Miftahul Jannah) Junior High School, Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the Requirements for the Degree of Strata 1 (S. Pd) in English
Language Education
By:
Musripatul Khoiriyah
106014000409
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
IMPROVING STUDENTS’ SPEAKING ABILITY
THROUGH COMMUNICATION GAMES
(A Classroom Action Research in the Seventh Grade Junior High School of SMP YMJ (Yayasan Miftahul Jannah) Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the Requirements for the Degree of Strata 1 (S. Pd) in English
Language Education
By:
MUSRIPATUL KHOIRIYAH
106014000409
Approved by the Advisor
Drs. Sunardi Kartowisastro, Dipl Ed.
NIP. 19440719 196510 2 001
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
i
Through Communication Games” (A Classroom Action Research in the
Seventh Grade of YMJ (Yayasan Miftahul Jannah) Junior High School
Ciputat) written by Musrifatul Khairiyah, student’s registration number : 106014000409, was examined by the Committee on Wednesday June 28th, 2011 and was declared to have passed and, therefore, fulfilled one of the requirements for the academic title of S.Pd. (S. Pd) in English Language Education at The Department of English Education.
Jakarta, 29 June 2011
EXAMINATION COMMITTEE
CHAIRMAN : Drs. Syauki M.Pd. (__________________) NIP. 19641212 199103 1 002
SECRETARY : Neneng Sunengsih, S.Pd. (__________________) NIP. 19730625 199903 2 001
EXAMINERS : 1. Drs. Nasrun Mahmud, M.Pd (__________________) NIP.
2. Dr. M. Farkhan, M.Pd (__________________) NIP. 19650919 200003 1 002
Acknowledged by:
Dean of Tarbiya and Teachers’ Training Faculty
ii
ABSTRACT
Musrifatul Khairiyah, (106014000409). Improving Students’ Speaking Ability through Communication Games (A Classroom Action Research in the Seventh Grade Students of YMJ (Yayasan Miftahul Jannah) Juniuor High School, Ciputat), “Skripsi”, Department of English Education, the Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2011.
This study was designed to improve the students’ speaking ability by using communication games. The objectives of the study was to find out whether communication games can improve students’ speaking ability and how communication games improve students’ speaking ability in the seventh grade students’ of YMJ (Yayasan Miftahul Jannah) Junior High School Ciputat.
The method used in this study was Classroom Action Research (CAR). This study was applied by collaborative classroom action research. The researcher acted as the teacher whiles the English teacher of SMP YMJ Ciputat as an observer and collaborator. This study was done based on Kurt Lewin’s model with the following procedures: planning, acting, observing, and reflecting. It was carried out in two cycles. Each cycle consisted of three meetings. The data of the study were gathered through the following instruments– interview, observation notes, questionnaire and test. The subjects of this study were 45 students’ seventh grade of SMP YMJ (Yayasan Miftahul Jannah) Junior High School Ciputat of the 2010/2011 academic year.
The result of this study showed using communication games in teaching speaking was very effective to help the students improve their speaking ability. Most of the students gradually gained good scores at the end of each cycle. The score of Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) of English lesson was 65 (sixty seven). The students’ mean score in pretest was 50.76, in the posttest I was 61.1 and in the posttest II was 70.84. On the other hand, the students who passed KKM were 9 students or 20% in the pretest, whereas in the posttest I there were 19 students or 42.2%, and in the posttest II there were 37 students or 82.2%, so the criteria of success was achieved. Then, from the result of questionnaire, it showed that 76.45% students were motivated during the implemented Communication games in learning Speaking. Moreover, the results of observation notes and interview showed that the students participated enthusiastically and communicatively. The class condition during teaching learning process was also good. In addition there was a positive response from the students and the English teacher about implementing the action. In conclusion Communication games can improve students’ speaking ability and it also can increase students’ motivation and participation.
ABSTRACT
Musripatul Khoiriyah, (106014000409). Meningkatkan Kemampuan Berbicara Siswa melalui Metode Permainan Komunikasi (Penelitian Tindakan Kelas di kelas VII SMP YMJ (Yayasan Miftahul Jannah) Ciputat), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Penelitian ini dirancang untuk meningkatkan kemampuan berbicara siswa dengan menggunakan metode permainan komunikasi. Tujuan dari penelitian ini adalah untuk mengetahui apakah metode permainan komunikasi dapat meningkatkan kemampuan berbicara siswa dan bagaimana metode permainan komunikasi meningkatkan kemampuan berbicara siswa kelas VII di SMP YMJ (Yayasan Miftahul Jannah) Ciputat.
Metode yang digunakan pada penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian ini diterapkan dengan menggunakan penelitian tindakan kelas yang bersifat kolaboratif. Penulis berperan sebagai pengajar sedangkan guru bahasa Inggris di SMP YMJ sebagai pengamat dan kolaborator. Penelitian ini dilaksanakan berdasarkan model Kurt Lewin dengan diikuti prosedur-prosedur yaitu, perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini dilaksanakn sebanyak dua siklus, tiap siklus terdiri dari tiga pertemuan. Data penelitian dikumpulkan melalui beberapa instrumen yaitu wawancara, catatan pengamatan, angket, dan hasil tes yang diberikan pada siswa. Subyek penelitian ini adalah 45 siswa kelas VII SMP YMJ Ciputat pada tahun ajaran 2010/2011.
Hasil penelitian ini menunjukkan bahwa permainan komunikasi dalam mengajar bahasa inggris sangat efektif untuk membantu siswa dalam meningkatkan kemampuan berbicara. Kebanyakan siswa mendapatkan nilai yang bagus secara bertahap pada akhir siklus. Nilai kriteria Ketuntasan Minimal (KKM) dalam pelajaran bahasa inggris adalah 65. Nilai rata-rata pada pretest adalah 50.76, pada posttest I adalah 61.1 dan pada posttest II adalah 70.84. Dengan kata lain, siswa yang lulus KKM adalah, 9 siswa atau 20% siswa pada pretest, sedangkan dalam posttest I sebanayk 19 siswa atau 42.2%, dan di posttest II sebanyak 37 siswa atau 82.2, dengan demikian kriteria keberhasilan telah dicapai. Kemudian dari data hasil angket diketahui bahwa 76.45% siswa termotivasi selama penerapan metode permainan komunikasi dalam belajar berbicara bahasa inggris. Lebih dari itu, hasil dari catatan pengamatan dan wawancara menunjukan bahwa siswa berpartisipasi dengan antusias dan komunikatif. Kondisi kelas selama kegiatan belajar mengajar tergolong baik. Selain itu ada tanggapan positif dari siswa dan guru bahasa inggris mengenai penerapan tindakan. Kesimpulannya, permainan komunikasi dapat meningkatkan kemampuan siswa dalam berbicara serta dapat meningkatkan motivasi dan partsipasi mereka.
iv
ACKNOWLEDGEMENTS
All praise be to Allah, Lord of the worlds, who has given the writer His Mercies, Blesses and permission to accomplish this research paper “Skripsi”. Peace and salutation be upon the last prophet Muhammad SAW, his family, his friends and his followers.
