Writing for Academic PurposesName : Nita HerlianiStudent’s Number : 1201951Class : 3A-1Draft 1

Chapter IIntroduction

1.1 Background

There are four skills in teaching and learning a languange:listening, speaking, reading and writing, but out of the fourskills speaking is considered as the most essential skill tobe mastered. Speaking is an essential tool for communicating,thinking and learning (Hadi, 2011, P.1,http://www.scribd.com/doc/63364739/Abdul-Hadi-Bab-1-2-3).

Considering how important speaking skill in learningEnglish, Renandya (1999, P.230 in Hadi, 2011, P.2) in thiscase reminds English teachers by saying :

Speaking is one of the central elements of communication.In EFL (English Foreigner Language) teaching, it is anaspect that needs special attention and instruction. Inorder to provide effective attention, it is necessary for ateacher of EFL to carefully examine the factors, conditionand components that underlie speaking effectiveness. However it is not easy to master speaking skill, there are

many problems in learning speaking skill: (1) the limitedopportunities for the students to speak in class, (2) the lackof variation of teaching techniques used by the teacher inclass, (3) the teaching strategy application was monotonousthat made the students bored and disinterested in studyingEnglish (Buzanni, 2008, n.p,http://historyofindonesi.blogspot.com/2013/07/the-use-of-guessing-games-in-improving.html Buzanni. 2008).

Considering problems relating to speaking activities inclass and helping students to improve their speaking skill ispart of teacher’s job. The teacher is expected to have rightteaching techniques to provide students with appropriateteaching materials and to create positive classroomenvironment. Therefore, the students will have opportunity touse English among themselves. (Dwiyanti, 2009, P.3,

http://www.scribd.com/doc/22057958/THE-IMPROVEMENT-OF-STUDENT%E2%80%99S-SPEAKING-SKILL-THROUGH-GUESSING-GAMES-TECHNIQUE).

Game is one of the techniques that can be applied inteaching speaking because games is one of potential activitythat gives students feeling of freedom to express themselves(Dwiyanti, 2009, P.3, http://www.scribd.com/doc/22057958/THE-IMPROVEMENT-OF-STUDENT%E2%80%99S-SPEAKING-SKILL-THROUGH-GUESSING-GAMES-TECHNIQUE). In line with the statement,Chandra (2008) states that games also believed can give thepositive effect on the students’ interest and motivation instudying English as well as to increase their speakingability. Steinberg (as cited in Arifin, 2003) emphasized thatgames are viable method to achieve many educational objectivessuch as reinforcement, review, reward, relax, inhibition,reduction, attentiveness, retention and motivation (Chandra,2008, n.p,http://pbingfkipunlam.wordpress.com/2008/10/21/teahing-speaking-skill-thorug-language-games/).

The game implemented in this research is guessing game.There are some tasks that teacher can instruct to the studentsto do the activities in guessing game. Byrne (1987, P.21) saysas follows : name of the object, spell the object, saysomething about the object, give one or more uses for theobject, say what they would do with the object if they had it,and make up sentence using the object.(http://koran1000.blogspot.com/2012/07/skripsi-use-of-guessing-game-in.html).Draft 2

Chapter IIntroduction

1.1 Background

Speaking is one of language skills that must be masteredby any foreign language learner (Yuliantono, 2012, P.1)because speaking is an essential tool for communicating,thinking and learning ( Hadi, 2011, P.1)

Considering how important speaking skill in learningEnglish, Renandya (1999, P.230 in Hadi, 2011, P.2) in thiscase reminds English teachers by saying :

Speaking is one of the central elements of communication.In EFL (English Foreigner Language) teaching, it is anaspect that needs special attention and instruction. In

order to provide effective attention, it is necessary fora teacher of EFL to carefully examine the factors,condition and components that underlie speakingeffectiveness.

However it is not easy to master speaking skill, thereare many problems in learning speaking skill: (1) thelimited opportunities for the students to speak in class,(2) the lack of variation of teaching techniques used by theteacher in class, (3) the teaching strategy application wasmonotonous that made the students bored and disinterested instudying English (Buzanni, 2008, n.p).

Considering the problems above, relating to speakingactivities in class and helping students to improve theirspeaking skill is part of teacher’s job. The teacher isexpected to have right teaching techniques to providestudents with appropriate teaching materials and to createpositive classroom environment. Therefore, the students willhave opportunity to use English among themselves. (Dwiyanti,2009, P.3).

One of the teacher can do is by using game. Game is oneof the techniques that can be applied in teaching speakingbecause games is one of potential activity that givesstudents feeling of freedom to express themselves (Dwiyanti,2009, P.3). In line with the statement, Chandra (2008)states that games also believed can give the positive effecton the students’ interest and motivation in studying Englishas well as to increase their speaking ability. Steinberg (ascited in Arifin, 2003) emphasized that games are viablemethod to achieve many educational objectives such asreinforcement, review, reward, relax, inhibition, reduction,attentiveness, retention and motivation (Chandra, 2008,n.p).

The game implemented in this research is guessing game.There are some tasks that teacher can instruct to thestudents to do the activities in guessing game. Byrne (1987,P.21) says as follows : name of the object, spell theobject, say something about the object, give one or moreuses for the object, say what they would do with the objectif they had it, and make up sentence using the object. Thisresearch is expected to have some contribution to thelanguage teaching-learning process. Therefore, it serves as

an alternative in teaching speaking strategies in order toimprove students’ speaking ability.

1.2 Research Questions1. What are the advantages and disadvantages of use

guessing game in improve student’s speaking ability?2. What are the students’ responses toward the use of

guessing game in teaching speaking?1.3 Research Aims

This study is aimed at:1. Finding out the advantages and disadvantages of guessing

game in improve student’s speaking skill2. Finding out the students responses in use guessing game

1.4 Significance of the ResearchThe result of this research is expected to be useful for

English teacher certainly in teaching speaking and also forstudents. Therefore, teacher can reduce the difficulties ofteaching English and can encourage students to speak Englishin the classroom. While for students, the implementation ofthis strategy is expected to reduce their difficulties inlearning English especially when they want to express theirthough and ideas by using spoken English.Draft 3

Chapter IIntroduction

This chapter elaborates background, research questions,and research aims of study and significance of the research. 1.1 Background

Speaking is one of language skill that must be masteredby any foreign language learner (Yuliantono, 2012, P.1)because speaking is an essential tool for communicating,thinking and learning (Hadi, 2011, P.1).Considering how important speaking skill in learning

English, Renandya, (1999, P.230 in Hadi, 2011, P.2) in thiscase remind English teachers by saying:

Speaking is one of the central elements of communication.In EFL (English Foreigner Language) teaching, it is anaspect that needs special attention and instruction. Inorder to provide effective attention, it is necessary fora teacher of EFL to carefully examine the factors,condition and components that underlie speakingeffectiveness.

However it is not easy to master speaking skill, thereare many problems in learning speaking skill: (1) thelimited opportunities for the students to speak in class,(2) the lack of variation of teaching techniques used bythe teacher in class, (3) the teaching strategy applicationwas monotonous that made the students bored anddisinterested in studying English (Buzanni, 2008, n.p).

Considering the problems above, improving studentsspeaking skill is part of teacher’s job. The teacher isexpected to have right teaching techniques to providestudents with appropriate teaching materials and to createpositive classroom environment. Therefore, the studentswill have opportunity to use English among themselves.(Dwiyanti, 2009, P.3).

One of the technique that teacher can be applied inteaching speaking is game because, games is one ofpotential activity that gives students feeling of freedomto express themselves (Dwiyanti, 2009, P.3). In line withthe statement, Chandra (2008) states that games alsobelieved can give the positive effect on the students’interest and motivation in studying English as well as toincrease their speaking ability. Steinberg (as cited inArifin, 2003) emphasized that games are viable method toachieve many educational objectives such as reinforcement,review, reward, relax, inhibition, reduction,attentiveness, retention and motivation (Chandra, 2008,n.p).

The game implemented in this research is guessinggame. There are some tasks that teacher can instruct to thestudents to do the activities in guessing game. Byrne(1987, P.21) says as follows : name of the object, spellthe object, say something about the object, give one ormore uses for the object, say what they would do with theobject if they had it, and make up sentence using theobject. This research is expected to have somecontributions to the language teaching-learning process.Therefore, it serves as an alternative in teaching speakingstrategies in order to improve students' speaking ability.

Nevertheless, based on my own experience, the use ofguessing game to improve speaking skill is still rare. Thatmight be because the teachers who teach English have not

known the advantages of the use of guessing game to improvespeaking skill.

Thus this research will investigate the use ofguessing game as the media to improve speaking skill. Inaddition, this research will also investigate the student’sresponse toward the use of guessing game to improvespeaking skill.

1.2 Research Questions1.What are the advantages and disadvantages of use guessinggame in improve student’s speaking ability?

