CHAPTER I

INTRODUCTION

A. Background of the Study

As a professional teachers in the language teaching, especially the teaching of English a

foreign language, teachers mostly spend much of time on appropriate teaching

methodologist for greater effectiveness in students acquisitions on English, designing and

implementing materials, test, and practice Teacher are responsible to educate the students

from little or no knowledge to sufficient English speaking environment.

Mostly of the teaching method before the past few decades, found the teacher tend to

carry out the teaching process in the classroom by applying traditional and monolingual

principle ways of teaching with unsatisfactory. This shows that teachers need

enrichments with appropriate ways of teaching atmosphere, that why in teaching English

as the second language by applying new and modified fashions in order that the result of

the teaching learning process would contribute more input to reach satisfied learning

outcome. Whole around the world recently, where the people encourage that English as

their target or second language used based on whole interactions and communication

holding the dominant role of very aspects of their life. English is most widely used in

teaching learning process of broader Educational occasions either formal or informal

environment.

It is reasonable that English is progemmed as the first foreign or second language in

many countries on this earth, furthermore in present global era. That is why experts on

language and language teaching range must invent today English teaching and learning

environment.

According to the 2006 English Curriculum and its supplement, the emphasis of the

curriculum is that the students are able to communicate in English by mastering the

whole skills.1 However, it is not easy to master all the skills; there must be one important

skill that covers the whole skills. Based on the statement above speaking is the most

important skill that should be mastered by students in order to communicate in English

fluently.

In this case, the students must study hard to master it and the teacher should create a good

atmosphere in class. However, it is contrary to the real situation in class. Speaking

activities do not work in class because many factors prevent students from speaking

English with their friends. They are afraid of making mistakes, of being laughed at by his

or her friends and of having lack of confidence in their ability.

Considering problem, relating to speaking activities in class and helping students to

improve their speaking skill is part of the teacher’s job. He or she is expected to have

right teaching techniques to provide students with appropriate teaching materials and to

create a positive classroom environment. Therefore, the students will have opportunity to

use English among themselves. The teaching – 1Curriculum learning process should not

only happen between teacher and students but also

between students and students.

Speaking is an activity used by someone to communicate with other. It takes place very

where and has become part of our daily activities. When someone speaks, he or she

interacts and uses the language to express his or her ideas, feeling and thought. He or she

also shares information to other trough communication.

In the classroom, the teacher must create the situation that can encourage real

communication, many activities can be designed to make majors’ element lively. Games

is one of the techniques that can be applied in teaching speaking because games in one of

potential activity that gives students feeling of freedom to express themselves. Games are

also potentially useful to encourage students of interact with each other orally.

In this research, the researcher focuses on the guessing games. The reason for using

guessing games is you give more opportunities to students to make turns in speaking

during the times allocated. The researcher assumes that guessing games are combination

between language practice and fun. They can express their ideas freely because they do

activities with their friends. This game is also easy to admiser and flexible in terms of

subject matter and design.

B. The Identification of the Problem

Based on the background of the study mentioned above, the identification

of the problem of the research are:

1. How far the effectiveness of speaking through games technique?

2. How The English by games more interested to teach speaking trough games technique

3. How the teachers more interested to teach speaking trough games technique

4. How to make students confident to talk in learning speaking?

5. How English play game more interesting for student to learn English.

6. Why games suitable to teach speaking at fourth grade?

C. The Limitation of the Problem

The researcher limits the discussing of the study about, “The Improvement Student’s

Speaking Skill through Guessing Games Technique”.Because the researcher find, the

effective method to teach using this games. Especially for elementary students for fourth

grade.

D. The Formulation of the Problem

Based on limitation of problem mentioned above, the problem of the research can be

formulated as follows; How to improvement student is speaking skill through guessing

games to the fourth grade of SDN Kelapa Dua II?

E. Benefit of Research

The researcher hopes that this thesis can develop education institution to perform a

language laboratory, teacher to use the approach and method properly in teaching

speaking to their students; it can be refer for English teacher in studying which pursuant

and guide liner of the better ways to achieve the successful English Study.

The benefit of this research for elementary in SDN Kelapa Dua II that the headmaster of

the school knows actually teaching and teaching speaking are really acceded by the

teacher. The students of course the headmaster tries provide the equipment of speaking so

that, the students speaking can be improved by practicing actively.

The students of STKIP Kusuma Negara can have a good reference for their knowledge

and someday they will make tries connected with learning speaking. Then they may make

some references of this thesis because this thesis can be put in the library of STKIP

Kusuma Negara and every body can read it.

By using guessing games in teaching speaking skill to the fourth grade students of SDN

Kelapa Dua II Tangerang. It motivates and encourages students of SDN Kelapa Dua II; it

motivates and encourages students to practice

speaking English. It makes them enjoy expressing their feeling, ideas, opinion and even

in messages and suggestions. Since it is fun activity, it helps students to take port in

practice.

CHAPTER II

THEORETICAL FRAMEWORK

A. Definition of Teaching

Teaching is a process to give guidance the students to reach the goals. Teaching known as

“Instruction” it means process that makes someone do learning. Teaching is a media for

learning process includes behavior individual changes through pre- planned.

