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IMPROVING STUDENTS’ SPEAKING SKILL THROUGH CARD GAMES
(A classroom Action Research of the Eighth Grade Students of SMP
Muhammadiyah 4 Surakarta in 2010/2011 Academic Year)
Arranged by:
Sita Nurlaeli
X2206051
THESIS
Submitted to the Teacher Training and Education Faculty of
Sebelas Maret University as a partial fulfillment of the Requirement for
Achieving the Undergraduate Degree of Education in English
ENGLISH DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
IMPROVING STUDENTS’ SPEAKING SKILL THROUGH CARD GAMES
(A classroom Action Research at the Eighth Grade of SMP Muhammadiyah 4
Surakarta in 2010/2011 Academic Year)
Arranged by:
Sita Nurlaeli
X2206051
Submitted to the Teacher Training and Education Faculty of
Sebelas Maret University as a partial fulfillment of the Requirement for
Achieving the Undergraduate Degree of Education in English
ENGLISH DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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ABSTRACT
Sita Nurlaeli. X2206051. “IMPROVING STUDENTS’ SPEAKING SKILL
THROUGH CARD GAMES (A CLASSROOM ACTION RESEARCH OF
THE EIGHTH GRADE STUDENTS OF SMP MUHAMMADIYAH 4 SURAKARTA IN 2010/2011 ACADEMIC YEAR)”. A Thesis. Surakarta. Teacher Training and Education Faculty, Sebelas Maret University. 2011.
This thesis is written 1) to identify the improvement of students’ speaking skill and 2) to identify the situation when games are implemented in the speaking class at the eight grade students of SMP Muhammadiyah 4 Surakarta.
The method used in this research was an action research. The research was conducted in two cycles from October 21st until November 10th 2010 at the eighth grade students of SMP Muhammadiyah 4 Surakarta. The research data were collected by some techniques: observation, interview, document and test (pre-test and post-test). The data were analyzed through qualitative data and descriptive statistics.
ABSTRAK
Sita Nurlaeli. X2206051. Meningkatkan kemampuan speaking siswa dengan menggunakan kartu permainan “(penelitian tindakan kelas di kelas VIII C
SMP Muhammadiyah 4 Surakarta tahun ajaran 2010/2011)”. Skripsi.
Fakultas keguruan dan Ilmu Pendidikan. Universitas Sebelas Maret. 2011.
Penelitian ini bertujuan 1) untuk mengidentifikasi peningkatan kemampuan speaking siswa and 2) untuk mengidentifikasi ketika kartu permainan di implementasikan di kelas speaking siswa kelas VIII C SMP Muhammadiyah 4 Surakarta.
Penelitian mengguanakan metode penelitian tindakan kelas. Penelitian ini dilakukan dalam 2 siklus dari tanggal 21 oktober sampai 10 nofember 2010 pada siswa kelas VIII C SMP Muhammadiyah 4 Surakarta. Pengambilan data dilakukan dengan menggunakan beberapa teknik: observasi wawancara, dokumen and tes (tes awal dan tes akhir). Untuk menganalisis data menggunakan data kualitatif dan deskriptif statistik.
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MOTTO
Man Shabara Zhafira
“Siapa yang bersabar akan beruntung”
Iza Shadaqal Azmu Wadaha Sabil “Kalau benar kemauan maka terbukalah jalan”
“Sesungguhnya sesudah kesulitan ada kemudahan (QS Al Insyirah :5)”
Dia-lah yang menghidupkan dan mematikan dan hanya kepada-Nya lah kamu di
kembalikan (QS. Yunus: 56)
ACKNOWLEDGEMENT
ALHAMDULILLAH. Praise to Allah the Almighty, the Merciful, for his Blessing
that the writer can finally complete her thesis. This thesis cannot be separated
from other people’s help and guidance. Therefore, the writer would like to express
her special gratitude to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for his permission to write the thesis.
2. Prof. Dr. Joko Nurkamto, M.Pd and Drs. Muh. Asrori, M.pd as the
consultants, who have patiently given the guidance, advice,
encouragement and the time from beginning up to the completion of the
thesis writing.
3. Drs. Mokh. Akhsan as the Headmaster of SMP Muhammadiyah 4
Surakarta for giving the writer permission to hold the research.
4. Retno, S.Pd as the English teacher of SMP Muhammadiyah 4 Surakarta
for her kindness for being collaborator in the research.
5. Her beloved father and mother for unstoppable love and care, thanks for
being my parents. I love you so much.
6. Her beloved brother and sister, mz dul, mb ukhti, de’ as, for their love,
support, thanks for everything. I love you all.
7. Her best friend in “Salsabila crew”, mb cupe, mb resti, mb ita, mb nur,
estia, tiwux, de rini, de reni, de ima, de suba, de benty, for the beautiful
moment that we shared together almost of to years. Thanks for being my
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8. Her beloved friend “mz gun” for his love, care, time, and support. Love
you.
9. Her unforgettable friends, ira, uus, umu, yuli, lilih for untranslatable
memories they’ve made together.
10. Her friends in English Department “X ‘06 Crew” who cannot be
mentioned one by one, our friendship never die. Love you all. Keep
Spiritt!!!!!
