THE EFFECTIVENESS OF USING BOARD GAMES TOWARDS STUDENTS’ SPEAKING SKILL (A Quasi Experimental Study at the Tenth Grade Students of SMAN 1 Parung)
By: RIZKY AMALIA AZZAHROH NIM. 1110014000050
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2015
ABSTRACT Rizky Amalia Azzahroh (1110014000050). The Effectiveness of Using Board Games towards Students’ Speaking Skill (A Quasi Experimental Study at the Tenth Grade Students of SMAN 1 Parung), Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers Training State Islamic University Jakarta, 2015. Advisor I
: Dr. Atiq Susilo MA,
Advisor II
: Neneng Sunengsih, M.Pd.
Keywords
: Speaking Skill, Board Games
The objective of this research is to find the effectiveness of using board games towards students’ speaking skill for the tenth grade students of SMAN 1 Parung academic year 2014/2015. To know whether this media is effective, the writer used quasi experimental study applied in 40 students of X MIA 2 as experiment class, and 40 students of X MIA 3 as controlled class. The method that is used in this research was quantitative method which the data was served by numerical and tested by statistical formula of t-test. The design of research was quasi experimental design. To get the data, the writer used oral test as the instrument of research, consisted of pre-test and post-test. The result of the research is the mean score of experimental class was 67.05. After using board games, the mean score increased to 76.20. It means that board games is effective towards students’ speaking skill. Then the value of t-test is 7.418 while the value of t-table significant degree of 1% with t(1-½ɑ) or t(0,995) is 2,640. It means that t-test is higher than t-table or tobserve > ttable. It indicated the null hypothesis is rejected and the alternative hypothesis is accepted. In conclusion, based on the difference of mean score between pre-test and post-test, board game is effective to be applied in teaching speaking and based on t-test, using board games has significant effect towards students’ speaking skill in senior high school.
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ABSTRAK Rizky Amalia Azzahroh (1110014000050). The Effectiveness of Using Board Games towards Students’ Speaking Skill (A Quasi Experimental Study at the Tenth Grade Students of SMAN 1 Parung), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah Jakarta, 2015. Pembimbing I : Dr. Atiq Susilo, M.A Pembimbing II : Neneng Sunengsih, M.Pd Kata Kunci
: Keterampilan Berbicara, Permainan Papan
Tujuan dari penelitian ini adalah untuk melihat tingkat keefektifan penggunaan permainan papan terhadap kemampuan bahasa Inggris pada siswa kelas satu di SMAN 1 Parung tahun akademik 2014/2015. Sampel dalam penelitian ini terdiri dari 40 siswa kelas X MIA 2 sebagai kelas eksperimen dan 40 siswa kelas X MIA 3 sebagai kelas kontrol. Metode yang digunakan pada penelitian ini adalah metode kuantitatif dimana data yang disajikan berupa angka-angka dan diuji menggunakan rumus statistik. Desain penelitian ini adalah penelitian eksperimental semu. Untuk mendapatkan data, penulis menggunakan tes berbicara sebagai instrumen penelitian yang terdiri atas tes awal dan tes akhir. Hasil penelitian ini adalah sebelum menggunakan permainan papan, nilai rata-rata dari kelas experimen adalah 67,05. Setelah penggunaan permainan papan, nilai ratarata meningkat menjadi 76,20. Hal ini membuktikan bahwa permainan papan efektif untuk digunakan dalam peningkatan keterampilan berbicara siswa karena peningkatan nilai rata-rata siswa. Penulis juga menggunakan t-test untuk menguji hipotesis penelitian. Hasil yang didapat menunjukkan nilai t-test adalah 7,418 sedangkan nilai t-table pada taraf signifikan 1% dengan peluang t(1-½ɑ) atau t(0,995) adalah 2,640. Itu berarti t-test lebih tinggi dibandingkan dengan t-table (to>ttable). Hal ini mengindikasikan bahwa H0 ditolak dan Ha diterima. Dengan kata lain penggunaan permainan papan memiliki nilai yang signifikan terhadap keterampilan berbicara bahasa Inggris untuk siswa sekolah menengah atas.
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ACKNOWLEDGEMENT
In the name of Allah, the Most Beneficent, The Most Merciful
All Praise be to Allah, the Lord of the Worlds, who has given the writer His love, guidance, and compassion to finish this last assignment in her study. Peace and salutation be upon to the prophet Muhammad, peace may be upon him, and also to his family, his companion, and his adherence. This skripsi is presented to Department of English Education, Faculty of Tarbiyah and Teachers Training, State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of the requirement for the degree of S.Pd. (Bachelor of Arts). The writer would like to express her great honor and deepest gratitude to her beloved parents, Naming Saputra, S.Pd. and Fatimah S.Pd., and also to her sister, Siti Amrina Rosyadah, who always give their materials, prays, and motivation to finish the writer’s study. The writer also says deeply grateful to her advisors, Dr. Atiq Susilo, MA. and Miss Neneng Sunengsih, M.Pd., who guide the writer in finishing this skripsi and also for the great contribution, time, guidance, kindness, and patience. Her deepest gratitude also goes to those who have helped her in finishing this skripsi, among others: 1.
Dra. Nurlena Rifa’i, M.A., Ph.D., the Dean of the Faculty of Tarbiyah and Teachers Training UIN Syarif Hidayatullah Jakarta.
2.
Drs. Syauki, M.Pd., the Head of Department of English Education, UIN Syarif Hidayatullah Jakarta.
3.
Zaharil Anasyi, M. Hum., the Secretary of Department of English Education and the Academic Advisor of DEE B 2010, UIN Syarif Hidayatullah Jakarta.
4.
All lecturers at Department of English Education, for their knowledge, motivation, and patience during her study at DEE UIN Syarif Hidayatullah Jakarta.
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5.
Ikhwan Setiawan, S.Pd., as the Principle of SMAN 1 Parung, for his permission to observe and do the experiment in the school, and all teachers in SMAN 1 Parung who have given motivation and support.
6.
All students of X MIA 2 and X MIA 3 for supporting and helping the writer.
7.
All her family for their help, caring, and motivation to support the writer.
8.
Saeful Rohman, her fiancé, and family for their motivation and support.
9.
All her best friends in Department of English Education, especially PBI B 2010 UIN Syarif Hidayatullah Jakarta.
10. All of her best friends whom she cannot mention one by one. Finally the researcher truly realizes that this “skripsi” cannot be considered as a perfect masterpiece. Therefore, it is a very precious thing for her to get suggestion and criticism which can make this better.
Jakarta, January 2015
The Writer
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TABLE OF CONTENTS Page TITLE SURAT PERNYATAAN KARYA SENDIRI APPROVAL ENDORSEMENT SHEET ABSTRACT ...........................................................................................
i
ABSTRAK ...............................................................................................
ii
ACKNOWLEDGEMENT ....................................................................
iii
TABLE OF CONTENTS ......................................................................
v
LIST OF TABLE ..................................................................................
viii
LIST OF APPENDICES ......................................................................
ix
CHAPTER I : INTRODUCTION .......................................................
1
A. Background of the Study ....................................................................
1
B. Identification of Problem ....................................................................
4
C. Limitation of Problem ........................................................................
5
D. Problem Formulation .........................................................................
5
E. Purpose of the Study ...........................................................................
5
F. Significance of the Study ....................................................................
5
CHAPTER II : THEORETICAL FRAMEWORK ...........................
6
A. Speaking .............................................................................................
6
1. The Understanding of Speaking ......................................................
6
2. The Elements of Speaking ..............................................................
9
3. The Function of Speaking ...............................................................
12
4. Types of Speaking Activities ..........................................................
13
B. Communicative Language Teaching (CLT) .......................................
16
1. The Understanding of CLT .............................................................
16
2. The Principles of CLT .....................................................................
17
3. The Goals of Speaking in CLT .......................................................
19
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4. The Problem of Speaking ...............................................................
21
C. Board Games ......................................................................................
23
1. The Definition of Game ..................................................................
23
2. The Definitions of Board Game ......................................................
25
D. Teaching Speaking by Using Board Games .......................................
26
E. Previous Study ....................................................................................
28
F. Theoretical Framework .......................................................................
29
G. Research Hypothesis .........................................................................
30
CHAPTER III : RESEARCH METHODOLOGY ............................
31
A. Research Design .................................................................................
31
B. Place and Time of Research ...............................................................
31
C. Population and Sample of the Study ..................................................
32
D. Instrument of Research.......................................................................
32
E. Test of Instrument Validity.................................................................
34
F. Technique of Data Collecting .............................................................
35
G. Technique of Data Analysis ...............................................................
35
H. Statistical Hypothesis .........................................................................
37
CHAPTER VI : RESEARCH FINDINGS..........................................
38
A. Description of the Data ......................................................................
38
1. The Data of Experiment Class ........................................................
38
2. The Data of Controlled Class ..........................................................
40
B. Analysis of The Data ..........................................................................
42
1. Test of Normality .........................................................................
42
2. Test of Homogenity.........................................................................
43
C. Hypothesis Testing .............................................................................
44
D. Interpretation of the Data ...................................................................
48
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CHAPTER V : CONCLUSION AND SUGGESTION ......................
51
A. Conclusion..........................................................................................
51
B. Suggestion ..........................................................................................
51
REFERENCES ......................................................................................
53
APPENDICES .......................................................................................
56
vii
LIST OF TABLE
Table 3.1 Research Design Framework........................................................... 31 Table 3.2 Five component of grading speaking scale ..................................... 32 Table 4.1 Pre-Test and Post-Test Score of Experimental Class ...................... 38 Table 4.2 Pre-Test and Post-Test Score of Controlled Class .......................... 40 Table 4.3 The Result of Normality of Pre-Test ............................................... 42 Table 4.4 The Result of Normality of Post-Test ............................................. 42 Table 4.5 The Result of Homogeneity of Pre-Test.......................................... 43 Table 4.6 The Result of Homogeneity of Post-Test ........................................ 43 Table 4.7 The Result of Comparison of the Experiment Class and Controlled Class ............................................................................. 44
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List of Appendices
Appendix 1: Table of Research Activities .......................................................
56
Appendix 2: Lesson Plan of Experiment Class ................................................
57
Appendix 3: Lesson Plan of Controlled Class .................................................
67
Appendix 4: Instrument of Pre-test and Post-test ............................................
77
Appendix 5: Board Games Design ...................................................................
79
Appendix 6: Distribution Table of t-student ...................................................
81
Appendix 7: Data of Validity Test ...................................................................
85
Appendix 8: Data of Students’ Score ...............................................................
87
Appendix 9: Data of SPSS Calculation............................................................
91
Appendix 10 : Pictures of Activities in Research ............................................
92
Appendix 11: Surat Bimbingan Skripsi ...........................................................
93
Appendix 12: Surat Keterangan Penelitian ......................................................
94
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CHAPTER I INTRODUCTION
A. Background of Study Teaching productive skill in English is having some problems to be discussed. The productive skills are speaking and writing. As Harmer states, “Productive skills is the term for speaking and writing, skills where students actually have to produce language themselves.”1 The problem that appears in teaching productive skill in English is most of the students cannot improve their production of language, especially in speaking ability. Improving speaking skill is one of the purposes of English education in Indonesian school from elementary until the university students. The writer focuses the research on the tenth grade students of senior high school. Based on the syllabus, basic competency that should be achieved in speaking skill for the tenth grade students in the first semester are about some functional skill such as transactional and interpersonal skill. There are talking about yourself, starting a conversation, making a date, describing things, instructing people how to do things, and getting to know each other. From the basic competency above, the students have not achieved that competence. They also got the lowest score for English on the mid semester test. By observing the class, there are some problems that students face. The first, students are too shy to share their ideas through speaking because they lack of grammatical and lack of confidence. It is because they are only taught the rules of grammar. Not to use the grammar in speaking context. Secondly, most of students are not interested in learning process. They are afraid and anxious of saying something wrong 1
Jeremy Harmer, The Practice of English Language Teaching. (Cambridge UK: Pearson Longman, 2007), p. 265.
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or incomprehensible. The third, teachers are using monotone technique in involving their students to do speaking. In speaking class, the students just use dialog pairs to do communication in speaking. The fourth, school only focuses the language skills for UN (Ujian Nasional) in listening and reading, so the students think that it is not useful to master the other skills like speaking and writing. And the last important reason is the students are not motivated in learning speaking, because there is no chance to speak outside the class. It is whereas actually speaking is a goal of learning foreign language. The writer concludes that the process of teaching speaking should be more communicative and interactive to make the students be brave to explore their ideas through speaking. It also should be more active and use lively materials in order to the students understand that the main goal in learning language is to communicate the language itself. To gain the communicative competency, there is an appropriate method to be used. It is Communicative Language Teaching, and it is well-known as CLT. As Applebaum states in his journal about Communicative Language Teaching, “By understanding Communicative Language Teaching (CLT) and using communicative activities teachers can create more learnercentered classrooms.”2 It is because the English teaching in Indonesia mostly has been teacher-centered. The students cannot practice their target language because there is no chance to do it. Therefore, there is no connection between what they learned and its application in real-life situation. Using Communicative Language Teaching (CLT) will give students the opportunity to use the target language in an authentic and meaningful way. Talking about CLT, there are some communicative activities that can be appropriate used in this method; such as role play, language games,
2
Bruce Applebaum, Communicative Language Teaching: Theory, Practice and Personal Experience. (MANDIRI, VOLUME 9, NO. 4: 2007), p.266.
