Developing Speaking Materials Based on Traditional Javanese...
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Proceedings of International Conference on Language, Literary and Cultural Studies (ICON LATERALS) 2016
Widyaloka Auditorium, Universitas Brawijaya, Jl. Veteran, Malang, 29 October 2016
450
DOI:10.217716/ub.icon_laterals.2016.001.1.30
Developing Speaking Materials Based on Traditional Javanese Games
for the Students of Senior High School in Indonesia
Mentari Sekar Dewi
Islamic University of Lamongan
Lamongan, Indonesia
ABSTRACT
The research aims at developing speaking materials based on traditional Javanese
games for the students of Fun English Club in MAN 2 Gresik. The main purpose of
this study is to help the English teachers to create fun activities in teaching English by
introducing traditional Javanese games as speaking instructional games to the students.
To reach the purpose of the study, the researcher employed Research and Development
method (R&D) and adapted Hylands’ model. The researcher used three instruments to
obtain the data such as interview, questionnaires and observation checklist. The
obtained data will be classified based on the instrument used. To show the results, the
researcher explained them in quantitative and qualitative approach. The results show
that most of FEC students give a good response toward the developed games. In
addition, the experts gave an excellent judgment to the developed materials. After
finishing all the stages, the researcher finally provided a handbook for the teachers to
teach speaking. The book entitled “Javanese Games for ELT” which comprises of 10
chapters and 26 traditional Javanese games which have been modified in order to be
applicable in teaching speaking.
KEYWORDS: Speaking, Games, Traditional Javanese Games, English Club
In teaching and learning language process, the ability to speak is considered as
the main goal for EFL learners since it is the basic for communication with English-
speaking people. Furthermore, the EFL learners are not exposed to English language
environment which allow them to be accustomed to speak English. Khamkhein
(2010:184) defines that of all four language skills, speaking is regarded to be the most
important in learning a second or foreign language. In line with the statement, Rahman
Proceedings of International Conference on Language, Literary and Cultural Studies (ICON LATERALS) 2016
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(2009:4) also states that in many situations ones’ aptitude in a language is considered
to the basis on how well the learners improve their speaking skill.
However, although a number of efforts have been made to reform the English
language curriculum, it is very hard to find high school students use English in their
daily communication. It happens because English is regarded as a language that is not
easy for both students and teachers to learn. Many students of Senior High School are
still afraid of expressing their thought and idea in English. After more than twelve
years studying English at school, the students still think that speaking English is
difficult. The obstacles faced by the Indonesian learners are actually coming from their
communication habit. They also do not get support from their environment to get used
to speaking English.
It also happens to the students of Fun English Club (FEC). Although the
program has 5 semesters to reveal English instruction and the activities mostly focused
on ability of speaking, most of them still lack of confident to speak English with the
tutors or even their friends. They are often getting tired and bored when the class is
running. On the other hand, energizing the students is also one of the problems got by
the teachers. Those problems happen because the class is begun after the formal school
schedule. The teachers should work harder to build a fun situation during the learning
process.
One solution that can help the teachers to awake the students’ motivation in
teaching-learning process, especially speaking activities, is through games. Studying
while playing always becomes a technique which may get the students’ interest. They
are able to get a joyful atmosphere when they are in teaching-learning activities.
Sanchez et al (2007:50) state that a game is considered a valuable technique, which
includes three principle elements: competition, rule(s) and enjoyment, which should
Proceedings of International Conference on Language, Literary and Cultural Studies (ICON LATERALS) 2016
Widyaloka Auditorium, Universitas Brawijaya, Jl. Veteran, Malang, 29 October 2016
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be well established by a teaching-learning objective. Students usually get bored in
doing tasks from the teachers which only prefer at monotonous activity. In this case,
games are added as technique which is not only served as amusing activities but also
as a technique to overcome the students’ boredom in doing tasks. Introducing games
in language-learning class may create fun activities which can help students to have
an interaction with their friends. Kiryk (2010:4) states that games are considered as
fun activities that promote interaction, thinking, learning, and problem solving.
Everyone believes that the main goal of teaching language is to get the students have
good communicative skill. Good communicative skill is proven when students are able
to express their thought and ideas. Al-Nafisah (2012:22) defines that games are
activities which can increase students-talk and promote interaction among students for
communicative purpose. From the statements stated by some expert, the researcher
concludes that games are considered as activities which are able to apply in language-
learning classroom and decrease the students’ boredom during teaching and learning
activity.
The games that can be used to teach speaking are traditional Javanese games.
Indonesia, especially Java, has so many wise traditional games. Introducing and
playing traditional Javanese games means that we have already saved our culture.
