Proposal Kak Leny

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CHAPTER I

INTRODUCTION

A. Background of the Study

English is known as an internasional language which has been accepted by

many countires over the world. As an internasional language, English is very

important and has many relationship with various aspect of life.

As a country, Indonesia really needs English because Indonesian goverment is

trying to improve all sectors of which are usually faced by all developing countries.

One of these aspects is education, which is very essential in the world.

Education basically consists of two main factors; they are teaching and learning.

Teaching is a process of giving course or a help the students in teaching and learning.

That process means there are some interactions between individual attitude, habitual

and knowledge in their relationship. Here, the teachers role appears to control all

kinds of student¶s needs in achieving the purpose of teaching and learning. Learning

is a process done by individual to achieve a change of attitude as their own

experience in their interaction with their envirounment (Uno, 2003). The result would

be great if the motivation created and good achievement in learning can be expected.

In indonesia, English is learnt and taught in elementary schools to the

university. However, not all students have high interest in learning English even

though they attend the class regularly. There are some factors which influence their

motivation in learning English; these comes from the students and the teachers. For



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the student, most of them admit that; (1) +english is difficult because it make the

students confused, (2) they are afraid of making mistakes, (3) they feel ashamed

because their friends sometimes laugh at them when they try to practice English

especially for speaking (4) the subject is not delivered interestingly, and (5) they find

difficulties in practicing English because there are limited opportunities and place to

do it. It is line with Lawtie¶s (2006) opinion. She states that if the students do not

learn how to speak or do not get any opportunity to speak in the language classroom

they may soon get lose motivation and lose interest in learning.

The second factor is the teacher. Sometimes the english teacher find

difficulties to determine the appropriate method in teaching english to the students

who have low motivation.

There are four skills that the students have to achieve in learning English.

They are listening, speaking, writing and reading. Speaking is very important because

speaking and human being can not be separated from each other. Many language

learners regard speaking ability is the measure of knowing a language. These learners

define fluency as the ability to converse with others, much more than the ability to

read, write or comprehend oral language. They regard speaking as the most imprtant

skill and they asess their progress in terms of their accomplishments in spoken

communication.

SMU 1 Masbagik is one of favorit school in masbagik. As the national based

school, SMU 1 Masbagik pushes the students to use English in their daily activity.

However, the students in class X feel difficult because they are still in the transition



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phase from junior high school to senior high school. Based on the pre-interview to

some English teachers, the researcher try to get some information about the technique

of teachers in SMU 1 Masbagik teach English to their student especially in speaking

and the perception of the student relating with that technique whether it is effective or

not or probably there are other solution which come from students idea because who

knows the student have got other learning experience outside of the school.

Some teachers in Masbagik use games, sometimes as their strategies in teaching

speaking. The English teachers in SMU 1 Masbagik also sometimes use games in

giving lessons. Using games is a good choice because it is effective enough to make

the students highly motivated in relation to the theory and practice.

Considering the phenomenon above, the researcher tries to analyze one main

aspect, that is the students perception on communicative games in learning speaking.

B. Statement of the Problem

In this study, there are problems that will be answered. The researcher focuses

this study on two problems which are formulated as follows:

1. Is there any students perception of using communicative games in learning

speaking at SMAN 1 Masbagik in the school year 2011/2012

2. What is the students perception on using communicative games in learning

speaking at SMAN 1 Masbagik in the school year 2011/2012



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C. Purpose of the Study

According to previous research question, the writer states that the purpose of

the study as follow: to find the students perception on using communicative games in

learning speaking.

D. Focus of the Study

This study will focus on the student perception on using communicative

games in learning speaking in SMAN 1 Masbagik in order to avoid the border of

explanation.

E. Signif icance of the Study

The result of the reseach expected to give

Theoritiacally

The result of this study is expected to be the reference for other researcher

who want to study this problem more specific and enrich the student and teachers

knowledge

Practically

The result of this study is expected to enrich teaching and learning technique

in the school generally and especially in the classroom and give the information

about how to improve student¶s speaking ability through communicative games,

so they able to plan the way for teaching and learning process based on the

situation of the environment which can influence student¶s speaking ability.



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CHAPTER II

REVIEW OF LITERATURE

This chapter present the discussion about: the teaching english in indonesia,

the teaching speaking in SMAN 1 Masbagik, speaking ability, the concept of

communictive games.

