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State University of Surabaya gita.flamboyan@yahoo.com
$ % . Speaking is considered as the most difficult skill in learning English. An early observation done in SMPN 1 Ngoro showed that the students were good in understanding the lesson, but they were hesitant to speak. They needed more relaxing atmosphere in learning English in the classroom. Speaking recount text can not be measured by one’s knowledge on generic structure only, but it should also be measured by practicing to express it. Therefore modified game like English'opoly is needed as a new medium to help the students speak recount text easily in a fun way. Because games create fun and relaxing atmosphere (Uberman, 1998). This study used R & D model by Borg and Gall to develop the conventional monopoly game to become English'opoly for the teaching of speaking recount text to the eighth graders. Besides, this study also investigated the students’ responses toward the implementation of the game developed. The expert validation showed that the game is appropriate for the students to help develop objectives of the study. This game also fulfills the criteria of a good game as teaching medium. Furthermore, data from observation and interview showed that most of the students gave positive response and agree that English'opoly is helpful for them in learning speaking Recount text.
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One of the hardest aspects for the teacher to help the students with is learning to talk in the foreign language (Brown & Yule, 1983). It could be said that teaching speaking is challenging for most Indonesian students find it very difficult to speak in English. The difficulties to speak are caused by some reasons; the students' characteristic, the typical classroom activity, and the teacher's way of teaching. Junior High School Students are categorized as young learners who still love spending their time with friends and being trouble makers in the class. The years of early adolescents can be difficult, but they can also be an exciting time for them to learn (Casas, 2011). Therefore, students can be great learners if the teacher can engage them and involve them more in an interesting learning activity.
17
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*$3& 4,.56 5 .4 ,5 5 everything and always be dominant in the classroom (Lestari, 1999). In addition, studying in a large class with limited time demotivate the students to practice speaking (Songsiri, 2012). Moreover, speaking, as the most difficult skill to learn, is taught in more limited time. Furthermore, most of the teachers still rely on textbooks as the primary teaching resource (Faridi, 2010). Likewise, the teacher uses most of the time to explain the lesson from textbook while the students are listening quietly.
In Indonesia, the students are learning English on text based. One of the texts learnt in Junior High School especially in the 8th grade is the recount text. Traditionally, in learning speaking recount text, the students are provided with a generic structure which is aimed to guide them producing an oral recount text. However, it was found that even a clear generic structure is not enough to help them arrange a good recount text; they need a clearer instruction and also models or examples of recount text.
In fact, explanation from the teacher is a typical activity which demotivates the students and gives less opportunity for them to practice speaking. They need a change in learning English to make them active in learning, understand the lesson clearly then finally apply their knowledge. This poor condition can be overcome by changing the way of teaching and reforming classroom activities which fit the students' characteristic; one of the ways is by creating relaxing atmosphere in the classroom so that the students will not be afraid of speaking in front of the classroom (Davies & Pearse, 2000). It is believed that students can practice speaking well if they are given relaxing and less'pressure opportunities.
One of the ways to create relaxing and less'pressure atmosphere is applying fun yet educational media in the classroom. Media play important roles in teaching and learning process, they are used to entertain, to inform and to instruct (Locatis & Atkinson, 1984). In applying teaching media, some important considerations should be taken; the media should be enjoyable so that the students can forget the boredom of studying. It should also be able to help the teacher deliver the lesson and instruction to the students easily. The most important point is that if the media applied in the classroom are not suitable for the students, they may be bored and lose their interest to participate in the classroom (Harmer, 2007).
Thus, the teacher needs a medium that is appropriate for the students and able to engage them to be active in practicing English. Among many kinds of media, games are considered as the best media to teach speaking English. It is so since games create fun and relaxing atmosphere (Uberman, 1998). Additionally, the students will try harder in games than other courses (Avedon & Smith, 1975). While students are playing the game, they try their best so that they can forget that they are actually studying; while in the same time they can get the knowledge. It could be said that game is an effective medium of instruction since it brings both fun and educational atmosphere.
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monopoly game which was developed to become a medium in teaching speaking recount text. It is expected that by playing this game, the students could actively speak English and meet the objective of learning to speak recount text easily. Thus, some modifications were made so that the game suits the needs of the teaching and learning process.
In English'opoly, a board, two dices, tokens, deed cards and chance cards are the properties to play the game. In the conventional monopoly's board, there are forty spaces with the name of countries in each block, while English'opoly board is divided into four blocks. There are six spaces in each block, and each space is called as the theme. Since English'opoly is a medium for speaking recount text, the theme of the board is holiday. Furthermore, the title of deed cards in the conventional monopoly is usually named as countries or cities, while in English'opoly, the deed cards consisted of incomplete sentences of orientation and events.
