ABSTRACT
Bayuningsih, Agnes Ambar Pratiwi.(2016). Improving Students’ Speaking Ability Using the Snakes and Ladders Board Game at 11th Grade of of Saint Pius X Vocational High School Magelang.
Yogyakarta: English Language Education Study Programme, Sanata Dharma University.
Speaking is one of the four language skills. Speaking skill is considered as a difficult subject for the 11th grade of St.Pius X Vocational High School Magelang. Some students were silent during the speaking activity even some students were using Bahasa Indonesia. Therefore, the research was aimed to improve students’ speaking ability using the Snakes and Ladders board game.
In conducting the research, the researcher applied the snakes and ladders board games to improve the students’ speaking ability at 11th grade of Cookery Department of St.Pius X Vocational High School Magelang. The formulated problem of this study is how the snakes and ladders board game improve the qualitative data analysis and descriptive statistics.
The action research result showed that the use of the Snakes and Ladders board game had improved the students’ speaking ability. The significant improvement could be seen from speaking test result from cycle 1 to cycle 2 where the result of the students’ mean score was increased from 69.5 to 79.2. Using the Snakes and Ladders board game becomes an appropriate method to improve students’ speaking ability.
ABSTRAK
Bayuningsih, Agnes Ambar Pratiwi.(2016). Improving Students’ Speaking Ability Using the Snakes and Ladders Board Game at 11th Grade of Saint Pius X Vocational High School Magelang.
Yogyakarta: English Language Education Study Programme, Sanata Dharma University.
Berbicara merupakan salah satu dari empat ketrampilan berbahasa. Kemampuan berbicara dipadang sebagai hal yang sulit bagi siswa kelas 11, SMK PIUS X Magelang. Beberapa siswa diam ketika diminta untuk berbicara, bahkan beberapa diantaranya memilih menggunakan Bahasa Indonesia. Oleh karena itu, penelitian ini ditujukan untuk mengembangkan kemampuan siswa dalam berbicara menggunakan permainan ular tangga.
Dalam proses penelitian, peneliti memilih permainan ular tangga untuk mengembangkan kemampuan berbicara siswa kelas 11 SMK Pius X Magelang. Persoalannya, bagaimana permainan ular tangga dapat meningkatkan kemampuan berbicara siswa kelas 11 SMK Pius X Magelang.
Penelitian menggunakan metode penelitian tindakan kelas. Terdapat 38 responden dalam proses penelitian ini yang diambil dari kelas jurusan Tata Boga 1, SMK Pius X Magelang. Penelitian dilakukan dalam dua siklus. Siklus pertama dilakukan dalam tiga kali pertemuan dan siklus kedua dilakukan dalam dua kali pertemuan. Peneliti pun mendapatkan dua analisa data mayor; analisa data kualitatif dan pemaparan statistik.
Hasil penelitian menunjukkan bahwa penggunaan permainan ular tangga telah mengembangkan kemampuan bicara para siswa. Perkembangan yang signifikan dapat dilihat dari hasil tes berbicara antara siklus 1 dan siklus 2. Hasilnya, rata-rata nilai kemampuan bericara mereka meningkat dari 69,5 menjadi 79,2. Penggunaan permainan ular tangga menjadi metode yang tepat dan sesuai untuk mengembangkan kemampuan berbicara para siswa.
IMPROVING STUDENTS’ SPEAKING ABILITY
USING THE SNAKES AND LADDERS BOARD GAME
AT 11
thGRADE OF SAINT PIUS X VOCATIONAL HIGH
SCHOOL MAGELANG
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain Sarjana Pendidikan Degree
in English Language Education
By
Agnes Ambar Pratiwi Bayuningsih
Student Number: 111214006
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
DEDICATION
O gentle lover of my heart in your suffering
give me part, Love’s
burning flame in me
release that to the world I servant be, In ever
growing strength and care until eternal life I
share. Amen. (EG.39)
vii
ABSTRACT
Bayuningsih, Agnes Ambar Pratiwi.(2016). Improving Students’ Speaking
Ability Using the Snakes and Ladders Board Game at 11th Grade of of Saint
Pius X Vocational High School Magelang.
Yogyakarta: English Language Education Study Programme, Sanata Dharma University.
Speaking is one of the four language skills. Speaking skill is considered as a difficult subject for the 11th grade of St.Pius X Vocational High School Magelang. Some students were silent during the speaking activity even some students were using Bahasa Indonesia. Therefore, the research was aimed to improve students‟ speaking ability using the Snakes and Ladders board game.
In conducting the research, the researcher applied the snakes and ladders board games to improve the students‟ speaking ability at 11th grade of Cookery Department of St.Pius X Vocational High School Magelang. The formulated problem of this study is how the snakes and ladders board game improve the qualitative data analysis and descriptive statistics.
The action research result showed that the use of the Snakes and Ladders
board game had improved the students‟ speaking ability. The significant
improvement could be seen from speaking test result from cycle 1 to cycle 2
where the result of the students‟ mean score was increased from 69.5 to 79.2. Using the Snakes and Ladders board game becomes an appropriate method to
improve students‟ speaking ability.
viii ABSTRAK
Bayuningsih, Agnes Ambar Pratiwi.(2016). Improving Students’ Speaking
Ability Using the Snakes and Ladders Board Game at 11th Grade of Saint
Pius X Vocational High School Magelang.
Yogyakarta: English Language Education Study Programme, Sanata Dharma University.
Berbicara merupakan salah satu dari empat ketrampilan berbahasa. Kemampuan berbicara dipadang sebagai hal yang sulit bagi siswa kelas 11, SMK PIUS X Magelang. Beberapa siswa diam ketika diminta untuk berbicara, bahkan beberapa diantaranya memilih menggunakan Bahasa Indonesia. Oleh karena itu, penelitian ini ditujukan untuk mengembangkan kemampuan siswa dalam berbicara menggunakan permainan ular tangga.
Dalam proses penelitian, peneliti memilih permainan ular tangga untuk mengembangkan kemampuan berbicara siswa kelas 11 SMK Pius X Magelang. Persoalannya, bagaimana permainan ular tangga dapat meningkatkan kemampuan berbicara siswa kelas 11 SMK Pius X Magelang.
