students Speaking Ability Post-test

Score ................................................................................................ 58

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LIST OF APPENDICES

A. The instrument of Pre-test

B. The instrument of Post-test

C. Documentation Guidance

D. Scoring Rubric

E. Pre-test Result of students‟ speaking ability

F. Post-test Result of students‟ speaking ability

G. Documentation

H. Curriculum Vitae

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CHAPTER I

INTRODUCTION

A. Background of the Study

Language is used to convey the messages of what people think or feel.

So, when people cannot convey what they want to say to others,

communication cannot run effectively. However, one of the hardest skills

in English proficiency is speaking skill. Generally, Students, who learn

English as a foreign language in Indonesia, find many difficulties

especially in speaking. It is because speaking is a productive skill which is

used for oral communication.

Therefore, there are some problems faced by the students of English

education department at State Institute for Islamic Studies of Metro in

studying Speaking, such as the students are lack of confidence and

competence in speaking English, limited English vocabulary, short

learning time, rare speaking practice, low motivation to master English,

the strategy used is not vary etc.

In studying speaking, the mastery of fluency, pronunciation,

grammatical structure, vocabulary and comprehension are extremely

important but the concern is when students are lack of competence in

speaking, all of the elements that should be mastered will never be

reached. Therefore, the writer should know the students difficulties when

speaking so that writer can find out the strategy or a media which is

suitable to make the students speaking ability better.

2

IAIN Metro is one of universities that have English education

department, in which there are four basic skills in Learning English those

are Listening, Speaking, Reading and Writing. The researcher conducted

the research at the third semester students of English education department

of State Institute for Islamic Studies of Metro. Based on the pre survey that

had been done for the 33 students of the third semester of English

education department at State Institute for Islamic Studies Metro, the

writer found that some of the students were still worried to speak. The

result of pre-survey could be presented in the table below:

Table 1

The result of students’ speaking ability at the third semester students

of English Education Department

No Score Explanation Frequency Percentage

1 ≥71 Passed 3 9,10 %

2 ≤71 Failed 30 91,90 %

Total 33 100 %

Source: Speaking Lecturer of State Institute for Islamic Studies Metro

Taken on (October 21, 2017)

Based on the data above the writer concluded that 9,10% of students

were passed, 91,90% of students were failed. So, it could be stated that the

students‟ speaking abilities were low. Related to the problem, in order to

make the students ability in speaking better, the writer tried a media to

solve the problem of students‟ speaking ability by using board game.

3

Board game is a game that involves counters or pieces moved or

placed on pre-marked surface or “board”, according to a set of rules. The

examples of board games are Snake and Ladder, Monopoly and Ludo. The

game used in this research was snake and ladder with some modifications

by adding some questions in each box of the game. This media is unique

and interesting. Almost all the students know how to play it, so the

students could enjoy the game without feeling stress or shy and also the

students could practice to speak more. So the writer is really positive this

media can solve the students‟ problem in speaking.

B. Problem Identification

Based on the background above, the problems are identified as

follows:

1. The students lack of English vocabulary.

2. The students rarely practice to speak English in their daily life.

3. The students have low confidence in speaking English.

4. The students lack competence in speaking English.

C. Problem Limitation

In this research, the writer only focused on the students lack

competence in speaking English. So that the writer conducted the research

under the title “The influence of using a board game as a media toward the

students speaking ability at the third semester students of English

Education Department of State Institute for Islamic Studies of Metro in

The Academic Year of 2018/2019

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.” Thus, the result of this study is only generalized or applied to the

target population, specifically to the third semester students of English

education department of State Institute for Islamic Studies of Metro.

D. Problem Formulation

The problem formulation in this research is “is there any positive and

significant influence of using board games as media on the students‟

speaking ability at the third semester of English Education Department of

State Institute for Islamic Studies of Metro in The Academic Year of

2018/2019?”

E. Objective and Benefits of the Study

In every research, there will be aim and purpose. At the end of this

research the writer hopes that there will be some advantages to broaden

teaching and learning process.

1. The Objective of the Study

The objective of this research is to know the positive and

significant influence of using board games as media on the students

speaking ability at the third semester students of English education

department of state institute for Islamic studies Metro in academic

year of 2018/2019.

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2. The benefits of the Study

a. For students, as a media that can help the students to make their

speaking ability better.

b. For English teacher, as another option of media in teaching

English especially in teaching speaking.

c. For Principal of English Education Department, this research

can give some informations to improve the learning process in

the future.

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CHAPTER II

REVIEW OF THE RELATED THEORIES

A. Concept of Speaking

1. Definition of Speaking

The ability to communicate by using language is really important

to be mastered because people usually use language to understand what

the other people think or feel. Not only for understanding what the other

people think or feel but nowadays, language, especially English is also

taught to enlarge the students‟ knowledge. It is because almost of

scientific books are written in English. It is known that one of the goals

in learning English is that the students will use the target language

orally and apply it in real communication. It means that as the English

learners, students need to build up their speaking ability regarding that

speaking is one productive skill which is used for oral communication.

According to Richards‟s mastery of English speaking skill is very

important for all EFL Learners. As a result, students will assess their

success in language study as well as efficient, their English course on

the base of how much the students think and enrich their speaking

skill.1

1 Jack C.Richards, Teaching Listening and Speaking From Theory to Practice, (New

York: Cambridge University Press,2008),p.19.

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In speaking, the speakers use language actively to convey

meanings so that the other people can understand them. It is based on

Cameron opinion that speaking is “the active use of language to express

meanings so that other people can make sense of them.”2 In the other

definition, Speaking is also known as the process of formulating and

expressing what the speakers‟ thought by using spoken and written

signs in different contexts that can have different meanings. It is

supported by Chaney that said speaking is “the process of building and

sharing meaning through the use of verbal and non-verbal symbols, in

variety of contexts.”3

Moreover, Martinez said that speaking is recognized as an

interactive, social and contextualized communicative event. Speaking

requires learners to be possession of knowledge about how to produce

not only linguistically connect but also pragmatically appropriate

utterances. In brief, learners need to know how to use the language in

context.4 Meyer also said speaking is all about: Sharing idea, giving

information, expressing a greeting, stating an opinion, or sending a

warning.”5

2 Lynne Cameron, Teaching Languages to Young Learners, (United Kingdom:

Cambridge University Press: 2001), p.40. 3 A.L. Chaney, Teaching Oral Communication, in Emma Rosana Febriyanti, Teaching

Speaking of English as Foreign Language: Problems and Solutions, (Banjarmasin:FKIP

Universitas lambung Mangkurat,2005), p.3. 4 Martinez, Flor Alicia., Esther Uso-Juan. Current Trends in the Development and

Teaching of the Four Language Skills (Studies on Language Acquisition).(Walter de Gruyter:

Gmbtl. & Co. KG2006). p.139 5 Alan Meyers, Gateways to Academic Writing, (New York: Addison Wesley

Longman,2003),p.2.

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So, speaking is important to be mastered in language learning as

Richard and Renandya Said that “Speaking is one of the central

elements of communication in EFL learning.”6

Based on the definitions above, the writer concludes that

speaking is the ability of building and sharing meaning not only

linguistically connect but also pragmatically appropriate utterances of

the speakers‟ thought through the use of verbal and nonverbal signs in

order to make the other people understand them.

2. Elements of Speaking

In teaching speaking, there are some aspects that the teacher must

concern about; those are pronunciation, grammar, vocabulary, fluency

and comprehension. Harmer said that “if students want to speak fluently

in English, they need to be able to pronounce phonemes correctly, use

appropriate stress and intonation and speak in connected speech”.7 In

addition, according to Hughes, there are some proficiency that should

be achieved in speaking activities; accent, grammar vocabulary,

fluency, and comprehension.8 Based on that statement the writer uses

the term pronunciation to change the accent.

6 Jack Richards and Willy A. Renandya, Methodology in Language Teaching Anthology

of Current Practice, (Cambridge University Press,2004),p.x. 7 Jeremy Harmer, The Practice of language teaching 4

th edition, (England: Pearson, 2007)

p.343. 8 Arthur Hughes, Testing for language Teachers, (Cambridge: Cambride University

Press,2003), p.131-132.

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a. Pronunciation

A certain sounds are produced through the

pronunciation. Pronunciation teaching not only makes students

aware of different sound features, but also can improve their

speaking immeasurably because pronunciation can help allows

the students to get over serious intelligibility problem in

particular case.9 It means that when the students master their

pronunciations, the production of their speech is getting better.

Indeed, pronunciation is an important element in

speaking. It is because speaking deals with the production of

sounds. By learning pronunciation, the students know about

how to produce the language correctly.

b. Grammar

Talking about speaking, the important thing in speaking

is the messages that want to be conveyed to the listener. People

do not focus on the grammar of their utterance. However, it

becomes a need that the speakers also have to notice the

grammar itself when they speak to others. Although grammar

is neglected, people should concern on the sentence rules in

grammar.

