Skripsi Bahasa Inggris IncreasingStudent Speaking Through Game

INCREASING STUDENTS’ SPEAKING ABILITY THROUGH BOARDGAME FOR THE EIGHTH GRADERS OF SMP 

CHAPTER I

INTRODUCTION

A.   Background of the Study.  

Look at the developing science and technology, language has

an important rule for human life, by using language the people

will express their ideas, emotion, and desires, and it is used as

a medium to interact with one another, to fulfil their daily

need. English has been the most important language in

international communication. The people all over the world speak

the language when they meet one another in every international

meeting, workshop, or conference. All countries in the world have

set the language as one of the compulsory subject studied at

school.

English has many functions, one of them as stated in the

2004 curriculum that English is means for the students to develop

science, technology, culture and art, and the final objective of

teaching and learning process is the students are expected to

master the four skills of language: listening, speaking, reading,

and writing. Teaching and learning will be success if they are

supported by some factors such as the method that is used in

teaching English, completeness of teaching facilitation,

interesting media, and condition of school environment. 

 

Indonesia as one of the developing countries has also set

its educational curriculum to include English as a foreign

language which is studied from junior high school up to the

university level. Being successful students are not easy, this

fact can be seen mostly at eight grader of MTs NW Majidi, although

they have been studying English for more than a year, but they

are still unable to use English in interacting with their teacher

in the classroom.

Speaking is important for them to practice their capability

and their understanding, how to send idea, and how to spell word

well; in this case the students’ motivation and interest are very

needed to make the process of their understanding more easily.

Because of the material of English subject is very variety,

so the teachers are obligated to choose the suitable approach,

strategy, and method in order to achieve the teaching purposes

easily, and the media will make the students to be more motivated

to study. The teacher who is able to present the material easily

will be students’ idol. The teacher can use some methods in

teaching learning process to help the students’ understanding

about the material that is explained. In applying method, the

teachers have to prepare many things like; teaching material,

classroom management, and many other aspects because using

inappropriate technique can make the students get difficulties in

understanding the teacher’s explanation and it means that the

teacher may be failed in teaching them.

To make the students have strong interest in teaching and

learning process especially in learning speaking, the teacher

should take the best approach, method, and strategies. Then, the

teacher can use media in teaching of English language, method are

used to help the students for speaking to make interaction

between the teacher and students. Furthermore, the teacher has to

prepare the interested aids before teaching learning process

done. In this case, the researcher used board game as method in

teaching learning processes.

The teacher can use board game as method in teaching and

learning processes. According to (Hornby; 1995, p. 486) game is

an activity that you do to have some fun. Board game can be

defined as something or an instrument that is used to attract

students’ motivation to follow the teaching and learning process

because board game can make the students more focus in learning,

because they do not feel that they are forced to learn. They also

enable learners to acquire new experiences within a foreign

language which are not always possible during a typical lesson.

Board game can be method that will give many advantages for

teacher and the students either.

Method must be able to increase the students’ motivation in

learning English, especially in speaking English. And, method has

to be able to manipulate, see able, listenable, and readable. At

last the teacher hopes that method can motivate his students to

speak English to communicate their need especially in the

classroom and in their daily need in general.

Board game as a method of intertwinement can build up the

students’ motivation and reinforce any language skill as speaking

and listening. The students playing board game in the classroom

only for language learning and help them to increase their

speaking skill which they can apply it outside of the classroom.

Communication is one of the implementation of language

function in society as a means of carrying out the affairs.

Students are not easy to speak English fluently if they only

study at school generally, they will get it in real life

listening to the native speaker. But, if the school has certain

rule and has good condition of school environment, so the

students can speak English as well.

Speaking is one of four language skills, which is basic

function of language as communication instrument. Students who

study at the school which use certain language will be a good

speaker, different from students who study at the other school.

They will get difficulties in using English to speak each other;

it is caused by condition of school environment and media that is

used in teaching them.

B.   Focus of the Study

Based on the background of the study above, this study is

limited to find out the increasing of students’ speaking ability

through board game. The subject of the study is the eighth

graders of MTs NW Majidi in the school year 2012/2013.