Penelitian menggunakan metode penelitian tindakan kelas. Terdapat 38 responden dalam proses penelitian ini yang diambil dari kelas jurusan Tata Boga 1, SMK Pius X Magelang. Penelitian dilakukan dalam dua siklus. Siklus pertama dilakukan dalam tiga kali pertemuan dan siklus kedua dilakukan dalam dua kali pertemuan. Peneliti pun mendapatkan dua analisa data mayor; analisa data kualitatif dan pemaparan statistik.
Hasil penelitian menunjukkan bahwa penggunaan permainan ular tangga telah mengembangkan kemampuan bicara para siswa. Perkembangan yang signifikan dapat dilihat dari hasil tes berbicara antara siklus 1 dan siklus 2. Hasilnya, rata-rata nilai kemampuan bericara mereka meningkat dari 69,5 menjadi 79,2. Penggunaan permainan ular tangga menjadi metode yang tepat dan sesuai untuk mengembangkan kemampuan berbicara para siswa.
ix
ACKNOWLEDGEMENTS
I would like to express my greatest gratitude to the Almighty God and
Lord Jesus Christ. I thank Him for being with me in all my ways of life. I
present this thesis to my beloved Congregation of the Sisters of Charity of St.Charles Borromeo. To all my fellow sisters, especially to Sr. Rosaria,CB and the members of General Board and Sr. Carolina, CB and the members of Province Board; for only by their prayer in the presence of God that I am enabled to finish this thesis.
Foremost, I would like to express my warmest gratitude to my thesis advisor, Christina Kristiyani, S.Pd., M.Pd., for her generosity, kindness, encouragement, and meticulous guidance, and for her constant patience and warmth in completing this thesis. I also wish to extend my humble gratitude to all my lecturers in PBI who have guided and helped me during my study, especially to my academic advisor, Christina Lhaksmita Anandari, Ed.M, who has been being my academic advisor for these past five years, for her encouragement, her kind wishes, and sound advice.
I am indebted to Ibu Anjar, the School Principal, to Ms. Mita, the
English teacher, who was my collaborator in doing my research and the
students of eleventh grade of Cookery Department of St. Pius X Vocational High
School in the academic year 2015-2016, who were the participants in this study, for all their support and for their cheerfulness throughout the research.
I am especially grateful to my parents, to my beloved sister Novi, and to
my beloved brother Daniel, Rafael, and Geovanni for their prayer, help,
support, and love over these years. My special gratitude also goes for my entire classmate, class A 2011; especially for Dias, Sr. Nicoline, F.Ch, and all of those who I cannot mention their name one by one. I am so blessed to be in this class with all of you. I stayed young and strong because of you all.
x
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGE ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK‟S ORIGINALITY... v
PERNYATAAN PERSETUJUAN PUBLIKASI... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... x
LIST OF TABLES AND GRAPHS ... xii
LIST OF FIGURE ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I. INTRODUCTION ... 1
A. Research Background ... 1
B. Problem Limitation ... 4
C. Problem Formulation ... 4
D. Research Objectives ... 4
E. Research Benefits ... 5
F. Definition of Terms ... 5
CHAPTER II. REVIEW OF RELATED LITERATURE... 8
A. Theoretical Description ... 8
1. The Nature of Speaking ... 9
2. CLT and Speaking Activities... 11
3. Snakes and Ladders Board Game ... 15
xi
B. Theoretical Framework ... 19
CHAPTER III. METHODOLOGY ... 22
A. Research Method……… 22
B. Research Setting……….... 25
C. Research Participants………... 26
D. Data gathering Technique... 26
E. Data Analysis Technique……….... 28
F. Research Procedure………... 29
G. Research Schedule ... 32
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 33
A. The Students‟ Score in Classroom Action Research... 33
1. Cycle One...………... 33
2. Cycle Two...………... 34
B. Discussion on the Implementation of Action Research.... 36
1. Cycle One Report………. 36
2. Cycle Two Report ... ………. 47
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 57
A. Conclusions………... 57
B. Recommendations………. 59
xii
LIST OF TABLES
Tables Page
Table 1 The Research Schedule ... 32
Table 1.1 The Students‟ score of Cycle 1... 38
Table 1.2 The Students‟ score of Cycle 2... 38
Graph 1 The Students‟ Score on Speaking Test ... 36
xiii
LIST OF FIGURE
Figures Page
xiv
LIST OF APPENDICES
Appendices Page
Appendix A Research Instruments ... 64
Appendix B Lesson Plans ... 75
1
CHAPTER 1
INTRODUCTION
This chapter briefly discusses research background, problem formulation,
problem limitation, research objective, research benefits, and definition of terms.
A. Research Background
English is widely used as a means of communication for people in all over
the world. It has become a very important language to learn whether as an
international language for general communication or for specific needs.
Nowadays, people are eager to learn English for their own needs, business
purposes, occupations, getting a good position in a company and supporting their
ability at their work. In short, there are many areas that require English as
language of communication.
Learning a language is learning how to speak the language and how to use
the language to interact with other people. In 2015, Indonesia entered to AFTA
era. AFTA is an acronym for ASEAN Free Trade Area. AFTA is “a form of
agreement that is made by ASEAN countries to establish a free trade area in order
to improve the economic competitiveness of the ASEAN region”. AFTA was
established at 4th the ASEAN summit in Singapore in 1992. The purposes of
AFTA include making the ASEAN region as competitive product so that ASEAN
products have a high competitiveness in the global market, to attract more foreign
direct investments, and to increase the trade among ASEAN members
AFTA will facilitate foreign companies to enter Indonesia. It can be both an
opportunity and a threat. AFTA is an opportunity because the foreign companies
that entered the Indonesia will offer many job vacancies for the competent
workers, but it would be a threat if Indonesian workers are not ready to enter the
world competition. How Indonesia can prepare their citizen to be ready for this
challenge. The answer is education. Vocational education as a school that prepares
students to work can take this opportunity to fill in existing vacancies because
vocational High School is one of the educations which focus on preparing
graduates to be ready to work.
