IMPROVING STUDENTS’ SPEAKING ABILITY

THROUGH COMMUNICATION GAMES (A Classroom Action Research in the Seventh Grade Students of YMJ (Yayasan

Miftahul Jannah) Junior High School, Ciputat)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial

Fulfillment of the Requirements for the Degree of Strata 1 (S. Pd) in English

Language Education

By:

Musripatul Khoiriyah

106014000409

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

IMPROVING STUDENTS’ SPEAKING ABILITY

THROUGH COMMUNICATION GAMES (A Classroom Action Research in the Seventh Grade Junior High School of SMP

YMJ (Yayasan Miftahul Jannah) Ciputat)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial

Fulfillment of the Requirements for the Degree of Strata 1 (S. Pd) in English

Language Education

By:

MUSRIPATUL KHOIRIYAH

106014000409

Approved by the Advisor

Drs. Sunardi Kartowisastro, Dipl Ed.

NIP. 19440719 196510 2 001

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

i

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiya and Teachers’ Training

certifies that the Paper entitled, “Improving Students’ Speaking Ability

Through Communication Games” (A Classroom Action Research in the

Seventh Grade of YMJ (Yayasan Miftahul Jannah) Junior High School

Ciputat) written by Musrifatul Khairiyah, student’s registration number :

106014000409, was examined by the Committee on Wednesday June 28th, 2011

and was declared to have passed and, therefore, fulfilled one of the requirements

for the academic title of S.Pd. (S. Pd) in English Language Education at The

Department of English Education.

Jakarta, 29 June 2011

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki M.Pd. (__________________) NIP. 19641212 199103 1 002 SECRETARY : Neneng Sunengsih, S.Pd. (__________________) NIP. 19730625 199903 2 001 EXAMINERS : 1. Drs. Nasrun Mahmud, M.Pd (__________________) NIP. 2. Dr. M. Farkhan, M.Pd (__________________) NIP. 19650919 200003 1 002

Acknowledged by:

Dean of Tarbiya and Teachers’ Training Faculty

Prof. Dr. Dede Rosyada, MA. NIP. 19571005 198703 1 003

ii

ABSTRACT

Musrifatul Khairiyah, (106014000409). Improving Students’ Speaking Ability through Communication Games (A Classroom Action Research in the Seventh Grade Students of YMJ (Yayasan Miftahul Jannah) Juniuor High School, Ciputat), “Skripsi”, Department of English Education, the Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2011. This study was designed to improve the students’ speaking ability by using communication games. The objectives of the study was to find out whether communication games can improve students’ speaking ability and how communication games improve students’ speaking ability in the seventh grade students’ of YMJ (Yayasan Miftahul Jannah) Junior High School Ciputat. The method used in this study was Classroom Action Research (CAR). This study was applied by collaborative classroom action research. The researcher acted as the teacher whiles the English teacher of SMP YMJ Ciputat as an observer and collaborator. This study was done based on Kurt Lewin’s model with the following procedures: planning, acting, observing, and reflecting. It was carried out in two cycles. Each cycle consisted of three meetings. The data of the study were gathered through the following instruments– interview, observation notes, questionnaire and test. The subjects of this study were 45 students’ seventh grade of SMP YMJ (Yayasan Miftahul Jannah) Junior High School Ciputat of the 2010/2011 academic year. The result of this study showed using communication games in teaching speaking was very effective to help the students improve their speaking ability. Most of the students gradually gained good scores at the end of each cycle. The score of Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) of English lesson was 65 (sixty seven). The students’ mean score in pretest was 50.76, in the posttest I was 61.1 and in the posttest II was 70.84. On the other hand, the students who passed KKM were 9 students or 20% in the pretest, whereas in the posttest I there were 19 students or 42.2%, and in the posttest II there were 37 students or 82.2%, so the criteria of success was achieved. Then, from the result of questionnaire, it showed that 76.45% students were motivated during the implemented Communication games in learning Speaking. Moreover, the results of observation notes and interview showed that the students participated enthusiastically and communicatively. The class condition during teaching learning process was also good. In addition there was a positive response from the students and the English teacher about implementing the action. In conclusion Communication games can improve students’ speaking ability and it also can increase students’ motivation and participation. Key words: Speaking Skill, Communication Games

iii

ABSTRACT Musripatul Khoiriyah, (106014000409). Meningkatkan Kemampuan Berbicara Siswa melalui Metode Permainan Komunikasi (Penelitian Tindakan Kelas di kelas VII SMP YMJ (Yayasan Miftahul Jannah) Ciputat), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Penelitian ini dirancang untuk meningkatkan kemampuan berbicara siswa dengan menggunakan metode permainan komunikasi. Tujuan dari penelitian ini adalah untuk mengetahui apakah metode permainan komunikasi dapat meningkatkan kemampuan berbicara siswa dan bagaimana metode permainan komunikasi meningkatkan kemampuan berbicara siswa kelas VII di SMP YMJ (Yayasan Miftahul Jannah) Ciputat. Metode yang digunakan pada penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian ini diterapkan dengan menggunakan penelitian tindakan kelas yang bersifat kolaboratif. Penulis berperan sebagai pengajar sedangkan guru bahasa Inggris di SMP YMJ sebagai pengamat dan kolaborator. Penelitian ini dilaksanakan berdasarkan model Kurt Lewin dengan diikuti prosedur-prosedur yaitu, perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini dilaksanakn sebanyak dua siklus, tiap siklus terdiri dari tiga pertemuan. Data penelitian dikumpulkan melalui beberapa instrumen yaitu wawancara, catatan pengamatan, angket, dan hasil tes yang diberikan pada siswa. Subyek penelitian ini adalah 45 siswa kelas VII SMP YMJ Ciputat pada tahun ajaran 2010/2011. Hasil penelitian ini menunjukkan bahwa permainan komunikasi dalam mengajar bahasa inggris sangat efektif untuk membantu siswa dalam meningkatkan kemampuan berbicara. Kebanyakan siswa mendapatkan nilai yang bagus secara bertahap pada akhir siklus. Nilai kriteria Ketuntasan Minimal (KKM) dalam pelajaran bahasa inggris adalah 65. Nilai rata-rata pada pretest adalah 50.76, pada posttest I adalah 61.1 dan pada posttest II adalah 70.84. Dengan kata lain, siswa yang lulus KKM adalah, 9 siswa atau 20% siswa pada pretest, sedangkan dalam posttest I sebanayk 19 siswa atau 42.2%, dan di posttest II sebanyak 37 siswa atau 82.2, dengan demikian kriteria keberhasilan telah dicapai. Kemudian dari data hasil angket diketahui bahwa 76.45% siswa termotivasi selama penerapan metode permainan komunikasi dalam belajar berbicara bahasa inggris. Lebih dari itu, hasil dari catatan pengamatan dan wawancara menunjukan bahwa siswa berpartisipasi dengan antusias dan komunikatif. Kondisi kelas selama kegiatan belajar mengajar tergolong baik. Selain itu ada tanggapan positif dari siswa dan guru bahasa inggris mengenai penerapan tindakan. Kesimpulannya, permainan komunikasi dapat meningkatkan kemampuan siswa dalam berbicara serta dapat meningkatkan motivasi dan partsipasi mereka. Kata Kunci: Kemampuan Berbicara, Permainan Komunikasi.

iv

ACKNOWLEDGEMENTS

All praise be to Allah, Lord of the worlds, who has given the writer His

Mercies, Blesses and permission to accomplish this research paper “Skripsi”.

Peace and salutation be upon the last prophet Muhammad SAW, his family, his

friends and his followers.

This research paper is presented to the Department of English Education,

the Faculty of Tarbiya and Teachers Training State Islamic University Syarif

Hidayatullah Jakarta as a partial fulfillment of the requirements for the degree of

Strata 1 (Bachelor of Art) in English Language Education.

The writer would like to express her special great honor and deepest

gratitude to her beloved parents, her mother (Hj. Gogoy Lugoyah, S. Ag) and her

father, (Bpk H. Encep Saepullah, S. Ag) for their love which always warmed her

heart, then for their help, support, motivation and moral encouragement to finish

her study.

Next, the writer would like to express her great gratitude and appreciation

to her advisor, Drs. H. Sunardi Kartowisastro, Dipl Ed. for his valuable guidance,

motivation, attention, correction and suggestion for the completion of this

research paper.

The writer would also like to express her gratitude to:

1. All lecturers in English Education Department who have taught the

writer useful knowledge and skills.

2. Drs. Syauki, M. Pd. The head of English Education Department.

3. Neneng Sunengsih, S.Pd. The Secretary of English Education

Department.

4. Prof. Dr. Dede Rosyada, M.A. The Dean of the Faculty of Tarbiyah

and Teachers’ Training.

5. Drs. Trisno Yulianto, M. Pd. The headmaster of SMP YMJ Ciputat.

v

6. Misbahuddin, S. Pd. The English Teacher of SMP YMJ and all of his

students in the eleventh grade of Yunior High School at SMP YMJ

Ciputat.

7. Irfan Prabudiansyah, M.Sc. Her beloved brother. Riza Tazkiyah and

Wilda Sholihaturrabbi’ah. Her beloved sisters. And her friends in

Department of English Education, especially: Syifa, Mumut, Fifi, Nur,

Rina, Ulfa, Nia, T’ Eni, Ina, Dila, Evan, Ufi. Thanks for the kindness,

attentions, and cheerfulness.

May Allah bless all of them.

The writer realizes that this paper is far from being perfect. Therefore, the

writer would highly welcome any suggestions or critiques to make this paper

better. Then, the writer hopes that this paper will give advantages for all.

Jakarta, 28 June 2011

The Writer

vi

TABLE OF CONTENTS

Page

ENDORSEMENT SHEET ........................................................................... i

ABSTRACT .................................................................................................. ii

ABSTRAK ..................................................................................................... iii

ACKNOWLEDGMENTS ............................................................................. iv

TABLE OF CONTENTS .............................................................................. vi

LIST OF TABLES ....................................................................................... ix

LIST OF FIGURES ....................................................................................... x

LIST OF APPENDICES ... ........................................................................... xi

CHAPTER I INTRODUCTION

A. The Background of the Study ......................................... 1

B. The Problem of the Study ................................................ 5

C. The Objective of the Study ............................................... 5

D. The Significance of the Study........................................... 5

E. Scope of the Study .......................................................... 6

F. The Definition of Key Terms .......................................... 6

CHAPTER II THEORETICAL FRAMEWORK

A. Speaking ......................................................................... 7

1. The Understanding of Speaking… ............................. 7

2. The Elements of Speaking ....................................... 10

3. The Function of the Speaking .................................. 11

4. The purpose of Teaching Speaking .......................... 13

5. Kinds of Speaking Activities .................................... 16

B. Communication Games .................................................. 18

1. The Understanding of Communication Games ........ 18

2. The Significance of Communication Games ............. 20

3. Types of Communication Games ............................ 22

vii

C. Teaching Speaking by using Communication Games …. 25

CHAPTER III RESEARCH METHODOLOGY

A. The Research Design...................................................... 27

B. The Research Setting and Subject .................................. 30

C. Research Procedure ........................................................ 30

1. Planning the Action .................................................. 31

2. Implementing the Action .......................................... 33

3. Observing the Action ............................................... 34

4. Reflecting the Action .............................................. 34

D. Data and Data Sources .................................................. 37

E. Instruments and Technique of Data Collection .............. 37

F. Technique of Data Analysis .......................................... 40

CHAPTER IV RESEARCH FINDINGS

A. Findings before Implementing the CAR ......................... 43

1. The Result of Pre Observation .................................. 44

2. The Result of Pre Interview ..................................... 44

3. The Result of Pre Questionnaire ............................... 46

4. The Result of Pre Test .............................................. 48

B. Findings during Implementing the CAR ........................ 49

1. First Cycle ................................................................ 49

a. Planning ............................................................. 49

b. Acting ................................................................ 49

c. Observing........................................................... 52

d. Reflecting........................................................... 53

2. Second Cycle .......................................................... 54

a. Planning ............................................................. 54

b. Acting ................................................................ 55

c. Observing........................................................... 58

d. Reflecting........................................................... 59

viii

C. Findings after Implementing CAR .................................. 60

1. The Result of Post Observation ................................. 60

2. The Result of Post Interview ..................................... 60

3. The Result of Post Questionnaire .............................. 61

4. The Result of Post Test ............................................. 63

a. The Result of Post Test I ...................................... 65

b. The Result of Post Test I ...................................... 65

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .................................................................... 67

B. Suggestion ..................................................................... 68

BIBLIOGRAPHY ......................................................................................... 70

APPENDICES ............................................................................................... 74

ix

LIST OF TABLES

Page

Table 3.1 The Schedule of the Implementing Communication Games in

Teaching Speaking ...................................................................... 33

Table 3.2 Analytic Scoring Rubric of Speaking Skill .................................. 39

Table 4.1 The Result of Pre Questionnaire .................................................. 46

Table 4.2 The Result of Post Questionnaire ................................................ 61

Table 4.3 The Result of Students’ Speaking Score ...................................... 64

x

LIST OF FIGURES

Page

Figure 3.1 Classroom Action Research Design .......................................... 29

Figure 3.2 Problem solving cycle activities of CAR ................................... 35

Figure 3.3 Research Procedure of CAR ...................................................... 36

Figure 4.1 The Average of the Students’ Speaking Improvement ............... 66

Figure 4.2 The Percentage of the Students’ Speaking Improvement ............ 66

xi

LIST OF APPENDICES

Page

Appendix 1 Schedule of the Classroom Action Research ............................ 74

Appendix 2 Interview for the English Teacher in the Preliminary Study ...... 75

Appendix 3 Interview for the English Teacher in the last Classroom

Action Research ....................................................................... 78

Appendix 4 Questionnaire for the Students in the Preliminary Study ........... 79

Appendix 5 Questionnaire for Students in the Last Classroom

Action Research ....................................................................... 81

Appendix 6 Observation Note in the Preliminary Study .............................. 84

Appendix 7 Observation Note in the First Cycle ........................................ 85

Appendix 8 Observation Note in the Second Cycle .................................... 87

Appendix 9 Students’ Speaking Scores in the Preliminary Study ................. 89

Appendix 10 Students’ Speaking Score in the Second Cycle ......................... 91

Appendix 11 Students’ Speaking Score in the Second Cycle ......................... 93

Appendix 12 Chart Improvement of Students’ Speaking Score ..................... 95

Appendix 13 Lesson Plan of the First Cycle .................................................. 96

Appendix 14 Lesson Plan in the Second Cycle .............................................. 110

Appendix 15 The Instrument of Pretest ......................................................... 122

Appendix 16 The Instrument of Posttest 1 ..................................................... 123

Appendix 17 The Instrument of Posttest 2 ..................................................... 126

Appendix 18 The Rating Scale of Speaking Test ........................................... 128

1

CHAPTER I

INTRODUCTION

This chapter elaborates the background of the study, the problem of

the study, the objective of the study, the significance of the study, the scope

of the study, the definition of key terms, and the organization of the study.

A. The Background of Study

Nowadays, with the economic and social development, English plays

a vital role globally. It seems intuitively the most important, which has

become the most prominent language in the world. As an International

language, most countries in the world use English as medium of

communication in entire aspects of life. It is necessary for those who want to

make a good communication and good relationship with other countries.

Therefore, English is taught in every institution in the world. English

is quite different from other subjects. English is a language. The main

purpose of learning language is to communicate with others.

In Indonesia, the awareness of mastering English as the first foreign

language is quite high. It also has been introduced to educational institutions

from lowest (kindergarten) up to highest level of education (university). By

mastering English, the learners can follow development in countries all over

the world. In mastering the language, they have to learn the language by

practicing and using it in their daily activities. As stated by Lee “A language

2

is learnt by using it, and this means using it in situation and

communicatively.” 1

Basically, there are four language skills that one must possess in

learning English; listening, speaking, reading and writing skill. Speaking and

writing, which are produced by learners, are considered to be productive

skills, while listening and reading are the skills which lead the learner to get

to comprehend the language are considered as receptive skills. As stated by

Harmer that “Speaking and writing are obviously skills and involve some

kind of production on the part of the language user. Listening and reading are

receptive skills in that the language user is receiving written or spoken

language”.2 To make students able to use English for communication, one of

the skills that has to be mastered by the students is speaking skill.

Furthermore, Indonesia involves English into education curriculum.

Consequently, the government revealed the policy that English is the only

foreign language which is included into National Examination standard as

some special subjects such as Bahasa Indonesia, Science and Mathematics

from Junior High School up to Senior High School.

The current curriculum now is School-Based Curriculum (Kurikulum

Tingkat Satuan Pendidikan) or what is so called 2006 curriculum. Based on

School-Based Curriculum (KTSP) of speaking skill at seventh grade of

second semester has two Competence Standard and four Basic Competence.

In this study, the writer took one Competence Standard of speaking

skill and one basic competence for conducting the research. The Competence

Standard of speaking skill is:

“to express meaning in the simple short transactional and interpersonal conversation to interact with around environment”. Then, The Basic Competence is: “to express meaning in the simple short transactional (to get things done) and interpersonal conversation by using oral mode accurately, fluently and accepted for interacting with around setting which involves expression: asking and

1W R LEE, Language Teaching and Contests, 2nd Ed, (Oxford University Press, 1980),p.1 2Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,

1989), p. 16

3

giving opinion, expressing like and dislike, asking for clarification, and responding interpersonally.3 It becomes the reason why the students have to possess speaking for

communicating with each other. But, there were still some difficulties faced

by the students in learning speaking. Based on the unstructured interview,

observation and questionnaire result during preliminary study at SMP YMJ

(Yayasan Miftahul Jannah), speaking is the most difficult skill faced by the

students such as: First, most of students have difficulties to express their ideas

by using English because they lack of vocabulary. Second, they are too shy

and afraid to speak English because lack of practicing and afraid of making

mistakes in speaking. Third, students mostly use uncorrected pronunciation.

Then, they are bored in learning English because the teaching learning

speaking activities are done in a monotonous technique. Besides, the teacher

seldom creates any instructional media. Consequently, they are passive in

teaching learning speaking process.

Considering the fact and problems above, the English teachers have to

work hard to solve the problems. The teacher should create a good

circumstance for students, create the students’ motivation in English

speaking, create the interesting teaching technique to improve the quality of

students, change teaching methods and develop the learner’s communicative

competence in English. So the writer needs to provide students with

appropriate techniques for speaking class. Actually, there are many

techniques can be applied by the teacher to create communicative atmosphere

in the classroom and make their enjoyable of learning English, especially for

oral communication activities.

In this case, Harmer divides speaking activities into seven categories,

they are: Reaching a consensus, discussion, relying instructions,

communication games, problem solving, talking about yourself, simulation

3 Departemen Pendidikan Nasional, 2006, Kurikulum Tingkat Satuan Pendidikan (School

Based Curriculum) 2006: Standar Isi SD, SMP dan SMA. Jakarta. (Translated by the Writer)

4

and role play.4 The teacher can choose one of those activities suitable to the

material of speaking.

The teachers should apply the appropriate teaching technique in order

to solve the problem of the students in learning speaking skill, so the writer

offers the teacher to use communication games in teaching speaking skill.

The teacher can play an English game in class. No doubt, all students like to

play games. In addition, an English game is a good way for students to

participate. It can reduce students’ boredom and made students’ interested in

teaching learning activities. It can also make learning process more enjoyable.

McCallum said that games automatically stimulate students’ interest; a

properly introduced game can be one of the highest motivating techniques.5

Based on the explanation above the writer is interested in improving

students’ speaking ability and in this research she will try to apply

communication games as a strategy in teaching Speaking. In this case, the

writer will do an action research entitled:

“Improving Students’ Speaking Ability through Communication

Games (A Classroom Action Research in the Seventh Grade of Junior High

School of SMP YMJ (Yayasan Miftahul Jannah) in 2010/2011 Academic

Year)”.

B. The Problem of the Study

Problem of this research is stated in the following research question:

1. Can Communication Games improve students’ speaking ability?

2. How does communication Game improve students’ speaking ability?

C. The Objective of the Study

4 Jeremy Harmer, The Practice of English Language Teaching; New Edition, (New York:

Longman, 1991), p. 122. 5 George P. McCallum, 101 Word Games. (New York: Oxford University, 1980), p.ix.

5

1. To know whether the communication games can improve students’

speaking ability

2. To know how communication game improves students’ speaking ability

D. The Significance of the Study

From the research which the writer performs is expected that it can be

useful in terms of:

1. The Students

a. To assist students in upgrading their ability to communicate in English.

b. To motivate students in order get interesting learning.

c. To improve students’ speaking ability, as consequence of their

enjoyable learning.

2. The Teacher

a. To give the alternative solution in teaching speaking skill.

