100843 Ulviana Fitk Norestriction(1)

7/25/2019 100843 Ulviana Fitk Norestriction(1)

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IMP

(A Cl

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF

TARBIYA AND TEACHERS TRAINING SYARIF

HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

ROVING STUDENTS SPEAKING ABILITY THROUGH

COMMUNCATION GAMES

ass!!" A#$%!& R's'a# a$ F%s$ Ga)' !* MTs+ Ma&aa$,l Isla"- C%la&)a./

Ul%a&a

1001000345

B67


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know the final result of the implementation communication games toward

students English language learning in the Classroom Action Research (CAR).

The result of this study shown that the implementation of communication

games toward students! English learning especially speaking skill is effecti"e. #t is

pro"en by data!s that was deri"ed from this study. $irst from the inter"iew result

showed the students were more moti"ated and interested in learning English.

%econd from the test result which consisted of three tests& pre'test posttest of the

first cycle and posttest of the second cycle. There were found .** points of

impro"ement of students! mean score& +., points were deri"ed from post test #result and -./ points were deri"ed from post test ## after using communication

games. 0n the other hand there were 1.-23 students! passed the 44M (*)&

1.13 were obtained from the first cycle and +-. were obtained from the

second cycle. 5ased on those result there were , of , students passed the

44M and it is meant this action research is successful.

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ABSTRACT

l%a&a. **. Improving Students Speaking Ability Through

Communication Games (A Classroom Action Research at Student

Grade VII. o! "anaratul Islam Islamic #unior $igh School%

&ondok Indah'% %kripsi English Education 6epartment The

$aculty of Tarbiyah and Teachers! Training %yarif 7idayatullah

%tate #slamic 8ni"ersity 9akarta.

Ad"isor: 6R. A$%8 S,s%l!- MA

'69!)s7 %peaking Ability Communication ;ames

This research goal is to know whether students speaking ability could be

pro"ed through communication games and to know how the implementation of

hese technied by the researcher by using descripti"e analysis and statistic analysis to


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data yang diperoleh dari hasil test baik pre test maupun post test. 4emudian data'

data tersebut dianalisa dengan menggunakan analisis deskripsi dan analisis secara

statistik untuk mengetahui hasil akhir dari penerapan communication games

terhadap pembela@aran 5ahasa #nggris dalam ?enelitian Tindakan 4elas tersebut.

7asil dari penelitian ini menun@ukkan bahwa penerapan communication

games terhadap pembela@aran 5ahasa #nggris khususnya kemampuan berbicara

siswa efektif atau cukup bagus. 7al ini dibuktikan dari beberapa data yang

diperoleh pertama& data hasil inter"iew dan obser"asi dimana para siswa lebih

termoti"asi and tertarik untuk mempela@ari 5ahasa #nggris. edua% data dari hasiltes yang terdiri dari tiga macam tes yakni pre test post test siklus pertama dan

siklus kedua. %etelah menerapkan communication games diperoleh peningkatan

terhadap rata'rata nilai siswa sebesar .** dimana +., poin diperoleh dari hasil

tes siklus pertama dan -./ poin diperoleh dari hasil tes siklus kedua. 6an atau

sekitar 1.-23 siswa dapat melewati 4riteria 4etuntasan Menga@ar (44M *)

1.13 diperoleh dari siklus pertama sedang +-.3 lainnya diperoleh dari siklus

kedua. 5erdasarkan data tersebut artinya , dari , siswa memenuhi criteria yang

ditentukan dan penelitian ini dinyatakan berhasil.

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ABSTRACT

l%a&a. **. Improving Students Speaking Ability Through

Communication Games (A Classroom Action Research at Student

Grade VII. o! "anaratul Islam Islamic #unior $igh School%

&ondok Indah'% %kripsi ?endidikan 5ahasa #nggris $akultas

Tarbiyah dan 4eguruan 8ni"ersitas #slam Begeri 9akarta.

?enasehat: 6R. A$%8 S,s%l!- MA

'69!)s7 4emampuan 5erbicara ?ermainan 4omunikasi

Tu@uan dari penelitian ini adalah untuk mengetahui apakah communication

mes dapat memperbaiki kemampuan berbicara siswa (dalam bahasa #nggris)n untuk mengetahui bagaimanakah penerapan dari tehnik tersebut

eningkatkan kemampuan speaking siswa. ?enelitian ini diselenggarakan di MTs.

anaratul #slam dimana responden dari penelitian ini adalah siswa kelas =##'5

ng terdiri dari , orang siswa.

6alam mengatasi permasalahan pembela@aran bahasa #nggris khususnya

lam berbicara yang dihadapi oleh siswa penulis menggunakan metode

nelitian Tindakan 4elas (?T4). Model penelitian tindakan yang digunakan

alah model penelitian 4emmis dan McTaggart dimana dalam setiap siklusnya

diri dari empat fase& fase pertama yaitu perencanaan kemudian pelaksanaan

ngamatan dan yang terakhir adalah refleksi. 8ntuk mendukung hasil dari

nelitian ini si penulis mengumpulkan dua macam data yakni data yang bersifatualitatif yaitu data yang diperoleh melalui obser"asi dan inter"iew terhadap

wa dan guru yang bersangkutan. 6an atau data yang bersifat kuantitatif yakni


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$irst of all the writer would like to epress her greatest honor and deepest

gratitude to her ad"isor 6r. Ati< %usiloMA. whose scholarly suggestions and

critical remarks ha"e enabled her to refine this skripsi. %he also con"eys special

gratitude to her belo"ed father %aifuddin (Alm.) and belo"ed mother %umrati who

always encourage and pray for her with all of their heart.

The writer!s sincere gratitude also goes to:

. 6rs. %yauki M. ?d. the 7ead of English 6epartment

. Beneng %unengsih M.?d. the %ecretary of English 6epartment.

,. Aida Ainul Dardah %.?d the %taff of English 6epartment.

+. All lectures in The 6epartment of English Education for precious

knowledge and for gi"ing wonderful study eperiences.

1. ?rof. 6r. 6ede Rosyada M.A. the 6ean of the $aculty of Tarbiyah and

Teachers! Training %yarif 7idayatullah %tate #slamic 8ni"ersity 9akarta.

ACKNO:LEDGEMENT

?raised be to Allah ord of the worlds who has gi"en the writer 7is lo"e

d compassion to finish the last assignment in her study. ?eace and salutation be

pon to the prophet Muhammad %AD his family his companion and his

herence.

#t is a pleasure to acknowledge the help and contribution to all of lecturers

nstitution family and friends who ha"e contributed in different ways hence this

kripsi is processed until it becomes a complete writing which will be presented to

he $aculty of Tarbiyah and Teachers! Training in partial fulfillment of the


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. The headmaster all the teachers especially the English Teacher of MTs.

Manaratul #slam Cilandak.

-. And to all the people who ha"e helped the writer to finish her study that

she cannot mention one by one.

he writer does reali>e that this skripsi cannot be considered perfect without

iti


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TITLE

SURAT

APPR

ENDO

ABSTR

ACKN

TABLE

LIST O

LIST O

LIST O

CHAPT

CHAPTER II 7 THEORETICAL FRAME:ORK

A. Teaching %peaking .................................................................-

. Bature of %peaking .............................................................-

. Element of %peaking ...........................................................2

,. Reasons of Teaching %peaking ........................................

+. Classroom %peaking Acti"ities ........................................... ,

5. Communication ;ames Acti"ities ........................................+

. Bature of Communication ;ames ....................................1

. 4inds of Communication ;ames ......................................

,. #mplementation of Communication ;ames Acti"ities in

Teaching %peaking ...........................................................-

ix

TABLE OF CONTENT

................................................................................................................................i

PERNYATAAN KARYA SENDIRI ............................................................. ii

OVAL ................................................................................................................... iii

RSEMENT ...........................................................................................................i"

ACT ....................................................................................................................."

O:LEDGEMENT ........................................................................................... "ii

OF CONTENT .................................................................................................i

F TABLES ....................................................................................................... ii

F FIGURES .................................................................................................... iii

F APPENDICES .............................................................................................i"

ER I 7 INTRODUCTION

A. 5ackground of the %tudy .......................................................

5. imitation and $ormulation of the ?roblem ............................1

C. 0b@ecti"e of the %tudy ............................................................16. %ignificance of the %tudy ........................................................