C.   Statement of the Problem

                   Based on the background above, the problem can

be formulated as follows: “How can board game increase the

students’ speaking ability at the eighth graders of MTs NW

Majidi in the school year 2012/2013?’’

D.      Purpose of the Study

This study is aimed at finding out the role of board game

in increasing students’speaking ability for the eighth graders

of MTs NW Majidi in the school year 2012/2013.

E.       Significances of the Study

The results of this study are expected to give both

theoretical and practical benefits as follows:

1.     Theoretically

The result of this study is expected to find out strategy of

increasing students’ speaking ability through board game.

2.     Practically

a.    Teacher

1)      Teacher can use the material easier and she/he will have a

new method to teach speaking by using board game.

2)       The teacher can make this method to be an interesting

method in other the students easy to understand in learning

english speaking.

b.     Students

1)      The students will be easy to understand about how to say

something.

2)       It will improve the student’s ability in speaking.

c.    Researcher

1)      Can use the result of this study to be reference.

2)      Can search the same variable.

                             

CHAPTER II

REVIEW OF LITERATURE AND ATION HYPOTHESIS

A.   Speaking Ability

In this chapter will discuss about the nature of

speaking, the meaning of speaking, the function of speaking, the

aspect of speaking ability, and macro and micro skill of speaking

ability.

1.        The Nature of Speaking Ability

Brown (in Islamiyah, 2007, p. 14) states that speaking is a

productive skill that can be directly and empirically observed,

those observations are invariably collared by the accuracy and

fluency. While, he also states that speaking is the product of

creative construction of linguistic strings, the speakers make

choices of lexicon, structure, and discourse.

Poerdarminta (in Islamiyah, 2007, p. 14) states that the

classical meaning of speaking is the ability to talk, and to

speak. The main purpose of speaking is to send the message for

the other one or to be able to communicate about something in

language and understood by someone who becomes a listener.

Tarigan (in Islamiyah, 2007, p. 14) states that speaking is

one of the language skills in oral form to express the speakers’

ideas to everybody else. While, speaking is the informal

interchange of thought and information by spoken words.

2.        The Meaning of Speaking Ability.

Speaking ability consists of two words are speaking and

ability. To avoid misunderstanding about the meaning of speaking

ability, it will clarify one by one. According to Poerwadarminta

(1985, p. 109). It is also stated by Hornby (1990, p. 51) that

ability’s potential capacity of power to do something physically

or mentally. Those description may concluded that ability is

capability of human which identical with ability. According to

Djiwandono (in Munir, 2005, p. 16) speaking is the activity to

express thought and feeling orally.

Speaking is an articulation of sound to express thought.

Tarigan (1990, p.15), says that speaking is the capability in

pronouncing sound or word to express or convey though, idea or

feeling” opinion and wish. Another expert says that speaking is

talk or speaks (Haryanto in Sunardi, 2004, p. 13). If both

speaking and ability are combined, so it means a capability to

utter the articulation of sound to express or to deliver thought,

opinion and wish to the other person.

3.        The Function of Speaking Ability

Brown and Yule in Fauzi (2012, p. 4) also describe a useful

distinction between two basic language function. These are the

transactional function, which is primarily concerned with the

transfer of information, and the interactional function, in which

the primary purpose of speech is the maintenance of social

relationship.

Another basic distinction when considering the development of

speaking ability is between monologue and dialogue. They ability

to give an uninterrupted oral presentation is very clear from

interacting one people and another speakers for transactional and

intersectional purpose, while, all native speakers can and do use

language interaction, not all native speaker have the ability to

be extempore on a given subject to group of listeners.

Furthermore, Brown and Yule in Fauzi (2012, p. 4) suggest that

most language teaching is concerned with developing skills in

short intersectional exchanges in which the learner is only

required to make one or two utterance at a time.

