ISBN 978-979-3870-59-5
1st National Conference on Language and language Teaching 2013 Curriculum-Based Innovative English Language Teaching 23rd August 2014
FOREWORD Since the 2013 National Curriculum was issued by the Indonesian Government, teachers face challenges in terms of aspects of learning, such as appropriate content (what to learn), pedagogical knowledge (how to organize learning in general) and pedagogical materials (how to organize optimal learning for specific materials) as required by the new curriculum. The kinds of issues explored in the pages of these proceedings are (1) English Language Teaching (ELT) Strategies, (2) ELT Materials Development, (3). Information and Communication Technology (ICT) in ELT, (4) Authentic Assessment in ELT, and (5) Language and Literature Teaching. The papers in these volumes are presented at the1st National Conference on English Language and Language Teaching (NCOLLT 1) hosted by English Education Department of University of PGRI Adi Buana Surabaya on August 23, 2014. Contributors to the proceedings come from various universities, colleges and courses. They are STKIP PGRI Jombang, STIBA Satya Widya Surabaya, University of PGRI Adi Buana Surabaya, Wijaya Kusuma University, Airlangga University, Merlion International School Surabaya and LBPP LIA Surabaya
We would like to sincerely thanks to all those who took the time to complete and submit the paper. We also wish to acknowledge the conference program committee and reviewers for their substantial contributions and support. We also would like to thank to all those who attend and contribut to the conference program. Surabaya, 23 August 2014
Nunung Nurjati Chairperson
RECTOR’S SPEECH UNIVERSITY OF PGRI ADI BUANA Assalamu’alaikum warahmatullahi wabarakatuh, Salam sejahtera bagi kita semua. Yang saya hormati, Keynote Speaker, Ms. Carolina Escalera Guest Speaker, Ibu Dr Helena I.R. Agustien, Universitas Negeri Semarang, Para Wakil Rektor, Direktur Pascasarjana, Direktur Kebidanan, Dekan Fak. Ekonomi, Dekan FKIP, Para Wakil Dekan FKIP, Para dosen Prodi Pend.Bahasa Inggris, Para Pemakalah yang berasal dari beberapa PT di Jawa TImur Para Guru Bidang Studi Bahasa Inggris Mahasiswa Prodi Pend. Bahasa Inggris Para Undangan lainnya Hadirin sekalian yang saya muliakan,
Pertama-tama marilah kita panjatkan puji dan syukur, ke hadirat Allah SWT, Tuhan Yang Maha kuasa, karena atas rahmat dan ridho-Nya, pada hari ini kita dapat berkumpul bersama pada Acara Pembukaan ‘The First National Conference on Language and Language Teaching’. Saya menyambut baik penyeleggaraan konferensi ini sebagai salah satu wujud nyata dari upaya bersama, antara UNIPA dan Perguruan TInggi serta Sekolah-sekolah di tingkat nasional, khususnya di Jawa Timur, untuk selalu berbagi pengetahuan, ide, serta pengalaman dalam pengajaran Bahasa Inggris sebagai bahasa asing di Indonesia, utamanya setelah Kurikulum 2013 dilaksanakan. Hasil-hasil yang dicapai konferensi ini sangat ditunggu oleh masyarakat. Saya sungguh berharap dalam kesempatan yang baik ini agar Prodi Bahasa Inggris Univ. PGRI Adi Buana Surabaya, sebagai pencetak lulusan sebagai guru bahasa Inggris masa depan, mampu bertindak lebih kreatif, lebih inovatif menawarkan gagasan-gagasan yang segar dalam pelaksanaan kurikulum baru tersebut. Apalagi konferensi ini akan ditetapkan sebagai agenda rutin tahunan Prodi Pendidikan Bahasa Inggris untuk memperingati Dies Natalies Univ. PGRI Adi Buana Surabaya. Semua itu sangat besar artinya bagi kemajuan bangsa dan negara. Hadirin yang saya muliakan, Demikianlah sambutan saya, akhirnya dengan mengucapkan Bismillahirrohmannirrohim ‘The First National Conference on Language and Language Teaching’, saya nyatakan dibuka dengan resmi. Semoga Allah SWT, Tuhan Yang Maha Kuasa melimpahkan rahmatnya kepada kita semua. Terima kasih, Wassalamu’alaikum warahmatullahi wabarakatuh.
