CHAPTER II RIVIEW OF RELATED LITERATURE
D. Definition of Snowball Games
According to Bayor (2010) as quoted by Ira (2013:3), snowball throwing game is one of the active learning models which in practice involve a lot of students. It is one of the cooperative learning models that focus on group work using discussion in which every group asks questions to another so that the group will work cooperatively to solve the problem. Besides that, Suprijono
(2009:128) states that snowball throwing games is one of the active learning methods for direct attention of learners to the material presented. So, this game will be more interactive if the students enjoy with learning process.
Snowball throwing is a learning method that uses question ball which is made from a paper then shaped like a ball. The question ball will be thrown consecutively to the members of the group (Gani, Yusuf, & Erwina, 2017).
According to Nuryati, (2015:2) Snowball Throwing is a technique that requires active students in teaching and learning activities. Snowball Throwing technique as a way in teaching-learning speaking in the form question and answers through play and throw snowball in a group to another group or in the group individually.
1. Steps of Snowball Games
According to Suprijono (2009:129), there are steps of implements Snowball Throwing Game, they are as follows:
a) Teacher delivers the material that will be learning.
b) The teacher forms a group and calls the group leader to provide an explanation of the material being taught to students.
c) The groups return to their respective groups and explain the material, the teacher delivers to their ftiends.
d) Each student is given a sheet of paper, to write down one question about the things that have been explaine by the group leader.
e) The paper containing the statement or question is made into a ball and one student throws it to another student for about 15 minutes.
f) Then, each student has one ball or one question and give opportunity for the students to answer question that are written in ball.
g) Evaluation h) Closing
The activity of throwing the ball will make the group enthusiastic and active because this activity makes students not only think, write and speak but also do physical activities, namely rolling paper and throwing it at other students. Thus, each group member will prepare their turn to answer the questions or guess the friends‟ statements that are on the ball paper.
2. The advantages and disadvantages of snowball games
Jaques and Salmon (2006) list the advantages of the Snowball Throwing Technique as foloows:
a) Good for encouraging the creation of well integrated ideas.
b) Allows students to think for theselves before discussing.
c) Generates full and lively participation in plenary discussion.
From the explanation above, it is obvious that STT have many advantages such as: it can make the students used their ideas and creativity when answering the question without properly and correctly, so it can improve the students motivation in learning English, this technique facilitates the development or interactive dialogue between the students and also creates a lively classroom atmosphere because all students have to work to complate their assigments.
According to Hamdayama (2014), the advantages of the learning modelSnowballthrowing as follows:
a. The learning atmosphere becomes more fun because of the students like playing by throwing paper balls at other students.
b. Students have the opportunity to develop abilities to think because they were given the opportunity to make questions and given to other students.
c. Make students ready with possibilities because students are not known what kind of questions his friends make.
d. Students are actively involved in learning.
e. Educators do not bother making media because students are involvedstraight into practice.
f. Learning becomes more effective.
g. Cognitive, affective, and psychomotor aspects can be achieved.
According to Hamdayama (2014) thedisadvantagesof the learning model Snowball Throwing as follows:
a. It really depends on the student's ability to understand so only a few students mastered.
b. The group leader who is not able to explain well certainly becomes an obstacle for other members to understand the material so that it takes a lot of time for students to discuss the subject matter.
c. There are no individual quizzes or group awards sostudents when in groups are less motivated to work together butdoes not rule out the possibility for teachers to add giftsindividual quiz and group awards.
d. It takes a long time.
e. Mischievous students tend to make trouble.
f. Classes are often noisy because groups are created by students.
E. Conceptual Frame Work
In this conceptual framework below, the researcher used Snowball Games where the researcher focuses on structure and vocabulary in learning English that students had to master.
Figure 2.1 Conceptual Frame Work
These concepts consist of three points, input, process, and output. Input indicates to the English material, the process indicates to teaching English by using snowball games, at this stage using a pre-experimental method and consist of a pre-test and post-test. And output indicate to improve students‟
speaking skills.
F. Hypothesis
In this reseach, the researcher applied the hypothesis as follow:
1. Null Hypothesis (Ho): There is no improvement of the students‟ accuracy of the English stucture in speaking skill after using Snowball Games in the second grade at SMPN 1 Balocci.
2. Alternative hypothesis (Ha) there is significant improvement of the students‟ accuracy structure of the English structure in speaking skill after using Snowball Games in the second grade at SMPN 1 Balocci.
Input English Teaching
Learning Prosess
Process Teaching English using
Snowball Games
Output Accuracy
Structure
Vocabulary
3. Null hypothesis (H0) there is no improvement of the students‟ accuracy of vocabulary in speaking skill after using Snowball Games in the second grade at SMPN 1 Balocci.