Therefore, this research was intended to develop English'opoly for the teaching of speaking recount text to the 8th graders. Additionally, this research also investigated the students' responses toward the implementation of the game developed.
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This study used research and development method with qualitative approach. Research and Development (R & D) is a process used to develop new educational products which are systematically field tested, evaluated, and revised until they meet specific criteria of effectiveness (Borg & Gall, 1983). For the purpose of this study, all steps in Borg and Gall's R and D design were not fully taken. A modification of Borg and Gall's design are made. Research steps such as Dissemination and Implementation were not taken so that the steps in developing the English'opoly game were information collecting, planning, developing preliminary form of product, material and media expert validation, preliminary field testing, main product revision, main field testing, and final product revision.
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*$3& 4,.56 5 .4 ,5 5 board, there are forty spaces with the name of countries in each block, while English'opoly board is divided into four blocks. There are six spaces in each block, and each space is called as theme. Since English'opoly is a medium for speaking recount text, the theme of the board is holiday (Bali, Bromo, Jogja and Village). The title of deed cards in the conventional monopoly is usually named after countries or cities, while in English'opoly, the deed cards consisted of incomplete sentences of orientation and events.
Since the research was intended to develop a new game as teaching media, media and material experts were involved to validate that it would be appropriate to use as a medium of an instruction. The material expert was an English teacher of a school in Jombang, a small town in East Java, while the media expert was a lecturer of Graphic Design Department of State University of Surabaya. To develop the game, preliminary and main field tests were done. The small scale field tests were conducted in SMP Negeri 1 Ngoro, Jombang to know the students response toward the game. The sample of the population were 8 students in the preliminary field test and 16 students in the main field test. The sample were taken randomly.
The data of this study was collected using three instruments; a questionnaire, an observation checklist and interviews guidelines. The semi' structure questionnaire was used for both media expert and material expert. There were four aspects covered in the questionnaire; i.e. the suitability of the material for the students, the effect of the product towards the students, the applicability, the design and the language of the game. An observation checklist was included to the structured observation and was used to get the data of the second research question. There were some indicators in the checklist where the writer put a tick (√) suitable option on them. The items in the questionnaire were about the appearance, the content of English'opoly game, and also the students' behaviour while playing the game. The interview was done with the students and the teacher. The interview for students was aimed to know the students' responses toward this game while the interview with the teacher was aimed to know whether the game fitted the students.
In conducting this study, a qualitative data analysis was used. The data was analyzed based on the order of data collection technique. First, the data gained from the questionnaire filled by the experts were analyzed to revise the product to be tested in main field. Second, the data got from observation checklist and interviews were analyzed too. After the main field testing was done, the data from experts' answers on the questionnaire, the result of the interview, and the observation checklist were analyzed.
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Based on the data obtained from the questionnaire given to the material expert, it was revealed that the modification done in the conventional monopoly to be English'opoly was really good since it was very engaging. She believed it would make the students more enthusiastic in learning. However, she suggested that some aspects of the game should be changed or modified to make it more applicable for classroom use. Previously, in English'opoly rules, it was written that the students had to collect a deed card consisted of orientation and three or four deed cards of events. She suggested that the rule should be changed to save the time. She suggested that the students had to collect 4 cards, they were a deed card of orientation, 2 cards of events and a card of reorientation. She also recommended that the deed cards should should be added with relevant pictures or words to make them become for familiar to the students. For example, the phrase
had to be changed to because not all
students knew that Bedugul was the name of a lake. She also suggested a picture of Bedugul Lake was added on the deed cards. It was believed that such kinds of modification would help the students arrange the recount text.
Review from media experts contained judgment of the design and appearance of the game. According to the media expert English'opoly would be able to increase students' enthusiasm in learning and it was appropriate to become a media in learning English in the class even though some minor revision should be made. He said that the logo of the product should be redesigned in order that it became the centre of interest. The design of the draft considered not very interesting for some of the students because of the packaging. He suggested that the plain thick paper was added with some illustration or pictures on it so that it looked more attractive. He also recommended that the centre of the board should be filled with illustration. Besides, the fonts of the word "English'opoly" should be changed to make it became the logo and the centre of attention of the product.
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In field test 1, an observation and an interview with the students are done. Eight students were asked to play the game under the teacher's supervision. From the observation, it was revealed that the students well understood how to play the game. However, some students were not actively involved in the activity. The teacher did not find any difficulties in implementing the game in the class. But then, it was found out that it was ineffective if the board of English'opoly was played by 8 students. She suggested that one board of English'opoly should be played only by 4 students.
