IMPROVING STUDENTS’ VOCABULARY THROUGH
PATTERN DRILLS TECHNIQUE AT THE FIRST YEAR OF SMP TUNAS HARAPAN BANDAR LAMPUNG
By Eka Hartati
The objectives of this research were to find out whether Pattern Drills technique : 1. is applicable to improve the students’ vocabulary achievement especially in noun, verb and adjective; 2. to increase the quality of the teacher’s teaching
performance; 3. to increase the students’ participation during the teaching learning process. The research was conducted at SMP Tunas Harapan Bandar Lampung to the students of first grade in academic year 2011/2012 which consisted of 27 students.
This classroom action research was conducted in two cycles. Each cycle consisted of planning, action, observation and interpretation, analysis and reflection. The researcher used indicators dealing with the learning product which covered the students’ score and learning process which covered the students’ participation during the teaching learning process and the teacher’s teaching performance. The result should that the students’ score reached 65, the score for teacher’s teaching performance should 80 and 80% for the students’ participation. To collect the data of the learning process and learning product, the writer used vocabulary test and observation as the instruments.
ACKNOWLEDGEMENTS
Alhamdulillahirobbil ‘alamin, Praise is merely for The Mightiest Allah SWT for the gracious mercy and tremendous blessing that enable me to accomplish this script entitled “Increasing Students’ Speaking Ability Through Simon Says Game at the Second Year of SMPN 3 Pringsewu”. This script is submitted as
compulsory fulfillment of requirement for S1 degree of English department at Teacher Training and Education Faculty, Lampung University.
It is necessary to be known that this script would never have come into existence without any supports, encouragement, and assistance by several outstanding people and institutions. Therefore, the writer would like to address her respect and gratitude to:
1. Drs. Hery Yufrizal, M.A.,Ph.D. as the writer’s first advisor for his
guidance, constructive correction, and comment in guiding this script into existence.
2. Drs. Dedy Supriyadi, M.Pd. as the writer’s second advisor for his
kindness, suggestions, guidance and help to improve this script be better. 3. Ujang Suparman, S.Pd, M.A.,Ph.D. as the writer’s examiner who has
given her inputs, advices and guidance during completion the script. 4. All lectures of English Program, who have contributed their guidance and
knowledge for the writer.
5. Surtiyati, S.Pd. as the Headmaster of SMPN 3 Pringsewu for giving her permit to conduct the research.
6. Istiyana, A.Ma.,Pd. as the English teacher of SMPN 3 Pringsewu who has supported the research and all the students in VIII.3.
7. The writer’s beloved parents (Suprahyugo, S.E and Suzzana B.sc) and my sister and brother (Rizky Dewi Amalia and Fadhel Muhammad Firas). Thanks for giving never ending love, pray, trust, and support.
viii
Nisa, Kharisma, Leni, Vita, Tati,Sulis, Nopri, and all my friends who cannot be mentioned one by one (thanks for everyting).
10. The writer’s appreciation is also addressed to Emi Handayani, Ni Ketut Apriyani, and Nadia Natania for never ending help and support.
Finally, the writer has a great belief that this script would give positive contribution to educational development, the reader and those who want to accomplish further research.
Bandar Lampung, 2012 The writer,
INCREASING STUDENTS’ SPEAKING ABILITY THROUGH
SIMON SAYS GAME AT THE SECOND YEAR OF SMPN 3
PRINGSEWU
By
AGISKA PRANA CITRA
A Script
Submitted in a Partial Fulfillment of The Requirements for S-I Degree
in
The Language and Arts Department of Teacher Training and Education Faculty
LAMPUNG UNIVERSITY BANDAR LAMPUNG
SMP TUNAS HARAPAN BANDAR LAMPUNG
(A CLASSROOM ACTION RESEARCH)
Eka Hartati 0643042008
Advisors:
I. Drs. Deddy Supriady, M.Pd. II. Dra. Editha Gloria Simanjuntak
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
CURRICULUM VITAE
Elfina Putri Setiawan was born in Pringsewu on August 7th, 1988. She is the first child of a harmoniuous couple, Suprahyugo, S.E and Suzzana, B.sc. She has one sister, Rizky Dewi Amalia, and a younger brother, Fadhel Muhammad Firas.
She started her study in 1994 year in Elementary School at SD Muhammadiyah Pringsewu and she graduated in 2000. She continued her study to SMPN 1 Pringsewu and finished in 2003. In the same year she continued her study at SMAN 1 Pringsewu and graduated in 2006.
Page
Appendix 1 Lesson Plan 1 ... 96
Appendix 2 Lesson Plan 2 ... 100
Appendix 3 List of Student’s score in cycle 1 ... 104
Appendix 4 List of Student’s score in cycle 2 ... 105
Appendix 5 Observation sheet of student activities cycle ... 106
Appendix 6 Observation sheet of student activities cycle 2 ... 109
Appendix 7 Observation sheet of Teacher performance at cycle 1 ... 112
Page
Page
1. Table of Frequency of Student Speaking Achievement at Cycle 1 .... 52
2. Table of Student Observation Sheet at Cycle 1 ... 54
3. Table Observation Sheet of Teacher Performance at Cycle 1 ... 58
4. Table Frequency of Student Speaking Achievement at Cycle 2 ... 72
5. Table of Student Observation Sheet at Cycle 2 ... 74
6. Table Observation Sheet of Teacher Performance at Cycle 2 ... 78
7. Table of Summary at Technique Application in Cycle 1 and Cycle 2 84
ADMITTED BY
1. Examination Committee
Chairperson : Dra. Hartati Hasan, M.Hum. ...
Examiner : Drs. Hery Yufrizal, M. A.,Ph.D. ...
Secretary : Drs. Huzairin, M.Pd. ...