Surakarta, Januari 2011
TABLE OF CONTENTS
CHAPTER I INTRODUCTION
A. The Background of the Study ……… 1
B. The Limitation of the Problems ………... 8
C. The Problem Statement ………... 9
D. The Objective of the Study ………... 9
E. The Benefits of the Study .………... 9
CHAPTER II LITERATURE REVIEW A. The Nature of Speaking………... 11
1. The Definition of Speaking Skill……….. 11
2. The Problems in Speaking Activity……….. 13
3. Solutions for the Problems of Speaking activity …………... 14
4. Speaking Accuracy ……….. 16
5. Speaking Fluency ………... 16
B. The Concept of Teaching Speaking ………... 17
1. Speaking Activities ……….. 17
2. The Role of Teacher in Teaching Speaking ………... 20
3. Characteristics of a Successful Speaking Activity ………... 21
4. Teaching Speaking at SMP ………... 22
C. The Concept of Card Games………... 23
1. Review on Card Games………... 23
2. The Reason to Use Card Games………... 24
3. Kinds of Card Games…….………... 25
4. How to Play the Games ……….... 29
D. Rational………... 30
E. Hypothesis………... 32
CHAPTER III RESEARCH METHODOLOGY A. Setting and Time of the Research... 33
B. Research Subject …...………. 33
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D. The Model of Action Research………... 35
E. The Procedure of Action Research………... 37
F. Technique of Collecting data……….. 39
G. Technique of Analyzing Data………. 39
CHAPTER IV THE RESULT OF THE STUDY A. Introduction ……… 42
B. The Implementation of the Research ………. 45
1. Process of the Research ……… 45
2. Cycle 1 ………. 47
a. Planning ………. 47
b. Acting ………. 49
c. Observing ………... 52
d. Reflecting ………... 55
3. Cycle 2 ………. 57
a. Revising the Plan ………... 57
b. Implementing the action ………. 58
c. Observing the action ……….. 62
d. Reflecting the result ………... 65
C. Research Finding and Discussion ……….. 66
1. Research finding ……….. 66
2. Discussion ……… 73
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion ………. 76
B. Implication ………. 78
C. Suggestion ……….. 78
BIBLIOGRAPHY ……….. 81
APPENDICES ……….. 83
LIST OF APPENDICES
1. Research schedule 84
2. List of students’ Names 85
3. The Procedure of Pre test 86
4. The Procedure of Post test 87
5. Transcript of Interview before the Research 89
6. Transcript of Interview after the Research 96
7. Lesson plan first cycle 104
8. Lesson plan second cycle 114
9. Field Notes 123
10. The exercises 137
11. The answer sheets 138
12. The students’ answer 139
13. List of students score 142
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1 CHAPTER 1
INTRODUCTION
A. Background of the Study
Speaking is in many ways an undervalued skill. Byrne (1997: 9) says that
speaking skills covers practice and production stage. The practice stage focuses on
sounds, vocabulary, spelling, grammatical items or function.
Speaking is a kind of bridge for learners between classroom and the world
outside (Hadfiels, 1997: 7). In order to build a bridge, the teacher must give them
opportunity for purposeful communication in meaningful situation. It means that
in teaching learning process the teacher need a skill to explain to the students what
they have going about. This skill is speaking. With speaking the teacher can share
their information to students.
Speaking is a creative process, speakers are almost always in the position of
formulating what they are saying as they go along and adjusting what they are of
added thoughts of their own (Underwood.1997: 11). It means that speaking is a
process in formulating and adjusting what the speakers are saying as a result of
their thoughts.
As an important skill in human daily life, speaking is badly needed by
people. With speaking, the students can exchange information to anyone. With
communication students can get more information.
Speaking fluency is as the ability to express oneself intelligibly, reasonably
difficulties in this stage. For examples some learners who are able to pronounce,
master grammar and vocabularies well can speak fluently because they worry
about making mistakes in their speech. Other learners are nervous or don’t feel
comfortable to talk because of the environment such as many spectators, strange
people, etc. Other reasons why students are not able to speak without hesitation
are they lack information of the topic or theme, lack opportunity of using the
language.
The problems which the learners have at production stage may be viewed
under three headings.
1) Linguistic…. It has already been pointed out that they must be given
opportunities to try out language for themselves and to make the best use
of what they know in a variety of situations.
2) Psychological. There are two main problems to note here. In the first
place, although many students are happy to speak in chorus or under
your guidance when doing some kind of drill, they are inhibited when
they are asked to express themselves freely in the presence of the whole
class. This may be because they have never been encouraged sufficiently
to ‘have a go’ without worrying about mistakes. The second problem is
that of motivation.
3) Cognitive. Here we must consider the question of providing the learners
with something to talk about: a topic, a theme a problem of some kind.
(Byrne, 1997: 75)
If the students can’t speak fluently, they will get problems during
communication to other people. The bad effect of this problem is the messages
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The goal of teaching speaking skills is communicative efficiency. Learners
should be able to make themselves understood, using their current proficiency to
the fullest. They should try to avoid 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. Besides that, the teacher must
give the students practice to their actual speaking skill. By mastering speaking,
they can carry out conversation with others, give ideas and change the information
with the other.
Based on the curriculum in teaching speaking of SMP Muhammadiyah 4
Surakarta, the students are expected to a) Express the meaning in the dialogue,
transactional and interpersonal spoken text to interact with surrounding, b)
Express the meaning in a functional and monolog text especially in the form of
descriptive and recount to interact with surrounding. The transaction activities
include inviting someone, accepting and refusing an offer, asking for and giving
opinion, praising and congratulating. In reality the students are not able to express
their idea. Based on the goal, they are expected to achieve them. However, there is
a gap between the goal and the fact which happens in the classroom.
In reality the ability of the eighth grade students in SMP Muhammadiyah 4
Surakarta in speaking material does not meet the standard of the curriculum. It can
be shown from the score in the post test for the last semester. Their average only
6.0 for the English lesson. There are some indicators which show that they do not
speak fluently. In using grammatical items they often make mistakes, for example
Besides that, their vocabulary is also limited, for example, several of them do not
know the English of “ekor” and “sarang”. In pronouncing the words, they often
miss-pronounced words, for example, they pronounce ‘tail” as /tail / which often
actually should be /teíl/. From the problems above the biggest problem is
pronouncing the word, because several of them pronounce the word is always
based on the word. The other example: they pronounce “animal” as /animal/
which often actually should be /ǽniml/, they pronounce “live” as /lìv/ which often
actually should be /laìv /.
Other indicators are shown in the classroom during the speaking lesson, the
teacher asks the students to do their exercise in the worksheet (LKS). They just
rely on the task in the worksheet. And the problem from the teacher themselves
she use the old method in teaching speaking. If there is a dialogue, the teacher
asks them to complete and practice it in the classroom. This activity is making
students to cheat other students and copy it. This activity can’t enhance their
speaking skill.
For the condition above the learner have some homework. To make teaching
learning process be an active, creative, and innovative, the teacher is a person who
can choose method to motivate and facilitate in learning English Actually there
are many methods and approaches that can be used by the teacher to present the
lesson materials, particularly speaking. Many new methods and approaches have
been invented in the recent years and each proposed the most effective way of
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ability to select and choose the most appropriate method to make the pupils
adventurous in the learning of the language.