3. The Writer

a. To fulfil one of the requirements of having strata degree from the State

Islamic University Syarif Hidayatullah Jakarta of English Education

Department.

E. The Scope of the Study

This research is focused on finding out the students’ improvement in

learning English especially in speaking skill by using communication game.

F. The Definitions of Key Terms

The purpose of the clarification of key terms is to avoid

misunderstanding. The terms to clarify in this study are:

1. Communication Games

Communication games is used to make teaching learning process better,

attractive, communicative, cooperative, competitive, and more enjoyable

especially in improving students speaking skill. In this activity, there is

something to be communicated to others or to be found out from others.

6

2. Speaking skill

Speaking is one of the skills in English language that has to be mastered

by students in an English classroom to achieve the language goal of

speaking subject. It has to be elaborated for learners in order to can make a

good communication and relationship with others.

3. The Classroom Action Research

This research method of Classroom Action Research is carried out in a

classroom to solve the speaking problem and improve the quality of

teaching learning activities in the classroom.

7

CHAPTER II

THEORETICAL FRAMEWORK

This chapter explains the review of related literature. It elaborates

the understanding of speaking, the element of speaking, function of speaking,

the kinds of speaking activities, the understanding of games, the types of

language games, the significance of games, and describes the teaching

learning speaking by using communication games.

A. Speaking

1. The Understanding of Speaking

Speaking has an important part in human life. People use their

speaking ability to communicate with others through share, express ideas,

reveal feelings, exchange of ideas and opinion, and discuss something in

order to attain several aims. It was a necessity for someone as a human

being in this world. As Philips M. Burden stated “… Speaking is an

activity which is done by a person to communicate with others in order to

express ideas, feelings as well as opinion to achieve a particular goal. 1

McDonough and Shaw said, “Speaking is a skill used by someone to produce utterance when genuinely communicates may involve expressing ideas and opinions, expressing a wish or desire to do

1 Philips M Brudden, Effective English Teaching, 2nd Edition, (New York: The Bob’s

Merril Company, 1995), p. 85.

8

something, negotiating and/or solving a particular problem: or establishing and maintaining social relationship and friendship”.2

Another expert said that speaking is intentional activity; it serves a

purpose the speaker wants to realize.3 So speaking is someone’s skill

which is produced intently to make an utterance for expressing ideas,

expectation, emotions, and pretension to do something. It also can use to

solve many problems, exchange different perspective, discuss and

negotiate something in order can deliver their aims in private or social

relationship.

In addition, Nunan defined speaking as “the ability to carry out a

conversation in the language.4 A good conversation will occur if people

have ability in using good language or good speaking, thus people can add

to their understanding towards each other, they encouraged to express their

ideas or opinions by their own language. Furthermore, they can respond to

each other in some relationship. “Speaking does not only make sound by

the speech organs but ideas and emotions. Speaking is the active use of

language to express meaning so that other people can make sense of them,

therefore, the label of productive use of language can be applied to

speaking”.5

Moreover, Woods said that “Speaking effectively depends very much on the speaker’s ability to interact with interlocutor. Successful speaking cannot therefore take place without effective listening skill. Speaker must pay attention to their listener, and

2 Jo McDonough & Christopher Shaw, Material & Method in ELT: A Teacher’s Guide,

(Massachusetts: Blackwell Publishers, 1993), p. 151. 3 Williem J. M. Levelt, Speaking from Intention to Articulation, (Cambridge: A Bradford

Book, 1989),p. 20. 4 David Nunan, Language Teaching Methodology. A textbook for Teacher, (Edinburgh:

Longman Pearson Education, 1998), p. 39. 5 Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge

University Press, 2001), p. 40.

9

adapt their own responses and questions according to the need of the listener”.6 Communication is a collaborative achievement in which the

speakers negotiate meaning in order to achieve the goal. Therefore, the

speaker’s communicative success will be partly determined by the skills of

the other person.7 In a typical interaction, two or more people talk to each

other about things that they are mutually interesting and relevant in the

situation. The aim can be to pass the time, amuse each other, share

opinions or getting something done, or they can aim to do several of these

and other things together.8

Communication will occur between two or more people. They use

it for achieving their particular purpose or intention. “When two people are

engaged in talking to each other we can be fairly sure that they are doing

so for good reasons”.9 The reasons are in these following explanations:

a. They want to say something.

The speakers make definite decisions to address other people.

b. They have some communicative Purpose

The speakers want something to happen as a result of what they say.

They may want to charm their listener. In this case, they are interested

in achieving this communicative purpose, what is the important is the

message they wish to convey and the effect they want it to have.

c. They select from their language store.

Speakers have an infinite capacity to create new sentences. In order to

achieve the communicative purpose they will select (from the store of

6 Caroline Woods, Teaching and Assessing Skills in Foreign Language, (Cambridge:

Cambridge University Press, 2005), p. 41. 7 David Nunan, Second Language Teaching and Learning, (Boston: Heinle&Heinle

Publisher, 1999), p. 236. 8 Sari Louma, Assessing Speaking, (Cambridge: Cambridge University Press, 2003), p. 20 9 Jeremy Harmer, The Practice of English Language Teaching New Edition, (New York:

Longman, 1991), p. 47.

10

language process) the language they think is appropriate for this

purpose.

The writer concludes Speaking as a skill of language. The

Language has transactional and interactional function, so it is used not

only as a means of communication but also as a means of relating and

building up relationship with other people. Therefore, the writer

considered speaking as the way of communicating particular issues to

other people. It is understood that by speaking people are able to express

their feelings, ideas, emotions, thoughts, opinions, and bring into accord of

different perspectives, deliver some purpose to the interlocutor, and also

shares information to others.

Speaking is the skill that the students will be judged upon most in

real-life situations. It is an important part of everyday interaction and most

often the first impression of a person is based on their ability to speak

fluently and comprehensibly. So, the teacher has a responsibility to

prepare the students as much as possible to be able to speak in English in

the real world outside the classroom and the testing room.

2. The Elements of Speaking

It is very important for people who learn the language to master the

elements of speaking because they can acquire the ability to communicate.

According to Harmer, there are two elements of speaking, the first is

Language Feature among the elements necessary for spoken are as the

following:

a. Connected speech is the modifying in sounds production or utterances such as assimilation, omission, addition, weakened (through contraction and stress patterning)

b. Expressive devices are the alteration of the speed, volume, and stress of utterances to show the feeling. The use of this device contributes the ability to convey meaning.

c. Lexis and grammar related to the ability to use a number of common lexical phrases, especially in the performance of certain language functions.

11

d. Negotiation language is the ability to get benefits from the negotiator language we use to seek clarification and to show the structure of what we are saying.10

On the other hand, mental or social processing is also including the

element of speaking. Here are some explanations from Harmer:

a. Language processing: the ability to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended.

b. Interacting with others. This means that speaking also involves a good deal of listening, and understanding of how the other participants are feeling.

c. Information processing: the ability to process the information the moment we get it. 11

3. The Function of Speaking

Numerous attempts have been made to classify the function of

speaking in human interaction. Based on Brown and Yule (1983) as

quoted by Richards, the functions of speaking are classified into three

kinds; talk as interaction, talk as transaction, and talk as performance.

Each of these activities is quite distinct in term of form and function and

requires different teaching approaches.12 Below are some explanations:

a. Talk as Interaction

Talk as interaction refers to what we normally mean by

conversation and describes interaction that serves a primarily social

function when people meet, they exchange greetings, engage in small

talk, recount, recent experiences, and so on because they wish to be

friendly and to establish a comfortable zone of interaction with others.

10 Jeremy Harmer, The Practice of English Language Teaching. (London: Pearson

Education Limited, 2001), p. 269. 11 Jeremy Harmer……, p. 270.

12 Jack C. Richard, Teaching Listening and Speaking From Theory to Practice,

(Cambridge University, 2008) p. 21

12

The focus is more on the speaker and how they wish to present

themselves to each other than on the message.

Talk as interaction has several main features as follows:

1) Has a primarily social function 2) Reflects role relationship 3) Reflects speaker identity 4) May be formal or casual 5) Uses conversational conventions 6) Reflect degrees of politeness 7) Employs many generic words 8) Uses conversational register 9) Is jointly constructed

Some of the skills involved in using teaching as interaction are the

following things:

1) Opening and closing conversation 2) Choosing topic 3) Making small talk 4) Joking 5) Recounting personal incidents and experiences’ 6) Turn talking 7) Using adjacency pairs 8) Interrupting 9) Reacting to others 10) Using an appropriate style of speaking13

Mastering the art of talk as interaction is difficult and may not

be a priority for all learners. However, students who do need such

skills and find them lacking report that they sometimes feel awkward

and at a loss for words when they find themselves in situations that

require talk for interactions.

b. Talk as Transaction

Talk as transaction refers to situations where the focus is on

what is said or done. The message and making oneself understood

13 Jack C. Richard, Teaching Listening and Speaking From Theory to Practice,

(Cambridge University, 2008) p. 23

13

dearly and accurately is the central focus, rather than the participants

and how they interact socially with each other.

The main features of talk as transaction are:

1) It has a primarily information focus 2) The main focus is on the message and not the participants. 3) Participants employ communications strategies to make themselves

understood. 4) There may be frequent questions, repetitions, and comprehension

checks, as in the example from the preceding classroom lesson 5) There may be negotiation and digression. 6) Linguistic accuracy is not always important.

Some of skills involved in using talk as transaction are:

1) Explaining a need or interaction 2) Describing something 3) Asking questions\ 4) Asking for clarification 5) Confirming information 6) Justifying an opinion 7) Making suggestions 8) Clarifying understanding 9) Making comparison 10) Agreeing and disagreeing14

c. Talk as Performance

This refers to public Talk, that is, talk that transmits

information before audience, such as classroom presentation, public

announcement, and speeches.

The main features of talk as performance are:

1) A focus on both message and audience 2) Predictable organization and sequencing 3) Importance of both form and accuracy 4) Language is more like written language 5) Often monologic.

Some of the skills involved in using talk as performance are:

1) Using an appropriate format 2) Presenting information in an appropriate sequence

14 Jack C. Richard, Teaching Listening and Speaking From Theory to Practice,

(Cambridge University, 2008) p. 25.

14

3) Using correct pronunciation and grammar 4) Creating an effect on the audience 5) Using appropriate vocabulary 6) Using an appropriate opening and closing.15

4. The Purposes of Teaching Speaking

Teaching is a profession. Thus, teachers should pursue professional

development to sharpen their teaching skills and maintain the quality of

profession. Teaching speaking is a very important part of first foreign

language learning. McDonough said that “with the recent growth of

English as an international language of communication, there is clearly a

need for many learners to speak and interact in multiplicity of situation

through the language, be it for foreign travel, business or other

professional reason.16

However, today's world requires that the goal of teaching speaking

should improve students' communicative skills, because, only in that way,

students can express themselves and learn how to follow the social and

cultural rules appropriate in each communicative circumstance.17 “To

teach speaking is necessary to understand the process involved in speech.

Through speech one can express emotion, communicates intentions, react,

to other persons and situations influence other human being.”18

Based on Bullock Report in Jon Davinson and Jane Dowson it is

stated “The teacher’s role should be one of planned intervention, and his

15 Jack C. Richard, Teaching Listening and Speaking From Theory to Practice,

(Cambridge University, 2008) p. 28. 16 Jo McDonough and Christoper Shaw, Material and Method in ELT, (UK: Backwell and

Cambridge, 1993), p. 151. 17 Hayriye Kayi , Teaching Speaking: Activities to Promote Speaking in a Second

Language.( Nevada: University of Nevada, Internet TESL Journal, Vol. XII, No. 11, November 2006), p. 1. From: http://iteslj.org/ http://iteslj.org/Articles/Kayi-Teaching Speaking.html. (retrieved on august, 9, 2010)

18 Wilga M. Rivers, Teaching Foreign Language Skills, 2nd edition, (Chicago: the

university of Chicago press, 1981), p. 90.

15

purpose and the means of fulfilling them must be clear in his mind.

Important among these purposes should be intention to increase the

complexity of the child’s thinking, so that he does not rest on the mere

expression of opinion but uses language in an exploratory way”.19

Moreover, Taylor said “the goal or the aim of speaking component

in a language class should be to encourage the acquisition of

communication skills and to foster real communication in and out of the

classroom”.20 While another expert said, “The aim of communicative

activities in class is to get learners to use the language they are learning to

interact in realistic and meaningful ways, usually involving exchange of

information and opinion.21

A teacher in a speaking class can contribute more than just

teaching the students to speak in the target language. Having a good

interpersonal relationship in the classroom eased the students’ learning

also contributes to the teacher’s well-being and performance in the class.

Thus, it is very important for the teacher to convey warmth and empathy

toward the students, creating a cooperative and supportive learning

environment and providing educative learning experience that the students

have the opportunity to develop as whole human beings.

So the writer concluded that the purpose of teaching speaking skills

is communicative efficiency. Learners should be able to make themselves

understood, using their current proficiency to the fullest. They can make a

good communication by using spoken words to exchange feelings, ideas,

opinion, and share information with the interlocutor, so they can

understand and know something about the people who speak the language.

19 Jon Davinson and Jane Dowson, Learning to Teach English in the Secondary School

2nd Edition, (New York: Routledgefalmer, 2003), p. 98. 20 Marrianne Celce Murcia (ed). Teaching English as a Second Language, (Boston

Massachussetts: Heinle Publishers, 1991), Vol.2. p. 126 21 Jim Scrivener, Learning Teaching; A Guide Book for English Language Teachers, 2nd

Ed,. (Macmillan, 2005), p. 152

16

Hence, it is essential that language teachers pay great attention to teaching

speaking. Rather than leading students to pure memorization, providing a

rich environment where meaningful communication takes place is desired.

Teacher also must create the best situation for real communication in the

classroom.

5. Kinds of Speaking Activities

It is important to give the students a variety of speaking activities

so that they will be able to cope with different situations in reality. Variety

also helps keep motivation high. The next reason for designing a variety of

activities is that the students have different learning styles, so some kinds

of activities may suit some students, while other activities may suit other

students.

The following activities are all designed to provoke spoken

communication between students and/or between the teacher and the

students. We will divide the activities into seven categories: Reaching a

consensus, discussion, relying instructions, communication games,

problem solving, talking about yourself, simulation and role play.22

Here are the explanations of numerous techniques concerned with

speaking activities:

a. Reaching a consensus

In consensus activities students have to agree with each other after a

certain amount of discussion. The task is not complete until they do.

These activities have been successful in promoting free and

spontaneous language use.

b. Discussion

Discussion is one of the most usual speaking activities. Pictures are an

ideal stimulus for initiating discussion. Especially cultural differences

are most likely to provoke discussion. It can help the students to arrive

22 Jeremy Harmer, The Practice of English Language Teaching; New Edition, (New York: Longman, 1991) , p. 122-125.

17

at any conclusion, share any ideas and look for some solutions at final.

Besides, they can get involved in an “agree or disagree” discussion.

c. Relying instruction

In this type of activity students have to give each other instruction. The

success of the activity depend on whether the students to whom

instruction are being given perform the tasks successfully.

d. Communication games

These games are designed to provoke communication between

frequently depend on an information gap, so that one student has to

talk to his partner in order to solve the puzzle, draw a picture, put

things in the right order, or find similarities and differences between

pictures.

e. Problem solving

Problem solving activities encourage students to talk together to find a

solution to a set of problems or tasks.

These activities demand the student to communicate with each other to

find out the best solution of the problem in order to can solve the

problem and can complete the task.

f. Talking about yourself

This activity uses the students’ lives and feelings for any number of

interpersonal exchanges.

g. Simulation and Role Play

Simulations and role-play involve a lot of conversations and

discussions. Thus it may not be very suitable for a large class. The

teacher has to spend a lot of time on interactions of students and he is

not able to predict the process in the class. In this activity, students

simulate a real life encounter, as if they were doing so in the real

world.

When students felt speaking learning is too difficult, they start to lose

their interest and motivation. Teachers know that learners like being

18

physically active as they learn by doing. Moreover, they are imaginative and

creative and they learn without being aware of it. They also have to able in

mastering speaking skill for their communication and relation to each other.

Thus, the teacher decided that communication games are one of the

appropriate techniques which help students to reduce boredom, meanwhile

achieving teaching learning goal of speaking subject.

B. Communication Games

1. The Understanding of Games

Games have become crucially important for English language

learners and teachers not only because they provide enjoyment and

relaxation, but also as they encourage students to use their language in a

creative and communicative manner.

Wright, Betteridge and Buckby stated “…. ‘game’ to mean an

activity in which the learners play and usually interact with others”. They

also said that “Games help and encourage many learners to sustain their

interest and work”. Next, their opinion is “Games also help the teacher to

create contexts in which the language is useful and meaningful. The

learners want to take part and in order to do so must understand what

others are saying or have written, and they must speak or write in order to

express their own point of view or give information”.23

Based on Elizabeth Rowell in her Journal of reading, Games for

Language Learning are an excellent aid to the teacher who wants to make

language learning more meaningful and more fun.24 Likewise, Hadfield

defined games as “an activity with rules, a goal and an element of fun”. 25

A similar opinion expressed by LEE, “games are enjoyable. Enjoyable

23 Andrew Wright, et.al. Games for Language Learning, Third Edition, (New York:

Cambridge University Press, 2006) p. 1-2 25 Jill Hadfield, Intermediate Communication Games, (Edinburg: longman, 1996), p. v

19

also is the active cooperation with one’s fellows. In group or team activity,

rivalry and cooperation go hand in hand”.26

In addition, T S. Rodgers in Connie L. Shoemaker states that

games have four basic characteristics:

a. Competitive b. Governed by rules c. Goal-defined, engaging in that they challenge the participants. d. They have closure on a predetermined point at which they are

finished.27

Considering that there are several experts opinion above, the writer

concludes that games involve many factors such as employing rules,

fostering cooperation while making learning fun. One can simply say that

games are enjoyable. However, in addition to being enjoyable, games refer

to rules to be followed pointing at a serious instructional planning and

delivery process. It also allows students to work cooperatively, compare

with each other, strategize, think in a different way, compare and share

knowledge, learn from others, learn from mistakes, work in a less stressful

and more productive environment, and allow people to have fun.

Therefore, it is important that teachers should not see games as time fillers

or tools designed for fun only, but integrate them into their foreign

language teaching programmers.

Competition, which is associated with games, plays a crucial role

as for the nature of games requires. Learners are excited by competition

because the question of who will win or lose remains unanswered until the

game is over.

26 W R LEE, Language Teaching Games and Contests, 2nd Ed, (Oxford University Press,

1980), p. 1. 27 Connie L. Shoemaker, and F. Folyd Shoemaker, Interactive Techniques For the ESL

Classroom, (Boston: Heinie and Heinie Publisher, 1997), p. 73

20

2. The Significances of Games

Games provide language teachers and learners with many

advantages when they are used in classroom. One of those advantages is

that learners are motivated to learn the language when they are playing a

game. As Ersoz holds that Games are highly motivating because they are

amusing and interesting. They can be used to give practice in all language

skills and be used to practice many types of communication.28 Lee also

said “They banish boredom and so make for willing learners.”29

Based on journal of Agnieszka Uberman, Hansen (1994:118)

stated that “they are highly motivating and entertaining, and they can give

shy students more opportunity to express their opinions and feelings”.

While Zdybiewska (1994:6) “Games to be a good way of practicing

language, for they provide a model of what learners will use the language

for in real life in the future”.30

Further support comes from Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga, Games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Then, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities.31

Basen on Lee Su Kim, there are many advantages of using games

in the classroom:

28 Aydan Ersoz, Six Games for the EFL/ESL Classroom; The Internet TESL Journal, Vol.

VI, No. 6, June 2000. http://www.aitech.ac.jp/~iteslj/Lessons/Ersoz-Games.html. (Retrieved on January, 12 2011)

29 W R LEE, Language Teaching Games and Contests, 2nd Ed, (Oxford University Press,

1980), p. 1. 30Agnieszka Uberman, The Use of Games For Vocabulary Presentation and Revision,

Forum, Vol. 36 No 1, January - March 1998 Page 20. http://exchanges.state.gov/englishteaching/forum/archives/1998/docs/98-36-1-d.pdf (Retrieved, Janury, 12, 2011).