It refers to the content of Law on the National Education System Number 20
in 2003 Article 3 about the national education goals and explanation of Article 15
which states that vocational education is secondary education that prepares
students primarily to work in particular field.
(http://hukum.unsrat.ac.id/uu/uu_20_03.htm).
Saint Pius X Vocational High School is one of vocational school in
Magelang, Central Java. The school is managed by Tarakanita foundation. Saint
Pius X has two majors; Cookery Department, and Sewing department. The school
conducts the learning process as the Indonesian curriculum along with the vision
and mission of the school in order to prepare skillful students to enter the work
field. It means that the school should prepare their students to compete in AFTA
era as well. The foreign companies which enter the Indonesia both in the form of
services such as in tourism, transportation, and in trading will require workers
languages, especially English. The graduates of St. Pius X will compete with
foreign workers from other countries of ASEAN region as well therefore, having
the ability to use English or other foreign languages are obligatory.
Teaching English as foreign language, however, is not easy to be done. The
interview result which had been conducted on June 30, 2015 showed that the
biggest challenge is making students speak English during the learning process.
The students mostly are villagers who rarely practice speaking English. Their
communication tool is Javanese as their mother tongue and Indonesian as a
second language. Furthermore, the lack of vocabulary is the primary cause why
the students do not want to speak during English class. Thus, they are also not
confident enough to speak English in the class.
Those obstacles cause their ability to speak English low while they are
demanded to have a good English in order to be able to compete in the work field.
Therefore, in this study the researcher wants to improve the student‟s speaking
ability using the Snakes and Ladders board game for the eleventh grade of
Cookery major of St.Pius X Magelang. The snakes and ladders board game is
expected to help students learn English in fun and enjoyable atmosphere. It is
because board game offers potential language practices if they are constructed
according to specific syllabus specifications (Gaudart in Lee, 2012).
Moreover, games can help promote positive attitudes toward learning
English. They encourage active participation among players and consequently
boost confidence and self-esteem (Lee, 2012). Hence, the study intends to
speaking ability at the eleventh grade of Cookery Department of Saint Pius X
Vocational High School Magelang. Thus, speaking skill will become a focus in
using the Snakes and Ladders board game in learning process.
B. Problem Limitation
The research is limited to the discussion of finding out the role of the
snakes and ladders board game in improving students‟ speaking ability for
eleventh grade of Cookery Department of Saint Pius X Vocational High School,
Magelang in the academic year 2015-2016.
C. Problem Formulation
The problem related to the use of the snakes and ladders board game in
improving students‟ speaking ability of eleventh grade of Cookery Department of
Saint Pius X Vocational High School Magelang is:
How do the snakes and ladders board game improve the students‟ speaking
ability at the eleventh grade of Cookery Department of Pius X Vocational
High School Magelang in the the academic year 2015-2016?
D. Research Objectives
Related to the problem formulation, the objective of this research is
mentioned below:
To find out how the Snakes and Ladders board game improve students‟
speaking ability at the eleventh grade of Cookery Department of Pius X
E. Research Benefits
The research will give some benefits to the following parties.
1. Teacher
Teachers would get a reference to improve their English learning process
especially to increase students‟ English competence focusing in speaking skill
using a game as the learning method.
2. Students
Students will enjoy the English learning because it is conducted using
games, therefore they will be more confident to speak English. Games provide
less anxiety learning process; therefore, their speaking skill will improve
significantly.
3. Further Studies
Hopefully, this research can give a contribution to further studies related to
English teaching to increase speaking skill for the vocational high school which
has the same major in other schools.
F. Definition of Terms
Some specific terms will be used in this research. Thus, for providing better
understanding and getting the same idea during the research this section will
explain the definition of terms that are used in the research.
1. Speaking Ability
According to Harmer (2001) speaking ability is the ability to speak
fluently presupposed not only knowledge of language features but also the ability
cooperate speaking turns and non-verbal language that happens in a real situation
even has only a little time for detailed planning. Therefore, the fluency is required
to achieve the goal of the conversation.
In this study, speaking ability is defined as the novice level students‟
ability to express themselves orally, coherently, fluently and appropriately in a
given meaningful context both in transactional and interactional purposed using
correct pronunciation, grammar and vocabulary. In other words, the students are
required to show mastery of the following sub- competencies or skills as stated by
Torky (2006).
a. Linguistic competence consists of the skills of using intelligible
pronunciation, following grammatical rules accurately and using a relevant,
adequate and appropriate range of vocabulary.
b. Discourse competence includes the skills of structuring discourse coherently
and cohesively, and managing conversation and interacting effectively to
keep the conversation going.
c. Pragmatic competence covers the skills of expressing a range of functions
effectively and appropriately according to the context and register.
d. Fluency means speaking fluently demonstrating a reasonable rate of speech.
2. The Snakes and Ladders Board Game
According to Gordon and Bedro (1999), board game is a game which
mainly involve moving markers along a path. There are many types of board
According to Muaddab as cited in Nachiappan, et al (2014:220) the snakes
and ladders game was created in the 2nd century BC and developed by the Hindus
to teach their children of morality lesson. The game named “Paramapada
Sopanam” or Ladder to Salvation. The game has snakes and ladders picture in its
board. The snakes symbolized bad omens and the ladders represented good
values. The game consists of snakes and ladders board, dice, counters, and cues.
Thus, in this study, the Snakes and Ladders board game will be used as a
media in teaching speaking skill. The game will provide an interesting activity
and the students will speak using English with their friends in order to complete
the task in the game cues; therefore, the game will be adjusted to the learning
topic in the lesson plan.
3. Vocational High School
According to Evans in Djojonegoro (1998) vocational education is part of
the education system that prepares a student to be able to work with a group of
occupations or at a certain job. Along with understanding that each field of study
is vocational education as long as it is studied in depth. The depth is intended as a
preparation to enter the work field
4. The Eleventh Grade of Cookery Department of Saint Pius X Vocational
High School Magelang.