9 Harmer, Op.cit, p.245

10

Richard said, “Grammar is not taught in isolation but

often a rises out of a communicative task, thus creating a need

for specific items of grammar”.10

It means grammar has a rule

in speaking but the teachers should not teach the grammar

from the rules but from the context. It will make the students

can comprehend the rules of grammar easily because they

learn it from their utterance.

c. Vocabulary

Vocabulary is a must when someone wants to express

his/her thoughts, feelings, or views to other people. Without

having a lot of vocabulary, speaker will face the difficulties to

express his/her thoughts or feelings. Richard and Renandya

state that vocabulary is a core component of language

proficiency and provides much of the basis for how well

learners speak, listen, read and write.11

Based on Longman

Dictionary, vocabulary is a set of lexemes, consisting single

words, compound words, and idioms those are typically used

when talking something. To be able to speak fluently and

accurately, speaker of foreign language should master enough

vocabulary and has capability to use it accurately.

10

Jack C. Richards, Communicative Language Teaching Today, (New York: Cambridge

University Press,2006),p.23. 11

Richard and Renandya. Op.cit, p.255.

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d. Fluency

The fluency of someone when speaking might draw that

he or she is able to speak well. But, it needs to be noticed that

the intelligibility of the words pronounced is also important.

Koponen, in Louma‟s Assessing Speaking, stated, “Definitions

of fluency often include reference to flow of smoothness, rate

of speech, absence of disturbing hesitation markers, length of

utterances, and connectedness.”12

In addition, Louma states “fluency is the ability to talk

freely without too much stopping or hesitating”.13

At the level

of someone‟s fluency when speaking, it can be seen whether

he or she speaks natural without some hesitations about what

he or she would like to say.

e. Comprehension

The last element of speaking is comprehension.

Comprehension is a key feature in the successful teaching for

the intended meaning of written or spoken communication.

Hughes states that people get highest score in comprehension

aspect when they “understand everything in both formal and

colloquial speech to be expected of an educated native

12

Koponen, M, “Let your language and thought flow! Is there a case for “fluency” in

ELT and applied linguistics?” in Sari Luoma, Assessing Speaking. (Cambridge: Cambridge

University Press,2004),p.88. 13

Ibid.

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speaker.”14

So in teaching speaking in the classroom, the

teacher is able to know whether the students understand or not

by checking their comprehension toward the lesson which has

been taught.

Based on the definitions above, the writer can conclude

that those five elements of speaking are really important to be

mastered, because when the students are willing to have a good

ability in speaking, they need to pay attention to the elements

containing in speaking itself.

3. Function of Speaking

Speaking has many purposes that give some advantages in

teaching foreign language skills. But the advantages or the function of

speaking can be achieved if the teacher encourages the students by

giving the opportunity and spaces for students to speak up their thought

and ideas. As Littlewood said “The development of communicative

skills can only take place if learners have motivation and opportunity to

express their own identity ....”15

It is important to make the classroom

becomes learner-centered approach. By giving many communicative

classroom activities, the teacher can build the opportunity for the

students to use the language as a tool to express their thought and to

communicate each other.

14

Hughes, Op.cit,p.132. 15

William Littlewood, Communicative Language Teaching: An Introduction,

(Cambridge: Cambridge University Press,2002). p.93.

13

Harmer said that the functions of speaking can be seen as

transactional and interpersonal functions. Transactional function‟s main

purpose is to convey information and to facilitate the exchange of goods

and services, whereas the interpersonal function is all about maintaining

and sustaining good relations between people.16

It is all about the

situation that people do in daily activities. So, by having speaking skill,

people are able to communicate each other to get communication

purpose itself.

4. Types of Speaking Activities

There are many activities that teachers can prepare to promote

speaking. Some of the speaking activities are:

a. Discussions

This activity is mostly used by the teacher to teach

speaking in classroom. It can be used in individual but mostly

in group of students. Through this activity, the students can

share their thought and ideas to their friends so the teaching

process can be communicative. As Kayi said, “the students

should always be encouraged to ask question, paraphrase ideas,

express support, check for clarification, and so on.”17

16

Harmer, loc.cit.p.343. 17

Hayrire Kayi, Teaching Speaking: Activities to Promote Speaking in a Second

Language, The Internet TESL Journal, Vol, XII, No.11. November 2006. http://iteslj.org/ Acessed

on 25 April 2018.

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b. Role play and Simulation

Role play activity can lead students to express the

language by pretending they are in various social roles.

Simulation is equal with role play but in simulation, it is more

elaborated. The students can bring realistic items to make real-

life activities. In simulations, students can bring items to the

class to create a realistic environment. They increase the self-

confidence of hesitant students, because in role play simulation

activities, they will have a different role and do not have to

speak for themselves which means they do not have to take the

same responsibility.18

c. Playing communication games

Games are designed to provoke communication between

students. The games are made based on the principle of the

information gap so that one student has to talk to a partner in

order to solve a puzzle, draw a picture , put a thing in the right

order, or find similarities and differences between pictures.

Television and radio games, imported to the classroom, often

provide good fluency activities. As Applebaum stated,”By

learning true communication students will be more motivated

to learn and use target language.”19

Communication games

also can be used to encourage the students to share the

18

Ibid. 19

Bruce Applebaum, Communicative Language Teaching: Theory, Practice and

Personal Experience, (Jurnal MANDIRI: Volume 9, No.4.2007).p.268.

15

information communicatively. It can be one of the tools to give

the students the opportunity to express the students‟ feelings or

any ideas.

d. Questionnaires

This type of activity allows the students to design

questionnaires of any appropriate topic. The questioner and

respondent have something to say each other using the natural

use of certain repetitive language patterns and thus are situated

in the middle of our communication continuum. The results

obtained from questionnaire can form the basis of written

work, discussions, or prepared talks.

5. Problem in Speaking

Speaking is the second skill that people got after listening. People

imitate what they actually hear or listen from the other and the fact is it

is not easy to learn how to speak well. As Brown demonstrates, some

characteristics of spoken language can make oral performance easy and

in some cases difficult. These are some problem in speaking:

a. Clustering

Fluent speech is phrasal, not word by word. Learners can

organize their output both cognitively and physically (in breath

groups) through such clustering.

b. Redundancy

The speaker has an opportunity to make meaning clearer

through the redundancy of language. Learners can capitalize

on this feature of spoken language.

c. Reduced Forms

Contractions, elisions, reduced vowels, etc., all form

special problems teaching spoken English. Students who don‟t

16

learn colloquial contractions can sometimes develop a stilted,

bookish quality of speaking that in turn stigmatize them.

d. Performance Variables

One of the advantages of spoken language is that the

process of thinking as you speak allows you to manifest a

certain number of performance hesitation, pauses,

backtracking, and corrections. Learners can actually be taught

how to pause and hesitate. For example, in English our

„thinking time‟ is not silent; we insert certain “fillers” such as

uh, um, well, you know, I mean, like, etc. one of the most

salient differences between native and nonnative speakers of a

language is in their hesitation phenomena.

e. Colloquial Language

Make sure your students are reasonably well acquainted

with the words, idioms, and phrases of colloquial language and

those they get practice in producing these forms.

f. Rate of Delivery

Another salient characteristic of fluency is rate of

delivery. One of your tasks in teaching spoken English is to

help learners achieve an acceptable speed along with other

attributes of fluency.

g. Stress, Rhythm, and Intonation

This is the most important characteristic of English

pronunciation. The stress-timed rhythm of spoken English and

its intonation patterns convey important messages.

h. Interaction

Learning to produce waves of language in a vacuum

without interlocutors would rob speaking skill of its richest

component: the creativity of conversational negotiation.20

Based on some problems above, teacher should have many

strategies to solve the problem in speaking. Although there are many

difficulties in learning or teaching speaking, it can be solved by the

teachers‟ creativity to build the classroom activities that promote

speaking. Because some theories state about the importance of speaking

skill in learning language, the process of teaching and learning must be

careful with the difficulties without avoiding them. Teacher should have

20

H. Douglas Brown, Principle of Language Learning and teaching (New York: Prentice

Hall.2001).p.270-271

17

some appropriate method or technique in order to make the learning

activities run well.

6. Measurement of Speaking

The following is the scoring rubric in speaking.

Table 2

Analityc Speaking Criteria21

Speaking Ability Rating Score Description

Pronunciation

4

Occasional errors of pronunciation a few

incosistencies of rhythm, intonation, and

pronunciation but comprehension is not

impeded.

3

Rhythm intonation and pronunciation require

more careful listening; some errors of

pronunciation which may occasionally lead to

incomprehension.

2 Comprehension suffers due to frequent errors

in rhythm, intonation and pronunciation.

1 Words are unintelligible.

Fluency

4

Generally natural delivery, only occasional

halting when searching for appropriate words/

expressions.

3

The students hesistates and repeat himself at

times but can generally maintain a flow of

speech, although she/he may need an

occasional promt.

2 Speech is slow and hesistant, maintains speech

in a passive manner and needs regular promts.

1

The students speak so little that no “fluent”

speech can be said to occur.

Grammar

4 Very few grammatical errors evident.

3

Some errors in use of sentence structures and

grammatical forms but these do not interfere

with comprehension.

21

Cyril J. Weir, Language Testing and Validation, (United States: Palgrave Macmillan,

2005), p.195

18

2 Speech is broken and distorted by frequent

errors.

1 Unable to construct comprehensible sentence.

Vocabulary

4

Effective use of vocabulary for the task with

few inappropriateness.

3

For the most part, effective use of vocabulary

for the task with some examples of

inappropriateness.

2 Limited use of vocabulary with frequent

inappropriateness.