31 Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga, Learning Vocabulary Through

Games, Asian EFL Journal - December 2003. http://www.asian-efl-journal.com/dec_03_sub.Vn.php. (Retrieved on January, 12 2011)

21

a. Games are a welcome break from the usual routine of the language class.

b. They are motivating and challenging. c. Learning a language requires a great deal of effort. Games help

students to make and sustain the effort of learning. d. Games provide language practice in the various skills-

speaking, writing, listening and reading. e. They encourage students to interact and communicate. f. They create a meaningful context for language use.32

In addition, McCallum (1980) explains that there are many

advantages of games such as:

a. Focus students’ attention on specific structures, grammatical patterns, and vocabulary items.

b. Can function as reinforcement, review and enrichment. c. Involve equal participation from both slow and fast learners. d. Can be adjusted to suit the individual age and language levels of

the students. e. Contribute to an atmosphere of healthy competition, providing an

outlet for the creative use of natural language in a non-stressful situation.

f. Can be used in any language teaching situations and with all skill areas (reading, writing, speaking or listening).

g. Provide immediate feedback for the teacher. h. Ensure maximum student participation for a minimum or teacher

preparation.33

According to Martha Lengeling and Casey Malarcher as they wrote

in their journal, they divided the general benefit into four aspects:

a. Affective: 1) Lowers affective filter 2) Encourages creative and spontaneous use of language 3) Promotes communicative competence 4) Motivates 5) Fun.

b. Cognitive: 1) Reinforces 2) Review and extends

32 Lee Su Kim, Creative Games for the Language Class Forum. Vol. 33 No 1, January -

March 1995, Page 35. http://exchanges.state.gov/englishteaching/forum/archives/1995/docs/95-33-1-l.pdf. (Retrieved on January, 12 2011)

33 George P. McCallum, 101 Word Games: For Students of English as a Second or

Foreign Language, (Oxford University Press, 1980), p. ix

22

3) Focuses on grammar communicatively c. Class Dynamics:

1) Student centered 2) Teacher acts only as facilitator 3) Builds class cohesion 4) Fosters whole class participation 5) Promotes healthy competition.

d. Adaptability: 1) Easily adjusted for age, level, and interests 2) utilizes all four skills 3) requires minimum preparation after development34

So games making learning easier in an enjoyable way suggests that

games are full of fun which leads to successful learning. In many games,

learners are required to cooperate to achieve the goal and most learners

enjoy cooperation and social interaction. It is believed that when

cooperation and interaction are combined with fun, successful learning

becomes more possible.

3. Types of Communication Games

Classifying games into categories can be difficult, because

categories often overlap. Hadfield explains two ways of classifying

language games. She divides language games into two types: Linguistic

Games and Communicative Games.35 Linguistic games focus on accuracy,

such as supplying the correct antonym. On the other hand, communicative

games focus on successful exchange of information and ideas, such as two

people identifying the differences between their two pictures which are

similar to one another but not exactly alike. Correct language usage,

though still important, is secondary to achieving the communicative goal.

LEE added that communication games are not necessarily lengthy

or complex. There is something to be communicated to others or to be

34 M. Martha Lengeling and Casey Malarcher, Forum Vol. 35 No 4, October - December

1997 Page 42. http://exchanges.state.gov/englishteaching/forum/archives/1997/docs/97-35-4-h.pdf. (Retrieved on January, 12 2011).

35 Jill Hadfield, Intermediate Communication Games, (Edinburg: longman, 1996). p. v

23

found out from others, and the learners want to keep the game going

because they are interested in it. 36

Moreover, Hadfield classifies language games into many more

categories37:

a. Sorting, ordering, or arranging games.

For example, students have a set of cards with different products on

them, and they sort the cards into products found at a grocery store and

products found at a department store.

b. Information gap games

In such games, one or more people have information that other people

need to complete a task. For instance, one person might have a

drawing and their partner needs to create a similar drawing by listening

to the information given by the person with the drawing. Information

gap games can involve a one-way information gap, such as the

drawing game just described, or a two-way information gap, in which

each person has unique information, such as in a Spot-the-Difference

task, where each person has a slightly different picture, and the task is

to identify the differences.

c. Guessing games

These are a variation on information gap games. One of the best

known examples of a guessing game is 20 Questions, in which one

person thinks of a famous person, place, or thing. The other

participants can ask 20 Yes/No questions to find clues in order to guess

who or what the person is thinking of.

d. Search games

These games are yet another variant on two-way information gap

games, with everyone giving and seeking information. Find Someone

Who is a well known example. Students are given a grid. The task is to

36 W R LEE.. Language Teaching Games and Contests, 2nd Ed, (Oxford University Press,

1980), p. 2. 37 Jill Hadfield , Intermediate Communication Games, (Edinburg: longman, 1996), p. v-vi

24

fill in all the cells in the grid with the name of a classmate who fits that

cell, e.g., someone who is a vegetarian. Students circulate, asking and

answering questions to complete their own grid and help classmates

complete theirs.

e. Matching games.

This game involve matching corresponding pairs of cards or pictures

and may be played as a whole class activity, where everyone must

circulate until they find a partner with a corresponding card or picture.

f. Labeling games

These are a form of matching, in that participants match labels and

pictures.

g. Exchanging games

In these games, students barter cards, other objects, or ideas. Similar

are exchanging and collecting games. Many card games fall into this

category.

h. Board games

Scrabble is one of the most popular board games that specifically

highlight language.

i. Role play, simulation and drama games.

Role play can involve students playing roles that they do not play in

real life, such as dentist, while simulations can involve students

performing roles that they already play in real life or might be likely to

play, such as customer at a restaurant. Dramas are normally scripted

performances, whereas in role plays and simulations, students come up

with their own words, although preparation is often useful.

In addition, Harmer classify communication games into four

categories,38 those are:

a. Find the differences or similarities

38 Jeremy Harmer, The Practice of English Language Teaching; New Edition, (New

York: Longman, 1991) , p. 126-129

25

Students are put into pairs. In each pair Students A is given a picture

which is similar, but the different in some vital respect. They are told

that they must not look at each other’s material but that they must find

out a certain number of differences between the two pictures through

discussion only.

b. Describe and arrange

Students are told they are going to work in pairs. In each pair Student

A is given the following pictures and told not to show them to Student

B. on the other hand, student B is given the same pictures but cut up so

they are not in any order. Consequently, Student B must arrange the

pictures in the same order as students A’s.

c. Story reconstruction

Students are given different parts of a picture story. They have to

reconstruct the whole narrative even though individually they have

seen only a small part of it. This is done because each member of

group has seen a different picture; by talking about their pictures

together the narrative emerges.

d. Poem reconstruction

The same principle of reconstruction can be applied to simple poems.

Students have to reassemble lines which they are given. The activity

mixes reading, listening and discussion.

C. Teaching Speaking Through Communication Games

With the introduction of communicative language teaching, English

language teaching and learning has become much more demanding for

teachers and learners just like any other innovation poses challenges for its

users. In teaching learning speaking process, the teacher should have a variety

and fit techniques to convey the materials of the speaking subject in order to

create the communicative activities. In this case, the writer use communication

games to teach speaking. Those are very useful for the students to encourage

their motivation to speak English, make them enjoy and fun in teaching

26

learning activities. It also can reduce the boredom and make the classroom

come alive. As Harmer said that “Games are a vital part of a teacher’s

equipment, not only for the language practice they provide, but also for the

therapeutic effect they have.”39

The use of games in learning environment will not only change the

dynamic of the class, but it will also rejuvenate students and help the brain to

learn more effectively. The more exciting and interactive a teacher can make

the learning environment, the more a teacher tries to introduce games and

activities. The more a teacher changes shapes and manipulates both the

language and the environment, the better the circumstances.

In associating communication game in speaking activities, the first the

teacher must do is preparing the material then determining game that suitable

with the topic including the goal, linguistic function, vocabulary selection, and

group work to engage student communicative, competitive and cooperative.

39 Jeremy Harmer, The Practice of English Language Teaching; New Edition, (New

York: Longman, 1991), p. 101.

27

CHAPTER III

RESEARCH METHODOLOGY

This chapter elaborates the method of the research that describes

research design, research setting and subject, and research procedure. In

addition, the research procedures cover the preliminary study, planning the

action, implementing the action, observing the action and reflecting on the

result of the action, including data, data resources, instrument and technique of

data collection.

A. Research Design

This research employed a Classroom Action Research. This research

was done by the teacher or practitioner in the classroom. It was aimed to

reveal students’ difficulties in enhancing their speaking skill and to give the

solutions to problems occurring by applying some games to solve students’

problem in speaking.

According to Geoffrey E. Mills, Action Research is any systematic

inquiry conducted by teacher researcher, principals, school counselor, or other

stakeholders in the teaching/ learning environment to gather information about

how their particular school operate, how they teach, and how well their

students learn.1

1 Geoffrey E.Mills, Action Research, A Guide for the Teacher Researcher. (New Jersey:

Merril Prentice Hall, 2003), p. 5.

28

Classroom Action Research tends to be directly to achieving result in

the classroom setting. The researcher change one thing and observes the effect

of the change. CAR is combination between action and research. Action is

conscious activity to certain aim in order to solve the problem or improve the

teaching learning process. Research is an observing activity through scientific

method by collecting and analyzing the important data to solve the problem.

So, the CAR is an appropriate method to cover the research. The research is

based on the real classroom problem.

Actually, there are two types of Action Research; individual action

research and collaborative action research.2 In this study, the writer was using

collaborative action research that collaborated with one of the English teachers

of SMP YMJ. The teacher acted as an observer while the researcher acted as

practitioner who taught by using determining the technique. The teacher is as

an active participant who is not only functioning as an observer but also taking

actions by making lesson plan and giving assessment. Then collected and

analyzed the data together with the researcher.

During the learning activities, the researcher and the teacher guided the

students to speak. The researcher wanted to see the students’ speaking

improvement during teaching learning activity. That was why the researcher

used the communication games to solve that problem.

The CAR used in this research is Kart Lewin’s design. He is generally

considered the ‘father of action research’. He was the first to coin the term

“action research”.

His CAR design consists of four phases within one cycle. They are

planning, acting, observing, and reflecting. If the first finished but s till found

any problem or there was no improvement, thus, it is necessary to continue to

the second cycle with the same concept of the first cycle. Then so on.

2 Wijaya Kusumah, Mengenal Penelitian Tindak Kelas. (Jakarta: PT Indeks, 2009), p. 9.

29

Figure 3.1

Kurt Lewin’s Action Research Design3

3 Michael J. Wallace, Action Research for Language Teachers…, p.14

ACTING

PLANNING OBSERVING CYCLE I

ACTING

PLANNING OBSERVING CYCLE II

REFLECTING

REFLECTING

30

B. Research Setting and Subject

Setting in this research includes research place, time, subject and

object of research, and the role of the study.

1. The subject of the study

The subject of the study is the students in the seventh grade of YMJ

(Yayasan Miftahul Jannah) Junior High School, Ciputat - South Jakarta,

and academic year 2010/2011. The numbers of students consist of 45

people. It is chosen because of the observation, unstructured interview and

questionnaire result with the English teacher and the students at that class.

2. The object of the study

The object of the study is communication games technique to improve

students’ speaking ability.

3. The time and places of the study

The research was done for almost four months starting from March up to

May 2011. The time is decided based on the school academic calendar

because classroom action research needs some cycles to do in order the

teaching-learning process will be effective in the class and gain the action

success.

4. The writer’s role on the study

In this role, the writer is not only as the practitioner of action based upon

the lesson plan that has been made but also she makes a lesson plan and

the assessment or test before CAR (pre-test) and after CAR (post-test) in

the final cycle. Furthermore, the writer also collects and analyzes the data

then reporting the result of the study.

C. Research Procedure

In this procedure of the research, the writer has done a number of steps

from the CAR Design. That is a preliminary study or reconnaissance which is

used as a basic consideration in planning the action to be applied. It is

followed by planning the action, implementing the action, observing,

analyzing, and reflecting. As Mills said “reconnaissance or preliminary

31

information gathering is taking time to reflect on your own beliefs and to

understand the nature and context of your general idea.4 So the preliminary

study is useful to analyze if there is any unsatisfactory condition or what the

real condition of the students and teacher problems at the school is.

Furthermore, the researcher can analyze and identify the problems faced by

the students in learning speaking that needed to be solved.

In conducting the preliminary study, the writer carries out several

activities to find out the real condition of teaching speaking in the classroom,

such as; observing the process of teaching learning speaking activities,

interviewing the English teachers, giving questionnaire to the students

regarding of learning speaking English, and assigning the students to

rehearsing some expression of speaking skill (pre-test) in order to know their

ability in communicating by using English during learning activities with their

real teacher.

After carrying out the preliminary study, the writer goes on to the next

phase. That is beginning the first cycle of action which is done involving

planning, acting, observing and reflecting. It is carried out in repeated cycle.

1. Planning the Action

After finding the real condition of speaking problem from the

preliminary study, the writer and the teacher planned the intervention that

would be given to the students in the classroom. This session is very

important part in the classroom action research because it formulates the

suitable action and activities in the research process.

In order to solve the speaking problem, the writer is planning and

preparing several preparations for doing action as follows: (a) determining

the teaching technique, (b) designing the lesson plan, (c) setting the criteria

of success, and (d) preparing the instrument. To make it clear the writer

explains the activities in planning the action as following:

4 Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher. (2nd ed), (New

Jersey: Merril Prentice Hall, 2003), p. 26.

32

a. Determining the Technique

The researcher thought that the suitable technique to be applied in this

action research is Communication Games. It becomes the focus of this

study to be prepared, to be analyzed, to be reflected, and to be used

again until it proves effective to solve the problems of students in

learning speaking.

b. Designing the Lesson Plan

The writer makes the lesson plan based on the school based curriculum

or KTSP related to the seventh grade for the second semester. It was

developed on the basis of English syllabus which includes the

following items: (1) the instructional objectives, (2) instructional

material and media, (3) the procedures in teaching-learning activities,

and (4) assessment.

c. Setting the Criteria of Success

Criteria of success were set up to determine whether the action in the

research was successfully completed or not. The criteria of success for

Classroom Action Research are derived from the classroom problems

to be solved and the classroom goals to be achieved. Students’

academic achievement is one criteria of success. The minimum

mastery of criterion (KKM) considering English subject gains score

65. So this study is regarded successful if (1) 70% of students attain

the score equal or greater than 65 as the minimum mastery criterion for

English subject (2) if 75% students participate in teaching-learning

activities actively. If the study meets those criteria, thus the study is

called successful, but if it has not met those criteria, it is called not

successful yet and need improvement to meet the targets. The

successful action is proven by the test, observation, interview, and

questionnaire.

33

d. Preparing the Instruments

To gain the data, the researcher provided the research instrument, with

such observation notes, questionnaire, and test. They were used to

know the students achievement in the classroom.

2. Implementing in Action

In this second step, both the researcher and the teacher collaborate

to carry out the planned action. The researcher as a practitioner, she

implemented the instructional activity the communication games in

teaching speaking in the class based on the planning that has been

prepared before, while the collaborator acted as an observer who observed

the students’ activities and participation during the teaching and learning

process of speaking through communication games activities by making

observational note which would be analyzed as a reflection for the next

cycle.

This action involved three meetings in each cycle, two meetings for

implementing the action and one meeting for posttest. The time table of

the implementation of the action can be seen in the following table:

Table 3.1

The Schedule of implementing the Communication Games in

Teaching Speaking

Activity Meeting Date Theme/Sub Theme Communication

Games

Cycle I 1 March 31st , 2011 Opinion poll Matching Game

2 April 1st , 2011 Famous things Guessing Game

Cycle II 1 April 8th , 2011 Sports and Hobbies Matching Game

2 April 14th , 2011 Routine and Leisure Activities

Mil Drill Game

34

3. Observing the Action

Observing is the process of collecting data indicating the success of

the strategy in solving the classroom problems. The focus of the

observation is on the data related to the criteria of success that have been

decided. It was used to explore the implementation of communication

games to improve speaking ability. In this phase, the observer uses

observation notes for gathering the result of observation dealing with the

teacher performance, the students’ participation, the result of evaluation,

the real situation and condition in classroom when implementation of the

action. At this observing stage, which aims to collect data, the researcher

and the collaborator have to define the type of data to be collected, the data

sources, the instrument to collect the data, and the technique of data

collecting.

4. Reflecting

In this phase, the researcher and the teacher analyze data to

determine how far the data collected have shown the success of the

strategy in solving the problem. If there still be found some problems it

need to goes on the next cycle with same. Then, they revised the lesson

plan to find out some weakness in the instructional activities that have

been done. This reflection is aimed to improve the instructional activities

in the class and as a basis to formulate the lesson plan in the next cycle.

Reflection is the process which is done by both teachers also the

writer. They are analyzing Reflection also shows what factors support the

success of the strategy or what other problems may occur during the

implementation process. The discussion on data analysis is done under the

reflection stage. The analysis of the result of observation is done by

comparing the data collected with the target or the criteria of success.

The reflection stage is aimed at evaluating which criterion or target

of success has been achieved, which one has not been achieved, and what

are the possible reasons that those targets are not achieved yet. The result

35

of the reflection is used to determine what part of the strategy needs

improvement. The strategy is examined to find out how maximum

improvement can possibly be made so that when implemented again all

the targets of success can be achieved. The revised strategy (planning) is

then implemented again, the result is observed, and then reflected in the

second cycle. The cycle is repeated until the implementation of the

strategy can achieve all the targeted criteria of success. Below is the brief

explanation of what the writer does within these four phases in two cycles.

To solve the new problem, the researcher moves on to the next

cycle until she gains success. We can see the cycles at the following figure

below:

Figure 3.2

Problem solving cycles activities of CAR (modified by the writer)5

5 Supardi, Penelitian Tindak Kelas, (Jakarta: Bumi Aksara, 2009), p. 177

Planning

Revised Planning

Reflecting

Observing

Re-acting Acting

Re-Reflecting

Re-observing

36

Below is the brief explanation of what the writer does within

implementing the Classroom Action Research:

Figure 3.3

Research Procedures of CAR

D. Data and Data Sources

E.

PLANNING - Designing lesson plan - Preparing the model of communication games

- Preparing the materials and media

- Setting the criteria of success.

ACTING - Give expressions and vocabularies needed - Explain the instruction for practicing - Practice (sharing information with restricted

cooperation) - Students Performing game in speaking class

OBSERVING - Observe the class

condition - Observe the teacher

perform - Observe students’

participation.

REFLECTING - Evaluate teaching and learning

process - Analyze students’ achievement - Revise the action planning for

the next cycle

RE-ACTING - Explain the instruction for practicing of group working - Group work ( sharing and processing information) - Discuss and evaluate a group decision to the whole class

REVISED PLANNING - Identify the problem in cycle 1 - Revise the lesson plan - Reselect the topic and teaching

aid which will motivate students

- Strengthen students’ motivation to speak English

- Develop the activities toward spontaneous speak.

RE- REFLECTING

- Analyze students’ progress in speaking English based on their score in the test.

- Make a report of research.

RE-OBSERVING - Observe students’

participation. - Observe students’

achievement. - Observe students’

achievement in group work.

PRELIMINARY STUDY

- Observing the class - Interviewing the English teacher

- Giving questionnaire to the student

- Carry out Pretest

ANALISYS AND FINDINGS Analysis : Analyzing the result of preliminary study Finding : Result of students’ problem in speaking skill

- The students have difficulty to express their ideas in using English - The students lack of practicing English speaking. - The students felt doubtful to pronounce the word and sentence - The students lack of vocabulary - The students were passive in teaching learning speaking process - The teacher seldom created some instructional media - The students have low motivation to speak.

37

Data and source of data in classroom action research consist of some

resources:

1. Students

The writer gets the data about students’ achievement. Besides that the

researcher has to record all students’ activities in teaching learning

speaking process.

2. Teacher

The teacher here is the writer. She has to see the improvement of teaching

speaking through communication games technique and the result of

students’ achievement and also students’ activity in teaching learning

process.

3. Collaborator

Collaborator in this research is the real English teacher of SMP Yayasan

Miftahul Jannah (YMJ), he is Mr. Misbahuddin, S.Pd. He acts as an

assessor or observer, to see the implementation of classroom action

research comprehensively, both from teacher and students’ side.

F. Instruments and technique of data collection

Before conducting the research, the researcher prepared some

instruments. The instruments in this study were observation notes, interview,

questionnaire, and test (pre-test and post-test).

1. Observation notes

Observation was conducted before and during the implementation.

Observation before the implementation was carried out to reveal the real

condition of teaching learning speaking process and the problems that face

by the students in their speaking skill. Moreover, the observation during

implementation was carried out to reveal students’ speaking development

by using communication games.

In conducting the classroom action research, the writer use

observational note for record all activities that happen in teaching learning

process. It was used to find the instructional activities in the class during

38

the method were implemented. In addition, it is used to know the good

point from the student and the teacher view and things to consider for the

next meeting. The writer and observer record a description of classroom

atmosphere, the setting of the class, and the students’ activities and also

the teacher activities during the teaching and learning of speaking by using

communication games.

2. Interview

The interview was about problem in speaking lesson before and

after using communication games technique in speaking lesson. Interview

before implementing the CAR was aimed to know the students’ difficulties

in learning speaking, students’ condition involving in speaking activity

and the strategy or method that the teacher usually uses in teaching

speaking in the classroom. Furthermore, interview after implementing the

CAR was carried out to know the students’ speaking development after

they given the communication game method and to know the teacher’s and

students’ response toward the idea of communication game activities in

speaking lesson.

