TABLE OF CONTENT
1.5 Clarification of Terms ... 11
1.6 Organization of the Paper ... 11
CHAPTER II THEORETICAL FOUNDATION ... 13
2.1 Speaking ... 13
2.1.1 The Nature of Speaking ... 13
2.1.2 The Characteristics of Good Speaker ... 14
2.1.3 Teaching Speaking in the Classroom... 15
2.2 Procedural Text ... 17
2.2.1 Definiton of Procedure Text ... 17
2.2.2 Generic Structure and Language Features of Procedure Text ... 18
2.3 Theories of Computer-Based Game... 18
2.3.1 Computer-Based Game in Teaching ... 18
2.3.2 Definition of Computer-Based Cooking Game ... 19
CHAPTER III RESEARCH METHODOLOGY ... 23
3.1 Research Design... 23
3.2 Data Collection ... 25
3.2.1 Population and Sample ... 25
3.2.2 Research Instrument ... 26
3.2.2.1 Tests ... 26
3.2.2.2 Structured Questionnaire ... 28
3.3 Research Procedures ... 29
3.3.1 Organizing Teaching Procedure ... 29
3.3.2 Conducting the Treatment ... 30
3.3.3 Administering Pre-Test and Post-test ... 31
3.3.4 Distributing Structured Questionnaires ... 31
3.4 Data Analysis ... 32
3.4.1 Pre-Test and Post-test Data Analysis ... 32
3.4.1.1 Normality Distribution... 32
3.4.1.2 Homogeneity of Variance ... 32
3.4.1.3 The Independent T-test ... 33
3.4.1.4 Analyzing Data on Structured Questionnaires ... 33
CHAPTER IV FINDINGS AND DISCUSSIONS ... 35
4.1 Study Findings ... 35
4.1.1 Pre-test Score Analysis ... 35
4.1.2 The Independent T-test Computation on Pre-test and post test ... 38
4.1.3 Analysis the result of Structured Questionnaires ... 40
4.2 Discussions 4.2.1 The use of Computer Game in Speaking Activities ... 54
4.2.2 Students’ Responses toward the Computer Game Entitled Cooking Academy 2 World Cuisines in Speaking Activities ... 55
4.3 Concluding Remarks ... 56
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ... 57
5.1 Conclusions ... 57
5.2 Recommendations ... 58
BIBLIOGRAPHY ... 60
CHAPTER 1
INTRODUCTION
This chapter introduces the nature of the study. It begins with the
background for the study in which research questions and aims of the study are
formulated. Reasons for choosing the topic and significance of the study are
included. Some concepts concerning research design employed in the study are
clarified in relation to data analysis within certain scopes. This chapter is also
completed with organization of paper as the general description of the study.
1.
1 Background
For many learners studying English as a foreign language, speaking is
one of the important basic skills (listening, speaking, reading, and writing) that
should be mastered. Based on School-based Curriculum students should master
speaking skill because it is tested in the School exam. Moreover, English is a
subject that must be taught since Elementary/lower grade (Lengkanawati, 2004).
Besides, speaking skill mastery is very important to be mastered because it can
help the speaker to communicate with others who use English as their language
and also since English is an International language.
However, improving speaking skill is not an easy matter to do in
Indonesia, since Indonesians are not using English as their mother language. It is
noticed that there are also problems with the teacher’s speaking ability. It seems
as another problem in speaking. The graduated senior high students have to
master 11.000 to 14.000 root words (D'Anna, Zechmeister, and Hall 1991;
Goulden, Nation, and Read, 1990; Hazenberg and Hulstijn, 1996). In fact, in
Indonesia, where English is spoken as foreign language, the provided time is only
440 hours a year (www.ktsp.diknas.go.id). It is contradicted to the previous study,
in which the students need a lot of exposure time to deal with vocabulary. Thus,
the challenges in enriching students’ vocabulary affect their speaking skill.
