Beberapa penelitian terkait dengan penggunaan media dalam pembelajaran berbicara telah dilakukan oleh beberapa peneliti diantaranya: 1. Dewi,R,S, dkk (2016) dalam penelitian yang berjudul Using
Communicative Games in Improving Students’ Speaking Skills
menjelaskan bahwa:
Communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students’
enthusiasm and motivation. Clearly, It gives positive improvement on
students’ active participation, confidence and their fluency in
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teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.
Maksud dari penelitian di atas adalah dengan menggunakan game komunikatif dapat meningkatkan kemampuan berbicara, sehingga penelitian di atas bisa dikatakan relevan dengan penelitian ini, karena penggunaan permainan dalam pembelajaran dapat meningkatkan kemampuan berbicara siswa.
2. Ameer (2016) dalam penelitian yang berjudul Using Games as a Tool in Teaching Vocabulary to Young Learners menjelaskan bahwa: Over the last few decades, teaching English become a phenomenon in Saudi Arabia, especially to young learners. English is taught as a main subject in kindergarten and elementary schools. Like any other children, Saudis accept new foreign languages easily, but they get bored very fast if the teacher is teaching them using the old conventional methods and techniques. The aim of this paper is to prove that games are effective tools when devised to explain vocabularies and they make it easier to remember their meanings. This paper deals with a literature review of teaching English vocabulary to young learners using games. Then it discusses the importance of using games in teaching vocabulary and in what way using them is helpful. After that it investigates the practical implications of using games to teach vocabulary that includes the implementation of vocabulary games and some examples of games that could be used to teach vocabulary to children. And finally it examines challenges teachers face when teaching vocabulary using games to young learners.
Penelitian di atas menjelaskan bahwa dalam pembelajaran bahasa di Saudi masih menggunakan motede konvensional sehingga siswa merasa cepat bosan sehingga peneliti menggunakan permainan dalam pembelajaran untuk mengurangi rasa bosan pada siswa dan mempermudah pemahaman saat pembelajaran, dengan meningkatnya
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pemahaman maka kemampuan siswa juga akan meningkat, sehingga relevan dengan penelitian ini karena sama-sama menggunakan permainan untuk meningkatkan pemahaman siswa saat pembelajaran dan meningkatkan perhatian siswa terhadap pembelajaran.
3. Penelitian yang dilakukan oleh Rahina Nugrahaeni dengan judul
“Media Permainan Berbasis Visual Berbentuk Ular Tangga Untuk Meningkatkan Kualitas Belajar Mengajar di Sekolah Dasar”
menunjukkan bahwa terdapat peningkatan nilai IPA, IPS, dan Bahasa Inggris siswa sebesar 18,8% setelah menggunakan media pembelajaran Ular Tangga.
4. Penelitian yang dilakukan oleh Bency Beulahbel and Raja Dharma William pada tahun 2010 yang berjudul “Performance In Physical
Science Education By Dint Of Advance Organiser Model Of
Teaching”, menjelaskan bahwa :“An Advance Organizer, a cognitive
strategy, allows the learner to recall and transfer prior knowledge to the new information being presented. Learning is facilitated, if the learner can find meaning in the new information. If a connection can be made between the new information and previous knowledge, the learning experience will become more meaningful to the learner and hence the new information will be learned. So all the universities must add models of teaching in the teacher education curriculum and it
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Penelitian tersebut menjelaskan bahwa Advance Organizer merupakan strategi kognitif yang memungkinkan bagi para siswa untuk mengingat kembali dan mentransfer pengetahuan atau pengalaman yang telah diterima sebelumnya untuk dihubungkan dengan informasi baru yang diterimanya. Pembelajaran akan terasa mudah jika siswa dapat menemukan informasi yang bermakna. Apabila terjadi hubungan antara kedua pengetahuan tersebut, pengalaman pembelajaran akan lebih bermakna.
5. Penelitian yang dilakukan oleh Hudson Shihusa dan Fred N. Keraro, Egerton University, Egerton, Kenya dengan judul penelitian “Using
Advance Organizer to Enhance Student’s Motivation in Learning
Biology”, di dalam penelitiannya menjelaskan bahwa :
Anova and Ancova results indicated a significant difference was identified between group means of students who were taught using Advance Organizer and those taught using conventional teaching methods. Even thought there was a significant gender difference in motivation in favour of male students there was an improvement in both mean scores after the treatment. This Advance Organizer enhance students motivation to lern biology compared to conventional teaching methods
Pada penelitian tersebut menjelaskan bahwa, diperoleh hasil yang signifikan terhadap motivasi belajar siswa pada pembelajaran
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biologi dengan menggunakan model Advance Organizer dibandingkan dengan menggunakan pembelajaran yang konvesional.
