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HILIDUHO IN 2015/2016

THESIS

By

ADE PUTRI TELAUMBANUA Register Number: 102108001

INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS

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HILIDUHO IN 2015/2016

THESIS

Submitted to

Institute of Teacher Training and Education of Gunungsitoli in Partial Fulfillment of Requirements

for the Degree of Sarjana Pendidikan

BY

ADE PUTRI TELAUMBANUA Register Number: 102108001

INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS

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Telaumbanua, Ade Putri, 2016, Increasing the Students’ Ability in Speaking Skillby using Liar Game at the Eighth Grade of SMP Negeri 2 Hiliduho. Thesis’ advisors (1) Adieli Laoli, S.Pd., M.Pd and (2) Yasminar A. Telaumbanua, M.Pd

Key word : Speaking, Liar Game.

Speaking is an activity of people to put ideas into words. Through speaking, the students can share personal experience through direct participation in giving and taking conversation and discussion. So, the students can express the ideas, thoughts, opinions, information, and feelings to others. In fact, there were some problems in studying speaking such as the lack of students’ training to pronounce English frequently, the lack of students’ ability in mastering grammar and vocabularies so that they sometimes misunderstood each other, the strategy used by the teacher in teaching English especially in speaking skill was very uninteresting, the teacher did not give the opportunity for the students to practice their speaking, the students did not get fun that could motivate themselves to practice their speaking.

The purpose of this research is to increase the students ability in speaking skill. In increasing the students’ ability in speaking skill, the researcher uses Liar Game. To achieve the purpose, the researcher conducted Classroom Action Research (CAR). The subject of the research was SMP Negeri 2 Hiliduho at the eighth grade. In doing the research, there were two cycles had done by the researcher. Each cycle consist of two meetings.

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Praise the Lord! Because His blessing, the researcher can finish this research.

This research is made as the requirement for S-1 program at English Education

Program in Institute of Teachers Training and Education of Gunungsitoli. Based on

the requirement, the researcher makes a research entitled : “Increasing the Students’

Ability in Speaking Skill by using Liar Game at the Eighth Grade of SMP Negeri 2

Hiliduho in 2015/2016.

For the beginning, the researcher had found some difficulties in doing this

research. So, it made me almost give up but because of who helped her, this research

had done. So, she wants to thankyou to :

1. Drs. Henoki Waruwu, M.Pd., as rektor IKIP Gunungsitolifor his supports to her

of IKIP Gunungsitoli in finishing my study.

2. Mr. Adieli Laoli, M.Pd., as the Dean of Faculty Languages and Arts, and also as

the first advisor for his opinions, advices, patients to her in finishing this

research.

3. Miss Yasminar A. Telaumbanua, M.Pd., as the Chair of English Education

Program and also as the second advisor for guiding her, giving her opinions,

patients, advices in doing this thesis.

4. Mr. Afore Tahir Harefa, S.Pd., M.Hum., as secretary of English Education

Program for helping her in preparing the letters required during this research.

5. Mr. Elwin Piarawan Zebua, M.Pd as the examiner of education, thankyou for

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7. Mr. Ellyanus, M.Pd., as the examiner of Research method, thankyou for

suggestions, opinions, and advices in finishing this thesis.

8. The entire lecturers of English education program for lecturing and sharing your

knowledge to me.

9. Her beloved family, her father, Faigimboro Telaumbanua (Alm) and her mother,

Meryati Zebua (Alm), her beloved sister Ikrar Cahyani Telaumbanua, her

brothers Yudisman Zebua, Damaris Telaumbanua, her sister Desta Yanti Zai, her

brothers Desman Telaumbanua, Silvester Gea, and her sister Tris Erna

Telaumbanua and also her beloved Syukur Damai Mendrofa who always

understand me in all her condition. You had given to her all of the things that she

needed in material way. She love you all! May God bless you!

10. All of her friends of English education program for supporting and

accompanying me during this research. Especially for class B. They are

Masnilam Bate’e, Indri Yanti Larosa, Gunung Berial Hondro, Meswan Zega,

Marianus Zendrato, Juris Rahyu Zendrato and the other friends and more

especially for her beloved sister Sri Agus Yani Gea.

11. The head of Balai Penelitian, Mrs. Dra. Nursayani Maru’ao, M.Pd and staff of

administration.

12. The head of Dinas Pendidikan Kab. Nias, Mr. Syukur Arman Mendrofa, S.Ip.,

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do this research and the students of the eighth grade of SMP Negeri 2 Hiliduho

for your cooperation in teaching-learning speaking by using Liar Game. The

researcher hopes you to do the best in speaking.

14. And the last but non least to all of the people who enlighten her way in many

ways, you may not know how about it, but she learned lots from you all.

Gunungsitoli, December 2016 Researcher,

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ABSTRACT ... i

ACKNOWLEDGMENTS ... iii

TABLE OF CONTENTS ... vi

LIST OF FRAMES ... x

LIST OF GRAPHICS ... xi

LIST OF TABLES ... xii

CHAPTER I : INTRODUCTION ………. 1

A. The Background of the Problem. ………. 1

B. The Identification of the Problem ………. 4

C. The Limitation of the Problem ……….. 4

D. The Formulation of the Research ……….. 5

E. The Purposes of the Research ……… 5

F. The Significances of the Research ……….... 5

G. The Assumptions of the Research..……….. 6

H. The Limitations of the Research ………... 6

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A. Theoretical Framework ………... 8

1. Speaking .... ………... 8

a. The Definition of the Speaking ... ………. 8

b. The Elements of Speaking ... ……. 9

c. The Types of Activityin Speaking……….. 10

d. The Principles for Teaching Speaking ………… 12

e. The Purpose of Speaking……...…… 14

f. The Measurement of Speaking Ability ... 14

g. The Syllabus of Speaking at the Eighth Grade of SMP Negeri 2 Hiliduho ... 20

2. Liar Game Strategy ………. 22

a. The Definition of Liar Game... ……… 22

b. The Procedures of Liar Game ... ………. 23

c. The Advantages and Disadvantages of Liar Game ………... 25

B. The Latest Related Research ……… 26

C. Conceptual Framework ……….. 28

CHAPTER III : RESEARCH METHOD ………. 29

A. The Object of the Action Research ……… 29

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E. The Instruments of Collecting Data ……….. 38