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CHAPT

c. 0bser"ing ?hase ........................................................2

d. Reflecting ?hase .......................................................2

. Cycle ## ............................................................................2

a. ?lanning ?hase ..........................................................2

b. Acting ?hase ............................................................./

c. 0bser"ing ?hase ......................................................./

d. Reflecting ?hase ......................................................./;. Techni


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CHAPT

. Result of ?ost Test ## ........................................................,

,. Result of ?ost #nter"iew ...................................................2

CHAPTER V 7 CONCLUSION ......................................................................./

BIBLIOGRAPHY .........................................................................................................-*

APPENDICES................................................................................................................-,

xi

ER IV 7 RESEARCH FINDINGS

A. Result of ?re'#mplementation of the Action ..........................,2

1. #nter"iew Result...............................................................,2

2. 0bser"ation Result ..........................................................,/

3. ?re Test Result.................................................................+*

5. #mplementation of the Action ................................................+,

. Cycle ............................................................................+,

a. ?lanning ?hase...........................................................+,

b. Acting ?hase ..............................................................++

c. 0bser"ing ?hase .......................................................1*

d. Reflecting ?hase .......................................................1

. Cycle ............................................................................1

a. ?lanning ?hase ..........................................................1

b. Acting ?hase .............................................................1

c. 0bser"ing ?hase .......................................................1/

d. Reflecting ?hase .......................................................*

C. ?ost'#mplementation of the Action ........................................*

. Result of ?ost Test # ..........................................................*


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xii

LIST OF TABLES

able +. The %tudents! ?re test %core .......................................................+

able +. The %tudents! ?ost test # %core ...................................................*

able +., The %tudents! ?ost test ## %core...................................................,

able +.+ The %tudents! %core #mpro"ement .............................................


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LIST OF FIGURES

$igure . The Element of Communicati"e Competence ............................

$igure . The Communication ?rocess ......................................................,

$igure ., The 4urt ewin 6esign ..............................................................*

$igure .+ The McTaggart 6esign ...............................................................

$igure ,. The McTaggart 6esign Acti"ities ...............................................1

$igure ,. The Acti"ities within the Classroom Action Research................

$igure ,., The Research %chedule................................................................/

$igure ,.+ %cores! Criteria ...........................................................................,

$igure ,.1 The 7olistics ;rading .................................................................,+

$igure ,. The Criteria of 7olistics ;rading per %core ................................,+

$igure +. The %cores! Criteria.....................................................................+

$igure +. The %tudents! %core A"erage per Test ........................................-

$igure +., The %tudents! %core Class ?ercentage per Test...........................-


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xiv

LIST OF APPENDICES

ppendi # ?rofile of MTs. Manaratul #slam. ...................................-,

ppendi ## #nter"iew ;uidelines for the CAR 6ata (5efore CAR) .--

ppendi ### %tandard of Competency and 5asic Competency............2+

ppendi #= esson ?lan......................................................................21

ppendi = Teaching #nstruments ....................................................../,

ppendi =# The 0bser"ation %heet About the Teaching earning

?rocess and %tudents! Acti"ity (Cycle # and cycle ##) ..../2

ppendi =## The 5lueprint Test of ?re'test ?ost'test #

and ?ost'test ## ..............................................................*

ppendi =### %ample of ?re test ?ost Test # ?ost test ##....................*1

ppendi #F The ?retest ?osttest and ?osttest score

...................*- ppendi F The ;raph #mpro"ement of %tudents!

%peaking %core

during CAR ...............................................................*

ppendi F# #nter"iew ;uidelines for the CAR 6ata (After CAR) ..


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Coming from the importance of language for humans life it appears a


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#n teaching and learning process basically English teachers ha"e begun

attempting to teach foreign languages in a way that was more similar to first

language ac


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till the o"erall dialogue is read.

To measure students understanding of the lesson the teacher asks student

to practice the dialogue in pairs by using the tetbook. The teacher seldom asks

students whether they are really understand the use of those epressions. 0n the

other hand studentsacti"ities in the classroom only reading a dialogue write its

meaning based on what teacher is saying and then practicing it in the front of the

class with their friend without knowing when they ha"e to use the epression in

real situation. 7ence when they are asked by someone else about things by using

epression they ha"e ne"er read or memori>ed before they will be speechless. $or

eample& when they are asked about their identity what is your name where are

you from how old are you. They will say Imy name is # come from # am a

14athleen M. 5ailey and ance %a"age Ed.-e/ 0ays in Teaching Speaking%

((5loomington: ?antagraph //+) p. "ii

get languageK1. Therefore it brings about uncomfortable to use the target

nguage toward students e"entually.

To deal with this case the teacher is challenged to be as creati"e as

ossible to pro"ide opportunities for students to epose and to reinforce students

peaking skill. To encourage students to practice their English some English

achers sometimes utili>e games role plays dramas and other acti"ities by

hich students learn English with pleasant without any frustration. %uch those

ti"ities may help students to always epose their ability to produce sentences

d to use appropriate epressions based on the situation created by the teacher in

he classroom. #t usually makes students enthusiast moreo"er when the teacher

ts them to participate the acti"ity that it challenges them to compete with other

udents. #t not only makes students attempt to be the best from others but also be

hance for them to attaint scores through gi"en feedback.

8nfortunately such those acti"ities are rarely conducted at first grade of

Ts. Manaratul #slam Cilandak. The English teacher teaches English by using

ditional and monotonous strategy in which she reads loudly a dialogue that has

en written on the studentstetbook in the front of the class as well as writes the

eaning of the dialogue. After reading it she instructs students to repeat after her


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as the sub@ect of the study because they are considered as the lowest in speaking

skill than the other classes based on the inter"iew toward the English teacher as

well as the students. 7ere the writer tries to propose a strategy in teaching

English especially teaching speaking namely Icommunication gameK.

Communication game is a set of games which it is designed to pro"oke

students communication in the classroom. 0n these games also includes

information gaps that demands students to talk with others to find the similarities

or differences among different pictures and etc. These games not only encourage

student to be acti"ely participated in the acti"ities occur in the classroom but also

enhance their confidence to talk with their friends. As it is stated by 7enner'

%tanchina and Riley (/-2) that in Communicati"e anguage Teaching (CT) I

students are epected to interact primarily with each other rather than with the

udentK. 5oth


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classroom when they ha"e certain opportunity to practice their English in

spoken language.

S%;&%*%#a' !* S$,)6

The result of this study is epected to be useful for English teacher of

Ts. Manaratul #slam Cilandak certainly in teaching speaking. Therefore

acher can reduce the difficulties of teaching English and can encourage students

speak English in the classroom. Dhile for students the implementation of this

rategy is epected to reduce their difficulties in learning English especially when

hey want to epress their though and ideas by using spoken English.


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about students. As the result students poor in spoken language knowledge

neither formally nor informally.

5efore discussing more about teaching speaking firstly it is better to know

what speaking isG which will be discussed in following point.

1+ Na$,' !* S>'a.%&;

%peaking in linguistics term has "arious definitions. #n 12!ord Advanced

+earner3s ,ictionary% speak means saying something to epress ideas and

opinions. 4ushartanti defines speaking as set of "oices uttered by one and

understood by someone else.

#t means to deli"er thought or opinion. Dhile

4ushartanti et all &esona ahasa* +angkah A/al "emahami +inguistics% (9akarta:

;ramedia ?ustaka utama **1) p.,

-

CHAPTER II THEORETICAL

FRAME:ORK

T'a#%&; S>'a.%&;

%peaking skill is an important skill needs to be taught in language class.

owe"er it does not mean the other skills such as listening reading and writing

e less important rather than speaking skill. Those skills are sustaining each

ther for instance& speaking skill preceded by listening. Through listening people

now "ocabulary they do not know before. Be"ertheless in fact some English

nguage classes only emphasi>e on the importance of mastering writing and

ading rather than speaking that it brings inade


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can be said that speaking skill is the ability to produce utterance (or utterances) to

epress though and to con"ey meaning.