1 Inappropriate and inadequate vocabulary.

Interactional

Strategies

4 Interacts effectively and ready to participate

and follow the discussion

3

Use of interactive strategies is generally

adequate but at times experiences some

difficulty in maintaining interaction

consistently.

2 Interaction ineffective. Can seldom develop an

interaction.

1 Understanding and interaction are minimum.

All in all, in order to know the students speaking ability the

researcher used oral test which have the catagory above to measure the

students speaking ability. The highest score is 100 and the lowest score

is 25.

19

B. Concept of Board Game

1. Concept of Games

a. Definition of Game

Hadfield said a game is an activity with rules, a goal and element of

fun. Furthermore, Martin in Brewster and Ellis explains a game in

language teaching is any fun activity which gives young learners the

opportunity to practice the foreign language in a relaxed and enjoyable

way. 22

People concern about game in their daily life. Some people play

games for having fun and some others play games for relaxing their mind.

In educational purposes, the teachers usually use games as a technique for

their learning activity with the students.

Wright states that the word “game” means an activity which is

entertaining and engaging, often challenging and an activity in which the

learners play and usually interact with others”23

. Games are essentially

engaging and the native language concerns can easily be substituted for

English in many case. It means that by using games, students have interest

to break the challenge in each game. Students concern in how to make the

activities that can make them engaged each other. Students also have no

reason to be bored because the teacher has made a game, which is good for

students to connect the new language in English for communicating with

their friends. Games can offer practice in all stages of teaching and

22

Yen-Hui Wang, Using Communicative Language games in Teaching and Learning

English in Taiwanese Primary Schools, Journal of Engineering Technology and Education, Vol. 7,

No. 1 March 2010, p.133. 23

Andrew Wright, Betteridge D, Buckby M, Games for language Learning. (Cambridge:

Cambridge University Press.2006), p.1.

20

learning sequence including presentation, practice and production. That is,

many games can supply the same dense use of language as more

conventional drills which mainly give repeated practice on a language

form during a limited period of time.

As Adam said in Yen-Hui Wang, he indicates, “Games are self-

motivating to stimulate learners‟ interest and curiosity, which benefits

learners best to play with the language in their first stages of language

learning.”24

Games are neutral for all level in education. Providing games are not

difficult because we can look for suitable game for each level. The

teacher‟s rule also has great contribution. It seems like so easy to build a

game, but if the teacher cannot deliver the games appropriately, the

students will be bored. It is because the nature of games is making fun

activities that involve the students to do it. as Lewis and Bedson said,

“games are fun and children like to play them”.25

So the teacher should

concern about how to make the students enjoy the game by delivering it

well.

In addition, Hadfield said that “A game is an activity with rules, a goal

and element of fun.26

Each game has its own rule to play. People should

have a goal in playing a game. If they do not have any goal, they cannot

24

Yen-Hui Wang.Op.cit. p.131 25

Gordon Lewis and Gunther Bedson, Games for Children, (New York: Oxford

University Press. 2004), p.5. 26

Jill Hadfield, Intermediate communication games, (Harlow: Pearson,2005).p.v.

21

plan the strategies to finish it. And finally the game is just for having fun

with no goal.

All in all, it is good for using game to make the teaching-learning

process running well and enjoyable. So, the students can involve and get a

challenge to use English in the classroom activities. And with appropriate

kind of games, the students can study English with fun feelings because

the games entertain them. When the students feel happy and fun, studying

English in the classroom will be fun too.

b. Types of Games

Teachers should know kinds of language games before deciding

which games are suitable with the lessons. It is important to know the

types of games that are available in order to plan a lesson with a balanced

pace. It will help teachers to choose the right games. Language games can

be classified according to the kinds of language focus they have, the kinds

of resources, classroom management and the organization they need.27

.

However, Brewster and Ellis classify many different games into two

main types: accuracy-focused games and fluency-focused games.

Accuracy- focused or language control games aim to score more points

than others, usually to find a winner. This kind of games tends to focus on

comprehension (listening and reading) as well as production (speaking and

writing).28

27

Brewster, Jean, Gail Ellis and Dennis Girard. The Primary English Teacher’s

Guide. (Essex: Pearson Education Limited.2002).p.174 28

Brown, H. Douglas.Op.cit .p.175

22

Brewster and Ellis categorize games by the resources

required to play them. There are eight types of games under this

categorization no resources e.g. guessing games and listening

games, simple pencil & paper/blackboard games (spelling games,

consequences), picture games, word cards, game using sentence

cards, dice games, board games, and games using chart or

matrices.29

Hadfield explains two ways of classifying language games.

She divides language games into two types: linguistic games and

communicative games. Linguistic games focus on accuracy, such

as supplying the correct production of a structure. On the other

hand, communicative games focus on successful exchange of

information and ideas. In communicative games correct language

use is secondary to achieving goal.

In the second categorization, Hadfield differentiates language

games based on the techniques used in the games. As with the

classification of games as linguistic games as communicative

games, some games will contain elements of more than one type:

1) Sorting, ordering or arranging games, for example, students have

a set of cards with different topics and they sort the cards based

on the topics.

29

Brown, H. Douglas.Op.cit.p.179-180

23

2) Information gap games where one or more people have

information and other people need to complete a task.

3) Guessing games that are a variation on information gap games,

for example, “20 Questions Game”.

4) Search games which are the other variant on two way info gap

games, with everyone giving and seeking information.

5) Matching games where the participants need to find a match for

a word, picture, or card.

6) Labeling games which are form of matching, in that participants

match labels and pictures.

7) Exchanging games where students barter cards, other objects or

ideas.

8) Role-play games that involve students playing roles that they do

not play on real life, such as dentist.

9) Board games that are mainly involve moving markers along a

path.

Those types of games will help teachers in selecting which

ones are appropriate with the lessons. Selecting and setting up

games is easier when they are classified into categories. When the

teacher knows the classification of games, he or she can properly

decide the suitable games for a certain learning objective.

24

2. Concept of Board Game

a. Definition of Board Game

Board games are familiar game types for children. This type of

games mainly involves moving markers along a path.30

Monopoly, Snake

and Ladders, and Ludo are the examples of popular board games. Almost

all board games are the imitations of situations in real life. Board games

have also been used to teach children basic fact and information about the

world in which they live. A board game is a game that when you play it

you throw the dice in the counters and you can step forward based on the

number of the dice. A board game is a game that involves counters or

pieces moved or placed on pre-marked surface or “board”, according to a

set of rules. Games can be based on pure strategy, chance (e.g. rolling

dice) or a mixture of the two, and usually have a goal that a player aims to

achieve.31

According to Hadfield, Board game and card game are familiar

game types, where the aim is to be the first round a board, or to collect the

most cards, or to get rid of the cards, or to build up a story. The cards and

squares on the board are used as stimuli to provoke a communication

exchange.32

Today, some teachers are using board games as teaching

media to the students. The teachers use board game to teach some subject

30

Lewis, G., & Bedson, G. Games for children.( Oxford: OUP. 1999) 31

http://en.wikipedia.org/wiki/Board_game. accessed on 25 April 2018. 32

Jill Hadfield, Intermediate Vocabulary Games, (Longman: Pearson Education

Limited,1999)p.5.

25

that related with the speaking. Educational board games are the best

solution for the teacher when faced the problem in teaching speaking.

According to Cambridge dictionary board game is any of many

games, for example chess, in which small pieces are moved around on a

board with pattern on it.33

In the other hand, based on Merriam Webster

dictionary the defintion of board game is a game (such as checkers, chess,

and etc) played by placing or moving pieces on a board.34

So the writer

concluded that Board Game is a game that involves counters or pieces

moved placed on pre-marked surface or “board” according to a set of

rules. The examples of board games are Snake and Ladder, Monopoly and

Ludo.

b. Procedure of Using Board Game

In using games to teach, the students are able to get other function

of games besides mastering speaking skill. Mayer and Harris said by using

games they can get many life skills as follow: authentic experience,

student engagement, social and life skills and higher-order thinking as

some goals in board game.35

Board game is kind of games that come from American culture, but

there are many board games that are well known by the students in

Indonesia such as Snakes and Ladder, Sudoku, Scrabble, Monopoly, and

so on. Within the teaching process, as the treatments, the writer modified

some board games with Monopoly and Snakes and Ladders design.

33

https://dictionary.cambridge.org/dictionary/english/board-game, may 8 2019, 8:38 WIB 34

https://www.merriam-webster.com/dictionary/board%20game, may 8 2019, 8:38 WIB 35

Dave Moursund,Op.cit., p.112.

26

Everyone is well-known with the design of those games. So it is easier to

explain how to play it and what the rules to do it.

There are two main parts that is included in this kind of games:

mechanics and theme.36

The mechanics is how the children can play this

game. And for the theme, the writer chose introduction and description

themes. Based on the observation before, the students are still being

confused to explain about themselves. They often stop to speak. So the

goals of the games are in order to make the students are able to speak more

about themselves in English. This is the list of steps in using board games

for teaching speaking:

1) The writer prepares the material to play the games like board,

dice, pawn, and the table.

2) Students are grouped into six groups. Each group has five-six

members.

3) The writer lays the games board on the table for each group.

4) Each group should sit around the boards.

5) Each member has one pawn to walk over the board.

6) The students choose the first one to shake the dice.