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M. Si. NIP 19600315 198503 1 003
APPROVAL FOR FINAL EXAMINATION
Research Title : INCREASING STUDENTS’ SPEAKING ABILITY THROUGH SIMON SAYS GAME AT THE SECOND YEAR OF SMPN 3 PRINGSEWU
Student’s Name : Agiska Prana Citra
Student’s Number : 0643042002
Department : Language and Arts Education
Study Program : English Education
Faculty : Teacher Training and Education Faculty
APPROVED BY
Advisory Committee
Advisor I Advisor II
Drs. Hery Yufrizal, M.A., Ph.D. Drs. Deddy Supriyadi, M.Pd. NIP 19600719 198511 1 001 NIP 19580505 198502 1 001
The Head of Language and Arts Department
Page
D. Concept of Students Learning Activities ... 18
E. Concept of Teacher’s Performance ... 20
F. Concept of Game ... 25
G. Concept of Simon Says Game ... 27
H. Teaching Speaking Through Simon Says Game ... 28
B. General Description of the Research ... 33
C. Research Procedure ... 34
D. Indicator of the Research ... 37
E. Instrument of the Research ... 42
F. Data Analysis ... 46
IV. RESULT AND DISCUSSION A. Result Findings ... 49
B. Discussion ... 83
V. CONCLUSION AND SUGGESTION A. Conclusions ... 90
I. INTRODUCTION
A.
Background of ProblemSpeaking has important role in social life. Speaking is used for communication
among people in society in order to keep the relationship. By speakingwhich is
categorized as an active process, the students are able to speak. Speaking is
communication way to expressing or share the ideas. It is a two way process
between speaker and listener and involves productive and receptive skills of
understanding. In other words, the listener will try to understand the speaker’s
ideas from the first person through the communication between them. People will
find difficulities in appreciating their ideas if they never try to make a
communication with other people. The ability to communicate is the primary goal
of foreign language instruction that speaking is put ahead on the other skills. In
addition, a large percentage of the world language learners study English in order
to able to communicate fluently.
Speaking in English is a crucial skill to function in any aspects of global
transformation. It is likely to be in any aspects of modern life. Therefore, it is a
communicative activity that can encourage people to speak and to interact with
Rerrering to the objectives of the 2006 School-Based Curriculum ( KTSP ) for
SMP VIII especially for speaking skill, the students are expected to be able to
express the contextual meaning in relation to oral interpersonal and transactional
dialogues. It means that students should be able to understand and do oral
communication accurately and fluently by using some simple expressions used in
a short conversation, expression of like and dislike, making and cancelling
appointment, etc.
In fact, based on the researcher’s interview with Engliah teacher of SMPN 3
Pringsewu it is found out that most of students of SMPN 3 Pringsewu at the
second year of 2010-2011 were not able to speak, reluctant to speak and had low
ability when they are share their ideas. That is why their speaking score does not
achieve the Standard Score of the School (KKM) in the school yet. Most of
students do not pass the standard score of the school (KKM- that is 60). This
problem makes the researcher interested in conducting the classroom action
research to increase students’ speaking ability and hopefully thestandard score for
speaking will be achieved.
The same problem also happened in school where the researcher did her Field
Practice Program (PPL) at SMPN 11 Bandar Lampung from July up to October
2010. The second grade students at that school had low ability in speaking, most
of them could not do oral production like using and making simple expression in
English and students’ dialogue were lack of good pronunciation, fluently,
learning process and they get difficulities in using English when their teacher asks
them to come in front of the class to speak, such as to describe something, to
introduce, or to make dialogue with their friends.
Regarding to the facts above, the researcher assumes that the cause of that
problem is the inappropriate of teaching technique used by the teacher in
transferring the material to the students especially in teaching speaking in class.
The teacher taught speaking by explaining the form of sentences, drilling it to
students and asking students to do some written exercise at students’ work sheet
or LKS. This made the students passive and speaking class bacame writing class
and students did not have chance to speak.
During the teaching learning process the teacher use traditional technique. They
begin and conduct their lesson by giving the formula of sentence for about twenty
minutes and then they asked the students to memorize the formula and did the task
from English textbooks. The teacher only focuse on grammar or formula of the
sentences. Actually in learning English the emphasis is not on linguistic
competence of the language learners but also on the development of their
communicative ability. In order to develop the learners’ communicative ability,
the teacher needs to create a scenario to teach the target language in an active and
interesting manner.
Beside, during the teaching learning process most of students tend to be reluctant
perform their speaking task in front of the class, only the active students produce
good dialogue to communicate in English. Students’ dialogue are lack of good
pronunciation, fluently, comprehension, intonation and grammar. Students’
prounciation is not clear. It can be seen from the sound, stress and intonation they
produce. Hedge (2000) states that many teacher would say that pronunciation is
one of the most difficult areas for students. They still meet some difficulities in
practicing what have been taugh to them. As the result they are unenthusiastic, for
example, when the teachers begin a lesson and ask them about their hobbies, only
a few students are able to answer it fluently ( Wafiah, 2003: 1 ).
Based on the situation above, the situation in the classroom make the students
were fear of being blamed, little chance for exercising and little sources, so it
seems neccesary to take an action by using appropriate technique which gives
opportunities and trigger the students to practice their English in the classroom,
because a suitable technique can give students’ interest and then it will increase
their speaking ability. Antony ( in Allen, 1979: 7 ) says, the technique is a
particular trick, stragenm or contrivance used to accomplish and immediate
objective. The technique depends on the teacher. The teacher can choose the
suitable technique for the students which can support the teaching learning
process in order to get better result of the students’ score.
To increase students’ speaking ability, generally there are some technique used
such as game, role play, drill, drama, short dialogue, chain story, etc. Game is
using this technique is to avoid the students to feel bored when they are learning
so they enjoy learning speaking. Besides, the students will feel more chalanged
and more interested to finish the work involved in the game because the game
emerges competitiveness among students.
For those reason the writer used a game namely Simon Says in teaching speaking
in order to create an interesting situation in the class. By using this game, the
students are expected to be more active in speaking activity and they are
encouraged to use English in communication. Meanwhile researcher finds that
Simon Says is never applied in learning speaking in SMPN 3 Pringsewu. So, the
writer used Simon Says game to rise different atmosphere in the class.