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*$3& 4,.56 5 .4 ,5 5 general. In answering question related with their familiarity with monopoly game, all subjects stated that they knew conventional monopoly well. In relation with ease to play, it was known that all subjects understood the rules of English'opoly. Five out of eight students considered that English'opoly was easy to play while the other three students found difficulties in reading the chance cards, working together with friends and finding the deed cards. In answering the questions related to the colour and design of the game, six out of eight students said that the color and design of the board were interesting, but two of them said that the color was too dull. They are also of the opinion that playing English'opoly was fun and it could make them learn English while playing the game. All students were happy after playing English'opoly because the game was very helpful for them to learn speaking recount text so that everybody wanted to play it again.
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After the draft of the game was revised based on the feedback given in the field test 1, a second field test was conducted to assess the revised version of the game. Sixteen students and a teacher were involved in this stage. That is why, in addition to the data obtained from the observation and the interview with the students, other data was also collected from the interview with the teacher.
Data from the observation showed that all students seemed play English' opoly comfortably. The teacher also seemed to implement the game and manage the class more easily since the rule of the game was changed.
The results of the interview with 16 students who became the respondents in this study showed that all students were familiar with monopoly game; however there one student found difficult to play English'opoly because she could not easily collect the deed cards. In terms of the feature the game, i.e., the board design and the color, all of them liked the design and the color of the board. To know how the game affected the students, all students considered that the game was engaging, fun and helpful. However, one student said that she would not play the game anymore because she felt bored, while 15 students were eager to play the game again.
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the students. He further suggested that the time to play the game should be longer than 15 minutes.
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Based on the results of the field test 1 and 2, the game was revised to meet the criteria of a good game. In the final product of English'opoly game, some features were revised and changed. The pictures on the board were brighter, the design illustration of whole board was much better and the fonts were clearer than it was in the preliminary design. Generally, the final product had had good combination between color, font and picture. The material used for the game was also changed into better quality paper. Moreover the package was now simpler because it was smaller. The rule of the game was also added to the package, so the students could read the rule themselves. Those revisions were made based on the media expert's suggestion that the size of the package should be smaller. In result, the board has to be flipped twice before putting it in the smaller box or package. Then the material for the package should be changed with duplex paper so that it could be stronger and safer to keep the board, cards, tokens and dices. The final product of the board and package of English'opoly could be seen in the picture below.
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*$3& 4,.56 5 .4 ,5 5 as Carrier (1980) believes that when the level of the game fit the students' language level, they can learn English more from the game.
Additionally, the observation during the both first and second field tests and the interview after the tests shows that while the students are playing the game, they enjoy it very much, look relaxed and very enthusiastic to try hard to collect the deed cards. This is in line with the theories that games create a fun and relaxing atmosphere (Uberman, 1998) and at the same time make students try harder during lesson (Avedon & Smith, 1975). After playing the game, the students can present their recount texts based on the cards that they collect during the game in front of their friends. They can do this confidently in a relaxing atmosphere because they have prepared what they are going say during the game. Rooyackers (2002) believes that game can foster creativity, develop fluency, and improve public speaking skills.
Overall, based on the results of validation from both material and media experts and field tests, it can be concluded that English'opoly meet the criteria of effective to use as a medium of instruction for teaching speaking recount texts and fulfilled five criteria of engaging, easy to use enjoyable, educational, English promoting (Hill, Sumarniningsih, & Lestari, 2013).
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Based on all processes in developing English'opoly, it can be concluded that this study has successfully developed a game which is suitable for the eighth graders to help them speak Recount text. From the validation, it is proved that the game is appropriate for the students to help them achieved the objectives of the lesson, i.e., to create oral recount text. This game also fulfills the criteria of a good game as teaching medium which gives the students relaxing atmosphere, fun and opportunities to learn. The students' response toward the game is also positive because English'opoly was fun to play.
It is suggested that an experimental study on the implementation of English' opoly is conducted to measure its effectiveness in improving the students' ability in creating recount texts. For teachers who want to implement the game, the important point to consider when using English'opoly is the class and time management. It is important to think about how many board needed in one class, so that all the students can play the game and be active. Furthermore, it is better to conduct the game after the teacher explains recount text, so that the students do not find any difficulties in playing the game. The time allotment is also important since the game is only a medium to teach the students speaking recount text, thus 20 minutes will be sufficient.
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Avedon, Elliot M., & Smith, Brian Sutton. (1975). " # .
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Borg, Walter R., & Gall, Meredith Damien. (1983). $ %
& (Fourth ed.). New York: Longman Inc.
Brown, Gillian, & Yule, George. (1983). Teaching the Spoken Language. Cambridge: Cambridge University Press.