Communicative Language Teaching (CLT) is an approach that develops
based on comprehension input. It emphasizes on comprehensible and meaningful
practice activities. Richards and Rodgers (2001: 168) states that Communicative
Language Teaching (CLT) procedures often require teachers to acquire less
teacher-centered classroom management skills. It is the teacher’s responsibility to
organize the classroom as a setting for communication and communicative
activities. According to Nunan (1991: 279) he offers five features to characterize
CLT. They are (a) an emphasis on learning to communicate trough interaction in
the target language, (b) the introduction of authentic texts into the learning
situation, (c) the provision to opportunities for learners to focus, not only on
language but also on the learning process itself. (d) an enhancement of learner’s
own personal experiences as important contributing elements to classroom
learning. (e) an attempt to link classroom language learning with language
activation outside the classroom. Based on the definitions above we can know that
the use of CLT is very useful.
Communicative language teaching makes use of real-life situations that
necessitate communication. The teacher sets up a situation that students are likely
to encounter in real life. The real-life simulations change from day to day.
Students' motivation to learn comes from their desire to communicate in
The role of the teacher in CLT method is to facilitate the communication
between all participants in the classroom, and between these participants and the
various activities and text. It means that the teacher must be creative to make
students active. The teacher give facilitate to the students to make them confident
in their learning and to make them active in teaching learning process.
A classroom during a communicative activity is far from quiet, however.
The students do most of the speaking, and frequently the scene of a classroom
during a communicative exercise is active, with students leaving their seats to
complete a task. Because of the increased responsibility to participate, students
may find they gain confidence in using the target language in general.
The activities that can be use in CLT are games, role play, and task-based
communication activities. One of them is games. Games are essentially
recreational “time out” activities whose main purpose is enjoyment; language
study is serious goal-oriented work, whose main purpose is personal learning.
Games also help the teacher to create context in which the language is useful and
meaningful. Rockler (1988: 93) also states that simulating/gaming is a powerful
teaching device. The use of this process can achieve the usual outcomes of
teaching content, concept, skills and attitudes. If it can be applied in language
learning and teaching, it will also appropriate to help learners in mastering
speaking.
According to Chen (2000: 4) games make the learners more willing to ask
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advantage of attention in focusing, providing a self-motivating environment for
the students with their active participation. Games encourage the students to be
active in the classroom, entertain them, give them to practice the language
naturally and promote fluency. They should be used because they help students
see the beauty in a foreign language and not just problems of the foreign language
itself.
Games ignore the implication of non-serious recreation and concentrate
rather on their quality as organized action that is rule-governed, involves striving
towards a clear goal through performance of a challenging task, and provides
participants and/or onlookers with a feeling of pleasurable tension. A variety of
games are like cue cards, activity cards, and card games. Card game is games with
using card. Hadfield (1990: V) says that game could be any activity that
formalizes a technique into units that can be scored in some way. Cards, of course,
also give students something to talk about. According to Rixon (1981: 101) visual
prompt like small word or picture cards not only are attractive but also influence
turn-taking in a game. It means that card game is the activity or game which uses
cards to make students talk about something.
Many advantages of games can overcome the speaking problems. The
competition of games gives students a natural opportunity to work together and
communicate English with each other.
Card game is enjoyable activity involving an object that is achieved by
following certain rules, usually in competition with one or more other people.
anxiety and motivate learners in using language. Second, it makes learners learn
easily. Third, it can be received by every range of age. Fourth, it is easy to do. It
can also be used in language learning and teaching. It will be a powerful aid to
help teachers in creating a fun learning and teaching atmosphere.
Where more complicated card games are played in small groups, it is
suggested that teachers hand out a photocopied rules sheet to each group of
students together with the cards. Working in group is to make students confident
to talk about something. In fact, students will express their feeling if they talk with
their friends, because they feel confident if they are talking something with their
friends. Besides that working in group is to make students work in team, they can
share their feeling to each other, and for the teacher it can make easy to control the
class. Card games is to make students speak spontaneously, express their feeling
and to make students active in teaching learning process.
Based on the statements, the writer intends to make a research about how the
English Speaking is increasing under the title “Improving Students’ Speaking
Skill through Card Games at Eighth Grade Students of SMP Muhammadiyah 4
Surakarta (an Action Research)”.
B. Problem Limitation
The research focuses on the improvement of students speaking skill by using
card games. The problems are limited as the following:
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2. The games used in this research are limited on the card games that are used to
practice the topics in the text-book.
C. Problem Statements
The problems in this research are formulated as follows:
1. Can the use of card games improve the students’ speaking skill at the eighth
grade students of SMP Muhammadiyah 4 Surakarta?
2. How is the situation when card games are implemented in the speaking class?
D. The objective of the Study
This study has some objectives which include:
1. To identify the improvement of the students’ speaking skill at the eighth grade
students of SMP Muhammadiyah 4 Surakarta.
2. To identify the situation when games are implemented in the speaking class at
eighth grade students of SMP Muhammadiyah 4 Surakarta.
E. The Benefits of the Study
The research result is expected to be able to give some benefits in the
English Language teaching quality. There are at least three significance
contributions gained from this study. They are as follows:
1) The Teacher
The teacher as the facilitator in the class needs more activity is to make their
students active in teaching learning process. Based on the method the teacher
can use some activities which can make students active and enjoy in the class.
cooperate with each other. This result of this study will help the teacher
identify the students’ difficulties in speaking and try to overcome the problem
by developed the technique used in teaching speaking.
2) The Students
Students are expected to get better learning in their school. Through card
games, the students will not feel bored in speaking class. Beside that the
students will be more active and they will express their feeling based on the
picture card that the teacher gives to them.
3) The Researcher
The researcher gets invaluable experience which can be used to improve
speaking and learning quality in other situation and provide information also
starting point for other researcher in improving the other technique in helping
students on their speaking skill.
4) The School
The result of this study can be transmitted to other teachers so that they get
clearness in the use of technique and it can improve the quality of teaching
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LITERATURE REVIEW
A. The Nature of Speaking
1) The Definition of Speaking skill
Bygate (1997: 7) tells that speaking is a “popular” form of expression which
uses the unprestigious “colloquial” register: Literary skills are on the whole more
prized. According to Nunan (1989: 26) speaking is a process consisting of short,
often fragmentary utterances in a range of pronunciation. It means that speaking is
a process of fragmentary words in pronunciation.