1+ El'"'&$ !* S>'a.%&;

To be a good speaker the ability to produce utterance (utterances) is not

enough. There is much linguistics to be mastered by languageslearners in order

to be able to epress their feelings and ideas appropriately. 7ere are elements of

$lore> M.A.C. Communication language Teaching4 The State o! Art (TE%0

Ouarterly //) pp. '--,

9eremy 7armer$o/ to Teach nglish% (ondon: Addison Desley ongman //)p.+ + Ronald Carter et all2ploring Spoken nglish ( ondon: Cambridge 8ni"ersity ?ress

//-) p. +1Maidar ;. Ars@ad H Mukti 8.% &embinaan emampuan erbicara% ( 9akarta:

Erlangga /22) p. ,

9oan Rubi H #rene Thompson$o/ To e A "ore Success!ul +anguage +earner% nd

(5oston: 7einleH7einle ?ublisher //+) p. /

ore> defines speaking as an interacti"e process of constructing meaning

n"ol"es producing recei"ing and processing information.

#n other definitions 7armer defines speaking as a form of communication

a speaker must con"ey what heLshe is saying effecti"ely.,

#n line with these

finitions Carter defines it as Ione of the types of composing language the type

hat is swift complicated fre


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negotiation language. This is the speech clarification. #t is the use of language

of how to clarify and to show of what a speaker means. %ometimes people do

not hear or understand what otherpeoples saying. Therefore it is necessary to

ha"e an appropriate language of how to clarify to a"oid mistakes between the

speaker and the listener.-

#n addition 7armer states concerning with other elements of speaking that is

necessary to be mastered by a successful speaker. Those are: M'&$al?s!#%al

>!#'ss%&; and the rapid processing skill that in"ol"es language processing

interaction and information processing&

la&;,a;' >!#'ss%&;7 effecti"e speakers need to be able to processlanguage in their own head and put it into coherent order so that it comes

7

9eremy 7armer The &ractice o! nglish +anguage Teaching% ,

rd

Ed. (ondon: ?earsoneducation imited **) pp./'-*

peaking according to 7armer in his book The &ractice o! nglish +anguage

eaching that speakers ha"e to be competent in the speaking skill those are:&;,a;' *'a$,'s in which contains + points. They are:

Connected speech is the sounds modifying in producing utterance when

people speak. #n which includes modifying (assimilation) omitting (elision)

adding (linking r) or weakening (through contraction and stress patterning).

e2pressive devices is the stress and pitch "ariation in producing utterance in

order to con"ey the truth meaning of the messages meant by the speaker. #t

includes the "ariation of the "olume and speed of the speech. 5y using these

de"ices people will be able to show what and how they are feeling to whom

they are talking to.

Grammar and le2is. ?eople li"e in different ways places and en"ironments

causing different mind set too. Therefore teachers need to supply their student

with "arious phrases for different function in their speaking classroom

acti"ities. $or instance how to epress agreement and disagreement surprise

epression and etc. so when students ha"e an occasion which demand them

to use those epression in different stage of an interaction they know what

epression they ha"e to use appropriately.


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%uch those elements mentioned abo"e are basically rele"ant to 7ymes

statement concerns with Icommunication as the main goal of language teachingK/

so speaker must be communicati"ely competence in the language he uses. As it is

stated by Dalter in her book about Communicati"e competence that it defines as

the ability to use language appropriately in "ariety of contet*

which in"ol"es:

Grammatical Competence is a competency that focuses on the accuracy and

correctness of using language code such as "ocabulary spelling grammar

pronunciation and so on in the language skill especially speaking and writing.

Sociolinguistics Competence is a competency that focuses on the use of

appropriate language in "ariety social setting. 7ere the target language

29eremy 7armer The &ractice o! nglish +anguage Teaching% ,

rdEd..... p.-

/9ack C. Richards and Theodore %. RodgersApproaches and "ethods in +anguage

Teaching% A descriptive and analysis (Cambridge: Cambridge uni"ersity ?ress /2) p. *

Teresa Dalter The $o/5To $andbook Teaching nglish +anguage +earners% (BewPork: ?earson Education **+) p.2

out in forms that are not only comprehensible but also con"ey the

meanings that are intended.

I&$'a#$%!&7 most speaking in"ol"es interaction with one or moreparticipants. This means that effecti"e speaking also in"ol"es a good deal

of listening an understanding of how the other participants are feeling

and a knowledge of how linguistically to take turns or allow others to do

so.

I&*!"a$%!& >!#'ss%&;7


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Competence

Discourse

Competence

Strategic

Competence

$rom those elements and competencies mentioned abo"e it can be

concluded that to be a good speaker heLshe has to master language elements. 0n

the other hand it is not enough to ha"e lots of "ocabulary without other

knowledge s.

Teresa Dalter The ho/5To $andbook Teaching nglish +anguage +earners6.%p./

12Teresa Dalter The ho/5To $andbook Teaching nglish +anguage +earners6.%p./

speaker is demanded to know how where and when the language will be

uttered by him in appropriate situation such as how to in"ite to refuse

someone else in"itation and to ask for information and etc.

,iscourse Competence is a competency that focuses on the appropriateness of

combining and connecting phrases and sentences in engaging con"ersation.

Strategic Competence is a competency that focuses on the manipulation of

language in achie"ing the communication goals. This competency in"ol"es the

use of both "erbal and non"erbal such as changing the "oice tone using the

body language and emphasi>ing the specific word.

Apparently it can be seen in following figure about communicati"e

mpetence and its elements.

F%;,' 2+1 the elements o! communicative competence

dapted from The $o/5To $andbook Teaching nglish +anguage +earners and

modified by the writer)

GrammaticalSocio-linguistics

CompetenceCompetence


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the classroom.

+ Class!!" S>'a.%&; A#$%%$%'s

$or many years English teachers ha"e been faced toward crucial problem

that their students cannot speak English in the classroom. %e"eral endea"ors are

accomplished by the teachers in order to encourage students to perform their

English. Commonly English teachers utili>e traditional techniing the gi"en sentences. #t may work for some

students but for the others it may be unsuitable. Therefore it is necessary to make

,

,9eremy 7armer$o/ to teach nglish% (7arlow: ?earson education limited **-) p.

R'as!&s !* T'a#%&; S>'a.%&;

Teaching speaking seems so difficult and challenging for English teacher

any acti"ities are implemented in order to increase student ability in spoken

nglish language. The


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To ha"e such purposes mentioned abo"e communication acti"ities such as

games may become a good solution to help students achie"ing the target language.

The utili>ation of the games may be proper to engage students to be acti"e in

teaching and learning process. 7ere are acti"ities suggested by 6off:

a. ;uessing ;ames in which in"ol"es&

i. Guess the picture: here teacher has a set of flashcard with simple

pictures. The teacher chooses one card but does not show to the

class students role is guessing it is in the picture by asking

es pictures in this game teacher uses sentences.iii. "ime: in this game teacher calls a student to come forward and

secretly the teacher gi"es her a sentence written on pieces of paper

14h tt p :L L ww w .a b e r .a c .u k Le d iaL 6 o c u m e n ts Ltr an s Lh t ml

udents understand that pro"okes students to use the target language as in real

mmunication.

The aim of teaching English at present is to de"elop studentsability to

mmunicate freely and spontaneously in English. #t means when students speak

hey do not ha"e to think what they wish to say because are spontaneously

nderstand the use of words and epressions. Dhile the listener will

tomatically catch what the speaker is saying. Moreo"er communication will not

achie"ed unless both speaker and listener ha"e similar senses and

nderstanding of what they are talking about. 7ere is the process of encoding and

coding for communication.

F%;,' 2+2 Communication process+
http://www.aber.ac.uk/edia/Documents/trans/htmlhttp://www.aber.ac.uk/edia/Documents/trans/html


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dynamic of the class but it will also re@u"enate students and help the brain to

learn more effecti"elyK-

. ;ames allow students to work co'operati"ely to

compete with each other to think in different way to work in less stressful and to

allow people to ha"e fun. Rele"ant to those statements abo"e in the following

item the writer will eplain a bit detail concerning with games that will be used in

the implementation of action research to impro"e studentsspeaking skill.

1Andrian 6off Teach nglish% A Training Course !or Teachers. Teachers 0ork ook%

(Cambridge: Cambridge 8ni"ersity ?ress /22) pp. /*'/,16

Andrian 6off Teach nglish% A Training Course !or Teachers. Teachers 0ork

ook. p. /117

Red@eki Agoestyowati 789 nglish Games% (9akarta: ;ramedia ?8staka 8tama **-)

p. "

which describe a simple acti"ity. The students then mime theacti"ity and the other try to guess the situation mimed.