Proceedings of The 1st National Conference on Language and Language Teaching
PGRI ADI BUANA UNIVERSITY SURABAYA - INDONESIA TABLE OF CONTENTS 1 ST NATIONAL CONFERENCE ON LANGUAGE AND LANGAUGE TEACHING TITLE Armelia Nungki Nurbani Chatarini Septi Ngudi Lestari R. Silvi Andayani Choiriya
Endah Yulia Rahayu
Hertiki Oktavia Tri Sanggala Dewi Lusi Apriliani Winarno Miftah Nur Jannah Nunung Nurjati
M. Saibani Wiyanto
RESEARCHES/AUTHORS THE ANALYSIS OF GRAMMATICAL ERRORS IN RECOUNT TEXT MADE BY THE EIGHT-GRADE STUDENTS OF SMPN 2 TAMAN A LITERARY WORK AS AN ALTERNATIVE MATERIALS IN THE SOLVING OF PROBLEM-BASED TEACHING CREATING YOUR OWN WORKSHEETS USING FREE DOWNLOADED CROSSWORD PUZZLE AND WORD SEARCH GENERATORS FOR YOUR ENGAGING CLASSES INFLUENCE OF STUDENTS DOING BUSINESS WRITING TASK ON THEIR BUSINESS WRITING COMPETENCE FUN WAYS TO TEACH ENGLISH FOR VERY YOUNG LEARNERS ANALYSIS OF SPEECH ACT ON SCREENPLAY “SENSE AND SENSIBILITY” BY ANDREW DAVIES THE CORRELATION BETWEEN STUDENTS’ MASTERY OF IMPERATIVE SENTENCES AND STUDENTS’ ACHIEVEMENTS IN WRITING PROCEDURE IMPLEMENTING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION
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Proceeding of 1st National Conference on Language and Language Teaching
Putri Dwi Indriyanti Wahju Bandjarjani Ferra Dian Andanty Rahmad Hidayat Fajar Susanto Rica S. Wuryaningrum
Ratih Kuswidyasari Rikat Eka Prastyawan
Siyaswati Ferra Dian Andanty Yusuf Adiyatmoko Nunung Nurjati
THE INFLUENCE OF USING TASK CARD GAME ON THE EIGHTH GRADE STUDENT’S SPEAKING ABILITY AT SMP NEGERI 12 SURABAYA THE USE OF POPULAR LITERATURE TO ENCOURAGE CRITICAL WRITING TYPICAL MISTAKES IN USING ENGLISH INSTRUCTIONS MADE BY NON-ENGLISH TEACHERS IN BILINGUAL CLASSROOM APPLYING NURSERY RHYMES IN ENGLISH LEARNING AT SEVENTH GRADE SECONDARY SCHOOL IMPLEMENTATION OF INTEGRATED WRITING TECHNIQUE TO TEACH WRITING GENRE-BASED APPROACH TEACHING READING
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IMPROVING PRONUNCIATION SKILL BY USING CAMBRIDGE ADVANCED LEARNER’S DICTIONARY SOFTWARE
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THE INFLUENCE OF USING TASK CARD GAME ON THE EIGHT GRADE STUDENT’S SPEAKING ABILITY AT SMP NEGERI 12 SURABAYA Putri Dwi Indriyanti
[email protected]
Wahju Bandjarjani
[email protected]
Ferra Dian Andanty
[email protected] University of PGRI Adi Buana Surabaya Penelitian ini dilakukan untuk mengetahui pengaruh penggunaan permainan task card terhadap kemampuan berbicara siswa. Berdasarkan fakta bahwa ada banyak siswa yang kesulitan dalam berbicara bahasa Inggris karena ada beberapa faktor seperti kurangnya kosakata yang mereka ketahui, guru kurang memberikan media seperti permainan, Youtube yang menyenangkan sehingga siswa merasa bosan. Itu membuat mereka kurang motivasi untuk berbicara bahasa Inggris. Siswa juga merasa malu untuk berbicara bahasa Inggris. Oleh karena itu, peneliti memutuskan untuk mengetahui pengaruh penggunaan permainan task card terhadap kemampuan berbicara siswa di SMP NEGERI 12 SURABAYA. Desain penelitan ini adalah “True Experimental Design” dengan desain kontrol pretest dan posttest. Lingkup dan batasan dapam penelitian ini adalah permainan task card dalam mengungkapkan ucapan memberi selamat dan ucapan pujian. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP NEGERI 12 SURABAYA. Sampel dari penelitian ini adalah siswa kelas VIII G sebagai kelas eksperimen dengan jumlah siswa 39 dan kelas VIII D sebagai kelas kontrol yang terdiri atas 40 siswa. Para siswa yang menjadi sampel diberikan pretest sebelum penelitian yang berupa tes tulis dan melakukan posttest berupa tes berbicara ketika penelitian. Berdasarkan data analisis, dengan meggunakan Ttest dan hasil penelitian menunjukkan bahwa ada pengaruh antara penggunaan task card game terhadap kemampuan berbicara siswa dalam bahasa Inggris. Ini ditunjukan oleh skor rata – rata kelas eksperimen adalah 87 sedangkan rata – rata nilai kelas kontrol adalah 81. Perhitungan ini menunjukkan bahwa nilai t = 3,21, sedangkan t-tabel adalah 1,99 pada tingkat standar signifikan 5 % dengan df 77. Itu menunjukkan bahwa ada pengaruh ysng signifikan dari penggunaan permainan task card terhadap kemampuan berbicara bahasa Inggris siswa di SMP NEGERI 12 Surabaya, karena siswa termotivasi untuk berbicara bahasa Inggris dengan menggunaklan permainan task card, dan siwa menjadi lebih aktif untuk berbicara bahasa inggrs. Key words: permainan kartu tugas, pengajaran bahasa Inggris
INTRODUCTION
they have lack of vocabulary, they have no motivation, lack of media, and they are afraid to speak English to make a mistake, they have difficulty in grammar and pronunciation. The minimum score in SMP Negeri 12 Surabaya for English subject is 75. A task card is a written description of an assignment, a guideline indicating how a task defined by the educator can be performed by the child. The cards should be designed in such a way that they encourage problem solving, reflection, inquiry, communication (oral and written), and collaboration. According to (Hernandez,2012) task card are a little cards that contain some task or activity for students to complete.