This research paper is presented to the Department of English Education, the Faculty of Tarbiya and Teachers Training State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of the requirements for the degree of Strata 1 (Bachelor of Art) in English Language Education.
The writer would like to express her special great honor and deepest gratitude to her beloved parents, her mother (Hj. Gogoy Lugoyah, S. Ag) and her father, (Bpk H. Encep Saepullah, S. Ag) for their love which always warmed her heart, then for their help, support, motivation and moral encouragement to finish her study.
Next, the writer would like to express her great gratitude and appreciation to her advisor, Drs. H. Sunardi Kartowisastro, Dipl Ed. for his valuable guidance, motivation, attention, correction and suggestion for the completion of this research paper.
The writer would also like to express her gratitude to:
1. All lecturers in English Education Department who have taught the writer useful knowledge and skills.
2. Drs. Syauki, M. Pd. The head of English Education Department.
3. Neneng Sunengsih, S.Pd. The Secretary of English Education Department.
4. Prof. Dr. Dede Rosyada, M.A. The Dean of the Faculty of Tarbiyah
and Teachers’ Training.
6. Misbahuddin, S. Pd. The English Teacher of SMP YMJ and all of his students in the eleventh grade of Yunior High School at SMP YMJ Ciputat.
7. Irfan Prabudiansyah, M.Sc. Her beloved brother. Riza Tazkiyah and Wilda Sholihaturrabbi’ah. Her beloved sisters. And her friends in Department of English Education, especially: Syifa, Mumut, Fifi, Nur, Rina, Ulfa, Nia, T’ Eni, Ina, Dila, Evan, Ufi. Thanks for the kindness, attentions, and cheerfulness.
May Allah bless all of them.
The writer realizes that this paper is far from being perfect. Therefore, the writer would highly welcome any suggestions or critiques to make this paper better. Then, the writer hopes that this paper will give advantages for all.
Jakarta, 28 June 2011
vi
TABLE OF CONTENTS
Page
ENDORSEMENT SHEET ... i
ABSTRACT ... ii
ABSTRAK ... iii
ACKNOWLEDGMENTS ... iv
TABLE OF CONTENTS ... vi
LIST OF TABLES ... ix
LIST OF FIGURES ... x
LIST OF APPENDICES ... ... xi
CHAPTER I INTRODUCTION A. The Background of the Study ... 1
B. The Problem of the Study ... 5
C. The Objective of the Study ... 5
D. The Significance of the Study... 5
E. Scope of the Study ... 6
F. The Definition of Key Terms ... 6
CHAPTER II THEORETICAL FRAMEWORK A. Speaking ... 7
1. The Understanding of Speaking… ... 7
2. The Elements of Speaking ... 10
3. The Function of the Speaking ... 11
4. The purpose of Teaching Speaking ... 13
5. Kinds of Speaking Activities ... 16
B. Communication Games ... 18
1. The Understanding of Communication Games ... 18
2. The Significance of Communication Games ... 20
C. Teaching Speaking by using Communication Games …. 25
CHAPTER III RESEARCH METHODOLOGY
A. The Research Design... 27
B. The Research Setting and Subject ... 30
C. Research Procedure ... 30
1. Planning the Action ... 31
2. Implementing the Action ... 33
3. Observing the Action ... 34
4. Reflecting the Action ... 34
D. Data and Data Sources ... 37
E. Instruments and Technique of Data Collection ... 37
F. Technique of Data Analysis ... 40
CHAPTER IV RESEARCH FINDINGS A. Findings before Implementing the CAR ... 43
1. The Result of Pre Observation ... 44
2. The Result of Pre Interview ... 44
3. The Result of Pre Questionnaire ... 46
4. The Result of Pre Test ... 48
B. Findings during Implementing the CAR ... 49
1. First Cycle ... 49
a. Planning ... 49
b. Acting ... 49
c. Observing... 52
d. Reflecting... 53
2. Second Cycle ... 54
a. Planning ... 54
b. Acting ... 55
c. Observing... 58
viii
C. Findings after Implementing CAR ... 60
1. The Result of Post Observation ... 60
2. The Result of Post Interview ... 60
3. The Result of Post Questionnaire ... 61
4. The Result of Post Test ... 63
a. The Result of Post Test I ... 65
b. The Result of Post Test I ... 65
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 67
B. Suggestion ... 68
BIBLIOGRAPHY ... 70
LIST OF TABLES
[image:11.595.113.523.79.472.2]Page Table 3.1 The Schedule of the Implementing Communication Games in
Teaching Speaking ... 33
Table 3.2 Analytic Scoring Rubric of Speaking Skill ... 39
Table 4.1 The Result of Pre Questionnaire ... 46
Table 4.2 The Result of Post Questionnaire ... 61
x
LIST OF FIGURES
[image:12.595.114.522.76.478.2]Page
Figure 3.1 Classroom Action Research Design ... 29
Figure 3.2 Problem solving cycle activities of CAR ... 35
Figure 3.3 Research Procedure of CAR ... 36
Figure 4.1 The Average of the Students’ Speaking Improvement ... 66
LIST OF APPENDICES
Page
Appendix 1 Schedule of the Classroom Action Research ... 74
Appendix 2 Interview for the English Teacher in the Preliminary Study ... 75
Appendix 3 Interview for the English Teacher in the last Classroom Action Research ... 78
Appendix 4 Questionnaire for the Students in the Preliminary Study ... 79
Appendix 5 Questionnaire for Students in the Last Classroom Action Research ... 81
Appendix 6 Observation Note in the Preliminary Study ... 84
Appendix 7 Observation Note in the First Cycle ... 85
Appendix 8 Observation Note in the Second Cycle ... 87
Appendix 9 Students’ Speaking Scores in the Preliminary Study ... 89
Appendix 10 Students’ Speaking Score in the Second Cycle ... 91
Appendix 11 Students’ Speaking Score in the Second Cycle ... 93
Appendix 12 Chart Improvement of Students’ Speaking Score ... 95
Appendix 13 Lesson Plan of the First Cycle ... 96
Appendix 14 Lesson Plan in the Second Cycle ... 110
Appendix 15 The Instrument of Pretest ... 122
Appendix 16 The Instrument of Posttest 1 ... 123
Appendix 17 The Instrument of Posttest 2 ... 126
1 CHAPTER I
INTRODUCTION
This chapter elaborates the background of the study, the problem of the study, the objective of the study, the significance of the study, the scope of the study, the definition of key terms, and the organization of the study.