1

#nformation'gap: an acti"ity in which students ha"e different information.

They ha"e to ask


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;ames pro"ide one way of helping the learners to eperience language rather than

merely study it.

Moreo"er certain games can make students feel comfort in

learning& reducing students frustration and stimulating students interaction

among other so they are not only learning the language but also sociali>e their

sel"es.

2http :LLe n. wikip ed ia.o r gL wikiL Co mmu nica tion

/Andrew Dright et all Games !or +anguage +earning% ,

rdEd. (Cambridge: Cambridge

uni"ersity ?ress **) p. *

9eremy 7armer The &ractice o! nglish +anguage Teaching%+th

Ed. (England: ?earsoneducation imited**) p. ,+/

9o Mc6onough and Christopher %haw materials and "ethods in +T% A Teacher3s

Guide (Cambridge: 5lackwell ?ublisher //,) p. ,

Andrew Dright et all Games !or +anguage +earning% ,rd

Ed. p.

1+ Na$,' !* C!"",&%#a$%!& Ga"'s A#$%%$6

Communication ;ame consists of two content words Jcommunicationand

game. Communication is defined as a process whereby information is enclosed

a package and is channeled and imparted by a sender to a recei"er "ia some

edium.2

Meanwhile Jgame is defined as an acti"ity that is entertaining

gaging often challenging for learners in which the learner plays and interacts

ith others./

#f both words are combined into one communication game defines

a set of games that is designed to help students learning English with @oyful

ti"ity or acti"ities and is aimed to get learners talk as


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any mistakes he or she has to interrupt by which sheLhe gets a point. The person

who is speaking at the end of * seconds gets two points. %econd& ICall my blu!!:

it is a game that consists of two teams. Team A is gi"en a word that members of

the other team are unlikely to know. Team A finds a correct dictionary definition

of the word and then makes up two false one. They read out their definitions and

team 5 has to guess which is the correct. Bow Team 5 is gi"en a word and reads

out three definition of their word (one correct and two false) and team A has to

guess. Each team will get point if the answer correct in contrast if their answer is

false the other team will take the point.,

$rom the three'game suggested by 7armer as for the writer the television

and radio games are considered the suitable one for teaching speaking. #n "iew of

students limited "ocabulary and epressions that to play the game they only ha"e

,9eremy 7armer The &ractice o! nglish +anguage Teaching%+

thEd. p. ,+/

K%&)s !* C!"",&%#a$%!& Ga"'s A#$%%$6

ccording to 7armer there are two particular categories of communication

mes they are:

In!ormation5Gap Games4 games that in"ol"es sol"ing a pu>>le drawing a

picture (describe and draw) putting things in the right order (describe and

arrange) and finding similarities and differences between pictures. These

games are commonly accomplished in pairs. %tudent has to talk to hisLher

partner in order to obtain the task.

Television and radio games: This game acti"ity is accomplished in grouping

or team work. Each team has to ask IyesLno


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teachers role to help them by gi"ing some suggestions that students will not feel

dead end of idea and language. #t is rele"ant to Drightsstatement in following:

#n most appropriately seen as communicati"e interaction in"ol"ing allthe participants in the learning and including the "arious materialresources on which the learning is eercised. Therefore languagelearning may be seen as a process which grows out of the interaction

between learners teachers tets and acti"ities.+

;ood materials would be useless without any cooperati"e work among other(learner teacher and acti"ities).

+5. 4umara"adi"elu


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using games ha"e se"eral benefits not only make students to learn with @oyful

acti"ity but also stimulate them to speak by which students unconsciously practice

their speaking skill. As it is stated by 7armer that Igames pro"oke students to

communicate fre and Arthur ;oddard =Games to Improve >our Child3s

nglish:. p.-27

9ack C. Richard and Dilly A Renandya Ed.% "ethodology in +anguage Teaching%

(Cambridge: Cambridge uni"ersity ?ress. **2) p. *22

9o Mc6onough and Christopher %haw"aterials and "ethods in +T6. p.,/

9ulia 4han oung +earners (ondon: CollinsET //) p.+.

A)a&$a;'s !* Us%&; C!"",&%#a$%!& Ga"'s A#$%%$%'s %& T'a#%&;

S>'a.%&;+

According to 7armer and other eperts such as Ri"alcury Mc6onough

chards and 4han teaching English by using games ha"e se"eral ad"antages

hey are:

i. Communication games can make students to be more creati"e and

communicati"e.

ii. ;ames pro"ide more opportunities for student to epress their opinions and

feelings.1

iii. ;ames gi"e positi"e effect on the studentsinterest and moti"ation in

studying English as well as to increase their speaking ability

.

i". ;ames can pro"oke studentsinteraction between student to another

student and also students to the teacher because communication deri"es

essentially from interaction-

". ;ames gi"e students "aluable practice where students are in"ol"ed.2

"i. ;ames promote students to interact and in interacting they de"elop their

English language skillsK/

$rom those ad"antages& the writer can conclude that teaching English by


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ewin s design 4emmis and McTaggarts design 6a"e Ebbutt design 9ohn

Elliot design 7opkins design Mc4ernan design and many more. 7owe"er here

the writer will focuses on 4urt ewin and 4emis H McTaggart designs.

$irstly is 4urt ewins design. 7e is the epert who introduces Action

research for the first time. 7is design becomes the host and the main basic of

other further action research especially classroom action research. The concept of

,*9ill 5radley'e"in 9oshua %mith and 4ari Carr The Role o! Action Research in

mpo/ering Teachers to Change Their &ractice% 9ournal of Ethnographic H Oualitati"e Research.

**/ =ol. , p.1,,

5ettiana Andrea 5la>Re!lection as a -ecessary Condition !or Action Research%

English Teaching $orum. Bumber **- p. -,

9ill 5ello $arrell and Catheryn 9. DeitmanAction Research mpo/erment and

+earning Communities% The 6elta 4appa ;amma 5ulletin. **- p.,-

Class!!" A#$%!& R's'a# (CAR/

1+ Na$,' !* A#$%!& R's'a#

According to Calhoun (**) Action research is Ia way teachers can

"elop an epanded understanding of their practice and critically analy>e a

rticular approach to a problem or teaching and learning scenario in which


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the aspect of what to do in acting phase such as: the lesson plan the material

and the media that would be used in teaching process.

Acting* this phase is the implementation of the plan that has been formed by

the researcher in planning phase. #n this case the researcher has to attempt to

obey the planning sheLhe made.

1bserving* in this case the obser"er obser"es e"erything that happen in the

classroom during the learning process. %heLhe notices what is being obser"ed

in obser"ation sheet that has been formed and prepared by the researcher.

Re!lecting* is the last component of action research. #n this phase the

researcher reflects all acti"ities include the actions that conducted by the

,,Di@aya 4usumah and 6edi 6witagama"engenal &enelitian Tindakan elas (9akarta:

?T. #ndeks **/) p.*34 Di@aya 4usumah and 6edi 6witagama"engenal &enelitian Tindakan elas6.

urt ewin s action research design contains of four components& planning

ting obser"ing and reflecting.,,

F%;,' 2+3urt +e/in3s design

(Adapted from 4usumah book and modified by the writer,+

)

Planning Acting

Reflecting Observing

&lanning* in planning phase there are two types of planning that ha"e to be

planned by the researcher. $irst is general planning which organi>es the aspect

of action research such as& the what why when where by whom and how

the research will be conducted. %econd is specific planning which organi>es


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5oth 4urt ewin s and McTaggart s design basically are as the same in purpose

that is to say impro"ement. An impro"ement which is deri"ed from teachers

practice reflection concerning with the problems happened in the education field.

p.-'/

)(

,1%uharsimi Arikunto et all.&enelitian tindakan elas% (9akarta: 5umi Aksara **/)

,Di@aya 4usumah and 6edi 6witagama"engenal &enelitian Tindakan elas . . . . p.

37%uharsimi Arikunto et all.&enelitian tindakan elas6.%pp.,'+

38Di@aya 4usumah and 6edi 6witagama"engenal &enelitian Tindakan elas . . . p.

teachers. The aim of reflection is to e"aluate and to know the final result

within the cycle in action research.