3
and scramble sentences.3 The material should be based on the students’ daily activity, so the students can learn how to use in for daily communication. Based on these three communicative activities, the writer chose language games as a technique in teaching speaking. Talking about games, people will think about the funny thing for child. But today games cannot only be used for young learners, but it also can be used for all ages. For senior high school student, they can use games as a media for teaching and learning process. By using games, the teachers’ instruction can be meaningful and enjoyable for all age groups. When students play games, teachers can provide the social skills because it gives the opportunity to the students to interact with other player. Scott Nicholson said that although the activities in games don’t have any relation with a real-life situation, it still has ability to increase our flexibility in real-world with building our social skills.4 Especially in speaking skill, there are so many educational games that can be used to improving this skill. One of the games is a board game. A board game is a game that involves counters or pieces moved or placed on a pre-marked surface or "board", according to a set of rules. As we know that in daily life, we should be familiar with board games. It includes monopoly, snakes and ladders, mahjong, and many other board games. In other words, surely the students know well about this game and how to gaming it. Board game is a kind of games for small and large group. Moursund said that board games have some of the same characteristics. Players deal with a set of rules, with money, dice, making decisions, and striving to win the game.5 It is also about taking turn, rules in gaming, and communicating the language with other players. This game also makes students interact each other and communicate the language
3
Ibid, p. 268. Scott Nicholson, Everyone Plays at the Library. (New Jersey: Information Today, Inc. 2010), p.xi. 5 Dave Moursund, Introduction to Using Games in Education: A Guide for Teachers and Parents. (Oregon: University of Oregon, 2007), p.113. 4
4
without hesitation. So the speaking teaching and learning process should be attractive and done well. Based on the explanation above, the writer concludes that using daily used game like board games can be a useful media in mastering speaking ability for the students in senior high school because it can provide the students’ challenging to speak out the answer some questions and situations that are included in the board games. Therefore, in this case, the researcher will choose a board game as a media to teach speaking and see the effectiveness of board games towards students’ speaking skill at the tenth grade students of SMAN 1 Parung.
B. Identification of Problem There are many problems of speaking classroom that can be identified as research subjects on the tenth grade students of SMAN 1 Parung: 1. Many students cannot achieve the basic competency in English subject and students’ speaking is the lowest in other English skill. 2. School only focuses the language skills for UN (Ujian Nasional) in listening and reading, so the students think that it is not useful to master the other skills like speaking and writing. 3. The students are too shy to share their ideas through speaking because they lack of grammatical and lack of confidence. 4. They are afraid and anxious of saying something wrong or incomprehensible. 5. Most of students are not interested in teaching process because the teacher just gives monotone technique to teach the students’ speaking. 6. The students are not motivated in speaking because there is no chance to speak outside the class.
5
C. Limitation of Study Based on some problems appear above, the writer limits those problems in the effectiveness of using board games towards students’ speaking skill at the tenth grade students of SMAN 1 Parung academic year 2014/2015.
D. Formulation of Study The writer formulates the problems as follow, “Is board game effective towards students’ speaking skill at the tenth grade students of SMAN 1 Parung?”
E. Purpose of study The objective of study is to find out the empirical evidence about the effectiveness of using board games towards students’ speaking skill by comparing the students’ scores before and after being taught by using board games at the tenth grade students of SMAN 1 Parung.
F. Significance of the study For students, the result of this study is expected to give them a valuable input about how to teach their speaking ability of English for mastering the language. It is important because one of the aims of teaching English in Indonesia is for communication. So, by improving their speaking ability, they can interact in English each other on the context of study and daily social activities. For writer as a teacher and researcher, it is useful to give new knowledge of the further information to do better quality of English Education especially in teaching speaking.
CHAPTER II THEORETICAL FRAMEWORK
A. Speaking 1.
The Understanding of Speaking The ability to communicate and use the language becomes important to be mastered and it is used to understand the meaning of utterance on social interaction. It means that to be able to communicate and use the language, the learners need to develop their speaking proficiency. So it is so useful and valuable to master a communication skill, which is speaking, because the students automatically are forced to use it and reach the target language. Towards speaking, the speakers can give much verbal information to the listener, so we should be able to have the speaking skill to make a good communication. It is based on according to Chaney, that speaking is “the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts.”1 Speaking is a productive skill that has an activity which produces something like sharing information. According to Tarigan, speaking is an ability to say sounds, articulation, or words to express, convey, or deliver thoughts, ideas, and feelings.2 Therefore, speaking is determined as a skill which deals with the way of pronouncing words and giving information from the speaker to the listener.
1
A. L. Chaney, “Teaching Oral Communication”, in Emma Rosana Febriyanti, Teaching Speaking of English as Foreign Language: Problems and Solutions, (Banjarmasin: FKIP Universitas Lambung Mangkurat,2005), p.3. 2 Henry Guntur Tarigan, Berbicara Sebagai Suatu Keterampilan Berbahasa. (Bandung: Angkasa, 2008), p.16.
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Someone is said doing a speaking when he or she has a listener. When people do speaking, they can see and hear your listeners. People also speak because they have a purpose to do it. Some reasons are because they have something to say, a reason for saying it, and someone to say it to. So the speaker must have someone to hear what they want to say. Meyer defined, “..speaking is all about: sharing idea, giving information, expressing a greeting, stating an opinion, or sending a warning.”3 From that definition, it also can be concluded there are some the purposes of speaking activity. Speaking is the most important skill to be mastered in language learning. It is fact that language learning is successful if the learners are able to use the language in their communication. Richard and Renandya state, “Speaking is one of the central elements of communication in EFL.”4 Alderson and Bachman also state, “The ability to speak in a foreign language is at the very heart of what it means to be able to use a foreign language.”5 However, to gain the speaking in communicating English is not as easy as to speak in students‟ native language. Speaking is an interactive activity that is delivered by the people as a speaker, and should be understood and being listened unconsciously by the other as a listener. It is also called communication. Communication involves two people; the speaker or the sender and the listener or the receiver. People can exchange the information each other through the process which can be said as communication. Cremin added that oral skill, that is speaking, is an important foundation for the 3
Alan Meyers, Gateways to Academic Writing, (New York: Addison Wesley Longman, 2003), p.2. 4 Jack C Richards and Willy A. Renandya, Methodology in Language Teaching Anthology of Current Practice, (Cambridge University Press, 2002), p.210. 5 Sari Luoma, Assesing Speaking. (Cambridge: Cambridge University Press, 2004), p.x.
8
development of literacy.6 It means that speaking also has not only contribution in communicative aspect, but also in literacy. She also added that talking enables learners to think aloud, formulate their thoughts and opinions, and refine and develop their ideas and understandings through engaging in meaningful dialogue with others. People assume that by mastering speaking, they have been success in foreign language learning. Supporting this statement, Nashruddin stated, “To be able to speak shows someone‟s success in learning a language.”7 It is true that the purpose of speaking is to get the best result in language learning, especially English as students‟ target language. In conclusion, speaking is the activity of transferring meaningful idea from one person as speaker, to other people as a listener. Speaking in English is useful to gain the communication around the world. English becomes the international language that is used and learned by many other countries as a second or foreign language. The speakers say words and utterances to the listeners not only to express what are in their mind and convey the messages, but also to maintain and sustain the relationship among of them. It is based on the phenomena that most people might spend much time to communicate each other in their daily lives. It can be inferred that speaking is the activity to express ideas, opinions, and feeling to other people by using words or sounds in order to reach the goals of speaking activity itself. These statements are supporting the idea that speaking is important to get the best future for education and daily communication.
6
Teresa Cremin, Teaching English Creatively. (New York: Routledge, 2009), p.13. Wakhid Nashruddin, Understanding the Teaching of Listening and Speaking: Understanding Students’ Needs. (Malang: State University of Malang Press, 2013), p.77. 7
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2.
Elements of Speaking In teaching speaking, there are some aspects that the teacher must concern about. It can be used as a guidance to assess the speaking. There are pronunciation, grammar, vocabulary, fluency, and comprehension. Harmer said, “If students want to speak fluently in English, they need to be able to pronounce phonemes correctly, use appropriate stress and intonation and speak in connected speech.”8 In addition, according to Hughes, there are some proficiency that should be achieved in speaking activities; accent, grammar, vocabulary, fluency, and comprehension.9 Behind that statement, the writer uses the term pronunciation to change the accent. a. Pronunciation A certain sound or sounds are produced through the pronunciation. Pronunciation teaching not only makes students aware of different sound feature, but can also improve their speaking immeasurably because pronunciation can help allows the students to get over serious intelligibility problem in particular case. 10 It means that by mastering pronunciation, the production of someone‟s speech is getting better. Indeed, pronunciation is an important element in speaking. It is because speaking deals with the production of sounds. By learning pronunciation, the students know about how to produce the word correctly.
8
Jeremy Harmer, The Practice of English Language Teaching 4 th edition, (England: Pearson, 2007) p.343. 9 Arthur Hughes, Testing for Language Teachers, (Cambridge: Cambridge University Press, 2003), pp.131-132. 10 Harmer, Op.cit, p.245
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b. Grammar Talking about speaking, the important thing is the messages that want to be conveyed to the listener. People do not focus on the grammar of their utterance. However, it becomes a need that the speakers also have to notice the grammar itself when they speak to others. Although grammar is neglected, people should concern on the sentence rules in grammar. Richards said, “Grammar is not taught in isolation but often arises out of a communicative task, thus creating a need for specific items of grammar.”11 It means that grammar has a rule in speaking but the teachers should not teach the grammar from the rules but from the context. It will make the students can comprehend the rules of grammar easily because they learn it from their utterance. c. Vocabulary Vocabulary is a must when someone wants to convey his/her thoughts, feelings, or views to other people. Without the mastery of vocabularies, someone would face the difficulties in conveying his/her thoughts, feelings, or views to other people. So, vocabulary is a part of teacher‟s art and the students need to see the word how they are used. Richard and Renandya state that vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write.12 Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential and
11
Jack C. Richards, Communicative Language Teaching Today, (New York: Cambridge University Press, 2006), p. 23. 12 Richards and Renandya, Op.cit, p. 255.
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may discourage from making use of language opportunities around them. d. Fluency The fluency of someone when speaking might draw that he or she is able to speak well. But, it needs to be noticed that the intelligibility of the words pronounced is also important. Koponen, in Louma‟s Assessing Speaking , stated, “Definitions of fluency often include references to flow or smoothness, rate of speech, absence of excessive pausing, absence of disturbing hesitation markers, length of utterances, and connectedness.”13 In addition, Louma states, “Fluency is the ability to talk freely without too much stopping or hesitating.14 At the level of someone‟s fluency when speaking, it can be seen whether he or she speaks natural without some hesitations about what he or she would like to say. e. Comprehension The
last
element
of
speaking
is
comprehension.
Comprehension is a key feature in the successful teaching for the intended meaning of written or spoken communication. Hughes states that the people get highest score in comprehension aspect when they “understand everything in both formal and colloquial speech to be expected of an educated native speaker.”15So in speaking classroom, the teacher is able to know whether the students understand or not by checking their comprehension towards the lesson which has been taught. 13
Koponen, M. “Let your language and thoughts flow! Is there a case for„fluency‟ in ELT and applied linguistics?” in Sari Luoma, Assesing Speaking.(Cambridge: Cambridge University Press, 2004), p. 88. 14 Ibid. 15 Hughes, Op.cit, p.132
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3.
The Function of Speaking When speaking in the classroom, the students communicate both with their teacher and friends. The students also can study language through speaking so that they can achieve the goal of learning language. People speak or communicate to other people in order to share and convey their thoughts, feelings, opinions, and views just like what they do in their real life and social life so that the students can maintain the relationship among them. In brief, speaking in the classroom has functions almost as same as speaking in real and social life in the society. Speaking has many purposes that give some advantages in teaching foreign language skills. But the advantages or the function of speaking can be achieved if the teacher encourages the students by giving the opportunity and spaces for students to speak up their thought and ideas. As Littlewodd said, “The development of communicative skills can only take place if learners have motivation and opportunity to express their own identity….”16 It is important to make the classroom becomes learner-centered approach. By giving many communicative classroom activities, the teacher can build the opportunity for the students to use the language as a tool to express their thought and to communicate each other. Harmer said that the function of speaking can be seen as transactional and interpersonal functions. Transactional function has as its main purpose conveying information and facilitating the exchange of goods and service, whereas the interpersonal function is all about
16
William Littlewood, Communicative Language Teaching: An Introduction. ( Cambridge: Cambridge University Press, 2002), p.93.
13
maintaining and sustaining good relations between people.17 It is all about the situation that people do in daily activities. So by having speaking skill, people are able to communicate each other to get communication purpose itself.
4.
Types of Speaking Activities There are many activities that teachers can prepare to promote speaking. Some of the speaking activities are: a.
Discussion This activity is mostly used by the teacher to teach speaking in classroom. It can be used in individual but mostly in group of students. Through this activity, the students can share their though and ideas to their friends so the teaching process can be communicative. As Kayi said, “the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on.”18
b.