Simon Says game is a game that can be applied as an interesting means of
improving the students’ speaking in which the students must do the instruction
from the teacher randomly so the students must be ready whenever they get their
turns to do the game. The researcher assumes that Simon Says game can make the
different chalanged for the students and can be an interesting technique both for
the students and the teacher. Therefore, by applying the technique, hopefully
teaching learning process of speaking will be more active and it can increase the
students’ speaking ability.
B.
Research Problem1. How can Simon says game increase students’ speaking ability at the
second year of SMPN 3 Pringsewu?
2. How can simon says game improve the students’ participation during the
teaching learning process?
3. How can Simon says game improve the quality of the teacher’s teaching
performance?
C.
Objectives of the ResearchThe objectives of this researches are :
1. To find out how Simon says game can increase the students’ speaking
ability at the second year of SMPN 3 Pringsewu.
2. To find out how Simon Says Game can improve students’ participation at
the second year of SMPN 3 Pringsewu.
3. To find out how Simon Says game can improve quality of the teachers’
teaching performance at the second year of SMPN 3 Pringsewu.
D.
Uses of the ResearchThe significant of this research are :
1. Theoretically
1. The significant of this research is to contribute useful information for
the future research of teaching speaking.
2. Practically
As consideration for English teacher that Simon Says Game can be used as
an alternative to increase students’ speaking ability
E.
Scope of the ResearchThis research will be conducted SMPN 3 Pringsewu and the subject is students of
class VIII.3 of SMPN 3 Pringsewu which consist of 37 students. It will be focus
on students’ speaking ability and the writer will apply Simon Says game as a
technique in her teaching and learning process. The materials of the teaching
learning is about understanding and using transactional dialogue. There are taken
from the students’ textbook which are relevant to curriculum of KTSP. This
researcher has been carried out for about three weeks. Each meeting consists of 90
minutes. Therefore, the score is based on five aspects to be tested that are
pronunciation, grammar, fluency, and comprehensibility.
F.
Definition of Terms• Speaking
Speaking is a productive skill in which the speaker produce and use the
language by expressing a sequence of ideas and at the time she/ he tries to
• Ability
Ability means skill or power required to do something and the quality of
being able or competence in doing something. So, students are hoped to
have good ability or competence in speaking.
• Increasing
Increasing means a process of becoming larger or longer or more
numerous or more important. In this research the researches intends to
make the students ability better.
• Teaching Speaking
Teaching speaking means teaching how to use language for
communication for transferring ideas, through or even feeling to other
people.
• Simon Says
Simon Says is a game for three or more players where one player takes the
role of “ Simon “ and issues instruction, (usually physical action) to other
players, which should only be followed if prefaced with the phrase “
II. FRAME OF THEORIES
A. Concept of Speaking Skill
According to Byrne (1984) speaking is oral communication. It is a two way
process between speaker and listener and involves productive and receptive skills
of understanding. Therefore, in the process of speaking there must be at least two
people: one is a speaker who gives information and the other is listener who
receives information.
Haris (1974:9) states that speaking is encoding process where people can
communicate the ideas, thought and feeling orally. It means that we produce
spoken message to someone. Spoken message is our ideas, thought and feeling
that we want to share, influence, or interact to other people.So, here speaking
situation involves a speaker who put a message with words or sentence that has
content a listener. Welty (1976), states that speaking is the main skill in
communication. Based on these ideas, it is understood that through speaking one
can communicate or express what he wants in order to understand one another.
Rivers (1978:162) says through speaking someone can express his ideas,
person. Furthermore, someone can communicate or express what he wants from
other and responds to the speaker. It means that in order to speak or to express
one’s ideas, the speaker must attend aspects of speaking, in order that the message
is understable to the listener.
Murcia ( 1978:91) says speaking is the primary element of language and it can be
developed from the begining when someone was born, from the first contact with
the language. From the statement, we know that speaking develops since one’s
birth, even though it only occurs for the first language.
Lado ( 1978 : 91 ) defines speaking as the ability to express situation or the ability
to converse, or the ability to express a sequence of ideas fluently. It means that in
the process of speaking there must be at least two people, one is the speaker and
the other is the listener. Based on the ideas, speaking is very important in daily
life activities, because we can react to other person and situation and express our
ideas, thought and feeling through spoken language.
From the explanation above the researcher assumes that speaking is an ability to
express idea, opinion, feeling and emotions to other by using words or sounds of
articulation in order to inform, to persuate, and to entertain that can be learnt by
using some teaching learning methodology.. The language is used to express
oneself to be undestood by other. Speaking is a process of communication to
express our idea among people in society to keep the relationship going well.
has important role in daily life because it is the main skill in communication.
Speaking must fulfill these following criteria, they are :
1. Pronunciation
Pronunciation refers to the ability to produce easily comprehensible articulation
(Sakur:1987). There are 3 basic of the main range of the teaching technique which
can be involved to assist pupils in learning pronunciation. The first is exhortation.
Exhortation is the instructions to imitate and mimic, to make such a sound,
without father explanation. For example the students say Like/ lek/ and then the
researcher asks the students not /lek/ but / laik/. The second is speech training, it is
the construction of special games and exercises which entail the use of word or
sentence so as to practices particular sounds, sequences of sound, stress-patterns,
rhythm, and intonation. The researcher asks the students to practice how to
pronoun sentences. The third is practical phonetics which including description of
the organ of speech, description of the articulation of sounds, description of stress,
rhythm and intonation.
2. Grammar
The study of how words and their component parts combine to form sentences,
structural relationships in language or in a language, sometimes including
pronunciation, meaning, and linguistic history. Grammar is the set of logical and
structural rules that govern the composition of sentences, phrases, and words in
any given natural language. Grammar refers it is a kind of regularity of sound
structure that nobody could learn language without grammar.
3. Vocabulary
Vocabulary means the appropriate diction which is used in communication
(Syakur 1987). Vocabulary refers to the selection of words thata suitable with
content (Harris 1974:68-69). Vocabulary is divided in to two part, close class and
open class. Close class consist of preposition, pronoun, conjunction, e.g
And : I like dancing and singing
A : I eat a bowl of meatball
Your : What is your favorite food ?