7) The number in the dice decides how many columns that the

member should walk. If the dice shows two, the member walks

two columns.

8) Each member has his/her turn to shake the dice.

36

Scott Nicholson, Everyone Plays at the Library. (New Jersey: Scott Nicholson,

2010).p.56.

27

9) The students should say what the board games instruct.

10) The students use English to break the challenge.

11) After the games ended, the students should represent what they

got in playing board games.

c. Advantage and Disadvantage of Using Board Game

Wright, et al stated that games help and encourage many learners

to sustain their interest and work.37

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.

Moreover Wright et al state that many games cause as much

density of practice as more conventional drill exercises; some do not.

What matters, however, is the quality of practice. Games can also be found

to give practice in all the skills (reading, writing, listening and speaking),

in all the stages of the teaching/learning sequence (presentation, repetition,

recombination and tree use of language) and for many types of

communication (e.g. encouraging, criticizing, agreeing, explaining).

Games are motivating and challenging. Learning a language

requires a great deal of effort and games help students to make and sustain

the effort and learning. They will not feel bored, because games are a

welcome break from the usual routine of the language class. According to

37

Wright, Andrew., David Betteridge and Michael Buckby. Games for Language

Learning,(Cambridge: Cambridge University Press,1994).p.1

28

Ersoz games are highly motivating because they are amusing and

motivating. In line with the theory, Lewis in Mei and Yu-jing: games add

variation to a lesson and increase motivation by providing and plausible

incentive to use the target language.

Moreover Lewis states that games can create a meaningful context

in which language use. According to Hadfield, games offer a context in

which language is used meaningfully as a tool to reach a particular goal.38

Games bring real world context into the classroom, and enhance student‟s

use of English in a flexible communicative way.

Huyen and Thu Nga: games usually involve friendly competition

and they keep learners interested and participate actively in the learning

activities. Games provide language practice in the four language skills.

Furthermore, Kim: games encourage students to interact and

communicate. They can be used to give practice in all language skills and

be used to practice many types of communication.

Besides providing language practice, games can also be used to

present materials and to assess learned materials in a way that appeal the

students. Games have an ability to introduce new or difficult material to

the students. Because the game format is playful, the natural challenge of

new or difficult material is much less threatening than it is ordinarily. In

addition, games can be applied as a tool for the teacher to find out the area

of difficulties.

38

Hadfield, Jill.Intermediate Vocabulary Games. (Harlow, Essex: Longman.1999).p.vii

29

Based on Savanah and sidney opinion the advantage and

disadvantage of using Board Game can be stated as follow39

:

1) People are over competitive and starts fight.

2) Some people might think board game are for little kids.

3) Some games can cause stress and addiction

4) Revives the creativity and problem-solving skills.

5) Help the students interact with the other students.

C. Theoretical Framework and Paradigm

1. Theoretical Framework

Speaking is an interactive activity between two or more people as a

speaker and listener by using language that is understood by both

speaker and listener. Although teaching speaking is not an easy job to

do, many techniques can be used in learning process and it can be a

good as a helper to make teaching-learning process easy and fun. One

of the techniques is using communicative games as the media of

teaching-learning activities.

The writer will try to use board game to teach speaking. The writer

will implement the influence of board game in the teaching and learning

process at the stage of production.

Board game is one of communicative games that can be used as a

media in teaching productive skill such as speaking skill. Through

39

https://prezi.com/1glamqwaarde/the-advantages-and-disadvantages-of-playing-board-games/

30

board game, students can explore their ideas and force themselves to

use English in interacting with other people in classroom activities.

By using board game in teaching speaking, the writer expects that

the board game will influence the students‟ speaking ability. Games can

be used to promote speaking activities. Sometimes students cannot

speak up their thought because they do not know what they should say.

By using board games in teaching speaking provides some activities

that encourage and support the students to speak and express their

thought.

By implementing the action, that is using board games to teach

speaking, the writer hopes that there are significant influences of the

students‟ speaking ability. If the board game was implemented perfectly

the students speaking ability will be good. In contrary, if the board

game was implemented imperfectly the students speaking ability will be

bad.

31

2. Paradigm

Based on the theoretical framework above the researcher describes

the paradigm as follows:

Figure 1

The Paradigm of the research

D. Hypothesis

1. Hypothesis Formulation

Hypothesis is temporary answer to the research problem that still

based on relation theories not only on empirical data which are

obtained by collecting data. It means that a supposition or explanation

(theory) that is provisionally accepted in order to interpret certain

events or phenomena, and to provide guidance for further

investigation. A hypothesis may be proven correct or wrong, and must

be capable of refutation. If it remains irrefutable by facts, it is said to

be verified or corroborated. Based on the theoretical framework and

BOARD

GAME

STUDENTS

SPEAKING

ABILITY

GOOD

BAD

FAIR

H

Y

P

O

T

H

E

S

I

S

32

paradigm above, so in this research the hypothesis is formulated as

follows:

Hi : There is a positive and significant influence of using a board

game as a media toward the students speaking ability at the third

semester students of English Education Department of State

Institute for Islamic Studies of Metro in The Academic Year of

2018/2019.

Ho : There is no positive and significant influence of using a board


semester students of English Education Department of State


2018/2019.

2. Statistical Hypothesis

If Fo > Ft, Hi is accepted and Ho is rejected

If Fo < Ft, Hi is rejected and Ho is accepted

33

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

Research design is the specific procedures involved in the research

process: data collection, data analysis, and report writing.40

It means

that research design is very important in the procedure of research

process because in research design there is specific component or step

that the researcher has to do in the research.

The researcher used quantitative research in this study,

“Quantitative research is explaining the phenomena by collecting

numerical data that are analyzed using mathematically based method (in

particular statistics).”41

It means that quantitative research is illustrating

the fact or event by using numbers in gathering information.

This research was intended to investigate whether there is the

influence of using board game as a media toward the students speaking

ability at the third semester students of English Education Department

of State Institute for Islamic Studies of Metro In The Academic Year of

2018/2019.

In this research, the researcher used a class. This class was the

experimental class that receives the special treatment that was using

board game

40

John W Cresswell, Educational Research,(New York:Pearson,2012), p.20. 41

Daniel Muijs, Doing quantitative research in education, (London: Sage Publication,

2004), p.1.

34

B. Population and Sampling Technique

1. Population

Based on Kumarsingh opinion population or universe means “the

entire mass of observation, which is the parent group from which a

sample is to be formed."42

It means that the population is all subject

that will be observed in this research. The population of this research is

the students of English Education department who still study about

speaking subject. Here the researcher took the third semester students

as the population.

2. Sample

Sample is a share of the population. According to S. Margono,

sample is the part of population that will be the example and taken by

using certain methods.43

The writer took a class of the third semester

consisted of 30 students for the sample of the research.

3. Sampling Technique

There are some techniques which can be used to determine the

sample in the research. Yogesh Kumarsingh states that sampling

technique is a very important technique of behavioral research; the

research work cannot be undertaken without using sampling.44

42

Yogesh Kumarsingh, Fundamental of Research Methodology and Statistics, (New

Delhi, new age international (P) limited, 2006), p.82. 43

S. Margono, Metodologi Penelitian Pendidikan, (Jakarta: PT. Rineka Cipta, 2010),

p.121. 44

Yogesh Kumarsingh, p.81

35

Meanwhile, the sampling technique used in this research was

purposive sampling. Purposive sampling is a sampling technique in

which researcher relies on his/her own judgment when choosing

members of population to participate in the study.

C. The Operational Definitions of Variables

1. Independent Variable

The independent variable (X) in this research is the influence of

using board game as a media toward the students speaking ability at

the third semester students of English Education Department of State


2018/2019. In this research the researcher hopes that the students can

practice English in a fun way and then the students are not worry to

speak in front of the class and the last the students are confidence in

speaking.

2. Dependent Variable

Dependent variable (Y) of this research is the students‟ speaking

ability. Speaking is one of important skill that uses in daily life to

communicate with the other people, especially for the students of

foreign language learning. Dependent variable of this research is the

variable that will be observed and measured to determine the effect of

independent variable. In this research the researcher hopes that the

students have good Vocabulary, Pronunciation, Grammar, Fluency,

and Comprehension (interactional strategies).

36

D. Data Collection Method

1. Test

The valid data can be reached through several techniques of data

collection method, one of them is test. Moreover Anderson and

Arsenault decided that “Instrument includes test and questionnaire,

observation schedule and any other tool used to collect data.”45

Whereas, this research is a quasi experimental design research with

applying pre-test and post-test group design. So, the researcher uses test

as data collection method to measure both of variables. The researcher

measures the students‟ speaking ability.

a. Pre-test

The pre-test was conducted in the beginning before doing the

treatments in order to find out the students‟ speaking ability before

doing the action research.

b. Post-test

The post-test was conducted after doing the treatment in order

to find out whether the treatment gives any contribution to the

students‟ speaking ability or not.

45

Gary Anderson and Nancy Arsenault, Fundamental of Education Research, (USA:

Falmer Press, 2005) p.94.

37

2. Documentation

Documentation is a method which is used to get information from

written language or document (for example: books, rule, magazine,

note and others). The data documentation method is a searching data on

variable that present in a document form. The documentation is used to

know the data history of students, lecturer, staff and other elements of

State Institute for Islamic Studies Metro.