Carrier, Michael. (1980). '( # % )
London: Larousse Harrap Publishers.
Casas, Martha. (2011). " * " . New York:
Routledge.
Davies, Paul M., & Pearse, Eric. (2000). " . Oxford:
Oxford University Press.
Faridi, Abdurrachman. (2010). The Development of Context'Based English Learning Resources for Elementary Schools in Central Java.
+ , !, 23.
Harmer, Jeremy. (2007). + - . Essex, England: Pearson
Education Limited.
Hill, Jonnie, Sumarniningsih, & Lestari, Lies Amien. (2013). # *
(I ed.). Surabaya: PT. Revka Petra Media. Lestari, Lies Amin. (1999). English Classroom Culture Reformation How Can It
be Done? . &. , !/ 0. !1, 6.
Locatis, Craig, & Atkinson, Francis D. (1984). *
(Vol. ix). Columbus, Ohio: C.E. Merrill Pub. Co. Rooyackers, Paul. (2002). 102 Language Games for Children: Fun and Learning
with Words, Stories, and Poems
Songsiri, Montha. (2012). Action Research in Action: Enhancing Students to Reach Their Speaking Goal with Confidence in a Large Class with Limited Time by Action Research Procedures and Awareness'Raising.
& 2 ) $
0& 2$1 34, Pp 5.
Uberman, A. (1998). The use of games: for vocabulary presentation and revision.
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aisyah.pbi@gmail.com
! In order to get better understanding in reading the text is by mastering reading subject or having good skill in comprehending the text. The first year students of English Department always face some problems in comprehending the text, it can be seen from the result of diagnostic test, most of the students got low score in reading subject. This research was conducted in one of private universities in Cirebon especially in English Department. The objectives of the
research are: (1) to know whether can improve
students’ reading comprehension or not; (2) To know the strengths and the
weaknesses of when it is applied to teach reading.
This research was conducted in two cycles. Each cycle consisted of four meetings. The result of the research showed that: (1) cooperative reading groups technique could improve students’ reading comprehension. (2) The strengths of when it was applied to teach reading comprehension are: (a) the students were more active when taught by CRG; and (b) the students felt more enjoyable in joining teaching learning process. Meanwhile, the weaknesses of cooperative reading groups technique when it was applied to teach reading comprehension are: The students made big noise when teaching learning process was in progress and the different opinion in every group made them difficult to work together. Based on the result of the research, it can be concluded that Cooperative Reading Groups can improve the students’ reading comprehension.
" # : Cooperative Reading Groups, Reading Comprehension.
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*$3& 4,.56 5 .4 ,5 5 The problems are caused by some aspects. First, the students can’t get the meaning of the text because they still lack of vocabulary. Second, the students are lazy to read because they don’t have motivation to read or have bad reading habit. Third, the heterogeneity of the students. The students in one class have different level in comprehending the text, they also come from different background knowledge. There are also students coming from science program, social program, and language program. There are also some students who have taken the course before they take English department. So, it makes the lecturer difficult to decide the technique to use in the class.
Besides, the students’ problems in comprehending the text not only came from the students but also the condition of the class. In teaching learning process, usually two classes are combined into one class because of the limited room, so it makes them difficult to concentrate and also makes the lecturer difficult to control all the students.
Based on the students’ problems and causes stated above, the researcher proposed a solution to overcome this problem. The researcher proposed Cooperative Reading Groups (CRG) for teaching reading in the English Department in one of private university in Cirebon.
Actually there are many teaching strategies to teach reading, but based on the pre7observation and students’ problems, the researcher proposed CRG as the strategy for teaching reading. In CRG, students work together in small groups, usually consisting of four students, to help one another and digest the material. During the group work, each student has a distinctive role to play as the Leader, Summarizer, Connector, and Quizmaster. Each of the members has different role and job description. Learning reading comprehension by using group work will be better than individual learning because in group work they can contribute something one another. Frey, et al. (2009: 21722) say the group tends to be wiser than the individual. The differentiation that occurs in this phase of instruction is accompanied by the scaffolding that peers are able to provide for one another; these are not individual tasks. Consider, then, that productive group work is a critical phase that occurs within a larger differentiated classroom experience.
From the discussion above, the researcher is interested in carrying out a research dealing with reading comprehension through Cooperative Reading Groups (CRG). The researcher believes that CRG can make students more active and motivate them to learn more inside or outside the class. Due to the fact, in this research, the researcher as the lecturer brings forward the way of teaching reading through CRG. In addition, the strategy is related to the students’ level and involves them to learn actively. Hence, the researcher has courage to conduct a study entitled “Enhancing Students Reading Comprehension through Cooperative Reading Groups (CRG)”
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