A. The Background of Study
Nowadays, with the economic and social development, English plays a vital role globally. It seems intuitively the most important, which has become the most prominent language in the world. As an International language, most countries in the world use English as medium of communication in entire aspects of life. It is necessary for those who want to make a good communication and good relationship with other countries.
Therefore, English is taught in every institution in the world. English is quite different from other subjects. English is a language. The main purpose of learning language is to communicate with others.
In Indonesia, the awareness of mastering English as the first foreign language is quite high. It also has been introduced to educational institutions from lowest (kindergarten) up to highest level of education (university). By mastering English, the learners can follow development in countries all over the world. In mastering the language, they have to learn the language by
communicatively.”
Basically, there are four language skills that one must possess in learning English; listening, speaking, reading and writing skill. Speaking and writing, which are produced by learners, are considered to be productive skills, while listening and reading are the skills which lead the learner to get to comprehend the language are considered as receptive skills. As stated by Harmer that “Speaking and writing are obviously skills and involve some kind of production on the part of the language user. Listening and reading are
receptive skills in that the language user is receiving written or spoken language”.2 To make students able to use English for communication, one of the skills that has to be mastered by the students is speaking skill.
Furthermore, Indonesia involves English into education curriculum.
Consequently, the government revealed the policy that English is the only foreign language which is included into National Examination standard as some special subjects such as Bahasa Indonesia, Science and Mathematics from Junior High School up to Senior High School.
The current curriculum now is School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan) or what is so called 2006 curriculum. Based on School-Based Curriculum (KTSP) of speaking skill at seventh grade of second semester has two Competence Standard and four Basic Competence.
In this study, the writer took one Competence Standard of speaking skill and one basic competence for conducting the research. The Competence Standard of speaking skill is:
“to express meaning in the simple short transactional and interpersonal conversation to interact with around environment”. Then, The Basic Competence is: “to express meaning in the simple short transactional (to get things done) and interpersonal conversation by using oral mode accurately, fluently and accepted for interacting with around setting which involves expression: asking and
1
W R LEE, Language Teaching and Contests, 2nd Ed, (Oxford University Press, 1980),p.1
2
3
giving opinion, expressing like and dislike, asking for clarification, and responding interpersonally.3
It becomes the reason why the students have to possess speaking for communicating with each other. But, there were still some difficulties faced by the students in learning speaking. Based on the unstructured interview, observation and questionnaire result during preliminary study at SMP YMJ (Yayasan Miftahul Jannah), speaking is the most difficult skill faced by the students such as: First, most of students have difficulties to express their ideas by using English because they lack of vocabulary. Second, they are too shy
and afraid to speak English because lack of practicing and afraid of making mistakes in speaking. Third, students mostly use uncorrected pronunciation. Then, they are bored in learning English because the teaching learning speaking activities are done in a monotonous technique. Besides, the teacher
seldom creates any instructional media. Consequently, they are passive in teaching learning speaking process.
Considering the fact and problems above, the English teachers have to work hard to solve the problems. The teacher should create a good circumstance for students, create the students’ motivation in English speaking, create the interesting teaching technique to improve the quality of students, change teaching methods and develop the learner’s communicative competence in English. So the writer needs to provide students with appropriate techniques for speaking class. Actually, there are many techniques can be applied by the teacher to create communicative atmosphere in the classroom and make their enjoyable of learning English, especially for oral communication activities.
In this case, Harmer divides speaking activities into seven categories, they are: Reaching a consensus, discussion, relying instructions, communication games, problem solving, talking about yourself, simulation
3
material of speaking.
The teachers should apply the appropriate teaching technique in order to solve the problem of the students in learning speaking skill, so the writer offers the teacher to use communication games in teaching speaking skill. The teacher can play an English game in class. No doubt, all students like to play games. In addition, an English game is a good way for students to participate. It can reduce students’ boredom and made students’ interested in teaching learning activities. It can also make learning process more enjoyable.
McCallum said that games automatically stimulate students’ interest; a properly introduced game can be one of the highest motivating techniques.5
Based on the explanation above the writer is interested in improving students’ speaking ability and in this research she will try to apply
communication games as a strategy in teaching Speaking. In this case, the writer will do an action research entitled:
“Improving Students’ Speaking Ability through Communication Games (A Classroom Action Research in the Seventh Grade of Junior High School of SMP YMJ (Yayasan Miftahul Jannah) in 2010/2011 Academic Year)”.
B. The Problem of the Study
Problem of this research is stated in the following research question: 1. Can Communication Games improve students’ speaking ability? 2. How does communication Game improve students’ speaking ability?
C. The Objective of the Study
4
Jeremy Harmer, The Practice of English Language Teaching; New Edition, (New York: Longman, 1991), p. 122.
5
5
1. To know whether the communication games can improve students’ speaking ability
2. To know how communication game improves students’ speaking ability
D. The Significance of the Study
From the research which the writer performs is expected that it can be useful in terms of:
1. The Students
a. To assist students in upgrading their ability to communicate in English.
b. To motivate students in order get interesting learning.
c. To improve students’ speaking ability, as consequence of their enjoyable learning.
2. The Teacher
a. To give the alternative solution in teaching speaking skill. 3. The Writer
a. To fulfil one of the requirements of having strata degree from the State Islamic University Syarif Hidayatullah Jakarta of English Education Department.
E. The Scope of the Study
This research is focused on finding out the students’ improvement in learning English especially in speaking skill by using communication game.