There are three definitions stated by Widowson (1996: 58-59) as follows:
a. First, he says that speaking is active, or productive, and makes use of the aural
medium.
b. Second, speaking is commonly performed in face to face interaction and
occurs as part of a dialogue or other form of verbal exchange.
c. Third, speaking as an instance of use, therefore, is a part of reciprocal
exchange in which both reception and production play a part. In this sense, the
skill of speaking involves both receptive and productive participation.
It means that speaking is an activity which uses aural medium and it
commonly occurs in face to face interaction that involves both receptive and
productive participation.
Moreover, Syakur (1987: 5) says that speaking is a complex skill because at
According to Skehan (in Ellis, 2003: 108) speaking is possible because of the way
language is represented. It means that speaking is the one way to apply the
language so by speaking the speaker can represent what they are saying.
Lewis and Hill (1993: 54) argue that speaking is process that covers many
things in addition to the pronunciation of individual sounds. While, Tarigan
(1990: 3) defines speaking as a language skill that is developed in child life, which
is preceded by listening skill, and at that period the speaking skill is learned. It
means that speaking is the basis of language. The process of speaking happens or
is preceded by listening skill. From Oxford Advance Learner’s Dictionary,
speaking is making use of ordinary voice, uttering words, knowing and being able
to use language; expressing oneself in word, making speech, while skill is the
ability to do something well.
Levelt (995: 1) reveals that speaking is one of man’s most complex skills. It is
a skill which is unique to our species. Briendly (1995: 19) makes specification
about oral skill. He believes that oral is to:
a) Express oneself intelligibly
b) Convey intended meaning accurately with sufficient command of
vocabulary
c) Use language appropriate to context
d) Interact with other speakers fluently
He also separates oral skill into four areas that are interactive communication
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features, appropriation for pragmatic competence or register, and accuracy for
structure and vocabulary resources.
From the definitions above, it can be concluded that speaking is a process
fragmentary word in pronunciation, vocabulary and fluency which uses aural
medium and it commonly occurs in face to face interaction that involves both
receptive and productive participation.
2) Problems in Speaking Activity
Teaching speaking has many problems. According to Ur, Penny (1996: 6)
there are some problems faced by the learners in speaking activities. They are as
follows:
a. Inhibition
Unlike reading, writing and listening activities, speaking requires some
real time exposure to an audience. Learners are often inhibited about trying to
say things in foreign language in the classroom, such as: worried about
making mistakes, fearful of criticism, or shy of attention that their speech
attracts.
b. The lack of theme to be spoken
Some learners get the difficulties in thinking of anything to say, they have
no motivation to express themselves beyond the guilty of feeling that they
c. The low of Participation
Only one participant can talk at time if he or she is to be heard. In a large
group, this means that each one will have only very little time to talk. This
problem is compounded by the tendency of some learner to dominate, while
others speak very little or not at all.
d. The use of mother- tongue
In a number of classes, the learners share the same mother tongue. They
may tend to use it because of some reasons. Firstly, it is easier. Secondly, it
feels unnatural to speak to one another in foreign language. The last, they feel
less ‘exposed’ if they are speaking their mother tongue. If they are talking in
small groups, it can be quite difficult to keep using the target language.
3) Solutions for the Problems of Speaking Activity
There are some solutions which can be selected to overcome the problems in
speaking activity (Ur, 1996: 121-122). These are:
a. Use group work
This increases the sheer amount of learner talk going on in a limited period
of time and also lowers the inhibitions of learners who are unwilling o speak
in front of the full class. It is true that group work means the teacher cannot
supervise all learner speech, so that not all utterances will be correct, and
learners may occasionally slip into their native language; nevertheless, even
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amount of time remaining for positive, useful oral practice is still likely to be
far more than in the full-class set-up.
b. Base the activity on easy language
In general, the level of language needed for discussion should be lower
than the use in intensive language-learning activities in the same class: it
should be easily recalled and produced by the participants, so that they can
speak fluently with the minimum hesitation. It is a good idea to teach or
review essential vocabulary before the activity starts.
c. Make a careful choice of topic and task to stimulate interest
On the whole, the clearer the purpose of the discussion the more motivated
participants will be. A good topic is one which students can relate using ideas
from their own experience and knowledge. It should also represent a genuine
controversy. Some questions or suggested lines of thought can help to
stimulate discussion. A task is essentially goal-oriented. It requires the group,
or pair, to achieve an objective that is usually expressed by an observable
result such as brief notes or lists, a rearrangement of jumbled items, a drawing,
and a spoken summary.
d. Give some instruction or training in discussion skills
If the task is based in group discussion then include instruction about
participation when introducing it. For example, tell learners to make sure that
everyone in the group contributes the discussion; appoint a chairperson to each
e. Keep students speaking in the target language
Teacher might appoint one of the groups as monitor, whose job it is to
remind participants to use the target language, and perhaps report later to he
teacher how well the group managed to keep to it. Even if there is no actual
penalty attached, the very awareness that someone is monitoring such lapses
helps participants to be more careful.
4) Speaking Accuracy
Accuracy in speaking is one of the main goals targeted by he learner in the
process of teaching and learning a language. Brown (1994: 254) defines accurate
as clear, articulate, grammatically and phonologically correct language. He adds
that in a language teaching accuracy is achieved o some extent by allowing
students to focus on elements of phonology, grammar, and discourse in their
speaking output.
Byrne (1997: 5) states that accuracy is the use of language which depends on
mastery of the language system. He adds that language system includes grammar,
vocabulary and phonology.
5) Speaking Fluency
Fluency in speaking is one of the competencies targeted by many language
learners. Signs of fluency include a reasonably fast speed of speaking and only a
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Brown (1994: 254) defines distinction between accuracy and fluency.
Accurate means clear articulate, grammatically and phonologically correct. While,
fluent means following naturally. He also says that fluency may be on initial goal
in language teaching but accuracy is gained to some extent by allowing learners to
focus on the elements of phonology, grammar, and discourse in their spoken
output.
B. The Concept of Teaching Speaking
1) Speaking Activities
Below are some explanations about activities including kinds of speaking and
the types of speaking activities. Each term will be explained as follows:
a. Kinds of speaking
According to Blumental (1963: 49) there are two kinds of speaking. The
first is impromptu speaking and the second one is extemporaneous speaking.