Role Play and Simulation Role play activity can lead students to express the language by pretending they are in various social contexts and have a variety of social roles. Simulation is equal with role play but in simulation, it is more elaborated. The students can bring realistic items to make real-life activities. In simulations, students can bring items to the class to create a realistic environment. They increase the selfconfidence of hesitant students, because in role play and simulation activities, they will have a different role and do not have to speak
17
Harmer, loc.cit. p, 343 Hayrire Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, The Internet TESL Journal, Vol. XII, No. 11, November 2006. http://iteslj.org/ Accessed on 25 September 2014. 18
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for themselves, which means they do not have to take the same responsibility.19 c.
Communication games Games are designed to provoke communication between students. The games are made based on the principle of the information gap so that one student has to talk to a partner in order to solve a puzzle, draw a picture, put a thing in the right order, or find similarities and differences between pictures. Television and radio games, imported into the classroom, often provide good fluency activities. As Applebaum stated, “By learning true communication students will be more motivate to learn and use the target language.”20 Communication games also can be used to encourage the students to share the information communicatively. It can be one of the tools to give the students the opportunity to express the students feeling or any ideas.
d.
Questionnaires Questionnaires are very useful because they ensure that both questioner and respondent have something to say to each other. Students can design questionnaires on any topic that is appropriate. As they do so the teacher can act as a resource, helping them in the design process. The results obtained from questionnaires can then form the basis for written work, discussions, or prepared talks. Richards also mentions many other activity types that have
been used in CLT, including the following:
19
Ibid. Bruce Applebaum, Communicative Language Teaching: Theory, Practice and Personal Experience. (Jurnal MANDIRI: Volume 9, NO. 4,2007), p.268. 20
15
a. Task-completion activities: puzzles, games, map-reading, and other kinds of classroom tasks in which the focus is on using one‟s language resources to complete a task. b. Information-gathering activities: student-conducted surveys, interviews, and searches in which students are required to use their linguistic resources to collect information. c. Opinion-sharing activities: activities in which students compare values, opinions, or beliefs, such as a ranking task in which students list six qualities in order of importance that they might consider in choosing a date or spouse. d. Information-transfer activities: These require learners to take information that is presented in one form, and represent it in a different form. For example, they may read instructions on how to get from A to B, and then draw a map showing the sequence, or they may read information about a subject and then represent it as a graph. e. Reasoning-gap activities: These involve deriving some new information from given information through the process of inference, practical reasoning, etc. For example, working out a teacher‟s timetable on the basis of given class timetables.21 In addition, according to Snow, there are several classes activities can be done in teaching English as follows: a) Memorization of material, students are encouraged to speak by memorizing some passages or dialogue. b) Choral drill, the all class repeat what the teacher says. c) Classroom chat, it is the informal communication which is more fun, nonthreatening, and like a model of life communication.
21
Jack C. Richards, Op.Cit. p.19.
16
d) Model-based dialogues, using a dialogue in a textbook and act the dialogue with the moves that illustrate the dialogue. e) Presentations, students prepare and practice material within its grammar, vocabulary, pronunciation, and intonation in front of the class. f) Cocktail parties, an endless talk with a person and close the conversation, then move on for some chat with another person. g) Pair or small group tasks, students work together in pairs or group with a task to deal. h) Debates, argue with an issue and there is only one person can give an idea at a time in debate phase. i) Large- group discussion, it can arise student‟ interest in topic about something interesting.22 There are so many activities that promote speaking activities, so the teacher should select one of them for each meeting. Variety of activities can be used to build the communicative classroom activities. Based on some activities above, the writer chose communicative games to be applied as media in teaching speaking for this study.
B. Communicative Language Teaching 1. The Understanding of CLT Indonesian government has a consistency that English learning and teaching should be based on the purpose of reaching communicative competence. Based on the syllabus applied, the method that is appropriate to get this goal is Communicative Language Teaching (CLT). Communicative Language Teaching is an approach in which the communicative competences are built. In CLT, English classroom should 22
Don Snow, From Language Learner to Language Teacher. (Virginia: Teacher of English to Speakers of Other Language, Inc, 2007), pp.108-117.
17
be more highly motivating for the students to use the language in learning process. The teacher should make communicative classroom activities to engage the students in language. The material of teaching and learning should be based on students‟ daily live. It is effective in order to build social-interaction in students. CLT has its debut by the time of 1970s. It is when Situational Language Teaching (SLT) was used as a method I teaching foreign language. It appeared because SLT and Audio lingual method were no longer felt to be appropriate method. Supporting this statement, Richards and Rodgers stated that in the middle of sixties, Audio lingual method was not accepted in the US.23 Richards and Rodgers stated, “This was partly a response to the sorts of criticisms the prominent American Linguist Noam Chomsky has leveled as Structural Linguistic theory.”24 It means that CLT has existed since some linguistics was in contradicting of Noam Chomsky about his Structural Linguistic theory.
2. The Principles of CLT English Teaching has many methodologies to be applied in teaching and learning process. Each method has its own principle. Communicative Language Teaching suggests communicative activities in language learning and acquisition. The approach proposes way for learners to internalize a language and to practice the language in a classroom context. Therefore, classroom is used to create activities to teach students how to react in real world situation, not to fake the real world situation. In this term of CLT, Berns provides a useful summary of eight principles of CLT: a. Language teaching is based on a view of language as communication. That is, language is seen as a social tool that 23
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 2001) p.153. 24 Ibid.
18
speakers use to make meaning; speakers communicate about something to someone for some purpose, either orally or in writing. b. Diversity is recognized and accepted as part of language development and use in second language learners and users, as it is with first language users. c. A learner‟s competence is considered in relative, not in absolute, terms. d. More than one variety of a language is recognized as a viable model for learning and teaching. e. Culture is recognized as instrumental in shaping speakers‟ communicative competence, in both their first and subsequent languages. f. No single methodology or fixed set of techniques is prescribed. g. Language use is recognized as serving ideational, interpersonal, and textual functions and is related to the development of learners‟ competence in each. h. It is essential that learners be engaged in doing things with language—that is, that they use language for a variety of purposes in all phases of learning.25 Based on some principles above, the writer has elaborated that in CLT, English teaching and learning are based on the nature of language as a mean of communication and socialization. The language users convey the meaning to release their purposes of communication both oral and written context. There is no rule in saying something as long as the speaker and listener understand the meaning of messages. All aspects and skills of language are not learned separately. It is fact that they can be integrated by using suitable method. CLT is not believed as a method but as an approach. This approach has no single methodology, but it is done by set of varieties of technique. As Savignon stated, “..teacher welcome the opportunity to develop their own materials, providing learners with a range of communicative tasks.”26 The teacher should prepare the communicative activities to build the engagement between students and the 25
Sandra J. Savignon, (eds) Interpreting Communicative Language Teaching. (London:Yale University, 2002), p.6. 26 Ibid, p.5
19
function of the language they learned. The learners should be involved in doing things with language to create lively interaction between students.
3. The Goals of Teaching Speaking in CLT As the writer said in the background of study, the purpose of English teaching and learning is to reach a communicative competence both spoken and written that has been speak out by Indonesian government. It is same with the purpose of teaching speaking in CLT. What actually that is called by communicative competence in English learning is the ability to use the language as a tool of expressing ideas through speaking and writing as productive skills in daily communication. Influenced by Savignon, there are four related aspects that should be able to be mastered in communicative competence.27 There are: a.
Grammatical competence Grammatical competency is the knowledge of language aspects like vocabulary, grammar, Semantics, Phonology, and so on. Sometimes grammatical is changed with a term of Linguistic competency. Grammatical competence enables speakers to use and understand English-language structures accurately and unhesitatingly, which contributes to their fluency.28 This has no relation to any single theory of grammar. Grammar is integrated in the certain skill.
b.
Discourse competence It is a competency that focuses on the appropriateness of combining and connecting phrases and sentences in engaging conversation.
c. 27
Socio-cultural competence
Sandra J. Savignon, Communicative Competence: Theory and Classroom Practice. (New York: Addison Wesley, Inc, 1983) pp.40-44. 28 Kang Shumin, “Factors to Consider: Developing Adult EFL Students‟ Speaking Abilities”, in Jack C. Richards and Renandya WA (eds), Methodology in Language Teaching, (New York: Cambridge University Press, 2002), p.207.
20
It is also called sociolinguistics competence. It is a competency that focuses on the use of appropriate language in variety social setting. In this competence, the target language speakers are demanded to know how, where, from who, and when the language will be spoken by them in certain situation, such as how to invite, to refuse, to ask for information to different level of society. d.
Strategic Competence It is a competency that focuses on the manipulation of language achieving in the communication goals. This competency involves the use of both verbal and nonverbal, such as changing the intonation, using body language, and emphasizing the specific word. Even though the communicative competence has being discussed as
the main goals of English teaching and learning, there are many teachers teach speaking through traditional method, that is just focus on the structures and reading comprehension. Factually English learning from primary school until senior high school in Indonesia is just focus for the reading competency because the government‟s media of testing the language ability, Ujian Nasional forces students to think that it is just useless to master speaking skills. The things that must be mastered are listening and reading that is included in national examination test. Classes are taught in a teacher-centered approach. So to provide chance for students to gain communicative activities, the teacher should make many activities that the students can involved in interacting in English to their friends, even to the teacher. When students are talking each other, the communicative classroom activities are built. They can get interaction experience and use the language forms that are learned being naturally spoken. It is suitable
21
with the natural of learning theories that say language as a tool of communication. The writer was getting aware that the situation in the English classroom today is still far from communicative classroom. From the factors above, the teachers realize that they should provide communicative activities in their class, so the students have many chances to speak their language that is learned long time. Because the methodology is teacher-centered approach, the students are as passive learners, so they do not know about what the real purpose of learning English. Some communicative activities that the teachers can use to make a communicative classroom are so easy to find in surrounding our lives. The things that can be added in order to build communicative activities are like role plays, movies, TV shows, songs, reading aloud, poems, and games. One of the communicative games used by the writer is board games.
4. The Problem of Speaking Speaking is the second skill that people got after listening. People imitate to speaking after they listen the other speaks. It is not easy to learn speaking skill. As other skills, there are some characteristics can make speaking difficult. As Brown demonstrates some characteristics of spoken language can make oral performance easy as well as, in some cases difficult: a.
b.
Clustering Fluent speech is phrasal, not words by words. Learners can organize their output both cognitively and physically (in breath group) through such clustering. Redundancy The speaker has an opportunity to make meaning cleaner through the redundancy of language. Learners can capitalize on this feature of spoken language.
22
c.
d.
e.
f.
g.
h.
Reduce forms Contraction, elisions, reduced vowels, etc., all form special problems in teaching spoken English. Performance variables One of the advantages of spoken language is that the process of thinking as you speak allows you to manifest a certain number of performance hesitations, pauses, backtracking and corrections. Colloquial language Teacher should make sure students reasonable well acquainted with the words. Idioms and phrases of colloquial language and those they get practice in producing these forms. Rate of delivery Another salient characteristic of fluency is rate of delivery. How to help learners to achieve an acceptable speed along with other attributed of fluency. Stress, Rhythm, and Intonation The most important characteristic of English pronunciation, as well be explained below. The stress times rhythm of spoken English and its intonation patterns convey important messages. Interaction Learning to produce moves of language in a vacuum-without interlocutors would rob speaking skill of its richest component: the creativity of conversational negotiation. 29
Based on some problems above, teacher should have many strategies to solve the problems in speaking. Although it maybe has many difficulties in teaching speaking, it can be solved by the creativity of the teacher to build the classroom activities that promote speaking. As some theories state that speaking is the important skill in learning language, so the process of teaching and learning must be careful with the difficulties without avoiding them. Teacher must have some appropriate method and technique in order to make the teaching speaking seen as easy as possible.
29
H. Douglas Brown, Principle of Language Learning And Teaching (New York : Prentice Hall.2001), pp. 270-271.
23
C. Board Games 1.
The Definitions of Game To gain the communicative classroom that is supporting the improvement of speaking ability, teacher should create proper technique that can involve students in the classroom activities. By involving the students, they can build interactive activities like talking to each other by using English, the target language. There are some communicative activities that can be used; such as role play language games, scramble sentences.30 The material should be based on the students‟ daily activity, so the students can learn how to use in for daily communication. Based on these three communicative activities, the writer chose language games as a technique in teaching speaking. Yen-Hui Wang said in her journal, “teaching English through game-like activities can cheer up the class and make language learning more pleasurable and easier to learn.”31 People concern about game in their daily activities. Some people play games for fun thing. Some others also play games for relaxing their mind. And for educational people, teachers use games as a technique for their teaching. So each person has his own meaning for using the games. Like Moursund said,” The word game means different things to different people.32 Wright states, “The word „game‟ means an activity which is entertaining and engaging, often challenging and an activity in which
30
Bruce Applebaum, Communicative Language Teaching: Theory, Practice and Personal Experience. Jurnal MANDIRI, Volume 9, No. 4,2007, p. 268. 31 Yen-Hui Wang, Using Communicative Language Games in Teaching and Learning English in Taiwanese Primary Schools. Journal of Engineering Technology and Education, Vol. 7, No.1 March 2010, p.133. 32 Dave Moursund, Introduction to Using Games in Education: A Guide for Teachers and Parents, (Oregon: University of Oregon, 2007), p.6.