A. The Teaching of English in Indonesia

In indonesia, english as a foreign language is taught from junior high school up

to the university. It is recognized as the international language used by all people in

the world, people from all over the world speak english when they meet one another

in every internaisonal meeting, conference, commerce, etc. As a consequence, most

countries in the world choose english as one of the compulsary subject.

The teaching of english as a foreign language (EFL) in indonesia is intended to

develop the four language skills such as : reading, speaking, listening, writing and

without neglecting the other components of language such as vocabulary, structure

and pronounciation.

However, many english teachers in indonesia usually facing with two choices,

teaching english in order the student could pass the national examination or train the

students ability to se english as the communication language. The fact many teachers

choose the fisrt choice. It will always happen as long as the indicator of the success

english learning identically with the students achievement in national examination. It

cause the teaching and learning process in classroom always monotone. Students are



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instruscted to answer the task from the textbook. The teaching and learning process in

the classroom just focused on reading and writing skill, while the other skill or ability

especially speaking disregarded. Moreover the speaking ability is not tested in the

national examination. It makes the teachers give more time to the students for study

reading and writing ability then speaking. Teaching speaking ability limited to the

explanation about function of language expression without give the chance for the

student to practice it and these lesson are packed in exercise question and the purpose

is to conditioning the student in examination question.

There is no doubt that those condition make the students dislike to speak

english, they feel shy, did not have self confident and afraid they will make mistakes,

like: wrong pronounciation, stressing or intonation, fluency, lexical accuracy,

grammatical accuracy and inteligibility. Actually the students know about english

but do not know what they have to do.

Teaching speaking in many formal school is still not focus, it can be seen where

there are many teachers still use conventional method in their teaching. Those

teacher are examination oriented and paper test phenomenon of concentrating on

grammar (Offner, 1997). Both students and teacher spend time developing reading

and writing skill ignoring listening and speaking skill. This case happen in most

formal school in indonesia where the teaching of English is just focused on how the

students can pass the natonal examination.



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B. The Teaching Speak ing in SMAN1 Masbagik

As the national based school, SMAN1 Masbagik try to increase their student

ability almost in all subject. They try to apply many strategy, technique and method

to get the ultimate goal or maximal result for each subject. Teaching english,

basically the situation as same as the elaboration above that the teacher just focus in

writing and reading skill and they are temporary teach the sudent to be focus on how

to communicate english fluently, even though that is the real fact, however there is

one thing that we have to underline which it the strenghten of the teachers in

SMAN1 Masbagik when they teaching their student, that is in doing pre-activity in

teaching learning process, usually at the teacher try to dig many things which related

with the topic that they are going to convey.

The interview process will run about more than 10 minutes, usually the teacher

will give the student free time or free ways to express their idea. Automatically, this

indicate that the student are invited to do oral communication undirectly. Meanwhile,

for the truly learning speaking. The teachers take the resources from the text book

which consist by some dialogue. Teachers are emphasize the teaching on reading and

spelling the sentence with good pronunciation, intonation and good punctuation after

that they are instruct to make some dialogue and practice it in front of the class

without any books and the teacher as the observer.

The other way of teaching speaking which common to do by the teacher in

SMAN1 Masbagik is combining the two skills that is reading and speaking in one

meeting for example the teacher teach about reading text like analyitcal exposition



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text. As we know that the characteristic of analytical exposition text is demand the

reader to give opinion about some phenomenon, thus it is will be the reason for the

teacher to the discussion about it and they are going to devide the the students into

some groups to debate in front of the class. Those ways above is kinds of ways for the

teacher in SMAN 1 Masbagik in the english for their student especially speaking

skill.

C. Speak ing

This chapter discussed about the nature of speaking, the important of speaking

ability and the aspect of speaking ability.

1. The nature of speak ing

Language in term of daily life is merely a tool of speaking that is the

process of giving an interchanging news, opinion, thought of feeling through

spoken or written language most of speaking taking place in the form of

spoken or written language is easier to understand than non-verbal language.

The discussion in this study talks about spoken language in term of

speaking. Julia (1987:17) defines speaking as the informal interchange of

thought and information by spoken word. What we learn from the definition

is that speaking is an interchange of thought and information. It means that

speaking involves at least two person, oe as a listener and the other as a

responder. So, it is ways process of interchanging of thought and information.