3. Observation

Observation is a kind of data collection method by observing

directly to the object that examined such as the teaching learning

activities in the classroom. In the observation, the researcher makes

some notes and rechecks the data. It means to know about the process

of learning activities in the classroom.

38

E. Research Instrument

The research instrument in this research is test which will be described as

follow:

1. Instrument Blueprint

To earn the data related to the research problems, the researcher

designed with indicators which have been decided. The instrument

which will be used in this research is oral test.

Table 3

The research Instrument Blueprint

No. Variable The Students’

Indicator Items Form

1.

Independent

Variable

(X)Board Game

1. The students can

practice English in a

fun way.

2. The students are

not worry to speak in

front of the class.

3. The students are

confident in

speaking.

4. The students can

increase their English

vocabulary.

1-15 Oral test

2.

Dependent

Variable (Y)

Speaking

Ability

The students must

have a good

1. Vocabulary

2. Pronunciation

3. Grammatical

4. Fluency

5. Interactional

Strategies

1-5 Oral Test

39

2. Instrument Calibration

a. Validity and Reliability

1) Validity

Validity refers to result of the test not to the test itself. So,

validity is measurement which shows the validity of the test. The

tests are valid if the tests have high validity. In the contrary, the

tests are said less valid if the tests have low validity. The tests can

be called as valid if the tests are able to be measured and able to

uncover the data which is researched correctly.

Based on the statement above, the test should really be suitable

for the object that interested to be measured. In this case, the

researcher used “content validity” to know whether the test is valid

or not. Content validity is the degree to which a test measures an

intended content area. Content validity was determined by expert

judgment.46

Usually experts‟ area covered by the test is asked to

assess its content validity. These experts carefully review the

process used in developing concerning how well items represent

the intended content area.

This judgment was based on whether all sub areas have been

included, and in correct proportions. To know the validity of the

test the researcher went to meet the speaking lecturer to know the

46

Gay, L.R., Educational Research Competencies for Analysis and Applications, (New

Jersey: Prentice-Hall Inc, 1996), p.128.

40

students‟ speaking skill and the lecturer agreeing for the

instrument.

2) Reliability

Reliability is the accuracy of measurement result. In the other

word, whether it is consistent, predictable and accurate. It means

that, if the instrument reliable, the result of the data will be trusted

or reliable. Reliability of any research is the degree to which it

gives an accurate score across a range of measurement. It can thus

be viewed as being repeatability or consistency.

The coefficient correlation of reliability between the odd

number and even number are using correlation Product Moment.

After that, the correlation was the reliability of the test.

41

F. Data Analysis Technique

To investigate whether there is any positive and significant influence of

using board game as a media toward the students speaking ability at the third

semester students of English Education Department of State Institute for Islamic

Studies of Metro in The Academic Year of 2018/2019 the writer analyzed the data

by using t-test and chi-square. T-test is the total average of different data that will

be tested whether there is significant influence or not.

The formulation of t-test:

1

)().( 22

N

DDN

Dt

Note:

t : t value for correction sample

N : total of sample

D : the average of calculation

∑D2

: Total of the difference between pre-test and post-test (quadratic (2))

The formulation of Chi-square

X2 [

( )

]

42

CHAPTER IV

RESULT AND DISCUSSION

A. Description of Research

1. Historical Background of IAIN Metro

a. The Brief History of IAIN Metro

IAIN Metro is located in Metro city, Lampung province. It is

the only one the State Institute for Islamic Studies in this city. As an

Islamic institute which is one of favorite universities, IAIN Metro has

vision and mission. Its vision is to create a qualified and competitive

Islamic institution. Then, to accomplish the vision, it composes some

missions, namely: developing three pillars of university (education,

research and development, and service society), developing and

spreading technology in Islamic culture, and creating academic

persons who are smart, competent, and have good moral.

Likewise, as an Islamic institute, IAIN prepares the academic

culture not only in developing Islamic religious science but also

developing general science. In addition, Islamic culture is a special

characteristic in academic culture of this institute as compared to

general universities. Furthermore, IAIN Metro as the Islamic institute

has an education system which is based on the Islamic values.

IAIN Metro was built on April 23 to 25, 1997 based on the

decree of president RI No. 11, 1997 on March 21, 1997. The

establishment of IAIN cannot be separated from the history of IAIN

43

Raden Intan Bandar Lampung which was begun from the

effort of elite and religion figures from Lampung Islamic Welfare

Foundation (YKIL). In the discussion of YKIL, it was deal to

accomplish two faculties, Education faculty and Islamic law faculty,

which were domiciled in Tanjung Karang.

Referring to the decision of Indonesian President No. 27,1963,

in order to accomplish Al-Jami‟ah, YKIL should at least have three

faculties. Therefore, YKIL opened Ushuludin faculty that was

domiciled in Tanjung Karang. Lastly, it realized the dream of

Lampung society to find IAIN Al-Jami‟ah based on the Minister of

Religious Affair Decree No. 187/68 which was named “State Islamic

Institute Raden Intan Tanjung Karang”. Of the year 1993, IAIN Raden

Intan Tanjung Karang was changed to IAIN Raden Intan Bandar

Lampung.

Similarly, in 1967, the education and Islamic law faculty were

established in metro city based on the request of metro society.

Correspondingly, based on the handbill of Director General of Bimas

Islam No. E.III/OT.00/AZ/1804/1996, the payment of institutional

faculties IAIN outside the central institute should be changed to State

Islamic College (STAIN). Then, based on the decree of president RI

No. 11, 1997, STAIN was legalized. And finally, in 1st

August 2016

changed to be the State Institute for Islamic Studies (IAIN) and was

44

legalized. That was the history of establishment of STAIN Jurai Siwo

Metro.

Now, IAIN Metro has four faculties namely Tarbiyah and

Teacher Training Faculty, Economy Business Faculty, Syari‟ah

Faculty and Islamic Announcement and Communication Faculty.

Firstly, Tarbiyah and Teacher Training Faculty covers Islamic

education study program (PAI), Arabic education study program

(PBA), English Education Department (TBI), Islamic elementary

school education study program (PGMI), Islamic childhood education

study program (PIAUD), Mathematic education study program

(TPM), Biology education study program (TPB), Social science

education study program (IPS). In addition, Syari‟ah faculty includes

Islamic law department (AS), Islamic economy law (Hesy), and

Islamic constitutional law (HTNI). Furthermore, Islamic Economy

and Business Faculty comprise D3 Syari‟ah Banking (D3 PBS),

Bachelor‟s degree of Syari‟ah Banking (S1 PBS), Islamic Economy

study program (ESy), Islamic Accountant (AKS), and Pilgrimage

management (MHU). At the same time, Islamic Announcement and

Communication Faculty covers Islamic communication and

Broadcasting Program (KPI), Language and Arabic literature (BSA),

and Islamic Extension Guidance (BPI).

45

b. The Structural Organization of IAIN Metro

The structural organization of State Institute for Islamic

Studies of Metro in academic year 2017/2018 as follows:

46

Figure 2

The organization stucture of IAIN Metro

47

c. The Facilities of IAIN Metro

In order to support lectures and students, there are some

facilities in state institute for Islamic studies of metro, namely;

lectures room, computer laboratory unit and baitul mal wa tanwil,

library unit, language laboratory unit, micro teaching laboratory,

Islamic development unit, classroom, mosque, futsal field, basket ball

field, wall climbing field, volley field, tennis field, auditorium,

students activities unit (UKM) room, students committee office. For

getting the details of facilities, it can be shown in the table below:

Table 4

Facilities in State Institute for Islamic Studies of Metro

No Facilities Total of

unit

Large

(m)

1 Lectures‟ room 1 556

2 Computer laboratory unit & BMT 1 1000

3 Library unit 1 1000

4 Language laboratory unit 1 180

5 Micro-Teaching laboratory 1 106,8

6 Islamic development unit 1 30

7 Classroom 16 1248

8 Mosque 1 1000

9 Futsal field 1 510

10 Basketball field 1 -

11 Wall climbing field 1 92

12 Volley field 1 -

13 Tennis field 1 650

14 Auditorium 1 -

15 Students activities unit 1 -

16 Students committee office 1 -

Source: Documentation of state institute for Islamic studies of

metro

48

d. The Condition of Lectures and Official Employers

The number of lectures and official employers at State Institute

for Islamic Studies of Metro in academic year 2017/2018 are 152.

Otherwise, there are 75 lectures non PNS and 19 honorary workers.

Consequently, the whole staff of State Institute for Islamic Studies of

Metro in academic year 2017/2018 is 246.

e. The Students in IAIN Metro

The total of the students in State Institute for Islamic Studies of

Metro is 7440 students.