The kinds of speaking are explained in the following term:
a) Impromptu Speaking
It is a speaking which is done on the spur of the moment with no
opportunity for preparation. Whatever the occasion, teacher will want
to meet it with confidence and some degree of sophistication. It is
valuable experience, since teacher realizes that none is any better
prepared then himself. He will feel very little of the tension that
sometimes precedes formal speaking situation. Impromptu speaking is
furthermore, it will help him to plan and phrase his ideas as he speaks,
a valuable skill in all speaking situation.
b) Extemporaneous Speaking
It is speaking which is to be known before hand about the subject
on which the learner may be called to speak. It is one which the teacher
selects or given a topic which he investigates thoroughly. Usually he
thinks carefully about his subject, takes notes and organized his
material. The speech is to be planned but to be memorized, so the
speaking will seem to be spontaneous and natural.
b. Types of Speaking
Effective teacher teaches students speaking activities that they can use to
help themselves expand their knowledge of language and their confidence
using it. There are many activities that can be used. Harmer (1998: 88) gives
some examples of speaking activities. There are as follows:
a) Information gaps
One type of speaking activity is called ‘information gaps’ where
two speakers have different parts of information in making up a whole.
There is a gap between them because they have different information.
One popular information gap activity is called ‘Describe ad Draw’.
In this activity one student has s picture which he or she must not show
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looking at the original, so the one with the picture will give
instructions and descriptions, and the other will ask questions.
b) Discussion
Most of the teachers hope that they will be able to organize the
discussion session in their classroom. One thing to remember is that
people need time to assemble their thought before any discussion. The
ability to give spontaneous and articulate opinions is challenging in our
own language.
There are many discussion possibilities. The important thing is that
students need to be ‘engaged’ with the topic. Then they might do some
‘study’ and more quickly to ‘active’ stages which include the
discussion itself. Almost certainty, here will be feedback after the
discussion is over.
c) Role Play
Role play activities are those where the students are asked to
imagine that they are in different situations and act accordingly. He
teacher may tell the students to role play being guest as a party, travel
agents, answering customer questions or participations in a public
meeting about a road-building project. The class can be divided into
several groups and each group is given a role card.
In conducting the role play, the teacher should set a time limit for
group for prompting where necessary and making notes on example of
good and bad English use.
d) Games
Students play and want to play. Students learn through playing. In
playing together, students interact with others. In interacting, they
develop language skills. Games provide context for play, reason for
playing and routines for playing.
Game which can be used teacher in teaching learning process is
like matching games, board game and card game. Matching games are
based on a different principle, but also involve a transfer of
information. These games involve matching corresponding pairs of
cards or pictures, and may be played as a whole class activity or small
groups. Card game is like description about animals. In this case the
teacher gives some picture card then the students tries to describe the
animals based on the picture card. This game can be used in group or
pair work.
2) The role of Teacher in Teaching Speaking
Byrne (1997: 2) states that the role as language teacher in the classroom is to
create the best conditions for learning. In order to implement this role, the teachers
have specific roles at the different stage. They have specific roles at different
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a. The Presentation Stage: the Teacher as Informant
At the presentation stage, the teacher’s main task is to serve as a kind of
informant. The teacher knows the language; selects the new material to be
learned; and presents the material in such a way that the meaning of the new
language is as clear and memorable as possible. The students listen and try to
understand the material. At this stage, the students are probably saying very
little, except when the teacher invites to join in.
b. The Practice Stage: the Teacher as Conductor and Monitor
At the practice stage, it is the students’ turn to do most of the talking. The
main task of the teacher is to devise and provide the maximum amount of the
practice. At this stage, the teachers do the minimum amount of talking. The
teachers are like the skillful conductor of an orchestra, giving each of the
performers a chance o participates and monitoring their performance to see
that it is satisfactory.
c. The Production Stage: the Teacher as Manager and Guide
No real learning that should be assumed to have taken place until the
students are able to use the language for themselves, and unless opportunities
are available for them to do this outside the classroom. Provision must be
made as part of the lesson.
3) Characteristics of a Successful Speaking Activity
Ur (1996: 120) proposes some characteristics of speaking activity. There are
a. Learners talk a lot
The learners can talk as much as possible. In fact, the period of time
allotted to the activity is occupied by learners’ talk.
b. Participation is even
Classroom discussion is not dominated by a minority talk active
participants, it means that all members get chance to speak and distribute
the contributions fairly.
c. Motivation is high
Learners are eager to speak because they are interested in the topic and
have something new to say about it, or because they want to contribute to
achieve a task objective.
d. Language is an acceptable level
Learners express themselves in utterances that are relevant, easily
comprehensible to each other, and acceptable level of language accuracy.
4) Teaching speaking at SMP
Based on the Standar Ketuntasan Belajar Minimal (SKBM) of the eighth grade
students of SMP in 2010/2011 academic year, teaching speaking covers some
points which includes: the standard competence, the main competence, and the
indicators. Each of them is described as follows:
a. Standard of Competence
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language in the form of interactional and monolog especially in the
descriptive and recount.
b. Main Competence
In learning speaking competence, the students are expected o be
able do the main competences which included: express the meaning in the
dialogue transactional and interpersonal spoken text to interact with
surrounding especially in the descriptive and recount competence in
learning speaking
c. Indicators
There are some indicators to show the students’ competence in
learning speaking. Firstly, the students are expected to be able to do the
activities dealing with transactional dialog, such as: asking, giving, refused
something, accepting, refusing fact, and giving opinion. Secondly, the
students are expected to be able to express dealing with transactional
dialog, such as: inviting, accepting, and refusing something, praising and
congratulating.
C. The Concept of Card Game
1) Review on Card Games
Games are best set up by demonstration rather than by lengthy explanation.
The teacher should explain briefly what the game involves, hand out the
photocopied cards, giving the students a little while to study them, and then
1990: vi). It will be found that the idea of the game is probably easier for students
to grasp from seeing the cards than from a verbal explanation, and that as they
become more familiar with the idea of games and technique used, any initial
problems caused by unfamiliarity will quickly disappear.