The subject of the study is the eleventh grade of Cookery Department of
Saint Pius X Vocational High School Magelang in the academic year of
2015-2016. The number of the students is 38 which consist of 11 male students and 27
8
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter will present a review of related literature. It consists of two
parts: theoretical description and theoretical framework.
A. Theoretical Description
With the growth of English as an International language of
communication, it is clear that many learners need to speak and interact in many
situations through language whether it is for traveling, business or professional
reasons (McDonough, Shaw, Masuhara, 2013). Since speaking is the main skill
that will be learned in this study, it is important for the writer to know about
speaking in depth.
1. The Nature of Speaking
Speaking is one of the four basic language skills, along with listening,
reading and writing skills. Speaking and writing are classified as active or
productive skills while listening and reading are classified as passive or receptive
skills. Learners often think that the ability to speak a language is the product of
language learning, but speaking is also a crucial part of the language learning
process.
In order to be able to communicate effectively, the speakers need to master
communicative competence. Canale and Swain in Richards (2002) propose that
communicative competence are grammatical competence, discourse competence,
includes increasing expertise in morphology, syntax, vocabulary, and mechanics.
Grammatical competence enables them to use and understand language
accurately. Discourse competence concerns with speaker‟s relationships, formal
and informal occasions, the rules of cohesion and coherence. It contributes in
turn-taking of conversation and in knowing how the meaning is represented
through connected text.
Moreover, the Sociolinguistic competence is a competence to use and
respond to language appropriately, to the topic given, the setting and the
relationship among the people who communicate. While the strategic competence
is how the learners manipulate the language in order to meet the communicative
goal. It refers to how the learners employed the strategies to compensate their
limitation ( Brown in Richards and Renandya, 2002:208).
The ultimate goal of teaching speaking skills is communicative efficiency.
It will be useful for the teacher of speaking skills to view the characteristics of the
spoken language. According to Bygate as cited in McDonough (2013:159) the
binary distinction of speaking skills are the first category called as
motor-receptive which involves linguistic elements, such as pronunciation, vocabulary,
and chunks and structure. The second refers to social and interactional skills that
relate to what and how to say things in specific communicative situation
effectively. Teacher or instructor has to involve the learners in activities that
require a development of pronunciation and the use of target expression in the
meaningful context, whereas learners should be able to make themselves
confusion in the message due to faulty pronunciation, grammar, or vocabulary,
and to observe the social and cultural rules that apply in each communication
situation.
Furthermore, Harmer et al, in Vilimec (2006) note down that from the
communicative point of view, speaking has many different aspects including two
major categories, accuracy, and fluency. Accuracy involves the correct use of
vocabulary, grammar, pronunciation, whereas fluency is considered as the ability
to keep going when speaking happened spontaneously.
Furthermore, Richard (2006) stated that differences between activities that
focus on fluency and accuracy can be summarized as:
1) Activities focusing on fluency are reflect a natural use of language, focus on achieving communication, require the meaningful use of language, require the use of communication strategies, produce the language that may not predictable and seek to link language use to contact.
2) Activities focusing on accuracy are reflect classroom use of language, focus
language it means that he can carry on a conversation reasonably competently. In
addition, he states that the benchmark of successful acquisition of language is
almost always the demonstration of an ability to accomplish pragmatic goals
through an interactive discourse with other language speakers.
Moreover, Brown (2001: 271) adds in teaching oral communication, micro
skills are very important. One implication is the importance of focusing on both
the forms of language and the functions of the language. Furthermore, Brown
abilities to appropriately accomplish communicative functions and
sociolinguistics features in speaking to convey connection between events and
communicate them, to convey nonverbal cues along with verbal language, and to
develop the use of speaking strategies. Meanwhile, the micro-skills of speaking
are the abilities to produce different phonemes, chunks of language, English stress
pattern, fluent speech at different rate of delivery and natural constituent, reduce
form of words and phrases, and to use an adequate numbers of words,
grammatical words classes and cohesive devices in spoken discourse.
Speaking skill is always related to communication. Speaking skill can be
stated as the skill to use the language accurately to express meanings in order to
transfer or to get knowledge and information from other people in the whole life
situation. Therefore, in order to be able to wage successfully fluent oral
production the speaker must possess knowledge of the language and skill to use it
properly and precisely.
2. Communicative Language Teaching and Speaking Activities
As Brown in Vilimec (2006 : 17-18) describes that it has been the
philosophy of communicative language teaching (CLT) for many years to teach
foreign languages through communicative approach which focuses „on speaking
and listening skills, on writing for specific communicative purposes, and on
authentic reading texts‟, the most important features of CLT has defined by means
of four characteristics. Brown formulated the features as follows:
1) Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence; 2) Language techniques are designed to engage learners in the pragmatic,
Organizational language forms are not the central focus but rather aspects of language that enable the learners to accomplish those purposes.
3) Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.
4) In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed context.
(Brown in Vilimec 2006, 18)
In addition, Richard and Rodgers (2003) also stated that CLT is an
approach and not a method. The goal of language teaching is to make
communicative competence and to develop procedures for the teaching of the four
language skills. Further, CLT is a theory of language teaching that starts from a
communicative model of language and language use.
According to Hymes‟s theory as cited in Richard and Rodgers (2003:159),
“communication competence was a definition of what a speakers needs to know in
order to be communicatively competent in a speech community.” Richard and
Rodgers (2003:161) suggest some characteristics of communicative view of
language as:
1) Language is a system for the expression of meaning
2) The primary function of language is to allow interaction and communication
3) The structure of language reflects its functional and communicative uses
4) The primary units of language are not merely its grammatical and structural
features, but categories of functional and communicative meaning as
exemplified in discourse.
Moreover, Richards (2006) states that the one of goals of CLT is to develop
speaker engages and maintains communication. It can be developed by creating
classroom activities in which learners must negotiate meaning, use
communication strategies and avoid communication breakdowns.