Teaching is an exiting job. Today, many references help teachers to get some solutions of

problems in teaching learning process. The teachers can use some references to find out

some techniques of teaching in their classroom. On the other hand, teaching is not easy to

do. The teacher should do much of his work before entering the classroom. According to

Brown,

Teaching is a superior job, is the demanding job. Among the demanding tasks are

modifying the approaches, Syllabus, technique, and exercises to adopt and maximize the

learning of a class as well as of most of its individual members.2

It can be stated from the definition above that teaching is not just

presenting information or knowledge to students, but it needs strategies and

tactics. The teacher must decide what goals it would be best to teach and what

strategies and tactics are best suited for teaching these goals.

According to Patricia, “It is important for teacher to include as many techniques as

possible to enhance student learning”3.The knowledge gives the intelligence concerning

to import, as a knowledge before unknown, or rules for practice to inculcate as true or

important to exhibits impressively as, to teach arithmetic, dancing, music, or the like to

teach morals.

The objective of language is to encourage effective communication in daily life, by

practicing effective expression, increasing vocabulary, give sample opportunities that use

language to describe, to compare and relate experiences, thoughts and felling, creating

stories dramas, song, poems, etc. Language should be embedded throughout all activities.

Moreover, young learner can learn easily many languages. Young learner are equipped

by language acquisition device, therefore, they will not have any difficulty to learn two or

three different language at the same time

B. Definition of Speaking

Speaking is one of the skills that have to be mastered by students in learning English. It is

important for students to known definition first. Many experts define speaking in

different ways. Brown and Yule stated in their book

“Speaking is to express the needs–request, information, service, etc.”4 The speakers say

words to the listener not only to express what in her mind but also to express what he

needs whether information service. Most people might spend of their everyday life in

communicating with other. Revell defines communication as follow: “Communication, of

ideas, of opinions, of feeling.”5 Therefore, communication involves at least two people

where both sender and receiver need to communicate to exchange information, ideas,

opinions, view

or feelings.

Meanwhile, Jones stated, “Speaking is a form of communication.”6 We can say that the

speaker must consider the person they are talking to as listeners. The activity that the

person does primary based on particular goal. So, it is important that everything we wants

to say is conveyed in an effective way, because speaking is not only producing sounds

but also a process of achieving goals that involves transferring messages across. Jone

said, “How you say something can be important as what you say in getting your meaning

across.”7 Therefore, speaking process should pay attention to want and how to say as

well as to

whom appropriately.

In expression one’s need-request, information, service, we must consider some points

about speaking. Jones stated, “Some point should be considered about speaking, they are

clarity, variety, audience and tone.”8

Albert Valdman said, “The ability to speak a foreign language is without doubt the most

highly prized language skills, and rightly. So, because he was can speak the language

well can also understand it and can learn to read it with relative case an also the ability to

speak a language will greatly expedite and

facilitate learning to write it.”9 According to M. Solahudin in his book speaking is,

“Kemampuan berbicara dengan bahasa Inggris dan pembicaraan kita

dipahami oleh orang lain.”10 In order to express his or her needs, ideas, feeling

and thought in real communication, one must be able to ask as well as answe

questions.

Yusnaini Lubis says, “Question and answer, major elements in natural conversation

sessions.”11 Beside on that statement we conclude that one of important aspects in

speaking is there is a communication or interacting between the speaker and listener. So

it will make the good attraction / understanding about the object of topic.

Clarity

It means that the words that the speakers use, must be clear, so that listeners can

understand what the speaker says. Here, the speaker must consider speed and volume.

The speed at which you speak is relevant her. If you speak quickly, listeners may have

difficulty. The volume with which you speak can also have a bearing. Speak out and do

not mumble. Your words have to be loud enough to reach all your listeners.

Variety

Here the speakers must try to vary way of speaking such as pitch (rise and fall of voice),

emphasis, speed, variation, volume and pause. The speaker is expected to fine variation

in saying words do not speak monotonously.

c. Audience and Tone

The way you speak and the tone you use will be affected by audience to whom you are

speaking. If you are discussing something with your friends. You are likely to use

informal conversational tone. If you are giving a talk to a group of thirty people. It likely

that you would speak more formally and would raise the pitch and the volume of your

voice in order to make sure that what you say reaches all of your listeners. If you were

telling

a comic story, you would speak differently from way you would if you were

putting a point of view about which you felt strongly

C. Definition of Guessing Games

According to Klippel, “The basic rule of guessing games is eminently simple; one person

knows something that another one wants to find out.”12 Wright and Buck say,

“Essentially, in guessing and speculating games, some one knows something and the

others must find out what it is.”13 In addition, according to Merriem Webster, “Guessing

games is game in which the participates compete individually or team in the

identification of something indicate obscurely (as in riddles or charades).”14

Based on the definition, it can be conclude that guessing games is a game in which a

person or participant knows something and competes individually or in a team to identify

or to find out it.

There are many concepts of guessing games, which can be applied in

teaching speaking. According to Lee:

Among them are numbers guessing games that can be played at various levels:

1. Guess what is it? Is it…?

2. Guess Who I am? What is my name?

3. Guess what is there in my bag today?

4. Guess where is it?

Then the description ofc each concept is a s follow:

a. Guess What is it? Is it……….?

The students’ things of an object or a person the class knoes the

name of, and the other ask question, putting up their hand waiting to be

called on :

1. Is a green” Is it Marty’s desk.

2. Is it my face?

3. Is it the pond?

4. Is it Billy and Peter?

5. Is it the cinema?

6. Is it my mother who came this evening?

7. It is your book. Etc

The first guess correctly takes the thinker’s place. After such a game has been

successfully played by the class as a whole, it can be played in groups or even in pairs.