Harmer (2002) stated that the ability to speak fluently not only
presupposes on knowledge of language features, but also on the ability to process
information and language on the spot. This means, the teacher should encourage
the students with a lot of exposures and practices when they want to improve
speaking ability. Therefore, strategies should be conducted in the classroom, so
that English could be used actively and interestingly to avoid boredom and
students can become a good speaker.
A good English speaker should have a good fluency, pronunciation
and discourse management (Georgiou & Pavlou, 2003). They said that a good
fluency enables the speaker to speak naturally. The speaker should also pay
attention to the pronunciation because good pronunciation enables the listener to
listen words clearly. Discourse management deals with how the speaker arranges
and connects his/her ideas. It is also supported by Paul (2003), as a matter of
learning speaking effectively, the learners are not only expected to pronounce
communicative and to speak spontaneously. It follows that the speakers need to
have a good ability in speaking.
To become a good English speaker, the student who practices this skill
needs motivations and strategies. Marriane (1979) stated that no matter what
students are forced to study, they do not learn at all unless they want to do so.
This statement follows that the teacher, especially English teacher, should prepare
several strategies and motivations to the students to make an interesting activity in
the classroom. Thus, the students’ motivation towards the subject will be
maintained through the activity; moreover, they will have a lot of exposure in
vocabulary mastery.
Actually, there are many things that can be done to maintain students’
motivation and strategy, such as the use of effective and attractive media in
teaching and learning process. The use of media can boost the language learning
to be more attractive and creative. Harmer (2007) stated that ranges or objects,
pictures and other things can be used as an instructional media to present and to
manipulate language as well as to involve students in the activities. One of the
media that present attractive and creative learning is a computer. Among many
applications in the computer, game is one of the applications that can be used as
teaching and learning media. Therefore, the media that is used in this study is
called computer-based game.
Uberman (2012 states that at least game is used to show students the
beauty of foreign language not just a problem that at times seems overwhelming.
social, and fun. Firstly, game is developmental. This infers that not only the
English skill is being developed but also the creativity. Secondly, game is
educational. By playing game, we can learn not only about the use of language but
also history, geography, culture, current event, theology, management and math.
Third, game is social. There is no gaming “loners” or “outcasts”. By playing
games we interact easily with other gamers. And the last is game is fun. Computer
based game is completed by both audio and visual. Because of that, gamers can
manifest themselves into the game and can possibly implicate their feeling too.
Happiness, sadness, strains and prides are collapsed to be fun activity to make
gamers bear to spend their time in front of their computers. Something that we
learn with fun and meaningful learning can be memorized for long-terms.
From the statements above, one computer-based game, entitled
Cooking Academy 2 World Cuisines is used in this study. This game is equipped
with visual explanation and vocabulary that is given to respondent such as, grating
cheese, peeling potatoes, slicing bread, chopping garlic, sautéing all manner of
ingredients, etc. Besides that, the player will recognize the examples of the world
cuisine and cook a variety of appetizers, breakfasts, lunches, dinners, and desserts.
The player will also use mouse to interact with the game, so the player will be in
the cook-like situation.
Based on the previous research and theories mentioned above, the aim
of this study is to investigate Cooking Academy 2 World Cuisine as a tool for
The study is expected to have implications to the use of the
computer-based game which is carried out in the English classroom. The study is also
expected to be a reference for English teachers to develop an innovative and
creative teaching learning process, especially in teaching speaking procedural text.
This study may also inspire other researchers to explore the issues
which are related with the use of computer-based game in teaching speaking
procedural text. The findings later will also provide sufficient information to
conduct other investigation in the similar field.
1.2
Research Questions
This study aimed to investigate these following questions:
1. Can a computer-based game Cooking Academy 2 World
Cuisine improve speaking ability of senior high school
students?
2. What is the students’ response toward Cooking Academy 2
World Cuisine in improving their speaking especially in
procedural text?
1.3
Aims of the study
Associated with the research question above, this study is proposed to
investigate the use of playing computer-based game on speaking ability mastery
of Cooking Academy 2 World Cuisine in improving their speaking procedural
text are revealed.