My : My hobby is riding bicycle
But : I do not like meatball but i like noodle
Open class consist of noun, adjective, v erb, adverb, e.g
Noun
I : I love playing badminton
My : My hobby is reading story book
Basketball : Basketball is Rahmi’s favorite sport
Verb
Play : Rudi is playing football with his brother
Makes : Mother makes a cup of coffe for my father.
Adjective
Good : Markus is a good singer
Bore : I always bore if i stay at home alone
4. Fluency
Fluency is the smoothness of flow with which sounds, syllables, words and
phrases are joined together when speaking
(http://encyclopedia.Thefreedictionary.com/fluency). Brumfit (1984) in Nation
sees fluency as the maximal affective operation of the language system so far
acquired by the students. Beside that it refers to the one who express a language
quickly and easily without any difficulty.
5. Comprehension
Comprehension the study how well students understand a language, or that helps
them to improve their understanding of it, in which they read a piece of writing or
listen to someone speaking, and then answer question. Beside that, comprehension
is the ability to understand completely and be familiar with a situation, facts, etc.
It refers to the ability of understanding the speakers’ intension and general
Type of Speaking
Brown (2002) classifies the type of oral language in two parts, monologue and
dialogue.
1. Monologue
In monologue when one speaker uses spoken language for any length of time,
as in speeches, lectures, readings, news broadcaster, and the hearer must
process long stretches of speech without interruptions-the stream of speech
will go on whether or not the hearer comprehends. Monologue are divided
into two kinds: Planned usually manifest little redundancy and are therefore
relatively difficult to comprehend.
Unplanned exhibit more redundancy, which makes for ease in comprehension,
but the presence of more performance variables and other hesitations, can help
or hinder comprehension.
2. Dialogue
Dialogues involve two or more speakers and can be exchanges that promote
social relationship (interpersonal) and those for which the purpose is to convey
propositional or factual information (transactional).
Brown also provides type of classroom speaking performance, they are:
1. Imitative
Practicing an intonation contour or try to pinpoint a certain vowel sound is
purpose of meaningful interaction, but for focusing on some particular
element of language form.
2. Intensive
Intensive speaking includes any speaking performance that is designed to
practice some phonological or grammatical aspect of language. It is goes
one-stopbeyond imitative speaking.
3. Responsive
A good deal of students speech in the classroom is responsive short replies
to teacher or students-initiated questions or comments. These replies are
usually sufficient and do not extend into dialogues. Such speech can be
meaningfull and authentic.
4. Transactional (dialogue)
Transactional dialogue is carried out for the purpose of conveying or
exchanging specific information or idea is an extended from of responsive
language. Conversation, for example, that may have more negotiate nature
to them than does responsive speech.
5. Interpersonal
Interpersonal dialogue carries out more for maintaining social relationship
than for the transmition of facts and information. The conversation are
following factors: a casual register, colloquial language, emoyionally
charged language, slag, ellipsis, sarcasm, and convert “agenda”.
6. Extensive
Extensive monologue is extended monologues in the form of oral reports,
summaries, or perhaps short speeches. In this, the register is more formal
and deliberative. This monologue can be planned or impromptu.
B. Concept of Teaching Speaking
Teaching speaking means teaching how to use language for communication, for
transferring ideas, thought or even feeling to other people. Rivers (1978:6) states
that speaking is developed from the first context with the language. So, we hate to
introduce speaking with the language that we learn, because by speaking we can
transfer our idea or thought to other people.
Moreover, Jesperson in Marians (1978:23) says that the essence of language is
human activity on the part of the individual to make himself understood by
another. He then adds that language is an activity that permits people to
communicate with each other. So, it is clear that communication through language
is very important for the people. We cannot only teach what will be spoken but
also the situation that we deal it. The teacher teachs speaking by carrying out
students to certain situation when the topic has occured. For instance, the topic is
“sport”, the teacher carries out to involve the students activities in this situation.
organization are clear and the learners have an oral command of the language
need to describe the topic.
Therefore, if students do not learn how to speak or do not get any opportunity to
speak in the language classroom they may soon lose their motivation and interest
in learning. On the other hand, if the right activities are taugh in the right way,
speaking in class can be a lot of fun, raise general learner motivation and make the
English language classroom a fun and dynamic place.
Teaching speaking is to teach English language learners to :
1. Produce the English speech sounds and sounds patterns
2. Use word and sentences stress, intonation patterns and the rhythm of the
second language.
3. Select appropriate words and sentences according to the proper social
setting, audience, situation and subject matter.
4. Organize their thoughts in a meaningful and logical sequence.
5. Use language as a means of expressing values and judgments.
6. Use the language quickly and confidently with few unnatural pauses,
which are called as fluency. ( Nunnan, 2003 in Kayi, 2006)
It is clear that speaking is the ability to express one’s thought and it is one of the
suitable forms of communication. There are several ways of teaching speaking
that we can use during teaching learning process. In order to teach second
language learners how to speak in the best way possible, the teacher must use
speaking activities that can be practiced and applied in the classroom. Short
C. Aspect of Oral Ability
There are crucial component of this skill, among others are pronunciation,fluency
and comprehensibilty. Kenworth (1987) defines that pronunciation is native
speaker (competent user the language) to know how to stay a word-bthat is how to
pronunce it. In line with the previous statement, Brown claims (1998) it is
important to note, that fluency should never encourage at the expense of clear
unambiguous, direct communication. Much more spontanetity is present in
communicative classroom. Meanwhile, comprehensibility focuses on the students’
understanding of the conversation.
Hedge (2000) also claims that part of speaking the language competently is the
ability to produce its sounds in ways that are intelligible to other speakers and he
defines fluency as the ability to link units of speech together with facility and
without strain or inappropriate slowness, or undue hesition. These aspects of
speaking are important for the learners to master English communication.