The learner who has thought of something may be questioned by member of another, to

keep the whole class active.

b. Guess Who I am? What is my name?

Everybody imagines him self to be some body else – a living well known locally,

nationally or internationally or an historical figures such as Napoleon, Ghandy, Julius

Caesar, Galileo, Etc. Each makes up sentences about him self, e.g.

1. I lived…..about…..years ago.

2. I was a king / poet / general / scientist, Etc.

There is not much difficulty in guessing, but it should not to be made too easy (e.g. one

should not say, if one is Shakespeare. I lived in Stratford-on- Avon and wrote Hamlet).

c. Guess what is there in my bag today?

Alternatively:

1. What is in my bag today?

2. What have I got in my bag today?

(This can be teachers or anybody’ bag, not doubt specially prepared). The

students guess, for instance, there’s an apple / photograph / a mirror / a

handkerchief / a ticket / a doll, etc. And the owner of the bag says, No, there’s no a……

or Yes, there’s a…….and brings it out and perhaps ask what colors is it? Or is it a bag…

or small….? At an appropriate level plurals

come in naturally here, e.g. There some…..in my bag

d. Guess Where is it?

Students turn round the close their eyes while a small object or several

object suh as coin, a ring, a sweet, a doll, is hidden. Question:

1. Is it behind the cupboard

2. Is it in Mr. Claus’s bag

3. Is it mam’s desk

4. In your shoe

5. Under those books / etc.

Each student makes at least one guess. Statements can be made instead of

question: it is behind the cupboard / in Mr. Claus’s pocket, etc.

D.

Guessing Games in Teaching Speaking

There is common perception that all learning should be serious and solemn in nature and

that if ones is having fun and there is hilarity and laughter, then it is not learning. This is

a misconception. It is possible to learn a language as well as enjoy oneself the some time.

One best way of doing this trough games.

Games can be applied in teaching – learning English. This idea is supported by Andrew

Wright, Betteridge and Buckby. “Games can be found to give practice in all skills

(Reading, speaking, listening, and speaking) in al

stages on teaching – learning sequences…..”15 Beside on the statements above,

it is clear that all skill can be applied in teaching, one of them is speaking.

There are many reasons a teacher uses games in teaching speaking. Games give students

chance to use English orally, it means that students can practice and develop their ability

to speak English. Games provide fun and relax while remaining very much within the

framework of language learning. It is expected for shy or slow learners can be active

participants to show their ability and find their confidence in communicating in the

foreign language.

Among many techniques of guessing in teaching speaking, guessing games can be

applied in the teaching of speaking. This assumption is beside on some experts’

comments. In fact, there are many categories of guessing games. Patricia and Amato say:

Although the categories can overlap, the games here offered her are dividend into the

following types depending on their emphasis: non-verbal games, board-advancing games,

treasure hunt and guessing games.16

According to Richard – Amato, “Guessing games can be used to develop or reinforce

concept, to add diversion to regular activities, or just to break the ice. However, their

must important function is to give practice in communication.”17 It says that guessing

games give students do mot feel bored

during learning process. Nevertheless, the most important thing is to give the

students in practicing their English. They also add that:

Guessing games can be painless to develop or reinforce any number concepts. “Guessing

what I am,” Guess who I am” for example, can be used teach about animals profession or

people in different age groups (baby, child, teenager, young adult, elderly person).18

Those statements say that by given some concepts of guessing games like “Guess What I

am” or “Guess Who I am”. The teacher can teach many kinds of topics such as about

animals, profession or people.

Silver says, “Real guessing games provide the students with much needed practice in

formulating questions, an essential skill that does not always receive sufficient

attention.”19 Based on the statement above, we can conclude that guessing games give

students more chance in formulating question. But we know that language classes are

spent answering questions puts forth by the teacher or text book. This idea is also

supported by Silver : “Language classes are often inadvertently structured so that most of

the students speaking time is spent answering questions put forth by teacher or text book:

as a result the students often have difficultly in forming own question.”

So, by using this game students are asked to practice in formulating questions. Here the

students can apply their ability in using question – word (W H) question. Lee says,

“Among them are number of guessing games which can be applied at various age level in

general, the challenge to guess arouses considerable interest and encourages the learners

to communicate….”21 That statement says that guessing games can be applied at various

age levels. It has the same idea Klippel, he says, “Every body knows guessing games it is

not only children that like guessing games; adults like guessing too, as shown by many

popular TV programmer.”22

In addition, he adds, “Guessing are true communicative situation and such are very

important for foreign language practice with fun and excitement.”23 From the three

theories, it is enough clear that guessing games are liked by students all of ages from

children until adult, it arouses considerable interest and encourages the learners to

communicate because it is combination between language practice with fun and

excitement.

E.

The Technique of English Teaching

Teaching of English for young learner using many ways for example

though reading, picture, plays or games etc. Many parents and administrators

are familiar with statement that “Play is Children’ work”, but they still make distinction

between work and play. The work is defined as structure task such as work sheets that

children complete in order to learn the alphabet and numbers.During their playtime

children often and spontaneously begin, object

play, fantasy play, and sociodramatic play. Object play is reality based and

involves manipulation of and reference to the object them.

Speaking by using games method English learning for young learner is fun and

enjoyable. Speaking pleasure by using combining word and picture cards students are

ready and interested in seeing the written forms of the language.M. Solahudin said,

“Speaking berkaitan dengan listening. Artinya apa

yang kita bicarakan adalah pengulangan dari apa yang pernah kita dengar

sebelumnya.”24 From the theories above, it is clear enough that guessing games

are liked. Learning by games is suitable for young learner, games are easily adaptable to

English language classrooms, give the student opportunity to expand their language

experience through fun and play.