3. Questionnaire

In conducting this study, the writer use questionnaire to know the

students responds toward the process of teaching and learning speaking

and also about their motivations and problems in learning speaking before

and after implementing the communication games. This activity took all

students in the seventh grade of SMP YMJ as the respondents.

4. Test

Test was used to find out the students’ knowledge or ability in a

certain field. In this study test was used to measure the improvement of

students’ speaking ability. In order to get enough data, the researcher

conducted pre test and post test.

The pre test is directed to know students’ existing knowledge of

speaking ability before implementing communication games activities.

Meanwhile, the post-test is implemented after using communication games

39

activities. It was used to know students’ final speaking skill improvement

in the last of the cycle in implementing the method. In this research, the

writer conducted an oral test. The content of the test would require the

students for develop their speaking skill through four points in the oral

English rating scales, according to Harris namely: pronunciation,

grammar, vocabulary and fluency.

To measure this step of test the teacher categorizes the score into

criteria which referred to Harris as these following6:

Table 3.2

Analytic Scoring Rubric of Speaking Skill

Rated qualities Points Behavioral statements

Pronunciation

5 Has few traces of foreign accent. 4 Always intelligible, though one is conscious of a

definite accent 3 Pronunciation problems necessitate concentrated

listening and occasionally lead to misunderstanding. 2 Very hard to understand because of pronunciation

problems. Must frequently be asked to repeat. 1 Pronunciation problems so severe as to make speech

virtually unintelligible.

Grammar

5 Makes few (any) noticeable errors of grammar or word order.

4 Occasionally makes grammatical and or word order errors which do not, however, obscure meaning.

3 Makes frequent errors of grammar and word order which occasionally obscure meaning

2 Grammar and word order errors make comprehension d must often rephrase sentences and or restricts himself to basic patterns.

1 Errors in grammar and word order so severe as to make speech virtually unintelligible.

Vocabulary 5 Use of vocabulary and idioms is virtually that of a

native speaker. 4 Sometimes use inappropriate terms and or must

rephrase ideas because of lexical inadequacies.

6 David P. Harris, Testing English as a Second Language, (Bombay: Tata McGraw-Hill

Publishing Company ltd., 1977), p. 84.

40

3 Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.

2 Misuse of words and very limited vocabulary make comprehension quite difficult

1 Vocabulary limitations so extreme as to make conversation virtually impossible.

Fluency

5 Speech as fluent and effortless as that of a native speaker

4 Speed of speech seems to be slightly affected by language problems

3 Speed and fluency are rather strongly affected by language problems.

2 Usually hesitant; often forced into silence by language problem.

1 Speech is so halting and fragmentary as to make conversation virtually impossible

Comprehension

5 Appears to understand everything without difficulty. 4 Understands nearly everything at normal speed,

although occasional repetition may be necessary. 3 Understands most of what is said at slower-than

normal speed with repetitions. 2 Has great difficulty following what is said. Can

comprehend only “social conversation” spoken slowly and with frequent repetitions.

1 Cannot be said to understand even simple conversational English.

Note: maximum sore = 25 (Cited from Harris, 1969: 18)

Score = the result of score x 100

Maximum score

G. Technique of Data Analysis

The process of data analysis was conducted from preparation activity

to the last cycle. The data will be gathered using from observation, interview,

questionnaire, and test. The data from observation and interview were analyze

by descriptive analysis, while the data from test and questionnaire were

analyzed by using numerical data, and then it is compared between students’

score in pre-test and post-test. Then it were interpreted to answer the research

question and to draw some conclusion of the research.

41

In analyzing numerical data, the writer finds out the average of

students’ speaking score of action within one cycle. It uses the formula:7

X : mean

Xi : individual score

n : number of students

Next, to know the class percentage which passes the Minimum

Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 70, the writer uses the

formula:8

P : the class percentage

F : total percentage score

N : number of students

The last, after mean of students’ scores of action is gained, the writer

analyzes whether there is or there are no improvement scores on speaking

from pre-test up to post-test score in cycle 1 and cycle 2. She uses the

formula:9

P : percentage of students’ improvement

7 Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67 8 Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

2008), p.43 9 David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual

Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores,(Iowa: Department of Physic and Astronomy, 2008), p.3

nxiX

P = %100NF

P = %1001 y

yy

42

y : pre-test result

y1 : post-test 1

P : percentage of students’ improvement

y : pre-test result

y2 : post-test 2

The formula used to analyze data from the percentage of questionnaire

result:

n : number of students who answered the option

N : number of all students in the class

P = %1002 y

yy

100% Nn

43

CHAPTER IV

RESEARCH FINDINGS

This chapter elaborates the result of the action research. They were

presented the data gathered from the activities of CAR. These activities

covered data from the observation, interview, questionnaire, observational

notes, tests, the implementation of teaching speaking through communication

games activities and improvement result of CAR.

A. Findings before implementing the CAR

A preliminary study was conducted to get data about the factual

conditions of the problems faced by the teacher and students in the teaching

learning process of speaking class. The preliminary study was conducted on

March 11st – March 24th, 2011 which was done by (a) observing the process of

teaching learning activity in the classroom, (b) interviewing the English

teachers in terms of the techniques and activities employed in teaching

speaking, (c) giving questionnaire to the students in terms of learning English,

and (d) assigning the students to respond some expression in order to identify

the students’ real competence and problems in speaking ability. It was held at

seventh grade of SMP YMJ (Yayasan Miftahul Jannah Ciputat). The result of

preliminary study will become a consideration in formulating planning in

cycle 1.

44

1. The Result of Pre-Observation

The pre-observation was carried out to observe the process of

teaching learning activity before implementing the action. It was held at

seventh grade of Yayasan Miftahul Jannah Junior High School (SMP

YMJ) Ciputat academic year 2010/2011 which consisted of 45 students in

the class. It was conducted on Friday, March 11st, 2011. Here are the

results of pre observation:

a. The students less of preparation in learning English, especially for

speaking class. Factually, most of students were still playing with each

other in the outdoor class when they were waiting for the teacher to

come. When the teacher was about to begin the teaching learning

activity, there were some students who kept joking and talking with

each other. They were just waiting for the teacher instruction for

prepare the study.

b. Just few students who were ready to pay attention when the teacher

explained the material, while the other students did not pay attention

and still kept talking with their friends.

c. The teaching learning process was passive. It showed that the students

did not respond to the teacher’s instruction directly. I meant that most

of students have less motivation in learning speaking.

d. Activity in classroom tends to teacher-centered. The teaching learning

process was going on non-communicatively. The teacher didn’t use the

instructional media or teaching aids to teach English speaking subject.

The teacher more emphasizes taught writing and reading activities than

speaking. So the students lack of practicing in English speaking.

e. The students seem less enthusiastic in following teacher’s instruction

in learning English.

2. The Result of Pre-Interview

The pre-interview in this study was carried out the unstructured

interview. It was held on Thursday, March 17th 2011, started at 10.05 A.M

and finished at 10.45 A.M. The writer asked the teacher some questions.

45

The questions consist of three categories of questions, involving: the

general condition in English class especially in speaking class, the

difficulty faced by students and their participation, and the strategy used

by the teacher in speaking class, then discussing communication games for

teaching speaking activity. Those are talked about the general condition in

English class particularly on students’ speaking ability and performance,

students’ learning activities and teachers’ strategy that was implemented

previously. Moreover it talked about the difficulty faced by the students in

speaking skill. The teacher said that speaking is the difficult skills to be

learned whereas the students must achieve the Minimum Mastery

Criterion- Kriteria Ketuntasan Minimal (KKM). Furthermore it talked

about the strategy used by the teacher in teaching English speaking. The

teacher said that she had never used role play in teaching the students, she

usually teaches speaking by introducing new dialogue to the students, then

she reads the dialogue and was followed by students together, and then she

gave the meaning of the dialogue.

From the result of interview, there were some problems in teaching

speaking. First, the teacher didn’t encourage the students to speak English

in speaking class so the students have lack of practicing in English

speaking and have not motivate to speak in English language. Second, the

students feel doubtful to pronounce the words and sentences because of

being afraid in making mistakes. Third, the teacher didn’t apply various

methods in teaching learning process. Next, most of students did not like

study English, because it is the difficult lesson so most of students gained

low competence in English.

3. The Result of Pre Questionnaire

The pre questionnaire was conducted to know about the students’

response about English lesson especially speaking skill. The questionnaire

used in this study was a close questionnaire. The questionnaire was given

to the students in the seventh grade of Miftahul Jannah Junior High School

on Friday, March 18th 2011. The questionnaire had five questions which

46

covered in five issues: the students’ motivation toward the English lesson

especially in speaking skill, the most difficult skill in English lesson, the

students’ feeling toward the teacher’s style in teaching speaking, the

teacher’s implementation of the suitable technique in teaching speaking,

and the students’ feeling toward their result in English lesson. The table

below showed the result of pre questionnaire.

Table 4.1

The Result of Pre Questionnaire

No Perception Percentage (%)

Strongly Agree Agree Neutral Disagree Strongly

Disagree 1 The students’ motivation

toward the English lesson 8.8 37.7 44.4 11 0

2 The most difficult skill in English lesson 44.4 22 17.7 15.5 0

3 The students’ feeling toward the teacher’s style in teaching speaking

2.2 24.4 46.6 22.2 4.4

4 The teacher’s implementation of the suitable technique in teaching speaking

4.4 24.4 33.3 31 6.7

5 The students’ feeling toward their result in English lesson

15.5 33.3 28.8 17.7 4.4

The first issue in Table 4.1 was on the students’ liking for English

lesson. It indicated that 44.4 % of students felt fair to the English lesson,

37.7% of students like English lesson, and 8.8 % of students strongly

agreed that they like English lesson very much, but 11% of students did

not like English lesson. It can be concluded that most (44.4 %) of the

students of English class felt fair to English lesson.

The second issue is about the most difficulties skill in English

lesson. There was 44.4 % of students strongly agreed that speaking was

the most difficult skill to learn, 22% students agreed, and 17.7 % students

47

felt fair, but 15.5 % of students disagree with that issue. It appeared some

of students (44.4 %) assumed that speaking was the most difficult skill to

learn.

The third issue was on the students’ feeling toward the teacher’s

style in teaching speaking. It was showed that 46.6 % of students neither

agree nor disagree. Then, there were only 2.2 % of students strongly

agreed, 24.4 % of students agreed that they felt appetizing in the way of

the teacher taught, but 22.2 % of students disagree and also 4.4 % of

students felt strongly disagree with the style of English teacher when he

taught. It indicated that the students could hardly interest with their teacher

style in teaching speaking. So, it needed innovation of teaching method to

develop their motivation in learning speaking.

The next issue was on the teacher’s implementation of the suitable

technique in teaching speaking. The table 4.1 indicated that 33.3 % of

students felt fair that the teacher’s technique could help them express their

ideas easily. Those were only 4.4 % of students strongly agreed and 24.4

% of students agreed that the teacher’s technique could solve their

difficulties in speaking. On the other hand, 31 % of students disagree and

6.7 % of students strongly disagree. It means that most of the students of

English class still got difficulties in learning speaking skill.

The last issue was on the students’ feeling toward their result in

English lesson. It can be seen that 15.5% of students strongly agreed, 33.3

% students agreed that they were satisfied with their speaking score, and

28.8 % of student felt fair with their score. Besides, some of students 17.7

% felt not satisfied with their score and 4.4 % of them strongly disagree.

Although many students were satisfied, it could not be said that the

English scores were good because they still found that some of students

were not satisfied with their English speaking scores.

The conclusion in term of speaking problem was this class still got

difficulty in speaking skill and need improvement to achieve the goal of

48

speaking lesson and to reach the Minimum Mastery Criterion- Kriteria

Ketuntasan Minimal (KKM).

4. The Result of Pre-Test

The pretest was conducted on Thursday, March 24th, 2011. In

pretest, the students were assigned respond to some expression made by

the teachers concerning student’s opinion and their hobbies. The teacher

calls the students two by two as the partner to come forward then the

researcher asked about their opinion of their partner and asked about their

hobby including like and dislike while the teacher was scoring the students

responses. The criteria of the test to be guideline were pronunciation,

grammar, vocabulary, fluency, and comprehension.

Based on the result of the pre test, the data showed that the mean

score of pretest was 50.67. There were only 9 students out of 45 students

or 20 % of the students who achieved the Minimum Mastery Criterion-

Kriteria Ketuntasan Minimal (KKM) meanwhile the other students were

below that criterion. From that analysis, it could be seen that almost of

students’ speaking skill is still very low.

After analyzing the result of preliminary study, it could be

concluded that most of the students at the seventh grade of Yayasan

Miftahul Jannah had difficulty in speaking skill. So, it needs finding out a

solution to overcome this problem. The writer used communication games

in teaching speaking as an innovation in teaching learning process. The

action needed to improve students’ ability in speaking skill. The action

research was conducted in two cycles. Every cycle followed the

procedures of action research involving planning, acting, observing, and

reflecting. Every cycle was conducted in three meetings.

49

B. Findings During Implementing the CAR

1. First Cycle

a. Planning

There were some activities conducting in this phase. First, the

writer was helped by the collaborator designed lesson plan for the first

cycle. The lesson plan made in this cycle was three lesson plans. Second,

the writer prepared the model of communication games. The

communication games model used was matching games and guessing

games. Third, the writer prepared materials and media. The material in the

first cycle is about asking opinion, giving opinion and stating opinion. The

media used were several pictures and card. Next, the writer and

collaborator determined the criteria of success. The criteria of success

were 75% of the students’ speaking score achieved the Minimum Mastery

Criterion-Kriteria Ketuntasan Minimal (KKM) of English (65.0) or above

and 75% of students participated in speaking class.

b. Acting

Action of the first cycle was done on March 31st, April 01st and 07th

2011. The writer implemented the teaching learning process based on the

lesson plan had been made. In the teaching learning process, the researcher

used three phase techniques; pre teaching activity, whilst teaching activity,

and post teaching activity. In this acting, the writer tried to integrate

students to participate in the classroom activities. In detail, the writer

presents in the following action:

1) First meeting

Function : Asking and Giving Opinion

Topic : Opinion Poll

Game : Matching Game

Time : Thursday, March 31th, 2011

i. Pre-Activity

The writer opened the class by greeting, asking students’

condition, brainstorming, asking students’ readiness in learning and

50

starting by reciting Basmallah. Then the teacher checked the students’

knowledge about some artists and musicians by asking the students

then asked them to say anything about some people that teachers’ said.

This is to stimulate students’ ability to describe someone.

ii.Whilst-Activity

In whilst-activity, the writer as a practitioner, she introduced

new vocabularies related the material by modeling, and drilling. Then

give the example by asking and answering about expression asking and

giving opinion then she explained about that. The material involves the

exponent of expressing asking and giving opinion and the lexical area

is about adjectives for opinion.

After explaining the material, she gave the instruction for

implementing the game. Then she gave out opinion card game one

card for each student. Each card consisted of three different subjects

with different opinion. The students were assigned to find someone

whose opinions are exactly the same as theirs. Then they were moving

around the class to ask for and giving opinions on the subjects listed on

their cards until they found someone who agrees with them about

everything based on their card. The students who were very rapid in

finding their same opinion got the best score.

When conducting the game, some of students had great

enthusiasts in playing the game. However, they still found difficulties

in pronouncing some word, and still got confuse to express about

asking and giving opinion.

iii.Post-Activity

Before closing the class, firstly the writer asked students

difficulties during the teaching and learning process. The teacher gave

some advice to the student to use their knowledge about giving and

asking opinion in their daily life and also use the new vocabulary too.

Then the teacher and the students closed the teaching learning process

by recited Hamdallah and farewell.

51

2) Second meeting

Function : Stating Opinion

Topic : Famous things

Game : Guessing Game

Time : Friday, April 1st 2011

i.Pre-Activity

The writer opened the class by greeting, asking students’

condition, brainstorming, asking students’ readiness in learning and

starting by reciting Basmallah. Then the teacher asked the students’

about the previous lesson.

ii.Whilst-Activity

In whilst-activity, the writer as a practitioner, she showed the

picture of famous places and then asked the students to guess the

picture by describing it. After the students had finished describing the

picture, the teacher explained how to describe it. The teacher and

students thought about the other kinds of famous things, the teacher

wrote down the students answer on the white board. After that she

listed the vocabulary which related to each famous thing. She

introduced those new vocabularies by modeling and drilling. The

teacher then, divided the class into seven groups, and every group has

to delegate a member as a chairperson. The teacher gave the

instruction about role of the game until the students understood, then

she gave out the envelope that contain picture of famous things

(person, band music, and places) every group was given the different

picture. The students discussed and analyzed the characteristics of the

picture that they have accepted, and they gave some opinion about the

picture. All members of the group presented the picture by introducing

the characteristics and everything except the name of picture as clues

for the group to guess the picture, one member describe at least one

clue, whilst the other groups guessed name of the picture by raising

their hand first, the other group asked to the presented group used the

52

confirmation question if they still lack of information about the

picture. The group which could guess the picture correctly would be

the winner.

When conducting the game, all students had quite enthusiasts

in playing the game. They were motivated to speak by describing the

picture and by guessing the picture. The cohesive team and the winner

got some gift from the teacher.

iii.Post-Activity

Before closing the class, firstly the writer asked students

difficulties during the teaching and learning process. Some advices are

also given to students to motivate them to always practice their English

and must be cooperate when they are in group. Then the teacher and

the students closed the teaching learning process by recited Hamdallah

and farewell.

c. Observing

In this phase the teacher carried out the observation. The teacher as

an observer and the writer as a practitioner, the observer tried to notice all

activities in the physical classroom activity. It was about the classroom

situation, the students’ response, participation, achievement and

everything which is found during the teaching and learning process and

she also observed the teacher’s activities and performance.

The observer cased it up through the observational notes. The

result is the first meeting on the first cycle was not running well yet. From

the student’s side, some of them looked confused, ashamed and afraid

when they were asked to speak. They still have difficulties in expressing

their ideas, opinion and thoughts, and they are still hard to pronounce the

new vocabularies. Furthermore, the class situation was still uncontrolled

yet, it was still noisy because there a student as a trouble maker which

disturbs the other friend consequently the teaching learning process was

ineffective. Moreover, most of students still did not pay attention to the

53

teacher’s explanation. On the other hand, there were some of students keep

paying attention, answering the teacher question actively and correctly.

Meanwhile, from the teacher’s side, she spoke too fast when

explaining the material and giving instruction of the rule game, the

teacher’s management time was not enough since she took a long time in

classroom management. However, the teacher presented the material

systematically and guided the students to brave in expressing their ideas

and opinion orally.

The observation in the second meeting of the first cycle showed

that there was slight difference from the first meeting. The students

seemed more enthusiastic in following the teaching learning process.

Some students paid attention to the teacher explanation though there were

few of students still made noise. It was just a few of students who didn’t

pay attention to the teacher explanation. Most of students looked be better

and brave to speak up than before. But some of them did not work together

in group work and they still looked uncooperatively. In the third meeting

of the first cycle, in this observing phase there was also carried out the

posttest 1 exactly after implemented the second meeting of the first cycle

to measure how well the students’ speak comprehend of asking and giving

opinion and stating expression that had been studied.

The result data showed that the mean score of posttest 1 was 61.1.

There were only 19 students or 42.2 % of the students who got the score

above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal

(KKM) meanwhile the other 26 students were below that criterion. It

implied that the criteria have not been fulfilled yet.

d. Reflecting

In this phase the writer and the teacher discussed the strengths and

the weakness of the actions and the post-test of the first cycle. They

considered that the classroom action research still need to be improved

though the writer and the teacher felt satisfied enough because their efforts

to improve students’ ability had been developed although not all the

54

targets could not accomplish yet. Therefore, they tried to modify the action

and in order to achieve the goal of classroom action research and in order

the students more fluent and comprehend in speaking and in order 75% of

students in the class could pass the KKM.

Moreover, the teacher and the writer had to still reflect the

weakness of implementing communication games technique. They had to

make the students more aware that mastering in English speaking is very

important. They also had to encourage the students to participate in

playing communication games and performance. They had to design the

various games to motivate the students to take part in playing the game.

The teacher’s explanation should be more clearly and slowly, she also

should give more attention to the entire students in order the class not

noisy and give the punishment for the student which didn’t participate and

didn’t pay attention.

However, regarding the first cycle, the writer and the teacher felt

satisfied enough because their efforts to improve students’ ability had been

developed although not all the targets could not accomplish yet.

The reflecting phase above indicated that the action in first cycle

did not achieve the action success yet, so the teacher and the writer had to

move on to the next cycle.

