THE INFLUENCE OF ONLINE BOARD GAME (RHETORIC) TOWARDS STUDENTS’ SPEAKING SKILL
(
A Quasi-Experimental Study in the Eleventh Grade of SMAN 1 Ciasem) A FINAL PROJECTSubmitted in Partial Fulfillment of the Requirement For the Degree of Sarjana Education Study Program
GINA NURPALAH G1B.16.0001
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION SUBANG UNIVERSITY
2021
i
APPROVAL
THE INFLUENCE OF ONLINE BOARD GAME (RHETORIC) TOWARDS STUDENTS’ SPEAKING SKILL
(A Quasi-Experiment Research for the Eleventh Grade Students of SMAN 1 Ciasem in academic year 2020/2021)
A FINAL PROJECT
GINA NURPALAH G1B.16.0001
The final project has been examined and approved by the Board of examiners of the English Education Study Program Faculty of Teacher Training and Education of Subang University (UNSUB) on Thursday, December 9th, 2021. It was declared to have passed and have fulfilled one of the requirements for the degree of S.Pd.
(Sarjana Pendidikan) in English Education Study Program.
Board of Examiners
Name Position Signature
1. M. Anjar Nugraha, M.Pd. First Advisor
2. Lusiana Suciati Dewi, M.Pd. Second Advisor
3. Ida Maulida, M.Pd First Examiner
4. Sunara, S.S, M.Pd. Second Examiner Approved by,
Faculty of Teacher Training and Education The Dean,
Dr.Nita Delima, S.Si., M.Pd NIDN. 0418038501
ii APPROVAL
FINAL PROJECT COMMITTEE AGREEMENT
Nama : Gina Nurpalah
NPM : G1B.16.0001
Department : English Education Study Program
Title of Final Project : The Influence of Online Board Game (Rhetoric) Towards Students‟ Speaking Skill
The final Project has been checked out and approved to be examined on Wednesday, November 13th, 2021.
Advisor I,
M.Anjar Nugraha, M.Pd.
NIDN.0431108905
Advisor II,
Lusiana Suciati Dewi, M.Pd.
NIDN.0411049102
Approved by,
Head of English Education Study Program,
Slamet Wahyudi Yulianto, M.Pd.
NIDN. 0406078803
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MOTTO AND DEDICATION
MOTTO
“Do what you want to do as long as it is good for you and your family”
DEDICATION
With the Ridho of Allah SWT, I present this work to:
1. My Parents, especially for my mom who always supports and gives the best for me.
2. My Older Sister, who always pray for me and always support me.
3. My all family who always pray for my success.
4. All of my friends, who always pray for me and give their support and kindness.
iv STATEMENT
I certify that my final project designed to fulfilling one of the prerequisites for the degree of Sarjana Pendidikan in the faculty of teacher training and Education of Subang University is my work.
In the case of plagiarism, if in the future there are elements of source plagiarism in whole or in part of my final project, I will accept the cancellation of my academic degree and other consequences with the applicable regulations.
Subang,13th November 2021
Gina Nurpalah
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ACKNOWLEDGMENT
Firstly, the writer would like to say Alhamdulilahirabbil „alamiin and thanks to Allah SWT who has given everything, so the writer can complete this research that the Tittle is “The Influence of Online board Game (Rhetoric) Towards Students‟ Speaking Skill. The writer also expressed the gratitude to various who helped in completing this thesis and may Allah SWT give a reward for that kindness.
On this occasion the writer specifically expressed his deepest gratitude to:
1. Dr. Ir. Drs. H. A. Moeslihat Komara, M.Si (Rector of Subang University)
2. Dr. Nita Delima, S.Si., M.Pd (Dean of Teacher Training and Education (FKIP) Subang University)
3. Slamet Wahyudi Yulianto, M.Pd (Head of English Education Program at Subang University)
4. M. Anjar Nugraha, M.Pd (Advisor I) 5. Lusiana Suciati Dewi, M.Pd (Advisor II)
6. All lectures who gave guided and provided their knowledge to writer 7. Ade Irianto, S.E (Head Master of SMAN 1 Ciasem)
8. Kiki Mahartika Sari, S.Pd. (English Teacher of SMAN 1 Ciasem) 9. All teacher and Students of SMAN 1 Ciasem who have help in the
research process.