24
the learners play and usually interact with others.”33 Games are essentially engaging and the native language concerns can easily be substituted for English in many cases. It means that by using games, students have interest to break the challenge in each game. Students concern in how to make the activities that can make them engaged each other. Students also have no reason to be bored because the teacher has made a game, which is good for students to connect the new language in English for communicating with their friends. Games can offer practice in all stages of teaching and learning sequence including presentation, practice and production. That is, many games can supply the same dense use of language as more conventional drills which mainly give repeated practice on a language form during a limited period of time. As Adam said in Yen-Hui Wang, he indicates, “Games are selfmotivating to stimulate learners‟ interest and curiosity, which benefits learners best to play with the language in their first stages of language learning.”34 Games are neutral for all level in education. Providing games are not difficult because we can look for a suitable game for each level. The teacher‟s rule also has great contribution. It seems like so easy to build a game, but if the teacher cannot deliver the games appropriately, the students will be bored. It is because the nature of games is making fun activities that involve the students to do it. As Lewis and Bedson said, ”games are fun and children like to play them.”35 So the teacher should
33
Andrew Wright, Betteridge D, Buckby M, Games for Language Learning. (Cambridge: Cambridge University Press. 2006),p.1. 34 Yen-Hui Wang, Using Communicative Language Games in Teaching and Learning English in Taiwanese Primary Schools. Journal of Engineering Technology and Education, Vol. 7, No.1 March 2010, p.131. 35 Gordon Lewis and Gunther Bedson, Games for Children. (New York: Oxford University Press,2004), p.5.
25
concern about how to make the students enjoying the game by delivering it well. In addition, Hadfield said, “A game is an activity with rules, a goal and element of fun.36 Each game has its own rules to play it. People should have a purpose for each game that they have to play. If they do not have the aims, they cannot plan the games properly and finally the games just for fun. It is not having one goal why people should play those games. In conclusion, it is good to use games for making a relaxed way in teaching process. So the students can involve and get a challenge to use English in their classroom activities. It is also easy to entertain and make fun activities when teachers use appropriate media in teaching. If the students feel fun and enjoy in playing games, learning speaking English will also be more fun. By considering this explanation, the writer used one kind of fun games in this experiment. That is board game.
2.
The Definitions of Board Game Games are able to help the students use and practice the target language being learned in a relaxed way. Games are also highly motivating since they are amusing and interesting. For the classroom activities, games can be used in personal, groups, or for the whole class. For this research, the writer used kind of games that is played in the team. The rules of the game allow some sort of communication among the two or more members of a team in such a game. This is typical in board games such as Monopoly or in the card game Hearts. Many other board games have some of the same characteristics. Players deal with a set of
36
Jill Hadfield, Intermediate communication games. (Harlow: Pearson, 2005), p.v.
26
rules, with money, dice, making decisions, and striving to win the game. A substantial amount of learning occurs in such environments.37 A board game is a game that when you play it you throw the dice in the counters and you can step forward based to dice. A board game is a game that involves counters or pieces moved or placed on a pre-marked surface or "board", according to a set of rules. Games can be based on pure strategy, chance (e.g. rolling dice) or a mixture of the two, and usually have a goal that a player aims to achieve.38 Today, some teacher is using board games as teaching media to their students. They are used board games to teach some subject that related with board games. Educational board games are the best solution for you to when you face your problem in teaching some subject at school. Board games are something unique when you include in your educational teaching aids. Through applying educational board games is belief could increase their curiosity and creativity of the students. The learners can take turns producing a sentence each around the group, or can call on each other. Educational board games are the best solution for teacher problem. In addition, board games are very attractive and interesting games. D. Teaching Speaking by Using Board Games In using games to teach, the students are able to get other function of games besides mastering speaking skill. Mayer and Harris said by using games they can get many life skills as follow: authentic experience, student engagement, social and life skills, and higher- order thinking as some goals in board games.39 37
Dave Moursund, Op.cit., p.112 http://en.wikipedia.org/wiki/Board_game. Retrieved January 2012. 39 Brian Mayer, Christopher Harris. Libraries Got Games. (Chicago: American Library Association.2010). pp.12-16. 38
27
Board game is kind of games that come from American culture, but there are many board games that are well known by the students. There are snakes and ladder, Sudoku, Scrabble, Monopoly, and so on. Within the teaching process, as the treatments, the writer modified some board games with Monopoly and Snakes and Ladders design. Everyone is well-known with the design of those games. So it makes easy to explain how to play it and what the rules to do it. There are two main parts that is included in this kind of games: mechanics and theme.40 The mechanics is how the children can play this game. And for the theme, the writer chose Introduction and description themes. Based on the observation before, the students are still being confused to explain about them. They sometimes mixed up the language with their native language. So the aims of the games are in order to students can be able to introduce themselves in English. And in that introduction, the students can be able to describe about themselves, and the things around their lives. This is the list of steps in using board games for teaching speaking: 1.
The writer prepares the material to play the games like board, dice, pawn, and the tables.
2.
Students are grouped into eight groups. Each group has five members.
3.
The writer lays the games board on the table for each group.
4.
Each group should sit around the boards.
5.
Each member has one pawn to walk over the board.
6.
The students choose the first one to shake the dice.
7.
The number in the dice decides how many columns that the member should walk. If the dice shows two, the member walks two columns.
8.
40
Each member has his/her turn to shake the dice.
Scott Nicholson, Everyone Plays at the Library. (New Jersey: Scott Nicholson.2010). p.56.
28
9.
The students should say what the board games instruct.
10. The students use English to break the challenge. 11. After the games ended, the students should represent what they got in playing board games then.
E. Previous Study The writer wants to see the effectiveness of using board games towards students‟ speaking skill at the tenth grade students of senior high school. This study was well-done before by many other researchers, but it does not find out of the using board game for senior high school. Relating with this study, Ika Nur Rahmawati had found in their thesis, with title „Improving the Fourth Grade Students‟ Speaking Skills through Board Games‟, that it was effective to teach English by using a board game. She concluded that the students‟ speaking skills was improved. The result of the research showed that the use of board games in combination with applying various media in the presentation, using songs, using classroom English, and conducting listening activities was able to improve students‟ speaking skills.41 It is effective and appropriate to use since it can be applied in groups so the students can express their idea using English with their friends in fun way. By learning in groups, students can build the characters of working cooperatively, be self-confident, creative, responsible, honest, and passionate in learning. The effectiveness of using board game is supported by previous finding conducted by Susanti42. She developed a board game for vocabulary learning of junior high school students. The result showed that the students were interested in playing the board game for English vocabulary learning. It
41
Ika Nur Rahmawati, Improving the Fourth Grade Students’ Speaking Skills through Board Games. (Yogyakarta: Universitas Negeri Yogyakarta. 2012), p.xiv. 42 Susanti, D. A Board Game for Vocabulary Learning of Grade X Senior High School Students. (Malang: State University of Malang, 2005), p.2.
29
also affected the students‟ vocabulary mastery. By playing the board game, it improved the students‟ mastery in English vocabulary. Susanti also conducted the study for vocabulary learning of grade 8 students while the researcher conducted the research for speaking activities of tenth grade students. From the previous finding, it shows that games, especially board games, play important roles for learning English The weakness of this study is that the Hello School Board Game is only for eighth grade students who are good in English, listening, reading, and writing, but less active in speaking activities. It is expected that further research can make media, especially board games, which can be broadly used for all eighth grade students regardless their competence in English. . In addition, Jayanti wrote the article entitled, “Developing a Board Game for Speaking Activities. But it was limited for eighth grade of junior high
school students. She said ninety percent of the students were very enthusiastic in playing board game. It indicates that the materials and the activities in the Hello School Board Game are able to increase their motivation and very effective in learning English especially speaking activities.43 By some previous studies above, the writer distinguished this study from the level of the students at senior high school. It is also different from the skill because the writer used board games for speaking skill. The different design of the board games are getting to know each other and describing people board games design when the previous researcher used Hello Board Games design.. In this research, the board game is not applied for individual, but in group of students. By learning in groups, students can build the characters of working cooperatively, be self-confident, creative, responsible, honest, and
43
Nuzulia Mega Jayanti and Arwijati Murdibjono, Developing a Board Game for Speaking Activities of Grade VIII Junior High School Students. (Malang: Universitas Negeri Malang.2012), p.2.
30
passionate in learning. So the process of using board games will be more interactive and build the communicative classroom activities.
F. Theoretical Framework Speaking is an interactive activity between two or more people as a speaker and listener by using language that is understood by both speaker and listener. Although teaching speaking is not an easy job to do, many techniques that are appropriate in learning process can be good helper to make it easy and fun. One of the techniques is by using communicative games. Board game is one of communicative games that can be used as a technique in teaching productive skill like speaking. Through board games, the students can explore their ideas and force themselves to use English in interacting with other people in classroom activities. By using board games in teaching speaking, the writer expects that the students‟ speaking skill can be achieved. Games can be used to promote speaking activities. Sometimes students cannot speak up their ideas because they do not know what they should say. By using board games, the students can speak according to the instruction that they must say. It can make easy for student to know what sentence that they can speak up for each material. According to the statement of the problem, this study is conducted to find out the effectiveness of board games towards students‟ speaking skill.
G. Research Hypotheses The research hypothesis is: There is a significant effectiveness of using board games towards students’ speaking skill.
CHAPTER III RESEARCH METHODOLOGY
A.
Research Method and Design In this research, the writer used quasi-experimental method with Pretest-Posttest Control Design. This quasi experimental research involved two groups; experimental group and control group; where the writer did the experiment and treatment by using Board games as a media in teaching speaking in experiment group, while control group taught by the traditional or usual technique. The result of pre-test and post-test of both group compared in order to examine whether the treatment given in experimental group gave more significant effect on students’ speaking achievement. Table 3.1 Research Design Framework Group
Pretest
Treatment
E
O1
X
C
O2
Posttest O2 O2
Time With the explanation:
B.
E
= Experimental group
O2
= Post-test
C
= Controlled group
X
= Treatment by using
O1
= Pre-test
board game
Place and Time of Study This research took class of the tenth grade of SMAN 1 Parung Ds. Waru Jaya No.17 Parung-Bogor as place of this study. The study was 31
32
conducted on October until November 2014 and divided into ten meetings included introduction, pre-test, post-test, and five meetings for treatments. C.
Population and Sample The population of this research was the students of tenth grade of SMAN 1 Parung. There are 8 classes in this grade. The writer used purposive sampling to choose the classes who almost have the same score. The writer chose class X MIA 2 with 40 students as the sample of experimental group and class X MIA 3 with 40 students as control group. The pre-test was given before the treatment. Moreover, the post test was given after the writer gave the treatment to each class.
D.
Instrument of Research To know the effectiveness of teaching speaking by using board games, the writer gave oral test to the students. The oral test was divided into two parts; the pre-test and the post-test. The form of oral test was interview and monolog test. Because it is oral test, the writer divided the score into five criteria, which are the scores of pronunciation, grammar, vocabulary, fluency and comprehension. Each criteria, then, was rated into five scale of rating scores, it is based on Haris’ scale rating scores.1 Table 3.2 Five component of grading speaking scale
Aspects Pronunciation
Grammar 1
Criteria Have few traces of foreign accent. Always intelligible, though one is conscious of a definite accent. Pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding. Very hard to understand because of pronunciation problems. Most frequently be asked to repeat. Pronunciation problems to severe as to make speech virtually unintelligible. Makes few (if any) noticeable errors of
Score 5 4 3
2
1
5
David P. Haris, Testing English as a Second Language. (Bombay: Mc. Graw Hill Book Company, 1977), pp. 84-85.
33
Vocabulary
Fluency
4
3
2
1
Use of vocabulary and idioms is virtually that of a native speaker. Sometimes uses inappropriate terms and/ or must rephrase ideas because of lexical inadequacies. Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary make comprehension quite difficult. Vocabulary limitations so extreme as to make conversation virtually impossible.
5
Speech as fluent and effortless as that of a native speaker. Speech of speech seems to be slightly affected by language problems. Speed and fluency are rather than strongly affected by language problems. Usually hesitant; often forced into silence by language limitations. Speech is so halting and fragmentary as to make conversation virtually impossible.
5
Appears to understand everything without difficulty. Understands nearly everything at normal speed, although occasional repetition maybe necessary. Understands most of what is said at slowerthan-normal speed with repetitions. Has great difficulty following what is said. Can comprehend only “social conversation” spoken slowly and with frequent repetitions. Cannot be said to understand even simple conversational English.
5
Comprehension
grammar or word order. Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning. Makes frequent errors of grammar and word order which occasionally obscure meaning. Grammar and word-order errors make comprehension difficult. Must often rephrase sentences and/or restrict himself to basic patterns. Errors in grammar and word-order so severe as to make speech virtually unintelligible.
4
3
2 1
4 3 2 1
4
3 2
1
34
In order to case the computation, the researcher adopted the small score of J.B Heaton to the scale of 100 as follows2: 5 = 85-100 4 = 75-84 3 = 65-75 2 = 55-64 1 = Below 55 After that, to get the mean, the scores from all criteria are sum and divided into five. The pre-test had been given before the treatment was given. Moreover, the post test was given after he had given the treatment to the class. The researcher also used recording as supporting documentation in this study. For gaining a score, the competent teacher helps the writer to do a scoring because the writer has no authority to do the scoring.
E.
Test of Instrument Validity To get the validity of the research instrument, the writer gave a try out to other class before the research was conducted. The instrument was tried out in class X MIA 1 and X MIA 2 of SMAN 1 Parung academic year 2013/2014. It was when the writer did the PPKT. It is aimed to know the validity of the research instrument for pre test and post test. The writer used oral test like interview and monologue test, so the validity that was used was construct validity. In this kind of validity, the judgment expert was used to measure the validity. For this case the expert that was asked to do it was the writer’s advisor. Based on this validity, the data from the pilot study was concluded in the appendix.