This probably the most challenging time in teaching preparation that

the teacher experienced. It is completely different kind of technique, which

requires a new approach to teaching. The teacher has to make more conducive in the

classroom. Eventually that the changes on the technique of English teaching will be

baneful for the students and for the teacher.

There is the technique of English teaching:

1. Begin with a positive message

If you put a new message in the same place every time-on an overhead or on the board-

students will learn to look for it when they come into the room. Music serves the same

purpose it set a positive mood for the session.

2. Write three important goals for the class so that students can

see them.

Three goals are manageable for one class session. When they are visible, they keep us all

on track. At the end of the class, referring to the goals gives everyone a sense of progress

and closure for the day.

3. Arrange for model test to be taken in a lab or at home on the honor

system.

Your time with the students is too valuable for you to spend four hours proctoring each

model test. That would add up to twelve hour of class time for all the model tests.

4. Ask students to write their question a note card and bring them to

class.

5. Use class time to teach and practice academic skill

6. Focus on speaking and writing in class

7. Provide counseling and encouragement as part of the class routine

A habit is pattern of behavior that is acquired through repetition. Researches indicate that

following study habits are characteristic of successful students. The teacher must make

motivation to the students not only by technique of the teaching but we can improvement

by positive habits from students.

F.

Definition Action Research

Action research has different meaning and thing when used by different another. For

example, Hopkin treats action research and classroom research by teachers as

synonymous.25 Brown and Robinson suggest that any action undertaken by teachers to

collect data and evaluate their own teaching can be termed action research, and some

highlights the participatory insider nature of action research

Hodgkinson has definition of action research as follows: “Action research is a direct and

logical out come of the progressive position. “After showing children how to work

together to solve their problems, the next step was for teachers to adopt the methods they

had been teaching their children, and learn to solve their own problems co-

operatively”.27

Put simply, action research is “learning by doing “it is conducted by the teacher as

classroom participant. As teacher, he/she needs to know what is actually happening in

classroom, collecting data and evaluating her/his own teaching, do something to solve it,

see how successful his/her effort were, and if not satisfied, try again until showing the

increasing of changing.

Nunan sees the important defining aspect of action research as the controlling role of the

teacher: “For me the salient distinction between AR and other form of research process is

initiated and carried out by practitioner.”28 Stephen Kemmis has developed a simple

model of cyclical of the typical action research process (figure I) each cycle has four

steps; they are, planning, acting, observing and reflecting.29

a)

Planning is we prepare the material that we will teach, making

lesson plan, syllabus and making evaluation that the will examine

b)

Acting is we teach the students based on our plan, the material and

the method we are going to teach and give the evaluation as the result.

c)

Observing are we observing the result of the acting is it satisfied

or not?

d)

Reflecting is we analyze the weaknesses of the students.

Strickland outlines the following steps in an AR cycle:

1.

identify an issue, interest or problem

2.

seek knowledge

3.

plan an action

4.

implement the action

5.

reflect on your observations

6.

revise the plan

Based on the steps of Action Research above, it can be concluded that teacher as

researcher has to prepare teaching process as good as possible. Every step has to be

followed in continuous and integrated.

There are cycles within cycles. Some extend across an entire study. Others occupy only

minutes or less. The result can be a very flexible and responsive process. When each

cycle includes a vigorous seeking out of disconfirming evidence the flexibility is also

accompanied by research rig our

The people affected by the change are involved in the action and the critical reflection.

Understanding is widely shared, and so is commitment to any planned change. Action

research certainly is not the only research process for researching change. However, it is

process well suited to situations where you wish to achieve change (the “action”) and

understanding (the “research “ ) at some time.

Action research for development, teacher can become more autonomous, responsible, and

answerable through action research, teachers themselves can take a so decisions

concerning change.30

G. Teaching Speaking at Elementary School

Every student who studies English will study about all components, which in that subject.

Those components are reading, listening, writing and speaking. All components have

great correlation and support each other; one of those items will be discussed by

researcher is teaching speaking.

As one of the language skills, speaking can be complex process. The first

speaking has some points to show speaking and productions are related in the

mind of individual for the learners. The learners also need production to get interaction in

receiving messages, result according to Hymes, “Communication competence”31.

Penny Ur says, “Of all four skills (listening, speaking, reading and writing) speaking

seem intuitively the most important.”32 Based on the statement above speaking is the

most important skill that should be mastered by students in order to communicate in

English fluently. Speaking is essential to all interaction and his is an ability to understand

and master about what an active process of constructing a message, especially for student

elementary school. It is true that they need to concentrate to what listening for every

question. It is suggested that learning of a new language which is not associated with

visual, action or some intellectual exercises to help identification of meaning because if it

is done it become boring and will not necessary lead to advantageous. Sami Alrabaa says:

“Why speaking activities do not work: the classes are too big for speaking activities;

the students have too little time to speak.

Speaking

section of textbooks gives very few students the chance to talk, while the rest of

classes remain listeners, often inattentive ones.”33 Brown and Yule say,

“Speaking is to express the needs – request information, services, etc.”34

H. The Curriculum of Teaching

Curriculum must build new experiences on existing knowledge and gradually extend that

knowledge since children naturally integrate new information into their previous

experiences. The education experiences must integrate to all components of children

development are physical, social emotional, and intellectual.