Based on the above statement, Bygate in Fauzi (2012, p. 5)

distinguishes that “between motor-perceptive skill, which are

concerned with correctly using the sound and structures of

language, and interactional skill, which involves motor

perceptive skill for the purpose of communication” motor

perceptive skill are developed in the language classroom through

activities such as model dialogues, patterns practice, oral

drills and so on, until relatively recently, it was assumed that

the mastery of motor perceptive skill was that needed all one, in

order to communicated successfully.

4.             The Aspect of Speaking AbilityDarmodihardjo in Fauzi (2012, p. 7) states about the aspects

of speaking that is “the requirements of effective speaking suchas: intonation, phonetic transcription and environmentexpression”

The opinion above describes that, to able communicateeffectively, it must be considered that situation of soundutterance, pronunciation and physical. On the other hand, Valettoin Fauzi (2012, p. 7) says that “The elements which are inspeaking cover phonetic transcription, grammar, vocabulary, theeffective and speaking”

Meanwhile, Haris in Fauzi (2012, p. 7) clarifies as follows:“Like writing speaking is complex skill requiring the

simultaneous use of number of the different abilities which oftendeveloped of different rates either four of five components aregenerally recognized in analyze of the speak process: (a)pronunciation concluding the segmental features vowel, andconsonants, vocabulary, stress and intonation pattern the flowspeech, (b) grammar, (c) vocabulary, (d) fluency (the case andspeed of the flow speech). The solve probably be added, (e)comprehension for oral communication certainly requires a subjectthe response to speak as well as imitation.

Based on the statement above, it can be concluded that theaspects of the speaking ability in this research are: (a)pronunciation competence, (b) grammatical ability, (c) vocabularymastery, (d) the fluently of speaking, and (e) the understandingof the topic of speaking.

5.             Macro and Micro Skill of Speaking Ability

a)             Macro Skills of Speaking

(Sharma, 2010, P. 5). Here are the skills that should be

implemented in speaking activities:

1. Appropriately accomplish communicative functions according

to situations, participants, and goals.

2. Use appropriate styles, registers, implicative,

redundancies, pragmatic conventions, conversion rules, floor

keeping and yielding, interrupting, and other

sociolinguistic features in face-to-face conversations.

3. Convey links and connections between events and communicate

such relations as focal and peripheral ideas, events and

feeling, new information and given information,

generalisation and exemplification.

4. Convey facial features, kinesics, body language, and other

nonverbal cues along with verbal language.

5. Develop and use a battery of speaking strategies, such as

emphasizing key words, rephrasing, providing a context for

interpreting the meaning of words, appealing  for help, and

accurately assessing how well your interlocutor is

understanding you.

b)        Micro Skill of Speaking

Here are some of the micro skills involved in speaking. Thespeaker has to:

Pronounce the distinctive sounds of a language clearlyenough so that people can distinguish them. This includesmaking tonal distinctions.

Use stress and rhythmic patterns, and intonation patternsof the language clearly enough so that people canunderstand what is said.

Use the correct forms of words. This may mean, forexample, changes in the tense, case, or gender.

Put words together in correct word order. Use vocabulary appropriately. Use the register or language variety that is appropriate

to the situation and the relationship to the conversationpartner.

Make clear to the listener the main sentenceconstituents, such as subject, verb, object, by whatevermeans the language uses.

Make the main ideas stand out from supporting ideas orinformation.

Make the discourse hang together so that people canfollow what you are saying. (Carol J. Orwig 1999, P. 23).

B.  Board Game

This chapter discuses about the meaning of board game, the

concept of board game, the advantages of board game, the

disadvantages of board game, and teaching speaking by using board

game.

1. The Meaning of Board Game.

            To increase the speaking skill we need method to be

used. One of them is game. The definition of game is an activity

that you do to have some fun (Hornby, 1995, p. 486). Therefore,

board game can be defined as something or an instrument that is

used to attract students’ motivation to follow the teaching and

learning process because board game can make the students more

focus in learning, because they do not feel that they are forced

to learn. They also enable learners to acquire new experiences

within a foreign language which are not always possible during a

typical lesson. Board game can be method that will give many

advantages for teacher and the students either. Buckby (1994, P.