For the language classroom, a dash of luck in a game can make it more exiting
and give the less able students a chance to catch up with their fellows for once, but
a game that depends too much on luck and too little on use of language will waste
students’ time. The ideal combination is a game in which students have to react,
by using language, to some challenge which may be decided by the lack of
drawing a card or throwing a die.
Where more complicated card games are played in small groups, it is
suggested that teachers hand out a photocopied together with the card(s)
(Haldfield, 1990: vii). It means that kind of card game can be used in language
learning in small group. But card games not only can be played in small group,
but also can be played in a whole class or individual. Playing card games with
small group has benefits for the teacher and the students. For the teacher playing
games with small group makes her easy to control the class and to the students
playing games in groups can make them more active in teaching learning process
because if they have problems their friend in their group can help them.
2) Reasons to use Card Games
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a game. Cards, of course, also give students something to talk about. The most
important thing to decide is how big the cards should be (Rixon, 1981: 101). They
should be convenient to hold but large enough for the words or pictures on them
to be seen by several people at one time if necessary.
Cards that belong to the same pack should if possible be the same color to
indicate that they belong together, and they should have an identification mark on
the back to indicate which game they belong to. The aim is often to get students
talking to one another rather than always addressing their remarks to the teacher
or having him mediate what they say to another.
The other reason for using card games is simply that they are immensely
enjoyable for both teacher and students. For the students card game can make
students happy and fun in the class. It can make students express their idea based
on the card. With card the teacher also can produce variety of game which can
make students active in speaking class. For the teacher by using card games the
teacher can handle the class, because she can know the ability of the students one
by one.
3) Kinds of Card Games
Card games haves many activities which can be used to improve students’
speaking. According to Rixon (1981: 19) a race to find someone or something
within the class is another device that gets students to use language. Kinds of
game which can be used to make an activity by using card are described by Rixon.
a. Find your partner
It is a game that can be adapted to practice many different language
points. The basic idea is that each player must look for a partner who has
got an identical word or picture to his own. The players may not look at
each other’s cards but must find out who their partners are by talking to
one another.
b. Which one is it
In this game, about 12 pictures differing in a few details are put up
in front of the class. Each picture can be identified by a name or a number.
The challenger describes one of the pictures without pointing to it.
Eg. “the women with the big nose”. Players compete to see who
can identify the picture referred to.
c. What’s the word
This game was particularly easy to organize because, as part of
their hand writing improvement work, the girls had already made sets of
vocabulary cards, which were used as materials for the game.
In this game the players have a pack of 10 cards between them.
Each card has one word written on it. Each player in turn picks up a card
and looks at the word but does not let the player see it. He asks a question
or gives a definition or example which will give the other player a clue to
the word. If the word is guessed correctly the card is taken by the
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d. Ship or Sheep
In this game the caller says one of a pair of words distinguished by
only one sound, e.g. “ship” or “sheep” “bin” or “pin”. Players indicate
which word they think he said, one point for each correct answer. There
should be visual cues so that this can be easily done. Two pictures or cards
with the two words should be shown as the caller says the word. Players
could point to the card they think is correct, or else make a signal to show
which sound they think they heard, e.g. Hands on heads for / ί /, hands on
desk for / І /.
The other kinds of card games which can be used in teaching learning process
are described by Hadfield (1997: xiii-xxi). There are as follows:
a. Good news, bad news
In this game the cards should be dealt out equally to all players in
the group. The first player should produce a ‘good news’ (GN) card and
lay it on the table, describing what happened, beginning the good news
is….. (For example: The good news is, I decided to ask her to marry me).
The other players should try to find the corresponding ‘bad news’
(BN) picture. The player who has the picture should lay it on the table,
describing the bad news, for example: The bad news is, She refused.
b. Guess what I’ve been doing
This game may be played in groups. Copy and cut up one set of
cards for ach group. Place them face down in the middle of the group. The
He/she should imagine they are the person depicted on the card and
describe their appearance to the rest of the group, for example: I’m crying.
The rest of the group must guess what activity the first player has been
engaged in, for example: You’ve been quarreling, you’ve been watching a
sad film, and you’ve been peeling onions. The player who guesses
correctly is allowed to keep the card.
c. Detective work
This game may be played in groups of three or four, and give each
group one set of cards. Ask them to shuffle them and place them face
down in the middle of the group. Give them a problem like an accident or
robbery. For example: A murder was committed last night. An old lady
was found dead in her living room. She had been hit on the head with a
frying pan. One of the principle suspects is Annie Hudson, the district
nurse, who has the key to the old lady’s house, and who lives ten minutes’
walk away.
The cards contain details of Annie’s movements that evening. The
students should read them together, and try to work out if she could have
committed the murder or not. Since the cards have been shuffled, the
events will be in a muddled order. Students should turn up one card at a
time from the pile, and discuss the probable sequence of events together.
d. Archaeologists
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lay them face down in a pile in the middle of the table. Ask the students to
imagine they are archaeologists in the year 5000 and the pile of pictures
represent object they have dug up. The objects are no longer used, so they may
not know what they are.
The first archaeologist should turn up the first card and look at it, without
showing it to the others. He/she should describe its appearance in detail to the
others, without mentioning the name, and tell them what is probably used for
(according to the description on the card). The other archaeologist should, if
they recognize the object from the description, say what, in their learned
opinions, it was used for. The player who states the correct use may keep the
card and take the next turn. If no one guesses correctly, the first player may
keep the card.
In this research the researcher use card games “which one is it”. This game
can be played in teams and it can make the researcher control the class easily.
In this game the researcher give the students picture card to be described in
front of the class and the other students in same group try to guess kinds of
animal that their friend describe. If their friend in the same group can’t answer
the question the other group can answer it. In the end of the lesson the group
who get more card than the other group is the winner.
4) How to Play games
We know that each game suggest which from of the class organizations, is
learner is to have suffient oral practice in the use of language. Wright (1997: 5)
said that there are many ways to play games, namely:
a. Pair work
This is fast and easy to organize; it provides opportunities for intensive
listening and speaking practice. Pair work is better than group work if there
are discipline problems. Indeed, for all the reasons we often prefer to organize
games in pair or general class work.
b. Group work
Some games require four or six players, in these cases group work is
essential. Membership of groups should be constant for he shake of goodwill
and efficiency. Many teachers consider it advisable to have a group leader.