D.Concept of Students’ Learning Activities
Learning activities can be defined as what students do in order to learn in the
teaching sessions, courses, and programs. Learning activities are underpinned by
what we do as educators, and what we encourage or require students to do as
learners, to support them in the achievement of learning outcomes. Douglas in
Hamalik (2001: 172) states that “ one learns only by some activities in neutral
system: seeing, hearing, smelling, feeling, thinking, physical or motor activity.
Based on the descriptions above, students’ learning activity means any activity
done by the students during the teaching learning process. By doing many
activities they will gain the knowledge, comprehensions and aspect of behavior to
develop their skill that may be meaningful for their social life. According Dierich
in Hamalik (2001: 172) learning activities can be classified into 8 groups, they are
as follows:
1. Visual activities
It refers to activities which cover the learning through seeing things. Example:
reading, observing, demonstrating, looking at the picture, etc.
2. Oral activities
It refers to activities which cover the learning through presenting information
according to concepts. Examples: expressing something, asking, discussing,
and interrupting.
3. Listening activities
It refers to activities in which the students learn by listening to information
delivered orally. Examples: listening to a conversation, a speech, radio, etc.
4. Writing activities
It refers to activities in which the students present information through written
form. Examples: writing an essay, paper, summarizing, doing a test, filling out
the questionnaires.
5. Drawing activities
It refers to activities in which the students expressing the information by
6. Motor activities
It refers to activities that cover detecting bodily positions, weight, or
movements of the muscles, tendons, and joints. Examples: doing an
experiment, dancing, farming, etc.
7. Mental activities
It refers to activities which cover the process of generating ideas that are
imaginative and clever. Examples: responding, solving problems, analyzing,
taking a decision, memorizing.
8. Emotional activities
It refers to activities which enable the students to convey the feeling.
Examples: feeling happy, tired, nervous, etc.
E.Concept of Teacher’s Performance
Teachers’ performance is the way in which a teacher carries out the teaching
process and behaves in the process of teaching. So, teacher’s performance is any
behavior done by the teacher when she/he teaches the students.
Therefore, we understand that in CAR the performance of the teacher is closely
related to her/his students’ achievement. A teacher must be able to master
teaching theories and learning strategies, because students have their own
characteristics and different interest. Besides, teacher must have good teaching
skills. Based on the observation sheet of teacher’s Performance of PLPG
(Pendidikan dan Latihan Profesi Guru) there are aspects of looking at teacher’s
performance or teaching skills during teaching and learning process on Pre
1. Pre- activities
a. Doing an apperception. Doing apperception means teacher can correlate the
previous material with the material that will be given to the students.
b. Informing the complete that will be achieved to the students
2. While- activities
a. Mastery of Learning Material
In these activities, teacher must be able to master the learning material
which covers showing the mastery of learning material, correlating material
with real life, achieving communicative competence, transfering and
explaining the material clearly.
b. Learning Strategy
Besides learning material, teacher is also able to master learning strategies
which involve doing teaching and learning process which is suitable with the
competence, doing a teaching and learning process which is suitable with
students’ needs, doing coordinated teaching learning process which can
build positive attitudes, doing a teaching and learning process which is
suitable with time allocation, emphaizing on teaching the language skills
integratedly.
c. Use of Learning Media
Teacher also must be able to use learning media, because media can
stimulate idea, feeling, and students’ ability, so that students can get the
skills in using learning media, producing an interesting message from media,
and involving the students making and using the media.
d. Students’ Involvement
In students’ involvement, teacher must be able to build active participation
of the students in teaching and learning process, give positive responses to
the students’ opinion, facilitate interaction between teacher-student and
student-student, show a conducive-interpersonal relationship, and grow
students’ enthusiasm in learning.
e. Doing an Evaluation
Evaluation is also the aspect that covers monitoring students’ improvement
after teacher explains the lesson, doing a final evaluation which is relevant
to the competence so that the teacher knows whether the competence that
will be achieved is accomplished or not.
3. Post- activities
These activities covers the aspects of reflection or making summary of the
lesson by involving the students’ participation, and doing a follow-up by
giving direction or tasks as a remedy to the students.
It is important to observed the teacher’s performance during teaching learning
process because according to Foster (1976:37), a teacher is a central force that
shapes the behaviour of the individual child as well as those of children groups.
according to spesific oles that stem from the expectation of society, school, peers,
colleagues, and the students themselves.
Foster (1976:3) adds that the qualified and competent teacher must have mastered
the knowledge and skills neccesary for the performance of the psychological
roles, a teacher must be :
1. A social model
In performing this role, the teacher must be aware that students in certain
communities still expected the teacher to be a model for the social values. Thus
the teacher is expected through the use of percept and example, to inculcate
those moral values, life style, and career goals that have high priority in the
community.
2. An evaluator
The way the teacher performs this role can frequently determine how students
view themselves. Because they are sensitive about all matters concerning
success and failure, the way in which the teacher performs the evaluator role is
often more critical than the evaluation itself.
3. A walking encyclopedia
It means a teacher must be able to provide any information needed by the
students. In other word, a teacher must be knowledgeable.
4. A moderator
The school teacher portrays the moderator role on many occasion. Especially in
5. An investigator
This role can be performed in a constructive way by an understanding teacher,
or it can result in devastating trauma for students if it is performed in an
insensitive manner.
6. An ombudsman
This role provides the support and the encouragement that many students need
if they are to overcome difficulities in learning and personal matters. In
performing this role, a teacher usually respond by listening to the needs of
students in an understanding way.
7. A moral builder
This role is important in the daily instructional program, especially where
cognitive learning tasks are concerned. A teacher should build the morale of
her students when they feel inadequate, or experience an early failure.
8. A leader of the group
For a teacher, skills in group leadership in the area of classroom management
and planning for instruction. At this point, group leadership is a critical role for
the teacher to perform.
9. A subtitute parent
A teacher acts as a parent for many students. With very young children, the
teacher frequently must assist the students with personal attire, as well as to
10. A friend
A teacher must be able to make friends with the students but it is not neccesary
to be too friendly with them because he will find it difficult to be objective with
them.