F. The Definitions of Key Terms
The purpose of the clarification of key terms is to avoid misunderstanding. The terms to clarify in this study are:
1. Communication Games
Communication games is used to make teaching learning process better, attractive, communicative, cooperative, competitive, and more enjoyable
Speaking is one of the skills in English language that has to be mastered by students in an English classroom to achieve the language goal of speaking subject. It has to be elaborated for learners in order to can make a good communication and relationship with others.
3. The Classroom Action Research
7 CHAPTER II
THEORETICAL FRAMEWORK
This chapter explains the review of related literature. It elaborates the understanding of speaking, the element of speaking, function of speaking, the kinds of speaking activities, the understanding of games, the types of language games, the significance of games, and describes the teaching learning speaking by using communication games.
A. Speaking
1. The Understanding of Speaking
Speaking has an important part in human life. People use their speaking ability to communicate with others through share, express ideas,
reveal feelings, exchange of ideas and opinion, and discuss something in order to attain several aims. It was a necessity for someone as a human being in this world. As Philips M. Burden stated “… Speaking is an activity which is done by a person to communicate with others in order to express ideas, feelings as well as opinion to achieve a particular goal. 1
McDonough and Shaw said, “Speaking is a skill used by someone to produce utterance when genuinely communicates may involve expressing ideas and opinions, expressing a wish or desire to do
1
something, negotiating and/or solving a particular problem: or establishing and maintaining social relationship and friendship”.2
Another expert said that speaking is intentional activity; it serves a purpose the speaker wants to realize.3 So speaking is someone’s skill which is produced intently to make an utterance for expressing ideas, expectation, emotions, and pretension to do something. It also can use to
solve many problems, exchange different perspective, discuss and negotiate something in order can deliver their aims in private or social relationship.
In addition, Nunan defined speaking as “the ability to carry out a conversation in the language.4 A good conversation will occur if people have ability in using good language or good speaking, thus people can add to their understanding towards each other, they encouraged to express their ideas or opinions by their own language. Furthermore, they can respond to each other in some relationship. “Speaking does not only make sound by the speech organs but ideas and emotions. Speaking is the active use of language to express meaning so that other people can make sense of them, therefore, the label of productive use of language can be applied to speaking”.5
Moreover, Woods said that “Speaking effectively depends very much on the speaker’s ability to interact with interlocutor. Successful speaking cannot therefore take place without effective listening skill. Speaker must pay attention to their listener, and
2
Jo McDonough & Christopher Shaw, Material & Method in ELT: A Teacher’s Guide,
(Massachusetts: Blackwell Publishers, 1993), p. 151.
3
Williem J. M. Levelt, Speaking from Intention to Articulation, (Cambridge: A Bradford Book, 1989),p. 20.
4
David Nunan, Language Teaching Methodology. A textbook for Teacher, (Edinburgh: Longman Pearson Education, 1998), p. 39.
5
9
adapt their own responses and questions according to the need of the listener”.6
Communication is a collaborative achievement in which the speakers negotiate meaning in order to achieve the goal. Therefore, the speaker’s communicative success will be partly determined by the skills of the other person.7 In a typical interaction, two or more people talk to each other about things that they are mutually interesting and relevant in the situation. The aim can be to pass the time, amuse each other, share opinions or getting something done, or they can aim to do several of these
and other things together.8
Communication will occur between two or more people. They use it for achieving their particular purpose or intention. “When two people are engaged in talking to each other we can be fairly sure that they are doing
so for good reasons”.9 The reasons are in these following explanations: a. They want to say something.
The speakers make definite decisions to address other people. b. They have some communicative Purpose
The speakers want something to happen as a result of what they say. They may want to charm their listener. In this case, they are interested in achieving this communicative purpose, what is the important is the message they wish to convey and the effect they want it to have.
c. They select from their language store.
Speakers have an infinite capacity to create new sentences. In order to achieve the communicative purpose they will select (from the store of
6
Caroline Woods, Teaching and Assessing Skills in Foreign Language, (Cambridge: Cambridge University Press, 2005), p. 41.
7
David Nunan, Second Language Teaching and Learning, (Boston: Heinle&Heinle Publisher, 1999), p. 236.
8
Sari Louma, Assessing Speaking, (Cambridge: Cambridge University Press, 2003), p. 20
9
language process) the language they think is appropriate for this purpose.
The writer concludes Speaking as a skill of language. The Language has transactional and interactional function, so it is used not only as a means of communication but also as a means of relating and building up relationship with other people. Therefore, the writer considered speaking as the way of communicating particular issues to other people. It is understood that by speaking people are able to express their feelings, ideas, emotions, thoughts, opinions, and bring into accord of
different perspectives, deliver some purpose to the interlocutor, and also shares information to others.
Speaking is the skill that the students will be judged upon most in real-life situations. It is an important part of everyday interaction and most
often the first impression of a person is based on their ability to speak fluently and comprehensibly. So, the teacher has a responsibility to prepare the students as much as possible to be able to speak in English in the real world outside the classroom and the testing room.
2. The Elements of Speaking
It is very important for people who learn the language to master the
elements of speaking because they can acquire the ability to communicate. According to Harmer, there are two elements of speaking, the first is Language Feature among the elements necessary for spoken are as the following:
a. Connected speech is the modifying in sounds production or utterances such as assimilation, omission, addition, weakened (through contraction and stress patterning)
b. Expressive devices are the alteration of the speed, volume, and stress of utterances to show the feeling. The use of this device contributes the ability to convey meaning.
11
d. Negotiation language is the ability to get benefits from the negotiator language we use to seek clarification and to show the structure of what we are saying.10
On the other hand, mental or social processing is also including the element of speaking. Here are some explanations from Harmer:
a. Language processing: the ability to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended.
b. Interacting with others. This means that speaking also involves a good deal of listening, and understanding of how the other participants are feeling.
c. Information processing: the ability to process the information the moment we get it. 11
3. The Function of Speaking
Numerous attempts have been made to classify the function of speaking in human interaction. Based on Brown and Yule (1983) as quoted by Richards, the functions of speaking are classified into three kinds; talk as interaction, talk as transaction, and talk as performance. Each of these activities is quite distinct in term of form and function and requires different teaching approaches.12 Below are some explanations:
a. Talk as Interaction
Talk as interaction refers to what we normally mean by conversation and describes interaction that serves a primarily social function when people meet, they exchange greetings, engage in small talk, recount, recent experiences, and so on because they wish to be friendly and to establish a comfortable zone of interaction with others.