4. Alternative hypothesis (Ha): There is a significant improvement of students‟
accuracy of vocabulary in speaking skill after using Snowball Games in the second grade at SMPN 1 Balocci.
21
RESEARCH METHODOLOGY A. Research Design
The research design was a guideline for the process steps that must be carried out in analyzing the research results. Through this research design, researchers can take systematic steps in analyzing data. In this study, the research design used pre-experimental in the form of the One-Group pretest- post-test design. The pre-experimental research design is a research design that has not been categorized as a real experiment. Because in this design, random sampling has not been carried out, and there was not enough control for confounding variables that can affect the dependent variable. One form of pre-experimental design that the researcher chooses was One Group Pre-test – Post-test Design. In this One Group Pre-test - Post-test design, the researcher previously gave a pre-test to the group to be given the treatment, then the researcher conducted the treatment. After finishing the treatment, the researcher gave a post-test. The magnitude of the treatment effect can be known accurately by comparing the pre-test and post-test results. To make it easier to understand this research paradigm, it can be seen in the image below:
Fugure 3.1 Research Design Note:
O1: Score pre-test O2: Score post-test X: Treatment
(Sugiyono, 2007: 79)
O
1x O
2The procedure was follows:
1. Pre-Test
In this part, the researcher gave a pre-test before doing the treatment at the first meeting in the class by using stiknote with a speaking test. The students take one of stikenote and describe what they got on stikenote.
2. Treatment
After doing the pre-test, the researcher gave the treatment to students.
The procedure explained as follow:
a. The first meeting in the class, the researcher taught the students about the difference between verb and adjective, because many students don‟t know the difference between verb and adjective.
b. The second meeting in the class, the researcher explains the material (Describing Things) and explain how to play snowball games.
c. The third meeting, the researcher gave the students material (Describing Things) and gave example how to describe something, and the students made a group for playing snowball games.
d. Fourth meeting, the researcher gave the students material (Describing Things) and playing snowball games.
e. Fiveth meeting, the researcher gave the students material (Describing Things) and playing snowball games.
f. Six meeting, the researcher gave the students material (Describing Things) and playing snowball games.
3. Post-Test
The researcher gave post-test after doing treatment to know the students speaking skill. The students take one of stikenote and describe what they got on stikenote.
B. Population and sample 1. Population
In research, it is necessary to place restrictions on the population studied.
According to Sugiyono (2009: 80) population is a generalization is consisting of objects/subjects that have certain qualities or characteristics applied by researcher to study and draw conclusions. The population of this research was all the students in the second grade of SMPN 1 Balocci. The school had 6 classes at the eighth grade: VIII A, VIII B, VIII C, VIII D,VIII E, VIII F all of the six classes were 150.
2. Sample
The researcher used purposive sampling to determine the research sample. This was in line with the selection of a research design that used a pre-experimental design. Purposive sampling is one of the non-random sampling techniques where the researcher determines the sampling by determining specific characteristics that were following the research objectives so that it is expected to be able to answer research problems. As for the characteristics that were owned, the teacher recommends that in class VIII D, because lack of vocabulary that the students have, lack of enthusiasm for learning, and teacher had also never applied snowball games.
The sample of this study was VIII D of SMPN 1 Balocci that consisted of 15 students because pandemic covid-19 one class was limited and based on the interview that I got from the teacher, the class was never applying Snowball Games on the learning and teaching process. They lack speak up and the teacher also recommends doing a treatment to the class.
C. Instrument of the Research
The research used a speaking test. The researcher used a speaking test in the pre-test and post-test. In the treatment, the researcher used a sticknote to implement snowball games. In Pre-test the researcher gave a vocabulary card and each student describes the word to find out the students‟ initial knowledge in speaking. While in the post-test the researcher gave a stikenote and the students describe the word to determine the ability of students after gave the treatment by using snowball games.
D. Technique of Collecting Data 1. Pre-test
The researcher gave a pre-test before doing the treatment at the first meeting in the class with a speaking test. The students take one of stikenote and describe what they got on stikenote.
2. Post-test
The researcher gave a post-test after doing treatment in speaking test. The students take one of the stikenote and describe what they got on stikenote.
E. Technique of Data Analysis
The method of data analysis in this research was a quantitative descriptive method. In this term of quantitative, the researcher used statistical procedures to calculate the numeral data. After the data has been collected, the next step in this research was to analyze the data. The result was tested by using SPSS to see whether the difference of students‟ results between pre-test and post- test is significant or not.
1. To determine the level of significance generated through the used of Snowball Games in learning, a hypothesis is formulated with the decision rules:
a. If α = 0, 05 greater than or equal sig value (α = 0, 05≥ sig) then HO
rejected Ha accepted.
b. If α = 0, 05 less than or equal to the sig value (α = 0, 05≤ sig) then HO
accepted. Ha rejected.