82) The useful of board game are attract the students to learn

English because it is fun and make them want to have experiment,

discover and interact with their environment are:

a)                  Board game adds variation to a lesson and increase

motivation by providing a plausible incentive to use the target

language. For many children between four and twelve years old,

especially the youngest, language learning will not be the key

motivation factor. Board game can provide this stimulus. Buckby

(1994, P. 82).

b)                 The game context makes the foreign language immediately

useful to the children. It brings the target language to life.

Buckby (1994, P. 82).the board game makes the reason for speaking

plausible even to reluctant children.

c)                  Through playing board game, students can learn English

they way children learn their mother tongue without being aware

they are studying; thus without stress, they can learn a lot.

d)                 Even shy students can participate positively.

e)                  Make your classroom a lively place through the use of

attractive wall displays, displays of pupils’ work, etc. language

classroom is noisy with the language (English) is good because it

will make the classroom more live in English (practice)

f)                  Motivate pupils to want to learn English by using

interesting and enjoyable learning activities. E.g., project

work, board game, drama. It means learning by playing.

g)                 Create warm and happy atmosphere where teacher and pupil

enjoy working together. Teacher arranges good atmosphere in

classroom and make the students interested.

h)                 Help pupils to develop personal reasons for learning

English. For example by encouraging out-of –school class

activities, e.g. pen friends, project, reading story books.

i)                   Make learning English enjoyable and fun-remember you are

influencing their attitude to language learning. (Lower as

affective filter). It means teacher has to try in order to

students are having fun in learning (learning by playing).

Remember teacher is influencing their attitude to language

learning

j)                   Do not worry about mistakes. Be encouraging – make sure

children feel comfortable, and not afraid to take part. It means

teacher does not blame directly to students, teacher must give

support to students while repair their mistakes.

k)                 Use a lot of gestures, actions, pictures to demonstrate

what you mean. It means teacher has to try to accompany her

explanation with method in order to students understand easily.

Don’t force the students to use the language directly, just give

them examples by gestures

l)                   Talk a lot to them in English, especially about things

they can see. Teacher must teach them by using English,

especially about anything in their surroundings.

m)               Play board game, singsongs, say rhymes and chants together.

It means teacher has skills in playing board game, singsong etc

to make them enjoy and interest in learning.

n)                 Tell simple theories in English, using pictures, acting

with different voices.

o)                 Do not worry when they use their mother tongue. You can

answer a mother tongue question in English, and sometimes recast

in English what they say in their mother tongue. It means if the

students use their mother tongue, the teacher translate to

English and repeat again, again and again to make them always

remember what teacher means.

p)                 Constantly recycle new language but do not be afraid to

add new things or to use words they will not know. Teacher gives

new language while remember the last topic.

q)                 Plan lesson with varied activities, some quiet, some

noisy, some sitting, some standing and moving, it means teacher

must demonstrate his teaching with several activities (moiling

teaching), sometimes teacher sit, stand up in front of or behind

the students.

2.        The Concept of Board Game

  Hammond  (2011, P. 1). While the concept of a board game is

not new, the playing of board games is timeless. Many of us enjoy

playing a good board game now and then. Perhaps some of us have a

regular "game night." Whether you go for the traditional Monopoly

or Yates or prefer more unique games like Gator Golf and

Bolkus, board games can be very entertaining. A lot of companies

are making educational board games that teach things such as

adding or phonics. While these are obviously educational, any

type of board game can teach kids many important concepts. 

This article will address 5 important concepts that playing

board games can teach children. 1. Taking Turns and Having

Patience, 2. Playing Fair, 3. Reasoning and Strategy Skills, 4.

Good Sportsmanship, 5. Friendships and Working Together.

1. Taking Turns and Having Patience: In board games, kids are

taught to wait for their turn.  Sometimes this can be hard

as kids tend to get anxious. However, as this skill is

practiced, it will get easier for them in board games and in

playing with friends and siblings in general.