1.4 Research Methodology
This section is intended to provide the “how to” of conducting the
study. In general it explains the steps of this study in finding answers to the
previously formulated research questions. It should cover the following parts:
Research Design
This study used a quantitative method; gathering and comparing the
data. In addition, questionnaires were given to the students.
Gathering and comparing data were held in quasi-experimental study
using intact group design. There was one class experimental class. Before giving
post-test, the game was given to experimental class. Afterwards, the data taken
from pretest and posttest score of experimental class were compared and analyzed
to find out its significance.
Research Instruments
This study was conducted based on a quantitative method that was
held in an experimental study. The sample was included into one class;
experimental class. Experimental class was tested by pre-test and post-test. As a
treatment the Cooking Academy 2 World Cuisine game was given to the
Data Collection
In collecting the data, the tests were administered to Experimental
Class before and after the experiment were held. Experimental class received the l
treatment before the post-test which is Cooking Academy 2 World Cuisine game.
The data was taken along with this study during regular schedule of English in
school.
Meanwhile, the steps are showed below in the Procedure of Study.
Procedure of Study
Below are the procedures of this study:
1. Collecting participants.
In this part, this study involved twenty five participants. These
participants are the students in one of SMA Plus Pariwisata in
Bandung students’.
Moreover, three students from experimental class were
selected as the representatives. These three students were
categorized as high grade student, medium grade student, and low
2. Clustering participants into experimental class.
In clustering the participants, those twenty five students of
SMA Pariwisata were selected as participants in Experiment class.
Twenty five students of class X-1 were acknowledged as
Experimental class.
3. Pre-testing Experimental class.
In this section of this study, the pre-test was selected as the
beginning of collecting the data to the Experimental class. The
pre-test was included by the three proposed aspects as a set of
assessment, such as, fluency, pronunciation, and discourse
management. These aspects were important to find out the basic
speaking skill of the students. These aspects of assessment used in
post-test.
4. Giving treatment to experimental class
In conducting the treatment, computer-based cooking game
entitled Cooking Academy 2 World Cuisine is selected. This game
was applied to the experimental class.
5. Post-testing Experimental class.
After giving sets of treatment to the experimental class, the
6. Comparing the data by using t-test in order to seek out whether
the effect is significant or not.
After collecting the pre-test and post-test data, SPSS 17.0
statistics for windows was selected as an aid to analyze both data.
7. Giving a questionnaire to the students related in this study.
After collecting the data, questionnaires were given to the
students’. The questionnaires were analyzed by SPSS 17.0 statistics
for windows.
8. Concluding the study.
After the data and questionnaires are analyzed, this study was
concluded and will be more explained in chapter 4 and 5.
Data Analysis
This study was started with the null hypothesis, since this is
comparative study, so that in mastering speaking ability in procedural text the two
groups are considered similar in the beginning.
Kranzler and Moursund (1999) proposed the meaning of null
hypothesis that there is no difference between Experimant Class’ Pre-test and
Post-test score in the mean adjustment level. The analysis of this study used t-test
of the two scores are different to a statistically-significant degree (Kranzler and
Moursund ch.7: 89, 1999)
Notes : G stands for class, T1 stands for Pre-test and T2 stands for Post-test
Populations and Samples
Twenty five students in one of SMA Pariwisata in Bandung were
chosen as the subject for this study. This is particularly because SMA Pariwisata
in Bandung already provides computer-skilled program, so it is believed that
students are able to operate computer.
The study focused on the first grade students. Only one class will be
analyzed as an experimental class. Experiment class is selected by giving them
pre-test, treatment, and post-test. It is believed that Experimental class’ score have similar speaking level in producing procedural text, because they are in the
1.5 Clarification of Terms
In this study, there are several terms that need to be clarified to avoid
misinterpretation and unnecessary misunderstanding of the terms used in this
paper. Several terms are clasified as follows:
Speaking Skill : an ability to express thoughts and verbal
transactions.
Teaching : imparting of knowledge in this term speaking
ability in procedural text by a teacher or other knowledgable
person.