2.How do students perceive the use of guessing game?1.3 Research AimsThis study is aimed at:

1. Finding out the advantages and disadvantages ofguessing game in improve student’s speaking skill

2. Finding out the students perceived in use guessing gameIV Significance of the Research

The study is significant theoretically and practically.Theoretically, the result of the study is expected to enrichEnglish teaching theory in speaking skills. Practically, theresult of this research is expected to be useful for Englishteacher certainly in teaching speaking and also for students.Therefore, teacher can reduce the difficulties of teachingEnglish and can encourage students to speak English in theclassroom. While for students, the implementation of thisstrategy is expected to reduce their difficulties in learningEnglish especially when they want to express their though andideas by using spoken English.Draft 1

Chapter IILiterary Review

2.1 Speaking There are two types of skills in learning English as a

foreign language, i.e. receptive skills and productiveskill. Those that are included in receptive skills arereading skills and listening skills. Meanwhile, thosse areincluded in productive skills are writing skills andspeaking skills or oral communication skills. (Sundayana,2009, P.3)

Speaking has a connection to human interaction. It isused as communication tools to communicative with others.It is one of four language skills that should be completed

when people learn language besides listening, reading andwriting (Depdiknas, 2004 in Astuti, 2010, P.2).

Speaking is a two way process which is involves theproductive skill of speaking and receptive skill ofunderstanding. (Byrne, 1998, P.8 cited in Astuti, 2010,P.2).

According to Thombury (2007, P.1) said that speaking is askill which need to be practiced regularly. Besides that,Pinter (2009, P.55) stated that one of the greatestchallenges for all language learners is to speaku fluentlyand accurately because we have to speak and think at thesame time. (Astuti, 2010, P.2).

According to Azwar (1996, P.21) cited in Wijayanti (2008,P.24) speaking is the ability to comprehend the relation ofthe words, vocabulary and idea. Moreover, according toKartini (1986, P.36) as cited in Wijayanti (2008, P.24)speaking is a tool to express idea, intention, thought,feeling to other people by using orang language. (Astuti,2010, P.2).

Then, according to Brown (1994) in Amir (2010, P.10) saidthat speaking is an interactive process constructingmeaning that involves proucing and receiving and processinginformation. So, it can be concluded that speaking is anability to communicate orally to other people with the aimis to express their idea and feeling. (Astuti, 2010, P.8).

Jones stated some point should be considered aboutspeaking, they are clarity, variety, audience and tone.a.Clarity

It means that the words that the speakers use, must beclear, so that listeners can understand what the speakersays. Here, the speaker must consider speed and volume. Ifthe speaker speak quickly, listeners must have difficulty.Speak out and do not mumble. The speaker words have to beloud enough to reach all listeners.b.Variety

The speaker must try to vary way of speaking such aspitch (rise and fall of voice), emphasis, speed, variation,volume and pause. The speaker is expected to fine variationin saying words do not speak monotonously.c.Audience and Tone

The speakers’ way and the speakers’ tone used will beaffected by audience to whom the speakers are speaking. If

the speakers are discussing something with the speakers’friends. The speakers are likely to use informalconversational tone. If the speakers are giving a talk to agroup of thirty people. It likely that the speakers wouldspeak more formally and would raise the pitch and thevolume of the speakers’ voice in order to make sure thatwhat the speaker says reaches all of listeners.

2.1.1 The Component of Speaking SkillAccording to Brown (2001, P. 267-269) there are five

component of speaking skill those are the following:1.Conversational discourse: whether the speaker can takethe conversation reasonably and competently bydemonstrating of ability through interactive discoursewith other speakers.

2.Teaching pronunciation: there has been some controversy,the role of pronunciation in a communicative, interactivecourse of study to be considered in order to have ameaningful context.

3.Accuracy and fluency: it relates to the aspect ofgrammar, phonology and discourse.4.Affective factors: one of the obstacles learners to speakbecause learners are reluctant to be judge by hearer.

5.The interaction effect: “The greatest difficulty thatlearners encounter in attempts to speak is not themultiplicity of sound, words, phrases and discourse fromthat characterize any language but rather the interactivenature of most communication (Astuti, 2010, P.3).

2.2 Guessing GameAccording to Brown (2001, P.183) guessing game are common

language classroom activities.Then according to Webster (1986) in Jubaedah (2008, P.13)

guessing game is a game in which the participants competeindividually or in teams to identify something thatindicate obscurely. (Astuti, 2010, P.11).

There are some tasks that teacher can instruct to thestudents to perform the activities in the implementation ofguessing game. Byrne (1980, P.21) says as follows: name ofobject, spell the object, say something about the objectand make up sentence using the object. (Amir, 2010, P.3-4).

In teaching speaking through guessing game, students areexpected to be involved actively in speaking classactivity. Guessing game which is adopted from a television

and radio can create the teaching-learning activity whichis based on the students’ excitement of playing game. Theyare much courage to think what they want to say (Klippel,1994, P.32)

According to Klippel, “The basic rule of guessing game iseminently simple; one person know something that anotherone wants to find out” Wrightand Buck say “Essentially, inguessing and speculating games, some one knows somethingand the others must find out what it is”.

In addition, according to Merriem Webster, “Guessing gameis game in which the participants compete individually orteam in the identification of something indicate obscurely(as inriddles or charades).

Based on the definition, it can be conclude that guessinggame is a game in which a person or participant knowssomething and compete individually or in a team to identifyor to find out it.

2.2.1 Concepts of Guessing GameAccording to Lee: among them are numbers guessing game

that can be played at various levels:1.Guess what is it? Is it...?2.Guess who I am? What is my name?3.Guess what is there in my bag today?4.Guess where is it?Then the description of each concept is as follow:a. Guess What is it? Is it..?

The students’s things of an object or a person theclass knows the name of, and the other ask question,putting up their hand waiting to be called on:1. Is a green” is it Martys’ desk2. Is it my face?3. Is it the pond?4. Is it Billy and Peter?5. Is it the cinema?6. Is it my mother who came this evening?7. It is your book. EtcThe first guess correctly takes the thinker’s place.

After such a game has been successfully played by theclass as a whole, it can be played in groups or even inpairs. The learner who has thought of something may bequestioned by member of another, to keep the whole classactive.

b. Guess Who I am? What is my name?Everybody imagines him slef to be some body else – a

living well known locally, nationally or internationallyor an historical figures such as Napoleon, Ghandy, JuliusCaesar, Galileo, etc. Each makes up sentences about himself, e.g:1. I lived.....about.....years ago2. I was a king/ poet/ general/ scientist, etc.

There is not much difficulty in guessing, but it shouldno to be made too easy (e.g. one should not say, if one isShakespeare. I lived in Stratford-on-Avonand wrote Hamlet).c. Guess what is there in my bag today?

Alternatively:1. What is in my bag today?2. What have I got in my bag today?(This can be teachers or anybodys’ bag, not doubt

specially prepared). The students guess, for instance,there’s an apple/ photograph/ a mirror/ a handkerchief/ a ticket/ a doll, etc.And the owner of the bag says, No, there’s no a.... or Yes, there’sa.... and brings it out and perhaps ask what colors is it? Or is it abig... or small...? at an appropriate level plurals comeinnaturally here, e.g. there some...in my bag.

d. Guess where is it?Students turn round the close their eyes while a small

object or several object such as coin, a ring, a sweet, adoll is hidden. Question:1. Is it behind the cupboard2. Is it in Mr. Claus’s bag3. Is it mam’s desk4. In your shoe5. Under those book/ etc.Each student makes at least one guess. Statements can

be made instead of question: it is behind the cupboard/in Mr. Claus’s pocket, etc.

Draft 2 Chapter 2

Literature ReviewThis chapter will mostly talk on theories relevant to the

study. It will elaborate the definition of speaking, aspect ofspeaking, moreover, the definition of guessing game, and

previous research related to the study will be also presentedin this chapter.2.1 Speaking

2.1.1 The Definition of Speaking Speaking is a two way process which is involves the

productive skill of speaking and receptive skill ofunderstanding. (Byrne,1998, P.8 cited in Astuti, 2010,P.2). Meanwhile, according to Brown (1994) and Amir (2010,P.10) in Astuti (2010, P.8) said that speaking is aninteractive process constructing meaning that involvesproducing and receiving and processing information. So, itcan be concluded that speaking is an ability to communicateorally to other people with the aim is to express theiridea and feeling.2.1.2 The Aspects of Speaking

There are some aspects of speaking ability that thestudents should consider in speaking according to someexperts, as follows:1. Pronunciation includes the segmental features ofvowels, consonants, stress, and intonation patterns. Thespeaker is required to pronounce English word correctly.(Harris, 1969 in Khalidah, et al, n.d, p.2; Brown, 2001in Mega, 2009, p. 14)

2. Accuracy, involving the correct use of vocabulary,grammar and pronunciation practiced through controlledand guided activities. The speaker should articulatewords clearly, grammatically, and phonologicallycorrect. (Harmer, 2001 in Erik, 2006, p.10; Brown, 2001in Mega, 2009, p. 14)