2
J.B. Heaton, Writing English Language Test. (London: Longman, 1988), p.100.
35
F.
Techniques of Data Collecting In this research, researcher used the quantitative research approach, so the technique used to get the data which related to the teaching speaking using board games that are oral test in pre-test and post-test. To get collecting the objective data, the researcher will apply the steps as follows: 1) Pre- Test The pre-test was given by the writer in the beginning of attending class X MIA2 and X MIA 3 to know the students knowledge of the material that will be taught. 2) Post- Test The writer gave the students post- test after the treatments by using board game finished.
G.
The Technique of Data Analysis The technique of data analysis that was used by the writer in this study was statistical analysis with t-test, the formula as follows3:
𝑡𝑜 =
𝑀1 − 𝑀2 𝑆𝐸𝑀1 − 𝑀2
With the explanation: M1
= Mean of the differences of Experiment Class
M2
=
Mean of the differences of Controlled Class
SE𝑀1 = Standard Error of Experimental Class SE𝑀2 = Standard Error of Controlled Class X
= Teaching speaking by using board games in Experimental class
Y
= Teaching speaking without using board games in controlled class
3
p. 314.
Anas Sudijono, Pengantar Statistik Pendidikan. (Jakarta: Raja Grafindo Persada, 2011),
36
The procedures of were calculations as follows: 1. Determining Mean of variable X: 𝑋 𝑁1
𝑀1 =
2. Determining Mean of variable Y: 𝑌 𝑁2
𝑀2 =
3. Determining Standard of Deviation Score of Variable: 𝑆𝐷1 =
𝑋 𝑁2
2
4. Determining Standard of Deviation Score of Variable Y: 𝑆𝐷2 =
𝑌 𝑁2
2
5. Determining Standard Error Mean of Variable X: 𝑆𝐸𝑀1 =
𝑆𝐷1 𝑁1 − 1
6. Determining Standard Error Mean of Variable Y: 𝑆𝐸𝑀2 =
𝑆𝐷2 𝑁2 − 1
7. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula: 𝑆𝐸𝑀1 − 𝑀2 =
𝑆𝐸𝑀1 2 + 𝑆𝐸𝑀2 2
8. Determining to with formula: 𝑡𝑜 =
𝑀1 − 𝑀2 𝑆𝐸𝑀1 − 𝑀2
9. Determining Degrees of Freedom (df), with formula: 𝑑𝑓 = (𝑁1 + 𝑁2 ) − 2
37
H. Statistical Hypothesis The hypotheses of the study can be formulated: 1.
Alternative Hypothesis (Ha): There is a significant difference between students’ speaking scores taught by using board games and without by using board games for the tenth grade students of SMAN 1 Parung.
2.
Null Hypothesis (Ho)
: There is no significant difference between
students’ speaking scores taught by using board games and without by using board games for the tenth grade students of SMAN 1 Parung.
The result of t-test can be seen with the criteria: If t-test (to) > t-table (tt) in significant degree of 0.01, Ho (null hypothesis) is rejected. If t-test (to) < t-table (tt) in significant degree of 0.01, Ho (the null hypothesis) is accepted.
CHAPTER IV RESEARCH FINDING
A.
Description of the Data The experiment class and the controlled class were taught speaking with different technique. The experimental class was taught by using board games, whereas the controlled class did not use board games activity. The data were collected from students’ score in pre-test and post-test of both experiment class and controlled class. The scores below were the scores of students’ speaking achievement that was assessed by two assessors. Moreover, analytical score was used in assessing students’ speaking both in pre – test and post – test. The data as follows:
1.
The Data of Experiment Class Table 4.1 The Final Score of Pre-Test and Post-Test of Experimental Class
STUDENTS 1 2 3 4 5 6 7 8 9 10 11
SCORE PRE-TEST POST -TEST 66 64 70 72 68 68 62 76 70 62 68
76 74 80 78 76 72 70 82 80 70 74
38
GAIN SCORE 10 10 10 6 8 4 2 6 10 8 6
39
12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Σ n = 40 AVERAGE MAX MIN
M pre-test = M post-test =
𝑋0 𝑁 𝑋1 𝑁
M gained score =
68 70 60 64 60 84 57 76 60 62 59 60 64 72 70 68 62 64 72 72 66 66 64 70 72 68 68 62 76
76 84 70 76 72 84 68 88 72 74 72 74 74 80 74 82 74 76 80 82 76 76 74 80 78 76 72 70 82
Σ X0 =2682 67,05 84 57
Σ X1 =3048 76,20 88 68
2682
=
40
=
3048 40
𝑋2 𝑁
=
= 67.05 = 76.20 360 40
=9
8 14 10 12 12 0 11 12 12 12 13 14 10 8 4 14 12 12 8 10 10 10 10 10 6 8 4 8 6 Σ X2 =360 9 14 0
40
From the Table 4.1 above, the score of pre-test and post-test of experiment class showed that the highest score on the pre-test was 84 and the lowest score was 57 with the average of 67.05. Then, the average of the pretest increased on the post-test up to 76.20. The highest score of post-test was 88 while the lowest score was 68. It can be seen that the experiment class gained score about 9 points.
2.
The Data of Controlled Class Table 4.2 The Final Score of Pre-Test and Post-Test of Controlled Class
STUDENTS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
SCORE PRE-TEST POST -TEST 74 70 76 74 70 72 68 72 74 76 68 64 70 72 76 74 70 64 70 66 68 72
74 72 76 80 70 74 68 76 74 72 72 70 68 74 78 74 78 68 74 66 68 72
GAIN SCORE 0 2 0 6 0 2 0 4 0 -4 4 6 -2 2 2 0 8 4 4 0 0 0
41
23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
66 74 72 78 72 68 72 74 72 60 70 66 76 74 70 72 64 76
68 80 74 70 72 74 70 74 76 78 72 72 76 78 76 74 60 80
Σ n = 40 AVERAGE MAX MIN
Σ Y0 =2836 70,90 78 60
Σ Y1 =2922 73,05 80 60
M pre-test = M post-test =
𝑌0 𝑁 𝑌1 𝑁
M gained score =
2836
=
40
=
2922 40
𝑌2 𝑁
=
2 6 2 -8 0 6 -2 0 4 18 2 6 0 4 6 3 -4 4 Σ Y2 =87 2,175 18 -8
= 70.90 = 73.05 87 40
= 2.175
From the Table 4.2 above, the score of pre-test and post-test of controlled class showed that the highest score on the pre-test was 78 and the lowest score was 60 with the average of 70.90. Then, the average of the post-test was 73.05. The highest score of post-test was 80 while the lowest score was 60. It can be seen that the controlled class only gained score about 2.175 points.
42
B. Analysis of the Data Before calculating t-test, the writer tested normality and homogeneity of the data. The table as follows: 1.
Test of Normality PRE-TEST Table 4.3 Tests of Normality Shapiro-Wilk
PRETEST Statistic
df
Sig.
EXPERIMENTAL
,958
40
,144
CONTROLLED
,951
40
,082
From the Table 4.3, it can be seen that the value of normality in pretest of the experiment class is 0.144 with significant 0.05. It means the data of pre-test in the experiment class is normal because the value of pre-test experiment class is bigger that the significant 0.05 (0.144 > 0.05). Meanwhile, the value of normality in pre-test of controlled class is 0.82 with significant 0.05. It means the data of pre-test in the controlled class is normal because the value is bigger than significant 0.05 (0.82 > 0.05). POST-TEST Table 4.4 Tests of Normality POSTTEST
Shapiro-Wilk Statistic
df
Sig.
EXPERIMENTAL
,958
40
,144
CONTROLLED
,950
40
,073
43
From the Table 4.4, it can be seen that the value of normality in posttest of the experiment class is 0.144 with significant 0.05. It means the data of post-test in the experiment class is normal because the value of pre-test experiment class is bigger that the significant 0.05 (0.144> 0.05). Meanwhile, the value of normality in post-test of controlled class is 0.073 with significant 0.05. It means the data of post-test in the controlled class is normal because the value is bigger than significant 0.05 (0.73 > 0.05). 2.
Test of Homogeneity PRE-TEST Table 4.5 Test of Homogeneity of Variances
Levene Statistic
df1
3,965
df2 1
Sig. 78
,050
From the Table 4.5, it can be seen that the value of homogeneity in pre-test is 0.050 with significant 0.05. It means the data of pre-test is homogeny because the value of pre-test is equal with the significant 0.05 (0.050 > 0.05). POST-TEST Table of 4.6 Test of Homogeneity of Variances
Levene Statistic ,486
df1
df2 1
Sig. 78
,488
44
From the Table 4.6, it can be seen that the value of homogeneity in post-test is 0.488 with significant 0.05. It means the data of post-test is homogeny because the value of post-test is bigger that the significant 0.05 (0.488 > 0.05) C.
Hypotheses Testing After calculating the normality and homogeneity, the writer calculated the t value of the observation, the writer would like to calculate gain (d).
Table 4.7 The Result of Comparison of the Experiment Class and Controlled Class x
y
Students
Experiment Class (X)
Controlled Class (Y)
1
10
0
1
-2.175
1
4,73
2
10
2
1
-0.175
1
0,03
3
10
0
1
-2.175
1
4,73
4
6
6
-3
3.825
9
14.63
5
8
0
-1
-2.175
1
4,73
6
4
2
-5
-0.175
25
0,03
7
2
0
-7
-2.175
49
4,73
8
6
4
-3
1,825
9
3,33
9
10
0
1
-2.175
1
4,73
10
8
-4
-1
-6.175
(X - MX)
(Y - MY)
x2
y2
38,13
11
6
4
-3
1,825
1 9
12
8
6
-1
3.825
1
3,33 14.63
45
13
14
-2
5
-4.175
25
17,43
14
10
2
1
-0.175
1
0,03
15
12
2
3
-0.175
9
0,03
16
12
0
3
-2.175
9
4,73
17
0
8
-9
5.825
81
33,93
18
11
4
2
1,825
4
3,33
19
12
4
3
1,825
9
3,33
20
12
0
3
-2.175
9
4,73
21
12
0
3
-2.175
9
4,73
22
13
0
4
-2.175
16
4,73
23
14
2
5
-0.175
25
0,03
24
10
6
1
3.825
1
14.63
25
8
2
-1
-0.175
1
0,03
26
4
-8
-5
-10.175
25
103,53
27
14
0
5
-2.175
25
4,73
28
12
6
3
3.825
9
14.63
29
12
-2
3
-4.175
9
17,43
30
8
0
-1
-2.175
1
4,73
31
10
4
1
1,825
1
3,33
32
10
18
1
15.825
1
250,43
33
10
2
1
-0.175
1
0,03
34
10
6
1
3.825
1
14.63
46
35
10
0
1
-2.175
1
4,73
36
6
4
-3
1,825
9
3,33
37
8
6
-1
3.825
1
14.63
38
4
3
-5
0,825
25
0,68
39
8
-4
-1
-6.175
1
38,13
40
6
4
-3
1,825
9
3,33
∑X = 360
∑ Y = 87
∑x = 0
∑y =-13586
The formula of T-test was expressed as follows:
𝑡𝑜 =
𝑀1 − 𝑀2 𝑆𝐸𝑀1 − 𝑀2
The calculation can be seen as follows: 1. Determining Mean of variable X: 𝑀1 =
𝑋 360 = =9 𝑁1 40
2. Determining Mean of variable Y: 𝑀2 =
𝑌 87 = = 2.175 𝑁2 40
3. Determining Standard of Deviation Score of Variable X: 2
𝑆𝐷1 = 4.
𝑥 = 𝑁1
426 = 40
10.65 = 3.26
Determining Standard of Deviation Score of Variable Y: 2
𝑆𝐷2 =
𝑦 = 𝑁2
935.79 = 40
23.394 = 4.83
∑x2=426
∑y2= 935.79
47
5.
Determining Standard Error Mean of Variable X: 𝑆𝐸𝑀1 =
6.
𝑁1 − 1
=
3.26 40 − 1
=
3.26 39
= 0.52
Determining Standard Error Mean of Variable Y: 𝑆𝐸𝑀2 =
7.
𝑆𝐷1
𝑆𝐷2 𝑁2 − 1
=
4.83 40 − 1
=
4.83 39
= 0.77
Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula: 𝑆𝐸𝑀1 − 𝑀2 =
𝑆𝐸𝑀1 2 + 𝑆𝐸𝑀2 2
=
0.522 + 0.772 = 0.2704 + 0.5929
=
0.863
= 0.92 8.
Determining to with formula: 𝑡𝑜 =
𝑀1 − 𝑀2 𝑆𝐸𝑀1 − 𝑀2
=
9 − 2.175 0.92
=
6.825 0.92
= 7.418
48
9.
Determining Degrees of Freedom (df), with formula: 𝑑𝑓 = (𝑁1 + 𝑁2 ) − 2 = 40 + 40 − 2 = 78 The value of df 78 at the degrees of significance 0,01 is 2,640, and significance 0,05 is 1,991. From the result of statistical calculation above, it can be seen that the value of t0 or ttest is 7.418 and the degree of freedom (df) was 78. The value of t in the degree of freedom of 78 and at the degree of significance 1% or ttable of df 78 with ɑ=0.01 with t(1-½ɑ) or t(0,995) is 2,640, and the degree of significance 5% with t(1-½ɑ) or t(0,975) is 1,991. Based on the result, it can be seen that Ha is accepted because tobserve is higher than ttable.