However, there is much be said for encouraging not active learner by giving
the responsibility to him or her. The leader’s role is to ensure that game or
activity is properly organized and to intermediate between learners and
teachers.
D. Rational
In learning English Speaking, there are difficulties that might be faced by
the learners. The students’ speaking skill of SMP Muhammadiyah 4 Surakarta in
the academic year of 2010/2011 is still low. It can be seen from some indicators
that are shown by the students as follows: firstly, the students are less interested in
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the lesson and doing something useless during the process of teaching learning.
Secondly, the students get difficulties to pronounce some words when the teacher
asks them to pronounce some words. Thirdly, the students get difficulties in
making sentences into the grammatical correct. It can be seen when they do the
exercises. They could not do the exercises perfectly. Most of their marks are still
lower than the passing grade.
In this era there are many methods which can use the teacher in teaching
English. In reality, some of teachers are not professional in teaching speaking.
They teach without method, so they do not know whether their way in teaching
English is right or know. As the result, the students are not interested in learning
English, because they do not enjoy learning English.
Communicative Language Teaching (CLT) is kind of method that can
apply in teaching speaking. Communicative language teaching makes use of
real-life situations that necessitate communication. The teacher sets up a situation that
students are likely to encounter in real life. In this method the students can work
in pairs or groups. It can make students enjoy with the learning because they can
express their feeling with their friends. Besides that, as compared with activities
for the whole class, group work enables students to talk a lot because it increases
the time for each student to practise speaking in one lesson. Group work help
students avoid losing their face in front of a whole class, and thus it can makes
students courageous to speak.
By using this method the teacher can make variety of activities in teaching
card games. Card games is kind of games by using card. The reason why card
games are used in speaking activities is that card games can make students talking
something about and it can make students be an active in teaching learning
process. By using card the teacher can make variety of games in teaching
speaking. The games is like what’s the word, find your partner, and which one is
it. These activities can make students active in the class.
D. Hypotheses
It is hypothesised in this study that use of Card Games can improve the
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33 CHAPTER III
RESEARCH METHODOLOGY
A. Setting and Time of the Research
The study is classroom action research which is aimed to implement the use
of card games to improve speaking skill. The study is conducted in SMP
Muhammadiyah 4 Surakarta. The school is located at desa Tempurejo RT 02/II
Sumber, Surakarta, Jawa Tengah. The school is surrounded by house and schools.
The location of this school is far from the main street. It makes the situation of
teaching learning process is condusive and confortable because the situation not
crowded. This research is conducted from October to November 2010 that
represent the second term of 2010/2011 academic year.
B. Research Subject
The subject of the research is the second grade of SMP Muhammadiyah 4
Surakarta. This class consists of 35 students. They are 19 boys and 16 girls. The
researcher chooses this class because based on the observation, they are very
enthusiastic in study English, especially encounter new thing, for example when
they know that they will be taught by the researcher in speaking class. Most of
them seem to be eager to study. Besides that, the number of the students is not too
C. The Method of Action Research
The method used in this research is action research. There are various
definitions of action research stated by some experts. Mills (200: 6) says that
action research is any systematic inquiry conducted by teacher researchers,
principals, school counselors, or other stakeholders in teaching or learning
environment, to gather information about ways that their particular schools
operate, how they teach, and how well their students learn. Wallace (in Burn,
1999: 30) tells that action research is done by systematically collecting data on
your everyday practice and analyzing them in order to make some decisions about
what your future practice and should be.
According to Kemmis as quoted by Hopkins (1993: 44) gives the definition
of the action research as follows:
Action research is a form of self-reflective enquiry undertaken by
participants in social (including education) in order to improve the
rationality and justice of (a) their own social or educational practice, (b)
their understanding of these practice and (c) the situations in which practices
are carried out.
Moreover, Nunan (1997: 18) argues that action research has distinctive
feature that is those affected by planned changes have the primary responsibility
for deciding on courses of critically informed action which seems likely to lead to
improvement, for evaluating the results of strategies tried out in practice. Burns
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1. Action research is contextual, small-scale and localized. It identifies
and investigates problems within a specific situation.
2. It is evaluating and reflective as it aims to bring about change and
improvement in practice.
3. It is participatory as it provides for collaborative investigation by
teams of colleagues, practitioners and researchers.
4. Changes in practice are based on the collection of information or
data which provides the impetus of changes.
Based on several definitions stated by some experts, it can be concluded that
action research is any systematic inquiry conducted by the participators in social
participants (including education) for evaluating the results of strategies tried out
in practice.
D. The Model of Action Research
The model of classroom action research is this study is model by Kemmis and Mc
Taggart (in Burns, 1999: 32) who state that the model of action research is consist
of four steps in a spiraling process. There are as follows:
1. Planning
Here the researcher prepares everything that is needed in doing the action,
for instance she prepares a lesson plan, the material that will be used in the
action, and she also prepares the evaluation material after conducting the
action to give information whether or not the speaking improve.
After preparing the lesson plan, the material and the evaluation, the
researcher was implemented the plan. In this study the researcher will
implements card games in teaching speaking, the card games was doing in
the group. She also give pretest, the material and the end of the study she
do the post test.
3. Observation
The researcher observes the effects of the critically informed action in the
context in which it occurs. Beside that the researcher also makes the
observation sheet about the process in teaching learning process,
4. Reflecting
After doing the observation, the researcher continue to the next step
namely reflection. In this step the researcher reflect how the teaching
learning process runs. The function of reflecting is to know the
weaknesses and the strengths of the action. She also prepares the other
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The spiral model can be illustrated as follow:
Picture 3.1 Action Research Spiral (Kemmis & McTaggart)
E. The Procedures of Action Research
Many experts find in action research. In this research, Natawidjaya’s model is
used to act at the action research. It is clearly showed as follow:
1) Identifying the problem
Before the researcher act the action the researcher must define the problem
found in the school. The problem found is that many students cannot speak
English well. And they pronounce the word not correctly.
2) Overall Plan
After knowing the problem to make a good teaching the researcher makes a
3) Action
In this step the researcher was implemented the plan.
4) Reflection
After doing the action the researcher will know whiling the action is
successful or not. In this step the researcher must found the other method that can
be used if the action is not perfect.