3. Fluency, considered to be ‘the ability to keep goingwhen speaking spontaneously’ it is probably bestachieved by allowing the air stream of speech to flowthen as some of this speech spill over beyondcomprehensibility. The speaker should utter the wordsnaturally. (Harris, 1969 in Khalidah, et al, n.d, p.2;Brown, 2001 in Mega, 2009, p. 14; Harmer, 2001 in Erik,2006, p.10)

4. Comprehension in brief speaking requires that not onlyknowing how to produce it well but also understandingwhen, what, and why to produce the language. (Harris,1969 in Khalidah, et al, n.d, p.2)2.1.3 Types of Classroom Speaking Performance

The types of speaking which are expected to carryout in the classroom are the followings:a. Imitative

Teacher asks students to drill word in which the studentssimply repeat a phrase or structure (e.g., "Excuse me." or"Can you help me?") for clarity and accuracy. (Brown, 1994as cited in MaryAnn, 1999, n.p)

b. Intensive It is the production of short stretches of oral languagedesigned to demonstrate competence in a narrow band ofgrammatical, phrasal, lexical, or phonologicalrelationships (such as prosodic elements – intonation,stress, rhythm, juncture). The speaker must be aware ofsemantic properties in order to be able to respond, butinteraction with an interlocutor or test administrator isminimal at best. Examples of intensive assessment tasksinclude directed response tasks, reading aloud, sentenceand dialogue completion; limited picturecued tasksincluding simple sequences; and translation up to thesimple sentence level. Intensive can be self-initiated orpair work activity. (Brown, 2001 in Pearson, 2004, P.2 andin Astuti, 2010, P.4)

c. ResponsiveResponsive assessment tasks include interaction and testcomprehension but at the somewhat limited level of veryshort conversations, standard greetings and small talk,simple requests and comments, and the like. The stimulusis almost always a spoken prompt (in order to preserveauthenticity), with perhaps only one or two followupquestions or retorts. (Brown, 2001 in Pearson, 2004, P.2)

d. Transactional (dialogue)It carried out for the purpose of conveying or exchangingspecific information. It is an extended form of responsivelanguage. Such conversation could readily be part of groupwork activity as well, such as information-gatheringinterviews, role plays, or debates. (Brown, 1994 as citedin MaryAnn, 1999, n.p; Brown, 2001 in Astuti, 2010, P. 4)

e. Interpersonal (dialogue)The conversation carried out more for the purpose ofmaintaining social relationships than for the transmissionof facts and information. These conversations are a little

trickier, because it includes some factors; a casualregister, colloquial language, emotionally chargedlanguage, slang, ellipsis, sarcasm, and covert agenda,such as personal interviews or casual conversation roleplays. (Brown, 1994 as cited in MaryAnn, 1999, n.p; Brown,2001 in Mega, 2009, P. 17)

f. Extensive (monologue)Extensive oral production tasks include speeches, oralpresentations, and storytelling, during which theopportunity for oral interaction from listeners is eitherhighly limited (perhaps to nonverbal responses) or ruledout altogether. Language style is frequently moredeliberative (planning is involved) and formal forextensive tasks, but we cannot rule out certain informalmonologues such as casually delivered speech (for example,my vacation in the mountains, a recipe for outstandingpasta primavera, recounting the plot of a novel or movie).(Brown, 2001 in Pearson, 2004, P.2)Those are several types of speaking performances that can

be used in teaching speaking. Those types are based on thesyllabus of the first grade junior high school. Teacher candetermine which type is appropriate for her/his speakingclass based on students’ ability. (Mega, 2009, P. 17)2.1.4 Principles in Designing Teaching Speaking Brown (2001) as cited in Mega (2009, P.15) proposes seven

principles in designing teaching speaking. The principlesare as follows:1. Use techniques that cover the spectrum of learner needs,

from language- based focus on accuracy to message-basedfocus on interaction, meaning, and fluency. When teacheruse one technique, she/he has to make sure that thetechnique is designed to help students to feel and use thebuilding block of language.

2. Provide intrinsically motivating techniques. It is abouthow to make them realize that the activity will benefitthem.

3. Encourage the use of authentic language in meaningfulcontexts. The learning context must be meaningful towardsthe students.

4. Provide appropriate feedback and correction. Teacher givesfeedback and correction in appropriate way.

5. Capitalize on the natural link between speaking andlistening. In teaching speaking, teacher should includelistening aspect.

6. Give students opportunities to initiate oralcommunication. Teacher gives students chance to start theconversation by asking questions, control theconversation, and even change the subject.

7. Encourage the development of speaking strategies. Usedifferent strategies to support the students in speakingclass.

2.2 Guessing Game2.2.1 Definition of Guessing Game

Guessing game is a game in which the participantscompete individually or in teams to identify somethingthat indicate obscurely. (Webster, 1986 in Jubaedah,2008, P.13 as cited in Astuti, 2010, P.11).

In teaching speaking through guessing game, studentsare expected to be involved actively in speaking classactivity; they are much courage to think what they wantto say (Klippel, 1994, P.32). According to Klippel, “Thebasic rule of guessing games is eminently simple; oneperson knows something that another one wants to findout.”

Based on the definition, it can be conclude thatguessing games is a game in which a person or participantknows something and competes individually or in a team toidentify or to find out it.

2.2.2 The Implementation of Guessing GamesThere are some tasks that teacher can instruct to the

students to perform the activities in the implementation ofguessing game. Byrne (1980, P.21) in Amir (2010, P.3-4)says as follows: name of object, spell the object, saysomething about the object and make up sentence using theobject.

Guessing game is a game in which class is divided intofour groups; one chairperson is given a picture of theobject, and then tells a group a clue about the object ishousehold tool, clothes, vehicles, or any other stuff. Thegroup should find the answer by asking yes or no question,for at least twenty questions. A group which has twentyquestions and answer correctly will be the winner. (Dwi,2009, P.24).

Doff (1990) as cited in Shojaee (n.d, P.7) suggested someguessing activities, which can be done in English languageclasses for example:a. The teacher has a picture, which the students can’t see.

The teacher presents a brief explanation about thepicture and then asks the students to ask questions andfind out exactly what the picture looks like or draw thepicture. Hiding the pictures gives students a genuinereason to ask questions because they want to find outinformation about the picture. They also have to listencarefully to answers, so that they draw the pictures.

b. One student stands at the front of the class with apicture in his or her hands and other students guess.

c. Another technique is that two students stand at the frontof the class. One shows the picture to the class but notto the other student. The other student guesses and therest of the class response in chorus. This activity canalso be organized with students working in small groups.The teacher gives a picture to one student in each group,and the others in the group try to guess it.

Sheryl Carvalho (n.d) in Shojaee (n.d, p.11) alsosuggested a guessing game. Secretly put an object in apaper bag or hide it. Then, get the students to guesswhat's in the bag, by asking an appropriate question. Thestudent who guesses correctly takes over from the teacher.Do this a couple of times, and then let the students takeover. Students can do this group vs. group, or in pairs. Another version of that activity is that theteacher sends two students out of the room. The otherstudents hide an object. The two students come back andguess what the object is and where it is hidden, by askingquestions, e.g. Is it made of wood? Is it a pencil? Is it on this side of the room? Another guessing activity is that one studentchooses a job, and mimes a typical activity which itinvolves. The others try to guess the job by askingquestions either about the activity or the job, e.g.: Were you mending something? Were you digging? Do you work outside?

2.3 Review of the Previous Study

Regarding to this research, there are some related studieswhich can be considered as the reference of this research.Those studies are described as follows:

The study entitled The Improvement of Student’s SpeakingSkill through Guessing Games Technique conducted in fourthgrade of elementary school at Tangerang which is published byDwi in 2009, this study aimed to know the effectiveness ofspeaking through games technique and to know how toimprovement student is speaking skill through guessing game.This research, the researcher uses the qualitative method isthe kinds of the data are descriptive data. From getting thedata, the researcher wants to describe and explain the problemthat chosen in this research. In the research, it doesn’t usedquestioners but using the work sheet to evaluate the resultand using picture as a material, because the research focus onclassroom action research.

The researcher explains about procedure of teaching,speaking using guessing game. The procedure is dividing intofour stages. They are socializing guessing game, individuallyor grouping, distributing cards, and asking question andasking giving answer. The researcher gave speaking skill testbefore did the presentation of lessons material (pre-test).After giving the treatment, give the some test (post-test)then made calculation of resultfrom both test.