Computer-based game : a game which is played on computer,
in which the pictures that appear on the screen are controlled
by pressing keys or joystick (cambridge advance learners’
dictionary)
1.6
Organization of the Paper
The paper of this study is organized as follows:
Chapter 1 Introduction
This chapter presents the background of the study, statements of the
problem, the aims of the study, the significance of the study, research methods,
procedures of the study, population and sample, clarification of terms, and
Chapter 2 Theoretical Foundation
This chapter presents the related theories from the experts and their
studies, with related literature that writer uses in this study.
Chapter 3 Research Methodology
This chapter presents the methodology in conducting this study. It
includes the preparation stages, procedures, instruments, methods, and the result
of the study.
Chapter 4 Findings and Discussions
This chapter presents the writer’s interpretation about the result of the
study.
Chapter 5 Conclusions and Suggestions
This chapter presents the conclusion and suggestions of this study to
CHAPTER III
RESEARCH METHODOLOGY
This chapter is devoted to outline the methodology of the research. This
chapter presents some considerations in determining the data to collect, the
subjects from whom data will be taken, the data collection, and steps to analyze
the obtained data.
3.1 Research Design
This study used One-Group Pretest-Posttest design. The design was
commonly used in educational study. In the One-Group Pretest-Posttest design, a
single group was measured or observed not only after being exposed or treated,
but also before (Fraenkel and Wallen, 1990:236). The study only used one class
which was considered as an Experimental Class, as it had been suggested by
Fraenkel and Wallen (1990). All participants in Experimental Class had the same
level, but the writer used a different set of treatments in the teaching and learning
process after conducting the Pretest.
This study used an experimental study. The sample was acknowledged
into one class; Experimental class. All participants were given pre-test and
post-test. Before giving the post-test, Cooking Academy 2 World Cuisine as a computer
which was taken from Experimental class compared and analyzed to find out its
significance as the answers of the research questions.
The Experimental design in this study would be explained as follow:
Experimental O1 X1 O2
Notes:
O1 : Students’ speaking scores of Experimental class in pre-test
O2 : Students’ speaking scores of Experimental class in post-test
X1 : Treatment using computer game entitled Cooking Academy 2
World Cuisine
The study used one class (Experimental class). The treatment was only
given in Experimental group repeatedly. Before giving the treatment to
Experimental class, all participants had conducted the pre-test to know students’
speaking ability. After giving the pre-test to the Experimental class, the post-test
was given to know students’ speaking ability after the treatment. This process
used as a mean to identify whether there was a difference or not between the
pretest and posttest data in the experimental class which used computer game as a
treatment entitled Cooking Academy 2 World Cuisine.
In this study, the independent variable was the use of computer game
entitled Cooking Academy 2 World Cuisine in the teaching of speaking. This was
or more other variables. The dependent variable was students’ speaking scores.
This was the variable that depended on what independent variable did to it
(Fraenkel & Wallen, 1990: 32).
This study was started with the null hypothesis, the pretest and posttest
score in experimental class were considered similar in the beginning of the
experiment.
Kranzler and Moursund (1999) suggested that the meaning of null
hypothesis was there is no difference between pretest and posttest score in
experimental class in the mean adjustment level. So that the null hypothesis in this
study was there is no difference between the two scores (Pretest and Posttest) in
students’ speaking ability.
3.2 Data Collection
3.2.1 Population and Sample
The population in this study was one of SMA Pariwisata in
Bandung. The total population of first grade students was sixty eight
students.
Twenty five students participated as sample in this study. Twenty
3.2.2 Research Instrument
Tests and structured questionnaires were used to collect the data in this
study.
3.2.2.1 Tests
To collect the students’ speaking scores data, oral tests were conducted to
the Experimental Class. The most important thing in speaking class, the students
are able to communicate with other in oral form (Jespersen cited in Murcia, 1979:
83). Based on previous statement, oral test was decided as the best way to test
speaking ability. In oral pre-test, students or participants from Experimental class
have to conduct a monologue of a procedural text that was chosen by them freely.