10
Jeremy Harmer, The Practice of English Language Teaching. (London: Pearson Education Limited, 2001), p. 269.
11
Jeremy Harmer……, p. 270.
12
The focus is more on the speaker and how they wish to present themselves to each other than on the message.
Talk as interaction has several main features as follows: 1) Has a primarily social function
2) Reflects role relationship 3) Reflects speaker identity 4) May be formal or casual
5) Uses conversational conventions 6) Reflect degrees of politeness 7) Employs many generic words 8) Uses conversational register 9) Is jointly constructed
Some of the skills involved in using teaching as interaction are the following things:
1) Opening and closing conversation 2) Choosing topic
3) Making small talk 4) Joking
5) Recounting personal incidents and experiences’ 6) Turn talking
7) Using adjacency pairs 8) Interrupting
9) Reacting to others
10)Using an appropriate style of speaking13
Mastering the art of talk as interaction is difficult and may not be a priority for all learners. However, students who do need such skills and find them lacking report that they sometimes feel awkward and at a loss for words when they find themselves in situations that require talk for interactions.
b. Talk as Transaction
Talk as transaction refers to situations where the focus is on what is said or done. The message and making oneself understood
13
13
dearly and accurately is the central focus, rather than the participants and how they interact socially with each other.
The main features of talk as transaction are: 1) It has a primarily information focus
2) The main focus is on the message and not the participants.
3) Participants employ communications strategies to make themselves understood.
4) There may be frequent questions, repetitions, and comprehension checks, as in the example from the preceding classroom lesson 5) There may be negotiation and digression.
6) Linguistic accuracy is not always important.
Some of skills involved in using talk as transaction are: 1) Explaining a need or interaction
2) Describing something 3) Asking questions\ 4) Asking for clarification 5) Confirming information 6) Justifying an opinion 7) Making suggestions 8) Clarifying understanding 9) Making comparison 10)Agreeing and disagreeing14
c. Talk as Performance
This refers to public Talk, that is, talk that transmits information before audience, such as classroom presentation, public announcement, and speeches.
The main features of talk as performance are:
1) A focus on both message and audience 2) Predictable organization and sequencing 3) Importance of both form and accuracy 4) Language is more like written language 5) Often monologic.
Some of the skills involved in using talk as performance are: 1) Using an appropriate format
2) Presenting information in an appropriate sequence
14
3) Using correct pronunciation and grammar 4) Creating an effect on the audience
5) Using appropriate vocabulary
6) Using an appropriate opening and closing.15
4. The Purposes of Teaching Speaking
Teaching is a profession. Thus, teachers should pursue professional development to sharpen their teaching skills and maintain the quality of profession. Teaching speaking is a very important part of first foreign language learning. McDonough said that “with the recent growth of English as an international language of communication, there is clearly a need for many learners to speak and interact in multiplicity of situation through the language, be it for foreign travel, business or other professional reason.16
However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and
cultural rules appropriate in each communicative circumstance.17 “To teach speaking is necessary to understand the process involved in speech. Through speech one can express emotion, communicates intentions, react, to other persons and situations influence other human being.”18
Based on Bullock Report in Jon Davinson and Jane Dowson it is stated “The teacher’s role should be one of planned intervention, and his
15
Jack C. Richard, Teaching Listening and Speaking From Theory to Practice, (Cambridge University, 2008) p. 28.
16
Jo McDonough and Christoper Shaw, Material and Method in ELT, (UK: Backwell and Cambridge, 1993), p. 151.
17
Hayriye Kayi , Teaching Speaking: Activities to Promote Speaking in a Second
Language.(Nevada: University of Nevada, Internet TESL Journal, Vol. XII, No. 11, November 2006), p. 1. From: http://iteslj.org/ http://iteslj.org/Articles/Kayi-Teaching Speaking.html. (retrieved on august, 9, 2010)
18
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purpose and the means of fulfilling them must be clear in his mind. Important among these purposes should be intention to increase the complexity of the child’s thinking, so that he does not rest on the mere expression of opinion but uses language in an exploratory way”.19
Moreover, Taylor said “the goal or the aim of speaking component in a language class should be to encourage the acquisition of communication skills and to foster real communication in and out of the classroom”.20 While another expert said, “The aim of communicative activities in class is to get learners to use the language they are learning to
interact in realistic and meaningful ways, usually involving exchange of information and opinion.21
A teacher in a speaking class can contribute more than just teaching the students to speak in the target language. Having a good
interpersonal relationship in the classroom eased the students’ learning also contributes to the teacher’s well-being and performance in the class. Thus, it is very important for the teacher to convey warmth and empathy toward the students, creating a cooperative and supportive learning environment and providing educative learning experience that the students have the opportunity to develop as whole human beings.
So the writer concluded that the purpose of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They can make a good communication by using spoken words to exchange feelings, ideas, opinion, and share information with the interlocutor, so they can understand and know something about the people who speak the language.
19
Jon Davinson and Jane Dowson, Learning to Teach English in the Secondary School 2nd Edition, (New York: Routledgefalmer, 2003), p. 98.
20
Marrianne Celce Murcia (ed). Teaching English as a Second Language, (Boston Massachussetts: Heinle Publishers, 1991), Vol.2. p. 126
21
Hence, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. Teacher also must create the best situation for real communication in the classroom.
5. Kinds of Speaking Activities
It is important to give the students a variety of speaking activities so that they will be able to cope with different situations in reality. Variety
also helps keep motivation high. The next reason for designing a variety of activities is that the students have different learning styles, so some kinds of activities may suit some students, while other activities may suit other students.
The following activities are all designed to provoke spoken communication between students and/or between the teacher and the students. We will divide the activities into seven categories: Reaching a consensus, discussion, relying instructions, communication games, problem solving, talking about yourself, simulation and role play.22
Here are the explanations of numerous techniques concerned with speaking activities:
a. Reaching a consensus
In consensus activities students have to agree with each other after a certain amount of discussion. The task is not complete until they do. These activities have been successful in promoting free and spontaneous language use.
b. Discussion
Discussion is one of the most usual speaking activities. Pictures are an ideal stimulus for initiating discussion. Especially cultural differences are most likely to provoke discussion. It can help the students to arrive
22
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at any conclusion, share any ideas and look for some solutions at final. Besides, they can get involved in an “agree or disagree” discussion. c. Relying instruction
In this type of activity students have to give each other instruction. The success of the activity depend on whether the students to whom instruction are being given perform the tasks successfully.
d. Communication games
These games are designed to provoke communication between frequently depend on an information gap, so that one student has to
talk to his partner in order to solve the puzzle, draw a picture, put things in the right order, or find similarities and differences between pictures.
e. Problem solving
Problem solving activities encourage students to talk together to find a solution to a set of problems or tasks.