Meanwhile, in instrucional roles a teacher must be able to perform the following
roles:
1. A planner for learning and instruction
2. A facilitator of learning and instruction
3. An evaluator of learning and instruction.
Considering the important role of a teacher, the researcher intends to observed the
teacher’s performance when she teaches speaking by using Simon says game
technique. The main tools for assesing the teacher’s performance are
observational schedules and rating scales. In this action research, the researcher
will use an observation sheet in which there are some aspects that will be scored,
the aspects cover the teacher’s performance in pre activity, while activiy, and also
post activity.
F. Concept of Game
A game is an activity with rules, goal and an element of fun. There are two kinds
of game: competitive game, in which players or team race to be the first to reach
the goal and cooperative game in which players or teams work together toward a
develop activities to make students forget that they are in class that is to relax the
students by engaging them in stress-reducing tasks.
There are so many games which are used as the technique of teaching nowadays,
especially in teaching English as a foreign language. A game is a kind of teaching
aids that can be applied to the class. Game can develop activities to make the
students forget that they are in the class and also make them relax to learn the
subject. (Nation, 1990:19) who stated that it is an activity that will give fun to the
students.
There statement point out two important functions of using games in teaching and
learning process. First, games as a tool of teaching make teacher easier in
presenting the materials. Second, by engaging the students in a game give them
pleasure and kill the students’ boredom and laziness. The writer assume that a
game can make the teaching learning process runs more enjoyable and meaning
full. A game makes learning fun so the students pay more attention because they
are enjoy by themselves.
According to Naion (1990:24) the characteristinof a good game are :
1. Game should be suitable to student’s level
2. Game should motivate students to enlarge their vocabulary
3. The materials of the game should challenge for the students.
In order to make a good planning of teaching and learning, it is necessary for the
teacher to know the advantages and disadvantages of game. Thus, the process of
The advantages are:
1. Students are able to learn how to solve problems in which they are
involved
2. Students are satisfied when they find and sense new ideas and concepts are
formulated.
3. Game can create a big interest through realistic participation, because this
game involves the students directly
The disadvantages are:
1. Students are interested in the game, not in the subject matter the game
represents.
2. The game is time consuming
3. The game requires only a few people to play.
G.Concept of Simon Says game
Simon Says is a game for three or more players where one player takes the role of
'Simon' and issues instructions, (usually physical actions such as 'jump in the air'
or 'stick out your tongue') to the other players, which should only be followed if
prefaced with the phrase 'Simon says', for example 'Simon says jump in the air'.
Players are eliminated from the game by either following instructions that are not
immediately preceded by the trigger phrase or by failing to follow an instruction
which does include 'Simon says'. It is the ability to distinguish between valid and
invalid commands, rather than physical ability, that usually matters in the game,
and in most cases, the action only needs to be attempted, rather than completed
Actually, Simon says game is game which need speaking and also listening
ability. In this game, one person act as aSimon who speak some command and
the other person act as a listener. So, maybe this game needs listening and also
speaking ability. But, when i used this game in my class, Simon act as a speaker
so this game is concern more about speaking ability than listening one. But of
course listening ability is also needed in this game activity.
The object for the player acting as “Simon” is to get all the other players “out” as
quickly as possible, and the winner of the game is usually the last player who has
successfully followed all of the given commands.
A command starting with "Simon says" means the players must obey that
command. A command without the beginning "Simon says" means do not do this
action. Anyone who breaks one of these two rules is eliminated from the
remainder of the game. It is also often played that anyone who talks is eliminated.
There can be very complex and difficult command chains, such as "Simon says:
Arms up. Simon says: Arms down. Arms up." Anyone ending with their arms up
is eliminated, because you can not obey a command without beginning with
"Simon says".
H. Teaching Speaking Through Simon Says Game
Based on Klippel (1984) the procedure of playing Simon Says game is divided
into three terms: pre activity, while activity and post activity. Here are the
Pre activity
1. Teacher greets the students.
2. Teacher checks the students’ attendance list.
3. Teacher gives leading questions or brainstorms the students related to the
materials that they are going to learn.
Have you ever made a party?
Who did you invite to come?
Who were they?
How did you invite them?
4. Students share their opinion.
While activity
1. Students are explained about the material that they are going to learn, that
is expression of accepting and refusing invitation.
2. Students are explained some expressions of accepting and refusing
invitation.
3. Teacher Gave some examples of the expression and ask the students to
repeat after her.
4. Teacher asked the students to write down the expression that they have got
from teacher’s explanation. Then the teacher asked the students to discuss
it.
5. Teacher made sure that the students were already understood about the
6. The teacher explained about technique of Simon Says game and how to
play it.
7. After that the teacher divided the students into groups. One group consists
of 4-5 students. In each group, the teacher gave them 4-5 cards which
contain instruction about accepting and refusing invitation.
8. The first students in each group who can create the right expression of the
cards instruction is selected to be Simon.
9. The students who was selected to be first Simon took out one card then
reads the instruction in it.
10. The other students who could answer the instruction selected to be the next
Simon. It goes until all students in each group got their turn to be Simon.
Post activity
1. Teacher asks the students whether they face difficulties in teaching
learning process
2. Teacher gives comment and evaluates the activity for example by
correcting wrong pronunciation, wrong grammatical use, etc.
3. Teacher gives reinforcement to the student.
4. Teacher summarizes the lesson.
5. Teacher closes the meeting.
The procedures above are the steps of conducting Simon Says game with a little
modification of the basic ones. They will be implemented in the first cycle. While
I. Theoretical Assumption
Language is a topic that can not be learnt in one day but must be learnt
continuously. Language is used to communicate. To be able to communicate
students must speak. So, speaking skill is one of four language skills that students
must master. To make students master this skill the teacher should create
appropriate technique that can make students interested in following the teaching
learning process.