2. Playing Fair: It is so easy for kids to get upset when they

lose a turn or things don't go the way they planned, but it

is important for them to learn that cheating is not fair. In

a way it follows the golden rule because they wouldn't want

someone else to cheat so they need to not cheat. Learning

this concept will help kids as they grow older and have

different disappointments when things don't turn out as

planned. It will also teach them to be honest in school and,

later on, the workplace.

3. Reasoning and Strategy Skills: Playing board games will help

kids reason and strategize about the best way to "play their

cards" to their best advantage. This is an important concept

in making everyday life decisions throughout.

4. Good Sportsmanship: Many kids get so worked up about having

to win the game and boast if they do. Then if they don't win

they may be bitter or say hurtful things. Kids need to know

that having fun is the most important part of playing the

game and to be humble and have good sportsmanship no matter

who wins. Learning this concept can help them in any

friendships they have as well as to be happy about others

achievements.

3.        The Advantages of Board GameCarly (2010, P.  21). There are many advantages of using boardgame in the classroom they are:

1.             They are motivating and challenging.

2.             Learning a language requires a great deal of effort.

3.             Board game helps students to make and sustain the

effort of learning.

4.             Board game provides language practice in the various

skills- speaking, writing, listening and reading.

5.             They encourage students to interact and communicate.

6.             They create a meaningful context for language use.

7.             Speaking skill board game bring real world context into the

classroom, and increase students’ use of English in a flexible,

meaningful and communicative way.

8.             Board games usually involve friendly competition and they

keep students interested in learning the language.

9.             Board game can help them (children) learn and hang on to

new words more easily.

            The reasons of the writer in choosing board game as

educational method for teaching speaking to the children are:

1.             Board game makes learning fun so your class and children

are willing participants and not just there because they have to

be.

2.             Playing a game has a purpose to it, an outcome, and in

order to play students have to say things – they have a reason to

communicate rather than just repeat things back mindlessly.

Therefore, they want to know and learn more.

3.             Students get to use the language all the time during the

board game

4.             They involve a lot of repetition, and repetition is the

mother of skill, it can be boring, but thanks to this board game,

it is fun.

5.             How do you expect your class or children to apply speaking

skill if they never use it? Repetition is the mother of skill.

6.             The board game lends themselves perfectly to quick bursts

of revision. Using some of the board game, you can revise a

massive amount of speaking skill and grammar in a few minutes.

7.             If you use board game to revise two or three topics every

lesson, as well as teach the new language, imagine how well your

kids will do at exam time, and how proud you will feel.

8.             Children have a short attention span (even more so these

days with the style and pace of the method, and computer board

game), so injecting lively varied board game into your classes to

practice the language you are teaching will keep your children

alert and enjoying themselves

9.             The philosophy of encouragement incorporated into this

board game allows all students, including the less good ones, to

gain in confidence. Usually this doesn't just mean they get

better at your subject, but in all subjects. This makes

everybody, including you, more motivated and optimistic, and you

can really make a difference by helping your pupils have more

self-esteem so they succeed in all areas of life.

10.         You do not need many materials to play these board game (in

some cases you need only your regular black board or classroom

props). Once you have used the board game once you will need

virtually no preparation time at all!

11.         You will be able to give stimulating fun classes while

keeping your evenings free for yourself and your own hobbies,

family and friends, based on the above description, can be

therefore it can be summarized that:

a)        Board games are often used as short warm-up activities or

when there is some time left at the end of a lesson. In this

case, a game should not be regarded as a marginal activity

filling in odd moments when the teacher and class have nothing

better to do. Board game ought to be at the heart of teaching

(foreign) languages.

b)        Board game can be used at all stages of the lesson. But

teachers must be sure that board game provided, are suitable and

carefully selected by the teachers.

c)        Before playing a game teachers should give attention to the

number of students, proficiency level, cultural context, timing,

learning topic, and the classroom settings.

4.        The Disadvantages of Board Game

Dewar (2009, p. 15). There are many disadvantages of using board

game in the classroom:1.         Most people play with house rules (ex. money under free

parking, not using the auctions, etc) that cause the game to lastmuch longer than it should.