These activities demand the student to communicate with each other to find out the best solution of the problem in order to can solve the problem and can complete the task.
f. Talking about yourself
This activity uses the students’ lives and feelings for any number of interpersonal exchanges.
g. Simulation and Role Play
Simulations and role-play involve a lot of conversations and discussions. Thus it may not be very suitable for a large class. The teacher has to spend a lot of time on interactions of students and he is not able to predict the process in the class. In this activity, students simulate a real life encounter, as if they were doing so in the real world.
physically active as they learn by doing. Moreover, they are imaginative and creative and they learn without being aware of it. They also have to able in mastering speaking skill for their communication and relation to each other. Thus, the teacher decided that communication games are one of the appropriate techniques which help students to reduce boredom, meanwhile achieving teaching learning goal of speaking subject.
B. Communication Games
1. The Understanding of Games
Games have become crucially important for English language learners and teachers not only because they provide enjoyment and relaxation, but also as they encourage students to use their language in a creative and communicative manner.
Wright, Betteridge and Buckby stated “…. ‘game’ to mean an activity in which the learners play and usually interact with others”. They also said that “Games help and encourage many learners to sustain their interest and work”. Next, their opinion is “Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information”.23
Based on Elizabeth Rowell in her Journal of reading, Games for Language Learning are an excellent aid to the teacher who wants to make language learning more meaningful and more fun.24 Likewise, Hadfield defined games as “an activity with rules, a goal and an element of fun”. 25 A similar opinion expressed by LEE, “games are enjoyable. Enjoyable
23
Andrew Wright, et.al. Games for Language Learning, Third Edition, (New York: Cambridge University Press, 2006) p. 1-2
25
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also is the active cooperation with one’s fellows. In group or team activity, rivalry and cooperation go hand in hand”.26
In addition, T S. Rodgers in Connie L. Shoemaker states that games have four basic characteristics:
a. Competitive b. Governed by rules
c. Goal-defined, engaging in that they challenge the participants. d. They have closure on a predetermined point at which they are
finished.27
Considering that there are several experts opinion above, the writer
concludes that games involve many factors such as employing rules, fostering cooperation while making learning fun. One can simply say that games are enjoyable. However, in addition to being enjoyable, games refer to rules to be followed pointing at a serious instructional planning and
delivery process. It also allows students to work cooperatively, compare with each other, strategize, think in a different way, compare and share knowledge, learn from others, learn from mistakes, work in a less stressful and more productive environment, and allow people to have fun. Therefore, it is important that teachers should not see games as time fillers or tools designed for fun only, but integrate them into their foreign language teaching programmers.
Competition, which is associated with games, plays a crucial role as for the nature of games requires. Learners are excited by competition because the question of who will win or lose remains unanswered until the game is over.
26
W R LEE, Language Teaching Games and Contests, 2nd Ed, (Oxford University Press, 1980), p. 1.
27
2. The Significances of Games
Games provide language teachers and learners with many advantages when they are used in classroom. One of those advantages is that learners are motivated to learn the language when they are playing a game. As Ersoz holds that Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication.28 Lee also said “They banish boredom and so make for willing learners.”29
Based on journal of Agnieszka Uberman, Hansen (1994:118)
stated that “they are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings”. While Zdybiewska (1994:6) “Games to be a good way of practicing language, for they provide a model of what learners will use the language
for in real life in the future”.30
Further support comes from Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga, Games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Then, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities.31
Basen on Lee Su Kim, there are many advantages of using games in the classroom:
28
Aydan Ersoz, Six Games for the EFL/ESL Classroom; The Internet TESL Journal, Vol. VI, No. 6, June 2000.http://www.aitech.ac.jp/~iteslj/Lessons/Ersoz-Games.html. (Retrieved on January, 12 2011)
29
W R LEE, Language Teaching Games and Contests, 2nd Ed, (Oxford University Press, 1980), p. 1.
30
Agnieszka Uberman, The Use of Games For Vocabulary Presentation and Revision, Forum, Vol. 36 No 1, January - March 1998 Page 20.
http://exchanges.state.gov/englishteaching/forum/archives/1998/docs/98-36-1-d.pdf (Retrieved, Janury, 12, 2011).
31
Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga, Learning Vocabulary Through Games,Asian EFL Journal - December 2003.
21
a. Games are a welcome break from the usual routine of the language class.
b. They are motivating and challenging.
c. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning.
d. Games provide language practice in the various skills- speaking, writing, listening and reading.
e. They encourage students to interact and communicate. f. They create a meaningful context for language use.32
In addition, McCallum (1980) explains that there are many advantages of games such as:
a. Focus students’ attention on specific structures, grammatical patterns, and vocabulary items.
b. Can function as reinforcement, review and enrichment. c. Involve equal participation from both slow and fast learners.
d. Can be adjusted to suit the individual age and language levels of the students.
e. Contribute to an atmosphere of healthy competition, providing an outlet for the creative use of natural language in a non-stressful situation.
f. Can be used in any language teaching situations and with all skill areas (reading, writing, speaking or listening).
g. Provide immediate feedback for the teacher.
h. Ensure maximum student participation for a minimum or teacher preparation.33
According to Martha Lengeling and Casey Malarcher as they wrote in their journal, they divided the general benefit into four aspects:
a. Affective:
1) Lowers affective filter
2) Encourages creative and spontaneous use of language 3) Promotes communicative competence
4) Motivates 5) Fun. b. Cognitive:
1) Reinforces
2) Review and extends
32
Lee Su Kim, Creative Games for the Language Class Forum. Vol. 33 No 1, January - March 1995, Page 35. http://exchanges.state.gov/englishteaching/forum/archives/1995/docs/95-33-1-l.pdf. (Retrieved on January, 12 2011)
33
3) Focuses on grammar communicatively c. Class Dynamics:
1) Student centered
2) Teacher acts only as facilitator 3) Builds class cohesion
4) Fosters whole class participation 5) Promotes healthy competition. d. Adaptability:
1) Easily adjusted for age, level, and interests 2) utilizes all four skills
3) requires minimum preparation after development34
So games making learning easier in an enjoyable way suggests that
games are full of fun which leads to successful learning. In many games, learners are required to cooperate to achieve the goal and most learners enjoy cooperation and social interaction. It is believed that when cooperation and interaction are combined with fun, successful learning
becomes more possible.