Complex activities with many dimension naturally lend themselves to the multiple out

comes that are characteristic of learning this age. Finally, program must anticipate that

there is wide variation in the rate development of individual children, especially during

the transition stages of Elementary School.

According to the 2006 English Curriculum:Pengembangan

kemampuan siswa dalam berbahasa Inggris yaitu dengan memiliki empat ketrampilan

dalam berbahasa Inggris (speaking, listening, reading, writing).

Yang

bertujuan

untuk

mengembangkan

kompetensi berkomunikasi secara lisan secara terbatas untuk mengiringi tindakan

(language accompanying action).35

SDN Kelapa Dua II by using Curriculum of 2006

Competency Based Curriculum constitutes a set of planning and arrangement about

competency and learning outcomes that must be achieved by student. It also constitutes a

set of evaluation activity, teaching learning process, and using education resource

efficiently in developing school curriculum

CHAPTER III

RESEARCH METODOLOGY

A. Purpose of the Study

The purpose of research is to get the new theory, especially to know teaching speaking by

using games effective at fourth grade of elementary school SDN Kelapa Dua II

Tangerang. Teacher hopes them to active in practicing English speaking in class. It is

expected that the students can enjoy to expressing their ideas opinion and feeling and can

match dialogue with situation and condition. Besides that, they can also get fun in

learning English in school especially for learning English speaking.

B. The Place and Time of Study

The place to research teaching speaking by using games for fourth grade students of

elementary school in SDN Kelapa Dua II Tangerang. This research takes place during

one semester about four months from June - November 2008.

C. Method of the Research

In this research, the researcher uses the qualitative research with classroom action

research. The qualitative method is the kinds of the data are the descriptive data. From

getting the data, the research wants to describe and explain

the problem that chosen in this researching. In the research, it does not used questioner

but using the work sheet to evaluate the result and using picture as a material, because the

research focused on classroom action research.

Classroom action research method tends to rules of speaking or how to improve the

speaking English trough games. It is true, that uses the three cycles, and every cycle

consists of four steps. On the other hands, of course, it uses the collaboration method too,

for example the role play and the answer question; the answer question method and

guessing games; or collaboration of three methods.

D. Subject of the Research

The subject of the research is the students from forth grade elementary school SDN

Kelapa Dua II, Kecamatan Kelapa Dua, Tangerang City. There are 20 (twenty) students

on the class. The researches use the method and the technique teaching speaking through

guessing games.

E. Technique of Collecting Data

The collecting data that is the researcher get the data from the students especially for 4th

grade of elementary school. The researcher attends to the data, which are the result of

applying teaching speaking though guessing games.

In the following section, the researcher explains about procedure of

teaching, speaking using guessing games. The procedure is dividing into four

stages. They are socializing guessing games, individually or grouping, distributing cards,

and asking Question and asking giving answer. The researcher gave speaking skill test

before did the presentation of lessons material (pre-test). After giving the treatment, give

the some test (post-test) then made calculation of result from both test. Trough the cycle

I, cycle II, and cycle III. Each cycle consist of:

1. Planning

2. Acting

3. Observing

4. Reflecting

This research can discuss or collaborate with English Teacher and the others.

The design is as follow:

1. Socializing Guessing Games

a. Teacher introduces guessing games

b. Teacher states the aims of guessing games

c. Teacher explains the definition of guessing games

d. Teacher explains the concept of guessing games

e. Teacher has the rules of guessing games

f. Teacher checks students’ understanding

2. Individually or Grouping

a. Teacher asks students to apply this games individually or

b. Teacher asks students to apply this games in a group

3. Distributing Cards

a. Teacher distributes cards as teaching material

b. Teacher explains the use of cards

4. Asking Questions and Giving Answer

a. Teacher asks to practice the games by asking question and giving

answer to each group

b. Teacher asks each group to perform once.

F. Analysis of the Research

There, the analysis of the research uses the descriptive analysis. Based on

this method there has some advantages and weaknesses.

Some of the advantages of using teaching speaking using guessing games are as

follows:

1.

Using guessing games make students more pleasure from regular activities in class. It

creates a relaxed atmosphere in the classroom. 2.

Using guessing games can encourage the students to communicate in English because the

games are combinations between language practice with fun and excitement

3.

Guessing games can practice the students’ ability in

forming many kind of dialogues.

While the weaknesses are:

1. In applying guessing games, the teacher needs the students who are

skillful formulating question from dialogue.

2. In applying guessing games, the teacher needs the students more carefully

to make communication.

3. In applying guessing games, the teacher needs the students’ more

controlling how to make right pronunciation.

CHAPTER IV

THE RESEARCH RESULT AND DISCUSSION

A. Description of SDN Kelapa Dua II - Tangerang

SDN Kelapa Dua II is located Jalan Cibogo Kulon, Kav. Kelapa Dua, Kec. Kelapa Dua

Tangerang Banten it has been since 1975. The headmaster is Mr. H. Miftahudin, S. Pd. I.

It consists 12 classes’ pararel and amount of 366 students, 16 Teacher and one English

Teacher for all class. SDN Kelapa Dua II has Visi : Membentuk siswa yang menguasai

IPTEK dan IMTAQ di lingkungan lembaga pendidikan formal berkualitas, and Misi:

Pembenahan system pendidikan pengajaran, pelatihan, bimbingan menuju system yang

berkompetensi.