Based on this method there has some advantages andweaknesses. One of the advantages of using teaching speakingusing guessing game is using guessing game make students morepleasure from regular activities in class. It creates arelaxed atmosphere in the classroom. Then, one of theweaknesses is in applying guessing game; the teacher needs thestudents who are skillful formulating question from dialogue.In teaching speaking through guessing game, a teacher had toknow purpose of using this method, the procedures of teaching,the techniques will be applied, and the evaluationaccomplished. The learning processes using guessing game givestudents chance to use English orally, it means that studentscan practice and develop their ability to speak EnglishDraft 1

Chapter IIIResearch Methodology

This chapter discusses the research methodology, which isapplied in this research. The discussion of this chapterinvolves purposes of the research and research questions,research design, research site and participant, datacollection techniques and data analysis.3.1 Purposes of the Research and Research Questions

The purposes of this research are to know the advantagesand disadvantages of guessing game in improve studentsspeaking skill and to recognize the students’ responses towardthe use of guessing game in teaching speaking. Therefore, thisresearch was conducted to answer these two questions. “Whatare the advantages and disadvantages of use guessing game inimprove student’s speaking ability?” and, “What are thestudents’ responses toward the use of guessing game inteaching speaking?”3.2 Research Design

In conducting this research, the researcher employed acase study. Both qualitative and quantitative approach isuse in this research. Case study can be done both inquantitative and qualitative.

The choice of case study was related to the researchquestions and the purposes of this research; to get an in-depth understanding of the advantages and disadvantages ofguessing game in helping students improve their speakingskill; and to investigate and describe the effect ofguessing game in improving students’ speaking skill.

There are some characteristics of case study that can beused as the foundation of this research. Somecharacteristics of a case study are it is carried out in “asmall scale, a single scale” (Stake, 1985, p.278 as citedin Emilia, 2008, p.191) and that is a teaching program,where “the researcher acted as teacher” (Stake, 1995, p.91as cited in Emilia, 2008, p.191).As stated previously, one of the purposes of this

research was to find out the advantages and disadvantagesof guessing game on students’ speaking skill in order toimprove teaching and learning process. Since, it used acase study, thus the focuses were to observe the teachingand learning process, and to investigate the improvement oflearners based on the activity applied in the classroom.

In this research, the qualitative data will obtainthrough interview and observation. Moreover, quantitativedata will collect through speaking test.

3.3 Research Site and ParticipantThis research will conduct in one of Junior High

School in Bandung. This junior high school will chose asthe site of this research because the access to thisschool. The seventh or eighth grade of junior high schoolwill chose as the participants in this research becausethey represented young adult learners. The purpose of thisresearch was to find out the effect of guessing game inteaching speaking to young adult learners. According toBrown (2001, p.91 as cited in Popi, 2010, p.31) thedefinition of young adult is teen students and high schoolage children whose age range between twelve and eighteen orso.

One of a class will chose as the sample of theresearch. The participants’ ages range from 12 to 13 yearsold. They were all originally from the Sundanese ethnicgroup in Indonesia, having Bahasa Sunda as their mothertongue. Bahasa Indonesia is their second language andEnglish is thus their foreign language.

As stated previously in chapter two that young adultlearners need to improve their speaking skills. Moreover,guessing game is suitable for all wide variety of age, sois for young adult learners.

3.4 Data Collection TechniquesThis research will conduct by using three data

collection techniques; observation, test and interview. 1.Observation

Observation is one of the characteristics of a casestudy. In this research, observation will use since it ispossible to record behavior as it is happening (Merriam,1991 in Popi, 2010, p.33). Data from observation willobtain from teacher’s field notes during the teachingprogram in the classroom.

Classroom Observation will use to collect theinformation about the setting, the participant, thefrequency and duration, the activity and interaction,also the subtle factor (Merriam, 1991 as cited in Popi,2010, p.33).

2.Test

Two spoken tests will administer in order to measurestudent’s proficiency in speaking skill includingpronunciation, garmmar, vocabulary, fluency andcomprehension.

Pretest will administer before the teaching learningprocess. Pretest was aimed to find out the students’initial ability in speaking skill.

A posttest will administer after several sessions ofteaching learning process. The purpose was to find outwhether or not the improvement of students’ speakingskill improved after the teaching program.

3.InterviewThe aims of the interview are to find out the data

about the students’ thoughts, feelings, responses,difficulties and expectation towards the use of guessinggame in teaching speaking. As Merriam (1991) notes thatin qualitative case study, the main purpose of interviewis to obtain a special kind of information. It is used tofind out the things that cannot directly observe such asfeelings, thought, and intention (Patton, 1980 as citedin Merriam, 1991).

The interview will be conducted individually.Interviewing a student individually is a way of acquiringvery detailed information (Norris and Ennis, 1989 citedin Gustini, 2007 cited in Sarah, 2012).

The researcher will ask some questions to theinterviewees informally. The interview will conduct inBahasa Indonesia in order the student can express theirfeelings and thought freely.

While conducting the interview, the researcher willrecord each interview to enable the reesearcher to getverbatim data.

3.4 Data AnalysisThis research used both quantitative and qualitative data

analysis. Data conveyed through words had been labeled‘qualitative’; meanwhile data presented in numbers formwere quantitative data (Merriam, 1991).

A qualitative method was used to analyze the data fromclassroom observation and interview, while the quantitativemethod was used to analyze the data from speaking test.Data analysis in this research will conduct during andafter the teaching program.

Draft 2 Chapter III

Research MethodologyThis chapter discusses the research methodology, which is

applied in this research. The discussion of this chapterinvolves purposes of the research and research questions,research design, research site and participant, datacollection techniques and data analysis.3.1 Purposes of the Research and Research Questions

The purposes of this research are to know the advantagesand disadvantages of guessing game in improve studentsspeaking skill and to recognize the students’ responses towardthe use of guessing game in teaching speaking. Therefore, thisresearch was conducted to answer these two questions. “Whatare the advantages and disadvantages of use guessing game inimprove student’s speaking ability?” and, “What are thestudents’ responses toward the use of guessing game inteaching speaking?”3.2 Research Site and Participant

This research will be conducted in one of Junior HighSchool in Bandung. This junior high school will chose as thesite of this research because the access to this school. Theseventh or eighth grade of junior high school will chose asthe participants in this research because they representedyoung adult learners. The purpose of this research was to findout the effect of guessing game in teaching speaking to youngadult learners. According to Brown (2001, p.91 as cited inPopi, 2010, p.31) the definition of young adult are teenstudents and high school age children where ages range betweentwelve and eighteen or so.

One of a class will chose as the sample of the researchand it will chose randomly without a purpose. Theparticipants’ ages range from 12 to 13 years old. They wereall originally from the Sundanese ethnic group in Indonesia,having Bahasa Sunda as their mother tongue. Bahasa Indonesiais their second language and English is thus their foreignlanguage.

As stated previously in chapter two that young adultlearners need to improve their speaking skills. Moreover,guessing game is suitable for all wide variety of age, so isfor young adult learners.3.3 Research Design

In conducting this research, the researcher will employ acase study. Both qualitative and quantitative approach willuse in this research. Case study can be done both inquantitative and qualitative.

The choice of case study is related to the researchquestions and the purposes of this research; to get anunderstanding of the advantages and disadvantages of guessinggame in helping students improve their speaking skill; and toinvestigate students’ responses toward the use of guessinggame in teaching speaking skills.

There are some characteristics of case study that can beused as the foundation of this research. Some characteristicsof a case study which is relevant to this research is thatcarried out in “a small scale, a single scale” (Stake, 1985,p.278 as cited in Emilia, 2008, p.191) and that is a teachingprogram, where “the researcher acted as teacher” (Stake, 1995,p.91 as cited in Emilia, 2008, p.191).

As stated previously, one of the purposes of this researchwas to find out the advantages and disadvantages of guessinggame on students’ speaking skill in order to improve teachingand learning process. Since, it used a case study, thus thefocuses were to observe the teaching and learning process, andto investigate the improvement of learners based on theactivity applied in the classroom.In this research, the qualitative data will obtain through

interview and observation. Moreover, quantitative data willcollect through speaking test. 3.4 Data Collection Techniques

This research will be conducted by using three datacollection techniques; observation, test and interview. Fisrtdata collection technique is the pretest result. Then, theresearcher will observe the students as the teaching sessionsgo by. Meanwhile, students’ interview and posttest willconduct at the end of the research1. Observation

Observation is one of the characteristics of a casestudy. In this research, observation will be used since it ispossible to record behavior as it is happening (Merriam, 1991cited in Popi, 2012, p.33). Data from observation will beobtained from teacher’s field notes during the teachingprogram in the classroom.

Classroom Observation is used to collect the informationabout the setting, the participant, the frequency andduration, the activity and interaction, also the subtle factor(Merriam, 1991 as cited in Popi, 2012, p.33). Because it isimportant to identify student improvement in every meeting.

Things happened during the teaching and learning processby using guessing game will record in teacher’s field notes.It is also to help “increase the researcher sensitivity to herown classroom behavior and its effect and influence on thestudents” (Allwright, 1988 as cited in Emilia, 2005 as citedin Amalia, 2007 as cited in Popi, 2010, p.34).