3. Types of Communication Games
Classifying games into categories can be difficult, because categories often overlap. Hadfield explains two ways of classifying language games. She divides language games into two types: Linguistic Games and Communicative Games.35 Linguistic games focus on accuracy, such as supplying the correct antonym. On the other hand, communicative games focus on successful exchange of information and ideas, such as two people identifying the differences between their two pictures which are similar to one another but not exactly alike. Correct language usage, though still important, is secondary to achieving the communicative goal.
LEE added that communication games are not necessarily lengthy or complex. There is something to be communicated to others or to be
34
M. Martha Lengeling and Casey Malarcher, Forum Vol. 35 No 4, October - December 1997 Page 42. http://exchanges.state.gov/englishteaching/forum/archives/1997/docs/97-35-4-h.pdf. (Retrieved on January, 12 2011).
35
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found out from others, and the learners want to keep the game going because they are interested in it. 36
Moreover, Hadfield classifies language games into many more categories37:
a. Sorting, ordering, or arranging games.
For example, students have a set of cards with different products on them, and they sort the cards into products found at a grocery store and products found at a department store.
b. Information gap games
In such games, one or more people have information that other people need to complete a task. For instance, one person might have a drawing and their partner needs to create a similar drawing by listening to the information given by the person with the drawing. Information
gap games can involve a one-way information gap, such as the drawing game just described, or a two-way information gap, in which each person has unique information, such as in a Spot-the-Difference task, where each person has a slightly different picture, and the task is to identify the differences.
c. Guessing games
These are a variation on information gap games. One of the best known examples of a guessing game is 20 Questions, in which one person thinks of a famous person, place, or thing. The other participants can ask 20 Yes/No questions to find clues in order to guess who or what the person is thinking of.
d. Search games
These games are yet another variant on two-way information gap games, with everyone giving and seeking information. Find Someone Who is a well known example. Students are given a grid. The task is to
36
W R LEE.. Language Teaching Games and Contests, 2nd Ed, (Oxford University Press, 1980), p. 2.
37
fill in all the cells in the grid with the name of a classmate who fits that cell, e.g., someone who is a vegetarian. Students circulate, asking and answering questions to complete their own grid and help classmates complete theirs.
e. Matching games.
This game involve matching corresponding pairs of cards or pictures and may be played as a whole class activity, where everyone must circulate until they find a partner with a corresponding card or picture. f. Labeling games
These are a form of matching, in that participants match labels and pictures.
g. Exchanging games
In these games, students barter cards, other objects, or ideas. Similar
are exchanging and collecting games. Many card games fall into this category.
h. Board games
Scrabble is one of the most popular board games that specifically highlight language.
i. Role play, simulation and drama games.
Role play can involve students playing roles that they do not play in real life, such as dentist, while simulations can involve students performing roles that they already play in real life or might be likely to play, such as customer at a restaurant. Dramas are normally scripted performances, whereas in role plays and simulations, students come up with their own words, although preparation is often useful.
In addition, Harmer classify communication games into four categories,38 those are:
a. Find the differences or similarities
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Students are put into pairs. In each pair Students A is given a picture which is similar, but the different in some vital respect. They are told that they must not look at each other’s material but that they must find out a certain number of differences between the two pictures through discussion only.
b. Describe and arrange
Students are told they are going to work in pairs. In each pair Student A is given the following pictures and told not to show them to Student B. on the other hand, student B is given the same pictures but cut up so
they are not in any order. Consequently, Student B must arrange the pictures in the same order as students A’s.
c. Story reconstruction
Students are given different parts of a picture story. They have to
reconstruct the whole narrative even though individually they have seen only a small part of it. This is done because each member of group has seen a different picture; by talking about their pictures together the narrative emerges.
d. Poem reconstruction
The same principle of reconstruction can be applied to simple poems. Students have to reassemble lines which they are given. The activity mixes reading, listening and discussion.
C. Teaching Speaking Through Communication Games
learning activities. It also can reduce the boredom and make the classroom come alive. As Harmer said that “Games are a vital part of a teacher’s equipment, not only for the language practice they provide, but also for the therapeutic effect they have.”39
The use of games in learning environment will not only change the dynamic of the class, but it will also rejuvenate students and help the brain to learn more effectively. The more exciting and interactive a teacher can make the learning environment, the more a teacher tries to introduce games and activities. The more a teacher changes shapes and manipulates both the
language and the environment, the better the circumstances.
In associating communication game in speaking activities, the first the teacher must do is preparing the material then determining game that suitable with the topic including the goal, linguistic function, vocabulary selection, and
group work to engage student communicative, competitive and cooperative.
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27 CHAPTER III
RESEARCH METHODOLOGY
This chapter elaborates the method of the research that describes research design, research setting and subject, and research procedure. In addition, the research procedures cover the preliminary study, planning the
action, implementing the action, observing the action and reflecting on the result of the action, including data, data resources, instrument and technique of data collection.
A. Research Design
This research employed a Classroom Action Research. This research was done by the teacher or practitioner in the classroom. It was aimed to
reveal students’ difficulties in enhancing their speaking skill and to give the solutions to problems occurring by applying some games to solve students’ problem in speaking.
According to Geoffrey E. Mills, Action Research is any systematic inquiry conducted by teacher researcher, principals, school counselor, or other stakeholders in the teaching/ learning environment to gather information about how their particular school operate, how they teach, and how well their students learn.1
1
Classroom Action Research tends to be directly to achieving result in the classroom setting. The researcher change one thing and observes the effect of the change. CAR is combination between action and research. Action is conscious activity to certain aim in order to solve the problem or improve the teaching learning process. Research is an observing activity through scientific method by collecting and analyzing the important data to solve the problem. So, the CAR is an appropriate method to cover the research. The research is based on the real classroom problem.
