Discussion - RESEARCH RESULT AND DISCUSSION

CHAPTER IV RESEARCH RESULT AND DISCUSSION

B. Discussion

(1) If t-observed > f-table, Ha is accepted and Ho is rejected.

(2) If t-observed < f-table, Ha is rejected and Ho is accepted.

The researcher has formulated the alternative Hypothesis (Ha) such as “There is a positive and significant influence of taboo game on students speaking skill among the seventh graders at SMP Ma‟arif 1 Metro”.

Finally, the data confirmed that ”t-observed” is 7.343 was higher than “f-table” level of signficant 5% is 1.706 and “f-table”

level of significant 1 % is 2.479. Therefore, it is concluded that Ha is accepted and Ho is rejected. It means that there was a positive and significant the influence of taboo game on students speaking skill among the seventh graders at SMP Ma‟arif 1 Metro.

Fur the more, it was stated in the SPSS table that the t-observe is 7.343. While t-value in f-table for the 5% significance level for df 26 is 1.706. While the significance level of 1% df 26 is 2,479. This shows that the t-observe is higher than the t-value in the f-table. Therefore, the statistical hypothesis shows that the taboo game can have a positive and significant influence on students' speaking skills because the t-observe value is higher than the t-value contained in the f-table. Therefore, it can be concluded that this study shows that taboo game has a positive and significant influence on students' speaking skills.

The results of this study are relevant to the results of research by Yususf Kuncoro Bowo Susilo that taboo game have an effect.²⁸ The results of the research he conducted showed that the taboo game had an effect on the value of sig. 2-tailed is 0.005. This relevant research reinforces that the use of taboo game is effective in learning to speak because it can have a positive influence on students' speaking skills.

In addition, this research is also relevant with research conducted by Maria Graciela Wuri Nastiti and Yohana Veniranda that taboo game have an effect.²⁹ The results of the research he conducted showed that the taboo game had an effect on the value of sig. 2-tailed is 0.000. Their research shows that the taboo game is one of useful games in learning to speak because it can motivate students to speak English and stimulate

28 Yusup Kuncoro Bowo Susilo, “The Effect Of Using Taboo Game To Ninth Graders' Speaking Skill,” Vol.7. No. 3/ November 2014. 165-170.

29 Maria Graciela Wuri Nastiti and Yohana Veniranda, “Using Taboo Game to Improve Vocabulary of Grade VIII Students of SMP Negeri 1 Semin Gunung Kidul, “ Language Learning In the New Era, 2021

them by giving visual guesses of words. This relevant research reinforces that the use of taboo game is effective in learning to speak because it can have a positive influence on students' speaking skills.

The positive and significant effect of taboo on speaking is relevant to Claire Howell Major's theory.³⁰ Taboo game has several benefits that are obtained by game players. The players can increase creative activities in the classroom environment. Then it can encourage students to think outside the box about key concepts so that students can understand better.

In guessing the words, the students practice thinking and expressing words to guess words. In this way, the students automatically practice speaking skill. Taboo game provides techniques to train players in critical thinking in problem solving.

In other words, it can be said that the taboo game is one of the effective games to use in the English learning process related to speaking skills. Taboo game can stimulate students with the visualization contained on the card, so students can accept explore ideas with the help of visual media. Moreover, students are helped to be associated with what they described with the help of the media. Therefore, students' speaking topic ideas can develop well in the speaking process, especially in describing something.

30 Claire Howell Major et al, Teaching for Learning (New York : Routledge, 2016 ), 152- 153.

CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion

In this chapter, the researcher concludes this research. It was investigated that the result of sig. 2 tailed is 0.000. It is clear that if the probability or Sig. > α (0.05), the alternative hypothesis (Ha) is accepted.

It means that there is a positive and significant influence of variable X on variable Y. In the other words, Ha is accepted and Ho is rejected.

Furthermore, it was investigated that the t-observe is 7.343. While t-value in f-table for the 5% significance level for df 26 is 1.706. While the significance level of 1% df 26 is 2,479. This shows that the t-observe is higher than the t-value in the f-table. Therefore, the statistical hypothesis shows that the taboo game can have a positive and significant influence on students' speaking skill. In addition, this game is beneficial in guiding students to develop their ideas by using taboo game in the speaking process to explore their ideas in deep reflection. Therefore, it is concluded that there is a positive and significant influence of taboo game on speaking skill of the seventh grade at SMP 1 Ma'arif Metro.