2. Second Cycle

a. Planning

The second cycle was carried out to solve the problem found in the

first cycle, which were students still low in speaking ability, especially to

speak spontaneously and the participation in following the communication

games activities. So, the writer and the collaborator made some new lesson

planning for the action based on the revision of the first cycle. In this case,

the writer modified the previous lesson plan based on the result of

reflecting phase in the first cycle to make the teaching learning process

was on the same line with the problem occurred. Like on the first cycle,

the lesson plan on the second cycle also implemented the communication

55

games as a method to integrate the learning material for improving

students’ speaking ability. The game in this cycle was “Sports and

Hobbies” and “Routine and Leisure Activities” However, the language

function in the second cycle was about asking and expressing about likes

and dislikes. Beside of that, the writer still also prepared the observation

notes to monitor the classroom activities and also prepared the posttest on

to collect the data.

b. Acting

The implementation of the classroom action research cycle 2 was

conducted on April 08th, 14th and 15th 2011. The action was done based on

the second lesson plan. In cycle two, the writer as a teacher in CAR. And

the collaborator is the real teacher. This phase occurred in twice meeting.

She introduced new material by using dialog and asked the students to

practice with their partner and continued the evaluation session by using

communication games.

1) First meeting

Function : Talking about Like and Dislike

Topic : Sports and Hobbies

Game : Matching Game

Time : Friday, April 08th, 2011.

i.Pre Teaching Activity

The writer opened the class by greeting, asking students’

condition, asking students’ readiness in learning and starting by

reciting Basmallah, and then giving brainstorming related to the topic.

ii.Whilst Teaching Activity

In whilst-activity, the writer as a practitioner, the teacher asked

some students about their hobbies and their favorite sports including

like and dislike. The students respond to the teacher question then she

corrected the student expression and gave explanation how to express

like and dislike. She introduced new vocabularies related the material

by modeling and drilling she also introduced the new some expression

56

about like and dislike by drilling the students. She also gave the

grammatical role of that material.

After explaining the material, she gave the instruction about

role of playing the game and also gave the example to play it. The

objective of that game is to find out the perfect partner. They should

try to find someone who is the same as theirs card. The students moved

around the class interviewed their friend about their like and dislike

until they found someone whose tasted matched theirs.

Most of students looked enthusiastic in playing that game.

They looked happy when they found the perfect partner. There was

still found the students’ wrong expression.

After implementing game, the teacher reviewing and correcting

the students’ expression about like and dislikes who are not correct yet.

iii.Post-Activity.

Before closing the class, firstly the writer asked students

difficulties during the teaching and learning process. Some advice is

also given to students to motivate them to always practice their

English. Then the teacher and the students closed the teaching learning

process by recited Hamdallah and farewell.

1) Second Meeting

Function : Talking about likes and dislikes

Agreeing and disagreeing

Topic : Routine and Leisure Activities

Game : Mill Drill Game

Time : Thursday, April 14th, 2011

i.Pre Teaching Activity

The writer opened the class by greeting, asking students’

condition, brainstorming, asking students’ readiness in learning and

starting by reciting Basmallah. Then the teacher asked the students’

about the previous lesson.

ii.Whilst Teaching Activity

57

In whilst-activity, the teacher asked some students about their

likes of activity, and then asked another student to give responds about

agrees or disagrees with the student’s answer before. The teacher

corrected the students’ response by explaining and giving another

example about agreeing and disagreeing of likes and dislikes

expression. Then she gave vocabularies related the material by

modeling and drilling.

The teacher showed the picture and also wrote example

dialogues on the board indicating the language the students should use

on the game.

(Picture card shows going to the bookstore)

Student A: Do you like going to the bookstore? (Asking about like)

Student B: Yes, I do. (Expressing Like)

Student A: So do I (agreeing)

(Picture card shows doing homework)

Student A: Do you like doing homework? (Asking about like)

Student B: No, I don't. (Expressing dislike)

Student A: Neither/Nor do I/I do. (Disagreeing)

After explaining the material, the teacher gave the instruction

of the rule of game. After the students understood the teacher’s

instruction, she gave the one picture card for every student. The

students demonstrate the activity in their class using their pictures as

prompts. The students moved around the class and asked and answered

the questions with many different partners. In this part of the activity,

the students repeat the same question several times.

When the students have finished, they exchange cards and

moved around the class again, this time holding their cards the other

way round so the picture was faced their partner. The students took it

in turns to ask questions using the pictures on their partners' cards as

prompts. In this part of the activity, the students asked a different

question each time they change partner. The students continue asking

58

and answering in this way until they have spoken to as many different

partners as possible.

When conducting the game, all students had great enthusiasts

in playing the game. They were motivated spoken to as many different

partners as possible. The teacher gave some reward for students who

had spoken with many different partners.

iii.Post-Activity

Before closing the class, firstly the writer asked students

difficulties during the teaching and learning process. Some advice is

also given to students to motivate them to always practice their

English. Then the teacher and the students closed the teaching learning

process by recited Hamdallah and farewell.

c. Observing

In the second cycle, generally the class condition in learning

process was better than the previous cycle. It could be seen from the

students who were ready to follow the lesson. From the observation result

during the teacher conducted the second cycle. The collaborator saw that

most of students were enthusiastic to participate in learning speaking

through communication games. They looked braver than before in

expressing their ideas by using English language and they tried to

communicate and interact with the other by English speaking. In doing

task of performing game in individual work they looked self autonomous

to interact with their friends, but there were still found the students who

asked for their friend how to say likes and dislikes. Related to the teacher’s

performance, she showed some progresses. It meant that students could

understand easily and could play the game easily because the teacher’s

explanation was explicit and not so fast.

In the second meeting of this cycle, in doing the task, the students

had performed game in individual work. They enjoyed doing game and

they felt challenging to be competitive. The teacher prepared some

rewards for the students who had a good performance in using game of

59

their speaking. Automatically, it led a good feedback from students’

response in conveying their expression. Shortly, most of students seemed

quite active in the classroom and in speaking through communication

game. In the third meeting of cycle two, the teacher was held on posttest 2

regarding students’ speaking improvement through communication game

activity were about asking and expressing about likes and dislikes, it was

conducted on April 15th, 2011. Based on the result of the posttest 2, the

mean score of the class in speaking test gained 70.8 in which there were 37

of 45 students or 82.2 % who passed the KKM 65 (sixty five).

d. Reflecting

The reflection of Classroom Action Research (CAR) was carried

out after getting the score result of speaking test and posttest 2. They felt

satisfied inasmuch their efforts to improve the students’ speaking ability

through communication game strategy had been realized. The students

could speak bravely and fluency. The feedback given makes students

compete to get more points from the competition of playing the game.

Since the games are applied in teaching process the writer applied the

technique by using individual work, group work and pair bring about

changes toward student; students who at the first time do not want to

participate in the classroom, finally they tends to do their best and they

also can make a good relationship with their friend by communicating.

Then the satisfaction was proven by their improving scores from

the pretest, post-test 1 until post-test 2. The result of the posttest 2 showed

that 82.2 % of the students got the score above the Minimum Mastery

Criterion- Kriteria Ketuntasan Minimal (KKM). So it has got the criterion

of success that 75% of the students must get the score above the Minimum

Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). Because of the

satisfied result, the writer and the collaborator did not have to revise the

plan and they decided to stop the action.

60

C. Findings After Implementing the CAR

After the writer implemented the classroom action research in the

class of seven grade students of SMP YMJ Ciputat, she carried out the post

test in every cycle and also carried out interview to the English teacher who

acted as collaborator and observer, to know her response about

implementation the action and gave questionnaire to the students to know

their response about the implementation of communication games method in

teaching learning speaking.

1. The Result of Observational Note

The observational notes revealed that the teaching learning process

when implementing the communication games has been done well.

Although there were some problems occurring in the process of the action

such as some students still made noise in the class, some students had

difficulty in expressing their ideas, and also some students had difficulty in

following the instruction but those problems did not disturb the action. The

students still enjoyed the activities and the activities have been done well.

It showed that the implementing of communication games has given

positive impact on teaching learning process.

2. The Result of Post Interview

Post interview conducted in this study was the unstructured

interview. It was held on Thursday, May 5th 2010 for the English teacher,

started at 10.20 pm and finished at 10.55 pm at the resting time. The

interview was done after finishing the second cycle. This interview was

aimed to know the teacher’s view about teaching speaking through

communication games technique that had been done. In this case, the

writer divided into three criteria of questions. Those were the general

condition in English class during Classroom Action Research, the

difficulties in implementing communication games technique during

Classroom Action Research (CAR), and the strategy that had been used to

overcome the revised plan.

61

According to the teacher, it was found that the students’ condition

were better than before. In this sense, they looked enthusiast in participate,

the students felt easier to interact with their friends, they can make a good

relationship with their friends by communicate. The method built the

students’ motivation in learning speaking. It also created fun atmosphere

and tends to make the students comfort in their learning. So it reduced the

students’ boredom and also reduced their stressful. By giving different

worksheet to stimulate students’ desire to speak up and share their

different information to create some interaction and communication in the

classroom activity.

From the summarized of the interview above, it could be conclude

that the teacher gave a positive response toward the implementation of

communication games in improving students speaking ability.

3. The Result of Post Questionnaire

The students’ response after learning speaking through

communication games can be seen from the post-questionnaire. The

questionnaire used in this study was closed questionnaire. The post-

questionnaire was given to the students in seventh grades on Friday, May

6th 2010. It was conducted to know about the students’ response after

learning speaking through communication games technique. The post-

questionnaire had ten questions which revealed in five issues. There was

about the students’ liking for communication games technique, the

usefulness, the students’ response, the extent of the role of peers’

responses in improving writing quality, and the teacher’ style during

teaching speaking through communication games. The table below

showed the result of post questionnaire.

Table 4.2

The Result of Post Questionnaire

No Perception Percentage (%)

Strongly Agree Agree Neutral Disagree Strongly

Disagree 1 The students’ liking 24.4 55.6 20 0 0

62

for communication games method

2 The usefulness of communication games method

24.4 57.8 17.7 0 0

3

The students’ response about teaching speaking through communication games

20 53.3 22.2 4.4 0

4

The extent of the role of peers’ responses in improving speaking quality

17.8 55.6 24.4 2.2 0

5

The teacher’s perform during teaching speaking through communication games

20 53.3 26.7 0 0

Total 106.6 275.6 111 6.6 0 Mean 21.32 55.12 22.2 1.32 0

The first issue in Table 4.2 was on the students’ perception of their

liking in learning speaking through communication games. It indicated

that 24.4 % students strongly agreed and 55.6 % students agreed. Those

neither agree nor disagree comprised 20 %. It was clearly indicated in the

table that most of the students were like learning speaking through

communication games.

The second issue was on the students’ perception of the usefulness

of communication games method. The Table 4.2 revealed that 24.4 %

students strongly agreed and 57.8 % students agreed. Those neither agree

nor disagree amounted 17.7 %. It indicated that most of the students

agreed that communication games method could motivate them to

participate actively in speaking class.

The third issue was on the students’ response about teaching

speaking through communication games. It was indicated that 20 %

students strongly agreed and 53.3 % students agreed. Those neither agree

nor disagree amounted 22.2 % and those disagree comprised 4.4 %. No

one strongly disagreed.

63

The fourth issue was on the extent of the role of peers’ responses in

improving speaking quality. The table 4.2 also indicated that 17.8 %

students strongly agreed and 55.6 % students agreed. Those were 24.4 %

students neither agree nor disagree, but those comprised 2.2 % of students’

disagree and no one strongly disagreed.

The last issue was on the students’ response about the teacher’s

perform during teaching learning speaking process through

communication games. It was indicated that 20.0 % students strongly

agreed and 53.3 % students agreed. Those neither agree nor disagree

amounted 26.7 %. No one disagree and strongly disagreed.

To sum up the result of the questionnaire from the students view, it

indicated that 21.32 % students strongly agreed that communication games

technique motivated them to communicate and interact to the other. Those

agreed amounted to 55.12 %. Those neither agree nor disagree comprised

22.2 %. It was also clearly indicated in the table that 1.32 % students

disagreed and no students strongly disagreed. It meant that 76.45 % of

students were motivated during the implemented communication games

method in speaking class. This implied that the first criteria of success had

been fulfilled.

4. The Result of Post Test

Based on the result of students’ speaking achievement, it was

found out that the students’ speaking ability in the seven grade of SMP

YMJ was gradually improving. It meant that there was a positive impact of

communication games strategy toward the increase of students’ ability in

English speaking. In the other hand, the use of communication games

could increasingly help them became communicative, interactive,

expressive, competitive, motivate, enjoy, fun and make them participate to

learn for better speaking. Thus, most of them gradually gained good scores

at the end of each cycle.

To compare the test result between pretest and posttest of each

cycle, the writer uses some steps. Those are calculating the students mean

64

score of the test, calculating the class percentage, and calculating the

students’ improvement score from pretest to posttest 1 and post test 2 into

percentage. Here are the results from all the students’ score in this

following table:

Table 4.3

The Result of Students’ Speaking Score

No Name Score

y y1 y2 1 Adi Yandika 40 48 60 2 Agus Priyono 36 52 64 3 Ajeng Dinda Prasetya 48 68 76 4 Aji Muhammad Fadli 40 68 76 5 Andi Setiawan 36 60 72 6 Anita Triyana Dewi 48 68 72 7 Antika Febriyani 52 72 76 8 Bayu Anggoro Putra 68 72 80 9 Budi Ari Wibowo 44 52 72 10 Chairul Jito Lesmana 40 48 60 11 Devi Dwi Novatyani 48 56 68 12 Diana Pungki 56 68 68 13 Dian Ariani 48 60 68 14 Dita Sartika 52 64 76 15 Eki Nurohmah 72 80 80 16 Eni Ida Yati 68 76 80 17 Fajar Purwadi 72 76 80 18 Farida Fauziah 68 72 80 19 Fikri Zulfikar Nawa Perdana 44 48 68 20 Gufron Haryadi 36 48 60 21 Ifan Hasanda Putra 40 48 64 22 Ishmah Nur Fajrina 68 68 68 23 Kartika Ade Septiani 48 56 72 24 Leylyta 40 48 68 25 Maulana 36 44 60 26 M Agus Syarifudin 44 52 68 27 Muhammad Ridwan 44 48 64

65

28 Rijal Astian Hadly 44 52 60 29 Neneng intan Pandini 48 60 68 68 Nida Hadaya 52 64 72 31 Rafly Adi Saputra 48 60 68 32 Reynald Agusta Alex 44 60 72 33 Riki Anwar 48 56 68 34 Rizal Wahyudi 68 72 68 35 Ruliansyah 68 72 80 36 Sanju Yudistira Pradomas 44 52 68 37 Septi Kris Triastuti 56 68 68 38 Shafira Febianti 48 56 68 39 Shifa Ulniza 44 68 72 40 Suryani 52 68 68 41 Susanto 56 60 80 42 Vika Nurtila Adheliana 60 68 80 43 Viqi Indrianto 36 48 72 44 Wahyu Adia Widiasari 68 72 80 45 Yosef Oktavianus Mauboy 64 72 76

Total 2284 2748 3188

a. The result of post-test 1

The result of post test 1 showed that there are only 19 of 45

students who passed the KKM (65). The mean score from the students

score is 61.1 and the percentage of students who passed the KKM is

42.2 %. The improvement prom pre-test to post-test 1 is only 20.37 %.

That is why the writer and the collaborator considered continuing the

second cycle of that action.

b. The result of post-test 2

There is a great revulsion from the result of post-test 2. It

showed that there are 37 of 45 students who passed the KKM (65). The

mean score from the students score is 70.84 and the percentage of

students who passed the KKM is 82.2 %. The improvement from pre

test to post test 2 is 39.56 %. The post-test of cycle 2 has fulfilled the

target of Classroom Action Research (CAR) success, that is above

66

75% students could pass the KKM. Automatically, it can be said that

the Classroom Action Research (CAR) is success and the cycle is

stopped

Furthermore, the writer covered the result of students’ speaking

improvement and class percentage including the pretest, posttest 1, and

posttest 2 into charts as these following:

Figure 4.1

The Average of the Students’ Speaking Improvement

Figure 4.2

The Percentage of the Students’ Speaking Improvement

0

50

100Pre test

Post test I

Post test II

0

50

100Pre testPost test IPost Test II

Students’ Speaking Average

Students’ Speaking Percentage

67

CHAPTER V

CONCLUSIONS AND SUGGESTION

This chapter provides conclusions and suggestion. The conclusion in

this study is derived from the data and factual conditions related to the

technique used which are found during this research conducted. The

suggestions are presented in two kinds of suggestions; suggestion for English

teacher in teaching speaking, and suggestion for other researcher who want to

conduct the study in similar field of study.

A. Conclusion

According to the result of implementing classroom action research in

the seventh grade of students’ of SMP YMJ (Yayasan Miftahul Jannah)

Ciputat, it showed a great improvement that the mean score of students in pre

test was 50.76, whereas from post test 1 was 61.1 and from post test 2 are

70.84. Besides, the students’ score percentage in the pretest is 20 %, from post

test 1 is 42.20 % and 82.2 % from post test of students who passed the KKM.

Next, the result of the students’ score improvement from pretest to posttest 1

is 20.37 %, and from pretest to posttest 2 is 39.56 %. So it achieved the

criteria of success.

Based on the result of observational notes it showed that the students

enthusiastic, and actively participate in learning speaking by using

communication games. Moreover the result of the questionnaire given to the

students after using communication games in teaching speaking showed that

68

the students gave positive responses toward that action. It motivated students

to learn speaking English which is reduced students’ hesitation in speaking

and reduced the student boredom in speaking class activity. It could overcome

their difficulty in term of pronouncing the word or sentences, structure,

vocabularies, fluency, and comprehension. They can share their ideas by

English speaking with their interlocutors. Finally, the teacher’s response about

the implementation of communication games was positive and it would be

alternative strategy in solving the problem of teaching learning speaking

process.

It can be concluded that communication games technique could

improve the students speaking ability of the seventh grade of SMP YMJ

Ciputat and also could make their classroom atmosphere more interesting and

make students easier to speak up.

B. Suggestion

After concluding the result of this study, the writer would like to offer

some suggestions to the English teachers and to the other researcher. Firstly,

for the English teacher, they are:

1. It would be better for the teachers to use the communication games

technique because this technique is effective enough to improve the

students’ speaking skill. Besides, it could be an alternative to overcome

students’ boredom. Indeed, that students need to have interesting and

enjoyable language learning in order to raise the students motivation in the

teaching learning process.

2. The teacher could use this technique to measure the students speaking skill

one by one.

3. The teacher can use various game of communication game in engage the

students in communicative activity.

Secondly for the future researcher, particularly those who have the

same problem and are interested in conducting research, they are:

69

1. It is suggested that teacher should continue this kind of technique using

some modification of the procedure and improvement.

2. It is suggested that teacher should apply this kind of technique for another

level.

3. The result of this study can be used as an additional reference or further

research with different discussion.

4. Hopefully, there will be any further research of how to make this

technique better.

70

BIBLIOGRAPHY Brudden, M Philips. Effective English Teaching, 2nd edition, New York: The

Bob’s Merril Company, 1995. Bygate, Martin. Language Teaching: A Scheme for Teacher Education;

SPEAKING, Oxford: Oxford University Press, 1987. Byrne, Don. Teaching oral English. Singapore: Longman Groups, 1986. Celce – Murcia, Marianne. Teaching English as A Second or Foreign Language

(Third Edition), USA: Thomson learning, 2001. Davinson, Jon and Jane Dowson. Learning to Teach English in the Secondary

School 2nd Edition, New York: Routledge Falmer, 2003. Departemen Pendidikan Nasional, Model Pembelajaran Yang Efektif, Jakarta:

Depdiknas, 2009. Ersoz, Aydan Six Games for the EFL/ESL Classroom; The Internet TESL Journal,

Vol. VI, No. 6, June 2000. http://www.aitech.ac.jp/~iteslj/Lessons/Ersoz-Games.html. (Retrieved on January, 12 2011)

Folse, S Keith. The Art of Teaching Speaking. Michigan: University of Michigan

Press, 2009. Freeman, G. Ronald. 101+ Ways to Stimulate Conversation in a Foreign

Language, New York: ACTFL Material Center. Garton, Alison and Chris Pratt, Learning to be Literate: The Development of

Spoken and Written Language, New York: Basil Blackwell, 1989. Hadfield, Jill. Intermediate Communication Games, Edinburgh: Longman, 1996. Harmer, Jeremy. The Practice of English Language Teaching; New Edition, New

York: Longman, 1991.

71

Harmer, Jeremy. The Practice of English Language Teaching (Third Edition), Edinburgh: Longman, 2001.

. How to Teach English (New Edition), Edinburgh: Longman,

2007.