2.      Player elimination. Players can get knocked out of the gameearly. Who wants to watch other people play a game?

3.       Too dependent on luck. Once all the properties are bought &traded, the game is just rolling the dice until everybody goesbankrupt.

4.       Doesn't scale well to the number of players. 4 players seemto be ideal.

5.           Players takes too long and 2 players is completelypointless (without trades, it's all luck).

6.          The game is almost 100 years old. Much better designed gameshave been released since then (Acquire, Power Grid, Settlers ofCatan, Railroad Tycoon).

5.        Teaching Speaking  By Using Board Game

One of game in teaching speaking English is Board Game. The

effort of the linguist has strong basic because the learner

entertained with their everyday life, give chances to the student

to more creatively because Board Game as method in teaching

speaking English is very effective and more interested because

the students will be memorized the vocabulary and, the enjoying

the picture in the board. So that using Board Game in teaching

speaking will give achievement acquiring English.

            Board Game can increase motivation to learn the

English for the students. They also have to add advantage of

being memorable the words much less likely that the students will

forget the words, and therefore the language practice in it,

whereas language practice in even well constructed drill is

usually very quickly forgotten and finally, Board Game which

helps to bring the students memorize more words.The teachers begin to explain the materials, the teachers

use Board Game in order to make the students have more interests,attention and understand about the material. There are five stepsthat can be applied when the teacher use Board Game: (1) takepictures in front of the class (2 try to attract the students’understanding about Board Game (3) the teachers begin to explainwhat does the Board Game talk about; (4) in order to know the

achievement of the students, the teachers ask one of the studentsto repeat again what does the teachers do before and, (5) afterthe teachers feel that all the students have understood of thematerial, the teacher continue to another topic.

C.  Relevant Study

            The studies that have relevant with this study

are: first this study which has relevance with this research was

conducted by Nugroho Noto Susanto (2007 / 2008) on the

Contribution of Speaking Practice with The Native Speaker

Toward  Students’ Speaking Capability: A Case Study at Second

Year of SMAN 7 Mataram in Academic Year  of  2007 / 2008.

            The  problem of his study, those were: What

Contributions can the Native Speaker Provide to the Students’

Speaking Capability through Study Tour Program in the Second Year

Students of SMAN 7 Mataram?

           The researcher used in his study was Experimental

design in which his divided the sample into two groups that is

Experimental group and Control group with a test formula and the

result of his research showed that the mean scores of critical

value test equals to 2.851, this critical value is higher than

that of degrees of freedom 400-60 at confidence level 0.05 (95 %)

with 1.67 and at confidence level 0.01 (99 %) equal to 2.39.

          Furthermore, the difference of his research can be seen

on the design used. He used Experimental Design and the Present

researcher used class room action research.Meanwhile, the

similarity of this research is the reseacher same discuses

about Speaking Ability.

          Second. Nurul Hidayah (2008/2009) on the Effect of

English Speaking Club (ESC) towards the

Students’ Speaking Ability for the Second Year Students of SMA NW

Pancor in the School Year of 2008/2009.

           The problem of her study, those were: Does the of

English Speaking Club (ESC)towards the

Students’ Speaking Ability for the Second Year of SMA NW Pancor

in the School Year of 2008-2009? To what extent English Speaking

Club (ESC) as the best program to optimize Teaching Speaking

Ability for the second year of SMA NW Pancor in the school year

2008/2009.

         The research used in her study was Quantitative design

by using Ex-post FactoResearch. The result of his study shown in

testing the hypothesis the researcher used t-test 3.55 on

significance level 0.05 (df=38) was 0.320 (3.55>0.320) it means

that Ha (Alternative Hypothesis) was accepted.

           Furthermore, the differences of her research can be

seen on the design used. She used Quantitative design by using

Ex-Post Facto and the Present researcher used class room action

research. Meanwhile, the similarity of this research is the

researcher the methodin teaching and learning process.

D.  Theoretical Framework

Based on the relevant studies result can be proposed the

theoretical framework of the research, that may used as a basic

of hypothesis formulation and to comprehend the inter variable

relation.