F. The Techniques of Analyzing Data ………... 40

CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS ... 42

A. The Research Findings. ... 42

1. The Research Setting ... 42

2. The Students’ Ability inSpeaking Skill by Using Liar Game. ... ... 43

3. The Students’ Activities in All Cycles. ... 61

4. The Students’ Ability in Increasing Speaking Skill by Using Liar Game of all Cycles ... 62

B. Research Findings Discussions ... 64

1. Common the Response of the Research Problem ... 64

2. The Analysis and Interpretation of the Research Findings ... 64

3. The Research Findings versus the Latest Related Research ... 67

4. The Research Findings versus Theory ... 68

5. The Research Findings Implication ... 68

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B. Suggestions ... 70

BIBLIOGRAPHY ... 71

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x

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1. The Researcher’ Activities in the Second Meeting of Cycle I... 50

2. The Students’ Activities in the Second Meeting of Cycle I... 50

3. The Researcher’ Activities in the Second Meeting of Cycle II ... 58

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2. The Conversion Table ... 18

3. The Total Number of the Students at the Eighth Grade of SMP Negeri 2

Hiliduho ... 30

4. The Students’ Ability in Speaking by Using Liar Game at the Eighth Grade Hiliduho in Cycle I ... 51

5. The Students’ Ability in Speaking by Using Liar Game at the Eighth Grade Hiliduho in Cycle II ... 60

6. The Students’ Activities in All Cycles ... 62

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xiii 1. Syllabus

2. Lesson Plan 3. Material

4. Table of Specification

5. The Test Instrument Validation 6. Evaluation Sheet

7. Key Answers

8. The Observation Sheet of Researcher 9. The Observation Sheet of Students 10. Field Notes

11. Present List

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CHAPTER I

INTRODUCTION

A. The Background of the Problem

Speaking is an activity of people to put ideas into words. As Urdang

(1969:115) says, “Speaking is the act, utterance or discourse of a person who speaks”. Based on the statement above it is known that speaking is one of the most important skills for anyone to be competent in language, she or he can scrutinize, read, write

and express her or his idea and feeling when communicating whit others.

Through speaking, the students can share personal experience through direct

participation in giving and taking conversation and discussion. The students learn to express their ideas in real time. The students soon discover that if they want to influence their peers, the students must speak clearly and accurately. According to

Nunan (2001:29), “Speaking is the way of presenting information to tell a story, describing something, giving a set of instruction, making a comparison and those that are evaluating, giving explanation, making a justification, predicting, coming to

decisions, and making interview”. It can be said that by speaking the students are able to receive information, deliver messages, and produce utterance and so on.

Chaney (1998:3) says, “Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contexts.” It means that speaking is a way to express something by using language accurately in

every situation.

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Furthermore, Speaking can be a way of developing students’ ability in making

communication. As Mulgrave (1954:3) says, “Speaking is not only to say the words but is instrument to express our opinion to other people.” It means that speaking is a tool for the students and people to express opinions, ideas, and feelings to others

everywhere, anytime, and for everybody as long as we are in a social environment. In syllabus, speaking as one of those four skills which is studied based on the

curriculum KTSP of junior high school. the competence standard hopes the students are able to pronounce the meaning of short transactional and interpersonal conversation in short and simple oral to interact with their sorroundings. The basic

competence hopes the students to be able to understand the meaning of transactional and interpersonal (to get things done)by using oral language accurately and

acceptable in the environment around which involves greeting: complaining, giving suggestion, asking someone feeling, symphathy, hope, and asking the health of someone, while the indicators of this basic competence are, as follows; pronouncing

the oral text in giving suggestion, comprehending the meaning of oral text, and pronouncing the words. In order the hopes above can be achieved, the teacher must teach the students in mastering speaking well and the students must learnt hard. The

MCC (Minimum Competence Criterion) at the eighth grade of SMP Negeri 2 Hiliduho is 60 scores. When the students are not able to reach it, they are categorized

as unsuccessful students.

Based on the researcher’s observation at the eighth grade of SMP Negeri 2 Hiliduho, basically the students are not able to speak English in simple short oral

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The situation above is caused by some problems, such as; the lack of students’

training to pronounce English frequently, the lack of students’ ability in mastering grammar and vocabularies so that they sometimes misunderstand each other, the strategy used by the teacher in teaching English especially in speaking skill was very

uninteresting, the teacher did not give the opportunity for the students to practice their speaking, the students did not get fun that could motivate themselves to practice their

speaking. In this case, for each meeting the teacher used Convensional Strategy in teaching and learning process. According to Reostiyah (1998:78), “The Conventional Strategy is a traditional strategy and it had been long time ago underwent by the

teacher in the teacher story in from of speech strategy”. Conventional strategy is defined as the oldest teaching method in which the teacher has full responsibility for

presenting facts and principles orally. In this strategy, the teacher is more active and the students are passive. The teacher gives and reads the material while the students just listen to the teacher’s explanation without saying anything. After that, the teacher

gives some explanation based on the material and asks to do exercises. So, the students get bored during the teaching and learning process and they were uninterested to learn English. Conventional strategy is not appropiate to be applied in

recent time because it is a part of teacher-centered technique, so it is unable to improve the students’ ability in speaking skill.

Regarding to the explanation above, the researcher is interested to use another method to solve the problem that is being undergone by the students in studying in the classroom. There are some strategy/method/techniques that can be used by the

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Horner (2007:31) says, ”Liar Game is a short and interesting game which one of the

students’ in the group tells a lie.”

It can be said that Liar Game is an interesting game which there is a student will tell a lie when they do conversation in English and then other students will find

the lier. So, this game make the students are not boring during teaching and learning process.

Regarding to the explanation above, the researcher is interested to conduct a research by proposing a title “Increasing the Students’ Ability in Speaking Skill by Using Liar Game at the Eighth Grade of SMP Negeri 2 Hiliduho in 2015/2016”.

B. The Identification of the Problems

The identification of problems as follows:

1) The lack of students’ training to pronounce English frequently.

2) The lack of students’ ability in mastering grammar and vocabularies so that they sometimes misunderstand each other.

3) The students did not get fun that could motivate themselves to practice their speaking.

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C. The Limitation of the Problems

Because the problems in this reseach are quite wide, the researcher wants to limit the problem that is to increase the students’ ability in speaking skill by Using Liar Game especially in asking and giving opinion at the eighth grade of SMP Negeri

2 Hiliduho in 2015/2016.

D. The Formulation of the Research

Based on the limitation of the problem above, the researcher wants to formulate the problem as follows: “How does Liar Game increase the students’

ability in speaking skill especially in asking and giving opinion at the eighth grade of SMP Negeri 2 Hiliduho in 2015/2016?.”