Table 5

Total of Students State Institute for Islamic Studies of Metro

No Departments Program Students

1 Tarbiyah

Department

English education

program (TBI) 1018

Islamic education

program (PAI) 1268

Arabic education

program (PBA) 401

Islamic elementary

school education

program (PGMI)

464

Mathematic education

program (TPM) 43

Biology education

program (TPB) 44

Science social

education program 39

Islamic childhood

education program

(PIAUD)

146

2 Economy business

faculty

D3 Syari‟ah banking

program (D3 PBS) 307

S1 Syari‟ah banking

program (S1 PBS) 924

Islamic accountant

(AKS) 45

49

Islamic economy

program (Esy) 1179

Pilgrimage

management (MHU) 37

3 Syaria‟ah

Department

Islamic law program

(AS) 422

Islamic economy law

program (HeSy) 708

Islamic constitutional

law (HTNI) 33

4

Islamic

announcement and

communication

Department

Islamic

communication and

broadcasting program

(KPI)

288

Language and Arabic

literature program

(BSA)

50

Islamic extension

guidance (BPI) 24

Source: documentation of IAIN Metro in Academic year 2017/2018

f. English Education Department (TBI)

English education department (TBI) is one of strata 1 (S1)

majors of Tarbiyah and Teacher Training Faculty in State Institute for

Islamic Studies of Metro (IAIN) which has established in 2007.

Historically, S1 TBI State Institute for Islamic Studies of Metro came

from diploma 3 (D3), English education that was opened in 2002.

The legal and operational license of TBI based on the

explanation letter of Islamic education general director no.

Dj.I/220.C/2007 in Jakarta on May 28th

, 2007. According the

implementation license of study program from the general director,

TBI is located in State Institute for Islamic Studies of Metro in Jl. Ki

Hajar Dewantara 15A Metro City.

50

English Education Department (TBI) has a vision in

implementing education, namely: creating professional students in

English education who can integrate Islamic values and academic

dimensions. The vision then is enlarged in some mission, those are:

1) Developing the students‟ privacy through knowledge,

reinforcement, and actualization toward religious, national, and

civil life in Islamic culture.

2) Building and developing humanist, democratic, and modern

academic atmosphere.

3) Growing the professionalism ethic through theoretical knowledge

basic mastery.

4) Providing qualified service of education to produce smart and

skillful educator candidates who have good attitude.

5) Applying integrated education system which is able to give a

significant input for educational development.

Based on the statement above, English Education Department

(TBI) continuously tries to develop quality in learning and teaching

process. Actually, it will be create dynamic, opened, and polite

relationship among the stakeholders in TBI IAIN Metro.

In IAIN Metro, each department has a head of department. and the

head of English Education Department has changed several times. These

are the list of The head of English Education Department.

51

Table 6

The Head of English Education Department

No Position Name

1.

The Head of English

Education Study Program

(D3)

Drs. Kuryani, M.Pd

2. The Head of English

Education Study Program Dr. Umi Yawisah, M.Hum


Education Study Program Dedi Irwansyah, M.Hum


Education Study Program Trisna Dinillah Harya, M.Pd


Education Department Ahmad Subhan Roza, M.Pd

Source: Documentation of state institute for Islamic studies of metro

2. Research Data

a. Pre-test Result

The researcher measured the students‟ speaking ability by using

pre-test before giving the treatment.The purpose of pre-test is to know

the students‟ ability in speaking before the treatment is given, in this

research the researcher used an oral test that the researcher asked the

students to search the news on the internet about current issues. Then the

researcher gave the students time to practice delivering the news and then

the students present the news in front of the class. The result of pre-test

could be shown as follows:

52

Table 7

Pre-test Result of D class of third semester students of English Education

Department

NO Students’

Name

Criteria of The Score Score Total Score

P F G V IS

1. AF 2 2 2 3 2 11 55

2. AIF 2 2 3 3 3 13 65

3. ARA 3 3 3 3 3 15 75

4. AP 2 2 2 3 2 11 55

5. AS 2 2 3 2 3 12 60

6. CDP 2 2 2 2 3 11 60

7. DAP 3 2 3 3 3 14 70

8. FND 3 3 3 3 3 15 75

9. DN 2 2 2 3 2 11 55

10. HW 3 4 3 3 3 16 80

11. KK 2 2 2 3 3 12 60

12. KM 2 2 2 3 2 11 55

13. LBP 2 2 2 2 3 11 55

14. LD 3 3 3 4 4 17 85

15. LO 3 2 2 2 3 12 60

16. MAF 2 2 2 2 3 11 55

17. MO 2 2 3 2 2 11 55

18. MAH 2 2 3 2 3 12 60

19. MT 2 2 2 2 3 11 55

20. MW 2 2 2 2 3 11 55

21. NA 3 2 3 2 3 13 65

22. NIS 2 2 2 2 3 11 55

23. NH 2 2 3 2 3 12 60

24. RI 2 2 3 2 3 12 60

25. RNH 2 2 3 2 3 12 60

26 SM 2 2 2 3 3 12 60

27. SWP 2 2 3 2 2 11 55

28. VD 3 3 4 3 3 16 80

29. WS 2 2 2 2 3 11 55

30. YKS 2 2 2 2 3 11 55

TOTAL 1850

HIGHEST SCORE 85

LOWEST SCORE 55

AVERAGE 61,67

Notes:

P: Pronunciation Total Score= Score x 5

F: Fluency

G: Grammar

V: Vocabulary

IS: Interactional Strategy

53

The test was followed by 30 students. Based on the table above, the

writer measured the class interval by using formulation as follows :

R = The highest score – the lowest score

R = 85 – 55

= 30

K = 1 + 3,3 log n

= 1 + 3,3 log (30)

= 1 + 4,87 (5)

= 6

P =

=

= 5

Notes:

R = A distance from score maximum to score minimum

K = The number of interval class

P = The length of interval class

54

The total of class interval (K) for pretest was 5. After knowing the

interval class, then the researcher put the data on the table frequency

distribution, as follows:

Table 8

The frequency of distribution of the students’ scores in Pre-test

NO Class Interval Frequency Percentage Category

1. 80-85 3 10% Good

2. 75-79 2 3,33% Fair

3. 70-74 1 3,33% Fair

4. 65-69 2 6,67% Bad

5. 60-64 9 30% Bad

6. 55-59 13 43,33% Bad

Total 30 100%

Figure 3

0

5

10

15

20

25

30

35

40

45

50

80-85 75-79 70-74 65-69 60-64 55-59

The chart of frequency distribution of Students

Speaking Ability Pre-test Score

Frequency

Percentage

55

Based on the table of frequency distribution above, it can be

inferred that from 30 students as the research samples can be divided to:

1. For the class interval 80-85, there were 3 students or 10 %

2. For the class interval 75-79, there were 2 students or 6,67 %

3. For the class interval 70-74, there was 1 student or 3,33 %




Based on the table above , it can be seen that the students who failed the test was

the students who got score under 70.

b. Post-test Result

Post-test was implemented in the last section of this research after

giving the treatment to the students. The test used in post-test was oral

test. Here, the students were retelling about a topic based on what they

had in the treatment section. The result of students‟ speaking post-test

score can be identified as follows:

56

Table 9

Post-test Result of D class of third semester students of English Education

Department

NO Students’

Name

Criteria of The Score Score

Total

Score P F G V IS

1. AF 3 3 2 3 3 14 70

2. AIF 3 2 3 4 3 15 75

3. ARA 3 3 3 3 4 16 80

4. AP 3 3 3 3 2 14 70

5. AS 2 3 3 2 4 14 70

6. CDP 2 4 3 4 3 16 80

7. DAP 3 3 3 3 4 16 80

8. FND 3 2 4 3 4 16 80

9. DN 3 3 3 3 3 15 75

10. HW 3 3 4 4 4 18 90

11. KK 2 2 3 3 3 13 65

12. KM 3 4 3 4 3 17 85

13. LBP 3 3 3 3 3 15 75

14. LD 4 3 3 4 4 18 90

15. LO 3 3 4 3 4 17 85

16. MAF 3 3 4 3 4 17 85

17. MO 3 3 3 3 3 15 75

18. MAH 3 3 3 4 4 17 85

19. MT 3 2 3 4 3 15 75

20. MW 3 3 3 3 3 15 75

21. NA 3 3 3 4 4 17 85

22. NIS 3 3 3 2 3 14 70

23. NH 2 3 3 3 3 14 70

24. RI 3 2 3 3 4 15 75

25. RNH 3 3 4 3 3 16 80

26 SM 3 2 3 3 3 14 70

27. SWP 3 2 2 3 2 12 60

28. VD 3 3 4 4 3 17 85

29. WS 4 4 3 3 4 18 90

30. YKS 2 2 3 3 2 12 60

TOTAL 2310

HIGHEST SCORE 90

LOWEST SCORE 60

AVERAGE 77

Notes:


F: Fluency

G: Grammar

V: Vocabulary


57

The test was followed by 30 students. Based on the table above, the

writer measured the class interval by using formulation as follows :

R = The highest score – the lowest score

R = 90 – 60

= 30

K = 1 + 3,3 log n

= 1 + 3,3 log (30)

= 1 + 4,87 (5)

= 6

P =

=

= 5

Notes:

R = A distance from score maximum to score minimum

K = The number of interval class

P = The length of interval class

58

The total of class interval (K) for pretest was 5. After knowing the

interval class, then the researcher put the data on the table frequency

distribution, as follows:

Table 10

The frequency of distribution of the students’ scores in Post-test

NO Class Interval Frequency Percentage Category

1. 85-90 9 30% Good

2. 80-84 5 17% Good

3. 75-79 7 23% Fair

4. 70-74 6 20% Fair

5. 65-69 1 3% Bad

6. 60-64 2 7% Bad

Total 30 100%

Figure 4

0

5

10

15

20

25

30

35

85-90 80-84 75-79 70-74 65-69 60-64

The chart of frequency of Students Speaking Ability

Post-test Score

Frequency

Percentage

59

Based on the table of frequency distribution above, it can be

inferred that from 30 students as the research samples can be divided to:



9. For the class interval 75-79, there was 7 student or 23 %


11. For the class interval 65-69, there was 1 students or 3 %


Based on the table above , it can be seen that the students who

failed the test was the students who got score under 70. From the

explanations above, It can be inferred that the students‟ speaking ability

in post-test was improved.