Speaking is one of language component that is function to

express feeling, opinion, ideas, and emotion. One of strategy to

increase speaking is discussion. By board game is one method in

teaching speaking which encourage students to speak as much as

possible.

According to (Hornby, 1995, p. 486). The definition of game

is an activity that you do to have some fun. Therefore, board

game can be defined as something or an instrument that is used to

attract students’ motivation to follow the teaching and learning

process because board game can make the students more focus in

learning, because they do not feel that they are forced to learn.

They also enable learners to acquire new experiences within a

foreign language which are not always possible during a typical

lesson. Board game can be method that will give many advantages

for teacher and the students either.

Based on the statement above, board game is as method may

help the students in learning English especially in speaking

ability. Likewise, the writer wants to investigate increasing

students’ speaking ability through board game.

E.   Action Hypothesis

The hypothesis of the result study is formulated as

follows:” the implementation of board game can increase students’

ability in speaking for the eighth graders of MTs NW Majidi in the

school year 2012 / 2013.

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

The present researcher categorized into a classroom action

research. Classroom action research design to help a teacher to

find out what is happening in his or her classroom, and to use

that information to make the wise decisions for the future. The

approach used in the classroom action research can be qualitative

or quantitative, descriptive or experimental. According to Kurt

Lewin (in suharsimi, 2002), there are four components of action

research, they are, planning, acting, observing, and reflecting.

Action research is categorized, as qualitative research although

the data collect can be in a form of quantitative. Meanwhile,

Kemmis (in suharsimi, 2002, p. 84). States that action research

is a form of self-reflective inquiry under taken by participants

in a social (including education) situation in order to improve

the rationality and of (a), their own social or educational

practices justice, (b) their understanding of their practice, and

(c) situations on which practice are carried out. Because this

study is an action research, than this study focuses on

practical, not statistical significance and present raw data

                                        Reflection

                                                                  

Planning

 

                               Acting & Observing

                                                              

Planning

                               Reflection  

                                                  Acting &

Observing

Research is design as the attempt to plan and de term ne all

of the possibilities and the material that be need in a

qualitative research. Research design is used in this research is

the classroom action research. According to suharsimi, (2002, p.

82) that action research is a solving problem strategy which is

use the real action in form of innovative development process in

detecting and solving problem.

The procedure of the classroom action research consists of

cycles. The cycle is administrated based on the progress being

achieved. To identify the students’ ability in English

pronunciation, the students were given diagnostic test

functioning as initial evaluation. This initial observation is

conducted in order to determine appropriate action in increasing

English. Form evaluation and the observation, it is determine in

the reflection that to increase students English pronunciation in

reading aloud focusing on the narrative text.

In classroom action research design, there are four

components that will be done, there are planning, action,

observing and reflecting (Lewin in suharsimi 2002, p. 83), in the

same page, Kammis and Mc Teggart united the second and third

component, those are acting and observing. Then the components

show cycles or the ongoing activities that can be seen in this

component below: 

1.    Planning

Before beginning the first cycle, however at the very beginning

step as the preliminary, a diagnostic evaluation was done to

investigate the degree of the students’ English pronunciation in

reading aloud focusing on the narrative text. It is done by

applying a pre-test to the students. The result of pre-test is

telling the researcher how far the students’ ability.

The details of the research planning can be describe as

follows; before implementing the determined action, the teacher

will prepare all need and supportive material as well as the

steps applied. They are:

a.    Making the lesson plan i, e, the step of presenting the teacher

material based on the there-phase technique and the activity as

done by the students.

b.    Preparing all facilities and supportive material in presenting

the teaching materials, such as; English pronunciation in reading

aloud focusing on the narrative text.

c.    Designing a test to find out the increase implementation of

English pronunciation in reading aloud focusing on the narrative

text.

The research will be using analytic scoring rubric to score

students work. The students can be at “pass” level if their score

have achieved equal or more that 6 of the range that lays from 0

to 10. The students result will be analyzed using following

formula.

The students score = 

2.    Acting

In implementing the action the research is assisted by his

collaborator the research acted as the teacher who is taught how

the students’ increases English pronunciation in reading aloud

focusing on the narrative text.