E. The Purpose of the Research

The purposes of this research are:

1) To increase the students’ ability in speaking skill especially inasking and giving opinion by Liar Game.

2) To increasethe atmosphere of the teaching and learning process in teaching

speaking.

F. The Significances of the Research

The significances that can be taken from this research are as follows:

1) For researcher, as an experience to teach speaking in her teaching-learning

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2) For the students, as a medium to help for them to solve their difficulties and

weakness in speaking.

3) For English teachers, as an input to them to use the appropriate Strategy in teaching speaking to the students in the next time.

4) For the next researchers, as a comparative material to conduct the relevant research.

5) For the readers, as an information for them that Liar Game can be used in increasing the students’ ability in speaking skill.

G. The Assumptions of the Research

In this research, the researcher has some assumptions as follows:

1) Speaking is one of the language skills that has to be mastered by the students in studying English .

2) Liar Game ia a way in achieving goals.

H. The Limitations of the Research

In doing this research, the researcher give the limitation of the research as follows:

1) The subject of this research is the students of the eighth grade of SMP Negeri 2 Hiliduho.

2) In this research, the researcher uses Classroom Action Research.

3) The researcher focuses herself on the students’ ability in Speaking skill by Using Liar Game.

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I. The Key Terms Definition of the Research

There are some the key terms definitions given by the researcher to avoid misunderstanding in this research, such as:

1. Speaking skill is an ability to express the ideas into systematic verbal utterances that have meaning.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Framework

1. Speaking

a. The Definition of Speaking

Speaking is an ability to produce sounds. According to Richard and Renandya

(2001:201), “Speaking is used for many different purposes and each purpose involves different skills when we use casual conversation”. In other words speaking can be

used to express opinions, describe things, complain about people, make polite request, and entertain people with jokes.

Furthermore, Morris and Novia (2002:20) say that speaking is as a tool of

communication naturally among the members of the society to express thought and as a form of social behavior. It can be said that speaking is as a tool of the human to

make communication with other people. Celce (2001:103) says that speaking is an activity requiring the integration of many sub systems, seems as a central skills stressed at all second and foreign language pedagogy. It can be said that speaking

holds an important skill in the English language.

In addition, Penny (2009:120) affirms, “Speaking is a form of communication

that is arranged and developed based on the listener’s need”. In other words that speaking is as a tool of communication for human to convey ideas, thoughts and feelings.

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In conclusion, speaking is the instrumental act between the speaker and

listener to exchange ideas, feelings, opinions and information with others. So, speaking is a tool for the eighth grade students of SMP Negeri 2 Hiliduho.

b. The Elements of Speaking

According to Walberg (online), there are five the elements of speaking as

follows: 1) Speaker

The process of communication begins with a speaker who wishes to communicate

an idea or some ideas. 2) Topic (message)

The second element in the communication process is message. The sender insures that the listeners attend to the message an understand it. The speaker must encode it in language that is both interesting and clear.

3) Channel

Channel is as a medium that connects between the speaker and listener. Messages can be transmitted through hearing, seeing, smelling, tasting, and touching

channels. 4) Listener

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5) Listener’s Response

In the final analysis, the success or failure of a communication is determine by audience respons.

Based on the elements above, the researcher concludes that success or failure

of a communication of the students of SMP Negeri 2 Hiliduho is measured by whether or not those in the audience are informed, entertained, and persuade.

c. The Types of Activity in Speaking

According to Clark and Eve (1977:224), speaking is divided into two types of

activity as follows:

1) Planning

Speakers plan what they want to say based on how they want to change the mental state of their listeners.

2) Execution

Speaker utters the segments, words, phrases, and sentences that make up the plan. How is speech planned and executed? In rough outline the process looks like this:

1) Discourse plans. The first step for speakers is to decide what kind of discourse they are participating in. Are they telling a story, conversing with other people,

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2) Sentence plans. Given the discourse and their intention to produce the sentence

with the right message, speakers must select one that will do this. They must decide on the speech act, what to put as subject, and give new information, and what to subordinate to what. They must also decide how they want to convey their

message: directly, by means of the literal meaning of sentence, or inderectly, by means of irony, understatement, or other indirect rhetorical devices.

3) Constituent plans. Once they have decide on the global characteristics of a sentence, they can begin planning its contituents. For this they must be pick the right words, phrases, or idioms to inhabit each contituent and put them in the right

order. Although they may have planned the global form of a sentence, they normally select specific words also phrase by phrase.

4) Articulatory program. As specific words are chosen, they are formed into an “articulatory program” in a memory “buffer” capable of holding all the words of a planned constituents at once. It contains a representation of the actual phonetic

segments, stresses, and intonation pattern that are to be executed at the next step. 5) Articulation.the final step is to execute the contents of the articulatory program.

This is done by mechanism that add sequence and timing to the articulatory

program, telling the articulatory muscles what they should do and when. This step results in audible sounds, the speech the speaker intens to produce.

Based on the type an activity in speaking above, the researcher concludes that speaking is done by planning and execution. In planning, the students plan what they want to say. It begins from descriding what the discourse they are participating in

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right order. In execution, the students utter what they have planned by the segments,

phrases, and sentences. So, the students in the eighth grade of SMP Negeri 2 Hiliduho must what they want to say in order that the listener get the point.

d. The Principles for Teaching Speaking

According to Nunan (2003:54-56), there are five principles for teaching

speaking as follows:

1) Be aware of the differences between second language and foreign language context.

It can be said that the teacher in teaching speaking a second language is different from teaching speaking as foreign language to the students. A second language

(SL) context is one where the target language is the language of communication in the society, where as a foreign language (FL) context is one where the target language is not the language of communication in the society. So, the students

have more knowledge about their second language than the foreign language so that it is easy for them in learning their second language than the foreign language.

2) Give the students practice with both fluency and accuracy.

It can be said that in teaching speaking, the teacher gives a change for the students

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which students’ speech matches what people actually say when they use the target

language.

3) Provide opportunities for the students to talk by using group work or pair work, and limiting teacher talk.

It can be said that teaching speaking, the teacher limits to talk more and provides more opportunities for the students to practice their speaking ability through

group or pair works.