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10. All parties who cannot be mentioned one by one who have helped the writer completing this thesis. May Allah SWT repay all their kindness.
The writer is aware that this thesis cannot be finished and success cannot be achieved without other people‟s help. By those supports, guidance, help, and encouragement from individual and institution helped the writer did this thesis well.
The writer realized that this thesis is still far from being perfect.
Therefore, the writer will accept all constructive criticism. May this thesis be useful to increase the quality of Education.
Subang, 13th November 2021
Gina Nurpalah
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THE INFLUENCE OF ONLINE BOARD GAME (RHETORIC) TOWARDS STUDENTS’ SPEAKING SKILL
GINA NURPALAH
Pendidikan Bahasa Inggris, FKIP. Universitas Subang
ABSTRACT
Research conducted in SMAN 1 Ciasem. This research used a quantitative and qualitative method. The data was served numerically and tested by non-parametric statistic Mann-Whitney. The design of the study was quasi-experimental. An oral test was used as the research instrument to get the data, consisting of pre-test and post-test questionnaires and observation to know the students‟ attitude in Speaking Skills. Based on the explanation above the purpose of this research is to find out the influence of Online board Game (Rhetoric) towards Students‟ Speaking skill. The result of the research in experiment class and control class in post-test data the significance Asymp. Sig (2-tailed) in the pre-test is 0.127, and the score is more than the significant (α) = 0.05. and the Asymp. Sig (2-tailed) in post-test is 0.319 it shows that the value is more than the significant hypothesis criteria 0.05 the result is H0 is accepted. It shows that the Correlation (R) value is 0.193a and R Square is 0.37, and significant value from the Anovaa 402b >0.05 the result H0 Accepted. It concluded that the correlation between online board games on speaking skills affects the amount of 3,7% and other variables influence 96,3%. It means that there is no significant influence of Online Board Game (Rhetoric) towards students‟ speaking skill in the other words tells that the variable X (questionnaire) then declines variable Y (post-test).
However, although there is no achievement in a significant value, the results showed that the use of Online Board Game (Rhetoric) positively affected student engagement and motivation. The way the teacher manages two classes has similarities in behavior, attitude, and values. But there are deficiencies in delivering material and direct communication with students because of online learning and can affect students‟ actively responding when learning begins.
Keywords: Online game, Rhetoric the public speaking game, Speaking Skill
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TABLE OF CONTENT
APPROVAL ... i
APPROVAL FINAL PROJECT COMMITTEE AGREEMENT ... ii
MOTTO AND DEDICATION ... iii
STATEMENT ... iv
ACKNOWLADGEMENT ... v
ABSTRACT ... vii
TABLE OF CONTENT ... viii
LIST OF TABLES ... xi
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Identification of the Problem ... 5
C. Limitation of the Problem ... 5
D. Formulation of the Problem ... 5
E. Benefit of the Research ... 6
CHAPTER II THEORETICAL DESCRIPTION AND FRAMEWORKOF THINKNG A. Game ... 7
1. Definition of Game ... 7
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2. Advantage of using Game ... 9