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R ealizing real speaking is unpredictable, Julia (1987:20) suggest that

language learners should be given practices in handling unknown or

unpredictable thing in order they become properly prepared for real

communicative situation. In concern with communication, he also says all

communication is simply an attempt to clarify and define our relationship

with other, and with our world ³relationship´ refer to the interaction could be

done if people who are involved in the instructions understand each other.

Understanding each other means need only in the term of how he/she

communicates and how well he/she undetstands language ornamentaton in

the speech event.

Futhermore, Brown (1994) state the nature of speaking is also as the

nature of communication. He further elaborates nature of communication as

follows:

1. Communication is as the form of social interaction

2. Communication needs a high creativity in the message form.

3. Communication happens based on psychological condition.

4. Communication happens in the discourse context and social culture in the

actual of language.

5. Communiction always contains intent and purpose.

6. Communication involves authentic language.

7. Communication can happen sucessfully that is proved with the oral result.



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These phenomena support the ideas of applying efctive technique of

taching speaking to language learner to gain communicative competence in

conversation above, uses spoken language as its demonstration. It implies that

speaking involves pronunciation, listening, mimic, and yes contact. So, it

might be true to say that understanding speaking where we are involved is not

easy. Understanding speaking is meant to understand one¶s thoughts trough

his/her voice and speech. In this case, intelligence is not very important

things that is required to understand a speaking, but he experience on life, on

the other hand, plays an important role.

Experts on language and language teaching and learning have been a

ware of this phenomena that they need to pay close attention to this part, then

there come some terms such as speaking skill and communicative

competence to refer to the learner¶s communicative ability, hence, many

method and techniques are proposed by language methodologiests to expand

the language learners ability to communicate in the target language.

R eading the illustration above, we agree to say that speaking in daily

life plays an impotant role and in concern to language learning, it is a skill

that should accept specifict emphasizes. Here the educational institution

could cover social expectation and personal goal.



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2. The important of speak ing

Speaking is an insrtument control in human interaction in a community.

The human ability to express the ideas, feeling and their emotion is needed.

So, someone can understand what the speaker mean in communication.

Since oldest times the human has study about language that can be used

to communicate with the other in their envirounment, without has an ability

in speaking someone will be very difficult to get interaction in society. She/he

will not to be able to get the information and receive it from thier addres

orally.

Speaking activity is a very complex activity and it is a very important

thing that can not get without much exercise to speak or to spell the english

word. The meaning of speaking with looking at some aspect that must be

noticed n speaking.

3. The aspect of speak ing ability

We know that language as a tool f communication. Speaking is one of

the communication tools which paly the most important role in daily

communication. It is also as the productive skills in which the speakers

expresses their ideas, information or feeling to others through oral

communication. For example, the buyer and the seller in doing transaction

they need to communicate one another, the lectures to their students need

communication to convey his knowledge and so on. Spoken language is

developed from six main element such as fluency, pronunciation, word stress,



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vocabulary (lexical accurcy), grammatical accuracy and inteligibilty. Without

this elements speaking could not run perfectly. In this case, the researcher

want to discuss the six elements above as follows:

a). Fluency

Something that is very important to know in speaking activity is

fluency. To make the listener or the address understand about our

sentence in speaking with them, our sentenc must be fluent and easy to

understand. Moedjito (2011) states that fluency refers to the properly of

person that delivers information smoothly and effortlessly.

b). Pronounciation

Pronounciation is the way in which a language or a particular word or

sound is pronounced. Moedjito in Erma Suryani (2010) states that

pronounciation accuracy refers to the ability to produce individual sound

(consonant and vowels) properly.

c). Word stress

According to Moedjito (2011) word stress refer to combination of

stressed and unstressed syllables of word.

d). Vocabulary

Simon and Schuster Suaibatul (2007) define vocabulary as (1) a list

of words and sometime phrases. Usually arranged in alphabetical order

and defined as a dictionary:a glosarry; a lexicon. (2) all the words of the

language. (3) all the words used by a particular person, class, profession,



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etc. Vocabulary is the basic of language in speaking activities because no

body can speak without knowing or recognizing vocabulary for foreign

language.

e). Grammar

Allaen, Brownn and Yatun in Suaibatul (2007) define grammar as the

sentence analysis, rules and labeling: it is rather the way of speaker to

construct sentence in speech. Isimon and Schuster in Suaibatul (2007) also

define grammar as the study of language which deals with the forms and

structure of words and with their customary arranged in phrase and

sentence.

f). Inteligibility

Inteligibility refers to the property of a speaker which can be

understood with little or no conclous effort on the part of listener

(Moedjito in Erma suryani).