Hoge, AJ. Powerful English Speaking, http://www.effortlessEnglishClub.com, (retrieved on July, 1st. 2010).

Huyen, Nguyen Thi Thanh and Khuat Thi Thu Nga, Learning Vocabulary

Through Games, Asian EFL Journal - December 2003. http://www.asian-efl-journal.com/dec_03_sub.Vn.php. (Retrieved on January, 12th 2011).

Kayi, Hayriye. Teaching Speaking: Activities to Promote Speaking in a Second

Language,http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html (retrieved on June, 17. 2010)

Kim, Lee Su. Creative Games for the Language Class Forum. Vol. 33 No 1,

January-March,1995. http://exchanges.state.gov/englishteaching/forum/archives/1995/docs/95-33-1-l.pdf. (Retrieved on January, 12th 2011)

Larcabal, Rita Susana. The role of Game in Language Acquisition, Washington

D.C: English Teaching Forum, 1992. Larsen Preeman, Diana. Techniques and Principles in Language Teaching

(Second edition). Oxford: Oxford University Press, 2000. LEE, W. R. Language Teaching Games and Contest (Second Edition), Oxford:

Oxford University Press, 1980. Lengeling, M. Martha and Casey Malarcher, Forum Vol. 35 No 4, October –

December.1997.http://exchanges.state.gov/englishteaching/forum/archives/1997/docs/97-35-4-h.pdf. (Retrieved on January, 12th 2011).

Levelt, Willem J. M. Speaking: From Intention to Articulation, United States: The

MIT Press, 1989. Luoma, Sari. Assessing Speaking, Cambridge: Cambridge University Press, 2004.

72

Lynch, Tony. Communication in the Language Classroom, Oxford: Oxford

University Press, 1996 McCallum, P George. 101 Word Games: For Students of English as a Second or

Foreign Language, New York: Oxford University Press, 1980. McDonough, Jo and Christopher Shaw, Material & Method in ELT: A Teacher’s

Guide, Massachusetts: Blackwell Publishers, 1993. Nunan, David. Language Teaching Methodology: A textbook for teachers,

Englewood Cliffs: Prentice Hall, 1991.

. . Designing Tasks for the Communicative Classroom, Cambridge: Cambridge University Press, 1992.

. Second Language Teaching & Learning, Boston: Heinle &

Heinle Publisher, 1999. Richards, Jack C, et.al. Approaches and Methods in Language Teaching.

Cambridge: Cambridge University Press, 1992.

. Teaching Speaking and Listening: From Theory to Practice. Cambridge: Cambridge University Press, 2008.

Rivers, Wilga M. Teaching Foreign Language Skill, 2nd edition, Chicago: the

University of Chicago press, 1981. Sahanaya, Wendy and Jeremy Lindeck. Preparation and Practice: Listening and

Speaking. California: Oxford University Press, 2003. Scrivener, Jim. Learning Teaching: A guide book for English Language Teachers,

Macmillan: Macmillan, 2005. Shoemaker, Connie L. and F. Folyd Shoemaker. Interactive Techniques for the

ESL Classroom, (Boston: Heinie and Heinie Publisher, 1997), p. 73.

73

Sudjiono, Anas, Drs. Pengantar Statistik Pendidikan, Jakarta: PT Raja Grafindo Persada, 2006.

Tarigan, Henry Guntur. Berbicara sebagai Suatu Keterampilan Berbahasa,

Bandung: Angkasa, 1986. Uberman, Agnieszka. The Use of Games For Vocabulary Presentation and

Revision, Forum, Vol. 36 No 1, January - March 1998 Page 20. http://exchanges.state.gov/englishteaching/forum/archives/1998/docs/98-36-1-d.pdf (Retrieved on January 12th, 2011).

Underhill, Nic. Testing Spoken Language a hand book of oral testing techniques.

Cambridge: Cambridge University Press, 1987. Wallace, J Michael. Action Research for Language Teachers, Cambridge:

Cambridge University Press, 1998. Wallace, Trudy et. al. Teaching speaking, listening, and writing. The International

academy of Education. http://www.curtin.edu.au/curtin/dept/smec/iae. (retrieved on July, 15th 2010).

Wright, Andrew, et,al. Games for Language Learning (Third Edition),

Cambridge: Cambridge University Press, 2006. Woods, Caroline. Teaching and Assessing Skills in Foreign Languages,

Cambridge: Cambridge University Press, 2005.

APPENDICES

75

Appendix 2 : Interview for the English Teacher of SMP YMJ Ciputat in the

Preliminary Study

TEACHER’S INTERVIEW

1. What is your educational background?

2. How long have you been teaching English at YMJ Junior High School?

3. Have you ever found some problems in teaching speaking since you taught in

SMP YMJ?

4. What kind of difficulties do you find in teaching speaking?

5. What are the causes of the students’ difficulties in learning speaking?

6. What are strategies or techniques do you use in teaching speaking?

7. How are students’ responses in speaking class?

8. How is the Minimum Mastery Criterion-Kriteria Ketuntasan Mengajar

(KKM)?

9. How are their scores in speaking subject?

10. How is their speaking ability compared to their ability before they study in

your class?

11. What should the English teacher do to improve the students’ ability in

speaking?

12. Have you ever implicated communication games technique in teaching

speaking in the classroom?

13. Is there any plan to break a way of the students’ difficulties in speaking?

76

The result of Interview of the English Teacher of

SMP YMJ Ciputat in the Preliminary Study

Interviewer : Musrifatul Khairiyah

Interviewee : Misbahuddin, S. Pd

Day/date : Thursday, March 17th 2011

1. What is your educational background?

I am the alumni of English Education Department, Faculty of Tarbiya and

Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

2. How long have you been teaching English at SMP YMJ?

I have been teaching English at YMJ Junior High School for 1 year.

3. Have you ever found some problems in teaching speaking since you

taught in SMP YMJ?

Of course I had ever

4. What kind of difficulties do you find in teaching speaking?

When I find my students have different comprehension for speaking.

5. What are the causes of the students’ difficulties in learning speaking?

They are unusual using speaking in their daily life. They were afraid in making mistake to pronounce the word and sentence. They still a lack of vocabulary.

6. What are strategies or techniques do you use in teaching speaking?

I usually use the dialog or role play method in teaching speaking

7. How are students’ responses in speaking class?

Their responses are quite good but most of them are passive in English

speaking.

8. How is the Minimum Mastery Criterion-Kriteria Ketuntasan Mengajar

(KKM)?

The KKM for English subject are 65.

9. How is the students’ achievement in speaking subject?

They achieve 68 % in average for speaking.

77

10. How is their speaking ability compared to their ability before they study

in your class?

Hmmm. At first, Most of them were poor in English speaking but now they

are quite good in speaking although most of them still found difficulties in

expressing their idea by using English. They still felt comport speak bahasa

than English.

11. What should the English teacher do to improve the students’ ability in

speaking?

The English teacher should vary the techniques; give the vocabularies before

giving the theme of speaking.

12. Have you ever implicated communication games technique in teaching

speaking in the classroom?

No, I haven’t ever implicated it.

13. Is there any plan to break a way of the students’ difficulties in speaking?

Yes, there are some plans to break away their difficulties. I as a teacher should

prepare the interesting method in order to take their attention in learning

speaking skill. I should create the various techniques to solve their difficulties.

Ciputat, March 17th 2011 Interviewer Interviewee

Musrifatul Khairiyah Misbahudin, S. Pd

78

Appendix 3: Interview Guidelines for the English Teacher of SMP YMJ

Ciputat in the Last Classroom Action Research

TEACHER’S INTERVIEW

1. What is your opinion about the students’ condition in learning speaking after

implementing the communication games activities?

2. Are they motivated in following the teaching learning process after using

communication games activities in speaking class?

3. How about their speaking ability of seventh grade class compared to their

ability before they learn speaking by using communication games activity?

4. How about their participation and enthusiastic when the teaching learning

process used communication games activities?

5. What is your opinion about students’ speaking ability after implemented

communication games technique in teaching learning speaking?

6. Do you feel be motivated after implemented communication games technique

for teaching learning in your classroom?

7. What was the problem that can be seen when teaching speaking used

communication games?

8. After you observed the classroom activities, is communication games

technique effective to be implemented in teaching learning speaking?

9. In your opinion, can communication games technique improve the students’

speaking ability in learning English?

79

The result of Interview of the English Teacher of

SMP YMJ Ciputat in the Last of Classroom Action Research

Interviewer : Musrifatul Khairiyah

Interviewee : Misbahuddin, S. Pd

Day/date : Thursday, May 5th 2011

1. What is your opinion about the students’ condition in learning speaking

after implementing the communication games technique?

I think communication game has made good condition for the students, they

are interesting in the teaching learning speaking process. That technique

makes the students active and interactive.

2. Are they motivated in following the teaching learning process after using

communication games activities in speaking class?

Yes, they are. I have seen that generally the students enjoyed to study in the

classroom. It also created fun atmosphere and tends to make the students

comfort in their learning.

3. How about their speaking ability of seventh grade class compared to their

ability before they learn speaking by using communication games

activity?

Before using communication game, the students generally had no enough self

confidence to speak up, so their speaking ability did not improve yet. On the

other hand, they had low degree in speaking skill.

4. How about their participation and enthusiastic when the teaching

learning process used communication games activities?

Communication Game has made the students active and motivate when

teaching learning process. In addition, when the students was given different

worksheet it was stimulate students’ desire to speak up and share their

different information to create some interaction and communication in the

classroom activity.

80

5. What is your opinion about students’ speaking ability after implemented

communication games technique in teaching learning speaking?

In my opinion, students’ speaking ability has been improved after using

communication game, especially for the topic asking and giving opinion, and

expressing like and dislike. The most important is generally the students have

self confident to speak up. They also felt easier to interact with their friends,

and they can make a good relationship with their friends by communicate.

6. Do you feel be motivated after implementing communication games

technique for teaching learning in your classroom?

Yes, I do. My students are more active in teaching learning process.

7. What was the problem that can be seen when teaching speaking used

communication games?

In my opinion, the problem that had raised when teaching learning process is

the background knowledge of the students that caused a view of them still

depended on another students, so the just have a little motivation to compete

with the others.

8. After you observed the classroom activities, is communication games

technique effective to be implemented in teaching learning speaking?

Yes, it is. It is very useful for the English teacher and also for the students

because the technique was effective and made students can communicate

easily.

9. In your opinion, can communication games technique improve the

students’ speaking ability in learning English?

Yes, it can. By using Communication Game it creates the communication

activity and gives a big opportunity for the students to learn orally than

written. Besides, it reduced the students’ boredom and also reduced their stressful.

Ciputat, May 5th 2011 Interviewer Interviewee

Musrifatul Khairiyah Misbahudin, S. Pd

79

Appendix 4 : Questionnaire for the Students in the Seventh Grade of SMP

YMJ Ciputat in the Preliminary Study

STUDENTS’ QUESTIONAIRE

PETUNJUK: 1. Pertanyaan – pertanyaan berikut ini berkaitan dengan pengajaran berbicara

pada pelajaran bahasa Inggris. 2. Jawablah dengan jujur sesuai dengan keadaan sebenarnya 3. Bacalah dengan seksama setiap pernyataan di bawah ini 4. Beri tanda checklist (√ ) pada salah satu pilihan jawaban dalam kolom yang

telah disediakan, dengan keterangan sebagai berikut: SS : Sangat Setuju S : Setuju BS : Biasa Saja TS : Tidak setuju STS: Sangat Tidak Setuju

5. Tidak ada jawaban yang bernilai benar atau salah, tetapi yang ada merupakan pendapat atau kondisi yang saudara/i rasakan

6. Kerjakan setiap nomor, jangan sampai ada yang terlewatkan. 7. Terimakasih atas bantuan dan kerjasamanya.

No Pernyataan Alternatif Jawaban

SS S BS TS STS 1 Saya sangat suka mengikuti pelajaran

bahasa Inggris di kelas.

2 Diantara 4 (empat) kecakapan berbahasa: menyimak (listening), berbicara (speaking), membaca (reading), dan menulis (writing), Berbicara (Speaking) dalam bahasa Inggris adalah yang paling sulit.

3 Cara guru mengajar pada pelajaran berbicara dalam bahasa Inggris sangat menyenangkan.

4 Teknik yang digunakan guru dapat mengatasi kesulitan saya dalam berbicara bahasa Inggris.

5 Saya merasa puas dengan nilai bahasa Inggris materi berbicara (speaking) selama ini.

80

The Result of Students’ Questionnaire in the Seventh Grade of SMP YMJ

Ciputat in Preliminary Study

RECAPITULATION OF THE PRE QUESTIONNAIRE RESULT

No Statements

Score Percentage A B c d E a b C d e

1 Saya sangat suka mengikuti pelajaran bahasa Inggris di kelas.

4 17 20 5 0 8.8 37.7 44.4

11 0

2 Diantara 4 (empat) kecakapan berbahasa: menyimak (listening), berbicara (speaking), membaca (reading), dan menulis (writing), Berbicara (Speaking) dalam bahasa Inggris adalah kategori yang paling sulit untuk dipelajari dan di gunakan.

20 10 8 7 0 44.4

22 17.7

15.5

0

3 Cara guru mengajar pada pelajaran berbicara dalam bahasa Inggris sangat menyenangkan.

1 11 21 10 2 2.2 24.4

46.6

22.2

4.4

4 Teknik yang digunakan guru dapat mengatasi kesulitan saya dalam berbicara bahasa Inggris.

2 11 15 14 3 4.4 24.4

33.3

31 6.7

5 Saya merasa puas dengan nilai bahasa Inggris materi berbicara (speaking) selama ini.

7 15 13 8 2 15.5

33.3

28.8

17.7

4.4

Note: a = sangat setuju b = setuju c = biasa saja d = tidak setuju e = sangat tidak setuju

81

Appendix 5: Questionnaire for the Students in the Seventh Grade of SMP

YMJ Ciputat in the Last of Classroom Action Research

STUDENTS’ QUESTIONAIRE

PETUNJUK: 1. Pertanyaan – pertanyaan berikut ini berkaitan dengan motivasi belajar

berbicara dalam bahasa inggris dengan menggunakan metode communication games activities yang di terapkan di kelas anda pada pelajaran bahasa Inggris.

2. Jawablah dengan jujur sesuai dengan keadaan sebenarnya 3. Bacalah dengan seksama setiap pernyataan di bawah ini 4. Beri tanda checklist (√ ) pada salah satu pilihan jawaban dalam kolom yang

telah disediakan, dengan keterangan sebagai berikut: SS : Sangat Setuju S : Setuju BS : Biasa Saja TS : Tidak setuju STS: Sangat Tidak Setuju

5. Tidak ada jawaban yang bernilai benar atau salah, tetapi yang ada merupakan pendapat atau kondisi yang saudara/i rasakan

6. Kerjakan setiap nomor, jangan sampai ada yang terlewatkan. 7. Terimakasih atas bantuak dan kerjasamanya.

No Pernyataan Alternatif Jawaban

SS S BS TS STS 1 Communication Games adalah

teknik yang menarik dalam belajar berbicara bahasa inggris.

2 Teknik Communication Games mengajarkan saya untuk bisa mengungkapkan ide-ide dengan menggunakan bahsa inggris dan saling bertukar pendapat, berkompetisi, bekerjasama dan menghargai orang lain.

3 Dengan strategi Communication Games, saya merasa mudah untuk merespon

82

dan menyampaikan pendapat mengenai materi yang sedang dipelajari.

4 Dengan mengungkapkan pendapat saya di depan kelas, memotivasi saya untuk membiasakan berbicara menggunakan bahasa inggris dan belajar lebih giat lagi.

5 Cara guru mengajar dengan menggunakan permainan sangat menyenangkan.

Note: a = sangat setuju

b = setuju c = biasa saja d = tidak setuju e = sangat tidak setuju

83

The Result of Students’ Questionnaire in the Seventh Grade of SMP YMJ

Ciputat in the Last of Classroom Action Research

RECAPITULATION OF THE POST QUESTIONNAIRE RESULT

No Questions Score Percentage

a b c d e a b c d e 1 Communication Games adalah

teknik yang menarik dalam belajar berbicara bahasa inggris.

11 25 9 0 0 24.4 55.6 20 0 0

2 Teknik Communication Games mengajarkan saya untuk bisa mengungkapkan ide-ide dengan menggunakan bahsa inggris dan saling bertukar pendapat, berkompetisi, bekerjasama dan menghargai orang lain.

11 26 8 0 0 24.4 57.8 17.7 0 0

3 Dengan strategi Communication Games, saya merasa mudah untuk merespon dan menyampaikan pendapat mengenai materi yang sedang dipelajari.

9 24 10 2 0 20 53.3 22.2 4.4 0

4 Dengan mengungkapkan pendapat saya di depan kelas, memotivasi saya untuk membiasakan berbicara menggunakan bahasa inggris dan belajar lebih giat lagi.

8 25 11 1 0 17.8 55.6 24.4 2.2 0

5 Cara guru mengajar dengan menggunakan permainan sangat menyenangkan.

9 24 12 0 0 20 53.3 26.7 0 0

Note: a = sangat setuju b = setuju c = biasa saja d = tidak setuju e = sangat tidak setuju

84

Appendix 6: Observation Note in Preliminary Study

Pre-Observational Note for Need Analysis1

Action : Pre observation

Date : Friday, March 11th 2011

Time : 11.10 AM – 12.20 PM

Topic : Shopping

What learners do What this involves

Teacher’s purpose Comment

Reading the new dialog from LKS book Listening and

Repeating the teacher said Performing

dialog with their partner Translate the

new vocabulary from dialog Answering the

question related to the dialog

Students are involved in partner work Students try to

pronounce the sentence based on the teacher said.

The teacher explained the new dialog and engaged students to answer the question related to the dialog individually.

Most of students didn’t pay attention to the teacher’s explanation; they keep talking with their friends The teacher got some

difficulties to attract the students’ attention Most of students

didn’t do the exercises and some was out of the class Students are rarely

active because they didn’t opportunity to participate in the classroom The classroom

activity tends to the teacher centered

Observer

Misbahuddin, S. Pd

1 Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge:

Cambridge Univ. Press, 1996), p. 323

85

Appendix 7: Observation Note in the Cycle 1

Observational Note for Need Analysis

Action : 1st of 1st cycle

Date : Thursday, March 31st 2011

Time : 08.10 – 09.30 AM

Topic : Opinion Poll (asking and giving opinion)

What learners do What this involves

Teacher’s purpose Comment

Respond the teacher question Drilling new

expression Playing game

individually Find out

someone who matches with their opinion of card.

Students are respond interpersonally Students are

involved in individual work Students try to

pronounce the sentence of expression Students try to

communicate and shared information with their friend.

The teacher gave the some expression that will be used in teaching-learning activities and engage students to use that expression into communication games

some students didn’t pay attention to the teacher’s command Some students

looked confused, ashamed and afraid when they were asked to speak. The teacher

spoke too fast when explaining the material and when giving instruction of the rule game The classroom

management reduced in long time.

Observer

Misbahuddin, S. Pd

86

Observational Note for Need Analysis

Action : 2nd of 1st cycle

Date : Friday, April 01st 2011

Time : 08.10 – 09.30 AM

Topic : Famous thing (Stating Opinion)

Observer

Misbahuddin, S. Pd

What learners do What this involves

Teacher’s purpose Comment

Reviewing the expression of asking and giving opinion Pronouncing the

new vocabularies related to the topic. Doing games in

each group Competitive

with another group

Students are respond interpersonally Students are

involved in group work Students

discussed and shared information with their group. Students stated

their opinion in front of class.

The teacher engage the students’ vocabulary size into semantic mapping to get the student know more word and help them to remember the new words

Most of students looked be better and brave to speak up than before. The students

seemed more enthusiastic in following the teaching learning process. Some students

paid attention to the teacher explanation though there were few of students still made noise. some of them

did not work together in group work and they still looked uncooperatively

87

Appendix 8: Observation Note in the Cycle 2

Observational Note for Need Analysis

Action : 1st of 2nd cycle

Date : Thursday, April 7th 2011

Time : 08.10 – 09.30 AM

Topic : Sports and Hobbies (Talking about likes and dislikes)

What learners do What this involves

Teacher’s purpose Comment

Listening to the teacher explanation about like and dislike Responding the

teacher question to express their hobbies and their favorite sports. Pronouncing the

new vocabularies Pronouncing the

expression of likes and dislikes. Finding

someone who same as their own.

Students respond interpersonally Students

interviewed their friend in classroom Students are

involved in individual work Students interact

and share with their friend about their likes and dislikes

The teacher let them to communicate with their friends Let them to find

someone who same as their tasted Let them to

express their idea in individual work to know how far the students’ work by their selves.

