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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Dewar, Gwen. 2009. Board Game for Kids: Do they make kids smarter?. InternetTessol. http:// w.w.w. Board game for kids. html
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