This observation type is participant observation(Merriam, 1991 cited in Popi, 2010, p.34). the researcher willact out not only as the observer but also as the teacher“teacher as researcher” (Stake, 1995 cited in Gustini, 2007cited in Popi, 2010, p.34) who teach speaking by use guessinggame. 2. Test

Two spoken tests will administer in order to measurestudent’s proficiency in speaking skill includingpronunciation, garmmar, vocabulary, fluency and comprehension.

Pretest will be given in the first meeting before theteaching learning process. Pretest was aimed to find out thestudents’ initial ability in speaking skill.

A posttest will be given in the last meaeting administerafter several sessions of teaching learning process. Thepurpose was to find out whether or not the improvement ofstudents’ speaking skill improved after the teaching program. 3. Interview

The aims of the interview were to find out the data aboutthe students’ thoughts, feelings, responses, difficulties andexpectation towards the use of guessing game in teachingspeaking. As Merriam (1991 cited in Popi, 2010, p. 38) notesthat in qualitative case study, the main purpose of interviewis to obtain a special kind of information. It is used to findout those things that cannot directly observe such asfeelings, thought, and intention (Patton, 1980 as cited inMerriam, 1991 as cited in Popi, 2010, p.39).

The interview will conduct individually. Interviewing astudent individually is a way of acquiring very detailedinformation (Norris and Ennis, 1989 cited in Gustini, 2007cited in Popi, 2010, p.39).

The researcher will ask some questions to theinterviewees informally. The interview will conduct in BahasaIndonesia in order the student can express their feelings andthought freely.

While conducting the interview, the researcher willrecord each interview to enable the reesearcher to getverbatim data.3.5 Data Analysis

This research used both quantitative and qualitative dataanalysis. Data conveyed through words had been labeled‘qualitative’; meanwhile data presented in numbers form werequantitative data (Merriam, 1991 cited in Popi, 2010, p.40).

A qualitative method was used to analyze the data fromclassroom observation and interview, while the quantitativemethod was used to analyze the data from speaking test. Dataanalysis in this research will conduct during and after theteaching program.3.5.1 Analysis of Data from Observation

The data from observation is analyzed through severalstages as follows:1. Reading many times the teacher’s field notes transcript

with recorded the settings, the participant, the frequencyand duration, the activities and interaction, and thesubtle factor (Merriam, 1991 cited in Popi, 2010, p.41)

2. Analyzing and classifying the data into some categoriesrelated to the main focus of the observation, which is theteaching activity. The central theme is the students’responses towards: the benefits and the activity duringguessing game.

3. Interpreting the data to address the research question onstudents’ responses towards the teaching program.

3.5.2 Analysis of Data from Test3.5.3 Analysis of Data from Interview

The data from interview recorded by using mp3 player andfield notes. In analyzing the data, the researcher used thesesteps:1. Transcribing the data from interview into the written text.2. Categorizing the data of the interview that relate to the

students’ improvement in speaking skill and their responsestoward the use of guessing game in teaching speaking.

3. Reducing inappropriate data.

Interpreting the data from interview to answer the research questionsDRAFT 3

CHAPTER IIIRESEARCH METHODOLOGY

This chapter discusses the research methodology, which willbe applied in this research. The discussion of this chapterinvolves purposes of the research and research questions,research design, research site and participant, datacollection techniques and data analysis.3.6 Purposes of the Research and Research Questions

The purposes of this research are to find out theadvantages and disadvantages of guessing game to improvestudent’s speaking skill and to identify the students’responses toward the use of guessing game in teachingspeaking. Therefore, this research will be conducted to answerthese two questions. “What are the advantages anddisadvantages of use guessing game in improve student’sspeaking ability?” and “What are the students’ responsestoward the use of guessing game in teaching speaking?”3.7 Research Site and Participant

This research will be conducted in one Junior High Schoolin Bandung. This junior high school will be chosen as the siteof this research because the access to this school is easy.The seventh grade of junior high school will be chosen as theparticipants in this research because they represented youngadult learners. The purpose of this research is to find outthe effect of guessing game in teaching speaking to youngadult learners. According to Brown (2001, p.91 as cited inPopi, 2010, p.31) the definition of young adult are teenagersstudents and high school students where the age range isbetween twelve up to eighteen or so.

One class will be chosen as the sample of the researchand it will chose randomly without a purpose. Like the regularclases in Indonesia, the class is big enough. The classconsists of more or less 40 students, both male and female.The age range of participants are between 12 to 13 years old.All of them are originally from the Sundanese ethnic group inIndonesia. They are having Bahasa Sunda as their mothertongue, Bahasa Indonesia is their second language and Englishas their foreign language.

This research will investigate student’s improvementtoward guessing game and to find out whether guessing game isa sutable game to improve student’s speaking ability.3.8 Research Design

In conducting this research, the researcher will employ acase study. Both qualitative and quantitative approach will beused in this research. Case study can be done both inquantitative and qualitative.

The choice of case study is related to the researchquestions and the purposes of this research; to get anunderstanding of the advantages and disadvantages of guessinggame in helping students improve their speaking skill; and toinvestigate students’ responses toward the use of guessinggame in teaching speaking skills.

There are some characteristics of case study that can beused as the foundation of this research. Some characteristicsof a case study which is relevant to this research is that itis carried out in “a small scale, a single scale” (Stake,1985, p.278 as cited in Emilia, 2008, p.191) and that is ateaching program, where “the researcher acted as teacher inteach speaking” (Stake, 1995, p.91 as cited in Emilia, 2008,p.191).

As stated previously, one of the purposes of this researchis to find out the advantages and disadvantages of guessinggame on student’s speaking skill in order to improve teachingand learning process. Since, it will be used a case study,thus the focuses were to observe the teaching and learningprocess, and to investigate the improvement of learners basedon the activity applied in the classroom.In this research, the qualitative data will obtain through

interview and observation. Moreover, quantitative data willcollect through speaking test. 3.9 Data Collection Techniques

This research will be conducted by using three datacollection techniques; observation, test and interview. Firstdata collection technique is the pre-test result. Then, theresearcher will observe the students as the teaching sessionsgo by. Meanwhile, students’ interview and post-test will beconducted at the end of the research4. Observation

Observation is one of the characteristics of a casestudy. In this research, observation will be used since it is

possible to record behavior as it is happening (Merriam, 1991cited in Popi, 2012, p.33). Data from observation will beobtained from teacher’s field notes during the teachingprogram in the classroom.

Classroom Observation will be used to collect theinformation about the setting, the participant, the frequencyand duration, the activity and interaction, also the subtlefactor (Merriam, 1991 as cited in Popi, 2012, p.33). Becauseit is important to identify student improvement in everymeeting.

The type of this observation is participant observation(Merriam, 1991 cited in Popi, 2010, p.34) in which theresearcher will act as the observer as well the teacher(Stake, 1995 cited in Gustini, 2007 cited in Popi, 2010, p.34)who teach speaking by use guessing game.

The things that will happened during the teaching andlearning process by using guessing game will be recorded inteacher’s field notes. It is also to help “increase theresearcher sensitivity to her own classroom behavior and itseffect and influence on the students” (Allwright, 1988 ascited in Emilia, 2005 as cited in Amalia, 2007 as cited inPopi, 2010, p.34).5. Test

Two spoken tests will administer in order to measurestudent’s proficiency in speaking skill includingpronunciation, garmmar, vocabulary, fluency and comprehension.Pre-test will be given in the first meeting before theteaching learning process. Pre-test will be conducted to findout the students’ initial ability in speaking skill. Aposttest will be given in the last meeting administer afterseveral sessions of teaching learning process. The purpose isto find out whether there is improvement or not after theteaching program.6. Interview

The aims of the interview are to find out the data aboutthe students’ thoughts, feelings, responses, difficulties andexpectation towards the use of guessing game in teachingspeaking. As Merriam (1991 cited in Popi, 2010, p. 38) notesthat in a qualitative case study, the main purpose ofinterview is to obtain a special kind of information. It willbe used to find out those things that cannot directly observe

such as feelings, thought, and intention (Patton, 1980 ascited in Merriam, 1991 as cited in Popi, 2010, p.39).

The interview will be conducted individually. To allowthe researcher to obtain acquairing very detailed information(Norris and Ennis, 1989 cited in Gustini, 2007 cited in Popi,2010, p.39).

The researcher will ask some questions to theinterviewees informally. The interview will be conducted inBahasa Indonesia in order the student can express theirfeelings and thought freely. While conducting the interview,the researcher will record each interview to enable thereesearcher to get verbatim data.3.10 Data Analysis

This research will be used both quantitative andqualitative data analysis. A qualitative method will be usedto analyze the data from classroom observation and interview,while the quantitative method will be used to analyze thedata from speaking test. Data analysis in this research willconduct during and after the teaching program.3.10.1 Analysis of Data from Observation

The data that will be collected from observation will beanalyzed to find out the improvement of the students’ interms of speaking ability through guessing games. Thestudents’ improvement will be directly investigated throughtheir attitudes and their comments toward the learningprocess. The data from observation will be analyzed throughseveral stages as follows:4. Reading many times the teacher’s field notes transcript

with recorded the settings, the participant, the frequencyand duration, the activities and interaction, and thesubtle factor (Merriam, 1991 cited in Popi, 2010, p.41)

5. Analyzing and classifying the data into some categoriesrelated to the main focus of the observation, which is theteaching activity. The central theme is the students’responses towards: the benefits and the activity duringguessing game.