Mostly the students were from the medium down family. The school doesn’t give

students the handbook, but only give the LKS (student work sheet). They can borrow the

books from library or school lends them but not to bring home. So, for the English book.

They were just doing home LKS at home and lent textbook.

May be it become a problem for them to study at home. With limited

facilities, they can’t improve their lessons. They had low ability in English.

Especially in fourth grade. There for, I did research at this school to find out how

they learn English.

B. Teaching Speaking Through the Guessing Games

The researcher choose teaching speaking through Guessing Games for fourth grade at

SDN Kelapa Dua II, it is suitable for them they have just learned English from Fourth

grade, because they have little vocabulary knowledge and little English Study knowledge.

The lesson plan was guidance for the researcher to teach. In planning speaking process,

teacher should find out potential to make simple question, decide what aspect of speaking

to focus on. The teacher has responsibility to create classroom activities in such away that

the instructional objectives that have been formulated before can be achieved

successfully.

Motivating students, managing classroom using good method and techniques, and

transferring knowledge or teaching material and evaluating to the students are roles of the

teacher.

In teaching speaking through Guessing Games, a teacher had to know purpose of using

this method, the procedures of teaching, the techniques will be applied, and the

evaluation accomplished.

The learning processes using Guessing Games give students chance to

use English orally, it means that students can practice and develop their ability to

speak English. Games provide fun and relax while remaining very much within

framework of language learning. It expected for shy or slow learners can be active

participants to show their ability and find their confidence in communicating in the

foreign language.

The speaking teaching that given at fourth grade according the curriculum KTSP. That to

purpose how to improve competent limited communicates to follow by action (language

accompanying action).

Such as focus on specific and usually individualized participants, time words used to

connect events, action words predominate in complication and resolution, noun groups

are very important in describing characters and setting.

1. Activities at Classroom

Cycle 1 at fourth grade class, June 1st day 2008

Reconnaisance

At the first time the reseacher entered the class. The students had low

motivation. And the situation was not condusive.

Planning

: The researcher prepared the material a recount by picture

from the text book. Then introduce about the picture.

The researcher condition of student, took the absence of

student and say greeting. Then

the researcher gave

explanation about greeting before giving the main of lesson

and make pre-test (invite student for reciprocating greeting) by simple dialogue about

greeting. It supposed to know and measure the student’s achievement comprehending

lesson of English speaking. When done by is simple dialogue concerning greeting, seen

reaction of student not yet give enthusiastic response. Out of twenty student only five

people that seem is active.

Acting

: The researcher put the picture on the blackboard and read loudly.The student were

asked to answer the question aloud about the picture one by one that called randomly ,

the researcher define kinds of greetings utterances.

Researcher and student repeat articulate greeting utterance

and reciprocation from the greeting.

Then gives explanation concerning greeting utterance

function.

After that the students make partner to demonstrate simple dialogue concerning greeting

if they had wrong pronuciation the researcher corrected and then students were asked to

translate the dialogue into Indonesian language, if they couldn’t the reseacher called the

other to translate and if he

or she couldn’t too, the researcher translated by herself . Indecisive flavor and fear to do

mistake when replying question which in rising seen. Of students seen still be covered by

unconvinced and indecisive flavor of themselves when replying question. Even they are

not daring to say by ear that firms [oppositely; also] heard by approximant whisper.

Researcher gives reinforcement and concludes, Advice Lessons that will come and give

homework to make simple dialogue with their partner about greeting. Then the students

were asked to answer the work sheet (Execute evaluation).

Researcher say greeting before class exit.

Observing

: In this part the researcher observed that they had problem in their pronounciation. From

observation which got, almost all student unable to answer and say truly. Even arise is

each other laughing. This thing result student is less enthusiastically even class

atmosphere become clamor. And their equip the answer showed that they had a few self

confidence.

The result of average from the students in the first cycle, the competention from the

methode is not work properly well. Its can see in appendix 10.

Reflecting

: They had problems in bad pronounciation and have not enough encourages to speak

loudly. Even in intonation even also of students, many doing mistake. Condition of class

rather less in control, probably because new situation and they deal with instructor which

less familiar, so that of front students still for expression their selves in the form of

communications. The material would be equiped that had simple thing that contents the

easy dialogue.

After the researcher did the research, she finds that:

1.

The students were afraid to speak aloud because

they didn’t know how to pronounce the words.

2.

They were motivated by the researcher that they had to pronounce and intonation

correctly because if they were wrong in pronunciation they will get the wrong meaning of

the conversation

3.

The students had not fun felling because the

class condition is not condusive

4.

They couldn’t equip in the correct sentence.

So how with teaching process hereinafter? What have to be altered and added in process

of teaching so that student can increase the ability in conversing English?

Is that some weakness on technique of teaching, teaching matter that too difficult to be

received or linguistic in submitting not accurate matter?

This thing will be evaluated at cycle of two

Cycle 2 at fourth grade class, June 2nd of day 2008

Reconaisance

At second time the researher entered the class. The students motivater was rather higher.

And the student more condusive. But they were still not confidence in their pronunciation

and dialogue.

Planning

: Firsth the researcher ask 4-students tide for advance and demonstrate their homework

concerning greetings then researchers introduce matter concerning introduction and say

how to introduce herself and invite student to repeat the articulate give explanation

concerning procedures introduce. Student with him/her partner demonstrate simple

dialogue

Acting

: The researcher choose the material about hobby same as clycle 1 and about

introduction. Then the researcher giving pretest before the main of lesson gave. It

supposed to know and measure the student’s courages to speak. (Lesson from cycle 1 to

reminded). The researcher puts some pictures on the blackboard and the students ask

question of that person as if they have just meet him. The students reconstruct the

conversation they have created.