4) Plan the speaking tasks that involve negotiation for meaning.

It can be said that in teaching speaking, the teacher gives tasks to the students. By

the task, the students can learn to undertand the meaning that is conveyed each other.

5) Design classroom activities that involve guidance and practice in both transactional and in transactional speaking.

Regarding to the principles above, the researcher concludes that in teaching

speaking, the teacher has to be able to design classroom activities included transactional and interactional speaking.

The principles for teaching speaking above will help the English teacher of

SMP Negeri 2 Hiliduho to design and conduct the teaching-learning process in the classroom effectively in order that the students in the eighth grade of SMP Negeri 2

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e. The Purpose of Speaking

According to Murcia (2000:2) the purpose of speaking is communication efficiently. Learners should be able to make themselves understand, using their current proficiently to the fullest. They should try to avoid confusion in the message

due to faulty pronunciation, grammar, or vocabulary and to observe the social cultural rules applied in each communication situation. Yule (1983:21) also supports the

opinion above. He says that the purpose of speaking is to establish and maintain social relations, and the transactional functions, which focuses on the exchange of information.

Regarding to the opinions above, the researcher concludes that the purpose of speaking is to communicates with other people to present information, to tell a story,

describe something, give a set of instruction, make a comparison and those evaluations, give explanation, make a justification, prediction, come to a decision and make interview. It means that in speaking skill, the learners should be able to carry on

an efficient communication with others in accordance with the situation in which the communication takes place.

f. The Technique of Evaluate Speaking

In this research, the researcher uses an oral test. The test is used to test the

students’ ability in speaking specially in expression of asking and giving opinion. The researcher chooses the test because it is appropriate with the method that the researcher will apply in this action. In which, the students are hoped to share

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test. The researcher considers the aspects of scoring of Adam and Firth in Hughes.

1993: 113 that state there five of criteria levels in speaking. They are grammar, vocabulary, fluency, and comprehension.

Accent

1) Pronunciation frequently unintelligible.

2) Frequent gross errors and very heavy accent make understanding difficult, require

frequent repetition.

3) “Foreign accent” requires concentrated listening and mispronunciation lead to occasional misunderstanding and apparent errors in grammar or vocabulary.

4) Marked “foreign accent” and occasional mispronunciations which do not interfere with understanding.

5) No conspicuous mispronunciations, but would not be take for a native speaker. 6) Native pronunciation, with no trace of “foreign accent.”

Grammar

1) Grammar almost entirely inaccurate except in stock phrases.

2) Content errors showing control of very few major patterns and frequently preventing communication.

3) Frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding

4) Occasional errors showing imperfect control of some patterns but no weakness that causes misunderstanding.

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6) No more than two errors during the interview.

Vocabulary

1) Vocabularies inadequate for even the simplest conversation.

2) Vocabulary limited to basic personal and survival areas (time, food,

transportation, family, and etcetera).

3) Choice of words sometimes inaccurate, limitations of vocabulary prevent

discussion some common professional and social topics.

4) Professional vocabulary adequate to discuss special interest, general vocabulary permits discussion of any non-technical subject with some circumlocutions.

5) Professional vocabulary broad and precise, general vocabulary adequate to cope with complex practical problems and varied social situations.

6) Vocabulary apparently as accurate and extensive as that of an educated native speaker.

Fluency

1) Speech is so halting and fragmentary that conversation is virtually impossible. 2) Speech is very slow and uneven expect for short or routine sentences.

3) Speech is frequently hesitant and jerky, sentences may be left uncompleted.

4) Speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping of words.

5) Speech is effortless and so smooth, but perceptibly non-native in speech and evenness.

6) Speech on all professional and general topics as effortless and smooth as a native

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Comprehension

1) Understands to little for the simplest type of conversation.

2) Understands only slowly, very simple speech on common social and aoristic topics requires constant repetition and rephrasing.

3) Understands careful, somewhat simplified speech when engaged in a dialogue, but may require considerable repetitions and rephrasing.

4) Understands quite normal well educated speech when engaged in a dialogue, but requires occasional repetition or rephrasing.

5) Understands everything in normal educated conversation except for every

colloquial or low frequency items, or exceptionally rapid or slurred speech.

6) Understands everything in both formal and colloquial speech to be expected of an

educated native speaker.

Table 1

THE WEIGHTING TABLE

WEIGHTING TABLE

1 2 3 4 5 6 (A)

Accent 0 1 2 3 4 5

Grammar 6 12 18 24 30 36

Vocabulary 4 8 12 16 22 26

Fluency 2 4 6 8 10 12

Comprehension 4 8 12 15 19 23

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So, from the criteria of scoring above, the researcher considers how accent,

grammar, vocabulary, fluency, comprehension of the students during share information with their friends. In interpreting the students’ fluency in speaking, the researcher uses the table of conversion, as follows:

Table 2

THE CONVERSION TABLE

Total Score Fluency Levels

16-25 0+

26-32 1

33-42 1+

43-52 2

53-62 2+

63-72 3

73-82 3+

83-92 4

93-99 4+

There are two examples of the result of scoring of two students (Risna and Rily) as follows:

1) The results of proficiency description’s Risna are: accent 5 (score 3), grammar 5 (score 30), vocabulary 6 (score 24), fluency 5 scores (10), and comprehension 5

(score 19).

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So, the fluency level of Risna was 4

2) The results of proficiency description’s Rily are: accent 4 (score 3), grammar 6 (score 36), vocabulary 6 (score 24), fluency 6 scores (12), and comprehension 6 (score 23).

The total score of Rily = 3 + 36 + 24 + 12 + 23 = 98 So, the fluency level of Rily was 4+

After collecting the score, the researcher will get obtained score (raw score) of the students’ ability in speaking. Then, the researcher comes to get their value by considers the formulation of Cartier 1986; Cziko 1983; Hudson and Lynch 1984;

Bachman 1987; and Brown 1984a, 1988a, 1989a, 1990, 1993, 1995 in Brown (1966: 1-8) as follows:

Value = 100

score maximumobtained score 

After that the researcher describes the level of the students’ ability in speaking as Cartier in Nurgiyantoro (1986: 363) classifies that:

0 – 39 is fail,

40 – 59 is less,

60 – 74 is enough,

75 – 84 is good,

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From the evaluation above, the researcher knows whether the students are fail

or past from the Minimum Competence Criterion (MCC) that have decided in their school.

g. The Syllabus of Speaking at the Eighth Grade of SMP Negeri 2 Hiliduho

In learning English, the students are expected to have the ability in making communication. English as a foreign language involves the four skills that have to be

mastered by the students at the eighth grade of SMP Negeri 2 Hiliduho, such as: listening, speaking, reading, and writing.