Brown (2004: 271) describes six categories of speaking skill area. Those six
categories are as follows:
a. Imitative
This category covers the ability to practice an intonation and focus on some
particular elements of language form. It is only imitating a word, phrase or
sentence, but the important thing is focusing on pronunciation. The teacher uses
drilling in the teaching learning process. By using drilling, students will get
opportunity to listen and to repeat some words orally.
b. Intensive
This is the students‟ speaking performance where students are practicing some
phonological and grammatical aspects of language. Students are doing the task in
pairs (group work), for example, reading aloud that includes reading paragraph,
reading dialogue with partner in turn, or reading information from chart.
c. Responsive
Responsive performance includes interaction and test comprehension in limited
level of very short conversation, standard greeting and small talk, simple request
and comments. This is a kind of short responses to teacher or student-initiated
questions or comments, giving instructions and directions. However, those
d. Transactional (dialogue)
It is carried out for the purpose of conveying or exchanging specific information.
For example is conversation which is done in pair work.
e. Interpersonal (dialogue)
The purpose is for maintaining social relationships than the transmission of facts
and information. The forms of interpersonal speaking performance are interview,
role play, discussions, conversations and games.
f. Extensive (monologue)
A teacher gives students extended monologues in the form of oral reports,
summaries, and story -telling and short speeches.
Richard and Rodgers (2003) argue that the exercise types and activities in
a communicative approach are unlimited. It should provide exercises that enable
learners to attain the communicative objectives of the curriculum, engage learners
in communication, and require the use of communicative processes as information
sharing, negotiation of meaning, and interaction. Classroom activities mostly are
designed to focus on completing tasks, involving negotiation of information and
information sharing.
Major activity types in CLT were distinguished into functional
communication activities and interaction activities by Littlewood in Richard and
Rodgers, (2003). Functional communication activities are comparing sets of
pictures and noting similarities and differences, working out a sequence of events
in a set of pictures, discovering missing features in a map, giving instructions on
shared clues. While, social interaction activities include conversation and
discussion, dialogues and role-play, simulation, skit, improvisation and debates
(Richard and Rodgers, 2003). Furthermore, a variety of games are prepared to
support CLT classes.
There are some points that should be considered in assessing speaking.
The students need to know at least the pronunciation, vocabularies, and language
functions that they are going to use. When the students are ready and well
prepared for the activity, they can use the language appropriately.
3. Snakes and Ladders Board Game
Introducing games for learners in order to teach and develop their
language proficiency is one way to enhance language learning. Lee (2012) points
out that a well-developed game has educational and pedagogical value. It is
meaningful when the learners as players learn and produce chunks of language
from it.
Incorporating games in the classroom can increase student-learning
experiences, make materials more current and relevant. Games provide the student
with new and varied learning environments that meet learners learning style. In
addition, Nachiappan, et al. (2014:219) state that learners who play games, in fact
they are learning a new literacy or language that is through multiple interactions
including images, text, diagrams, symbols and movement.
According to Chen (2000) games make the learners more willing to ask
questions and think creatively about how to use English to achieve the goal.
environment in active participation.” It will give advantages to classroom
activities such as motivate learners to practice speaking skill in less anxiety,
entertain learners while learning language naturally, and promote fluency as Su
Kim as states that:
Games are welcome break from the usual routine of the language class, they are motivating and challenging, games provide language practice in the various skills – speaking, writing, listening, and reading... they create a meaningful context for language use. (1995:35).
By integrating game in learning activities, learners are encouraged to
interact and communicate in fun atmosphere. Games also engage students in
healthy activities that challenge the mind and teach social skills.
a. The Board Game
Gaudart as cited in Lee (2012), claims that with the current emphasis on
communication in teaching language, the board game was one identified solution
for learning process. There are many types of board game such as monopoly,
Snakes and Ladders, ludo, etc. The rules of board game range from very simple
one as in Snakes and Ladders to very complex as in monopoly and Dragon and
Dragon board game. Board game is a kind of game that can be applied in
language teaching as Porenzo (1981) said that board game has also been used to
teach children basic fact and information about the world in which they live. In
the board game the materials that are needed include counters, dice, game board,
and clue cards.
According to Muaddab as cited in Nachiappan, et al. (2014:220) the
Hindus to teach their children of morality lesson. The game named “Paramapada
Sopanam” or Ladder to Salvation. The ladders provide a short cut to a square
nearer the finish square and the snakes obligate the players to return to a square
nearer the start square. The snakes symbolize bad omens and the ladders
represented good values. The game has become part of the traditional game in
Indonesia although there is no detailed information about its commencement in
Indonesia. This game can also be used as a tool to teach, entertain, and to build
up interactive communication among the players.
b. The Benefits of Using Board Game in Teaching and Learning Process
Incorporating board games is equally beneficial for both teachers and
learners. According to Rodilla (2012: 13-15) some benefits of using board games
for learners are providing rich learning opportunities and improving their learning
ways, connecting to real life situations, encouraging the use of authentic materials
and guarantee fresh content. Furthermore, it will enhance students‟ motivation as
they perceive them as fun and enjoyable, help them be creative, tap into the
emotional side since students discover their passions and reflect inwardly. It will
also satisfy their competitive urges, and have health benefits such as help relax
and de-stress.
The benefits for the teachers according to Rodilla (2012) are helping
teachers get learners involved and get a more positive and proactive response,
enhancing students‟ motivation –in contrast to regular class exercises- board
games present tasks that students do not normally find interesting, providing
teaching practice, encourages teachers to put aside the text book and usual
teaching practices temporarily, and shifts the focus from teacher to learners and
minimizes the role of the teacher because teacher will be a facilitator.
4. The Use of Board Game in Teaching Speaking Skill
Using games in teaching English language can bring fun and excitement
but teachers must be sure of its aim and purpose. According to Khan (Hong 2001
as cited in Lee, 2012), “teachers need to consider which games to use, when to use
them, how to link them up with the syllabus, text book or programme and how
different games will benefit in different ways “. Moreover, teachers must follow
the curriculum which has been designed to suit English language learners.
In order to create an interesting learning atmosphere, teachers must apply
suitable method in learning process. Since CLT is an approach that has a lot of
activities, applying games can be an effective technique for teaching language. It
is because games can remove boredom without sacrificing repetition which is
necessary for successful learning of language elements, especially grammar
(Chitravelu, et.al as cited in Lee, 2012). Moreover, according to Chang, et al.