,1

%econdly is 4emmis and McTaggart design. This design is a basic concept

"elopment of 4urt Eewins. 5oth designs are commonly used'design because

hese designs are easy to be conducted.,

As a research that is aimed to impro"e

d to sol"e teaching and learning problem it is better to be done collaborati"ely

order to be ob"iously identified the problem and the weaknesses that happens

ithin the research.,-

#n detail the writer presents in the following figure:

F%;,'+ 2+emis and "cTaggart ,esign?@

(Modified by the writer)

PlanningReflecting

Acting


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#n doing the action research there are four phases within one cycle will be

passed by the researcher those are& planning acting obser"ing and reflecting.

These phases will be conducted repeatedly for the other cycle if the result is not

reached yet as of the ob@ecti"e of the research meets. $or detail it will be

eplained in the following eplanation.

B+ S,


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planned before in the planning phase. Through the teaching and learning process

throughout of the data would be taken. #n this case she is helped by the other

teacher to guarantee the "alidity of the data gained.

D+ T%"' a&) Pla#' !* $' S$,)6

This research is conducted within + months started from August up to

Bo"ember **. And it took place at Manaratul #slam #slamic 9unior 7igh

%chool Cilandak %outh 9akarta academic year **L*.

,9ack C. Richards and Theodore %. RodgerApproach and "ethods in +anguage

Teaching% A ,escription and Analysis% (Cambridge: Cambridge uni"ersity ?ress /2) 2th

?rinting

p.--

udents and they are chosen based on semi'structured inter"iew with the English

acher. The result pro"es that students of grade =##.5 ha"e had the lowest

hie"ement in speaking and they need an appropriate techni


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An established action for the plan was as detailed in figure below:

44unandar.+angkah "udah &enelitian Tindakan elas Sebagai &engembangan &ro!esi

Guru (9akarta: Ra@agrafindo ?usat **2) p. .

R's'a# D's%;&

4emmis and Mc'Taggart s design is used as this classroom action research

ocedure. This design consists of two cycles (three cycles if needed) with four

hases& planning acting obser"ing and reflecting. 6iffered from 4urt ewins

sign that in acting and obser"ing phase accomplished partially in 4emmis and

cTaggart s design the two'phase (acting and obser"ing) accomplished at a time

s is because between the researcher and the teacher may at the same position

hich make easy for the researcher to conduct the research.

$igure ,.McTaggarts design Process from cycle to cycle

Adapted from 4unandar book+angkah "udah &enelitian Tindakan elas Sebagai

&engembangan &ro!esi Guru)+


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RevisedPlan

CYCLE IIActing

Re"ise the lesson plan Reselect the material and topic. 6e"elop the e"aluation form for the

cycle two.

;i"ing material and topic

Encouraging students to do morepractice using material and games.

%tudents perform in the front of theclass.

Reflecting E"aluate and analy>e students

progress.

Observing 0bser"e students beha"ior in

participating the learning process.

0bser"e student achie"ement ingroup or pair work.

54unandar.+angkah "udah &enelitian Tindakan elas Sebagai &engembangan &ro!esi

Guru (9akarta: Ra@agrafindo ?usat **2) p. .

F%;,' 3+2 (Activities in CAR% adapted !rom "cTaggart design and modi!ied by

the /riter'

Pre- interview andobservation

#nter"iewing the English teacher and thestudents as well by using structured and

unstructured inter"iew form.

0bser"ing the teaching and learningprocess to clarify the problem.

CYCLE IPlanningActing

Choosing the materials to implement ?ractice the lesson plan by gi"ingthe techni


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schedule of daily acti"ities and unstructured obser"ation form.

#n line with this the writer determines the measuring rod of the research

success. #n this case students are supposed to be able to build their confidence to

practice and to epress their thought in the form of oral. 7ere students are also

able to interact with people who are known or unknown by them before by using

correct epression and structure.

b. Acting ?hase

After forming the lesson plan teaching instruments and the research

instruments the writer implements the techni


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the teachersperformance whether she has fully implemented the technied to know whether the

implementation of the techni


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Cycle ## F F F

- ?ost #nter"iew F

c. 0bser"ing ?hase

#n this phase the writer obser"es the students response participation and

achie"ement which are found during the teaching and learning process. The writeruses obser"ation form that has been formed by the writer to collect the data.

d. Reflecting ?hase

#n this phase the writer e"aluates students p rogress in their speaking

ability after teaching by using communication games. The writer will also ask the

English teacher s opinion about the studentsimpro"ement in speaking.

b. Acting ?hase

#t is similar with the acting phase at the first cycle in which the re"ised

sson plan will be implemented in the teaching English in the classroom. The

hree phase techni


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ha"e con"ersation with their partner in front of the class.

$rom both inter"iews the writer infers that there are two main problems

that bring about students la ck in speaking. $irst students are lacking in

"ocabulary second students are low in moti"ation. Therefore they need

something different in learning English language to help them achie"ing English

language especially in spoken language.

. 0bser"ation2

The obser"ation was done by the writer toward students of grade =## 5 ofManaratul #slam #slamic 9unior 7igh %chool academic year **L* directly

during the teaching and learning process. 7ere the writer as an obser"er obser"es

7%ee appendi ## no.-- intervie/ guideline

T'#&%8,'s !* Da$a C!ll'#$%&;

To sustain the "alidity of the research result the writer collects data which

e deri"ed from se"eral ways such as obser"ation inter"iew and tests:

. #nter"iew-

The writer accomplishes the inter"iew two times. $irst the inter"iew is

nducted before applying the action research. #n this case the writer inter"iews

he English teacher concerning with the teaching problem in that school students

ifficulties in learning English language and what method is used by her. 7ere

e writer found that the teacher uses dialogue memori>ation and tet'based

ialogue. Concerning with the students problem students are lack in "ocabulary

d moti"ation so it is "ery difficult to make them practice the spoken language.

This inter"iew is also conducted toward students at first grade of

anaratul #slam #slamic 9unior 7igh %chool regarding their difficulties in

arning English especially speaking the method that is used by their teacher and

he acti"ities they do during the teaching and learning process. The inter"iew

mained that they are lack in "ocabulary but they had moti"ation to learn

nglish furthermore to be able to speak English well. %ometimes they feel

kward and incon"enient more and more when they ha"e to take turn by turn to


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2%ee appendi ## no.2,1bservation !orm


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materials they ha"e been learning. The ob@ecti"e of the test itself within the

teaching and learning is to pro"ide feedback.

Referring to those statements from

the feedback which gotten from students test result (pre test and post test) the

writer can see the impro"ement of studentsachie"ement in speaking skill.

The test is conducted twice and is in the form of oral. $irst it is pre test& a

test which is gi"en toward students before implementing the action research in

order to diagnose students ability in speaking skill. %econd is post test& a test that

will be accomplished to e"aluate students achie"ement and to know students

/Di@aya 4usumah and 6edi 6witagama"engenal &enelitian Tindakan elas (9akarta:

?T. #ndeks **/) p. 110

See appendix VIII no. 105 Sample of test

6a"id. ?. 7arris TechniBues in +anguage Testing% (Cambridge: Cambridge ?ress

//2). ?.-2

?enny 8r Gramar &ractice Activities% A practical guide !or teachers. Cambridge:Cambridge 8ni"ersity ?ress //

he students beha"e in the classroom for eample how students participate and

hie"e the speaking skill. The obser"ation accomplished by using obser"ation

orm that has been formed by the writer before. $rom the obser"ation the writer

ound that the English teacher in teaching English only emphasi>es on students

nderstanding of grammar and tet genre. Meanwhile speaking is seldom taught

her and in teaching speaking she uses dialogue that students ha"e to read it

ter the teacher. #n practicing the dialogue the teacher gets students to perform

using tetbook where the dialogue is written. ?air by pair student takes turn

d so until all the pair gets their turn. The number of students in which contains

out , (thirty si) students that make the class situation uncontrolled so it needs

tra monitoring toward students beha"e.

6ealing with both data& inter"iew and obser"ation the writer uses

iangulation techni


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The ing the data the writer tends to usechni


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The language used definitely unsatisfactory& fre


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pass the criterion minimum of completeness (44M) so the writer can identify the

techniing the throughout score.Then the writer tempts to find the class percentage of studentsscore who


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,. 6rawing conclusion

The last is making conclusion of the research. 7ere the writer will discuss

with the collaborator regarding the research conclusion. This is "ery important to

be done in order to get good research conclusion.