4. Characteristic of succesfull speak ing

There are several characteristic of successful speaking that is stated

by Ur (1996:120) as follows:

a). Students talk a lot, as much as possible of the period of time alloted to the

activity is in fact occupated by students talk. This may seem obvious, but

often time is taken up with teacher talk or pauses.



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b). Participation is is eve, classroom discussion is not dominated by a

monitary of talk active participant. All get chance to speak, and

contribution are fairly evenly distributed.

c). Motivation is high, student are eager to speak because they are intersted in

the topic and have something new to say about it, or because they want to

contribute to achieve a task objective.

d). Language is of an acceptable level, student express themselves in

utterances that are relevant, easily comprehensible to each other and of an

acceptable level of language accuracy.

D. Communicative Games

This chapter discussed about the concept of communicative games,the benefit

of communicative games and kind of communicative games.

1. The concept of communicative games

The term of ³communicative games´ refers to the models of primitive

language that invent to clarify the working of language. In general it ferers to

games that children which enable them to learn the language. So it can be said

that language games not only function as the time filling activities but also

they can bring some educational values that enable the children to learn the

language.

Mc. Cabe in Noor Eka Chandra (2007) defines a language games as a

spoken routine for two or more players, meant to be repeated many times. This



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implies that such repetition will enable the children to communicate

effectively. Since palying communicate games will help the children to

develop language and thought. In the activities of communicative games the

students will develop their ability to say what they mean to say and to express

themselves clearly.

From the definition above, it can be seen clearly that communicative

games do not only provide supportive activities and practices that can motivate

the students to interact and communicte, but games can also create

opportunities for student to acquire the language in a meaningful way. In short,

it can be said that communicative games are able to help students use and

practice the target language in relaxed way.

2. The benef it of using communicative games

In the previous discussion, it is explained that as a teaching technique,

communicative games are not just time filling activities in the class but also

have a great educational value. W.R Lee in Noor Eka Chandra (2007) hold that

most communicative games make learners use the language instantly without

thingking about the correct formof the language it self. So at this phrase, the

communicative games can lower the students anxiety in using the target

language they are also highly motivating and entertaining. So that the shy

students will get more opportunities to express their opinion and feeling.

Futher support comes from Zdybiewska in Noor Eka Chandra (2007) she

believes that games can be a good way in practicing the target language that



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being learned by the children. Since they are able to provide a model of

language on what the learners will use in the real life.R

elated to the statement

Kim (1995:35) present six advantages of using the language games in the

classroom which are:

1. Games are motivating and challanging

2. Games are as a welcome break from the usuall routine of the language

class

3. Games provide language practice in the various integrated language skills

4. Games help the students to make and sustain the effort of learning

5. Games encourage students to interact and communicate to each other

6. Games create a meaningful context for language that is being learned by

the students.

In line with Kim, Mei and Yu jing in Noor Eka Chandra (2007) also

believe that through palying games. Students can learn english as the way the

children learn and say their mother language without being aware they are

studying, thus without stress. The students can learn a lot in learning the target

language. While Wright et al (1984) write that games can help the teacher to

create contexts in which the language is useful and meaningful. The learners

who want to take part in the activities must understand what others are saying

or have write in order to do. So, the students then must speak or write in

expressing their own point of views or given information.



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In conclusion, games are able to help the students use and practice the

target language being learned in a related way. Games are also highly

motivating since they are amusing and interesting. Games also can be used in

giving practice in all language skills and the use to practice many types o

communication which is in line with the objective of the teaching skill.

3. Kinds of communicative games

In communicative language teaching expert Nunan (1991) there are some

techniques of the communicative method which is possible to be learrt if fun

situation, they are:

a. R ole

b. Interviews

c. Information gap

d. Language exchange

e. Surveys

f. Pair work

g. Learning by teaching

The writer concluded that communicative game is a game which should

be consist at least one of those technique above because if one of them does

not exist it means the game applied can not be categorized as e as

communicative game.