Furthermore, traditional Javanese games contain moral values which are beneficial to
live in society such as learning about life, responsibility and so on. Here, the traditional
Javanese games takes the position as one of local intelligence as the bridge to educate
the students about the character building. It is also appropriate with the National
Education System objective in Indonesia that the goals of national education are to
create a person who is faithful and fears of God, is noble, healthy, knowledgeable,
skilled, creative, independent, and a democratic and responsible citizen of Indonesia
Proceedings of International Conference on Language, Literary and Cultural Studies (ICON LATERALS) 2016
Widyaloka Auditorium, Universitas Brawijaya, Jl. Veteran, Malang, 29 October 2016
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(UU no.20/2003). Implementing the traditional Javanese games in the instructional
materials can be one of the best ways taken by the teachers to reach the objective of
National Education System.
In Indonesia, one of the social-cultural conditions of its people is reflected in
traditional games. These games contain traditional ways of life of Indonesian society
(Setyaningrum, 2012:1). In this case, English takes its position as the main language
which must be mastered by everyone. In line with the statement, Mulyadi (in Yulianti,
2012:196) also states that character building and education through traditional games
is the way to develop the students’ positive character such as honesty, respecting others
and teamwork. Considering those statements, the researcher will take a challenge to
involve traditional Javanese games in her final product in learning activities. In this
study, the researcher wants to develop the instructional speaking materials based on
traditional Javanese games for the students of Fun English Club in MAN 2 Gresik.
RESEARCH METHOD
The research was conducted on March – May 2016 at MAN 2 Gresik. The
school is located in Jl. Raya Metatu, Ds. Metatu, Kec. Benjeng, Kab. Gresik. The
subject of this research is the students of Fun English Club in that school. All the
students of Fun English Club come from the excellent classes. They are divided into
four classes. Each class contains of 20-30 students. In this research, the researcher
determines the sample of this research is the XI graders which are in the second
semester of academic year 2015/2016.
The research design used by the researcher is classified into Educational
Research and Development (R&D) that is principally designed to develop English
speaking materials based of traditional Javanese games for the students of Fun English
Club (FEC) in MAN 2 Gresik. R&D is an educational research in which the researcher
Proceedings of International Conference on Language, Literary and Cultural Studies (ICON LATERALS) 2016
Widyaloka Auditorium, Universitas Brawijaya, Jl. Veteran, Malang, 29 October 2016
454
uses the findings to configure new products and procedures, which then are
methodically field- experimented, assessed and selected until they have specific
criteria of effectiveness, quality, or similar standards (Meredith, 2003:569). The
researcher uses the statement as the theory which supports the conducted research.
This research is conducted based on the stages in materials development
adapted from Hyland (2003). There are ten stages which will be described one by one
after showing the scheme. The first stage is conducting needs survey in order to obtain
lots of information related to the students’ needs, their learning needs and their
expectation toward the materials, through the questionnaire. The result of the need
survey helps the researcher to decide which speaking materials will be developed. This
step is addressed to the students of Fun English Club in MAN 2 Gresik.
The second stage is developing speaking materials. The result of need survey
is used as the basis of the development product. In this stage, the researcher will follow
the five ways of organizing materials subject to Graves’ model (2000:149). They are
determining the organizing principle(s), identifying the course units based on the
organizing principle, sequencing the units, determining the unit content and organizing
the units content and developing materials. The third stage is validating the developed
materials by giving the materials to the expert. The goal of this stage is checking the
materials whether there are some parts of the developed materials need to be changed
or revised to fill the specific needs. After getting revision, the next stage is
implementing the revised materials. The development materials will be experimented
to the students. During the trial of development materials, the researcher will take the
observation field-note. The result of the researchers’ observation is used as the basis
of the second revision until it becomes the specific product and applicable to the
students of Fun English Club.
Proceedings of International Conference on Language, Literary and Cultural Studies (ICON LATERALS) 2016
Widyaloka Auditorium, Universitas Brawijaya, Jl. Veteran, Malang, 29 October 2016
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To collect the data, the researcher uses three instruments which will be
distributed to the teachers and students of Fun English Club. The instruments are
questionnaires, interview guidelines and observation checklist. The obtained data in
needs analysis will be presented in different ways. The interview data will be clarified
descriptively, and to analyze the questionnaires and checklist result, the researcher will
calculate them in the form of percentage.
FINDINGS AND DISCUSSION
The developed materials were formed in printed book call “Javanese Games
for ELT”. The researcher listed 26 traditional Javanese games and modified them
based on the chosen topics or materials. The researcher also sequenced the materials
into ten chapters in one book. The division of the book is presented in Table 4.19.