B. Suggestions

The researcher provides some suggestion for the students, the teacher, and the headmaster, as follow:

1. For the Students

It is suggested that the students to be more active in learning English, particularly in learning to write the English text.

Therefore, the students can understand the material and speak in English actively.

2. For the Teacher

It is recommended for teachers to be more creative in motivating students to learn English and to include taboo game as a strategy in the teaching process, especially in speaking to engage students to be active in the learning process.

3. For the Headmaster

It is recommended to headmaster to support teachers in using taboo game in the learning process because it can teach students' speaking skills and students become more active.

BIBLIOGRAPHY

Broughton, Geoffrey et al, Teaching English as a Foreign Language. New York : Routledge, 2003.

Burns, Anne. “Concepts for Teaching in the English Language Classroom”, LEARN Journal : Language Education and Acquisition Research Network Journal No. 1/ 2019.

Cohen, Barry H. Explaining Psychological Statistic. Canada : John Wiley &Sons, 2013.

Creswell, John W, Research design : qualitative, quantitative, and mixed methods approaches, Singapur : Sage Publication). 2014.

DePoy, Elizabeth et al, Introduction to Research Understanding and applying Multiple Strategies, USA, 2016.

Finegan, Edward. Language It’s Structure And Use. Boston : University of Southern California, 2008.

Hughes, Rebecca. Teaching and Researching Speaking. Great Britain : Pearson Education Limited, 2011.

Hosni, Samira Al. “Speaking Difficulties Encountered by Young EFL Learners”, International Journal on Studies in English Language and Literature (IJSELL) No.2/ 2014.

John W, Creswell. Research design : qualitative, quantitative, and mixed methods approaches. Singapur : Sage Publication, 2014.

Jonathan, Newthon and I.S.P Nation. Teaching ESL/EFL Listening and Speaking, 270 Madison Ave : Routledge, 2009.

Kagermann, Henning et al. Internal Audit Handbook. Germany, 2008.

Lumbangaol, Reni Rosianna. “The Effect Of Taboo Word Game In Improving Vocabulary Ability”, Melt Journal Vol. 4/2019.

Major, Claire Howell at al. Teaching for Learning, New York : Routledge, 2016.

Maxom Michelle. Teaching English as a Foreign Language For Dummies.

England : John Wiley & Sons, Ltd, 2009.

Muijs, Daniel. Doing Quantitative Research in Education with SPSS, London : Sage Publication Itc, 2004.

Nastiti, Maria Graciela Wuri and Yohana Veniranda. “Using Taboo Game to Improve Vocabulary of Grade VIII Students of SMP Negeri 1 Semin Gunung Kidul”, Language Learning In the New Era / 2021.

Richard, Jack C. Teaching Listening and Speaking From Theory to Practice. 32 Avenue of the Americas : Cambridge University Press.

Sharma, Rajendra K. Demography And Population Problems. India, 2007.

Susilo, Yusup Kuncoro. “BowoThe Effect Of Using Taboo Game To Ninth Graders' Speaking Skill” No. 3/ 2014.

Thornbury, Scott. How to teach Speaking. Amazon : Pearson Education ESL : 2005.

Weir, Cyril J. Language Testing and Validation. Houndmills : Palgrave Macmillan, 2005.

Wormeli, Rick. Meet me in the Middle, Portland : Stenhouse Publishers, 2001.

APPENDICE

A. Syllabus

SILABUS PEMBELAJARAN Satuan Pendidikan : SMP/MTs

Mata Pelajaran : Bahasa Inggris

Kelas : VII (Tujuh)

Kompetensi Inti

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

KURIKULUM 2013 REVISI SILABUS PEMBELAJARAN Sekolah Menengah Pertama (SMP)/

Madrasah Tsanawiyah (MTs) Mata Pelajaran : Bahasa Inggris

Satuan Pendidikan : _________________________

Kelas : VII / 1- 2

Nama Guru : _________________________

NIP/NIK : _________________________

KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

Kompetensi Dasar

Materi Pembelajaran

Kegiatan Pembelajaran

Penilaian Alokasi Waktu

Sumber Belajar 4.4 Menyusun

teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan

memberi dan meminta

informasi terkait nama dan

jumlah binatang, benda, dan bangunan publik yang dekat dengan

Memulai Menanggapi (diharapkan/di luar dugaan) Unsur kebahasaan - Pernyataan dan pertanyaan terkait benda sekitar lingkungan, keluarga, binatang, bangunan publik, dan kehidupan sehari-hari.