Meanwhile, in oral post-test, students from experimental class have to conduct a
monologue of procedural text that was chosen from the computer game. To
collect students’ scores, a scoring sheet was developed based on the scoring
guides designed by Georgiou & Pavlou (2003). The adopted scoring sheet
consisted of three important aspects such as Fluency, pronunciation, and discourse
management. This scoring sheet is available in table 3.1.
The pre-test and post-test were conducted to the experimental class in the form of
oral performance test. The collected data from pre-test had shown the fundamental
capability of students’ speaking ability before given the treatment in experimental
class. Meanwhile, the collected data from post-test had shown the effect of using
computer game entitled Cooking Academy 2 World cuisine to the students’
game entitled Cooking Academy 2 World Cuisine in improving students’ speaking
ability, the pre-test and post-test score would be compared by using SPSS
statistics 17.0. Furthermore, 3 participants from the Experimental class were
selected. Each participant would be categorized as high, medium, and low grader
students in English course based on English teacher’s recommendation.
Very good pronunciation and
Structure correct and there
are not connection from each
structure
30
Structure correct and there
are connection from each
questionnaire was used. The structured questionnaire consisted of several
questions that related to the students’ responses about the speaking activity and
Cuisine in speaking activity. The structured questionnaire was given to the
experimental group after the post-test. The structured questionnaires are available
at the list of appendices.
3.3 Research Procedures
Several procedures were conducted in this research. The procedures were
organizing the teaching procedures, conducting some treatments, administering
pre-test and post-test, and conducting the structure questionnaire.
3.3.1 Organizing Teaching Procedure
In this study, the writer participated as a teacher in the experimental class.
Preparing the appropriate materials for teaching and learning activities would be
the best thing to do during the treatments for the experimental class. The writer
was arranging the teaching procedures in experimental. At last, arranging the
research instruments which were required for experimental class.
The teacher used computer game entitled Cooking Academy 2 World
Cuisine as a media in teaching and learning speaking activities for experiencing
Table 3.2
Cuisine treated in the experimental class. The computer game entitled Cooking Academy 2 World Cuisine affords related material based on curriculum and
As the first condition, there were no differences between the pretest and
posttest score in experiment class. Then, the differences could be identified from
the two scores only in the use of media.
3.3.3 Administering the Pre-test and Post-test
A pre-test was administered to the Experiment class before the class was
given the treatment. The pre-test scores were used to find out the basic students’
speaking ability. The post-test was taken after the treatment had been conducted
in the experimental class. The post-test scores were pointed to find out whether
the use of computer game entitled Cooking Academy 2 World Cuisine influenced
the experimental class or not. Pre-test and post-test were conducted by asking
students to do a monologue of procedural text in front of the class. The
assessment focused on three aspects such as fluency, pronunciation, and discourse
management.
3.3.4 Distributing Structured Questionnaires
The final procedure in this study was conducted the structured
questionnaires. The questionnaires were conducted to find out the responses of
experimental class students in using computer game entitled Cooking Academy 2
World Cuisine based on their point of view. The questionnaires were administered
3.4 Data Analysis
The analysis of data was performed after collecting the required data such
as pre-test, post-test, and questionnaires. In doing this analysis, the writer also
followed the steps that were suggested by Sudjana (2005) and Field (2005).
3.4.1 Pre-test and Post-test Data Analysis
The Pre-test and Post-test were statistically analyzed by using t-test.
Before the test, tests of normality of distribution ad variance homogeneity were
performed. If the scores were normally distributed, t-test could be conducted.
3.4.1.1 Normality of Distribution
Analysis of normality of distribution was conducted to find out whether
the scores of experimental class are normally distributed or not. To analyze the
normality of distribution, Kolmogrov-Smirnov formula was used in SPSS
statistics 17.0 for windows. Based on Kranzler and Moursund (1999) if the
Asymp. sig. is more than the level of significance (0.05), the scores were normally
distributed. The t-test analysis can be conducted.