Most of students were enthusiastic to participate in learning speaking. Some of

students looked braver than before in expressing likes and dislikes. Few of students

still depend on their friend although they have to work individually.

Observer

Misbahuddin, S. Pd

88

Observational Note for Need Analysis

Action : 2nd of 2nd cycle

Date : Friday, April 8th 2011

Time : 08.10 – 09.30 AM

Topic : Routine and Leisure Activities (Talking about likes and dislikes and

agreeing and disagreeing)

Observer

Misbahuddin, S. Pd

What learners do What this involves

Teacher’s purpose Comment

Reviewing about like and dislike Listening to the

teacher explanation about agreeing and disagreeing Responding the

teacher question to express their like’s activities. Pronouncing the

new vocabularies Pronouncing the

expression of agreeing and disagreeing Moving around

the class to ask and answer the questions with many different partners.

Students respond interpersonally Student

demonstrated the activity through picture. Students

interviewed their friend in classroom Students asked a

different question each time they change partner. The students

continue asking and answering in this way until they have spoken to as many different partners as possible.

Teacher retained and enriched the expression about likes and dislikes also agreeing and disagreeing.

The teacher corrected the students expression Students had

great enthusiasts in playing the game. Students were

motivated spoken to as many different partners as possible. Almost all of the

student do their task well The teacher

gave some reward for students who had spoken with many different partners.

89

Appendix 9: Students Speaking Score in the Preliminary Study

THE RESULT OF THE STUDENTS' SCORE IN THE PRELIMINARY STUDY

No Name P G V F C Total Score 1 Adi Yandika 2 2 2 2 2 10 40 2 Agus Priyono 2 2 1 2 2 9 36 3 Ajeng Dinda Prasetya 3 2 3 2 2 12 48 4 Aji Muhammad Fadli 2 2 2 2 2 10 40 5 Andi Setiawan 2 2 1 2 2 9 36 6 Anita triyana Dewi 3 3 2 2 2 12 48 7 Antika Febriyani 3 2 3 3 2 13 52 8 Bayu Anggoro Putra 3 3 4 3 4 17 68 9 Budi Ari Wibowo 2 2 3 2 2 11 44 10 Chairul Jito Lesmana 2 2 2 2 2 10 40 11 Devi Dwi Novatyani 3 2 3 2 2 12 48 12 Diana Pungki 3 2 3 3 3 14 56 13 Dian Ariani 3 2 2 3 2 12 48 14 Dita Sartika 3 2 3 2 3 13 52 15 Eki Nurohmah 4 3 4 3 4 18 72 16 Eni Ida Yati 3 3 4 3 4 17 68 17 Fajar Purwadi 4 3 4 3 4 18 72 18 Farida Fauziah 4 3 3 3 4 17 68 19 Fikri Zulfikar Nawa Perdana 2 2 3 2 2 11 44 20 Gufron Haryadi 2 1 2 2 2 9 36 21 Ifan Hasanda Putra 2 2 2 2 2 10 40 22 Ishmah Nur Fajrina 4 3 4 3 3 17 68 23 Kartika Ade Septiani 3 2 2 2 3 12 48 24 Leylyta 2 2 2 2 2 10 40 25 Maulana 2 1 2 2 2 9 36 26 M Agus Syarifudin 2 2 3 2 2 11 44 27 Muhammad Ridwan 3 2 2 2 2 11 44 28 Rijal Astian Hadly 2 2 3 2 2 11 44 29 Neneng intan Pandini 3 2 2 2 3 12 48 68 Nida Hadaya 3 2 3 2 3 13 52 31 Rafly Adi Saputra 2 3 2 2 3 12 48

90

32 Reynald Agusta Alex 2 3 2 2 2 11 44 33 Riki Anwar 2 2 3 2 3 12 48 34 Rizal Wahyudi 3 3 4 3 4 17 68 35 Ruliansyah 4 3 4 3 3 17 68 36 Sanju Yudistira Pradomas 2 3 2 2 2 11 44 37 Septi Kris Triastuti 3 2 3 3 3 14 56 38 Shafira Febianti 2 2 3 2 3 12 48 39 Shifa Ulniza 2 2 3 2 2 11 44 40 Suryani 3 3 2 3 2 13 52 41 Susanto 2 3 3 3 3 14 56 42 Vika Nurtila Adheliana 3 3 3 3 3 15 60 43 Viqi Indrianto 2 2 1 2 2 9 36 44 Wahyu Adia Widiasari 3 3 4 3 4 17 68 45 Yosef Oktavianus Mauboy 3 3 3 3 4 16 64

Total 119 105 121 107 119 571 2284 Mean 2.6 2.3 2.7 2.4 2.6 12.7 50.76 Maximum 72 Minimum 36 Note: P : pronunciation F: Fluency G: Grammar C: Comprehension V: Vocabulary KKM: 65 No Level Number of Students Percentage 1 65 - 100 9 20 2 0 – 65 36 80

Total 45 100

Ciputat, March 24th 2011 Researcher English Teacher

Musrifatul Khairiyah Misbahudin, S. Pd

91

Appendix 10: Students Speaking Score in the First Cycle

THE RESULT OF THE STUDENTS' SCORE IN CYCLE I

No Name P G V F C Total Score 1 Adi Yandika 2 2 3 2 3 12 48 2 Agus Priyono 3 2 3 2 3 13 52 3 Ajeng Dinda Prasetya 4 3 4 3 3 17 68 4 Aji Muhammad Fadli 3 3 4 3 4 17 68 5 Andi Setiawan 3 3 3 3 3 15 60 6 Anita triyana Dewi 4 3 3 3 4 17 68 7 Antika Febriyani 4 3 4 3 4 18 72 8 Bayu Anggoro Putra 4 4 4 3 3 18 72 9 Budi Ari Wibowo 3 2 3 3 2 13 52 10 Chairul Jito Lesmana 2 2 3 2 3 12 48 11 Devi Dwi Novatyani 3 2 4 2 3 14 56 12 Diana Pungki 4 3 4 3 3 17 68 13 Dian Ariani 3 3 3 3 3 15 60 14 Dita Sartika 3 3 3 3 4 16 64 15 Eki Nurohmah 4 4 4 4 4 20 80 16 Eni Ida Yati 4 4 4 3 4 19 76 17 Fajar Purwadi 4 3 4 4 4 19 76 18 Farida Fauziah 4 3 4 3 4 18 72 19 Fikri Zulfikar Nawa Perdana 2 2 3 2 3 12 48 20 Gufron Haryadi 2 2 3 2 3 12 48 21 Ifan Hasanda Putra 2 2 3 2 3 12 48 22 Ishmah Nur Fajrina 4 3 3 3 4 17 68 23 Kartika Ade Septiani 3 3 3 2 3 14 56 24 Leylyta 2 2 3 2 3 12 48 25 Maulana 2 2 2 2 3 11 44 26 M Agus Syarifudin 3 2 3 2 3 13 52 27 Muhammad Ridwan 3 2 3 2 2 12 48 28 Rijal Astian Hadly 3 2 3 2 3 13 52 29 Neneng intan Pandini 3 3 3 3 3 15 60 68 Nida Hadaya 3 3 3 3 4 16 64 31 Rafly Adi Saputra 3 3 3 3 3 15 60 32 Reynald Agusta Alex 3 3 3 3 3 15 60 33 Riki Anwar 3 2 3 3 3 14 56

92

No Level Number of Students Percentage 1 65 - 100 19 42.2 2 0 – 65 26 57.8

Total 45 100

Ciputat, April 7th 2011 Researcher English Teacher

Musrifatul Khairiyah Misbahudin, S. Pd

34 Rizal Wahyudi 4 3 4 3 4 18 72 35 Ruliansyah 4 3 4 3 4 18 72 36 Sanju Yudistira Pradomas 3 3 2 2 3 13 52 37 Septi Kris Triastuti 4 3 3 3 4 17 68 38 Shafira Febianti 3 2 3 3 3 14 56 39 Shifa Ulniza 4 3 3 3 4 17 68 40 Suryani 4 3 3 3 4 17 68 41 Susanto 3 3 3 3 3 15 60 42 Vika Nurtila Adheliana 3 3 4 3 4 17 68 43 Viqi Indrianto 3 2 2 2 3 12 48 44 Wahyu Adia Widiasari 4 3 4 3 4 18 72 45 Yosef Oktavianus Mauboy 4 3 4 3 4 18 72

Total 145 122 147 122 151 687 2748 Mean 3.2 2.7 3.3 2.7 3.4 15.3 61.1 Maximum 80 Minimum 44 Note: P : pronunciation F: Fluency G: Grammar C: Comprehension V: Vocabulary KKM: 65

93

Appendix 11: Students Speaking Score in the Second Cycle

THE RESULT OF THE STUDENTS' SCORE IN CYCLE II

No Name P G V F C Total Score 1 Adi Yandika 3 3 3 3 3 15 60 2 Agus Priyono 3 3 3 3 4 16 64 3 Ajeng Dinda Prasetya 4 3 4 4 4 19 76 4 Aji Muhammad Fadli 4 4 4 3 4 19 76 5 Andi Setiawan 4 3 4 3 4 18 72 6 Anita triyana Dewi 4 3 4 3 4 18 72 7 Antika Febriyani 4 4 4 3 4 19 76 8 Bayu Anggoro Putra 4 4 4 4 4 20 80 9 Budi Ari Wibowo 4 3 4 3 4 18 72 10 Chairul Jito Lesmana 3 3 3 3 3 15 60 11 Devi Dwi Novatyani 3 3 4 3 4 17 68 12 Diana Pungki 4 3 4 3 3 17 68 13 Dian Ariani 3 3 4 3 4 17 68 14 Dita Sartika 4 3 4 4 4 19 76 15 Eki Nurohmah 4 4 4 4 4 20 80 16 Eni Ida Yati 4 4 4 4 4 20 80 17 Fajar Purwadi 4 4 4 4 4 20 80 18 Farida Fauziah 4 4 4 4 4 20 80 19 Fikri Zulfikar Nawa Perdana 3 3 4 3 4 17 68 20 Gufron Haryadi 3 3 3 3 3 15 60 21 Ifan Hasanda Putra 3 3 3 3 4 16 64 22 Ishmah Nur Fajrina 4 3 3 3 4 17 68 23 Kartika Ade Septiani 4 3 4 3 4 18 72 24 Leylyta 3 3 4 3 4 17 68 25 Maulana 3 3 3 3 3 15 60 26 M Agus Syarifudin 3 3 4 3 4 17 68 27 Muhammad Ridwan 3 3 3 3 4 16 64 28 Rijal Astian Hadly 3 3 3 3 3 15 60 29 Neneng intan Pandini 3 3 4 3 4 17 68 68 Nida Hadaya 4 3 4 3 4 18 72 31 Rafly Adi Saputra 3 3 4 3 4 17 68

94

32 Reynald Agusta Alex 3 4 3 4 4 18 72 33 Riki Anwar 3 4 3 3 4 17 68 34 Rizal Wahyudi 4 3 3 3 4 17 68 35 Ruliansyah 4 4 4 4 4 20 80 36 Sanju Yudistira Pradomas 3 3 4 3 4 17 68 37 Septi Kris Triastuti 4 3 3 3 4 17 68 38 Shafira Febianti 4 3 3 3 4 17 68 39 Shifa Ulniza 4 3 3 4 4 18 72 40 Suryani 4 3 4 3 3 17 68 41 Susanto 4 4 4 4 4 20 80 42 Vika Nurtila Adheliana 4 4 4 4 4 20 80 43 Viqi Indrianto 4 3 4 3 4 18 72 44 Wahyu Adia Widiasari 4 4 4 4 4 20 80 45 Yosef Oktavianus Mauboy 4 3 4 4 4 19 76

Total 162 148 165 149 173 797 3188 Mean 3.6 3.3 3.7 3.31 3.84 17.71 70.84 Maximum 80 Minimum 60 Note: P : pronunciation F: Fluency G: Grammar C: Comprehension V: Vocabulary KKM: 65

No Level Number of Students Percentage 1 65 - 100 37 82.22 2 0 – 65 8 17.78

Total 45 100

Ciputat, April 15th 2011 Researcher English Teacher

Musrifatul Khairiyah Misbahudin, S. Pd

96

Appendix 13: Lesson Plan of the First Cycle

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) SPEAKING

IDENTITAS

Satuan Pendidikan : SMP YMJ Ciputat Mata Pelajaran : Bahasa Inggris Kelas / Semester : VII (Tujuh) / 2 Tema : Opinion Poll Pertemuan/siklus : 1 / I Aspek / Skill : Berbicara Alokasi Waktu : 2 x 40 menit Jenis Games : Matching Game Tahun Pelajaran : 2010/2011

I. STANDAR KOMPETENSI

Berbicara (9) Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal sangat sederhana untuk berinteraksi dengan lingkungan

terdekat.

II. KOMPETENSI DASAR

Berbicara

(9.1) Mengungkapkan makna dalan percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) sangat sederhana dengan

menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan terdekat yang mellibatkan tindak

tutur: meminta dan memberi pendapat.

IV. INDIKATOR

Merespon ungkapan-ungkapan:

1. Menyatakan meminta pendapat

2. Memberi pendapat

97

3. Merespon secara interpersonal

4. Berinteraksi melalui permainan

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

1. Menggunakan ungkapan meminta pendapat

2. Menggunakan ungkapan memberi pendapat

3. Merespon secara interpersonal

4. Menemukan teman yang pendapatnya sama

VI. MATERI PEMBELAJARAN

1. Expression:

a. Asking opinion b. Giving opinion

What do you think about.... I think it’s...........

What about...... I don’t know. Maybe it’s…

What is your opinion about....? In my opinion....

Do you have any opinion? I fell...........

2. Vocabularies:

Good voice, beautiful, handsome, ugly, awful, cute, funny, sweet,

sexy, cool, attractive, etc.

3. Lexical area:

Adjectives for opinion

VIII. ATURAN PERMAINAN

Siswa di beri katru yang berisi pendapat mengenai artis.

Masing – masing diberi satu kartu yang berisi 3 orang artis.

Setiap kartu berisi pendapat yang berbeda dan ada juga yang sama.

Semua siswa harus berpindah tempat untuk mencari dan menemukan

teman yang mempunyai pendapat yang sama mengenai ke tiga artis

tersebut.

98

Untuk menemukannya mereka harus bertanya dan menjawab dengan

ungkapan – ungkapan asking and giving opinion yang telah dijelaskan

dan telah dilatihkan oleh guru.

Mereka tidak diperkenankkan duduk sebelum mereka menemukan

teman yang setuju dengan pendapat yang ada di kartu yang mereka

pegang.

Mereka harus mendata siapa saja yang pendapatnya sama dengan

dirinya.

Siswa di beri waktu 10 menit untuk menemukan dan mendata teman

yang setuju dengan pendapatnya masing - masing

Bagi yang tecepat menemukan teman yang setuju dengan pendapatnya

akan mendapatkan poin.

VIII. METODE PEMBELAJARAN/ TEKNIK:

Communication Games

IX. LANGKAH-LANGKAH KEGIATAN :

KEGIATAN Waktu

( menit ) Aspek / skill yang di kembangkan

I. Kegiatan awal : Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa Menyiapkan dan membaca Basmallah Memberikan gambaran tema yang akan

dipelajari (asking and giving opinion). Brainstorming (guru mengabsen siswa sambil

menanyakan hal-hal yang berkaitan dengan tema yang akan dibahas)

II. Kegiatan Inti : Guru menuliskan beberapa vocabulary yang

terkait dengan materi, dan melakukan drilling. Guru menunjukkan satu foto artis, lalu

meminta siswa untuk memberi pendapat

10 Menit 65 Menit

Menyiapkan diri siswa sebelum masuk materi baru. Siswa dapat meminta dan memberi pendapat dengan lisan

99

tentang foto yang ditunjukkan, setelah itu siswa tersebut meminta siswa lain untuk memberikan pendapat yang berbeda mengenai foto tersebut.

Guru menulis di papan tulis tentang pendapat beberapa siswa.

Guru membenarkan beberapa kesalahan dari ungkapan siswa, dan memberikan penjelasan.

Guru bersama siswa menarik garis besar cara meminta dan memberi pendapat.

Guru memberikan instruksi mengenai matching game yang akan diterapkan dalam kelas.

Setiap siswa diberi satu kartu yang berisi nama artis dengan karakternya masing-masing.

Setiap siswa harus menemukan pendapat yang sesuai dengan kartu yang dipegang.

Guru berkeliling kelas dengan memonitor kegiatan siswa, dan meluruskan ujaran-ujaran siswa yang belum tepat.

III. Kegiatan Akhir : Menyimpulkan materi pelajaran. Menanyakan kesulitan siswa selama KBM. Menutup KBM dengan doa.

5 Menit

Merespon secara interpersonal Berinteraksi melalui permainan Feedback dan reinforcement

X. SUMBER BELAJAR & MEDIA BELAJAR:

a. Sumber Belajar

Buku teks (Mukarto, Sujatmiko, dkk ”English on Sky for junior

high school students”, Penerbit Erlangga, 2006, Jakarta).

Buku teks (Jill haldfield “Communication Games, Longman, 1985

Edinburgd)

Kurikulum KTSP Bahasa Inggris kelas VII

Silabus SMP Kelas VII

100

b. Media Belajar

Katru yang terlampir.

White board

Marker

Artis Pictures

XI. PENILAIAN

a. Teknik : Tes Bicara

b. Bentuk : Lisan

XII. PEDOMAN PENILAIAN

Lisan

No Aspek Point

1.

2.

3.

4.

5.

Grammar

Vocabulary

Pronunciation

Fluency

Comprehension

1 – 5

1 – 5

1 – 5

1 – 5

1 – 5

Skor maksimum = 25

Nilai siswa = Skor perolehan x 100

Skor maksimum

Mengetahui Jakarta, 31 Maret 2011

Observer Researcher

Misbahuddin, S. Pd Musrifatul Khairiyah

101

Lampiran:

Lembar kegiatan matching game

Berbicara

OPINION POLL

JUSTINE BIBER UGLY NIKITA WILY BEAUTIFUL SULE CUTE

JUSTINE BIBER GOOD VOICE NIKITA WILY BEAUTIFUL SULE SWEET

JUSTINE BIBER AWFUL NIKITA WILY PRETY SULE GOOD VOICE

JUSTINE BIBER HANDSOME NIKITA WILY ATTRACTIVE SULE UGLY

JUSTINE BIBER SEXY NIKITA WILY NICE SULE HANDSOME

JUSTINE BIBER FUNNY NIKITA WILY BEAUTIFUL SULE COOL

JUSTINE BIBER HANDSOME NIKITA WILY CUTE SULE SEXY

JUSTINE BIBER NICE NIKITA WILY SEXY SULE SWEET

JUSTINE BIBER CUTE NIKITA WILY SEXY SULE FUNNY

JUSTINE BIBER CUTE NIKITA WILY SWEET SULE ATTRACTIVE

JUSTINE BIBER HANDSOME NIKITA WILY SWEET SULE AWFUL

JUSTINE BIBER GOOD VOICE NIKITA WILY NICE SULE UGLY

102

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) SPEAKING

IDENTITAS Satuan Pendidikan : SMP YMJ Ciputat Mata Pelajaran : Bahasa Inggris Kelas / Semester : VII (Tujuh) / 2 Tema : Famous things Pertemuan/siklus : 2/ I Aspek / Skill : Berbicara Alokasi Waktu : 2 x 40 menit Jenis Games : Guessing Game Tahun Pelajaran : 2010 / 2011

I. STANDAR KOMPETENSI

Berbicara

(9) Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal sangat sederhana untuk berinteraksi dengan lingkungan

terdekat.

II. KOMPETENSI DASAR

Berbicara

(9.1) Mengungkapkan makna dalan percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) sangat sederhana dengan

menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan terdekat yang mellibatkan tindak

tutur: meminta dan memberi pendapat

III. INDIKATOR

1. Menyatakan pendapat

2. Merespon secara interpersonal

3. Bediskusi melalui permainan

103

4. Berkompetisi melalui grup

5. Bertanya dengan menggunakan Yes/No question

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

1. Menggunakan ungkapan memberi pendapat

2. Merespon secara interpersonal

3. Mendeskripsikan pendapat tentang sesuatu

4. Menebak subjek yang berkaitan dengan pendapat yang ada

VI. MATERI PEMBELAJARAN

1. List of famous things

Band music:

Ungu, Wali, ST12, etc.

Movies

Harry potter, Laskar Pelangi, Detective Conan, Camp Rock, etc

Places

Mountain, sea, beach, etc

Actor/actress

Kim bum, Asmirandah, Marshanda, Agnes Monica

Foods

Noodles, Pizza, burger, bread talk.

Technology

Internet, computer, mobile phone, etc

Animals

Rabbit, giraffe, elephant, etc

2. Ungkapan-ungkapan

a. Asking opinion b. Giving opinion

What do you think about.... I think it’s...........