Table 4.19
Division of Book Chapters
Chapter Level Material focus Games
1 Basic Introduction, Alphabet,
Spelling and Numbers
(Cardinal and Ordinal
Numbers).
Boi-Boian, ABC Lima Dasar
(Alphabet), Tek-Dung and Dong-
Dongan.
2 Basic Months, Dates, Days and
Direction.
Shoe Keeper, Blind-Deaf and Dumb,
Dhingklik Oglak-Aglik.
3 Basic Time, Daily Activity,
Introduction, Colors and
Vocabulary
Maju Satu Langkah (One Step Closer),
Running Marbles, Kotak Pos.
4 Intermediate Quiz, Showing Talent and
Vocabulary.
My Dream and Who Sits Behind?
5 Intermediate Vocabulary Mastery,
Sentence Building, Greeting
and Asking Codition.
Cino Buto and Ci luk Baa.
6 Advance Vocabulary, Invitation, TV
Programs and Telling
Identiy
Ular Tangga, Donal Bebek.
7 Advance Telling a message, listening
comprehension, sentence,
telling story and describing.
Petak Jongkok, Delikan (Hide & Seek),
Bongkar Pasang.
8 Advance Instruction, Look/Look Like,
Describing a person, Yes/No
Question.
Luncatan, Jamuran.
9 Advance Interview, discussion,
vocabulary and TV program.
Ingkling/Abakan and Mi Atas Mi
Bawah.
10 Advance Invitation, describing a
Person and something.
Ular Naga, Cublek-Cublek Suweng and
Jaring Ikan (Fish Net).
Proceedings of International Conference on Language, Literary and Cultural Studies (ICON LATERALS) 2016
Widyaloka Auditorium, Universitas Brawijaya, Jl. Veteran, Malang, 29 October 2016
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In every chapter, the researcher presented each game in procedural text which
contained topic, level, duration of the games, objectives, materials/equipment and
steps how to do the games. The researcher also put a picture below the topics. The
appendices were also available in the last page of the book.
After designing the product, the researcher continued on delivering the first
draft of the product to the expert. It was intended to obtain the experts’ justification
about the product. Expert Validation was divided into two types, as they were
instructional review and technical review design.
The instructional review was divided into three types, as they were
instructional content appropriateness, instructional materials effectiveness and
instructional materials feasibility. The first expert argued that the content
appropriateness was categorized in Very Good scale since the mean value was 3.8 from
3.1-4. The materials effectiveness also reached 3.6 and it was categorized in Very Good
scale. The first expert also gave high scores for the materials feasibility. Thus, it got 4
and it was categorized in Excellent scale.
The second expert validated the technical design of the product. The expert
argued that the product obtained 3.3 score and it was considered as Very Good scale.
In addition, the two experts give some suggestions which made the product more
applicable. They suggested making the visual design more interesting, correcting some
ill sentences and adjusting the character size to content of the book.
To know how the games worked for the students, the researcher employed the
questionnaire about what games they liked and what games were helpful to improve
their speaking skill. The researcher presents the result in table. The students were
allowed to give checklist in every game they liked and every game which was helpful.
The result can be inferred in Table 4.37.
Proceedings of International Conference on Language, Literary and Cultural Studies (ICON LATERALS) 2016
Widyaloka Auditorium, Universitas Brawijaya, Jl. Veteran, Malang, 29 October 2016
457
Table 4.37
The Students’ Response about Games
No Name of Games Like Dislike Helpful Unhelpful
1 ABC Lima Dasar 15 2 17 0
2 Boi-Boian 16 1 17 0
3 Dong-Dongan 14 3 15 2
4 Tek Dung 17 0 17 0
5 Ci Luk Baa 14 3 15 0
6 Cita-citaku (My Dream) 16 1 14 3
7 Donal Bebek 16 1 13 4
8 Dhingklik Oglak-Aglik 14 3 12 5
9 Cino Buto 17 0 16 1
10 Who Sits Behind? 13 4 17 0
11 Ular Tangga 17 0 16 1
12 Blind, Deaf and Dumb 17 0 16 1
13 Maju Satu Langkah 13 4 16 1
From the Table, it could be inferred that the games they liked most were Tek
Dung, Cino Buto, Ular Tangga and Blind, Deaf and Dumb. Those games gained 17
points from all the students. Then, the games which got more point as dislike were
Who Sits Behind and Maju Satu Langkah.