The students were asked to choice a partner and make simple dialogue about introduction

and try to make dialogue in front of the class. They create a new dialod using words they

have learned how to say during their conversation. The researcher wacth the students and

make sure that the conversiation between students is rigth. The next was same with cycle

1 and then they were asked to answer the work sheet in oral and give statement about the

dialogue. Activities of End give reinforcement and conclude. Advise Lesson which will

come. Execute evaluation

Observing

: In this part the researcher observed that they had over come

their problems, it prooves that they could speak in simple

dialogue even a lot of mistake about the pronounciation but

at least they almost show their courages and ability to speak

English.

The students are invited to talk about how they felt during the

conversation.

There was increasing from the student’s ability speaking skill

and answer the question in cycle 2.

Reflecting

: The researcher must make savety felling for the students. And make the atmosphere of

the class being fun.There was a little increasing in their pronounciation from the

dialogue. As far the tasks were given individually. In the cycle two the researcher find

there is a will to the students to overcome their problems in pronunciation and speaking

skill. Few students showed increasing their speaking and they could make simple

dialogue with their partner .How is if they do in group?

Cycle 3 at fourth grade class, June 3rd of day 2008

Reconaisance

At the third time the researcher entered the class. The students’ motivation

was still high the student had worked cooperatively with their teacher. The

problem was have they hard ability to speak? Because not all students have

good pronouciation and self confidence to speak.

Planning

: The researcher choosed the material that contained three themes about greeting,

introduction and hobby and they had to make dialogue . The researcher took the sample

material from the text book. The reseacher divided them into five groups. Then make

observation of the students activities and make sure the students feel more comfortable

with their groups.

Acting

: The researcher read loudly dialogue about hobby. The students had to listen carefully to

see if what the teacher say. And then students folowing what the researcher say. Students

work together in groups of four. Each of groups were asked to speak in front of the class.

After that they were asked to make more dialogue using three of themes. The researcher

corrects by repeating correctly the sentence the students have created. And then the

researcher gave them to prepare and make dialogue in front of the class.

The researcher was being observer and conselor in the class

activities

Observing

: From these activities the reseacher observed that they could improve they ability.

Although they didn’t know all the meaning of the words, they would do that best. In

groups, students can begin to feel sense of community and learn from each other as well

as the teacher. This was cooperation, not only competition, and was encourage.

The researcher’s initial role is that of conselor. It means that the researcher recognized

how threatening a new learning situation can be for fourth grade elementary school, so

the researcher can support the students in their struggle to master the target

language.There were a lot of different activities that could occur with students working in

a groups. Researcher who use the groups activities believe students can learn from each

other and can get more practice. This could lead to development of community among

class members.

Reflecting

: There was increasing in their speaking ability and the responses showed that they had

motivation in learning speaking. Their anthussiasme were high when that reseacher

choosed simple conversation from the dialogue that they make. The students again

invited to talk in front of the class.

Developing a community among the class members builds trust and can help to reduce

treat of the speakig skill. And to know the whole result from this research, the researcher

gave the students the evaluation.

Building relationship with among students was very important. In trusting releationship,

the threat that students feel is reduced and therefore nondefensive learning in promoted.

Students can learn from their interaction with each other as well as their interaction the

teacher. A spirit of cooperation, not competition, can prevail.

In cylcle 3 there the competition was held among the groups, then the students were more

interested when did the conversation with their group. They were still to improve their

speaking ability to be more succesful and more confident.

2. Result of Collaboration

In this research, the researcher was found one from twenty students has a trouble to learn

English study. There some factor that the researcher find, they are the student from

descendant of Chinese, the student

hard to comprehend Lesson. She from inability family, and nobody want to

close and work with her because her inability.

From that finding, the result of the finding that researcher make some approach to the

students by using discuss with the group. And the ability students can be improvement

with their group.

3. Analysis

In activities in the class, the researcher could see the progrees of speaking ability from the

students. The improvement process in teaching speaking through Guessing Games is

figured in this graphic design

And as the result of the research, the researcher took the students’ score from the

evaluation that held at the end of the research. It is figured in this graphic design:

From graphic shows the result score evaluation are: 9 students got score 7 (63%), 7

students got score 8 (38%), 4 students got score 9 (23%). The average score is 7.75 , it

means that the method by games is make improvement for Speaking English for the

students

From the facts and data that I accepted there are many factors why do they have low ability and low motivation in speaking learning . The factors are : 1. The Students are afraid to make mistake in pronounciation 2. The Students have little self confidence, and low motivation to speak extensively 3. The Students are reasons why they can’t understand what they speak 4. The Students didn’ t get message , feelings and experience from the author, and the students have not 5. The students have not enough encourage to speak. The problems above often arise in speaking learning, especially in the first at fourth grade, these are some solutions to overcome: 1. They have to practice speaking aloud to develop their pronounciation 2. Choose the suitable games to work on depending their knowledge level 3. Choose effective guessing to make involve and participant from students 4. Help the students to do extensive spaking practice 5. And make a group to improve they ability to speaking .

CHAPTER V CONCLUSION AND SUGGESTIONS A. Conclusions and Suggestions

After analyzing some experts’ theories about improvement student’s speaking

skill through Guessing Games, now the researcher tries to make conclusions from cycle 1

to cycle 3.