3. Principles of using Game in teaching and Learning Activities ... 12
B. Board Game ... 13
1. Definition of Board Game ... 13
2. The Benefit of Board Game in Language Teaching ... 14
3. Rhetoric Board Game ... 16
4. The Benefit of Rhetoric Board Game in language teaching ... 17
5. The material in playing Rhetoric Board Game ... 18
6. Preparing of Rhetoric Board Game for Speaking Activity ... 18
C. Speaking ... 19
1. Definition of Speaking ... 19
2. Type of Speaking ... 21
3. Criteria of Good Speaking... 22
4. Problem in Speaking ... 23
5. Teaching Speaking ... 25
6. Assessing Speaking ... 27
D. The Connected of Board Game to Speaking Skill 28 E. Framework of Thinking ... 29
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F. Hypothesis ... 30
CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Research ... 31
B. Method of the Research ... 32
C. Population and Sample ... 32
D. Technique of Data Collection... 34
E. Instrument of the Research ... 35
F. Technique of Data Analysis ... 39
CHAPTER IV FINDING AND DISCUSSION A. Analysis of Pretest Data ... 49
1. Normality of Pretest Data ... 50
2. Test of Mann-Whitney Posttest ... 51
B. Analysis of Posttest Data ... 52
1. Normality of Posttest Data ... 53
2. Test of Mann-Whitney Posttest ... 53
C. Analysis Data Simple Linear Regression ... 55
D. Analysis Questionnaire ... 58
E. Analysis Observation ... 75
F. Discussion ... 78
CHAPTER V CONCLUSION AND SUGESTION A. Conclusion ... 84
B. Suggestion ... 85 REFERENCES ...
xi
APPENDICES ...
LIST OF TABLES
Table 3.0 Research Schedule ... 31
Table 3.1 Rubric Speaking Skill ... 36
Table 3.2 The Level of Speaking Skill and Motivation ... 39
Table 3.3 The percentage results from the students‟ questionnaire towards learning Speaking Skill using Online Board Game (Rhetoric) ... 47
Table 3.4 Classification of the percentage score observation result ... 48
Table 4.1 Descriptive Statistic Pretest ... 49
Table 4.2 Test of Normality Pretest ... 50
Table 4.3 Test of Man-Whitney ... 51
Table 4.4 Descriptive Statistic Posttest ... 52
Table 4.5 Test of Normality Posttest ... 53
Table 4.6 Test of Man-Whitney ... 54
Table 4.7 Descriptive Statistic Simple Linear Regression ... 55
Table 4.8 Model Summary ... 55
Table 4.9 ANOVAa ... 56
Table 4.10 Coefficientsa ... 57
Table 4.11 Data on Students‟ Questionnaire towards Learning Speaking Skill using Online Board Game (Rhetoric) ... 58
Table 4.12 Recapitulation Data from the calculation of The Students‟ attitudes towards Learning Speaking Skill using Online Board Game (Rhetoric) ... 65
Table 4.13 Data on Students‟ Questionnaire towards Learning Speaking Skill using Learning Video ... 66 Table 4.14 Recapitulation Data from the calculation of
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The Students‟ attitudes towards Learning Speaking Skill
using Learning Video ... 74 Table 4.15 Observation‟s Result of Experiment Class ... 76 Table 4.16 Observation‟s Result of Control Class ... 77
1 CHAPTER I
INTRODUCTION
In chapter one tells introduction of the research consists of the background of the study elaborated on the problem in students speaking skill ability and for further discussion about this research follow on the research question, limitation of the study, formulation of the study, the significance of the study, the definition of the terms.
A. Background of the Study
English is a part of the educational system. As a lingua franca, many countries use English as a national syllabus to be central in university.
Indonesia uses English as a curriculum. Most students in urban areas are motivated to master English skills but not with students in the countryside because of a lack of professional English teaching staff and teaching methods.
Otherwise, in Indonesia, teaching English is taught at some educational level, like kindergarten, primary school, junior high school, senior high school, and university, to make students ready to face globalization. English uses for mobile phones, computers, social media or networks, banks, electronic machines. It is easy for students to learn English at anything anytime.
Speaking is the aspect of learning English. Speaking is the technique that students have to communicate with other people or read an article or journal in the English language. We can share with other people if we understand what they are speaking, especially English. English is an
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international language, so people learn English in their school. In globalization, speaking skills are very needed in employees, education, and the public; we can avoid English being an international language. In generation 4.0, other people will use English speaking skills to get information for education, economy, and medicine.
A game is such activities indoor or outdoor create a good feeling for students to learn English, especially for students who do not like learning English. The Game also helps a teacher make the language context valuable and meaningful for students in learning English. The Game is one method commonly used and accepted by students in learning English. A board game is a game that uses the cube as a medium to move or place a pre-marked surface or "board" according to a set of rules. Board games have other names such as monopoly, snake, ladders, mahjong, and much other board Game based on their country's different names but have the same game. Rhetoric board game is an online game popularized or created by Florian Mueck and John Zimmer. This game trains speaking for people who lack confidence when speaking English. Moreover, this game distinguishes it can be used online and stored in electronic media. In this pandemic era, the researcher used a Rhetoric online board game as a medium to increase students' speaking skills. It hopes it can make students more attractive, do well, and communicate the language without hesitation.