I+ C%$'%a !* $' R's'a# S,##'ss

These are criteria by which this research considered success according to

Bunan which are presented by the writer. Those are:

a. The result eceeds the determined target score.

b. The inno"ation had o"erall positi"e response from participating teachers.

/6a"id E. Meilt>er The Relationship bet/een "athematics &reparation and

Conceptual +earning Gains in &hysics4 A &ossible $idden Variable in ,iagnostic &re Test

Score% (#owa: 6epartment of ?hysics and Astronomy) p.,

The last the impro"ement analysis of students score within the pre'

plementation and after the implementation of the action research the writer

ses these formulas/

:

61 6

P 100

6

? : percentage of students impro"ement

y : pre'test result

y: post test result cycle

62 6

P 100

6

? : percentage of students impro"ement

y : pre'test result

y: post test result cycle


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20David Nunan, Research Methods in Language Learning, (Cambid!e"

Cambid!e#nive$i%& 'e$$, 12), 207*208

c. The inno"ation had beneficial impact on students speaking. A

comparati"e analysis students test score indicated in terms of

e"aluation criteria identified by the researcher.d. Teachers classroom practice changes as a result of participation

inno"ation.

e. The ob@ecti"es of the inno"ation largely met.f. The inno"ation has a number of distincti"e features which

contributed to its effecti"eness*

.

#n line with these the writer infers that the research will be considered

uccess if the implementation of the communication game in teaching speaking

or students first grade bring about changes and benefits by all mean for students

peaking ability studentsmoti"ation and the teaching and learning outcomes.


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A+

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1. I&$'%'9 R's,l$1

There two types of inter"iew are discussed here& the semi'structured and

the unstructured inter"iew. 5oth were carried out toward the English teacher and

the students at first grade eactly =##.5 of Manaratul #slam 9unior 7igh %chool as

well in order to a"oid sub@ecti"ism of teacher perspecti"e toward the students or

the other way. These inter"iews were conducted to get more information about theproblem faced in English learning. #t was held on Thursday August /

th**

begun at *:,* a.m. up to :** a.m. The inter"iew was in the form of small

discussion firstly the researcher asked the teacher regarding the general condition

of the English teaching primarily teaching speaking the


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acti"ities that conducted by students and the teacher in the classroom. #t was

conducted on $riday *th

of August ** at grade =##.5 of MTs Manaratul #slam

9unior 7igh %chool

$rom the obser"ation it remained that in teaching speaking at first grade

of Manaratul #slam #slamic 9unior 7igh %chool the teacher used dialogue'based

learning techni


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(44M) while the others are not pass yet on the other hand it can be said that

,,.,3 of the whole numbers of students of grade se"en are still lacking in

speaking aspect. The 44M itself is determined by the English teacher to

standardi>e the minimum score that ha"e to make by students when they ha"e the

test. To be more detail the writer eplained in the following table&

3%ee appendi #F no. *- Test result

46a"id ?. 7arris Testing nglish as a Second +anguage% (Bew 6elhi: Tata Mc;ra'7ill

?ublishing Company td /--) p. 2+

nd the teacher only emphasi>es on the importance of student writing ability

han speaking ability.

The use of strategy like this would be an ongoing problem for students in

arning and understanding oral English usage. Moreo"er students whose

ocabulary were limited which unable them to say anything to communicate. #t

ings about silent toward student and is lacking in speaking ability primarily in

sing epression likely in real communication.

P' T's$ R's,l$3

To measure how far student speaking ability was firstly the researcher

ook students score by conducting pre'test toward student of grade se"en. The

iteria of the test to be guideline were grammar pronunciation "ocabulary

mprehension and fluency. Those criteria were decided by the writer and the

acher by referring to what 7arris proposed concerning with the speaking test

lidity measurement+

. Along with the test the teacher gi"es a theme as the

ideline was Jintroduction each student ha"e to come forward to introduce

hemsel"es in front of the class by turns within three minutes. $rom the pre'test

sult remained that of , students pass the criterion of minimum completeness


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/

, %tudent D +1 1* 11 1 11 -* 1++ %tudent F ,1 ,1 ,* ,1 +1 2* ,1 %tudent P 1 ,* 1 ,* ,* +* 2 %tudent U 1 21 1 -1 -1 ,1 -,- %tudent AA ,1 +1 ,1 +1 1* * +2 %tudent A5 1 ,* ,* ,1 +1 1 ,,/ %tudent AC 1 * 1* -* -1 ,* +

,* %tudent A6 1* 1 1 * -* ,* , %tudent AE 1* * 11 * -* /1 1/, %tudent A$ 1 ,* ,1 ,* ,* 1* ,*,, %tudent A; +1 1* 1 1* * -* 1+,+ %tudent A7 11 1 11 1 -* ,* ,1 %tudent A# ,* +1 +* +1 1* * +, %tudentA9 * ,* ,1 1 ,1 +1 /

Student /ho does not pass the "

Ta


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* Q ,/ =ery hard tounderstand

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B+ I">l'"'&$a$%!& !* $' A#$%!&

7ere the researcher attempts to discuss about the preparation of the de"ice

for the action research in which included the four'phase of cycle one and cycle

two.

1+ C6#l' 1a. Planning Phase

?lanning is the first step to do the research. 7ere the writer who acts as

the teacher makes a lesson plan and selects the material based on the annual

program that determined by the English teacher and also based upon the %tandard

of Competency and 5asic Competence. (%ee appendi #=)

Along with this the determined techni


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F%s$ "''$%&;

Theme: T' #!l! !* $' 9!l)

6ayLdate : Tuesday Bo"ember **

i. 0pening

The teacher opens the class by saying greeting and asking students

condition. 5esides he also asks studentsreadiness to learn.

ii. Core acti"ity

5ased on the materials that ha"e been selected in the planning phase

before in this meeting the teacher attempted to introduce communication games

techni


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%

o

t

st

a

n

t

e

w

kamu berasal dari manaD

# come from (9akarta) or # am from (9akarta)

Saya berasal dari #akarta

?leased to meet you or nice to meet you.

senang bertemu dengan anda

Dho are youG

kamu siapaD

# am student

Saya adalah seorang sis/a

%ee you

sampai ;umpa.

me student shared their eperience and the other paid attention. After sharing

he eperience the teacher ga"e students materials and link it based on the

udents eperience stated before. The material in"ol"ed the use of simple present

d epressions to address known or unknown people. #n this case she eplained

he simple present tense usage and so did the epressions and then she ga"e some

ample and then students made another different eample by using their own

ord.

7ow do you doG

Apa kabarD

7ow are youG

Apa kabarD

Dhat is your nameG

siapa nama kamuD

My name is Marina you can call me Rina.

-ama saya adalah "arina% anda bisa memanggil saya Rina

My full name is Marina 7andayani

-ama lengkap saya "arina $andayani.

Dhere do you come fromG or where are you fromG


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may ask se"eral yes or no


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-o% It isn3t

Dh'


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iii. Closing

#n closing phase the teacher asks regarding students difficulties during the

learning process and sometimes she gi"es ad"ice to moti"ate and to encourage

them to learn more and more. At the last she closes the class by saying salam.

T%) "''$%&;Theme: My friends daily acti"ity

6ayLdate: $riday Bo"ember **

i. 0pening

7ere the teacher firstly addressed students by saying salam and asked

studentscondition.

Picture #

$os%ue

"ClassRoom C "

" "

Class

Room'ain! -o% iba&A

ind %e o--oin! oom$"+a$e% ba-- ou%, %eae oom, -a$$oom D, and

-a$$oom +

%econdly students take turn asking and answering


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A

%

o

A

%

o

A : #

%o

:

A : .