Language is one of the most important things in communication and it is used as a tool of communication among the nations in all over the world. Speaking is the way to communicate with other. Speaking is one of the important and essential skills that must be practiced to communicate orally. According to Fulcher (2003, 23) “Speaking is the verbal use of language to communicate with others.” As the researcher knew that most of students at SMP NEGERI 12 Surabaya especially, on eight grade, they have some problems in speaking, such as
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The scope and limitation of the study in this research is the eight grade students of SMP Negeri 12 Surabaya and using task card game especially in giving and responding about congratulation and compliment lessons. There are three research problems that the researcher would like to research, they are: 1. How is the process of using task card game in teaching speaking? 2. How is the result of student’s speaking ability by using task card game? 3. Is there any influence of using task card game on student’s speaking ability? The researcher hopes that by using task card the teacher can use this game to help teacher for teaching and learning process especially for teaching speaking and to stimulate the teacher to be a creative to develop and explore interesting game in teaching speaking. This research hopefully can increase the students speaking ability and motivate them to communicate in English and provide description how task card game can help the students in speaking especially to express about giving congratulation and compliment expressions.
The sample of this research was taken by using simple random by using lottery. Simple random sampling It is one technique designed to ensure that the essential characteristics of the sample being studied are laid those of the population from which the sample is drawn. In this case, each element has the same chance or being selected. The procedure was as follows: first, the researcher wrote the name of each member of population in a piece of paper and rolled it. Then, she put the paper in a box and shacked it. Finally, the researcher took one of the roll papers and opened it to know which class who became the sample. The result was class VIII G as the sample of the study as an experiment class and the researcher did shacked again, then the researcher took one of the roll papers and opened it to know which class that became a control class. The result was class VIII D as a control class. To determine the students of control and experiment class, the researcher took 8th D as a control class which consisted of 40 students. In this class, the researcher did not use task card game. And the other one was the students in experiment class that is 8thG, this class consisted of 39 students. The researcher gave the students a treatment by giving a task card game in this class. In this research, the researcher used observation to know the process of teaching speaking by using task card game. The researcher gave a treatment in experiment class by using task card game. Some aspects which were observed by the researcher in teaching speaking are from their content, performance, vocabulary, grammar, and fluency. After the researcher analyzed five aspects of speaking and did the observation, the researcher can see the improvement from their speaking. The researcher gave three tests for the students: they were written test as a pretest, the test was objective test. The second test was speaking test. The test was subjective test. The researcher asked the students to make a dialogue according to the topics which were given by the researcher. After the students made the dialogues, they had to practice their dialogues in front of the class. And then the third test was performance test, the kind of this test was role play as the post test. This test was a subjective test. The researcher asked the students to make a dialogue according to the task card which was given by the researcher to the students. The researcher gave the students written test as a pretest. This pretest was given before treatment. It was aimed to know the student’s speaking
RESEARCH METHOD This research is a descriptivite quatitative. This research was experimental study in which the experimental class and controlled class were conducted by the researcher. In this research, the researcher taught the students of experimental class by using task card game and for the controlled class the researcher did not give treatment only give common method. The tests were implemented both of the class. The researcher gave same test in qualities and quantities to keep the reliability of the research. It is because the researcher wanted to know how the influence of task card game toward students’ in speaking ability. The researcher gave the students pre test and post test design. The formula is:
R O1 X
O2
R O3
O4
(Adapted from Sugiyono, 2010: 112) Suharsimi Arikunto (2010) stated that “ a population is a set (or collection) of all elements processing one or more attributes of interest” The population of this research was all of the students at eight grade of SMP NEGERI 12 Surabaya who registered in academic year of 2013/2014. The researcher got the data by gave the test in the first meeting. The total population was nine classes and consisted of 351 of students.