In this research, the writer will focus on teaching speaking by using Simon says
game. The writer assumes that Simon says game can help the teacher increase
students’ speaking ability. In addition, by using Simon Says the students are
expected to be more active in speaking activity and they are encouraged to use
III. RESEARCH METHODS
A. Setting of the Research
In this research, the researcher used classroom action research. This research was
done at the second year students of SMPN 3 Pringsewu. It was done based on the
problem faced by the students and the teacher when they are in class. Based on the
problem found by the researcher, the researcher examined the caused of the
problem and then found the solution for that problem. Researcher found that the
students in second year of SMPN 3 Pringsewu had difficulties in speaking class.
The students’ problem was they could not express their idea well this is because
they have little chance to speak up.
The subject of this research was the students in second year of SMPN 3
Pringsewu. This research focused on students teaching learning at class room. The
students were taught speaking though Simon Says game which is suitable for
students at junior high school. The students were taught about how to do
interpersonal speaking, with daily activity material. This class was chosen because
their ability in English subject, especially in speaking skill is so low. Based on the
researcher’s observation, researcher found that students have low ability in
from the result of oral test, when the teacher asks the students, many of them
made error grammatical in speaking.
In this classroom action research, the researcher acted as the observer and
observed both students’ activity during the teaching learning process and also the
teachers’ teaching performance. The researcher made the lesson plan and asked
the teacher to perform in the class based on the lesson plan. So, during the
teaching learning process, the researcher and the teacher would observer
everything occurred in the classroom when they were learning speaking
B. General Description of the Research
Classroom Action Research was characterized by problems in class and actions
done to solve problems. Based on the problem identify by the researcher, she
found that she needs to examine the problem causes and try to find out the
problem solution.
In doing the research, the researcher did collaboration with the English teacher to
improve the students’ speaking achievement through Simon Says game. While the
teacher was applying the technique in the classroom, the researcher observed the
teaching learning process and made some necessary points from that process.
After that, the researcher and the collaborator analyzed the result of the
observation, and also the speaking test. The researcher and the collaborator also
did reflection after knowing the result of the analysis. Based on the analysis and
reflection, it was decided whether the next cycle would be held or not, and the
C. Research Procedure
In conducting the research, the researcher used the procedure of classroom action
research designed by Arikunto. According to him, the research procedure in a
classroom action research consist of planning, implementing, observing and
reflecting (2006). Therefore, this research is designed as follows:
1. Planning
Based on the problem of the research, the researcher prepared the lesson plan
and selected the material. In designed lesson plan, the researcher used the
school syllabus as the basis of the lesson plan. The lesson plan was aimed to
teach speaking skill. It containts the standard competence and the basic
competence to be achieve. It also contains the procedure of presenting lesson,
activities, and assignment in each meeting. The material was about expressing
accepting or refusing the invitation and expressing like and dislike. The
researcher prepared observation sheet. It was aimed to analyze the process of
teaching learning.
The researcher made the indicator of success which was aimed to access the
students’ ability in speaking correctly. The indicator of success was made to
determine whether the action throughout the first cycle has been successful or
not.
2. Implementing
The second step of classroom action research was implementing the action.
Says game while she teaches speaking. The learning process must be run
naturally. In this step, the teacher taught the students based on the lesson plan
that has been made. In teaching, the researcher involved the students’
participation, so that the students would become more active in teaching
learning process. Text was being chosen to teach speaking to the students.
Vocabulary and grammar were also become the focus of the teaching learning
process. In teaching, the teacher involved the students’ participation, so that
the students got accustomed to the way to identifying the text. It was also done
to make the students familiar with the new words. The teacher also read the
text as a model for the students with correct pronunciation. Then, the teacher
treated the students to create the dialogue based on the situation in the text.
Next, the teacher let the students to practice their speaking. In doing speaking
test, the teacher used a tape recorder to record the students’ voice. Meanwhile
the observer observed the situation in the class and made some necessary
notes.
3. Observing
The researcher and collaborator observed the activities happened in the
classroom in every cycle and wrote the result of the observation in the
observation sheets. The researcher and the collaborator also interpreted the
result of the observation. This step was started when teaching learning process
4. Reflecting
Here, the researcher together with the collaborator analyzed the result of the
speaking of the students as the learning product. The researcher also analyzed
everything occurred in the teaching learning process based on the observation
sheets. The researcher and the collaborator discussed about the strength and
the weaknesses of a cycle to determine what to do in the next cycle and to
determine whether or not the result of the cycle is satisfactory.
D. Indicator of the Research
They are two indicators would be used in this research. They were learning
product and learning process. Learning product will be in the form of students’
speaking test score while learning process was in the form of the observation
report of the observer. Then, the detail indicators are explained as follows:
1. Learning Product
For learning product the indicator was based on Standard Goal for Student
(KKM) stated that for speaking the standard goal is 60. The Simon Says game
was able to improve students’ speaking ability if 80% students get the target
score of speaking test, 60 (Diknas 2009).
Learning product focused on the production of sounds, students speaking for
certain aspect that students mostly have difficulty in speaking. Here, the
observer recorded the students when they are speaking in dialogue with their
There are some aspects that would be observed in the scoring system,
promoted by Harris (1979). The aspects as follows:
Pronunciation
20 Speech is fluent and effortless as that of native speaker
16 Always intelligible through one is conscious of definite accent
12 Pronunciation problems necessitate concentrated listening and
occasionally lead to misunderstanding
8 Very hard to understand because of pronunciation problem must
frequently be asked to repeat.
4 Pronunciation problems too severe as to make speech unintelligible
Grammar
20 Make few (if any) noticeable errors of grammar or word order
16 Occasionally makes grammatical and/or word order errors which do
not, however, obscure meaning
12 Make frequent errors of grammar and word order, which obscure
meaning.
8 Grammar and word orders make comprehension difficult must often
rephrase sentences and/or restrict him to basic patterns.
4 Errors in grammar and word order to severe as to make speech
virtually unintelligible.
Fluency
20 Speech is fluent and effortless as that of native speaker problems
12 Speed and fluency are rather strongly affected by language problems
8 Usually hesitant, often forced into silence by language problems.
4 Speech is as halting and fragmentary as to make conversation virtually
impossible.