%

o

A

%

o

A

A

6o you go to the library e"erydayG

-o. I don3t. I go there once a /eek

6oes she do her homeworkG

-o. She doesn3t. She is laFy

Dhere do you go to schoolG

I go to S"& $arapan ita

Dhat time does she wake upG

$e /akes up at !ive o3clock

Dhen does the school closeGIt closes at !our p.m

7ow do you go to schoolG

I go to school by bus

ii. Core acti"ity

The teacher gi"es the material which it about daily acti"ity that usually

one by students. $irst of all the teacher gi"es a con"ersation that containing

pressions about daily acti"ity as follow:

ndra : 7i good morning %oni

ni : good morning how are you todayG

ndra : ;ood. Thank you. Dhat about youG

ni : fine. Dhere are you goingG

ndra m going to school

ni 0h it s not a school holiday todayG

ndra Bo. %oni. %chool holiday is o"er De re back to school

ni : Dhere do you go to schoolG

ndra : # go to MTs. Manaratul #slam. # ha"e to go now

%ee you later %oni.

ni : see you and take care

ndra : ThanksX

nd some epressions which working with grammar:


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l'"'&$a$%!& !* $' A#$%!&

1+ R's,l$ !* P!s$ T's$ I

Ta


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-

2/

,

,

, %tudent A$ +1 ,1 +* ,1 +1 ** +*,, %tudent A; +1 11 11 +* 1 * 1,+ %tudent A7 1 1 * -1 -* ,,1 -,1 %tudent A# +* +1 +1 +* 11 1 +1, %tudentA9 1* 11 * 1 1 /1 1/

Student /ho does not pass the "

Eplanation:

? : ?ronunciation

; : ;rammar

= : =ocabularyC : Comprehension

$ : $luency* : Criterion Minimum of Completeness (44M)

%tudent $ 1* * 1* +1 11 * 1

%tudent ; * 1 * * 1 ,*

%tudent 7 * * 1 * -1 ,* +%tudent # +1 1 * 1* 1* -* 1+

* %tudent 9 1* 1* +1 1* * 11 1 %tudent 4 1* 11 +1 +1 11 1* 1* %tudent 1 -* -1 * 2* ,1* -*, %tudent M 1* 11 * 1* * -1 11+ %tudent B 1* 11 -* 11 * /* 121 %tudent 0 ,* +1 +1 ,1 1* *1 + %tudent ? -* -* -* -* -1 ,11 -- %tudent O +1 +1 +* +1 +* 1 +,2 %tudent R 1 -* 1 -* -* ,+* 2/ %tudent % 1* 1* 11 1 * 2* 1* %tudent T ,1 +1 +* +* 11 1 +, %tudent 8 ,1 +1 +* +* 11 1 +, %tudent = -* -* 1 -1 -1 ,11 -, %tudent D ,1 +1 ,1 +1 1* * ++ %tudent F 1 ,* ,* ,1 +1 1 ,,1 %tudent P 1 * 1* -* -1 ,* + %tudent U 11 1 1 * -* ,1 ,- %tudent AA 1* 1 11 * -* ,** *2 %tudent A5 1 ,* ,1 ,* ,* 1* ,*

/ %tudent AC +1 11 1 1* 1 2* 1* %tudent A6 1 -* 11 1 -* ,1 1 %tudent AE ,* +1 +* +1 1* * +


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# r

t rthe #t

re

1

im

st . # t

thi

y

? 1+./- Q 1*. **3

1*.

? +., **3

1*.

? +40

Meanwhile the percentage calculation which shows the class percentage of

studentsscore who pass the 44M are:

? $

B **3

? W+W ** 3

,

? 3+ 3

The a"erage o studentspost test scores is

?ost test # /-/V2

st test # WWWWW

B

/-/

,

4+5

$rom the calculation of studentspost test score it can be infe red that

here are some impro"ement toward studentsspeaking score afte implementing

communication games in teaching English. is pro"en by studentsmean test

sult comparison between pre test and post test in cycle # the mean of pre test is

*. while the mean of post test result is 1+./-. #t means there are +.,

pro"ements toward students speaking score.

This impro"ement is also can be calculated in percentage by calculating

udentspre test score with their post test score n which it calcula es by using

s formula below:

? y ' y **3


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sc

t

st

2+ R

##

B

(

,

+

1

-

2

/

%tudent 4 1 -1 1* 1* 1 ,*1 %tudent -* -1 -1 * -1 ,11 -, %tudent M 1 1 * * * ,* + %tudent B * -* -* 11 * ,1 ,1 %tudent 0 11 1 * * -* ,* %tudent ? -1 2* -* -1 -1 ,-1 -1- %tudent O 11 1 11 * -* ,*1 2 %tudent R 1 -* 1 -* -1 ,+1 /

/ %tudent % 1* * * 1 -* ,*1 * %tudent T +* 11 +1 +1 1 1* 1* %tudent 8 ,1 1* +* +1 11 1 +1 %tudent = -* -* 1 -1 -1 ,11 -, %tudent D 11 -* 1 11 1 ,* + %tudent F ,1 ,1 ,* ,1 1* 21 ,-1 %tudent P 1 1 1* -* -1 ,1 1 %tudent U -* 1 1 * -* ,,* - %tudent AA * 1 1 * -* ,* +2 %tudent A5 +1 +* +1 +1 1 +* +2/

%tudent AC11 11 * 1 1 ,** *

#t means that there are about 1.1 3 (,2.2/ ' ,,.,, 1.1) of students

ore passed the 44M after learning English by using communication games. 0n

he other hand there are + students finally passed the 44M and the other

udents are still in lower score.

's,l$ !* P!s$ T's$ II

Ta


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,

,

,,

,

,

,

S

E

?

;=

C$

*

p

V ##

?

1

,

2+

$rom this data the writer calculates students post test score with

studentspost test ## score by using this formula below to find the impro"ement of

students score in the form of percentage it will be as follow:

? y Q y **3

y

? . Q 1*. **3

1*.

? **3

1*.

? 23+

* %tudent A6 * 1 * 1 -1 ,1 1 %tudent AE 1 -* 11 1* -1 ,1 ,

%tudent A$ 1* ,1 ,1 ,1 11 * +, %tudent A; 11 1 1 1* 1 ,** *+ %tudent A7 1 -* 1 -1 2* ,11 -1 %tudent A# 11 1 * 1 1 ,* %tudentA9 1 -* 11 1 -1 ,,*

tudent /ho does not pass the "

planation:

: ?ronunciation: ;rammar

: =ocabulary: Comprehension: $luency

: Criterion Minimum of Completeness (44M)

5ased on the data abo"e it can be interpreted that the a"erage of students

ost'test ## scores was:

?ost Test 1

V2

st Test ## WWWB


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( o

r

be

test result it would be 1.-2 3 of students score are passed the 44M. 0r

students are better after learning by using games. #n this case those scores showed

the successful of the classroom action research toward students of first grade of

Manaratul #slam #slamic 9unior 7igh %chool.

Throughout these scores are deri"ed not only within the tests that carried

out to know students p

rogress but also it deri"ed from students En

glish

de"elopment during the research e"en oral or written. %o that the researcher is not

only "alue the final result of the research but also the process itself. As re"ealed

by $inocchiaro and 5rumfit concerning with the Communicati"e anguage

Teaching for the beginning e"el1. $urthermore the main problem is @ust matter

5a C. iad$ and /eodoe S. od!e$,Approaches and Methods

in LanguageTeaching, (Cambid!e" Cambid!e #nive$i%& 'e$$, 186), p. 81

After finding the impro"ement of studentsscore then the write tried to

nd the class percentage of the whole students who able to pass the 44M as

ollow:

? WW$WW **3

B

? ,W ** 3

,

+11 3

#t is meant that about -./3 (. Q 1+./- -./) students score

erages are increased. #t is impro"ed from the pre"ious cycle which is only

pro"ed +., points. #t showed that the implementation of communication games

teaching English especially teaching speaking are successful.

$rom those interpretations the writer obtained that there are +-.3

2. Q ,2.2/ +-.) of students score had impro"ed within the second cycle

, of , students are passed the 44M while the other 1 students are still

llow the 44M.

#f it is calculated the whole impro"ement of students score from the pre


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t

t

N

,

+

1

-

2

/

/ %tudent % , 1 * %tudent T / +, 1* %tudent 8 ,+ +, +1 %tudent = - - -, %tudent D 1+ + + %tudent F , ,, ,-1 %tudent P 2 + 1 %tudent U -, ,

- %tudent AA + * +2 %tudent A5 ,, ,* +2/ %tudent AC + 1 *,* %tudent A6 1 1, %tudent AE 1/ + ,, %tudent A$ ,* +* +,, %tudent A; 1+ 1 *,+ %tudent A7 - -,1 %tudent A# + +1 , %tudentA9 / 1/

habit to practice& the more students ha"e opportunities to practice the better

hey will be.

Ta


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T!

% t

M

% t ?