The grade of accuracy and fluency is taken from criteria of assessment of
speaking test (Ur, 1996: 135) as follows:
Accuracy Score Fluency Score
Little or no language
produced
1 Little or no communication 1
Poor vocabulary, mistake
in basic grammar, may
have very strong foreign
accent
2 Very hesitant and brief
utterances, sometimes
difficult to understand
2
Adequate but not rich
vocabulary, makes obvious
grammar mistake, slight
foreign accent
3 Get ideas across, but
hesitantly and briefly
3
Good range of vocabulary,
occasional grammar slips,
slight foreign accent
4 Effective communication in
short turns
4
Wide vocabulary
appropriately used,
victually no grammar
mistakes, native-like or
5 Easy and effective
communication, uses long
turns
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F. Technique of Collecting Data
In his research the writer collected the data by using qualitative and
quantitative method. The qualitative methods are got from the observation done
by the teacher during the teaching learning process about the whole activities and
students’ behavior. The observation is done by making notes about the activities
during the teaching learning process. Besides that, the observation is also
supported by taking a photograph during the teaching learning process and the
interviews is done after the teaching learning process.
The data in the form of quantitative method are got from the test. The tests
are given in the beginning of the teaching learning process and the end of each
cycle to measure the students’ improvement. The test result is compared to the
students’ score before the actions are implemented. After the data are taken from
the field notes, and it is supported by the mean score that is found from the tests,
the writer can find the improvement of the students’ speaking after they use card
games.
G. Technique of Analyzing Data
In analyzing the qualitative data, the researcher analyzed the result of
observation done during the TL process by using qualitative technique as
suggested by Burns (1999: 156). He says that there are various techniques
developed from qualitative research approaches which can be used for data
analysis, such as identifying patterns, categories or themes that are repeated across
In addition McKernan (1996) in Burns (1999: 156) states that there are
five stages in analyzing the data:
1. Assembling the Data
The first step is to assemble the data that the researcher has collected over the
period of the research: field-notes, journal entries, questionnaires and so on.
2. Coding the Data
In this stage, once there has been some overall examination of the data,
categories or codes can be developed to identify patterns more specifically.
3. Comparing the Data
At this stage, comparison can be made to see whether themes or pattern are
repeated or developed across different data gathering techniques.
4. Building Interpretations
This is the point where moving beyond describing, categorising, coding and
comparing to make some sense of the meaning of the data.
5. Reporting the Outcomes
The final stage involves presenting an account of the research for others.
The quantitative data is analyzed by using descriptive statistic. It is used to
analyze data from the result of the teaching learning process. It is done to compare
the students’ speaking skill before and after the action or the result of pre-test and
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To support the data taken from the observation result, the writer also
conducts the test in the end of each cycle during the actions. In computing the
students’ test score, the writer uses the computation as follows:
The mean of the students’ score in the pre test and post test can be calculated
with the formula as follows:
N X X=
∑
andN Y Y=
∑
in which:
X : Mean of pre test scores
Y : Mean of post test scores
N : Number of subject
: The sum of pre test score
: The sum of post test score
Finally, by analyzing the observation result and test result, the writer can
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter discusses the result of the research. This chapter describes
some findings and discussions about the use of card games in teaching speaking
skill especially on descriptive text. This chapter covers research implementation
and discussion. Each cycle of the research implementation which consists of
planning, acting, observing and reflecting activities is described in this chapter.
This chapter also describes the improvement of students’ speaking skill through
card games.
A. INTRODUCTION
Speaking is a kind of very important skill in daily life activity. Speaking is
the way to communicate with other people. With communication people can
exchange the information with the other person. Communication can make people
give and get more information. To identify students’ skill in speaking, the
researcher conducted a pre observation in a form of speaking test when she did
her job training in SMP Muhammadiyah 4 Surakarta. She taught the students of
class 8C directly through descriptive text. The test was about making a
description about animals. The result of the pre observation showed that that the
students had low ability in speaking. The low ability could be seen from the low
achievement of speaking test. Before conducted the pre observation the researcher
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But, the mean of speaking scores in pre test was low, namely 5,7. It can be seen
that their speaking skill was very low.
From the observation conducts by the researcher, she got some problem in
speaking skill. It included grammar, vocabulary and pronunciation. The problem
in grammar is like the used of verb, for example they said: cat is a cute animal. It
have four legs. Besides that in their vocabulary is also limited, for example when
the researcher asks the students to describe about cow, some of them asked to the
researcher the English of “ekor”. When they want to describe about bird some of
them also asked the English of “sarang” and “bertelur”. The other problem is
pronunciation. It was the biggest problem in their speaking skill. It can be shown
when they pronounced ‘tail” as /tail/ which often actually should be /teíl/. The
other example: they pronounce “animal” as /animal / which often actually should
be / ‘ǽniml/.
Besides the problem above, the other problem is from the teacher
themselves. Based on the observation the researcher could found the problem in
teaching speaking, that is the teacher used old method in the class. It can make
students feel bored and couldn’t accept the material, because they didn’t enjoy
their speaking class. The other problem is in teaching learning process is that the
teacher asks the students to do their exercise in the worksheet (LKS) without any
additional material from other resource and teaching aids. It can’t enhance their
speaking skill. Therefore, the management of the class was not managed; the
The result of pre observation showed that the classroom situation was not
alive, because the students could not speak English. When the teacher gave them
the chances of doing speaking turn, the students tried to avoid the turn by some
expression o avoid the turns. It was because the students were not ready to speak
or answer the teacher’s question. The situation was worsening by teacher’s
domination of the speaking activities. Teacher’s activities such as translating the
text and explaining vocabularies, the result is there was limited time to speaking
practice. Beside that the problem in grammar, vocabulary, and pronunciation was
make them shy and felt worry if the teacher asked them to describe kind of animal
in front of he class. Because, they worry make wrong to describe an animal.
Based on the interview and questionnaire done from the some students of 8C, the
problem is about their pronunciation. They couldn’t pronounce some words well
because less in practicing.
Based on the condition above the researcher intends to use games especially
card games in teaching speaking. Games can overcome the speaking problems.
The competition of games gives students a natural opportunity to work together
and communicate English with each other. First, it is able to reduce anxiety and
motivate learners in using language. Second, it makes learners learn easily. Third,
it can be received by every range of age. Fourth, it is easy to do. It can also be
use