10.
The Testing of Hypothesis The statistical hypothesis of this research can be seen as: a. Ho (Null Hypothesis)
: Board game has no significant effectiveness in teaching speaking
b. Ha (Alternative Hypothesis)
: Board game has significant effectiveness in teaching speaking.
And then, the criteria used as follows: 1. If t-test (to) > t-table (tt) in significant degree of 0.01, Ho (null hypothesis) is rejected. 2. If t-test (to) > t-table (tt) in significant degree of 0.01, Ha (the alternative hypothesis) is accepted. D.
Interpretation of the Data Based on the formula above, the result of the statistic calculation indicated that the value of 𝑡𝑜 = 7.418 and the value of df (degree of freedom) 78 with significance 1% is 2,640. The result showed that t-test (to) > t-table (tt)
49
(7.418>2,640). It means that t-test was higher than t-table. Since 𝑡𝑜 score in the table is higher than 𝑡𝑡𝑎𝑏𝑙𝑒 score obtain from the result of calculating, so the alternative hypothesis (𝐻𝑎 ) is accepted and the null hypothesis (𝐻𝑜 ) is rejected. Based on the explanation about the result on the table above, the writer can conclude that using board games in teaching speaking is success in increasing students’ score in speaking skill. From the data above, students’ score can be increased after the use of board games. Moreover, it can be said that using board games affects students’ achievement in speaking score. By using board games, it is significant in teaching speaking compared to the use of other technique that currently used by the teacher on SMAN 1 Parung at the first grade students. It can be inferred that there is significant difference between students’ speaking score who were taught by using board games and who were taught without board games. The effectiveness of using board games towards students’ speaking skill can be seen from the score of experimental class students that increased after board game was applied in the class. The finding of this research supports and proves the idea as what is stated by Wright that game is an activity which is entertaining and engaging, often challenging and an activity in which the learners play and usually interact with others.1 By interacting and communicating each other through board games, the students can learn easily, and it can improve the students’ score in speaking skill. By improving their score in speaking, automatically the students improve their English as a foreign language. It is in same line with the statement Alderson and Bachman that state the ability to speak in a foreign language is at the very heart of what it means to be able to use a foreign language.2 1
Andrew Wright, Betteridge D, Buckby M, Games for Language Learning. (Cambridge: Cambridge University Press. 2006), p.1 2 Sari Luoma, Assesing Speaking. (UK: Cambridge University Press, 2004), p.x.
50
Through applying educational board games, it could increase their curiosity and creativity of the students. The learners can take turns producing a sentence each around the group, or can call on each other. Educational board games are the best solution for teacher problem. In addition, board games are very attractive and interesting games. It is proved the statement from Yen-Hui Wang in her journal that teaching English through game-like activities can cheer up the class and make language learning more pleasurable and easier to learn.3 It is effective and appropriate to use since it can be applied in groups so the students can express their idea using English with their friends in fun way. By learning in groups, students can build the characters of working cooperatively, be self-confident, creative, responsible, honest, and passionate in learning. The effectiveness of using board game is supported by previous finding conducted by Susanti4. She developed a board game for vocabulary learning of senior high school students. The result showed that the students were interested in playing the board game for English vocabulary learning. Since it is about vocabulary mastery, the writer proved that board game is also effective to be applied towards students’ speaking skill. Based on those theories, they strengthen this result that board game is effective towards students’ speaking skill at the tenth grade students of senior high school.
3
Yen-Hui Wang, Using Communicative Language Games in Teaching and Learning English in Taiwanese Primary Schools. Journal of Engineering Technology and Education, Vol. 7, No.1 March 2010, p.133. 4 Susanti, D. “A Board Game for Vocabulary Learning of Grade X Senior High School Students”, in Nuzulia Mega Jayanti and Arwijati Murdibjono., Developing a Board Game for Speaking Activities of Grade VIII Junior High School Students. (Malang: Universitas Negeri Malang.2012), p.2
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion Based on the result of using T-test formula, it can be interpreted that from the result of the analysis of the research, it is proven that the students’ score of speaking after taught by using board games is better than before taught by board games. It can be seen from the score of to is higher than ttable. From the result of statistical calculation, it can be seen that the value of to or ttest is 7.418 and the degree of freedom (df) was 78. The value of t in the degree of freedom of 78 and at the degree of significance 1% or ttable of df 78 ɑ=0.01 with t(1-½ɑ) or t(0,995) is 2,640. The result showed that t-test (to) > t-table (tt) (7.418>2.640). It means that Ho is rejected and Ha is accepted. So the writer concluded that using board game is effective towards students’ speaking skill.
B. Suggestion Based on the writer’s research and observation, she assumes that using communicative games like board game is appropriate and applicable in teaching speaking English to a foreign language learner. Therefore, she suggests that the English teacher should make a creative and effective method in teaching speaking. She also suggests that the teacher can try to use the board game as a proper technique for classroom activities in speaking English especially. By using board games, it can make the students be more confident to use English in their activities, be easier in understanding a new language, and be more interactive each other in the classroom. The success in teaching doesn’t depend on the lesson program only, but more importantly is how the teacher can present the lesson and use various techniques to manage the class more lively and enjoyable. Being aware
51
52
that speaking is important in global communication, the students should be trained to be confident to speak up their ideas in English fluently and understandable to reach communicative classroom activities.
REFERENCES
Applebaum, Bruce. Communicative Language Teaching: Theory, Practice and Personal Experience. The Jurnal Mandiri. Volume 9, NO. 4, 2007. Cremin, Teresa. Teaching English Creatively. New York: Routledge, 2009. Hadfield, Jill. Intermediate communication games. Harlow: Pearson, 2005. Haris, David P. Testing English as a Second Language: New edition. Bombay: Mc. Graw Hill Book Company, 1977. Harmer, Jeremy. The Practice of English Language Teaching 4th edition. England: Pearson, 2007. Hughes, Arthur. Testing for Language Teachers. Cambridge: Cambridge University Press, 2003. Jayanti, Nuzulia Mega, and Murdibjono, Arwijati. Developing a Board Game for Speaking Activities of Grade VIII Junior High School Students. Malang: Universitas Negeri Malang, 2012 Kayi, Hayrire. Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal. Vol. XII, No. 11, November 2006, http://iteslj.org/. Accessed on 25 September 2014 Lewis, Gordon and Bedson, Gunther. Games for Children. New York: Oxford University Press, 2004. Luoma, Sari. Assesing Speaking. Cambridge: Cambridge University Press, 2004. Mayer, Brian, and Harris, Christopher. Libraries Got Games. Chicago: American Library Association, 2010. Meyers, Alan. Gateways to Academic Writing. New York: Addison Wesley Longman, 2003.
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Moursund, Dave. Introduction to Using Games in Education: A Guide for Teachers and Parents. Oregon: University of Oregon, 2007. Nashruddin, Wakhid. Understanding the Teaching of Listening and Speaking: Understanding Students’ Needs. Malang: State University of Malang Press, 2013. Nicholson, Scott. Everyone Plays at the Library. New Jersey: Scott Nicholson, 2010. Rahmawati, Ika Nur, Improving the Fourth Grade Students’ Speaking Skills through Board Games. Yogyakarta: Universitas Negeri Yogyakarta. 2012. Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 2001. Richards, Jack C. Communicative Language Teaching Today. New York: Cambridge University Press, 2006 Richards, Jack C and Renandya, Willy A. Methodology in Language Teaching: Anthology of Current Practice. New York: Cambridge University Press, 2002. Savignon, Sandra J. (eds). Interpreting Communicative Language Teaching. London: Yale University, 2002. Savignon, Sandra J. Communicative Competence: Theory and Classroom Practice. New York: Addison Wesley, Inc., 1983. Snow, Don. From Language Learner to Language Teacher. Virginia:Teacher of English to Speakers of Other Language, Inc, 2007. Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: Raja Grafindo Persada, 2011. Tarigan, Henry Guntur. Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa, 2008. Wang, Yen-Hui. Using Communicative Language Games in Teaching and Learning English in Taiwanese Primary Schools. Journal of Engineering Technology and Education, Vol. 7, No.1 March 2010. Littlewood, William. Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press, 2002.
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Wright, Andrew, Betteridge D, and Buckby M, Games for Language Learning. Cambridge: Cambridge University Press. 2006. http://en.wikipedia.org/wiki/Board_game. Retrieved 22 January 2012
APPENDIX 1
Table of Research Activities Time th
th
6 until 7 October 2014
Activity The observation at the first grade of SMAN 1 Parung
8 th October2014
Asking permission and dealing with school
15th and 17th October 2014
Conducting an observation toward students and teacher
29th until 31st October 2014
Conducting oral test (pre-test) both in the experimental and control class
5th until 19th November 2014
Teaching speaking using Board Games as media of teaching (twice meeting in a week)
th
th
25 and 29 November 2014
Conducting oral test (post-test) both in the experimental and control class
30th November 2014
Comparing the score between the pre-test and post-test both in the experiment class and control class
56
APPENDIX 2
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KELAS EKSPERIMEN
Nama Sekolah
: SMA NEGERI 1 PARUNG
Mata Pelajaran
: Bahasa Inggris /Wajib
Kelas/ Semester
:X/1
Materi Pokok
: Berbicara (Speaking)
Alokasi Waktu
: 2 x 45 menit
Pertemuan Ke-
:1
A. Kompetensi Inti
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar
4.1 : Menyusun teks lisan dan tulis sederhana, untuk menyebutkan jati diri, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar
dan sesuai dengan konteks
C. Indikator 1. Siswa mampu mengungkapkan hal-hal yang disebutkan dalam perkenalan jati diri 2. Siswa mampu menperkenalkan sendiri dan orang lain 3. Siswa mampu menanyakan tentang perkenalan jati diri 4. Siswa mampu merespon pertanyaan tentang perkenalan jati diri 5. Siswa mampu mengkomunikasikan bahasa dalam memperkenalkan diri sendiri dan orang lain dalam kehidupan sehari-hari
57
58
D. Tujuan Pembelajaran Dengan menggunakan teknik permainan board games siswa diharapkan 1. dapat mengungkapkan, memaparkan, menanyakan, dan merespon perkenalan jati diri 2. Dapat mengkomunikasikan bahasa yang dipelajari dalam berkomunikasi sehari-hari 3. Dapat meningkatkan penilaian kemampuan berbicara siswa.
E. Materi
Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon perkenalan jati diri
Fungsi sosial : Menjalin hubungan dengan guru, teman dan orang lain
Ungkapan : My name… She is… I’m… My fav food… my father is…dan semacamnya
Unsur Kebahasaan : Kata terkait dengan hubungan kekeluargaan dan kekerabatan, profesi pekerjaan, kata kerja dalam simple present tense: be, have dalam simple present tense, Kata tanya What? Who? Which?Where,Ucapan, tekanan kata, intonasi, ejaan, struktur, gramatikal
F. Pendekatan dan Metode Pembelajaran Metode
: CLT (Communicative Language Teaching)
Teknik
: Permainan Papan (Board Games)
G. Media dan Sumber Belajar 1. Media Belajar a. Komputer/Laptop b. Projector/ OHP c. Lembar Permainan Papan (Board games) 2. Sumber Belajar
59
a. Buku bahasa Inggris yang relevan H. Langkah-langkah Pembelajaran 1) Kegiatan Pendahuluan Guru - memberi salam kepada siswa - mengajak siswa berdoa - mengecek kehadiran siswa
Siswa
Waktu
- membalas salam guru - berdoa bersama dengan guru
10’
- menyatakan kehadirannya dengan berkata, “I am here.”
2) Kegiatan Inti Guru
Siswa
Waktu
a. Mengamati (Observing) - mengkondisikan siswa untuk - siap mengikuti pelajaran siap mengikuti pelajaran tentang perkenalan jati dengan menunjukkan gambar diri tentang seseorang yang mendeskripsikan tentang dirinya - memberikan sejumlah pertanyaan berkaitan dengan perkenalan jati diri
- menjawab pertanyaan guru berkaitan dengan perkenalan jati diri
- menjelaskan tentang aspekaspek yang ada dalam perkenalan jati diri
- memperhatikan, bertanya, dan merespon tentang aspek-aspek perkenalan jati diri
- Memperdengarkan percakapan tentang perkenalan jati diri dan meminta siswa menjawab
- Mendengarkan percakapan tentang perkenalan jati diri dan menjawab pertanyaannya
15’
60
pertanyaannya - Memperdengarkan ungkapan tentang perkenalan jati diri dan meminta siswa meresponnya
- Merespon ungkapan perkenalan jati diri dari teks yang diperdengarkan
b. Mempertanyakan (Questioning) - memberikan kesempatan untuk siswa berdiskusi tentang perbedaan antara berbagai perkenalan jati diri dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.
- Membaca tentang perbedaan antara berbagai perkenalan jati diri dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.