To test the research hypothesis, the data analysis technique was using the t-test (independent sample test), which is to test the average difference between the sample, the calculations used SPSS.
2. Scoring System
a. To find the students‟ improvement the formula as follow:
P = Where:
P = Percentage
X2 = Average score of Post-test X1 = Average score of Pre-test
(Gay, 2006 :336)
3. Classifying the score of the students‟ using the following:
Table 3.1
Rating Scale Structure
Accuracy Indicators Score
Utterances almost always correct 6 Structure Most utterances rendered correctly,
with some minor structural errors
5 Many correct utterances, but with
definite structural problems
4 Some utterances rendered correctly,
but major structural problems remain
3 Very few structurally correct 2 No utterances structurally correct 1
Omaggio, (1986:347) Table 3.2
Rating Scale Vocabulary
Classi fication Code Score Criterion
Vocabulary
4.1-5.0 Use of vocabulary and idiom virtually that is of native speaker 3.1-4.0 Sometimes use inappropriate terms
and must rephrase ideas, because of lexical inadequacies
2.1-3.0 Frequently use the wrong word, conversation somewhat lmited because of inadequate vocabulary.
1.1-2.0 Misuse of words and very limited
vocabulary make comprehension quite difficult
0-1 Speech is so halting and fragmentary as to make conversation virtually impossible.
(Harris (1975: 84) Table 3.3
Calculating students’ score Scale Score Category 4.1-5.0 100-85 Very good 3.1-4.0 84-75 Good 2.1-3.0 74-60 Fair 1.1-2.0 59-40 Poor
0-1 39-0 Very poor
(Nurgiyantoro(2010)
Table 3.4
Calculating students’ score
(Depdiknas as cited in wahdania,2016) Scale Score Category
5.1-6.0 90-100 exellent 4.1-5.0 80-89 Very good 3.1-4.0 70-79 Good 2.1-3.0 60-69 Fairly good 1.1-2.0 50-59 Poor 0-1 X<50 Very poor
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION A. Findings
1. The Improvement of Accuracy Structure
In this part, the research findings of this study were taken from data using snowball games to improve students speaking skills at the second grade of SMPN 1 Balocci. This part, frequency and speaking skills of students‟
especially in accuracy structure in the pre-test and post-test can be seen in the table.
Table 4.1 Mean score of Accuracy Structure in pre and post-test
Criteria Pre-test Post-test
Accuracy Structure 43.53 73.86
Based on Table 4.1 improvement in accuracy structure before and after gave the treatment showed that, the students‟ score in pre-test (43,53) and post-test (73,86). It means that pre-test lower than post-test.
Figure 4.1 mean score of accuracy structure in pre-test and post-test Based on the research after calculating the data, it is found that the mean score of students pre-test was 43.53 and standard deviation 10.105 and post-test
43,53
73,86
0 50 100
pre-test post-test
pre and post-test accuracy structure
pre-test post-test
was 73.86 for the mean score and standard deviation 6.75. It means that the score of the post-test is higher than the pre-test (73.86>43.53).
Table 4.2 Students improvement in accuracy structure
Crit eria
Mean Pre- test
Mean Post-
test Improving
Accuracy Structure 43.53 73.86 69.68%
Based on the table 4.2 show that the mean score of pre-test was 43,53 and post-test 73.86. The improvement of pre-test and post-test was 69.68%, it means that using snowbal games can improve students‟ accuracy structure.
The students‟ score was classified into some criteria and percentage as follow:
Table 4.3 the students‟ score of pre-test and post-test in accuracy structure
No. Classification Score
Test Pre-
test Percentage% Post-
test Percentage%
1. Excellent 90-100 - - - -
2. Very Good 80-89 - - 4 27%
3. Good 70-79 - - 9 60%
4. Fairly Good 60-69 1 6% 2 13%
5. Poor 50-59 4 27% - -
6. Very Poor X<50 10 67% - -
Total 15 100% 15 100%
Based on Table 4.3 the students‟ score pre-test in Accuracy Structure before gave the treatment showed that the score and rate percentage fairly good classification 1(6%), poor classification 4(27%), very poor classification 10(67%), none got excellent and very good classification.
Based on Table 4.3 the students‟ score post-test score in Accuracy Structure after given the treatment showed that, the score and percentage very good classification 4(27%), good classification 9(60%), fairly good classification 2(13%), none of the poor and very poor classification, and none got excellent classification.
2. The Improvement of Accuracy Vocabulary
In this part, the frequency and the percentage of the students‟ speaking skills especally Accuracy Vocabulary can be seen in the table.