According to this cases, the researcher want to discuss the seventh

element above as follows:



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a. R ole play

R ole play is any speaking activity when you either put yourself into

somebody else circumtances or when you stay in your own circumtances

but put yourself into imaginary situation. The joy of role play is that

student can become anyone they like for a short time. The president, the

queen, a millionaire, a pop star or someone they want. Student can also

take on the opinion of someone else ³for and against´ debates can be used

and the class can be split in those who are expressing views in favour and

those who are against the theme.

Functional language for multitude of scenarios can be activated an

practised trough role play at the restaurant, checking in at the airport,

looking for lost property are all possible role plays.

b. Interview

As we know that interview is a conversation between two people (the

interviewer and the interviewee) where question are asked by the

interviewer to obtain information from the interviewee.

In applicating this technique probably the teachers may create a

imaginary situation such as µtraffict accident¶ and the teacher choos e one

students will be interviewer and the other is the interviewee.

c. Information gap

A information gap is an activity where learners are missing the

information they need to complete a task and need to talk to each other to



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find it. For example, learner A has a biography of a famous person with all

the names missing. While learner B has the same text with the dates

missing by asking each other question.

Basically information gap activities are useful for various reason.

They provide an opprtunity for extended speaking practice. They represent

real comunication, motivation can be high and they requires sub-skills such

as clarifying meaning and require sub-skill such as clarifying meaning and

re-phrasing. Typical types of information gap activities you might find

include: describe and draw, spot the difference, jigsaw readings and

listening and split dictations.

d. Language exchange

Language exchange is a method of language learning based ontuall

language practicing by learning partners. Who are speakers of different

language exchange is sometimes called tandem language learning. In

modern contexts language exchage most often refers to mutual teaching of

partners ³first languages, languages exchanges are generally considered

helpful for developing language proficiency. Especially in speaking

fluency and listening comprehesion language exchange that take place

trough writing or text chats, also improve reading comrehension and

writing ability. Given that language generally take place between native

speakers of different languages, there is also the side berefit of improving

cross-cultural communication.



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e. Survey

As we know that the definition of survey is an activity for examining

something to correct the data or information from the respondent. Probably,

the application of this approach that teacher may conduct in the classroom,

that is teacher gives a topic to the students and ask them to do a simple

survey to find out the opinion of the people, and they have to convey it

orally, and the result of the survey will become a simple report that they

will present it in pront of their friend.

f. Pair work

Pair work is learnest working together in pairs. One of the main

motivation to encourage pair working in english language classroom is to

increase the opportunities for learners to use English in the class. For

example, the learners are answering comprehension Questions in pairs after

reading a text. This allows them to compare answers and clarify problem

together using english.

In the classroom, teacher can evaluate the infact and effectivenss of

pair work on their earners by using action research tools such us asking the

learners how they feel about working like this or by actually participation

in an activity in a pair evaluating this experience after words.

g. Learning by teaching

In professional education, learning by teaching designates currently

the method by jean-pol martin that allows the pupils to prepare and to teach



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lessons,or parts of lessons. Learning by teaching should not be confused

with presentation or lectures by student, as student not only convey a

certain content but also choose their own methods and didactic approaches

in teaching classmates that subject, neither should it be confused with

tutoring, because the teacher has intensive control of and gives support for

the learning procces in learning by teaching as against other methods.

E. Relevant Study

A related study was conducted by Umar (2008). It was about students

perception on teacher¶s favorable attitudes. the subjects of the study were the student

of MA NW Kotaraja. The problem of the study was ³what are the students perception

on teachers favorable attitudes´. The study was aimed at investigating the perception

of the students about the teachers fovorable attitude. On this research, the writer used

descriptive qualitative method because this study was focused on describing the

phenomenon of students perception toward favorble attitudes.

Twenty students from each class were taken as the respondent, In collecting the

data the writer used some instruments such as;some list of questionnaire then the

researcher provided and gave the question to the students. Those question consisted

of twenty items for close ended question and three items for open ended question,

Then the students answered briefly based on their point of view by using check list,

while in the interview the researcher just ask the students and the students answer the

question directly.



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The result of umar¶s research, that most of students tend to respond the teachers

fairness positively, except for the last aspect which refers to teachers honest to say an

apologies for the mistakes, students tend to respon it negatively . Students stated that

they proud to respond the subject, it made them feel challenged to be more active in

the class.