This research is inspired by another research Based on Azzahroh (2015) the effectiveness of using Board Game towards students‟ speaking
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skills in the tenth-grade students of SMAN 1 Parung, the result of the mean score of the experimental group class was 67.05. After using the board game, the mean score Increased to 76.20.Then the value of t-test is 7.418 while the value of t-table significant degree of 1% with t(1-½ɑ) or t(0,995) is 2,640. It means that t-test is higher than t-table or tobserve > ttable. It shows that using board game has significant effective towards students‟ speaking skill in senior high school. This research was inspired by previous research that used board games as a medium for teaching speaking skills. Nirmawati (2015) found that there was an improvement of the students‟ Speaking skills in some aspects, such as pronunciation, vocabulary, accuracy, and fluency, by implementing speaking Board Game to improving the students‟ Speaking skills at SMP N 13 Yogyakarta in the academic year of 2013/2014.The improvement was also supported by the students‟ average score which increased 2.29 from the average score of pre-test which is 10.11 It made students more confident, participated more in speaking activities, and got more chances to speak. so researchers used board games as a medium for learning English. However, researchers used online rhetoric board games as a learning medium during this pandemic. It hopes it can improve students speaking skills in this pandemic era. In this learning distance, it will be an effective method to teach speaking skills for students.
Many students are ashamed to speak English because they lack of vocabulary and are not confident with grammatical correctly and fluently. A teacher should motivate students or change students‟ mindset that English is
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not a complex language. During this pandemic, especially in SMA N 1 Ciasem, learning speaking skills has many problems. Many students and teachers complained about distance learning or online. In English, education, especially speaking skills, is very difficult to do without face to face, so teachers must think of other ways to learn speaking skills during this pandemic. During this pandemic, all learning uses the internet, one of which uses the zoom application. Still, it only runs one meeting because there are problems with using the zoom application, which takes up many quotas and is slow in joining this application. so one of the alternatives is assigning students to make a dialogue between friends who are still in the same area, record it into a video conversation and send it via email. Moreover, the disadvantage of online learning is that it cannot directly improve the students' conversations. It cannot see the students' proficiency in speaking English and the students' slow in collecting assignments. Furthermore, the problem faced by students is the lack of explanation given by the teacher when distance learning online. It is different from face to the face learning process and using the internet. As a result, students can learn English by any method to make them comfortable and happy. There are many techniques to learn English, for example, through the game. We know that game is one method that makes students more interesting and not feel bored in their class when they learn English.
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B. Identification of the Problem
There are several problems in learning English, especially speaking skills, which identified as research subjects on the Eleventh-grade students of SMAN 1 Ciasem:
1. Does Board Game affect students' Speaking skills?
2. Does Online Board Games have low ability to the Students' Speaking Skill?
3. Does the method that the teacher teaches make students feel bored?
4. Does online learning affect Students' Speaking ability?
5. Do grammar and vocabulary affect students' speaking ability?
6. Do Students get difficult for students to understand the English Pronunciation expressed?
C. Limitation of the Problem
Based on some problem above, the researcher limit those problems of the Influence of Online Board Game (Rhetoric) on Speaking Skill at the
eleventh-grade students of SMAN 1 Ciasem academic year 2020/2021.
D. Formulation of the Problem
1. Is there any Influence of Online Board Game (Rhetoric) on Students‟
Speaking Skill?
2. Are there any differences from an Experimental Class and the Control Class using Online Board Game (Rhetoric) at SMAN 1 CIASEM?
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E. Benefit of the Research
The findings the Researcher hope for this research are:
1. For Students
The Researcher hopes it will be motivated students more enjoyable and fun in learning English. It. It is not only by using the game, but students can also improve their English in many ways, making it enjoyable and fun.
2. For Teachers
The Researcher hopes this method motivated the teacher to makes interactive class when teaching English.
3. The Researcher
The Researcher hopes this research can motivate students to finish their study about the board game.