F%;,' +3 Students3 score class percentage per test (pre test% post test I% post II

(0

80

70

60

50

40

30

20

10

0

S%uden%$9$.oe

pe.en%a!e

'e %e$%

'o$% %e$%

I 'o$%

/e$% II

$al S#!' 12 15 224

tuden s scoresmean

V2 40+ 4+5 2+B

tuden s score class percentage W$W **3 33+33 3+ +11

B

tudent /ho does not pass the "

F%;,' +2 Students3 Score mean improvement

70

60

50

40'e %e$%

30

20'o$% %e$% I

10'o$% %e$% II

0

S%uden%

$9 $.oeavea!

e


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int

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ac

st t

on

t

Th

mi

to

6

cr

m

tar

le

for twice she saw something different by which students more acti"e in

participate the class. The feedback gi"en makes students compete to get more

points from the competition. %ince the games are applied in teaching process and

for si times the writer applied the technied into four "iewpoints those were&

udentsspeaking achie"ement studentsmoti"ation to learn eachersopinion

the implementation of games and the last was classroom condition controlling.

5ased on the students answers within the inter"iew they can epress

hemsel"es by using English without any hesitation e"en in simple sentence.

ey also felt satisfy that they do not feel awkward and feel afraid of making

stake when they are saying something in English. 5esides it is fun it also tends

make them comfort. 7ence they wanted to learn and learn again.

As for the teacher it was good way to teach English by using games.

espite for the first time she hesitated that this techni


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E

s

w

T

he

w

post test # result and +-.3 which it deri"ed from the second post test result

with the mean in each impro"ement were +., for the first post test and -./ for

the second post test result. $rom these interpretations in short it can be said that

, of , students can pass the 44M after learning by using communication

games. #t is meant that the implementation of games in the classroom action

research to impro"e students speaking ability is success.

/

CHAPTER V

CONCLUSION

5ased on the result of data analysis the writer inferred that teaching

nglish by using communication games is effecti"e and can impro"e students

peaking ability. #t can be pro"ed through se"eral data such as& obser"ation result

hich it shows students enthusiastic and acti"ely participated in learning process.

hey were also moti"ated to learn spoken English which it reduces students!

sitation to say in English. $rom the test result the writer concluded that there

ere 1.-23 of students! score had passed the 44M& 1.13 deri"ed from the


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5y:

ULVIA N A

1001000345


TARBIYAH AND TEACHERS TRAINING SYARIF


JAKARTA

2011

i

IMPROVING STUDENTS SPEAKING ABILITY THROUGH

COMMUNICATION GAMES

(A Classroom Action Research at )irst Grade o! "Ts "anaratul Islam% Cilandak'


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9l.

Ci

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B

Te

B#

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6

6engan ini menyatakan bahwa skripsi yang saya buat benar'benar hasil karya

saya sendiri dan saya bertanggung @awab secara akademis atas apa yang saya tulis.

?ernyataan ini dibuat sebagai salah satu syarat menempuh 8@ian Muna'a.%&; A


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(A

D + A $ %8 S, s% l !- M A NIP+

1 1122 1503 1 001


TARBIYAH AND TEACHERS TRAINING SYARIF


JAKARTA

2011

iii

IMPROVING STUDENTS SPEAKING ABILITY THROUGH

COMMUNICATION GAMES

Classroom Action Research at the )irst >ear o! "Ts "anaratul Islam% &ondok Indah'

A S.%>s%

P's'&$') $! $' Fa#,l$6 !* Ta


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SP

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C

%ECRETARP : N ' & ' & ; S,& ' & ;s % - M+P ) (

) B#?. /-,*1 ///*, **

EFAM#BER% : . D s+ H+ A " a) a '&, %- M+P ) (

) B#?. /1,*,*+ /-/*, **,

. D s+ S6a ,. %- M+P ) ( )

B#?. /+ //*, **

Acknowledged by:

6ean of Tarbiyah and Teachers Training $aculty

P ! * + D + D ' ) ' R!s6a) a - M A

B#?. /1-**1 /2-*, **,

iv

ENDORSEMENT SHEET

The I%kripsiK (%cientific ?aper) entitle IIMPROVI! ST"#$TS

$A%I! A&I'IT( T)RO"!) *OMM"I*ATIO !AM$S (A classroom

tion Research at )irst Grade o! "Ts. "anaratul Islam% Cilandak'% written by

LVIANA- student!s registration number **+***,1- was eamined in the

amination session of the $aculty of Tarbiya and Teachers! Training %yarif

idayatullah %tate #slamic 8ni"ersity 9akarta on March 2th

*. The IskripsiK

s been accepted and declared to ha"e fulfilled one of the re


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A

Ar

Ar

5a

5a

5a

5.

5l

5rown 9ames 6ean. Testing in +anguage Testing &rogram* A Comprehensive

Guide to nglish Assessment.Bew Pork: Mc;raw'7ill **1.

$arrell. 9ill 5eloff and Catheryn 9. Deitman.Action Research )osters

mpo/erment and +earning Communities. **-.

7armer 9eremy.$o/ to teach nglish. 7arlow: ?earson Education imited **-

7armer 9eremy. The &ractice o! nglish +anguage Teaching% ,rd Ed.. England:

?earson Education imited **.

7armer 9eremy. The &ractice o! nglish +anguage Teaching%+th

Ed.. England:

?earson Education imited .

7ornby A.%. 12!ord Advanced +earner3s ,ictionary. 0ford: 0ford 8ni"ersity

?ress/21.

4umara"adi"elu 5..


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4

4

e

Meilt>er 6a"id E.. The Relationship bet/een "athematics &reparation and

Conceptual +earning Gains in &hysics4 A &ossible Variable in ,iagnostic

&re Test Score. 6epartment of ?hysics and Astronomy **2

0ford Rebecca .+anguage +earning Strategies. 5oston: 7einle H 7einle

?ublisher //*.

Richards 9ack C. and Theodore %. Rodger.Approaches and "ethods in

+anguage Teaching. Cambridge: Cambridge uni"ersity ?ress /2.

%ud@ana."etoda Statistika.Edisi ke'. 5andung: Tarsito **1.

%udi@ono Anas.&engantar Statistik &endidikan. 9akarta: ?T. Ra@a;rafindo

?ersada **2

Tarigan 7enry ;untur.erbicara Sebagai Suatu eterampilan erbahasa.

5andung: Angkasa 5andung /-/.

Tillit 5ruce and Mary Bewton 5ruder. Speaking -aturally* Communication Skills

in American nglish. Cambridge: Cambridge 8ni"ersity ?ress /21.

unandar.+angkah "udah &enelitian Tindakan elas Sebagai &engembangan&ro!esi Guru. 9akarta: Ra@agrafindo ?usat **2.

ushartanti et all.&esona ahasa* +angkah A/al "emahami +inguistics.

9akarta: ;ramedia ?ustaka utama **1.

usumah Di@aya H 6edi 6witagama."engenal &nelitian Tindakan elas.

4embangan: ?T #ndeks **/.

"ine 9ill 5radley et all.. The Role o! Action Research in mpo/ering Teachers

to Change Their &ractice. 9ournal of Ethnography H Oualitati"e Research.

=ol. , Bo. 1, **/

adsen 7arold %.. TechniBues in Testing% 0ford: 0ford 8ni"ersity ?ress /2,

cCharty Michel. Spoken +anguage and Applied +inguistics. Cambridge:

Cambridge 8ni"ersity ?ress //2.

c6onough 9o H Christopher."aterials and "ethods in +T% A Teacher3s

Guide. Massachusetts: 5lackwell ?ublisher //,.

endiknas.&anduan &engembangan Silabus dan &erencanaan &embela;aran.

9akarta: Mendiknas **


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8r

8r

D

D

D

?enny.A Course in language Teaching &ractice and theory. Cambridge:

Cambridge 8ni"ersity ?ress //.

?enny. Grammar &ractice Activities% A &ractical guide !or teachers .

Cambridge: ?ress %yndicate of the 8ni"ersity of Cambridge //.

allace Michael 9..Action Research !or +anguage Teachers. Cambridge:

Cambridge 8ni"ersity ?ress //2.

alter Teresa. The ho/5To $andbook Teaching nglish +anguage +earners.

Bew Pork: ?earson Education **+.

right Andrew et all. Games !or +anguage +earning% ,rd Ed.. Cambridge:Cambridge 8ni"ersity ?ress **.

100843 Ulviana Fitk Norestriction(1)

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