B. Hypothesis Testing

After applying the oral test method, the researcher analyzed the

data by using analysis of t-test and chi-square in order to prove whether

there is a positive and significant influence of using board game as a media

toward the students speaking ability at the third semester students of

English Education Department of State Institute for Islamic Studies of

Metro In The Academic Year of 2018/2019 as follows:

60

1. Preparing the pre-test and post-test results table in order to prove

whether there is a positive and significant Influence of using board


semester students of English Education Department of State Institute

for Islamic Studies of Metro In The Academic Year of 2018/2019.

Table 11

The Pre-test and Post-test Results of The Students of D Class of The Third

Semester Students of English Education Department

NO. Students’ Initial Pre-test

(X1)

Post-test

(X2)

D

(X2-X1)

D2

(X2-X1)2

1. AF 55 70 15 225

2. AIF 65 75 10 100

3. ARA 75 80 5 25

4. AP 55 70 15 225

5. AS 60 70 10 100

6. CDP 60 80 20 400

7. DAP 70 80 10 100

8. FND 75 80 5 25

9. DN 55 75 25 625

10. HW 80 90 10 100

11. KK 60 65 5 25

12. KM 55 85 30 900

13. LBP 55 75 20 400

14. LD 85 90 5 25

15. LO 60 85 25 625

16. MAF 55 85 30 900

17. MO 55 75 20 400

18. MAH 60 85 25 625

19. MT 55 75 20 400

20. MW 55 75 20 400

21. NA 65 85 20 400

22. NIS 55 70 15 225

23. NH 60 70 10 100

24. RI 60 75 15 225

25. RNH 60 80 20 400

26. SM 60 70 10 100

27. SWP 55 60 10 100

28. VD 80 85 5 25

29. WS 55 90 35 1225

30. YKS 55 60 5 25

TOTAL ∑X1 =1850 ∑X2=2310 ∑D =470 ∑D2 =9450

61

2. Putting the data above into the formula of t-test in order to get

“tobserved”

t=

√( ) ( )

t=

√( ) ( )

t=

√( ) ( )

t=

√

t=

= 10,12

Therefore, tobserved is 10,12 as the result of the counting by using t-

test formula above.

To know critical value of t-test (tobserved), the researcher firstly

counted df (degree of freedom). The formulation of df= N-1 =30-1 =29. So

it the result is:

Level of significant 5% 1%

df 29 2,045 2,756

1. The critical value of t-test (t-table) for 5% level is 2,045.

2. The critical value of t-test (t-table) for the 1% level is 2,756.

62

From all the data analysis above, it can be concluded that:

1) “t observed” = 10,12

2) “t-table” = 5% (2,045) and 1% (2,756)

It means that “t observed” is higher than “t-table”. Therefore, it can

be inferred that alternative hypothesis (Ha) is accepted and null hypothesis

(Ho) is rejected. So, it can be concluded that there is a positive and

significant influence of using a board game as a media toward the students

speaking ability at the third semester students of english education

department of state institute for islamic studies of metro in the academic

year of 2018/2019.

3. Putting the data which analyzed by using chi-square (x2)

The researcher analyzed the data by using chi-square (x2) with the

two variables in order to prove whether there is a positive and

significant influence of using a board game as a media toward the

students speaking ability at the third semester students of english

education department of state institute for islamic studies of metro in

the academic year of 2018/2019 as follows:

The formula of chi-square is:

[( )

]

63

Table 12

The contingency Table of The Expected Frequency at The Result of

Students’ Speaking Ability in Pre-test and Post-test

Variable Category

Total Good Fair Bad

Pre-test 3 3 24 Rn= 30

Post-test 14 13 3 Rn= 30

Total Cn= 17 Cn= 16 Cn=27 N= 60

Hypothesis testing by using chi-square is analyzed as follows:

No. fo fe =

fo - fe (fo - fe)

2

( )

1. 3

-5,5 30,25 3,56

2. 3

-5 25 3.13

3. 24

10.5 110.25 8,17

4. 14

5,5 30,25 3,56

5. 13

5 25 3,13

6. 3

10,5 110,25 8,17

Total x

2 = ∑[

( )

]

= 29.72

From the data above, the value of chi-square is 29,72. Then, to

know the critical value of chi-square, the researcher firstly counted the df

or degree of freedom. The formulation of df is:

df= (c-1)(r-1)

df= Degree of freedom

c = column

r = row

df = (3-1)(2-1) = 2

64

Level of significant 5% 1%

df 2 5,991 9,210

The degree of freedom for level of significant 5% for df 2 is 5,991

and for level of significant 1% is 9,210. it means that x2observed is higher

than x2

table. It can be written as 5,991< 29,72 > 9,210. so, it can be

inferred that (Ha) is accepted and (Ho) is rejected. So, it can be concluded

that there is a positive and significant influence of using a board game as a

media toward the students speaking ability at the third semester students of

english education department of state institute for islamic studies of metro

in the academic year of 2018/2019.

C. Discussion

The ability to communicate by using language is really important

to be mastered because people usually use language to understand what the

other people think or feel. It is known that one of the goals in learning

English is that the students will use the target language orally and apply it

in real communication. It means that as the English learners, students need

to build up their speaking ability regarding that speaking is one productive

skill which is used for oral communication.

In this research the researcher used a media called Board game.

Board game is a game that involves counters or pieces moved placed on

pre-marked surface or “board” according to a set of rules. The examples of

board games are Snake and Ladder, Monopoly and Ludo. The game used

65

in this research was snake and ladder with some modifications by adding

some questions in each box of the game.

Board game is one of communicative games that can be used as a

media in teaching productive skill such as speaking. Through board game,

students can explore their ideas and force themselves to use English in

interacting with other people in classroom activities. The researcher chose

this media because it is unique and interesting. Almost all of the students

know how to play it, so the students could enjoy the game without feeling

stress or shy and also the students could practice to speak more.

Before conducting the research, the researcher gave pre-test in

order to find out the students‟ speaking ability before the treatment. The

result showed that the highest score was 85 and the lowest score was 55

with the average 59,8. After finishing the treatment, the researcher gave

post-test. The result showed that the highest score was 90 and the lowest

score was 60 and the average was 77.

The result indicated that the students‟ speaking ability improved

after applying board game. It was proved by the students‟ post-test score

that was higher than the students‟ pre-test score.

66

After Hi and Ho were formulated the researcher consulted t-

observation to t-table and in chi square x2observed to x

2table as follows:

a. If t-observation is higher than t-table, Hi is accepted and Ho is

rejected.

b. If t-observation is lower than t-table, Hi is rejected and Ho is

accepted.

Finally, the data confirmed that t-observation is higher than t-table

at the significant level of 1% and 5 % 2,045<10,12>2,756. Therefore,it

can be inferred that Hi is accepted and Ho is rejected.

In addition, as a comparison the researcher used chi-square to

analyze the data. The result was

a. If x2

observed is higher than x2table , Hi is accepted and Ho is

rejected.

b. If x2

observed is lower than x2table , Hi is rejected and Ho is

accepted.

Finally, the data confirmed that x2observed is higher than x

2table at the

significant level x2observed (29,72) was higher than x

2table (5,991) in 5%

and (9,210) in 1%. It could be inferred that (Hi) is accepted and (Ho) is

rejected.

In short, Board game is one of communicative games that can be

used as a media in teaching productive skill such as speaking. Through

board game, students can explore their ideas and force themselves to

use English in interacting with other people in classroom activities.

67

After conducting the research, the researcher can conclude that there is

a positive and significant influence of using a board game as a media

toward the students speaking ability at the third semester students of

english education department of state institute for islamic studies of

metro in the academic year of 2018/2019.

D. Limitations

This research was conducted at the third semester students of

English Education Department of State Institute for Islamic Studies of

Metro. The subject of this research was 30 students of D class. The result

of this research has proved that a Board Game as a media of learning can

help the students to understand more about the content that the students

learn in Speaking subject. And it means a board game in this research has

a positive and significant influence toward the students speaking ability.

The research only affected on D class of the third semester students

of English education department of state institute for islamic studies of

metro in the academic year of 2018/2019. So, the result of this research

limited only to D class. Moreover, this research was held in the academic

year of 2018/2019. So, the result of this research cannot be generalized

and only can be avowed on that year.

68

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

In this research the researcher used a media called a Board game.

Board game is a game that involves counters or pieces moved placed on

pre-marked surface or “board”, according to a set of rules. The examples

of board games are Snake and Ladder, Monopoly and Ludo. The game

used in this research was snake and ladder with some modifications by

adding some questions in each box of the game.

The researcher chose this media because it is unique and interesting.

Almost all of the students know how to play it, so the students could enjoy

the game without feeling stress or shy and also the students could practice

to speak more.