6. Interpreting the data to address the research question onstudents’ responses towards the teaching program.

6.5.2 Analysis of Data from Test6.5.2.1 Pre-Test

In the first meeting before use guessing game inteaching-learning process the researcher will be

conducting a pre-test. In the pre-test, the studentswill invite to introduces theirselves in front of class.Then, will seen the reaction of other students’sresponse. This pre-test has aim to know how thestudents’s speaking ability. While those pre-testactivities the reasearcher will observe theirpronounciation, grammar, vocabulary, fluency andcomprehension in the form of teacher’s field notes.

6.5.2.2 Teaching ProcessIn the second meeting after conducting the pretest

the researcher will star use guessing game in learningprocess to help the students in improving their speakingskill. Doff (1990) as cited in Shojaee (n.d, P.7)suggested some guessing activities, which can be done inEnglish language classes for example:. a. The teacher has a picture, which the students can’tsee. The teacher presents a brief explanation about thepicture and then asks the students to ask questions andfind out exactly what the picture looks like or draw thepicture. Hiding the pictures gives students a genuinereason to ask questions because they want to find outinformation about the picture. They also have to listencarefully to answers, so that they draw the pictures.One student stands at the front of the class with apicture in his or her hands and other students guess.b. Second technique is that two students stand at thefront of the class. One shows the picture to the classbut not to the other student. The other student guessesand the rest of the class response in chorus. Thisactivity can also be organized with students working insmall groups. The teacher gives a picture to one studentin each group, and the others in the group try to guessit.c. Third activities, some of the students will put anobject in a paper bag or hide it. Then, get the otherstudents to guess what's in the bag, by asking anappropriate question. The student who guesses correctlytakes over from the teacher. Do this a couple of times,and then let the students take over. Students can dothis group vs. group, or in pairs. Sheryl Carvalho (ND) as cited in Shojaee (n.d,P.11) also suggested a guessing game. They are:

a. The teacher sends two students out of the room. Theother students hide an object. The two students comeback and guess what the object is and where it ishidden, by asking questions, e.g. a) Is it made of wood?b) Is it a pencil?c) Is it on this side of the room?

b. One student chooses a job, and mimes a typicalactivity which it involves. The others try to guessthe job by asking questions either about the activityor the job, e.g.:a) Were you mending something?b) Were you digging?c) Do you work outside?

6.5.2.3 Post TestAfter learning more about speaking use guessing game

in the last meeting the students will be given the lasttest or post-test. The post-test consist of question tomeasure whether or not guessing game help students inimproving their speaking ability.

6.5.3 Analysis of Data from InterviewThe data from interview will be recorded by using mp3

player and field notes. In analyzing the data, theresearcher will use these steps:

4. Transcribing the data from interview into the written text.5. Categorizing the data of the interview that relate to the

students’ improvement in speaking skill and their responsestoward the use of guessing game in teaching speaking.

6. Reducing inappropriate data.7. Interpreting the data from interview to answer and relating

the data to the theory the research questions.FINAL DRAFT

Writing for Academic PurposesName : Nita HerlianiStudent’s Number : 1201951Class : 3A-1

THE USE OF GUESSING GAME TO IMPROVESTUDENT’S SPEAKING SKILL

CHAPTER IINTRODUCTION

This chapter elaborates background, research questions,and research aims of study and significance of the research.

1.1 BackgroundSpeaking is one of language skill that must be mastered

by any foreign language learner (Yuliantono, 2012, P.1)because speaking is an essential tool for communicating,thinking and learning (Hadi, 2011, P.1).Considering how important speaking skill in learning

English, Renandya, (1999, p.230 in Hadi, 2011, p.2) in thiscase remind English teachers by saying:

Speaking is one of the central elements of communication.In EFL (English Foreigner Language) teaching, it is anaspect that needs special attention and instruction. Inorder to provide effective attention, it is necessary fora teacher of EFL to carefully examine the factors,condition and components that underlie speakingeffectiveness.

However it is not easy to master speaking skill, thereare many problems in learning speaking skill: (1) thelimited opportunities for the students to speak in class,(2) the lack of variation of teaching techniques used bythe teacher in class, (3) the teaching strategy applicationwas monotonous that made the students bored anddisinterested in studying English (Buzanni, 2008, n.p).

Considering the problems above, improving studentsspeaking skill is part of teacher’s job. The teacher isexpected to have right teaching techniques to providestudents with appropriate teaching materials and to createpositive classroom environment. Therefore, the studentswill have an opportunity to use English among themselves.(Dwiyanti, 2009, p.3).

One of the techniques that the teacher can apply inteaching speaking is game because, games is one ofpotential activity that gives students feeling of freedomto express themselves (Dwiyanti, 2009, p.3). In line withthe statement, Chandra (2008) states that games are alsobelieved to give the positive effect on the students’interest and motivation in studying English as well as toincrease their speaking ability. Ersoz (2000) as cited byAmelia (2007, p.1) in Amir (2010, p.2) states that “Gamesare greatly motivating, because they are entertaining andinteresting”.

The game implemented in this research is guessinggame. There are some tasks that teacher can instruct to thestudents to do the activities in guessing game. Byrne(1987, p.21) says as follows: name of the object, spell theobject, say something about the object, give one or moreuses for the object, say what they would do with the objectif they had it, and make up sentence using the object. Thisresearch is expected to have some contributions to thelanguage teaching-learning process. Therefore, it serves asan alternative in teaching speaking strategies in order toimprove students' speaking ability.

Nevertheless, based on my own experience, the use ofguessing game to improve speaking skill is still rare. Thatmight be because the teachers who teach English have notknown the advantages of the use of guessing game to improvespeaking skill.

To full the gap, this research will investigatethe use of guessing game as the media to improve speakingskill. In addition, this research will also investigate thestudent’s response toward the use of guessing game toimprove speaking skill.

1.3 Research Questions3.What are the advantages and disadvantages the use ofguessing game to improve student’s speaking ability?

4.How do students perceive the use of guessing game?1.2 Research Aims

This study is aimed at:3. Finding out the advantages and disadvantages of

guessing game in improve student’s speaking skill4. Finding out the students perceived in use guessing game

IV Significance of the ResearchThe study is significant theoretically and practically.

Theoretically, the result of the study is expected to enrichEnglish teaching theory in speaking skills. Practically, theresult of this research is expected to be useful for Englishteacher certainly in teaching speaking and also for students.Therefore, teacher can reduce the difficulties of teachingEnglish and can encourage students to speak English in theclassroom. While for students, the implementation of thisstrategy is expected to reduce their difficulties in learningEnglish especially when they want to express their though andideas by using spoken English.

CHAPTER IILITERATURE REVIEW

This chapter will mostly talk on theories relevant to thestudy. It will elaborate the definition of speaking, aspect ofspeaking; types of classroom speaking performance, principlesin designing teaching speaking, moreover, the definition ofguessing game, the implementation of guessing game and reviewof previous research related to the study will be alsopresented in this chapter.2.4 Speaking

2.4.1 The Definition of Speaking Speaking is a two way process which is involves theproductive skill of speaking and receptive skill ofunderstanding. (Byrne, 1998, p.8 cited in Astuti, 2010,p.2). Meanwhile, according to Brown (1994) and Amir (2010,p.10) in Astuti (2010, p.8) said that speaking is aninteractive process constructing meaning that involvesproducing and receiving and processing information. So, itcan be concluded that speaking is an ability to communicateorally to other people with the aim is to express theiridea and feeling.2.4.2 The Aspects of Speaking

There are some aspects of speaking ability that thestudents should consider in speaking according to someexperts, as follows:4. Pronunciation includes the segmental features ofvowels, consonants, stress, and intonation patterns. Thespeaker is required to pronounce English word correctly.(Harris, 1969 in Khalidah, et, al, n.d, p.2; Brown, 2001in Mega, 2009, p. 14)

5. Accuracy, involving the correct use of vocabulary,grammar and pronunciation practiced through controlledand guided activities. The speaker should articulatewords clearly, grammatically, and phonologicallycorrect. (Harmer, 2001 in Erik, 2006, p.10; Brown, 2001in Mega, 2009, p. 14)

6. Fluency, considered to be ‘the ability to keep goingwhen speaking spontaneously’ it is probably bestachieved by allowing the air stream of speech to flowthen as some of this speech spill over beyondcomprehensibility. The speaker should utter the wordsnaturally. (Harris, 1969 in Khalidah, et, al, n.d, p.2;

Brown, 2001 in Mega, 2009, p. 14; Harmer, 2001 in Erik,2006, p.10)