What about...... I don’t know. Maybe it’s…

What is your opinion about....? In my opinion....

104

Do you have any opinion? I fell..........

c. Yes/No question

Is she ……………..? Yes, she is/ no it is not

Is he ……………..? Yes, He is/no he is not

Is it ………………? Yes, it is/ no it is not

3. Kosa kata terkait:

Tall, short, narrow, wide, beautiful, handsome, oval face, white, black

skin, big, talkative, cool, interesting, delicious, yummy, fresh,

information, etc

4. Lexical area:

Adjectives, noun, verb.

VII. ATURAN PERMAINAN

Siswa di bagi dalam 7 kelompok.

Masing – masing kelompok di beri satu gambar tentang famous thing

(band music, animal, place, food, movie, actor, technology)

Setiap kelompok di beri satu macam gambar tentang famous thing.

Setiap kelompok berdiskusi untuk memberikan pendapat tentang ciri

khas atau karakteristik dari isi gambar yang mereka dapatkan.

Masing – masing peserta dalam satu kelompok harus mempunyai

pendapat yang berbeda-beda.

Setelah berdiskusi, setiap kelompok harus mempresentasikan

pendapatnya tentang gambar tersebut.

Seluruh peserta dalam setiap kelompok harus maju ke depan kelas dan

masing-masing harus mengungkapkan minimal satu pendapat tentang

gambar.

Kelompok lain harus menebak subject mengenai gambar yang di

deskripsikan oleh kelompok yang sedang presentasi.

Bagi kelompok yang bisa menjawab akan mendapatkan poin.

105

Kelompok yang kompak dan bisa menebak gambar kelompok lain

akan mendapatkan hadiah dari guru.

VIII. METODE PEMBELAJARAN/ TEKNIK:

Communication Games

IX. LANGKAH-LANGKAH KEGIATAN :

KEGIATAN Waktu

( menit ) Aspek / skill yang di kembangkan

I. Kegiatan awal : Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa Menyiapkan dan membaca Basmallah Brainstorming (mengulang materi lalu dengan

tanya jawab)

II. Kegiatan Inti : Guru menunjukkan satu gambar tempat

rekreasi, lalu meminta siswa untuk memberi pendapat tentang gambar yang ditunjukkan, setelah itu siswa tersebut meminta siswa lain untuk memberikan pendapat yang berbeda mengenai gambar itu

Guru meminta siswa untuk menyebutkan object terkenal selain tempat rekreasi yang guru tunjukan.

Guru menuliskan jawaban objek terkenal yag diucapkan siswa.

Guru menambahkan dan melengkapi objek yang akan di pakai di permainan.(artis, film, tempat, makanan, teknologi, hewan, music) kemudian menuliskan macam-macamnya.

Guru memberikan kosa kata yang berkaitan dengan ketujuh objek tadi.

Siswa diminta mengikuti ucapan guru mengenai kosa kata

Guru menjelaskan materi yang akan di pakai di dalam permainan

5 Menit 65 Menit

Menyiapkan diri siswa sebelum masuk materi baru. Siswa menyatakan pendapat dengan lisan. Siswa menebak objek gambar. Merespon secara interpersonal Berinteraksi dan berdiskusi melalui permainan Bekerjasama dengan kelompok masing-masing Berkompetisi dengan kelompok lain

106

Siswa dibagi dalam tujuh kelompok sesuai dengan tujuh objek yang diberikan guru

Guru memberikan instruksi mengenai game yang akan diterapkan dalam kelas.

Setiap kelopmok diberi satu amplop yang berisi gambar objek dan tidak boleh diperlihatkan kepada kelompok lain

Setiap kelompok berdiskusi tentang gambar dan masing-masing peserta harus mempunyai minimal satu pendapat tentang objek tersebut.

Guru memilih kelompok yang harus mempresentasikan objek gambar dan tidak boleh memberi tahukkan nama gambarnya.

Kelompok lain menebak gambar kelompok yang sedang presentasi.

Kelompok lain bisa bertanya dengan menggunakan yes/no question.

Guru memberi score kepada kelompok yang berbicara, bertanya dan yang menebak.

III.Kegiatan Akhir : Memberikan hadiah untuk kelompok yang

mendapat score terbanyak. Menyimpulkan materi pelajaran Memotivasi untuk selalu menggunakan

engkapan bahasa inggris dan vocabulary yang mereka punya.

Menanyakan kesulitan siswa selama KBM. Menutup KBM dengan doa.

10 Menit

Feedback dan reinforcement

X. SUMBER BELAJAR & MEDIA BELAJAR:

a. Sumber Belajar

Buku teks (Mukarto, Sujatmiko, dkk ”English on Sky for junior

high school students”, Penerbit Erlangga, 2006, Jakarta).

Buku teks (Jill haldfield “Communication Games, Longman, 1985

Edinburgd)

Kurikulum KTSP Bahasa Inggris kelas VII

107

Silabus SMP Kelas VII

b. Media Belajar

White board

Marker

Pictures of Famous things

XI. PENILAIAN

a. Teknik : Tes Bicara

b. Bentuk : Lisan

XII. PEDOMAN PENILAIAN

Lisan

No Aspek Point

1.

2.

3.

4.

5.

Grammar

Vocabulary

Pronunciation

Fluency

Comprehension

1 – 5

1 – 5

1 – 5

1 – 5

1 – 5

Skor maksimum = 25

Nilai siswa = Skor perolehan x 100

Skor maksimum

Mengetahui Jakarta, 1 April 2011

Observer Researcher

Misbahuddin, S. pd Musrifatul Khairiyah

108

Lampiran

Lembar kegiatan Guessing game

Berbicara

-----------------------------------------------------------------------------------------------

109

-----------------------------------------------------------------------------------------------

110

Appendix 14: Lesson Plan of the Second Cycle

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) SPEAKING

IDENTITAS

Satuan Pendidikan : SMP YMJ Ciputat Mata Pelajaran : Bahasa Inggris Kelas / Semester : VII (Tujuh) / 2 Tema : Sports and Hobbies Pertemuan/siklus : 1 / 2 Aspek / Skill : Berbicara Alokasi Waktu : 2 x 40 menit Jenis Games : Matching Game Tahun Pelajaran : 2010 / 2011

I. STANDAR KOMPETENSI

Berbicara

(9) Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal sangat sederhana untuk berinteraksi dengan lingkungan

terdekat.

II. KOMPETENSI DASAR

Berbicara

(9.1) Mengungkapkan makna dalan percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) sangat sederhana dengan

menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan terdekat yang mellibatkan tindak

tutur: menyatakan suka dan tidak suka.

III. INDIKATOR

Merespon ungkapan-ungkapan:

1. Menanyakan suka

2. Menyatakan suka atau tidak suka

111

3. Merespon secara interpersonal

4. Berinteraksi melalui permainan

IV. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

1. Menggunakan ungkapan menanyakan suka

2. Menggunakan ungkapan menyatakan suka

3. Merespon secara interpersonal

V. MATERI PEMBELAJARAN

1. Ungkapan- ungkapan

a. Asking likes Responds

Do you like ………? No, I don’t.

Do you love ……..? Yes, I do.

Dou you enjoy ……?

b. Expressing Likes Dislikes

I like …….. I don’t like......

I Love......... I (really) hate…..

I really enjoy... I don’t enjoy …….

2. Kosa kata terkait:

Cycling, walking, climbing, skiing, painting, football, tennis,

gardening, playing the guitar, cooking, riding, climbing, prize, have

won, free holiday

3. Lexical area:

Action verb

VI. ATURAN PERMAINAN

Siswa di beri katru yang berisi kegiatan tentang suka dan tidak suka.

Setiap kartu berisi kegiatan yang berbeda dan ada juga yang sama.

Semua siswa harus berpindah tempat untuk mencari dan menemukan

teman yang kesukaan dan ketidaksukaan nya sama dengan mereka.

112

Untuk menemukannya mereka harus mewawancara siswa lain dengan

ungkapan – ungkapan likes and dislikes yang telah dijelaskan dan telah

dilatihkan oleh guru.

Mereka tidak diperkenankkan duduk sebelum mereka menemukan

teman yang sama dengan dirinya.

Bagi yang tecepat menemukan teman yang setuju dengan pendapatnya

akan mendapatkan hadiah dari guru.

VII. METODE PEMBELAJARAN/ TEKNIK:

Communication Games

VIII. LANGKAH-LANGKAH KEGIATAN :

KEGIATAN Waktu

( menit ) Aspek / skill yang di kembangkan

I. Kegiatan awal : Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa Menyiapkan dan membaca Basmallah Memberikan gambaran tema yang akan

dipelajari (asking and expressing likes and dislikes).

Brainstorming (guru mengabsen siswa sambil menanyakan hal-hal yang berkaitan dengan tema yang akan dibahas)

II. Kegiatan Inti : Guru bertanya kepada siswa mengenai hobi

siswa dan olahraga kesukaannya Siswa merespon pertanyaan guru Guru membenarkan jawaban siswa dengan

menjelaskan dan mencontohkan cara mengungkapkan ungkapan suka atau tidak suka.

Guru memberikan kosakata yang berhubungan dengan materi game dengan cara drilling

10 Menit 65 Menit

Menyiapkan diri siswa sebelum masuk materi baru.

Siswa dapat menanyakan suka menyatakan suka atau tidak suka Merespon secara interpersonal Berinteraksi melalui permainan

113

Guru memberikan macam-macam ungkapan terkait likes and dislike dan juga menjelaskan cara merespon ungkapan tersebut

Guru juga menjelaskan tentang sistematika atau structure nya.

Guru memberikan istruksi tentang permainan matching game.

Siswa harus menemukan pasangan yang tepat yang sesuai dengan kesukaan atau ketidak sukaan siswa.

Siswa berpindah tempat untuk mewawancara siswa lain sampai dia menemukan pasangan yang tepat atau sesuai dengan dirinya

III. Kegiatan Akhir : Menyimpulkan materi pelajaran. Menanyakan kesulitan siswa selama KBM. Menutup KBM dengan doa.

5 Menit

Feedback dan reinforcement

IX. SUMBER BELAJAR & MEDIA BELAJAR:

a. Sumber Belajar

Buku teks (Mukarto, Sujatmiko, dkk ”English on Sky for junior

high school students”, Penerbit Erlangga, 2006, Jakarta).

Buku teks (Jill haldfield “Communication Games, Longman, 1985

Edinburgd)

Kurikulum KTSP Bahasa Inggris kelas VII

Silabus SMP Kelas VII

b. Media Belajar

White board

Marker

Hobby cards

114

X. PENILAIAN

a. Teknik : Tes Bicara

b. Bentuk : Lisan

XI. PEDOMAN PENILAIAN

Lisan

No Aspek Point

1.

2.

3.

4.

5.

Grammar

Vocabulary

Pronunciation

Fluency

Comprehension

1 – 5

1 – 5

1 – 5

1 – 5

1 – 5

Skor maksimum = 25

Nilai siswa = Skor perolehan x 100

Skor maksimum

Mengetahui Jakarta, 7 April 2011

Observer Researcher

Misbahuddin, S. Pd Musrifatul Khairiyah

115

Lampiran:

Lembar kegiatan exchanging game

Berbicara

116

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) SPEAKING

IDENTITAS

Satuan Pendidikan : SMP YMJ Ciputat Mata Pelajaran : Bahasa Inggris Kelas / Semester : VII (Tujuh) / 2 Tema : Routine and Leisure Activities Pertemuan/siklus : 2/ 2 Aspek / Skill : Berbicara Alokasi Waktu : 2 x 40 menit Jenis Games : Mill Drill Game Tahun Pelajaran : 2010 / 2011

I. STANDAR KOMPETENSI

Berbicara (9) Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal sangat sederhana untuk berinteraksi dengan lingkungan

terdekat.

II. KOMPETENSI DASAR

Berbicara

(9.1) Mengungkapkan makna dalan percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) sangat sederhana dengan

menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan terdekat yang mellibatkan tindak

tutur: menyatakan suka dan tidak suka dan menyatakan setuju atau tidak

setuju.

III. INDIKATOR

Merespon ungkapan-ungkapan:

1. Menanyakan suka

2. Menyatakan suka atau tidak suka

3. Menyatakan setuju atau tidak setuju

117

4. Merespon secara interpersonal

5. Berinteraksi melalui permainan

IV. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

1. Menggunakan ungkapan menanyakan suka dan tidak suka

2. Menggunakan ungkapan menyatakan suka dan tidak suka

3. Menggunakan ungkapan setuju dan tidak setuju

4. Merespon secara interpersonal

5. Berbicara dengan partner yang berbeda sebanyak-banyaknya.

V. MATERI PEMBELAJARAN

1. Ungkapan- ungkapan

a. Asking about likes Respond

Do you like ………? No, I don’t.

Do you love ……..? Yes, I do.

Dou you enjoy ……?

b. Expressing Likes Dislikes

I like …….. I don’t like......

I Love......... I (really) hate…..

I really enjoy... I don’t enjoy …….

c. Agreeing disagreeing

So do I I don’t

Neither do I Nor do I

I do

2. Kosa kata terkait:

Playing, listening music, cooking, watching TV, cinema, dancing,

walking, shopping, driving, playing card, drink, coffee, eating, talking,

playing game, singing, washing, cooking, reading, studying, playing

tennis, playing football, basking, swimming, taking picture, etc.

3. Lexical area:

118

Action verb

VI. ATURAN PERMAINAN

Setiap siswa diberi satu kartu berisi gambar kegiatan

Setiap siswa harus bertanya dan menjawab kegiatan dari gambar yang

dipegang masing-masing

Kartu tidak boleh diperlihatkan kepada siswa lain

Siswa mendemonstrasikan aktifitas dikelas dengan menggunakan

gambar

Siswa pindah keliling kelas dan bertanya jawab kepada banayk

pasangan

Siswa mengulang pertanyaan sama kepada teman yang berbeda

Setelah itu siswa menukar gambar yang dia pegang dan keliling kelas

lagi untuk malakukan tanya jawab lagi sampai mereka berbicara

dengan pasangan yang berbeda sebanyak mungkin.

Siswa yang paling banyak berbicara dengan pasangan yang berbeda

akan mendapatkan hadiah.

VII. METODE PEMBELAJARAN/ TEKNIK:

Communication Games

VIII. LANGKAH-LANGKAH KEGIATAN :

KEGIATAN

Waktu

( menit )

Aspek / skill

yang di

kembangkan

I. Kegiatan awal : Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi

siswa Menyiapkan dan membaca Basmallah

5 Menit

Menyiapkan diri siswa sebelum masuk materi baru.

119

II. Kegiatan Inti : Guru mengulang pelajaran lalu dengan Tanya

jawab seputar kegiatan yang siswa sukai Guru menunjuk siswa untuk menjawab

pertanyaan guru Guru melempar pertanyaan berikutnya kepada

siswa lain tentang persetujuan siswa yang lain mengenai jawaban siswa sebelumnya.

Guru membenarkan jawaban siswa dengan menjelaskan tema baru tentang agreeing and disagreeing sekaligus memberikan contoh yang lainnya.

Guru memberikan kosa kata baru dengan mendrilll siswa.

Guru menunjukan sebuah gambar yang berisi kegiatan

Kemudian guru mencontohkan dialog yang akan digunakan dalam permainan.

Guru memberikan istruksi tentang permainan mill drill game

Setiap siswa diberi satu gambar kegiatan. Siswa praktek melalui permainan tersebut. Siswa harus mendapatkan pasangan yang

banyak dan harus berpindah-pindah dengan menggunakan gambar yang dia punya.

III. Kegiatan Akhir : Menyimpulkan materi pelajaran. Memberi hadiah kepada siswa yang berpindah

kepada banyak partner dengan menggunakan ungkapan yang tepat.

Menanyakan kesulitan siswa selama KBM. Menutup KBM dengan doa.

70 menit

5 Menit

Siswa dapat

menanyakan

suka

menyatakan

suka atau tidak

suka

menyatakan

setuju atau

tidak setuju

merespon

secara

interpersonal

Berinteraksi melalui permainan Feedback dan reinforcement

IX. SUMBER BELAJAR & MEDIA BELAJAR:

a. Sumber Belajar

Buku teks (Mukarto, Sujatmiko, dkk ”English on Sky for junior

high school students”, Penerbit Erlangga, 2006, Jakarta).

120

Buku teks (Jill haldfield “Communication Games, Longman, 1985

Edinburgd)

Kurikulum KTSP Bahasa Inggris kelas VII

Silabus SMP Kelas VII

b. Media Belajar

White board

Marker

Picture of cards’ activities

X. PENILAIAN

a. Teknik : Tes Bicara

b. Bentuk : Lisan

XI. PEDOMAN PENILAIAN

No Aspek Point

1.

2.

3.

4.

5.

Grammar

Vocabulary

Pronunciation

Fluency

Comprehension

1 – 5

1 – 5

1 – 5

1 – 5

1 – 5

Skor maksimum = 25

Nilai siswa = Skor perolehan x 100

Skor maksimum

Mengetahui Jakarta, 14 April 2011

Observer Researcher

Misbahuddin, S. pd Musripatul Khoiriyah

121

Lampiran:

Lembar kegiatan exchanging game

Berbicara

122

Appendix 15: The instrument of Pretest

The Instrument of Pretest

Time : Thursday, March 24th, 2011

Function : Talking about opinion and likes/dislikes

Activities :

The researcher calls the students two by two for interviewing their selves

The teacher gives the score for students’ speaking ability

Questions:

1. Tell me about yourself, please!

2. What is your hobby?

3. What do you want to be?

4. What is your opinion/what do you think about your friend beside you?

123

Appendix 16: The instrument of Posttest 1

The Instrument of Posttest 1

Time : Thursday, April 07th, 2011

Function : Talking about asking and giving opinion

Theme : Things around us

Rules

The researcher calls the students two by two as a partner group based on the

attendance list.

Every student who is called has to choose one of the pictures from the teacher

She/he has to ask opinion of the partner for giving opinion based on the

picture situation that had been chosen.

They exchange opinion of the own picture by asking and giving opinion

The aspects that will be assessed by the teacher are: comprehension, fluency,

grammar, vocabulary and pronunciation.

124

125

126

Appendix 17: The instrument of Posttest 2

The Instrument of Posttest 2

Time : Friday, April 15th, 2011

Function : Talking about likes and dislikes

Theme : Interest, hobbies and experience

Rules

The researcher calls the students two by two as a partner group based on the

attendance list randomly.

Every student who is called has to choose one of the pictures’ experience from

the teacher

She/he has to ask about like and dislike to the partner based on the picture.

The student have to telling their experience to each other based on the

picture’s topic that had been chosen

The aspects that will be assessed by the teacher are: comprehension, fluency,

grammar, vocabulary and pronunciation.

127

128

Appendix 18: The Rating Scale of Speaking Test

Analytic Scoring Rubric of Speaking Skill

Rated qualities Points Behavioral statements

Pronunciation

5 Has few traces of foreign accent. 4 Always intelligible, though one is conscious of a

definite accent 3 Pronunciation problems necessitate concentrated

listening and occasionally lead to misunderstanding. 2 Very hard to understand because of pronunciation

problems. Must frequently be asked to repeat. 1 Pronunciation problems so severe as to make speech

virtually unintelligible.

Grammar

5 Makes few (any) noticeable errors of grammar or word order.

4 Occasionally makes grammatical and or word order errors which do not, however, obscure meaning.

3 Makes frequent errors of grammar and word order which occasionally obscure meaning

2 Grammar and word order errors make comprehension d must often rephrase sentences and or restricts himself to basic patterns.

1 Errors in grammar and word order so severe as to make speech virtually unintelligible.

Vocabulary

5 Use of vocabulary and idioms is virtually that of a native speaker.

4 Sometimes use inappropriate terms and or must rephrase ideas because of lexical inadequacies.

3 Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.

2 Misuse of words and very limited vocabulary make comprehension quite difficult

1 Vocabulary limitations so extreme as to make conversation virtually impossible.

Fluency

5 Speech as fluent and effortless as that of a native speaker

4 Speed of speech seems to be slightly affected by language problems

3 Speed and fluency are rather strongly affected by language problems.

2 Usually hesitant; often forced into silence by

129

language problem. 1 Speech is so halting and fragmentary as to make

conversation virtually impossible

Comprehension

5 Appears to understand everything without difficulty. 4 Understands nearly everything at normal speed,

although occasional repetition may be necessary. 3 Understands most of what is said at slower-than

normal speed with repetitions. 2 Has great difficulty following what is said. Can

comprehend only “social conversation” spoken slowly and with frequent repetitions.

1 Cannot be said to understand even simple conversational English.

Note: maximum sore = 25 (Cited from Harris, 1969: 18)

Score = the result of score x 100

Maximum score