- memberikan kesempatan untuk siswa memberitahukan hasil perbedaan diskusi yang dilakukan
- berdiskusi dengan teman kelompok dan memberitahukan hasil diskusi tentang perkenalan jati diri secara lisan
15’
- memberikan kesempatan - bertanya tentang berbagai untuk siswa bertanya tentang konteks perkenalan jati pengucapan dan isi teks yang diri berisi perkenalan jati diri dengan memperdengarkan percakapan perkenalan jati diri dan menjawab pertanyaannya - memberikan kesempatan - Membaca contoh-contoh untuk siswa mempelajari bacaan tentang perkenalan contoh-contoh perkenalan jati diri jati diri c. Mengeksplorasi (Exploring), Mengasosiasi (Associating), Mengkomunikasikan (Communicating) - memberikan permainan papan (board games)
- bermain permainan papan (board games) 40’
61
3) Kegiatan Penutup Guru
Siswa
Waktu
- memberi panduan menyimpulkan hasil pembelajaran
- dengan panduan guru menyimpulkan hasil pembelajaran
- meminta siswa menyampaikan pendapat atau perasaan atas pembelajaran yang dilakukan - memberikan penugasan terstruktur individu dengan membaca pelajaran berikutnya
- menyampaikan pendapat atau perasaan atas pembelajaran yang dilakukan
- menyampaikan rencana kegiatan pertemuan berikutnya
- mendengarkan penjelasan guru tentang rencana kegiatan pertemuan berikutnya
- membaca pelajaran berikutnya
10’
Parung, November 2014 Guru Pamong
Emi Maryani, S.Pd
Praktikan
Rizky Amalia Azzahroh
62
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KELAS EKSPERIMEN
Nama Sekolah
: SMA NEGERI 1 PARUNG
Mata Pelajaran
: Bahasa Inggris /Wajib
Kelas/ Semester
:X/1
Materi Pokok
: Berbicara (Speaking)
Alokasi Waktu
: 2 x 45 menit
Pertemuan Ke-
:2
I. Kompetensi Inti
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
J. Kompetensi Dasar 4.2
Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat
wisata,
dan
bangunan
bersejarah
terkenal,
dengan
memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
K. Indikator 6. Siswa mampu mengungkapkan hal-hal yang disebutkan dalam descriptive text 7. Siswa mampu mendeskripsikan sendiri dan orang lain 8. Siswa mampu menanyakan tentang descriptive text 9. Siswa mampu merespon pertanyaan tentang descriptive text 10.
Siswa mampu mengkomunikasikan bahasa dalam mendeskripsikan
diri sendiri dan orang lain dalam kehidupan sehari-hari
63
L. Tujuan Pembelajaran Dengan menggunakan teknik permainan board games siswa diharapkan 4. dapat mengungkapkan, memaparkan, menanyakan, dan merespon descriptive text 5. Dapat mengkomunikasikan bahasa yang dipelajari dalam berkomunikasi sehari-hari 6. Dapat meningkatkan penilaian kemampuan berbicara siswa.
M. Materi
Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon descriptive text
Fungsi sosial : Menjalin hubungan dengan guru, teman dan orang lain
Ungkapan : She has… She is like… I’m… I am like… my father has…dan semacamnya
Unsur Kebahasaan : Kata terkait dengan hubungan kekeluargaan dan kekerabatan, profesi pekerjaan, mempelajari jenis kata sifat, kata kerja dalam simple present tense: be, have dalam simple present tense, Kata tanya What? Who? Which?,Ucapan, tekanan kata, intonasi, ejaan, tulisan tangan yang rapi
N. Pendekatan dan Metode Pembelajaran Metode
: CLT (Communicative Language Teaching)
Teknik
: Permainan Papan (Board Games)
O. Media dan Sumber Belajar 3. Media Belajar d. Komputer/Laptop e. Projector/ OHP f. Lembar Permainan Papan (Board games) 4. Sumber Belajar
64
b. Buku bahasa Inggris yang relevan P. Langkah-langkah Pembelajaran 4) Kegiatan Pendahuluan Guru - memberi salam kepada siswa - mengajak siswa berdoa - mengecek kehadiran siswa
Siswa
Waktu
- membalas salam guru - berdoa bersama dengan guru
10’
- menyatakan kehadirannya dengan berkata, “I am here.”
5) Kegiatan Inti Guru
Siswa
Waktu
a. Mengamati (Observing) - mengkondisikan siswa untuk - siap mengikuti pelajaran siap mengikuti pelajaran tentang descriptive text dengan menunjukkan gambar tentang seseorang yang mendeskripsikan tentang dirinya - memberikan sejumlah - menjawab pertanyaan guru pertanyaan berkaitan dengan berkaitan dengan descriptive text descriptive text - menjelaskan tentang aspekaspek yang ada dalam descriptive text
- memperhatikan, bertanya, dan merespon tentang aspek-aspek descriptive text
- Memperdengarkan percakapan tentang descriptive text dan meminta siswa menjawab pertanyaannya - Memperdengarkan ungkapan tentang descriptive text dan
- Mendengarkan percakapan tentang descriptive text dan menjawab pertanyaannya - Merespon ungkapan descriptive text dari teks
15’
65
meminta siswa meresponnya
yang diperdengarkan
b. Mempertanyakan (Questioning) - memberikan kesempatan untuk siswa berdiskusi tentang perbedaan antara berbagai descriptive text dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.
- Membaca tentang perbedaan antara berbagai descriptive text dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.
- memberikan kesempatan untuk siswa memberitahukan hasil perbedaan diskusi yang dilakukan
- berdiskusi dengan teman kelompok dan memberitahukan hasil diskusi tentang descriptive text secara lisan
15’
- memberikan kesempatan - bertanya tentang berbagai untuk siswa bertanya tentang konteks descriptive text pengucapan dan isi teks yang berisi descriptive text dengan memperdengarkan percakapan descriptive text dan menjawab pertanyaannya - memberikan kesempatan - Membaca contoh-contoh untuk siswa mempelajari bacaan tentang descriptive contoh-contoh descriptive text text c. Mengeksplorasi (Exploring), Mengasosiasi (Associating), Mengkomunikasikan (Communicating) - memberikan permainan papan (board games)
- bermain permainan papan (board games) 40’
66
6) Kegiatan Penutup Guru
Siswa
Waktu
- memberi panduan menyimpulkan hasil pembelajaran
- dengan panduan guru menyimpulkan hasil pembelajaran
- meminta siswa menyampaikan pendapat atau perasaan atas pembelajaran yang dilakukan - memberikan penugasan terstruktur individu dengan membaca pelajaran berikutnya
- menyampaikan pendapat atau perasaan atas pembelajaran yang dilakukan
- menyampaikan rencana kegiatan pertemuan berikutnya
- mendengarkan penjelasan guru tentang rencana kegiatan pertemuan berikutnya
- membaca pelajaran berikutnya
10’
Parung, November 2014 Guru Pamong
Emi Maryani, S.Pd
Praktikan
Rizky Amalia Azzahroh
APPENDIX 3
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KELAS KONTROL
Nama Sekolah
: SMA NEGERI 1 PARUNG
Mata Pelajaran
: Bahasa Inggris /Wajib
Kelas/ Semester
:X/1
Materi Pokok
: Berbicara (Speaking)
Alokasi Waktu
: 2 x 45 menit
Pertemuan Ke-
:1
A. Kompetensi Inti
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar 4.1
: Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan,
dan
merespon
pemaparan
jati
diri,
dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. C. Indikator 1. Siswa mampu mengungkapkan hal-hal yang disebutkan dalam perkenalan jati diri 2. Siswa mampu memperkenalan jati diri sendiri dan orang lain 3. Siswa mampu menanyakan tentang perkenalan jati diri 4. Siswa mampu merespon pertanyaan tentang perkenalan jati diri 5. Siswa mampu mengkomunikasikan bahasa dalam perkenalan jati diri sendiri dan orang lain dalam kehidupan sehari-hari
67
68
D. Tujuan Pembelajaran Dengan menggunakan teknik flash card siswa diharapkan 1. dapat mengungkapkan, memaparkan, menanyakan, dan merespon perkenalan jati diri 2. Dapat mengkomunikasikan bahasa yang dipelajari dalam berkomunikasi sehari-hari 3. Dapat meningkatkan penilaian kemampuan berbicara siswa.
E. Materi
Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon perkenalan jati diri
Fungsi sosial : Menjalin hubungan dengan guru, teman dan orang lain
Ungkapan : My name is… I live in… I’m from… my school is… my father is…dan semacamnya
Unsur Kebahasaan : Kata terkait dengan perkenalan jati diri, hubungan kekeluargaan dan kekerabatan, profesi pekerjaan, , kata kerja dalam simple present tense: be, have dalam simple present tense, Kata tanya What? Who? Where?,Ucapan, tekanan kata, intonasi, ejaan.
F. Pendekatan dan Metode Pembelajaran Metode
: CLT (Communicative Language Teaching)
Teknik
: Dialog berpasangan
G. Media dan Sumber Belajar 1. Media Belajar a. Komputer/Laptop b. Projector/ OHP c. Flash card tentang perkenalan jati diri 2. Sumber Belajar a. Buku bahasa Inggris yang relevan
69
H. Langkah-langkah Pembelajaran 1) Kegiatan Pendahuluan Guru - memberi salam kepada siswa - mengajak siswa berdoa - mengecek kehadiran siswa
Siswa
Waktu
- membalas salam guru - berdoa bersama dengan guru
10’
- menyatakan kehadirannya dengan berkata, “I am here.”
2) Kegiatan Inti Guru
Siswa
Waktu
a. Mengamati (Observing) - mengkondisikan siswa untuk - siap mengikuti pelajaran siap mengikuti pelajaran tentang perkenalan jati diri dengan menunjukkan gambar tentang seseorang yang memperkenalkan tentang dirinya - memberikan sejumlah - menjawab pertanyaan guru pertanyaan berkaitan dengan berkaitan dengan perkenalan jati diri perkenalan jati diri - menjelaskan tentang aspekaspek yang ada dalam perkenalan jati diri
- memperhatikan, bertanya, dan merespon tentang aspek-aspek perkenalan jati diri
- Memperdengarkan percakapan tentang perkenalan jati diri dan meminta siswa menjawab pertanyaannya - Memperdengarkan ungkapan tentang perkenalan jati diri
- Mendengarkan percakapan tentang perkenalan jati diri dan menjawab pertanyaannya - Merespon ungkapan perkenalan jati diri dari
15’
70
dan meminta siswa meresponnya
teks yang diperdengarkan
b. Mempertanyakan (Questioning) - memberikan kesempatan untuk siswa berdiskusi tentang perbedaan antara berbagai perkenalan jati diri dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.
- Membaca tentang perbedaan antara berbagai perkenalan jati diri dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.
- memberikan kesempatan untuk siswa memberitahukan hasil perbedaan diskusi yang dilakukan
- berdiskusi dengan teman kelompok dan memberitahukan hasil diskusi tentang perkenalan jati diri secara lisan
15’
- memberikan kesempatan - bertanya tentang berbagai untuk siswa bertanya tentang konteks perkenalan jati diri pengucapan dan isi teks yang berisi perkenalan jati diri dengan memperdengarkan percakapan perkenalan jati diri dan menjawab pertanyaannya - memberikan kesempatan - Membaca contoh-contoh untuk siswa mempelajari bacaan tentang perkenalan contoh-contoh perkenalan jati jati diri diri c. Mengeksplorasi (Exploring), Mengasosiasi (Associating), Mengkomunikasikan (Communicating) - Membagikan flash card untuk panduan membuat dialog tentang perkenalan jati diri - Memberi waktu kepada siswa untuk membuat dialog secara berpasangan - Meminta siswa untuk
- Mencari pasangan untuk membuat dialog - Membuat dialog tentang perkenalan jati diri secara berpasangan - Mempraktekan dialog secara berpasangan
40’
71
mempraktekan dialog yang sudah dibuat ke depan kelas secara berpasangan
3) Kegiatan Penutup Guru
Siswa
Waktu
- memberi panduan menyimpulkan hasil pembelajaran
- Dengan panduan guru menyimpulkan hasil pembelajaran
- meminta siswa menyampaikan pendapat atau perasaan atas pembelajaran yang dilakukan - memberikan penugasan terstruktur individu dengan membaca pelajaran berikutnya
- menyampaikan pendapat atau perasaan atas pembelajaran yang dilakukan
- menyampaikan rencana kegiatan pertemuan berikutnya
- mendengarkan penjelasan guru tentang rencana kegiatan pertemuan berikutnya
- membaca pelajaran berikutnya
10’
Parung, November 2014 Guru Pamong
Emi Maryani, S.Pd
Praktikan
Rizky Amalia Azzahroh
72
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KELAS KONTROL
Nama Sekolah
: SMA NEGERI 1 PARUNG
Mata Pelajaran
: Bahasa Inggris /Wajib
Kelas/ Semester
:X/1
Materi Pokok
: Berbicara (Speaking)
Alokasi Waktu
: 2 x 45 menit
Pertemuan Ke-
:2
I. Kompetensi Inti
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
J. Kompetensi Dasar 4.2. : Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat
wisata,
dan
bangunan
bersejarah
terkenal,
dengan
memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
K. Indikator 6. Siswa mampu mengungkapkan hal-hal yang disebutkan dalam descriptive text 7. Siswa mampu mendeskripsikan diri sendiri dan orang lain 8. Siswa mampu menanyakan tentang descriptive text 9. Siswa mampu merespon pertanyaan tentang descriptive text 10.