Syllabus is the plan in a group of subject that consists of competence

standard, basic competence, material, learning activities, indicator, assessment, time allocation, and learning sources. Below is the explanation of the components of

syllabus:

1) Competence Standard

Competence standard is quantification of the students’ activity that describes

the mastery of the lesson that is expected to be achieved, such as: expressing the meaning in simple short oral transactional and interpersonal to interact with environment.

2) Basic Competence

Basic competence is the ability that has to be mastered by the students that

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3) Material

Material is a lesson that will be learnt by the students and it must relevant with the standard competence and basic competence. In the syllabus, there are some materials that have related to the speaking skill, such as asking and giving opinion.

Asking and giving opinion is one of expression that help the students to express their view about something. Related to the Slowly Reveal a Picture this topic is appropriate

because this strategy asked the students’ to able guessing and express their view point about something (picture). There are some definition and examples of asking and giving opinion, as follows:

Definition of Asking Opinion

a) Expression of asking opinion is an expression that is used to ask someone’s opinion about something.

b) There are some expressions of asking opinion. 1) What do you think ...?

2) What is your opinion ...?

3) How do you feel about ....?

c) The example of using the expression of asking opinion. Budi : Susi, what do you think about this cat?

Susi : I think, it is a cute cat.

Budi : What do you think about this book?

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Definition of Giving Opinion

a) Definition of expression of giving opinion

Expression of giving opinion is an expression that is used to give our opinion about someone’s statement about something.

b) The expressions of giving opinion 1) I think ....

2) I must say.... 3) I think ....

4) From my point of view ...

a. The example of using the expression of giving opinion Milka : Ucok, what do you think about my new hair?

Ucok : I think your hair make you beautiful. Milka : Thank.

2. Liar Game

a. The Definition of Liar Game

According to Lavery (2008:96), “Liar Game is a game that guides the

students to be active participants in a two-way conversation”. In other words that Liar Game makes students more active in practicing their speaking in conversation. And

also Baker (2009:29) says, “Liar Game is a short and interesting game which one of the students’ in the group tells a lie”.

Furthermore, Horner (2007:31) says, “Liar Game is a game which students

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Andreeve (2005:15) says that Liar Game is a game which writes down three

experiences; the tricky part here is that one of them is lie”. It is a very good chance to get to know each other and have some fun whilst speaking English. By using Liar game, the students are encouraged to speak with other friends.

Regarding to the opinions above, the researcher concludes that Liar Game is a game that makes the students to be active to practice their speaking in two-way

conversation and have some fun whilst speaking English.

b. The Procedure of Implementing Liar Game

According to Brindley (2005:32) that there are some of the procedures of Liar Game, they are; to:

1) Make a list of question you want to review on a worksheet. 2) Give the worksheet out to the students.

3) Before you explain the activity, make sure they understand and can ask all of the

questions.

4) Teach the meaning of the liar “if don’t know it already”.

5) Tell them that they must now stand up and ask the questions to the other.

6) When they ask the question that corresponds with the number they are given. In addition, according to Horner (2007:31) that there are some procedures of

Liar Game, they are; to:

1) Make list of questions you want to review on a worksheet.

2) Try to think as many questions as students you have in your class.

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4) Before you explain the activity, make sure they understand and ask all of the

questions.

5) Teach the meaning of liar secretly (Without the other students noticing). 6) Assign each student a number which correspond to a question.

7) Tell them that they must now stand up and ask the question to the others.

8) Tell them that the purpose of the game is to find out who the liar is for all of the

questions.

Based on the opinion above, the researcher makes the conclusion that in applying Liar Game, there are some activities as follows:

1) The researcher divides the students into some groups.

2) The researcher makes a list of questions you want to interview on a worksheet

3) The researcher tries to think as many questions as students you have in your class. 4) The researcher gives the worksheet out to the students.

5) The researcher makes sure the students understand and can ask all of the question

before you explain the activity.

6) The researcher teaches the meaning of liar secretly, (without the other students noticing).

7) The researcher assigns each students a number which correspond to a question. 8) The researcher tells students that they must now stand up and ask the question to

the other.

9) The researcher tells students that the purpose of the game is to find out who the liar is for all of the questions.

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c. The Advantages of Liar Game

According to Brindley (2005:33) that there are some advantages of Liar Game, they are: it

1) Can be a growth opportunity for individuals and the company.

2) Can help solve problems. 3) Can be fun.

In addition, according to Horner (2007:33) it gives some advantages of using Liar Game as follows:

1) It enhances communication.

2) It demonstrates how people interact. 3) Id develops confidence and self-efficacy.

Based on the opinion above, the researcher concludes that the advantages of Liar Game are to help the students more interested in practicing their speaking ability in the classroom. It is fun, developing the students’ self-confidence, and works

cooperatively.

d. The Disadvantages of Liar Game

According Baker (2009:33) that there are some disadvantages of Liar Game., they are:

1) Liar Game is less “safe”, as there is less control, as far as the teacher is concerned, over what occurs during the Game.

2) This activity takes a long time to be done in the classroom.

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Furthermore, Sudjana (2010:118) gives also some disadvantages of using Liar

Game as follows:

1) There are some students who do not like the roles given to them. 2) This activity takes a long time to be done in the classroom.

Regarding to the disadvantages of Liar Game above, the researcher will make a great effort to use this strategy better or look for the way out from these

disadvantages by preparing materials related to the students’ life everyday based on their ability, in order that the using of this game has an effect towards the students’ ability in speaking skill.

B. The Latest Related Research

Suryani Simanjuntak searched about, “the effect of using Liar Game towards the students’ ability in speaking skill. The subject of the research is the students of SMP Negeri 5 Padang Sidempuan at the eighth grade.

There are similarities and differences between the previous research and this research. The similarities between her research and this research are:

1) Her research and this research have the same object about speaking as an

important component of language skills that should be mastered by the students. 2) Her research and this research use Junior High School students as the subject of

the research.