Vocabulary
20 Use of vocabulary and idiom is virtually that of native speaker.
16 Sometimes uses inappropriate terms and/or must rephrase ideas
because of lexical inadequacies.
12 Frequently uses the wrong words, conversation somewhat limited
because of inadequate vocabulary
8 Misuses of words and very limited vocabulary make comprehension
quite difficult.
4 Vocabulary limitation to extreme as to make virtually impossible.
Comprehension
20 Appear to understand everything without difficulty
16 Understand nearly everything at normal speed
12 Understand what is said at slower than normal speed
8 Has great difficult following what is said
4 Can not be said to understand even simple conversation in English.
The researcher evaluated the aspects of speaking ability based on the table bellow.
The lowest score is 4 and the highest score is 20. The total of the score is multiple
Scoring Sheet of Speaking Test
and teacher, and the score would be totaled and divided by the number of the
teacher and the researcher to get the final score. The calculating as follows:
Final score: Research’s score +Teacher’s score :2
The standard of the score would be at level12 (for each aspect) Harris’s rating
scale. It refers to the ability of students in producing English speaking, in
better way, hearable, understandable although with some different native
2. Learning Process
For the learning process, there are two aspects which become the
focus of this research, they are, the students’ learning ativities and the
teachers’ teaching performance. The observation was done to know
the students’ activity during learning process based on the problem
faced by the teacher, and it was divided into three activities:
pre-activity, while activity and post activity. The target determined by the
researcher concerning the students’ activities was 80% of students are
active during the process. So, if 80% students are active involve in
teaching learning activities during the process, it means that the use of
video of song is applicable to improve students’ vocabulary
achievement.
The researher decides to set up 80% as the target since according to
Arikunto (1993:210), if more than 75% students are actively involved
in teaching learning activities, it can be categorized as a good level.
Besides observing the students’ activities, the observer also observed
the teachers’ performance during the teaching leraning process. It was
expected that the teacher can get score 80 in her teaching learning
process. So, if the teacher can reach the target, it means that the
E. Instrument of the Research
To gather the data researcher would use two kinds of instruments as the source of
data. The instrument are speaking test and observation sheet. The instrument will
be described as follow:
1. Speaking Test
The test was conducted by asking students to speak about one topic and it was
recorded. The two observers, they were researcher and the teacher analyzed
the result based on Harris’s rating scale/the test was determined at the end of
every cycle in the learning process.
2. Observation Sheet
In this research, observation was conducted during the teaching leraning
process. The observer observed the process happened in the classroom. Since
the observation was done for observing the students’ activities and also the
teacher’s teaching performance, the researher analyzed the result of the
observation separately. So, there were two kinds of observation sheets; they
were observation sheet for the students’ activities and for the teachers’
performance. The observation was done to find out the students’ activities in
following the class, students’ attention to teaching explanation, their focus on
the aspects of speaking achievement and the teacher’s activity in
implementing the teaching speaking through Simon Say game. Similar to
students’ activities, the aspects of the teachers’ performance covered pre
researcher used the guidelines from National Department of Educationan
2006.
Table of Specification of the Observation Sheet for Students’ Activities
NO Students Activities Objectives
• To make students interested in the lesson
• To build clarity about what is going to be learnt
2 While-Activities
• Following the teacher s
instruction (work in group)
• Paying attention to the teacher s explanation
• Responding to the teacher s
questions
• Following teacher s modeling
enthusiastically
• To built students understanding about the stages going to do in the lesson
• To check students understanding about the material
• To give clarity of the pronunciation
• To build students understanding about the material
3 Post-Activity
• Able to respond to the teacher s question
• To built clarity of what have been learnt
Table of Specification for Teacher’s Performance to be observed
• Correlating the material with other relevant knowledge.
• Correlating material with the real life.
• Achieving communicative
• Doing a coordinated teaching
learning process.
• Emphasizing on teaching the
language skills integratedly.
C. The Use of Learning Media
• Showing the skill in using the learning media.
• Producing an interesting message
from the media.
• Involving the students in making and using the media.
Total Score
• Building the active participation of the students in the teaching & learning process.
• Giving positive responds to the
students opinion.
• Facilitating the interaction between teacher-student and student-student.
• Showing a conducive interpersonal relationship.
• Growing the students enthusiasm in learning.
E. Evaluation
• Monitoring the students
improvement after the teacher
explains the lesson.
• Doing a final evaluation which is relevant to the competence.
3 Post-activities
• Doing a reflection/making summary of the lesson by involving the students participation.
F. Data Analysis
In analysing the data, the researcher classified the data into two categories: they
were the data of learning porocess and the data of learning product. The data
analysis was done during and after the data has been collected from every cycle. If
the data from the first cycle had been collected, the researcher as an observer
together with the teacher analyzed the data and did reflection based on them.
From the analysis and reflection, the researcher knew the weaknesses and the
strengths of the first cycle. Therefore, the teacher and the researcher knew what
should be improved for the next cycle.
1. Learning Process
In this learning process, observation was done both to the teacher and the
students by the observer during the teaching learning process by observing
the whole activities in the class and by filling the observation sheets.
The observation was done to know the students’ activity and the teachers’
activity during the teaching learning process based on the problems faced
by the teacher. The result of the observation sheet will be analyzed after every
cycle is conducted. If the observation has been done for observing the students’
activities, the researcher analyzes the result of the observation separately.
2. Learning Product
To know the learning product, the researher used vocabulary test in form
of matching word and multiple choice items to collect the data. To know
100
After gathering data from observing the student’s learning activities, counting
the number of activities done by the students was the step that was done in
this activity.
A. Calculating the percentage in this activities
For calculating the percentage of the student’s activities, the following
formula was used:
% A : Percentage of student’sactivities
A : Number of student’s activities observed
n : Number of students in the class
2.2. Teacher’s teaching Performance
In analyzing the data from observation of the teacher’s performance, the
researcher made the description for the data that has been analyzed. It was similar
to analyze the student’s activities, to analyze the teacher’s performance, the
research made description from the collected data which can enrich and suppot the