(2008) using board game in the language teaching is an effective, low anxiety, and
fun war for the students learn and practice communication skills as well as
develop their own communication strategies that can be readily applied to the real
world.
Applying the snakes and ladders board game will give the students an
interesting activity in the class. This game is fun , easy to do, and it helps the
using English with their friends in order to complete the task of the game clues.
They will repeat using the same expressions and vocabulary which will help them
to improve their fluency during playing the game. They will accustom with the
words and expressions related to the topic. It will even motivate students to
engage and to take part actively in speaking class (Chang, et al. 2008).
However, preparing a snakes and ladders board game for speaking which
is suitable for language teaching is not an easy task. It needs time and effort.
Although there are various board games sold in the market, the researcher prefers
making to buy it because the researcher must adapt it in order to keep in line with
the objectives of learning. By making the own board game, researcher can create
and modify the game according to the needs. Thus, the Snakes and Ladders board
game will support the learning process effectively.
B. Theoretical Framework
The essence of language as a communication tool makes every learn
languages including English, must be intended that each student is able to
communicate fluently and accurately in written and oral. The speaking skill is one
of the four language skills that is important to be developed because the ability in
speaking English is demanded in work field especially in AFTA era that will give
many opportunities of job vacancies. However, Indonesian workers must be well
prepared to compete with workers from other countries. The urgent preparation is
The graduates of vocational education can take this opportunity since they
are prepared to work after finishing their study. Nevertheless, their English
proficiency still needs to be improved especially in speaking. According to
Harmer (2001) speaking ability is the ability to speak fluently presupposed not
only knowledge of language features but also the ability to process information
and language „on the spot‟. Therefore, the vocational students must learn how to
be able to communicate effectively. They need to master the communicative
competencies as Canale and Swain in Richards (2002) proposed.
Moreover, Brown (2001: 267) says that when someone can speak a
language it means that he can carry on a conversation reasonably competently. It
is closely related in the demonstration of an ability to accomplish pragmatic goals
through an interactive discourse with other language speakers. It is neccesary that
the students need to learn how to mantain conversation in the real situation
precisely. It requires the fluency and accuracy. Thus, the teacher has to involve
the students in activities that develop pronunciation and the use of target
expression in meaningful context in each communication situation (Bygate as
cited in McDonough, 2013:159).
It has been the philosophy of communicative language teaching (CLT) for
many years to teach foreign languages through communicative approach which
focuses “on speaking and listening skills, on writing for specific communicative
purposes, and on authentic reading texts‟ (Brown in Vilimec (2006 : 17-18).
According to Richards (2006) the one of goals of CLT is to develop fluency in
students must negotiate meaning, use communication strategies and avoid
communication breakdowns. The exercise types and activities in CLT as an
approach are unlimited. The one of them is a variety of games (Richard and
Rodgers, 2003).
Incorporating games in learning process can be a good technique. It can
give benefits both for the teacher and students because games in the classroom
can increase student-learning experiences, make materials more current and
relevant. Furthermore, the games encourage active participation among players
and consequently boost confidence and self-esteem (Lee, 2012). Even according
to Chen (2000) games make the learners more willing to ask questions and think
creatively about how to use English to achieve the goal. Games also provide
language practice and create a meaningful context for language use where
promote fluency (Su Kim, 1995:35). One of the board games is the snakes and
ladders board game. Using board game according to Chang et.al (2008) is an
effective, low anxiety, and fun war for the students learn and practice
communication skills as well as develop their own communication strategies that
can be readily applied to the real world.
Hence, in order to help students improve their speaking ability, suitable
method which have communicative activities must be conducted. Therefore, in
this study, the researcher attempts to investigate how the Snakes and Ladders
board game can improve the students‟ speaking ability at the eleventh grade of
Cookery Department of St. Pius X Vocational High School Magelang in academic
22
CHAPTER III
METHODOLOGY
This chapter focuses on the methodology applied in this study. The
discussion involves the research method, research setting, research participants,
instruments, data analysis technique, and procedures.
A. Research Method
This study was intended to find answer to the problem formulated. The
writer tried to investigate how board game can increase the students „speaking
ability at the eleventh grade of Cookery major of Saint Pius X Vocational High
School Magelang in 2015-2016.
In order to solve the problems, the writer needed to employ a method. The
method used Classroom Action Research (CAR). The Classroom Action Research
designed to help a teacher to find out what is happening in his or her classroom,
and to use that information to make wise decisions for the future. According to
Aqib (2006) CAR is “a scrutiny of the activities that deliberately raised and
occurs in the classroom”. Moreover, he added that CAR is a strategic way for
teachers to improve educational services which must be held in the context of
classroom learning process and in the school improvement as well. In short, CAR
is a research that is conducted by the teachers in their classroom (or school) where
they are teaching in order to achieve improvement of learning process.
CAR is aimed to continually improve and enhance classroom activities
improvement of teacher skills, improvement of relevance, and improvement of
efficiency in instructional management, and growing culture research on teachers
can be achieved. Some benefits of doing CAR for the teachers associated with
learning components are learning innovation, curriculum development both at the
school and classroom level, and improving the professionalism of teachers (Aqib,
2006:18).
The classroom action research that used in this study was Kemmis and
Taggart model as cited in Zainal (2006). Kemmis and Taggart propose that
classroom action research described as a dynamic process that includes four steps
in a cycle which are planning, acting, observing, and reflecting. After a cycle has
been implemented, a reflection will be performed whether the result has achieved
the expectation or not. If the expectation has not been reached, a revision should
be made. The revisions consist of a set of planning and acting that will be
Figure1. The Kemmis and Taggart‟s model (Zainal, 2006).
Furthermore, according to Taggart as cited in Zainal (2006: 30-33) the
phases of CAR are stated as follows:
1. Action plan
The first step is to plan carefully and thoroughly (Suyadi, 2010). It is a plan
to conduct the treatment. In order to improve speaking ability, the researcher used
Snake and Ladders board game. The step includes of making learning scenario,
preparing facilities that support the classroom needs (if an observation instrument
is used, it is necessary to state clearly how to make it, who will use it and when it
will be used), preparing an instrument to record and analyze data about the
2. Action
The second stage of Classroom Action Research is an action. The action
scenario that has been planned will be conducted in actual time (Taggart in Zainal,
2006).