The main stops in the students and learning activated were

designed as follows;

a)    Pre-activity

1)   The teacher greets the students and checks the students’

attendance.

2)   The teacher asking for the students’ attention by giving some

questions about their last week activities.

3)   The teacher tells the students about the objective of the

lesson.

b)   While-activity

1)   The teacher introduces some pronunciation in peaking ability

to the students’.

2)   The teacher explanation how the way of speaking easily.

3)    The teacher asks the students in difficulties to speaking

easily.

c)    Post-activity

1)   The teacher makes reflection on the students’ activities.

2)   Distributed the students test.

3)   Check the students’ works.

3.    Observing

Observing the action is the process of recording and gathering

all relevant data about any aspects that was happening during the

teaching and learning process. In classroom action research, the

observation is focus on collecting what the data relating with

the treatment activity this observation took an important role in

this research since what happens within the process of treatment

may influence the result of this research.  

4.    Reflection

Reflection is an activity to think what is has been done, how the

result, and what is has not been completely done. The result of

this reflection will become the standard of determining the

following steps until the objectives of the research were

achieved. The result of reflection may show either the action is

successful or not, then follow up can be plan after, if the

reflection result tells the action is successful, the cycle is

over, but if is not, the next cycle must be plan with is any

improvement.

B.  Setting of the Study

       The setting of the study refers to the place and time to

conducting the study. This study will be conducted at the first

semester of the eighth graders of MTs NW Majidi in the school year

2012 / 2013. The researcher did classroom action research during

the months (October to November) in the school year of 2012/2013.

The following time table of the research was listed in detail to

Table 3.1.

Table 3.1

NoActivities

Months/weeks

October November

1 2 3 4 1 2 3 4 5

1 Research preparation

Making lesson plan √

Preparing material √

Writing instrument √

2 Research action √

Teaching and learning √

Observation √

Evaluation and reflection √

Data analysis √

3 Reporting √

4 Writing √

 C. Subject of the Study

The subject of the study is all students of the eighth

graders of MTs NW Majidi in the school year of 2012/2013. The

number of the students consists of 3 classes, that are

VIIIA which consists of 27 students, VIIIB which consists of 28

students, and VIIC which consists of 25 students, So, the number

of subject is 80 students. The present researcher will take

VIIA  as a subject of the study.

D.  Data Collection

1.             Performance Indicator

The action as well as the research carried out can be said

to be successful when the learning achievement of class

VIIA of MTs NW Majidi  in the school year of 2012/2013  is at least

70 individually and 80% classically. The percentage is decided

based on the criteria of mastery learning set in the school. It

can be said that if a student get 70 of learning achievement, he

or she reaches the mastery learning. Then, if 80% of the students

in the class get 70, means that, the class reaches the mastery

learning and the researcher will not go to the next cycle, it is

based on the action planned above.

2.             Technique of Data Collection

A researcher will be used many kinds of data collection like

questioner, interview, or test. It will be noted, that all

methods of data collection should be objective. The kinds of data

that use in classroom action research are quantitative data:

In this case, the researches use only the result of the

increasing students’ speaking ability through board game.

3.             Instrument

            In this study, the instruments used were (1) first

evaluation test, (2) final test, and (3) observation paper.

1)      First evaluation test

This evaluation was done to know the students’ basic ability in

understanding the definition and the characteristics of narrative

text.

2)      The final test

This test was given in the form of a jumbled sentences game which

was arranged using certain rules. Maximum score was 100 and

minimum score was zero if there was no correct answer. It was

done by all students in which they were divided into six groups. 

3)      Observation paper

Observation paper was an observation device that consisted of

names of subjects and factors that were observed. In this study,

it was used to obtain the data of the learning process. 

E.  Data Analysis

After the data are collected then the data are classified

again to identification. The result of identification of the data

is to classified based on students ability in speaking. To

analysis the data through the interview method and observation is

that using descriptive methods, In this case, the writer used the

observation, interview and speech test as the technique to

analysis the data.

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