Actually, there are two types of Action Research; individual action
research and collaborative action research.2 In this study, the writer was using collaborative action research that collaborated with one of the English teachers of SMP YMJ. The teacher acted as an observer while the researcher acted as practitioner who taught by using determining the technique. The teacher is as
an active participant who is not only functioning as an observer but also taking actions by making lesson plan and giving assessment. Then collected and analyzed the data together with the researcher.
During the learning activities, the researcher and the teacher guided the students to speak. The researcher wanted to see the students’ speaking improvement during teaching learning activity. That was why the researcher used the communication games to solve that problem.
The CAR used in this research is Kart Lewin’s design. He is generally considered the ‘father of action research’. He was the first to coin the term “action research”.
His CAR design consists of four phases within one cycle. They are planning, acting, observing, and reflecting. If the first finished but s till found any problem or there was no improvement, thus, it is necessary to continue to the second cycle with the same concept of the first cycle. Then so on.
2
29
[image:42.595.120.522.78.526.2]Figure 3.1
Kurt Lewin’s Action Research Design3
3
Michael J. Wallace, Action Research for Language Teachers…, p.14 ACTING
PLANNING CYCLE I OBSERVING
ACTING
PLANNING CYCLE II OBSERVING REFLECTING
B. Research Setting and Subject
Setting in this research includes research place, time, subject and object of research, and the role of the study.
1. The subject of the study
The subject of the study is the students in the seventh grade of YMJ (Yayasan Miftahul Jannah) Junior High School, Ciputat - South Jakarta, and academic year 2010/2011. The numbers of students consist of 45 people. It is chosen because of the observation, unstructured interview and questionnaire result with the English teacher and the students at that class.
2. The object of the study
The object of the study is communication games technique to improve students’ speaking ability.
3. The time and places of the study
The research was done for almost four months starting from March up to May 2011. The time is decided based on the school academic calendar because classroom action research needs some cycles to do in order the teaching-learning process will be effective in the class and gain the action success.
4. The writer’s role on the study
In this role, the writer is not only as the practitioner of action based upon the lesson plan that has been made but also she makes a lesson plan and the assessment or test before CAR (pre-test) and after CAR (post-test) in the final cycle. Furthermore, the writer also collects and analyzes the data then reporting the result of the study.
C. Research Procedure
In this procedure of the research, the writer has done a number of steps from the CAR Design. That is a preliminary study or reconnaissance which is used as a basic consideration in planning the action to be applied. It is
31
information gathering is taking time to reflect on your own beliefs and to understand the nature and context of your general idea.4 So the preliminary study is useful to analyze if there is any unsatisfactory condition or what the real condition of the students and teacher problems at the school is. Furthermore, the researcher can analyze and identify the problems faced by the students in learning speaking that needed to be solved.
In conducting the preliminary study, the writer carries out several activities to find out the real condition of teaching speaking in the classroom, such as; observing the process of teaching learning speaking activities,
interviewing the English teachers, giving questionnaire to the students regarding of learning speaking English, and assigning the students to rehearsing some expression of speaking skill (pre-test) in order to know their ability in communicating by using English during learning activities with their
real teacher.
After carrying out the preliminary study, the writer goes on to the next phase. That is beginning the first cycle of action which is done involving planning, acting, observing and reflecting. It is carried out in repeated cycle. 1. Planning the Action
After finding the real condition of speaking problem from the preliminary study, the writer and the teacher planned the intervention that would be given to the students in the classroom. This session is very important part in the classroom action research because it formulates the suitable action and activities in the research process.
In order to solve the speaking problem, the writer is planning and preparing several preparations for doing action as follows: (a) determining the teaching technique, (b) designing the lesson plan, (c) setting the criteria of success, and (d) preparing the instrument. To make it clear the writer explains the activities in planning the action as following:
4
a. Determining the Technique
The researcher thought that the suitable technique to be applied in this action research is Communication Games. It becomes the focus of this study to be prepared, to be analyzed, to be reflected, and to be used again until it proves effective to solve the problems of students in learning speaking.
b. Designing the Lesson Plan
The writer makes the lesson plan based on the school based curriculum or KTSP related to the seventh grade for the second semester. It was
developed on the basis of English syllabus which includes the following items: (1) the instructional objectives, (2) instructional material and media, (3) the procedures in teaching-learning activities, and (4) assessment.
c. Setting the Criteria of Success
33
d. Preparing the Instruments
To gain the data, the researcher provided the research instrument, with such observation notes, questionnaire, and test. They were used to know the students achievement in the classroom.
2. Implementing in Action
In this second step, both the researcher and the teacher collaborate to carry out the planned action. The researcher as a practitioner, she implemented the instructional activity the communication games in
teaching speaking in the class based on the planning that has been prepared before, while the collaborator acted as an observer who observed the students’ activities and participation during the teaching and learning process of speaking through communication games activities by making
observational note which would be analyzed as a reflection for the next cycle.
[image:46.595.133.522.87.479.2]This action involved three meetings in each cycle, two meetings for implementing the action and one meeting for posttest. The time table of the implementation of the action can be seen in the following table:
Table 3.1
The Schedule of implementing the Communication Games in
Teaching Speaking
Activity Meeting Date Theme/Sub Theme Communication Games
Cycle I 1 March 31
st
, 2011 Opinion poll Matching Game
2 April 1st , 2011 Famous things Guessing Game
Cycle II
1 April 8th , 2011 Sports and Hobbies Matching Game
2 April 14th , 2011 Routine and Leisure Activities
3. Observing the Action
Observing is the process of collecting data indicating the success of the strategy in solving the classroom problems. The focus of the observation is on the data related to the criteria of success that have been decided. It was used to explore the implementation of communication games to improve speaking ability. In this phase, the observer uses observation notes for gathering the result of observation dealing with the teacher performance, the students’ participation, the result of evaluation, the real situation and condition in classroom when implementation of the
action. At this observing stage, which aims to collect data, the researcher and the collaborator have to define the type of data to be collected, the data sources, the instrument to collect the data, and the technique of data collecting.
4. Reflecting
In this phase, the researcher and the teacher analyze data to determine how far the data collected have shown the success of the strategy in solving the problem. If there still be found some problems it need to goes on the next cycle with same. Then, they revised the lesson plan to find out some weakness in the instructional activities that have been done. This reflection is aimed to improve