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However, her research has differences from this research, there are:

1) The title of her research is “The Effect of Using Liar Game towards the Students’ Ability in Speaking skill at the Eighth Grade of SMP Negeri 5 Padang Sidempuan”, while this research’s title is “Increasing the Students’ Ability in

Speaking skill by Using Liar Game at the Eighth Grade of SMP Negeri 2 Hiliduho”.

2) Her research is quantitative research while this research is Classroom Action Research (CAR).

3) Her research has material about agreement and disagreement, while this research

has a material about expression of asking and giving opinion.

Based on the explanation above, it is clear that both of the research have some

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C. The Conceptual Framework

To make this research easy to be understood, the researcher describes a framework. In teaching speaking by using Liar Game, the researcher should be able to design the teaching and learning activities efficiently and effectively. The

researcher needs to prepare all the equipment of the teaching such as materials, the purposes of teaching an activity is be used in the teaching-learning process.

Based on the explanation above, the researcher described the scema about teaching speaking through Liar Game from the scema below:

Figure I. Conceptual Framework

The researcher

Speaking Skill

Ekspression asking and giving opinion

Liar Game Speaking Skill

Teaching and learning process

The Students’ Ability in Speaking Skill

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CHAPTER III

RESEARCH METHOD

A. The Object of Classroom Action Research

In doing this research, the researcher will use Classroom Action Research (CAR). Classroom Action Research is know as the action related with classroom practice. As Grabe and Stoller in Sihura (2010:22) state that basically, classroom

action research gives access to information wide range of classroom practice (e.g. classroom management, classroom interaction, the use of resources, the effectiveness

of instructional techniques).

Then, according to Ary and friends (2010:512), ”Action research is about taking action based on research and researching the action taken.” This research

emphasizes systematic research that is cycle. In the cycle, there are two or more meetings. If in the first cycle, the students cannot achieve the target that expected, the

researcher will continues to the next cycle until the students success or achieve the target.

Furthermore, Classroom Action Research is the patient, systematic study of

students learning by disciplinary faculty in their classroom. It is aimed at insight and understanding that improve teaching and learning, Thomas A. Angelo (1993:52). This

statement is supported by David Hopkins (1993:25) that, “Classroom research is kind of kinds of research in which teacher look critically at their own classroom primary of the purpose of improving their teaching quality of education in their school”.

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Classroom Action Research is the relationship with the research that is done

because the research tries to access the information and does classroom interaction in developing the students’ achievement in speaking by using Liar Game. Action research, we become aware of what is really happening in our own classrooms.

Based on the explanation above, the research concluded that Classroom Action Research (CAR) is a research used to solve the problem that appears during

the teaching and learning in the classroom and used by the educator or teacher to develop the students’ achievement by implementing a new teaching method. Therefore, Liar Game as the teaching method of this research and speaking as the

skill taught become the objects of this research.

Thus, in this research the researcher focuses to the speaking and Liar Game as the object of the research. In searching Liar Game, it refers to speaking process and

while speaking refers to the students achievement in speaking.

B. The Setting and Subject of the Research

In doing this research, the research is oblige to find out the cause of the students weaknesses in speaking and try to solve it by implementing an alternative

teaching method and theory that is related to the problem found.

The setting of this research is in SMP Negeri 2 Hiliduho. It is located in

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Negeri 2 Hiliduho which consistent of 32 students. This explanation can be seen in

the table below:

Table 3

THE TOTAL NUMBER OF THE STUDENTS AT THE EIGHTH GRADE OF SMP NEGERI 2 HILIDUHO

Number Class The total number of the students

1. VIII-1 38

2. VIII-2 37

3 VIII-1 30

4 VIII-2 32

5 IX-1 29

6 IX-2 27

7 IX-3 29

Total 222

In this research, the researcher chooses the eighth grade (VIII-2) by considering the researcher’s observation in the field and the information from the English teacher at the school that the students who are sitting in this class have

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C. The Schedule of Implementing the Action

This research conducted by using the reseacher at beginning of February 2016, because based on the syllabus of the eighth grade of SMP Negeri 2 Hiliduho the teaching of ‘Asking and Giving Opinion’ will be conducted in the first semester.

Moreover, the procedure of implementing the action is done in one or more than one cycle so it needs many times and it will be designed in lesson plan.

D. The Procedures of Implementing the Action

In doing this research, the researcher uses Classroom Action Research (CAR). It is done in one or more than one cycle. It depends on the result of the implementing

the Liar Game in the first cycle. If the result of the first cycle is unsuccessful, it will be conducted to the next cycle until this research achieves the Minimum Competence Criterion (MCC). But, if the first cycle is successful, the researcher stops to do the

research and make the research report that Slowly Reveal a Picture can be used as a good mediain improving the students’ ability in speaking.

Furthermore, Lewin in Arikunto (2003: 83) states that there are procedures that must be done in Classroom Action Research, namely:

1. Planning, it is a process of Classroom Action Research that is arranged based on

the preliminary study. From the study, the researcher gets the general description about his problem that is faced in the field. So, in this stage, the researcher

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2. Acting, it is the application of the method that has been designed to solve the

problem.

3. Observing, it is an activity of collecting the data and information that can be used as the input in doing reflection toward what have been done in action. In this case,

the teacher-collaborator observes the students’ and the researcher’s activities during doing the action in the teaching-learning process.

4. Reflecting, it is an activity of analyzing, interpreting, and explaining all of the information gotten from the observation that has been done in the action. In reflection, the researcher takes the conclusion whether the problem has been

overcome or not, and whether the research should be continued to be next cycle or not.

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Figure 2: The Procedures of Implementing the Action Planning

a. Looking for the syllabus.

b. Preparing a lesson plan and the material. c. Preparing the observation paper, both of the

students and the researcher.

d. Preparing oral test and camera (recorder).

Acting

a. Explaining the material to the students about Asking and Giving Opinion.

b. Giving the examples of the material to the students. c. Introducing and explaining Liar Game.

d. Giving instruction for the students how to discuss by using Liar Game.

e. Ordering the students to practice the material by Using Liar Game.

f. Taking conclusion about the material that has been discussed.

Observing

a. Observing the students’ action, respond, attitude, and weaknesses during the teaching-learning process.

b. Observing the researcher’s activities during the teaching-learning process.

Reflecting

a. Nothing the result of the observation paper of the students’ and the researcher’s activities.

b. Analyzing and evaluating the result of observation paper of the students’ and researcher’s activities.

c. Analyzing and evaluating the result of the oral test of the students that has been recorded.