1. From the cycle 1, the researcher which got, almost all student unable to answer and say

truly. Even arise is each other laughing. This thing result student is less enthusiastically

even class atmosphere become clamor. And their equip the answer showed that they had

a few self confidence.

2. From the cycle 2, the researcher must make savety felling for the students. And make the

atmosphere of the class being fun. There was little increasing in their pronounciation

from the dialogue. As far the tasks were given individually. In the cycle two the

researcher find there was a will to the students to overcome their problems in

pronunciation and speaking skill. Few students showed increasing their speaking and they

could make simple dialogue with their partner.

3. There was increasing in their speaking ability and the responses showed that they had

motivation in learning speaking. Their anthussiasme were high when that reseacher

choosed simple conversation from the dialogue that they make.

In cylcle 3 there the competition was held among the groups, then the students were more

interested when did the conversation with their group. They were still to improve their

speaking ability to be more succesful and more confident. Make some group on the class

can improve the ability to speak.

The conclusion from three cycles that the process of the improvement student’s

speaking skill through guessing games, first that the researcher must make situation of the

classroom more conducive so that the students can fell more safely. The researcher has to

choose effective guessing to make involve and participant from students.

The students more encourages and more active when the researcher gives the materials

by group, they more confidence to improve their ability speaking skill and to make

conversation by their group.

Nevertheless, many factors hamper students to speak English, sometimes it

comes from lack of teacher’s technique teaching. The students need to learn more

speaking of the target language. Guessing games is one of

the techniques that have a positive effect on students speaking knowledge to make confidence and encourage. B. Suggestion After did the research the researcher has some suggestions for the students, English teacher and the institution as follow : a. The recommendation as follow for teacher : 1. The teacher should make condusive and make comfortable in the class. 2. It is good for teacher to use technique to introduce guessing games to students 3. Before teaching, teacher should stucture and plan this technique carefully 4.

Teacher must be able to manage the class and the time in order to make students be

more active and involved to the activity and make it runs well.

5. The teacher should keep monitoring during the stages b. For the students : 1. If student find difficulties in understanding the games, they should ask the teacher for clearer explanation2. The students should be active in participating during the lesson 3. The students should remind their friends to keep speaking English c. For the institution: 1. Provide facilities that support the students activities in learning English 2. Maximize the function of the library as a medium for learning 3. Provide the teachers that qualified based on their background education. 4. Create the good relationship among the students, teachers, staffs, and the headmaster.

BIBLIOGRAPHY Alrabaa Sami, Games in Speaking “ English Teaching Forum, Vol XXXIX, No. 3

(July, 1991).

Arifin Zaenal, Dasar-dasar Penulisan Karya Ilmiah. (Jakarta : P.T Grasindo, 2003)

Betteridge David and Michael Buckby, Games for Language Learning, New Edition

Brown, H.D. (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Brown Gillian and George Yule, Teaching the Spoken Language : Approach Based on the Analysis of Conversational English (Australia : Cambridge University Press, 1989), p. 14 Burns, Anne. 2007. Collaborative Action Research for English Language Teachers. Cambridge. Cambridge University Press. Day, C. (1987) Professional Learning Through Collaborative in Service Activity. In Smyth, J. (ed.) Educating Teacher: Changing the Nature of Pedagogical Knowledge. London: The Falmer Press.

Dean Brown James, The Elements of Language Curriculum: A Systematic Approach to Program Development, (Boston : Heinle & Heinle Publisher, 1995 ) Hopkins, D. (1985) A Teacher’s Guide to Classroom Research. Milton Keynes : Open University Press

Hymes, Communication Competence, (Cambridge Press, 1976).

J.Patricia ,Wentz, The Student Teaching Experience, ( T.tp.: Merrill Prentice Hall, t.t )

JhonRhodi, Speaking and Listening (London:: The Bath Press, 1989)

Klippel Friederike, Keep Talking (USA : Cambridge University Press, 1994)

Kountur Ronny, Metode Penelitian Untuk Penulisan Skripsi dan Tesis.(Jakarta: Buana Printing, 2007) Lubis, Yusnaini, Developing Communicate Profiency In The English as A foreign Languange. (EFL) Class, (Jakarta Depdikbud. 1988) M. Silver Stephen, Guessing for the Classroom and the English-Speaking Club. Selected Articles from the English Teaching Forum. 1980 – 1983.

Nunan, D. (1993) Action Research in Language Education. In Edge, J. and Richards, K. (eds) Teacher Developed Teacher Reseach : Paper on Classroom Research and Teacher Development. Oxford: Heinemann.

Patricia, Richard – Amato, Making it Happened: Interaction in The Second Language Classroom, (New York and London : Longman, 1988). Resources: http://www.web.net/~robrien/Papers/arfinal. 3. html/ 25/11/2008 Revell Jane, Teaching Technique for Commutative English (London Macmillan : Pres Ltd). Solahudin M., Kiat-kiat Praktis Belajar Speking. Diva Press. PT. Gramedia Pustaka Utama, 2008. Ur Penny, A Course in Language Teaching : Practice an Theory (Great Britain : Cambridge University Press, 1966). Valdman Albert, Trend in Language Teaching, Mc Graw : Hill Book Co, 1996. Webster Merriem, Webster’s Third New International Dictionary (USA : Merriem Webster inc, 1986). Wright Andrew, David Betteridge and Michael Buckby, games for Language Learning (Sidney : Cambridge University Press, 1989).