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ability before they were thought by using task card game. Speaking test by oral test and act test by role play their dialogue. The researcher made subjective test which used essay items to measure application. The instrument of this research was test of spoken test which were consisting of picture card and word card. They were speaking tests. The data analysis of this research used a statistic formula. That was the formula is t-test because ttest was used to compare two groups of data. In this research, the t-test used to know whether there was any influence of using task card game on student’s speaking ability for eight grades Junior High School in SMP NEGERI 12 Surabaya. According to Arikunto (2006:311), the formula is as follows:
t
DISCUSSION The researcher conducted theresearch at SMP NEGERI 12 Surabaya, especially in the eight grade students. And the research result showed that there was a significance influence of using task card game on the eight grade student’s speaking ability at SMP NEGERI 12 Surabaya. According to Sugiyono (2010;228) usually the level of significance is taken around 1 % and 5 %. In this experiment, there were 39 students as experiment group and 40 students as control group. So, the number of the both groups was 77 students. From the number of the students, we can know that the degree of freedom (df) was 77, which was obtained from the formula Ne+Nc-2=77. The critical value with the df 77 at 5 % alpha level of significance was 1,99. The obtain t-value was 3,21 so the t-value washiigher than the critical value (3,21>1,99). It was concluded that there was a significant influence of using task card game on the eight grade student’s speaking ability. So, from that result, the researcher can connclude that null hypothesis (Ho) was rejected and the alternative hypothesis(H1) was accepted. The data analysisof this research was 3,21. So, it could be concluded that there was a strong influence of using task card game on the eight grade student’s speaking ability at SMP NEGERI 12 Surabaya. Hernandez (2012) stated that task cards are an invaluable tool for today’s teacher because of its ability to target a wider range of skills and to promote student autonomy. It captures a more detailed picture of how much students have learnt because it requires them to use more of their knowledge to complete the task. Speaking is the process of building and sharing meaning through the use of verbal and non – verbal symbols, in a variety of context” (Chaney, 1988:13). Therefore, language is socially learning behaviour of skill in improving people in a society. Speaking is a productive oral skill which consists of producing systematic verbal utterance to convoy meaning. By using task card game on the eight grade students of SMP NEGERI 12 Surabaya has significant influence for student’s speaking ability, because the students are motivated to speak English. This possible because task card game on student’s speaking, the students can more active, and the teacher ca know about how much they learnt about the material and they can explore their knowledge to complete the task.
Mx My
x 2 y 2 1 1 N x N y 2 N x N y
t = observation value Mx = Mean Score of Experiment Class group My = Mean Score of Control Class Group ∑x2 = Deviation of X ∑y2 = Deviation of Y Nx = Total Students of Experiment Class Ny = Total Students of Control Class.
RESEARCH RESULT In this experiment, there were 39 students as experiment group and 40 students as control group. So, the number of the both groups was 77 students. From the number of the students, we can know that the degree of freedom (df) was 77, which was obtained from the formula Ne+Nc-2=77. The critical value with the df 77 at 5 % alpha level of significance was 1,99. The obtain t-value was 3,21 so the t-value washiigher than the critical value (3,21>1,99). It was concluded that there was a significant influence of using task card game on the eight grade student’s speaking ability. So, from that result, the researcher can connclude that null hypothesis (Ho) was rejected and the alternative hypothesis(H1) was accepted. The data analysisof this research was 3,21. So, it could be concluded that there was a strong influence of using task card game on the eight grade student’s speaking ability at SMP NEGERI 12 Surabaya. Therefore, using task card game has significant influence on student’s speaking ability, because it can motivated the students to speak English with active.