F. Theoritical framework

One of language skills that must be mastered by any foreign language learner is

the ability to speak or communicate in the target language. Unfortunately the fact has

shown that the students get difficult to improve their speaking ability because they

are accustomed to use their native language in their daily life than using english. Iir

(1996;121) states same problem that may probhit the students to develop their

speaking skill which are inhibitation, lack of ideas, shy, low participation, and

students preference to use their mother language based on the condition. The teacher

try to overcome the problem by offering a technique of teaching speaking which is

language games or communicative games. Steinberg (as cited in Arifin, 2003)

emphasized that games are biable method to achieve many educational objectives

such as reinforcement, review, reward, relax, inhibitation reduction, attentiveness,

retention and motivation.

The term of language games refers to the models of primitive language that

invent to clarify the working of language general. It refers to games that children will

able to learn the language. It can be said that language games not only function as



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time filling activities but also they can bring some educational values that enable the

children to learn the language. Mc. Cabe in Noor Eka Chandra (2007) defines a

language game as a spoken routine for two or more players, meant to be repeated

many times. This implies that such repetition will enable the children to communicate

effectively. In the activities of communicative games the students will develop their

ability to say what they mean to say and to express themselves clearly.

From the definition above, it can be seen clearly that communicative games

do not only provide supportive activities and practices that can motivate the students

to interact and communicte, but games can also create opportunities for student to

acquire the language in a meaningful way. In short, it can be said that communicative

games are able to help students use and practice the target language in relaxed way.

R elating to the perception Stephen R . covey (2006) argues that perception is the

ability to see and hear or become aware of something through the sense. It different

with argument. Argument is attempt to persuade someone of something by giving

reason or evidence for accepting particular reason, Stephen R .covey (2006).



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CHAPTER III

RESEARCH METHODOLOGY

In this chapter the writer discussed about research design population and

sample, technique of data collection and technique of data anlysis.

A. Research Design

In this study the writer use a descriptive qualiatative method, because this study

focus on describing the phenomenon of students perception of using communicative

games in learning speaking. Qualitative methods will be proper method to use. Alsa

(2003;11) states that in qualitative study, understanding the subject should be seen

from their point of view. It means that in qualitative study the researcher construct her

study based on subject point of view. In short their points of view become the basic

of describing the phenomenon. In relation to the topic of the study. This study

describe the students perception on using communicative games in learning speaking

based on their point of view.

B. Population and Sample

In this part the researcher describe the population and sample of this current

research.

1. Population

Arikunto (2002;108) define as all subject of a research a population is a

set of all elements possessing one or more attributes of interest But if the



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population are less than one hundred this research is called sample research.

In supporting this research, the writer going to take one school that is SMAN

1 Masbagik. The population of this research are all students in tenth class. The

reason for choosing this population because these students have many

experiences in learning english. Their experience become the basic for their

knowledge of sharing their perception in learning speaking when the teacher

apply communicative games in teaching learning process.

Actually in SMAN 1 Masbagik the tenth class consists of six classes,

however the researcher only takes three classes as the population. For the

futher information the researcher try to formulate the population into the

following table:

No Class Number of population

1.

2.

3.

X A

X B

X C

47

47

30

Total 124

2. Sample

Sample is the part of population, Arikunto (2002:109) stated that if the

researcher only studies a part of population the part of population is called

sample. Futhermore he define sample as a part of representative population.



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In this study, the researcher takes the sample of research by using quota

sampling technique.

Considering the large number of prediction, 60 students were choosen as

the sample of the study. Twenty students from each class are taken as the

respondents because this students have many experiences with the teachers at

the grades. The detail formulation of quota technique used in study can be

seen in the following table:

No Class Number of population

1.

2.

3.

X A

X B

X C

20

20

20

Total 60

C. Research Instrument

To obtain information about student perception on using communicative games

in learning speaking ,the researcher use some instrument as follows:

1. Questionaire

The questionaire is one ways for collecting the data. In this study the

research use the questionaire that consists of close-ended questions and

open-ended questions. The advantage of using close-ended questions is that

the respondents respond the data appropriately with the information needed;



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whereas the advantage of using open-ended question is that the respondent

are allowed to give a free response. So comprehensive information will be

achieved.

In this case, the researcher provide and give the questions to the

students. Those questions consists of twenty items for close-ended question

and three items are for open-ended questions. Then the students answer

briefly based on their point of view using«« While the writer limited their

time for answering those questions for 90 minutes.