Siswa mampu mengkomunikasikan bahasa dalam mendeskripsikan
diri sendiri dan orang lain dalam kehidupan sehari-hari
73
L. Tujuan Pembelajaran Dengan menggunakan teknik dialog berpasangan siswa diharapkan: 4. dapat mengungkapkan, memaparkan, menanyakan, dan merespon descriptive text 5. Dapat mengkomunikasikan bahasa yang dipelajari dalam berkomunikasi sehari-hari 6. Dapat meningkatkan penilaian kemampuan berbicara siswa.
M. Materi
Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon descriptive text
Fungsi sosial : Menjalin hubungan dengan guru, teman dan orang lain
Ungkapan : I am like… I have… my hair is… my school is… my father has…dan semacamnya
Unsur Kebahasaan : Kata terkait dengan descriptive text, hubungan kekeluargaan dan kekerabatan, profesi pekerjaan, kata sifat, kata kerja dalam simple present tense: be, have dalam simple present tense, Kata tanya What? Who? Which?How?,Ucapan, tekanan kata, intonasi, ejaan, tulisan tangan yang rapi
N. Pendekatan dan Metode Pembelajaran Metode
: CLT (Communicative Language Teaching)
Teknik
: Dialog berpasangan
O. Media dan Sumber Belajar 3. Media Belajar d. Komputer/Laptop e. Projector/ OHP f. Gambar
74
4. Sumber Belajar b. Buku bahasa Inggris yang relevan P. Langkah-langkah Pembelajaran 4) Kegiatan Pendahuluan Guru - memberi salam kepada siswa - mengajak siswa berdoa - mengecek kehadiran siswa
Siswa
Waktu
- membalas salam guru - berdoa bersama dengan guru
10’
- menyatakan kehadirannya dengan berkata, “I am here.”
5) Kegiatan Inti Guru
Siswa
Waktu
a. Mengamati (Observing) - mengkondisikan siswa untuk - siap mengikuti pelajaran siap mengikuti pelajaran tentang descriptive text dengan menunjukkan gambar tentang seseorang yang mendeskripsikan tentang dirinya - memberikan sejumlah - menjawab pertanyaan guru pertanyaan berkaitan dengan berkaitan dengan descriptive text descriptive text - menjelaskan tentang aspekaspek yang ada dalam descriptive text
- memperhatikan, bertanya, dan merespon tentang aspek-aspek descriptive text
- Memperdengarkan percakapan tentang descriptive text dan meminta siswa menjawab pertanyaannya - Memperdengarkan ungkapan tentang descriptive text dan
- Mendengarkan percakapan tentang descriptive text dan menjawab pertanyaannya - Merespon ungkapan descriptive text dari teks
15’
75
meminta siswa meresponnya
yang diperdengarkan
b. Mempertanyakan (Questioning) - memberikan kesempatan untuk siswa berdiskusi tentang perbedaan antara berbagai descriptive text dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.
- Membaca tentang perbedaan antara berbagai descriptive text dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.
- memberikan kesempatan untuk siswa memberitahukan hasil perbedaan diskusi yang dilakukan
- berdiskusi dengan teman kelompok dan memberitahukan hasil diskusi tentang descriptive text secara lisan
15’
- memberikan kesempatan - bertanya tentang berbagai untuk siswa bertanya tentang konteks descriptive text pengucapan dan isi teks yang berisi descriptive text dengan memperdengarkan percakapan descriptive text dan menjawab pertanyaannya - memberikan kesempatan - Membaca contoh-contoh untuk siswa mempelajari bacaan tentang descriptive contoh-contoh descriptive text text c. Mengeksplorasi (Exploring), Mengasosiasi (Associating), Mengkomunikasikan (Communicating) - Membagikan flash card untuk panduan membuat dialog tentang descriptive text - Memberi waktu kepada siswa untuk membuat dialog secara berpasangan - Meminta siswa untuk mempraktekan dialog yang sudah dibuat ke depan kelas
- Mencari pasangan untuk membuat dialog - Membuat dialog tentang descriptive text secara berpasangan - Mempraktekan dialog secara berpasangan
40’
76
secara berpasangan
6) Kegiatan Penutup Guru
Siswa
Waktu
- memberi panduan menyimpulkan hasil pembelajaran
- Dengan panduan guru menyimpulkan hasil pembelajaran
- meminta siswa menyampaikan pendapat atau perasaan atas pembelajaran yang dilakukan - memberikan penugasan terstruktur individu dengan membaca pelajaran berikutnya
- menyampaikan pendapat atau perasaan atas pembelajaran yang dilakukan
- menyampaikan rencana kegiatan pertemuan berikutnya
- mendengarkan penjelasan guru tentang rencana kegiatan pertemuan berikutnya
- membaca pelajaran berikutnya
10’
Parung, November 2014 Guru Pamong
Emi Maryani, S.Pd
Praktikan
Rizky Amalia Azzahroh
APPENDIX 4
INSTRUMENT OF PRE-TEST AND POST-TEST
PRE-TEST A. Oral Test (5-10 minutes) Interview 1. Introduction of themselves 1. How do you do?
5.
What do you do?
2. How’s everything?
6.
Where do you live?
3. What is your name?
7.
Who do you live with?
4. Where were you born?
8.
What do you do in your free time?
Monolog Test 2.
Brief Introduction
3.
Telling about daily activities
B.
Media
1.
Laptop
2.
Paper
3.
Pen
4.
Recorder
77
78
POST-TEST A. Oral Test (5-10 minutes) Interview A. Description 1. What kind of Personality do you have? 2. How do you describe about yourself? 3. Can you describe about your sibling? 4. What kind of men/women do you like? 5. Why do you like your favorite artist? 6. How is your dream house? 7. How do you picture your future life? 8. Who is your best inspiration? Describe!
Monolog Test 1.
Brief Introduction
2.
Describe about this picture!
3.
Describe about your daily activities!
4.
Describe about your house!
5.
Describe about your pet!
6.
Describe about your hometown!
7.
Describe about your environment!
8.
Describe about your class!
B.
Media 1.
Laptop
2.
Paper
3.
Pen
4.
Recorder
40 Let us know about your daily activities! 39 What is your favorite number? Why? 20
Tell about your dream jobs! 19 Tell about your family in home!
START
41 What is the best thing in your face? 38 What do you think about friendship?
21 What do you know about his/her in your right?
18 Tell us about your pet!
1 Greet to your friends!
42 What do you know about your English teacher? 37 Tell about your fav’ travelling destination 22 Who are in your group?
17 Who is your favorite artist? Why? 2 Ask your friends what their names are!
43 Tell about your good brother! 36 How is the way you go to school? 23 Oops! Sorry, back to number 5
16 Let us know about your favorite food! 3 Tell about your place and date of birth!
Make a brief introduction! 5sentences
5
Where is your hometown? Tell us!
14
Explain about your hobby!
25
34 What are you going to do in the future?
45 It’s not good. Back to numb 34
APPENDIX 5 44 Choose your friend to do number 36! 35 Tell about your future job! 24 What is your reason to school here? 15 Your friends ask you about your home 4 Mention your number phone!
80
Congrat! You FINISH
48 Teach your friend to say; a big black bug bit a big black dog on his big black nose 31
Tell about your parents!
47 What do you think about this school? 32
Where and with whom do you live?
30
46 Promote about your phone;type and good application 33
Tell about your chairmate!
10
9 Who is in your left side? Tell us about her/him!
What are you doing in your spare time?
and
28
11 Ask your friends about their hobby!
29 How many brother and sister do you have?mention their names!
12 Let us know about your favorite teacher!
8
Ask your friends where they live!
7
Tell about your school and class!
27 What is the best thing in your life?
Let introduce yourself!
Who is your best friend? Why? 26 Tell us about your favorite. food
13 Great! Congratula tion. Up to number 25! 6 Ask your friends’ condition today!
APPENDIX 5 Board Games Design 48
47 Describe this!
46 Describe 1 of your friend that is in your next group
44 Go backward in three columns
35 Describe about this place!
45 Tell us about the best clothes you like to wear! 36 Mention 5 nouns from this picture
33 Tell about your favorite teacher!
34 Describe about your house!
32 Announce that your friend is missing!
31 Back ward in two columns
30 Describe this actor in 5 sentence
29 What is the criteria of beauty!
17 Go forward in 5 columns!
18 Tell as about your best friend in JHS!
19 Describe this animal!
20 describe one thing until your friend can guess correctly!
16 You meet somebody that is like you idol!
15 Tell about your favorite animals!
14 Describe about your sister/ brothers!
1 START
2 Mention words of adjectives of personality !
3 Explain yourself in 3 words !
CONGRATULATION
43 describe one thing until your friend can guess correctly! 38 Describe about the people you love so much!
42 You meet people that is really same with your mom!
41 Tell us about your favorite idol!
39 Go backward in three columns!
40 Tell your friend about the beauty of your country!
28 Ask your friends about their opinion about you! 21 Describe your chair mate in 5 sentence!
27 Describe about you the most hated people!
26 Describe about your favorite place to refreshing!
25 Tell your friend about the beauty of your country!
22 Announce this missing people!
23 Tell about your favorite destination place!
24 Tell about your friend changing after three years!
13 Mention 7 words of physical adjectives!
12 Describe your friend in your left side!
11 You meet somebody who is almost same like you!
10 Take a picture with people close to you in class!
9 Describe this people
4 Describe this animal !
5 Go forward in 5 columns!
6 describe one thing until your friend can guess correctly
7 Describe about your house
8 Yesterday you meet your primary school friend
79
37 Mention some criterion of your partner
APPENDIX 7
THE DATA OF VALIDITY TEST
Students (X)
Students’ Scores of Experimental Class Pre – test Post - test Gained Score
1
50
74
24
2
69
88
19
3
67
74
7
4
46
74
28
5
47
72
25
6
45
59
14
7
59
80
21
8
57
70
13
9
57
73
16
10
47
62
15
11
56
72
16
12
61
72
11
13
49
65
16
14
64
80
16
15
47
63
16
16
35
49
14
17
46
72
26
18
34
49
15
19
61
77
16
20
53
72
19
Σ
1050
1397
347
Mean
52.5
69.85
17.35
85
86
Students (Y)
Students’ Scores of Controlled Class Pre – test Post - test Gained Score
1
39
55
16
2
69
74
5
3
50
50
0
4
68
80
12
5
41
47
6
6
55
68
13
7
42
57
15
8
46
54
8
9
53
64
11
10
49
60
11
11
42
53
11
12
69
81
12
13
73
77
4
14
77
85
8
15
68
75
7
16
54
58
4
17
50
66
16
18
50
53
3
19
43
52
9
20
47
60
13
Σ
1085
1269
184
Mean
54.25
63.45
9.2
APPENDIX 8
The Score of Pre-Test and Post-Test of Experimental Class STUDENTS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
SCORE PRE-TEST POST -TEST 66 64 70 72 68 68 62 76 70 62 68 68 70 60 64 60 84 57 76 60 62 59 60 64 72 70 68 62 64 72 72 66 66 64 70 72
76 74 80 78 76 72 70 82 80 70 74 76 84 70 76 72 84 68 88 72 74 72 74 74 80 74 82 74 76 80 82 76 76 74 80 78
87
GAIN SCORE 10 10 10 6 8 4 2 6 10 8 6 8 14 10 12 12 0 11 12 12 12 13 14 10 8 4 14 12 12 8 10 10 10 10 10 6
88
37 38 39 40 Σ n = 40 AVERAGE MAX MIN
68 68 62 76
76 72 70 82
Σ X0 =2682 67,05 84 57
Σ X1 =3048 76,20 88 68
8 4 8 6 Σ X2 =360 9 14 0
89
The Score of Pre-Test and Post-Test of Controlled Class
STUDENTS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
SCORE PRE-TEST POST -TEST 74 70 76 74 70 72 68 72 74 76 68 64 70 72 76 74 70 64 70 66 68 72 66 74 72 78 72 68 72 74 72 60 70 66 76
74 72 76 80 70 74 68 76 74 72 72 70 68 74 78 74 78 68 74 66 68 72 68 80 74 70 72 74 70 74 76 78 72 72 76
GAIN SCORE 0 2 0 6 0 2 0 4 0 -4 4 6 -2 2 2 0 8 4 4 0 0 0 2 6 2 -8 0 6 -2 0 4 18 2 6 0
90
36 37 38 39 40
Σ n = 40 AVERAGE MAX MIN
74 70 72 64 76
Σ X0 =2836 70,90 78 60
78 76 74 60 80
Σ X1 =2922 73,05 80 60
4 6 3 -4 4 Σ X2 =87 2,175 18 -8
APPENDIX 9
1.
Test of Normality PRE-TEST Table 4.3 Tests of Normality Shapiro-Wilk
PRETEST Statistic
df
Sig.
EXPERIMENTAL
,958
40
,144
CONTROLLED
,951
40
,082
POST-TEST Table 4.4 Tests of Normality POSTTEST
Shapiro-Wilk Statistic
1.
df
Sig.
EXPERIMENTAL
,958
40
,144
CONTROLLED
,950
40
,073
Test of Homogeneity PRE-TEST Table 4.5 Test of Homogeneity of Variances
Levene Statistic
df1
3,965
df2 1
Sig. 78
,050
POST-TEST Table of 4.6 Test of Homogeneity of Variances
Levene Statistic ,486
df1
df2 1
Sig. 78
,488
APPENDIX 10 PICTURES OF STUDENT’S SPEAKING CLASS BY USING BOARD GAMES ACTIVITIES
Board game Tools
The Board of Board Games
Students and Board Games
Students and Board Games
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