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CONCLUSION AND SUGGESTION
given by the teacher. Third, the students should learn more about grammar. It is very important to learn grammar. The students must be confident in learning speaking, so they can express their knowledge more.
Conclusion Speaking is one of the important and essential skills that must be practiced to communicate orally. By speaking, people are able to know what kinds of situations the world. People who have ability in speaking will be better in sending and receiving information or message to another. Speaking is the process of building and sharing meaning through the use of verbal and non verbal symbol in various contexts. Speaking is the natural way for human, by speaking we can share our idea, feeling and thought. The people who cannot speaking ability have a difficulty to convey their thought. In teaching speaking, the teacher needs media such as games. It is used to; help them make easier to study about language, especially the English language. Task card are an invaluable tool for today’s teacher because of its ability to target a wider range of skills and to promote student autonomy. It captures a more detailed picture of how much students have learnt because it requires them to use more of their knowledge to complete the task. The conclusion of the research that there was a significant influence of using task card game on the eight grade student’s speaking ability in teaching and learning process.
REFERENCES Agoestyawati, Redjeki.2008.102 English Games (FROM A – Z ). Jakarta: PT Gramedia Pustaka Utama. Alvis, Amy. 2013. Task Card Templates. http://amyalvis.blogspot.com/2013/02/taskcard-templates.html. Accessed at 20 March 2014 at 3.38 a.m Budiastiti, Riana Eka, 2007. The Use of Cue Cards in Teaching Spoken Descriptive.Text. Semarang: University Of Semarang. Published Thesis. Chaney, A.L. 1988. Definition of Speaking. http://digilib.ump.ac.id/files/disk1/17/jhptum p-a-istiatimus-848-2-chapter-i.pdf/ Accessed at 24 March 2014 at 8.33 p.m. Fulcher, G. 2003. Testing Second Language Speaking. New York: Pearson Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Ashford Colour Press Ltool. Harmer, Jeremy. 2010. How To Teach English. Cambridge: Ashford Colour Press Ltool. Hernandez, Nichole.2012. The Invaluable Task Cards. http://nicadez.blogspot.com/2012/09/theinvaluable-task-cards.html. Accessed at 20 March 2014 at 21.28 p.m. Kramer, Wolfgang. 2000. What Is A Game, Really?. http://www.thegamesjournal.com/articles/Wh atIsaGame.shtml/ Accessed at 24 March 2014 at 17.48 p.m. Laela. Nur Alfi. 2013. The Effectiveness of Using Mind Mapping Technique in Teaching Writing Descriptive Text to Increase Student’s Ability at Second Grade of SMP NEGERI 4 MAJA in Academic Year 2012/2013. Majalengka: University of Majalengka. http://nuralfilaela.blogspot.com/2013/04/theeffectiveness-of-using-mind-mapping.html/ Accessed at 1 January 2014 at 1.36 a.m. Lindsay, Cora and Knight Paul. 2008. Learning and Teaching English: A Course for Teachers. Oxford, UK: Oxford University Press. R-One. 2012. How To Assess Speaking Skills. http://funspeaking.blogspot.com/2012/02/how -to-assess-speaking-skills.html/ Accessed at 25 December 2013 at 08.47 a.m. S. Nur Arif. 2012. The Correlation of Vocabulary and Game. http://nurarifs.blogspot.com/2012/04/correlat ion-of-vocabulary-and-game.html/ Accessed at 31 July 2013 at 21.49 p.m. Sugiyono. 2010. Metode Penelitian Pendidikan. Bandung: Alfabeta. Wright et al, 2006. Function of Games in Teaching Process. 19880.pdf.
Suggestions Based on the research that the researcher has done, the researcher would like to give some suggestions in accordance with the findings of the effect of using task card game on the eight grade student’s speaking ability at SMP NEGERI 12 Surabaya. To the teacher The researcher have some suggestions for teacher, they are: The teacher should be more creative to use games in teaching speaking, so the students do not bored in teaching and learning process, especially in teaching speaking. Second, Teacher as facilitator should prepare themselves as well as possible before they present the material to the students. The teacher should use task card game because it can motivate them. To the student The researcher have some suggestions to the students, such as: First, the students should increase their vocabulary in learning speaking. Maybe the students can make a note book of vocabulary that they hear every day. Second, the students should understand about the tasks that
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http://www.task-cards.com/ Task Card. Accessed at 8 August 2013 at 19.45 http://www.macmillandictionary.com/dictionary/brit ish/card http://www.oxforddictionaries.com/definition/englis h/card
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