3. Observation
In the observation, recording the data on the process and the result of action
are conducted. The aim of observation is gathering evidence of result of action in
order to be evaluated that will be a guidance to do the reflection (Taggart in
Zainal, 2006). In doing observation, the researcher will use some instruments
which are the observation sheets, the questionnaire and interview to gather the
data.
4. Reflection
In the reflection part the data about the process, problem and threat will be
investigated. It will be continued the reflecting on effects of action that was done
on the learning process (Taggart in Zainal, 2006). The researcher uses interview in
doing the reflection beside the self reflection.
B. Research Setting
The setting of the study refers to the place and time to conduct the study.
This study had been conducted at the first semester of the eleventh grade
of Cokery department of Vocational High School of Saint Pius X Magelang. In
Saint Pius X Magelang, English subject is given four hours a week as the 2006
curriculum. The researcher did classroom action research during
the action research was conducted in July to the middle of August 2015. While,
the action research was conducted in the middle of August to September 2015.
C. Research Participants
The participants of the study were the eleventh grade of Cookery
Department of Saint Pius X Vocational High School Magelang in the school year
of 2015-2016. The researcher only took one class, eleventh grade of Cookery
Department, as the subject of the study. It consisted of 38 students.
D. Data Gathering Technique
The researcher used observation, interview, questionnaire and the tests, in
collecting data. In this study, the researcher used only the result of the increasing
students‟ speaking ability through snakes and ladders board game.
1. Observation
The first step in collecting data was observation of the class and the class
management, the students‟ problem in learning English, the teacher technique,
and the context of teaching material. Those were done before an action. Then, the
researcher observed the progress of an action research as well.
2. Test
Test is an instrument to collect data of student‟s achievement on learning,
either through an oral, written, and deed (Mulyasa, 2011). In the research the tests
used to measure speaking skill. The were two kinds of tests given namely pre-test
and post-test. Pre-test was given only in cycle 1 before teaching process began.
While post-tests were conducted at the end of cycle 1 and cycle 2. The pre-test
Furthermore, the post tests in cycle 1 and cycle 2 were conducted in group
performance within playing the game.
To see the improvement of speaking ability, the student‟s average score
from pre-test to post-test in cycle 2 were compared. By comparing the students‟
achievement a clear description about whether the Snakes and Ladders board
game can increase students‟ speaking ability can be made.
3. Questionnaire
In order to know students‟ responses to the teaching process, questionnaire
was given to the students after finishing cycle 2 on September, 14 2015. Before
distributing the questionnaire the researcher explained about the questionnaire
why it is given and how they should do it.
Type of questionnaire used in this study was structured questionnaire with
attitudes scale from strongly agree up to strongly disagree. The attitudes scale was
used as measurement for the students for fifteen statements given. The steps in
processing the questionnaire are: determining the general purposes of the
questionnaire then translating into specific aim, making the questions which
covered the purposed of the study, administering the questionnaire to the lecturer
for checking its validity, distributing the questionnaire to the students, processing
the result by coding it, analyzing the data and generalizing the data (Ary et al,
2006).
4. Interview
The interviews were used to find the existing problem prior to the research
and the English teacher about the implementation of the action.
E. Data Analysis Technique
The technique in analysing the data would be in descriptive analysis. For the
qualitative, the data were taken from observation, questionnaire and interview
both students‟ interview and teacher‟s interview. While for the quantitative, the
data were taken from students‟ test result covered pre-test, post-test 1 and post test
2. The scores were calculated to find out students‟ average score entirely. Mean
score of pre-test would be compared to mean score of post-test1 and post-test 2.
The following formula is for calculating the student‟s average score
(Brown, 1991) :
Description:
: Average score
: Total students‟ score
n : number of students
After calculating mean score of students‟ achievement, the result would be
compared whether the improvement in speaking ability occurs. In order to
determine if the Classroom Action Research success, the indicators are a) the
average score is more than the school minimum standard score; b) the students‟
score who achieved high grade more than the school minimum standard score and
The others indicators of the improvement in students‟ speaking ability will
be noticed when the students are able to show mastery of the following
competences or skills.
1. Having good pronunciation. It implies the ability to pronounce the words as
the way they are pronounced. It also includes accent, stress and intonation.
2. Using grammar correctly. It implies the ability to produce the utterances
using grammatical structures of the language and to use them effectively in
communication.
3. Using adequate vocabulary. It implies the ability to recognize and use words
in the way that speakers of the language use them. It means using common
collocation of words and fixed phrases.
4. Achieving fluency in speaking. It means that students are able to speak
smoothly and easily. The students are able to speak without any hesitation.
5. Having good comprehension. It implies the ability to use and respond to
language appropriately, to the topic given, the setting and the relationship
among the people who communicate (Brown in Richards and Renandya,
2002:208).
F. Research Procedure
This research is aimed to improve the students‟ speaking ability using the
Snakes and Ladders board game. Therefore, the researcher decided to deal with
the problems related to the speaking facet. The action would be conducted within
2 cycles where each cycle covered planning, action, observation, evaluation, and
1. Planning
The first step was finding some problems during the learning process in
Saint Pius X Vocational High School Magelang in the beginning of the research.
It consisted of interviewing the English teacher of Saint Pius X Vocational High
School Magelang, doing an observation in the classroom during the learning
process, interviewing the students of XI JB1 to find out their attitude toward
English and their difficulties in learning English especially in learning speaking.
A speaking pre-test was also conducted in the beginning of Cycle 1 to measure the
students‟ speaking ability.
The first class observation was conducted on July 27, 2015. While the
second one was conducted on July 30, 2015. Besides doing observation in the
classroom, the researcher also conducted an interview to some students to know
their attitude toward English. The researcher also conducted an interview to the
English teacher to confirm the problems found during class observation.