4. Comprehension in brief speaking requires that not onlyknowing how to produce it well but also understandingwhen, what, and why to produce the language. (Harris,1969 in Khalidah, et, al, n.d, p.2)

2.1.3 Types of Classroom Speaking Performance The types of speaking which are expected to carry

out in the classroom are the followings:g. Imitative

Teacher asks students to drill word in which the studentssimply repeat a phrase or structure (e.g., "Excuse me." or"Can you help me?") for clarity and accuracy. (Brown, 1994as cited in MaryAnn, 1999, n.p)

h. Intensive It is the production of short stretches of oral languagedesigned to demonstrate competence in a narrow band ofgrammatical, phrasal, lexical, or phonologicalrelationships (such as prosodic elements – intonation,stress, rhythm, juncture). The speaker must be aware ofsemantic properties in order to be able to respond, butinteraction with an interlocutor or test administrator isminimal at best. Examples of intensive assessment tasksinclude directed response tasks, reading aloud, sentenceand dialogue completion; limited picturecued tasksincluding simple sequences; and translation up to thesimple sentence level. Intensive can be self-initiated orpair work activity. (Brown, 2001 in Pearson, 2004, p.2 andin Astuti, 2010, p.4)

i. ResponsiveResponsive assessment tasks include interaction and testcomprehension but at the somewhat limited level of veryshort conversations, standard greetings and small talk,simple requests and comments, and the like. The stimulusis almost always a spoken prompt (in order to preserveauthenticity), with perhaps only one or two followupquestions or retorts. (Brown, 2001 in Pearson, 2004, p.2)

j. Transactional (dialogue)It carried out for the purpose of conveying or exchangingspecific information. It is an extended form of responsivelanguage. Such conversation could readily be part of groupwork activity as well, such as information-gathering

interviews, role plays, or debates. (Brown, 1994 as citedin MaryAnn, 1999, n.p; Brown, 2001 in Astuti, 2010, p. 4)

k. Interpersonal (dialogue)The conversation carried out more for the purpose ofmaintaining social relationships than for the transmissionof facts and information. These conversations are a littletrickier, because it includes some factors; a casualregister, colloquial language, emotionally chargedlanguage, slang, ellipsis, sarcasm, and covert agenda,such as personal interviews or casual conversation roleplays. (Brown, 1994 as cited in MaryAnn, 1999, n.p; Brown,2001 in Mega, 2009, p. 17)

l. Extensive (monologue)Extensive oral production tasks include speeches, oralpresentations, and storytelling, during which theopportunity for oral interaction from listeners is eitherhighly limited (perhaps to nonverbal responses) or ruledout altogether. Language style is frequently moredeliberative (planning is involved) and formal forextensive tasks, but we cannot rule out certain informalmonologues such as casually delivered speech (for example,my vacation in the mountains, a recipe for outstandingpasta primavera, recounting the plot of a novel or movie).(Brown, 2001 in Pearson, 2004, p.2)Those are several types of speaking performances that can

be used in teaching speaking. Those types are based on thesyllabus of the first grade junior high school. Teacher candetermine which type is appropriate for her/his speakingclass based on students’ ability. (Mega, 2009, p. 17)2.1.4 Principles in Designing Teaching Speaking Brown (2001) as cited in Mega (2009, p.15) proposes seven

principles in designing teaching speaking. The principles areas follows:8. Use techniques that cover the spectrum of learner needs,

from language- based focus on accuracy to message-basedfocus on interaction, meaning, and fluency. When teacheruse one technique, she/he has to make sure that thetechnique is designed to help students to feel and use thebuilding block of language.

9. Provide intrinsically motivating techniques. It is abouthow to make them realize that the activity will benefitthem.

10.Encourage the use of authentic language in meaningfulcontexts. The learning context must be meaningful towardsthe students.

11.Provide appropriate feedback and correction. Teachergives feedback and correction in appropriate way.

12.Capitalize on the natural link between speaking andlistening. In teaching speaking, teacher should includelistening aspect.

13.Give students opportunities to initiate oralcommunication. Teacher gives students chance to start theconversation by asking questions, control theconversation, and even change the subject.

14.Encourage the development of speaking strategies. Usedifferent strategies to support the students in speakingclass.

2.5 Guessing Game2.5.1 Definition of Guessing Game

Guessing game is a game in which the participantscompete individually or in teams to identify somethingthat indicate obscurely. (Webster, 1986 in Jubaedah,2008, p.13 as cited in Astuti, 2010, p.11).

In teaching speaking through guessing game, studentsare expected to be involved actively in speaking classactivity; they are much courage to think what they wantto say (Klippel, 1994, p.32). According to Klippel, “Thebasic rule of guessing games is eminently simple; oneperson knows something that another one wants to findout.”

Based on the definition, it can be conclude thatguessing games is a game in which a person or participantknows something and competes individually or in a team toidentify or to find out the answer.

2.2.2 The Implementation of Guessing GamesThere are some tasks that teacher can instruct to the

students to perform the activities in the implementation ofguessing game. Byrne (1980, p.21) in Amir (2010, p.4) saysas follows: name of object, spell the object, say somethingabout the object and make up sentence using the object.

Guessing game is a game in which class is divided intofour groups; one chairperson is given a picture of theobject, and then tells a group a clue about the object ishousehold tool, clothes, vehicles, or any other stuff. The

group should find the answer by asking yes or no question,for at least twenty questions. A group which has twentyquestions and answer correctly will be the winner. (Dwi,2009, p.24).

Doff (1990) as cited in Shojaee (n.d, p.7) suggested someguessing activities, which can be done in English languageclasses for example:d. The teacher has a picture, which the students can’t see.

The teacher presents a brief explanation about thepicture and then asks the students to ask questions andfind out exactly what the picture looks like or draw thepicture. Hiding the pictures gives students a genuinereason to ask questions because they want to find outinformation about the picture. They also have to listencarefully to answers, so that they draw the pictures.

e. One student stands at the front of the class with apicture in his or her hands and other students guess.

f. Another technique is that two students stand at the frontof the class. One shows the picture to the class but notto the other student. The other student guesses and therest of the class response in chorus. This activity canalso be organized with students working in small groups.The teacher gives a picture to one student in each group,and the others in the group try to guess it.

Sheryl Carvalho (n.d) in Shojaee (n.d, p.11) alsosuggested a guessing game. Secretly put an object in apaper bag or hide it. Then, get the students to guesswhat's in the bag, by asking an appropriate question. Thestudent who guesses correctly takes over from the teacher.Do this a couple of times, and then let the students takeover. Students can do this group vs. group, or in pairs. Another version of that activity is that theteacher sends two students out of the room. The otherstudents hide an object. The two students come back andguess what the object is and where it is hidden, by askingquestions, e.g. Is it made of wood? Is it a pencil? Is it on this side of the room? Another guessing activity is that one studentchooses a job, and mimes a typical activity which it

involves. The others try to guess the job by askingquestions either about the activity or the job, e.g.: Were you mending something? Were you digging? Do you work outside?

2.6 Review of the Previous Study

Regarding to this research, there are some related studieswhich can be considered as the reference of this research.Those studies are described as follows:

The study entitled The Improvement of Student’s SpeakingSkill through Guessing Games Technique conducted in fourthgrade of elementary school at Tangerang which is published byDwi in 2009, this study aimed to know the effectiveness ofspeaking through games technique and to know how toimprovement student is speaking skill through guessing game.This research, the researcher uses the qualitative method isthe kinds of the data are descriptive data. From getting thedata, the researcher wants to describe and explain the problemthat chosen in this research. In the research, it doesn’t usedquestioners but using the work sheet to evaluate the resultand using picture as a material, because the research focus onclassroom action research.

The researcher explains about procedure of teaching,speaking using guessing game. The procedure is dividing intofour stages. They are socializing guessing game, individuallyor grouping, distributing cards, and asking question andasking giving answer. The researcher gave speaking skill testbefore did the presentation of lessons material (pre-test).After giving the treatment, give the some test (post-test)then made calculation of resultfrom both test.

Based on this method there has some advantages andweaknesses. One of the advantages of using teaching speakingusing guessing game is using guessing game make students morepleasure from regular activities in class. It creates arelaxed atmosphere in the classroom. Then, one of theweaknesses is in applying guessing game; the teacher needs thestudents who are skillful formulating question from dialogue.In teaching speaking through guessing game, a teacher had toknow purpose of using this method, the procedures of teaching,the techniques will be applied, and the evaluationaccomplished. The learning processes using guessing game give

students chance to use English orally, it means that studentscan practice and develop their ability to speak English

CHAPTER IIIRESEARCH METHODOLOGY

This chapter discusses the research methodology, which willbe applied in this research. The discussion of this chapterinvolves purposes of the research and research questions,research design, research site and participant, datacollection techniques and data analysis.3.11 Purposes of the Research and Research Questions

The purposes of this research are to find out theadvantages and disadvantages of guessing game to improvestudent’s speaking skill and to identify the students’responses toward the use of guessing game in teachingspeaking. Therefore, this research will be conducted to answerthese two questions. “What are the advantages anddisadvantages of use guessing game in improve student’sspeaking ability?” and “What are the students’ responsestoward the use of guessing game in teaching speaking?”3.12 Research Site and Participant

This research will be conducted in one Junior High Schoolin Bandung. This junior high school will be chosen as the siteof this research because the access to this school is easy.The seventh grade of junior high school will be chosen as theparticipants in this research because they represented youngadult learners. The purpose of this research is to find outthe effect of guessing game in teaching speaking to youngadult learners. According to Brown (2001, p.91 as cited inPopi, 2010, p.31) the definition of young adult are teenagersstudents and high school students where the age range isbetween twelve up to eighteen or so.