2. Interview

In this research, The researcher uses interview, because intervew is one

of instruments for collecting the data, The interview technique is used to

collect the information by asking and answering the teacher and the students

about their experience in teaching and learning process and their perception

about it especially the learning of speaking. The function of interviewing the

students and the teachers is to complete the data or information that has

taken from the questions which has given to the students.

3. Observation

Observation is preliminary steps which will be done by the researcher

to know the teachers and students activities in teaching and learning process

especially for teaching speaking. On this case, the researcher will join with

the students while the researcher observe the situation of teaching and

learning process. The researcher will completed by field note as the media



28

for the resercher to write all the activities which is done by all students and

teacher in receiving and transfering the material.

D. Technique of Data Analysis

The data will be process in three steps. First, the data is sort according to the

question items. Second,the data is tabulate using percentage. Third,the data classified

into three category based on students perception of using communicative games in

learning speaking.If respond of the the students are great about it, the respond involve

into category one, if students respond it in so so, the respond include as category

two, However for the students give bad impression the respond involved in category

three.

Finally, conclussions were took as the final procces.



29

REFERENCES

Alsa, A. 2003. Pendekatan Kuantitatif & Kualitatif Serta Kombinasinya Dalam

Penelitian Psikologi. Pustaka pelajar. Yogyakarta.

Arikunto, S. 2006. Prosedur Penelitian. R ineka cipta. Jakarta.

Djiwosumarto, S. 2000. Persepsi Masyarakat Terhadap Profesi Guru, Jurnal

Ilmu Kependidikan. Jilid 7. Nomor 3. LPPM IKIP Mataram.

Inkadir. 2006. The Role of Motivations on Students Learning Achievement in

English. IKIP Mataram.

Lawtie, Fiona. 2006. Teaching Speaking Skills 2-Overcoming Classroom Problems

Noor eka Chandra. 1997. Language Games . UNBR AW Malang

Suaibatul, 2007. Teaching Speaking Through VCD for the Second Year Student of

SMPN 1 Labuhan Haji. STKIP HANZAMWADI SELONG

Ur, Penny. 1996. A Course In Language Teaching London: Cambridge university

press

Moedjito. 2009. A Study On Factor Determining Global Intellegibility of EFL

Learning Speech. Naruto japan: Naruto university press

Erma suryani. 2010. Improving Students Speaking Ability Through Role Play.

STKIP Hanzamwadi Selong.

Stephen R .covey.2006.7 habits of highly effective people



30

STUDENTS PERCEPTION ON USING COMMUNICATIVE

GAMES IN LEARNING SPEAKING AT THE TENTH YEAR

STUDENT OF SMAN 1 MASBAGIK IN THE SCHOOL YEAR

2010/2011

MARLENI

NPM 07460131

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

DEPARTMENT OF LANGUAGE AND ART EDUCATION

STKIP HAMZANWADI SELONG

2011



TABLE OF CONTENT

CHAPTER I INTRODUCTION

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

B. Statement of the Problem ..................... ............................... 3C. Purpose of the Study ....................................... .................... 4

D. Focus of the Study .............................. ................................ 4

E. Significance of the Study ..................... ............................... 4

CHAPTER II REVIEW OF RELATED LITERATURE

A. The Teaching of English In Indonesia .............................. ... 5B. The Teaching of Speaking in SMAN1 Masbagik ................ 7

C. Speaking Ability ..................... ......................................... ... 81. The Nature of Speaking .............................. ................... 8

2. The Important of Speaking Ability .............................. ... 113. The Aspect of Speaking Ability ..................... ................ 11

4. Characteristic of Successful Speaking Ability ................ 13D. Communicative Games ....................................... ................ 14

1. The concept of Communicative Games .......................... 142. The Benefits of Using Communicative Games ............... 15

3. Kinds of Communicative Games ............ ........................ 17

E. R elevant Study ..................... ......................................... ...... 21

F. Theoritical Framework .............................. .......................... 22

CHAPTER III RESEARCH METHODOLOGY

A. R esearch Design ..................... ......................................... ... 24

B. Population and Sample .............................. .......................... 24

1. Population ..................................................................... 24

2. Sample ........................................................................... 25

C. R esearch Instrument ....................................... ..................... 26

1. Questionaire .............................. .................................... 262. Interview ....................................................................... 27

3. Observation .............................. ..................................... 27D. Analyzing Data .............................. ..................................... 28

REFFERENCES

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