Moreover, the result of data analysis about the influence of using a

board game as a media toward the students speaking ability at the third

semester students of english education department of state institute for

islamic studies of metro in the academic year of 2018/2019 is explained as

follows; By using Board Game, the students‟ speaking ability can be

improved. It can be seen from the critical value of “tobservation” is 10,12 and

“ttable” of 5% is 2,045 and for 1% level is 2,756. The data comfirmed that

“tobservation” is higher than “ttable”. Therefore, it can be inferred that Hi

is accepted and Ho is rejected. Inaddition, as a comparison the researcher

used chi-square to analyze the data. The result was x2observed (29,72) was

69

higher than x2table (5.991) in 5% and (9.210) in 1%. It could be inferred

that (Hi) is accepted and (Ho) is rejected.

In short, by using board game the students can improve their

speaking ability. It can be proved by the result of the research above which

means there is a positive and significant influence of using a board game

as a media toward the students speaking ability at the third semester

students of english education department of state institute for islamic

studies of metro in the academic year of 2018/2019.

B. Suggestions

1. For the students

The students are suggested to be more confident and

practice more to speak English in order to improve their speaking

ability. So, they can sharpen their ability in speaking.

2. For the English teacher

The researcher suggest to the English teacher to use Board

Game in teaching speaking to improve the students speaking

ability.

3. For principal of English Education Department

The principal is suggested to support the English learning

process by preparing the facilitation and instrument completely.

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AP

EN

DIC

ES

APPENDIX

RESEARCH INSTRUMENTS

A. INSTRUMENT OF PRE-TEST

Direction:

1. Search the news about “current issues” in news paper or internet.

2. Practice in front of the class by using your own language.

B. INSTRUMENT OF POST-TEST

Direction:

1. Read the text about “National Exam Standards of Student Passing”.

2. Play the board game about “National Exam Standards of Student Passing”

and answer the question orally in English.

3. Retell about what you have gotten from the game in front of the class by

using your own language.

“NATIONAL EXAM STANDARDS OF STUDENT PASSING”

The national exam will be implemented for another 1.5 months. The

national examination is the final graduation standard for students, at elementary,

junior and senior high school levels. Based on last year‟s experience, many

students are afraid of the national examination. This is because of the assumption

that the test question is very difficult. Even this fear made the students cry before

and after the national exam was held.

For Elementary or Primary School levels, the number of students

classified as non-pass reaches the number of hundreds, approximately 650

children. This figure is lower than the previous year which reached 869 children

who did not pass. According to the estimate of the rate of graduation is

deteriorated due to differences in test materials with a matter of questions tested.

Basically, this problem is caused by students‟ fears about the national

exam later on. But this problem can be overcome by preparing mentally and

learning materials students with mature and maximum. That way the number of

non-graduate students can be minimized.

C. DOCUMENTATION GUIDANCE

1. Documentation about:

a. Establishment history of State Institute for Islamic Studies of

Metro.

b. Organization structure of State Institute for Islamic Studies of

Metro.

c. Lecturers, official and students of State Institute for Islamic

Studies of Metro.

d. The students‟ speaking ability score of State Institute for

Islamic Studies of Metro.

D. SCORING RUBRIC

Speaking Ability Rating Score Description

Pronunciation

4

Occasional errors of pronunciation a few

incosistencies of rhythm, intonation, and

pronunciation but comprehension is not

impeded.

3

Rhythm intonation and pronunciation require

more careful listening; some errors of

pronunciation which may occasionally lead to

incomprehension.

2 Comprehension suffers due to frequent errors in

rhythm, intonation and pronunciation.

1 Words are unintelligible.

Fluency

4

Generally natural delivery, only occasional

halting when searching for appropriate words/

expressions.

3

The students hesistates and repeat himself at

times but can generally maintain a flow of

speech, although she/he may need an occasional

promt.

2 Speech is slow and hesistant, maintains speech

in a passive manner and needs regular promts.

1 The students speak so little that no “fluent”

speech can be said to occur.

Grammar

4 Very few grammatical errors evident.

3

Some errors in use of sentence structures and

grammatical forms but these do not interfere

with comprehension.

2 Speech is broken and distorted by frequent

errors.

1 Unable to construct comprehensible sentence.

Vocabulary

4 Effective use of vocabulary for the task with

few inappropriateness.

3

For the most part, effective use of vocabulary

for the task with some examples of

inappropriateness.

2 Limited use of vocabulary with frequent

inappropriateness.

1 Inappropriate and inadequate vocabulary.

Interactional

Strategies

4 Interacts effectively and ready to participate and

follow the discussion

3

Use of interactive strategies is generally

adequate but at times experiences some

difficulty in maintaining interaction

consistently.

2 Interaction ineffective. Can seldom develop an

interaction.

1 Understanding and interaction are minimum.

E. Pre-test Result of D class of third semester students of English

Education Department

NO Students’

Name


Total

Score P F G V IS

1. AF 2 2 2 3 2 11 55

2. AIF 2 2 3 3 3 13 65

3. ARA 3 3 3 3 3 15 75

4. AP 2 2 2 3 2 11 55

5. AS 2 2 3 2 3 12 60

6. CDP 2 2 2 2 3 11 60

7. DAP 3 2 3 3 3 14 70

8. FND 3 3 3 3 3 15 75

9. DN 2 2 2 3 2 11 55

10. HW 3 4 3 3 3 16 80

11. KK 2 2 2 3 3 12 60

12. KM 2 2 2 3 2 11 55

13. LBP 2 2 2 2 3 11 55

14. LD 3 3 3 4 4 17 85

15. LO 3 2 2 2 3 12 60

16. MAF 2 2 2 2 3 11 55

17. MO 2 2 3 2 2 11 55

18. MAH 2 2 3 2 3 12 60

19. MT 2 2 2 2 3 11 55

20. MW 2 2 2 2 3 11 55

21. NA 3 2 3 2 3 13 65

22. NIS 2 2 2 2 3 11 55

23. NH 2 2 3 2 3 12 60

24. RI 2 2 3 2 3 12 60

25. RNH 2 2 3 2 3 12 60

26 SM 2 2 2 3 3 12 60

27. SWP 2 2 3 2 2 11 55

28. VD 3 3 4 3 3 16 80

29. WS 2 2 2 2 3 11 55

30. YKS 2 2 2 2 3 11 55

TOTAL 1850

HIGHEST SCORE 85

LOWEST SCORE 55

AVERAGE 61,67

Notes:


F: Fluency

G: Grammar

V: Vocabulary


F. Post-test Result of D class of third semester students of English

Education Department

NO Students’

Name


Total

Score P F G V IS

1. AF 3 3 2 3 3 14 70

2. AIF 3 2 3 4 3 15 75

3. ARA 3 3 3 3 4 16 80

4. AP 3 3 3 3 2 14 70

5. AS 2 3 3 2 4 14 70

6. CDP 2 4 3 4 3 16 80

7. DAP 3 3 3 3 4 16 80

8. FND 3 2 4 3 4 16 80

9. DN 3 3 3 3 3 15 75

10. HW 3 3 4 4 4 18 90

11. KK 2 2 3 3 3 13 65

12. KM 3 4 3 4 3 17 85

13. LBP 3 3 3 3 3 15 75

14. LD 4 3 3 4 4 18 90

15. LO 3 3 4 3 4 17 85

16. MAF 3 3 4 3 4 17 85

17. MO 3 3 3 3 3 15 75

18. MAH 3 3 3 4 4 17 85

19. MT 3 2 3 4 3 15 75

20. MW 3 3 3 3 3 15 75

21. NA 3 3 3 4 4 17 85

22. NIS 3 3 3 2 3 14 70

23. NH 2 3 3 3 3 14 70

24. RI 3 2 3 3 4 15 75

25. RNH 3 3 4 3 3 16 80

26 SM 3 2 3 3 3 14 70

27. SWP 3 2 2 3 2 12 60

28. VD 3 3 4 4 3 17 85

29. WS 4 4 3 3 4 18 90

30. YKS 2 2 3 3 2 12 60

TOTAL 2310

HIGHEST SCORE 90

LOWEST SCORE 60

AVERAGE 77

Notes:


F: Fluency

G: Grammar

V: Vocabulary


G. DOCUMENTATION

1. The researcher explain about the material and inform about board game

to the students

2. The Pre-test of students speaking ability

3. The student performs the material in pre-test

4. The teacher gives the Board game to the students

5. The students play Board Game

6. The Post-test of students‟ speaking Ability

7. The students retells about the material in post test

CURRICULUM VITAE

Erviana Dewi was born in Tanjungjaya village,

Central of Lampung on June 25th

1996. She is the

first child of the two children of happy couple, Mr.

Syamsudin and Mrs. Siti Jariyah. The writer entered

the Elementary school in SDN 2 Tanjungjaya and

graduated in 2008. She continued the study in SMP

Muhammadiyah 2 Tanjungjaya and graduated in 2011. Further she entered in

SMAN 1 Bangunrejo and graduated in 2014. Then, she has been studying at

English Education Department of State Institute for Islamic Studies (IAIN) of

Metro, and she secured her Strata I (SI).

Documents

AN UNDERGRADUATE THESIS THE INFLUENCE OF USING BOARD … · 2019. 10. 10. · treatment. Subjek penelitian ini adalah kelas D semester 3 jurusan tadris bahasa inggris yang berjumlah