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Based on the figure above, it shows us that in a cycle consists of planning,

acting, observing, and reflecting. To make it clear, the researcher gives the explanation about their activities that will be done in each cycle, as follows:

The First Cycle

In the first cycle, the researcher needs two meetings. It needstime of each meeting is 2 x 45 minutes. The researcher follows the procedures of CAR, as follows:

The First Meeting

In first meeting, the researcher does the research on october 2015it needs time 2 x 45 minutes. Below, there are some procedures of implementing the action, as

follows: a. Planning

In planning phase, the researcher does some activities, such as: 1) Looking for the syllabus.

2) Making a lesson plan.

3) Preparing the material about asking and giving opinion.

4) Preparing the observation paper and field notes to the researcher and the students. 5) Preparing recorder (camera).

b. Action

In this phase, the researcher does some activities, such as:

1) Entering the class. 2) Greeting the students.

3) Introducing herself to the students.

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5) Introducing and explaining the material to the students.

6) Giving the example about expression asking and giving opinion to the students. 7) Introducing and explaining Liar Game to the students.

8) Dividing the students into some groups.

9) Making list of questions you want to review on a worksheet.

10) Trying to think as many questions as students you have in her class.

11) Giving the worksheet out to the students.

12) Making sure the students understand and can ask all of the questions before you explain the activity.

13) Teaching the meaning of the liar! Secretly (without the other students noticing). 14) Assigning each students a number which correspond to a question.

15) Telling students that they must now stand up and ask the question to the other. 16) Telling students that purpose of the game in to find out who the liar is for all of

the questions.

17) Concluding the answers.

c. Observation

In this phase, the teacher-collaborator observes the activities of the students

and the researcher, such as:

1) Observing the researcher’s activity during teaching-learning process.

2) Observing the students’ during the teaching-learning process 3) Observing the students’ weaknesses in speaking.

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d. Reflecting

In this phase, the researcher does some activities, such as:

1) Noting the result of the observation paper of the students’ and the researcher’s activities.

2) Analyzing and evaluates the observation paper of the students’ and the researcher’s activities.

3) Analyzing and evaluates the oral test of the students that has been recorded. 4) Improving the weaknesses in the first meeting, either the students’ or the

researcher’s activities. For example, the researcher improve the students’

pronunciation.

After doing the first cycles in first meeting the researcher will find the students’ ability in speaking whether less or improve. If that is less from the

Minimum Competence Criterion, so researcher continues to improve in the next meeting.

The Second Meeting

In the second meeting, the researcher continues the activities from the first meeting by doing some activities. The step of the second meeting as follows:

b. Planning

In the planning phase, the researcher does some activities, such as:

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3) Preparing the material about asking and giving opinion.

4) Preparing the observation paper and field notes to the researcher and the students. 5) Preparing recorder (camera).

b. Action

In this phase, the researcher does some activities, such as: 1) Entering the class.

2) Greeting the students.

3) Checking the present list of the students.

4) Reviewing and reminding the students about the last material.

5) Asking the pairs to asking and giving opinion about something by following the procedures of Liar Game.

6) Giving the oral test to the students as final test.

7) Making the discussion with the students about the oral test. 8) Asking the students about their difficulties in the material.

9) Answering the students’ questions. 10) Concluding the material.

11) Closing the teaching-learning process and greeting the students.

c. Observation

In this phase, the teacher-collaborator observes the activities of the students

and the researcher, such as:

1) Observing the researcher’s activity during teaching-learning process. 2) Observing the students’ during the teaching-learning process

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4) Observing the improvement in using Liar Game.

d. Reflecting

In this phase, the researcher does some activities, such as:

1) Noting the result of the observation paper of the students’ and the researcher’s

activities.

2) Analyzed and evaluated the observation paper of the students’ and the

researcher’s activities.

3) Analyzed and evaluatedthe oral test of the students that has been recorded.

4) Improved the weaknesses in the first meeting, either the students’ or the

researcher’s activities.

After doing the first cycles in first meeting the researcher found the students’

ability in speaking was improved by using Liar game.

E. Instrument of Data Collection

In conducting this research, there are two kinds of collected data by the

researcher, qualitative data and quantitative data.

1) Quantitative data is the data of the students’ ability in speaking skill. The data is derived based on the result of evaluation paper from each action that is done in

the form of statistics, which is the score of students’ answers.

2) Qualitative data is kinds of the data that refers to all the researcher activity and

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the observation paper of the students’ and researcher’s activities and also field

note during teaching –learning process is running.

In collecting the data of this research, the researcher will use some instruments, as follows:

a) Observation Sheet

In contains the activities of the researcher and the students during the teaching-learning process. It will be used to observe all the activities of the researcher

and the students during the teaching-learning process and to know strength and the weakness that will be found in the teaching-learning process. It is observed by the

teacher-collaborator and this will be used as the source of qualitative data.

b) Oral test

Oral test will be used to know the students’ ability in speaking. This oral test is done by the students at the cycle to measure their ability in speaking. This oral test will be also used to know the students’ mistake and weakness after the researcher

applies Liar Game.

c) Field Notes

The researcher using the field notes just to know the weakness and the

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d) Recording (Video) and Camera

Recording (video) and camera are used to record and take photo the researcher’s and the students’ activities during the teaching-learning process and also to record the students’ speaking when evaluating them in oral test.

F. The Techniques of Analyzing the Data

In this research, the researcher will analyze the qualitative data in three steps,

they are as follows:

1. Reduction of data is evaluating and classifying the data based on the information and must be organized according to the statements of the research.

2. Explanation of data is data that have been organized by the researcher must be classified to get the meaning in the table, graphic or narration forms.

3. Conclusion is after making the explanation of the data, the researcher will take

some conclusions about the data in the step of formula.

The qualitative data that relates to the result of the observation paper will be

analyzed by using the formula as suggested by Tuckman in Nurgiyantoro (1975: 287), as follows:

PD (%) = 100 TA

F

Explanation:

PD = Percentage degree

F = Frequency of the researcher’s and the students’ activities has been already done

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So, the students’ and the researcher’s activities based on the observation paper, it can be interpreted into some categories, as the following:

85% - 100% = Very good 75% - 84% = Good 60% - 74% = Adequate 40% - 59% = Less 0% - 39% = Fail

It means that, to gather the data of qualitative the researcher needs observation

paper that is comprised some activities of the students and the researcher. Observation paper of the researcher refers to some activities that have been arranged

in lesson plan. If the researcher does his activities that have been arranged in his lesson plan, so the teacher-collaborator checks it in column of done but if the researcher does not do his activities that have been arranged in his lesson plan, so the

teacher-collaborator checks it in column of undone. The meaning of done is the activity that has been done by the researcher, while undone is the activity that has not

been done by the researcher. Whereas the observation paper of the students refers to some activities of the students during the teaching-learning process.