Table 4.4 Mean score of Accuracy Structure in pre and post-test
Criteria Pre-test Post-test
Accuracy Vocabulary 44.93 73.86
Based on the table 4.4 before and after gave the treatment using snowball games show that the students‟ score in pre-test (44,93) and in post-test (73,86).
It means that post-test higher than pre-test.
Figure 4.2 mean score of accuracy vocabulary in pre-test and post-test Based on the research after calculating the data, it is found that the mean score of students pre-test was 44.93 and standard deviation 10.133 and post-test was 73.86 for the mean score and standard deviation 9.17. It means that the mean score of the post-test is higher than the pre-test (73.86>44.93).
44,93
73,86
0 20 40 60 80
pre-test post-test
pre and post-test accuracy vocabulary
pre-test post-test
Table 4.5 students‟ improvement in accuracy vocabulary
Criteria
Mean Pre- test
Mean Post-
test Improving
Accuracy Vocabulary 44.93 73.86 64.39%
Based on the table above the mean score of pre-test was 44,93 and pos-test 73,86. The improvement of pre-test and post-test after gave the treaatment was 64.39%. So, using snowball games can improve students‟ accuracy vocabulary.
The students‟ score was classified into some criteria and percentage as follow.
Table 4.6 the students‟ score of pre-test and post-test in accuracy vocabulary
No. Classification Score
Test Pre-
test Percentage% Post-
test Percentage%
1. Very Good 100-85 - - 3 20%
2. Good 84-75 - - 7 47%
3. Fair 74-60 1 7% 5 33%
4. Poor 59-40 12 80% - -
5. Very Poor 39-0 2 13% - -
Total 15 100% 15 100%
Based on Table 4.6 students‟ pre-test in accuracy vocabulary before given treatment or pre-test showed that 1(7%) fair category, 12(80%) students were in the poor category, 2(13%) students were in very poor category and none of the good and very good category.
Based on Table 4.6 above, students‟ score post-test in accuracy vocabulary after given the treatment showed that 5(33%) fair category, 7(47%) good category, 3(20%) very good category and none got poor and very poor.
3. Significant Testing (t-test)
Inferential static was used to test the hypotheses. For the pendant sample test, the research used utilized a paired t-test (testing of significance). It was designed to determine the significance of the difference between the pre-test and the post-test result of the students‟ mean scores in the experimental.
Paired Samples Test Paired Differences
Mean
Std.
Deviation
Std. Error
Mean t df
Sig. (2- tailed) Pair 1 pretest structure -
posttest structure
-30.33333 4.86484 1.25610 -24.149 14 .000
Pair 2 pretest vocabulary - posttest vocabulary
-28.93333 6.13499 1.58405 -18.265 14 .000
Table 4.7 t-test calculation/value
Based on the data, the result showed that t-value 24.149 with 14 degrees of freedom and p-value was 0.00. Based on degree of freedom we can know that t-table 1.761, according to the hypothesis testing criteria, H0 is accepted if the t-value>t-table and p-value<α(0.05). Based on the data above Ha was accepted, because t-value (24.149)>t-table(1.761) and p-value (0.00<α(0.05)).
Based on the data using snowball games can improve students‟ speaking skill in term of accuracy structure.
Based on the data after calculating, it is found that the result showed that t- test value 18.265 with 14 degrees of freedom and p-value was 0.00. Based on the degree of freedom we can know that the t-table 1.761, according to the hypothesis testing criteria, H0 is accepted if the t-value<t-table and p- value<α(0.05). based on the data Ha was accepted, because t-value (18.265)>t- table(1.761) and p-value (0.00)<α(0.05). Based on the date using snowball games can improve speaking skill in terms of accuracy vocabulary.
B. Discussion
This section which explains a discussion of the research findings the students‟ speaking skill especially accuracy structure and accuracy vocabulary aspect. The research design for this study is based on pre-experimental research. The outcome of the students‟ score is derived using the t-test by SPSS, all the data acquired from the research instrument.
1. The Improvement of Accuracy Structure
The research is carried out in three stages. The first is to give the students a pre-test before treatment by using snowball games to know the students speaking scores. The second is giving the treatment and using snowball games to the students. And the third was given a post-test to the students after the treatment and using snowball games to know the students‟ speaking score.
Based on findings, we can know that the mean score pre-test of the students is 43.53 becomes 73.86 in the post-test in accuracy structure out of 15 students.
And t-value>t-table (24.149>1.761), the research found that p-value (0.00) at the level significance (0.05) so (0.00<0.05). It shows that there is different speaking score before and after being taught by using snowball games.
The alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected based on the hypothesis testing. Teaching speaking by using snowball games can improve students‟ speaking skill. By using snowball games, the students feel enjoy in learning and interested in speaking up when they use snowball games. According to (Agus, 2009) describs the technique of snowball