The researcher went on analyzing the students’ response by checking the
highest point. She thought that all the games were helpful. It was true since the
researcher found the students noticed that the games applied were very helpful. The
games which were considered as the most helpful games were ABC Lima Dasar, Boi-
Boian, Tek Dung and Who Sits Behind? It was supported by the high percentage
obtained in Agree and Agree Strongly scale. 58.8% of FEC students strongly agreed
and 42.1% agreed that the games were fun. The researcher also found that most of FEC
students wished to play the games again. It was supported by the high percentage given
by the students. 53% of students wished to play the games again, 41.1% of students
strongly agreed.
As mentioned in introduction, the purpose of this research is to develop
speaking materials based on traditional Javanese games for the students of Fun English
Club in MAN 2 Gresik. The research produced a book entitled “Javanese Games for
Proceedings of International Conference on Language, Literary and Cultural Studies (ICON LATERALS) 2016
Widyaloka Auditorium, Universitas Brawijaya, Jl. Veteran, Malang, 29 October 2016
458
ELT” which was developed with Hylands’ model (2003). The games were submitted
in line with the materials taught in Fun English Club. The researcher found 52.4% of
FEC students agreed to have more games in their speaking class. Therefore, traditional
Javanese games were modified in order to be applicable as English instructional
teaching. From the teachers’ interview result, traditional Javanese games are very
suitable given to FEC students since most of them had already forgot their culture.
Traditional Javanese games had become a great culture which should be
perpetuated. Applying the games in teaching-learning process is one of the ways. Some
games probably need some equipment but over the try-out, the researcher didn’t find
difficulties in providing them. Most of all the equipment was easy to find and make.
From the observation checklist, some items were not available but most of FEC
students like playing the games. They gave very positive response towards the games.
It indicates that the games in book “Javanese Games for ELT” are able to awake their
motivation in learning English especially in speaking class.
The games were very helpful for them to improve their speaking skill. They
also like most of the games tested to them. It was supported by the statement declared
by Long et al (2011). They define game as an activity that can help the students relate
the topic to enjoyable learning experiences and important study skills. They also define
game as an activity that can make learning more memorable, fun and successful. From
the display table in the findings, it can be inferred that one of the most favorite games
is Cino Buto. The games’ objective was to enable the students to make a sentence
based on the word mentioned by their friends. Here, the student was invited to come
in the middle of the circle. Then, her/his eyes should be covered with a handkerchief.
She/he should touch her/his friend and guess who. If he/she succeeds, the one who had
been touched should give one word and the player should make a sentence based on
Proceedings of International Conference on Language, Literary and Cultural Studies (ICON LATERALS) 2016
Widyaloka Auditorium, Universitas Brawijaya, Jl. Veteran, Malang, 29 October 2016
459
the word mentioned. The researcher also found the very helpful game is ABC Lima
Dasar which is in this game the students are able to mention some words which then
should be spelled.
“Javanese Games for ELT” book is suggested for the teachers as a handbook
to teach speaking since most of the games are developed to help the students improve
their speaking skill. In addition, the book also contains some traditional Javanese
Games which are already ignored by the young generation. Thus, the book
acknowledges again the Javanese culture by adding some traditional games as the
instructional materials to teach speaking for senior high school students in Indonesia.
CONCLUSION AND SUGGESTION
After the entire of the research, the study produced a teachers’ handbook to
teach speaking entitled “Javanese Games for ELT”. The researcher also concluded that
all students enjoyed the games activity. The researcher believed that the developed
materials and the games had been appropriate to the students. FEC students gave
positive response to all the activities in “Javanese for ELT” book. They were
appreciate and feeling helpful during playing traditional Javanese games in speaking
class.
After experiencing the research, the researcher gave suggestions for the
following object:
1. The teachers are recommended to be innovative in providing fun activities in
English class. To create a joyful atmosphere, the teachers should find a way to
motivate the students. One of the ways is using games. Since most of the students
would rather to play games than read a textbook, the teachers may use “Javanese
Games for ELT” as handbook to teach speaking. Through this book, the teachers
are also expected to introduce again the original culture of Java to the students.
Proceedings of International Conference on Language, Literary and Cultural Studies (ICON LATERALS) 2016
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2. The researcher suggests to the students to always improve their speaking ability.
They do not feel hesitant and afraid of speaking English anymore. There are many
fun ways to practice their speaking and one of them is playing games. “Javanese
Games for ELT” book contains some traditional Javanese games which have many
advantages. Therefore, the students are expected to learn English more without
ignoring their original culture.
3. The next researchers are recommended to develop more traditional Javanese games
and apply them in English class. Since the researcher had limited time to practice
the games, the next researchers are expected to do a research in sufficient time in
order to get the best result. In addition, the next researchers are also expected to
keep their motivation in learning and creating fun way to teach English.
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