One class will be chosen as the sample of the researchand it will chose randomly without a purpose. Like the regularclases in Indonesia, the class is big enough. The classconsists of more or less 40 students, both male and female.The age range of participants are between 12 to 13 years old.All of them are originally from the Sundanese ethnic group inIndonesia. They are having Bahasa Sunda as their mothertongue, Bahasa Indonesia is their second language and Englishas their foreign language.

This research will investigate student’s improvementtoward guessing game and to find out whether guessing game isa sutable game to improve student’s speaking ability.3.13 Research Design

In conducting this research, the researcher will employ acase study. Both qualitative and quantitative approach will beused in this research. Case study can be done both inquantitative and qualitative.

The choice of case study is related to the researchquestions and the purposes of this research; to get anunderstanding of the advantages and disadvantages of guessinggame in helping students improve their speaking skill; and toinvestigate students’ responses toward the use of guessinggame in teaching speaking skills.

There are some characteristics of case study that can beused as the foundation of this research. Some characteristicsof a case study which is relevant to this research is that itis carried out in “a small scale, a single scale” (Stake,1985, p.278 as cited in Emilia, 2008, p.191) and that is ateaching program, where “the researcher acted as teacher inteach speaking” (Stake, 1995, p.91 as cited in Emilia, 2008,p.191).

As stated previously, one of the purposes of this researchis to find out the advantages and disadvantages of guessinggame on student’s speaking skill in order to improve teachingand learning process. Since, it will be used a case study,thus the focuses were to observe the teaching and learningprocess, and to investigate the improvement of learners basedon the activity applied in the classroom.In this research, the qualitative data will obtain through

interview and observation. Moreover, quantitative data willcollect through speaking test. 3.14 Data Collection Techniques

This research will be conducted by using three datacollection techniques; observation, test and interview. Firstdata collection technique is the pre-test result. Then, theresearcher will observe the students as the teaching sessionsgo by. Meanwhile, students’ interview and post-test will beconducted at the end of the research7. Observation

Observation is one of the characteristics of a casestudy. In this research, observation will be used since it is

possible to record behavior as it is happening (Merriam, 1991cited in Popi, 2012, p.33). Data from observation will beobtained from teacher’s field notes during the teachingprogram in the classroom.

Classroom Observation will be used to collect theinformation about the setting, the participant, the frequencyand duration, the activity and interaction, also the subtlefactor (Merriam, 1991 as cited in Popi, 2012, p.33). Becauseit is important to identify student improvement in everymeeting.

The type of this observation is participant observation(Merriam, 1991 cited in Popi, 2010, p.34) in which theresearcher will act as the observer as well the teacher(Stake, 1995 cited in Gustini, 2007 cited in Popi, 2010, p.34)who teach speaking by use guessing game.

The things that will happened during the teaching andlearning process by using guessing game will be recorded inteacher’s field notes. It is also to help “increase theresearcher sensitivity to her own classroom behavior and itseffect and influence on the students” (Allwright, 1988 ascited in Emilia, 2005 as cited in Amalia, 2007 as cited inPopi, 2010, p.34).

8. TestTwo spoken tests will administer in order to measure

student’s proficiency in speaking skill includingpronunciation, garmmar, vocabulary, fluency and comprehension.Pre-test will be given in the first meeting before theteaching learning process. Pre-test will be conducted to findout the students’ initial ability in speaking skill. Aposttest will be given in the last meeting administer afterseveral sessions of teaching learning process. The purpose isto find out whether there is improvement or not after theteaching program.9. Interview

The aims of the interview are to find out the data aboutthe students’ thoughts, feelings, responses, difficulties andexpectation towards the use of guessing game in teachingspeaking. As Merriam (1991 cited in Popi, 2010, p. 38) notesthat in a qualitative case study, the main purpose ofinterview is to obtain a special kind of information. It willbe used to find out those things that cannot directly observe

such as feelings, thought, and intention (Patton, 1980 ascited in Merriam, 1991 as cited in Popi, 2010, p.39).

The interview will be conducted individually. To allowthe researcher to obtain acquairing very detailed information(Norris and Ennis, 1989 cited in Gustini, 2007 cited in Popi,2010, p.39).

The researcher will ask some questions to theinterviewees informally. The interview will be conducted inBahasa Indonesia in order the student can express theirfeelings and thought freely. While conducting the interview,the researcher will record each interview to enable thereesearcher to get verbatim data.3.15 Data Analysis

This research will be used both quantitative andqualitative data analysis. A qualitative method will be usedto analyze the data from classroom observation and interview,while the quantitative method will be used to analyze thedata from speaking test. Data analysis in this research willconduct during and after the teaching program.3.15.1 Analysis of Data from Observation

The data that will be collected from observation will beanalyzed to find out the improvement of the students’ interms of speaking ability through guessing games. Thestudents’ improvement will be directly investigated throughtheir attitudes and their comments toward the learningprocess. The data from observation will be analyzed throughseveral stages as follows:7. Reading many times the teacher’s field notes transcript

with recorded the settings, the participant, the frequencyand duration, the activities and interaction, and thesubtle factor (Merriam, 1991 cited in Popi, 2010, p.41)

8. Analyzing and classifying the data into some categoriesrelated to the main focus of the observation, which is theteaching activity. The central theme is the students’responses towards: the benefits and the activity duringguessing game.

9. Interpreting the data to address the research question onstudents’ responses towards the teaching program.

9.5.2 Analysis of Data from Test9.5.2.1 Pre-Test

In the first meeting before use guessing game inteaching-learning process the researcher will be

conducting a pre-test. In the pre-test, the studentswill invite to introduces theirselves in front of class.Then, will seen the reaction of other students’sresponse. This pre-test has aim to know how thestudents’s speaking ability. While those pre-testactivities the reasearcher will observe theirpronounciation, grammar, vocabulary, fluency andcomprehension in the form of teacher’s field notes.

9.5.2.2 Teaching ProcessIn the second meeting after conducting the pretest

the researcher will star use guessing game in learningprocess to help the students in improving their speakingskill. Doff (1990) as cited in Shojaee (n.d, P.7)suggested some guessing activities, which can be done inEnglish language classes for example:. d. The teacher has a picture, which the students can’tsee. The teacher presents a brief explanation about thepicture and then asks the students to ask questions andfind out exactly what the picture looks like or draw thepicture. Hiding the pictures gives students a genuinereason to ask questions because they want to find outinformation about the picture. They also have to listencarefully to answers, so that they draw the pictures.One student stands at the front of the class with apicture in his or her hands and other students guess.e. Second technique is that two students stand at thefront of the class. One shows the picture to the classbut not to the other student. The other student guessesand the rest of the class response in chorus. Thisactivity can also be organized with students working insmall groups. The teacher gives a picture to one studentin each group, and the others in the group try to guessit.f. Third activities, some of the students will put anobject in a paper bag or hide it. Then, get the otherstudents to guess what's in the bag, by asking anappropriate question. The student who guesses correctlytakes over from the teacher. Do this a couple of times,and then let the students take over. Students can dothis group vs. group, or in pairs. Sheryl Carvalho (ND) as cited in Shojaee (n.d,P.11) also suggested a guessing game. They are:

c. The teacher sends two students out of the room. Theother students hide an object. The two students comeback and guess what the object is and where it ishidden, by asking questions, e.g. d) Is it made of wood?e) Is it a pencil?f) Is it on this side of the room?

d. One student chooses a job, and mimes a typicalactivity which it involves. The others try to guessthe job by asking questions either about the activityor the job, e.g.:d) Were you mending something?e) Were you digging?f) Do you work outside?

9.5.2.3 Post TestAfter learning more about speaking use guessing game

in the last meeting the students will be given the lasttest or post-test. The post-test consist of question tomeasure whether or not guessing game help students inimproving their speaking ability.

9.5.3 Analysis of Data from InterviewThe data from interview will be recorded by using mp3

player and field notes. In analyzing the data, theresearcher will use these steps:

8. Transcribing the data from interview into the written text.9. Categorizing the data of the interview that relate to the

students’ improvement in speaking skill and their responsestoward the use of guessing game in teaching speaking.

10. Reducing inappropriate data.11. Interpreting the data from interview to answer and

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