Based on the observation and interviews, the researcher concluded that
some problems aroused during the learning process are that some students were
not eager enough to learn English because they think English is difficult, students
are shy and hesitant to speak English, they are afraid of making mistakes so they
were silent when the teacher asked a questions, their vocabulary mastery is low
because they rarely used English in their daily life, therefore, it could be
concluded that students ability in speaking is low.
The low speaking ability could be identified from the indicators, (a) The
asnwer. Most of them just kept silent and often said “sorry” to the teacher instead
of answering the question; (b) The students could not express their ideas fluently
using appropriate vocabulary and grammatical forms. Therefore, they always got
stuck in speaking; and (c) The students often mispronounced the words during
their performance (see appendix p.69 and 71).
2. Action
Ini this step, the writer as researcher will conduct the action by doing the
learning process as lesson plan that have been made. The Snakes and Ladders
board game will be used as the media in learning activity.
3. Observation
In this observation step, the English teacher as collaborator will do the
observation on the researcher activity as a teacher, students activity, and the
students‟ interview. For the evaluation, the interview will be used to measure
students‟ participation while the test will be used to measure students‟
improvement in speaking skill. The researcher used the speaking rubric in doing
the assessment of speaking tests (see appendix p.94 ). The minimum standard
score or KKM will be the reference in determining the students‟ performance in
the test. The minimum standard score is 71.
4. Reflection
The data that gathered from the evaluation will be analysed. The analysis
result will be used to make reflection on the action in each of cycle. The reflection
G. Research Schedule
The schedule of the research from preparation to the report writing is
described in the following table 1.
No Activity Time
1 Preparation
Designing pre-test June 2015 in week IV
Doing class room observation and pre-test
July 2015 in week III and IV
Analyzing the pre-test result August 2015 in week I
Designing lesson plan and learning media
August 2015 in week II
2 Action
Doing an action of cycle I August 2015 in week III
Analyzing and reflecting August 2015 in week IV
Doing an action of cycle II September 2015 in week I
Analyzing and reflecting September 2015 in week II
3 Report
Writing report of classroom action September 2015 in week III
research To November 2015 in week I
33
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents the research results and findings. There are two
sections in this chapter. The first part presents the result of classroom action
research within two cycles and the second part is discussion of the research. They
are the process of using the Snakes and Ladders board game for improving the
students‟ speaking ability of eleventh grade of Cookery Department of Saint Pius
X Vocational High School Magelang and the result of the action.
A. The Students’ Score in Classroom Action Research
The students‟s score in classroom action research both in cycle 1 and 2 in
terms of comparison of the average test result will be presented in the following
tables and graph.
1. Cycle 1
The students‟ score in cycle 1 will be described in the table 1.2.
Student Pre- Test Post Test 1
1 83.2 85
2 73.8 79.5
3 53.4 70
4 65.4 72
5 55 65
6 65 65
7 81 82
8 68 74
9 66.8 72
10 65 73.5
Table 1.2. The students‟ score in cycle 1
2. Cycle 2
The students‟ score result of cycle 2 is described in table 1.3
Student Pre- Test Post Test 1 Post Test 2
Table 1.3. The students‟ score result of cycle 2
Based on the students‟ score result in the tests can be stated that the
improvement happened significantly. The significant improvement of mean of
Graph 1. The Student‟s score on Speaking Test
B. Discussion on the Implementation of Action Research
The implementation of the action research was done in two cycles. The
cycle one was conducted in July – August 2015. It consisted of three meetings;
two meetings for teaching and learning process and one meeting for post test 1.
Furthermore, the cycle two was conducted in September 2015 which was
consisted three meetings as well; two meetings for teaching and learning process
and one meeting for post test 2. The following explanation shows the action
research conducted using the Snakes and Ladders board game.
1. Cycle 1 Report
Cycle one was conducted in August 2015. Each cycle included four steps.
The steps in the first cycle were planning, action, observation and reflection. Each
a. Planning
The following explanation is about preparation before conducting the cycle
one.
1) After conducting pre test on August 3, 2015, the pre-test result showed that in
avarege the students‟ speaking ability was low. It was 69 that means under the
school minimum standard score which is 71. Then, the pre test result was used to
determine in dividing the students into group which consisted of 5-6
heterogeneous students in ability.
2) The next step was dividing the students into heterogenic group which
consisted of 5-6 students. The number of eleventh Cookery Department class is 38
students that consisted of 11 boys and 27 girls. From this number the researcher
divided the students into seven groups.
3) Preparing the research instruments and learning instruments that covered
lesson plans, teaching materials, the teaching media, the Snakes and Ladders
board game and its instruments, and rubric for speaking assessment. The snakes
and ladders board game would be integrated in lesson plan. It would be used as
media for the students activity. The game would have thirty numbers which had
the different cues. The cues were taken from the topic that been discussed. The
topic for the first cycle was “Describing People”. Then, the students would play
the game in group. Each of students in the group would do the task as the number
b. Actions
The first cycle action was conducted in three meetings as the English
subject schedule for XI JB1. The actions of cycle one was conducted on August
24, 2015. As stated before during the actions, the researcher became the teacher
while the English teacher as the collaborator and observer as well. The details of
the process can be seen in the following explanation.
1) First Meeting
The first meeting was conducted on August 24, 2015. The topic for that
day was “Describing People” both physically and personality. The researcher
greeted the students in English and the students answered positively and correctly.
Before explaining the materials, the researcher asked some questions to the
students by showing two pictures using power point presentation “ Class, what do
you think about her?” the boys students responded directly “ she is beautiful; she
is an artist.” The researcher replied “ very good! What else...? what about her
hair, her nose? “ the students answered “ her hair is long and black; her nose
mancung...” then the whole class were laughing because they did not know how
to say it in English. The researcher replied and gave some corrections, “yes, she
has a pointed nose, we can say hidung mancung in English by saying pointed
nose. Is it clear class?” then the students answered, “ yes sister.”
After giving the warmth question, the researcher played short video to
stimulate students remembering the topic since they had learnt it in the first grade.
The short video was about describing people presented in a song and dance. Then