Since the observation paper consists of three pieces for each meeting, one

piece for the researcher’s activities, another piece are for the students’ activities, and field note.The qualitative data got from the comparison between the researcher’s and

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Next, the quantitative data relates to the result of the oral test that has been

recorded in video recorder will be analyzed by scoring all the students’ answers. In this case, the researcher follows the aspect of scoring of Adams and Firth (1979: 35-8) in Hughes (1993: 113) that states that there are five criteria levels that should be

paid attention, they are; accent, grammar, vocabulary, fluency, and comprehension, as follows:

Score: Accent + Grammar + Vocabulary + Fluency + Comprehension =

Value = 100 score maximum

score obtained

Then, the researcher comes to the Minimum Competence Criterion (MCC) to consult the value of the students. The Minimum Competence Criterion that has been

decided in the eighth grade of SMP Negeri 2 Hiliduho is 60. If the students’ value ≥ 60 means that the students are successful and the researcher stops to do the research.

While, if the students’ value < 60, it means that the students were not successful and the researcher continued to do the research in the next cycle.

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A. The Research Findings

1. The Research Setting

This research did in SMP Negeri 2 Hiliduho. This school is located at

Jl. Arah Hiliduho, Km. 8,5 Dima village. Now days, this school led by a

headmaster, his name Temasokhi Telaumbanua, S.Pd. There are 22 persons of

teachers in the school. In this school also there are7 of classes. At the seventh

grade consist of 2 rooms, the eighth grade, consist of 3 rooms and the ninth grade

consist of 2rooms. Every class has media of learning to support teaching-learning

process such as blackboard, chalk, and books. There is also 1 room of

headmaster office, 1 room of teacher office, 1 room of administration office, 1

room of library and 1 room of canteen.

In collecting data, the researcher did on February 2016 by asking the

permission to the head of Dinas Pendidikan of Nias regency and headmaster’s

agreement of SMP Negeri2 Hiliduho. To conduct the research, the researcher

was helped by the English teacher of SMP Negeri 2 Hiliduho. The English

teacher was asan observer or the teacher-collaborator of the students’ and the

researchers’ activities in teaching-learning process to check what the activities

was done or undone in the class.

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2. The Explanation of each Cycle in Increasing the Students’ Ability in Speaking Skill by Using Liar Game

In this research, the researcher did the procedure of action research in 2

cycles. Each cyclehave 4 steps in doing the procedures of action, they are(1)

planning, (2) acting, (3) observation, and (4) reflecting. The fourth steps can

describe in each cycle, as follows:

a. Cycle I

There are two meetings of cycle I. Both of meetings were held at

the VIII-2grade of SMP Negeri 2 Hiliduho, with the total number of the

students was 33 students and all of them was present. In doing this research

the researcher did two meetings for each cycle. The duration of the time

was 4 x 40 minutes. Each meeting was done 2 x 40 minutes. The researcher

prepared one topic for two meetings. In order that, the students could think

and get the continuation of the last material that they had learned.

1) The First Meeting

In the first meeting, the researcher did on Tuesday16th, February

2016.The time allocation used was 2 x 40 minutes.The researcher

taught about Asking and Giving Opinion. There are some activities

which were done by the researcher based on the procedures of action

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a) Planning

In planning, the researcher had arranged lesson plan, material,

observation paper of researcher and students, media, evaluation

papers and field notes for supporting and collecting the data.

b) Action

Doing action for cycle I, the researcher did activities based on

lesson plan. Teaching-learning process consisted of pre

teaching-learning process, whilst teaching-teaching-learning process and post

teaching-learning process.During teaching-learning process, the

English teacher-collaborator accompanied the researcher to

observe the researcher and students’ activities.

For pre teaching-learning process the researcher greeted and

introduced herselfto the students. Then, the researcher checked the

students’ present list and the students answered their name. For

the first meeting, all of the students were present.

After finished pre teaching-learning process, the researcher

continued to whilst teaching-learning process which there are

three steps, they are (1) exploration, (2) elaboration, (3)

confirmation. In exploration, the researcher introduced the

material to the students about asking and giving opinion.Then

asking the students what they think about the topic. In this case,

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afterthat the researcher reinforces the students’ opinions and then

concluded.

In elaboration of whilst teaching learning activities, the

researcher explained the definition and generic of asking and

giving opinion. The researcher also explained more about some

expressions of asking and giving opinion and gave examples in

conversations to the students. Afterthat, the researcher chose some

photos and gave it into some groups. Then made list of questions

on worksheet as many as students in the class and distributed to

the students.

In applying liar game, the researcher introduced the meaning of

it, the assign each students a number which correspond to a

question. Afterthat the researcher asked to the students to stand up

and ask the question to the other in this activity the students must

to find out the liar for all of the questions.

After finished elaboration in whilst teaching-learning process,

the students continued to confirmation the researcher improved

and corrected students’ mistakes and told the real or true answers

to the students.

For post teaching-learning process, the researcher gave the

chances to the students to ask something about the material about

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students’ question. Afterthat the researcher concluded the material

and the students wrote on their books. In the last, the researcher

closed the meeting by greeted the students.

c) Observation

The observation waschecked by the teacher-collaborator during

the implementation of the researcher’s action and the students’

activities in the classroom. The teacher- collaborator observed all

the activities of the researcher and the students that were occurring

during the teaching-learning process.

The researchergot some of the weaknesses in doing

observationin the first meeting of cycle I, as follows:

(1) The researcher was less in controlling the class during applying Liar game

(2) There were students do not follow the researcher’s instruction in the teaching- learning process.

(3) There are students do not read the several expressions of asking and giving opinion.

(4) Some of the students do not pay attention to the researcher’s

explanation about the material.

(5) The students are difficult to pronounce the words they want to

utter.

There are some advantages also in doing the action in the first

Gambar

Table 1 THE WEIGHTING TABLE
Table 2
Figure I. Conceptual Framework
Table 3
+7

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