3.4.1.2 Homogeneity of Variance
The analysis of homogeneity of variance was performed to find out
whether the variances of the pretest and posttest experimental class’ scores are
was used in SPSS statistics 17.0 for widows. If the probability is more than level
of significance (0.05), variance of the experimental was homogenous.
3.4.1.3 The Independent T-test
The analysis of independent t-test was performed to find out the means of
experimental class’ pretest and posttest score whether there was significant
difference or not. Independent sample test formula was be used in SPSS statistics
17.0 for windows. If the Asymp. sig. was more than the level of significance
(0.05), it means both scores were significantly different (Kranzler and Moursund,
1999). If both scores significantly different, it means the computer-based cooking
game entitled Cooking Academy 2 World Cuisines can be used in classroom to
improve students’ speaking ability.
3.4.1.4 Analyzing Data on Structured Questionnaires
The data gained from structure questionnaires were analyzed and
described by using qualitative approach. The data were experimental students’
response to the use of computer game entitled Cooking Academy 2 World Cuisine
in learning speaking. The formula of percentage used to analyze the questionnaire.
P = F
x 100% N
Notes:
P : Percentage of response
F : Frequency of answer
N : number of students
3.5 Concluding Remarks
The aims of the present study run as guidance to determine the research
subjects and sample size, the data collection, and data analysis.
This study used One-group Pretest-Posttest Design. It involved twenty five
participants from one of SMA Pariwisata in Bandung. Specifically, they were
enrolled in first grade or X-grade in senior high school.
The following chapter discusses explanation of data analysis and findings,
which describes the analysis of the collected data from Pretest and Posttest and
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This Chapter covers into two parts: conclusion and recommendation. The
first part provides some conclusions which are interpreted based on the result of
the study. Then, the second part provides some recommendations for further
study.
5.1 Conclusions
Generally, the purposes of the study are to find out the effectiveness of
computer game entitled Cooking Academy 2 World Cuisine in speaking activities
and to reveal the students’ responses toward the computer game in speaking
activities. In this study, independent t-test is used to compute the students’
speaking score. The result of computation on post-test shows that the
improvement of experimental class in speaking of procedural text significantly
improves after conducting the treatment. However, the experimental class’
speaking score is higher than tcrit (43.863 > 2.064). Thus, there is a significant
influence in using computer game entitled Cooking Academy 2 World Cuisine as
speaking activities in teaching speaking.
Furthermore, the result of questionnaires show that the use of computer
game entitled Cooking Academy 2 World Cuisine makes the students interested in
that most students find this computer cooking game helped them to motivate,
encourage and boost their confidence in speaking of procedural text.
On the other hand, considering the result of the students’ responses in the
questionnaire there are few students who stated that they were uneasy and
uncertain with this cooking game in speaking activities. These statements are
about the students’ different opinion and enthusiasm about this computer cooking
game. It is very important that the students will not be encouraged and motivated
to learn if the activities are not interesting or not in their league. Hence, it is
highly recommended that the teacher should encourage the students with the
appropriate media in order to boost their achievement in speaking.
5.2 Recommendations
Considering the analysis of findings and discussion, this computer
cooking game entitled Cooking Academy 2 World Cuisine is one of alternatives
which has a great influence in speaking activities. However, the weaknesses still
appear in applying this activity. For that reason, there are some recommendations
for further study in the field of using computer game in teaching and learning
English, especially in teaching speaking. The recommendations are expected to be
taken as a consideration by the English teacher and the researchers who are
Focusing on speaking aspects that assessed in this study are only
Fluency, Pronunciation, and Discourse Management. Other researchers could use
another aspect to cover the students’ assessment.
Meanwhile, the selection of computer-based game is needed before
applying this activity. Thus, the students’ different opinion and enthusiasm could
be reduced. The appropriateness in selecting computer-based game could be the
most consideration in order to engage, encourage and motivate the students in
learning speaking.
However, this study also suggests that further studies on using
computer-based game in speaking activities should be conducted with more allocated time.
For further studies, it is highly recommended that further researcher should also
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