Kegiatan Pembuka Orientasi -Guru

memberi/membal as salam, tegur sapa dengan peserta didik . Siswa berdoa sebelum memulai kegiatan .

- Guru memeriksa kehadiran peserta didik.

- Guru memberikan gambaran tentang

Skills Assessment (Performance) Aspek

Keterampilan Nilai (1-4) -Kosa kata dan tata bahasa Siswa

menggunakan kosa kata dan tata bahasa yang tepat -Pengucapan Siswa

mengucapkan dengan kata

4 JP Buku ajar - Bahasa Inggris kelas tujuh -Everyday Conversati ons:

Learning American English

kehidupan siswa sehari-hari, dengan

memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca.

Topik Benda yang biasa dijumpai dalam

kehidupan nyata di sekolah peserta didik yang dapat menumbuhkan perilaku yang termuat di KI.

manfaat dan tujuan mempelajari pelajaran yang akan dipelajari.

Kegiatan Inti Presentation - Guru menjelaskan materi yang akan di pelajari.

- Guru memberikan contoh kosa kata untuk

pembelajaran

menggunakan taboo game.

- Guru

memberikan kartu sebagai media untuk

pembelajaran menggunakan taboo game.

- Guru

mencontohkan cara permainan dari taboo game

yang jelas -Kelancaran Siswa

menggunakan Bahasa Inggris dengan lancar -Strategi Interaksi Siswa dapat berinteraksi dengan siswa lain dengan baik

Practice - Siswa

mengamati dan memahami materi yang di jelaskan oleh guru.

- Siswa

menghafalkan

kosa kata yang telah di berikan guru.

- Siswa

mempraktikan permainan taboo game.

Kegiatan Penutup - Guru mengajak siswa

menyimpulkan isi pembelajaran tentang

menyampaikan dan menerima informasi.

- Guru menanyakan adakah materi yang belum dipahami siswa

(kesulitan apa yang mereka hadapi).

- Guru

menyampaikan topik yang akan dipelajari pada pertemuan selanjutnya.

- Guru menutup pembelajaran dengan berdo'a dan salam penutup.

B. Plan Lesson Kompetensi Inti

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.

KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

Kompetensi Dasar Indikators Pencapaian

4.4 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait nama dan jumlah binatang, benda, dan bangunan publik

4.4. 1 Berinteraksi secara lisan untuk menanyakan dan memberi informasi nama dan jumlah benda.

4.4. 2 Menyusun teks sederhana menginformasikan nama dan jumlah benda.

yang dekat dengan kehidupan siswa sehari-hari, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

1. Tujuan Pembelajaran

Berinteraksi secara lisan untuk menanyakan dan memberi informasi family, kehidupan sehari-hari, dan jumlah benda.

2. Materi Pembelajaran a. Fungsi Sosial

Siswa berinteraksi dengan siswa lain untuk saling menyampaikan dan menangkap informasi.

1) Struktur Teks a) Memulai

b) Menanggapi (diharapkan/di luar dugaan) c) Unsur Kebahasaan

- Pernyataan dan pertanyaan terkait benda sekitar lingkungan, keluarga, binatang, bangunan publik, dan kehidupan sehari- hari.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca.

d) Topik

Benda yang biasa dijumpai dalam kehidupan nyata di sekolah peserta didik yang dapat menumbuhkan perilaku yang termuat di KI.

3. Metode Pembelajaran Taboo Game

4. Media Alat dan Sumber Pembelajaran a. Kartu taboo game

b. Buku ajar Bahasa Inggris Kelas Tujuh

c. Everyday Conversations: Learning American English 5. Kegiatan Belajar

a. Kegiatan Pembuka 1) Orientasi

a) Guru memberi/membalas salam, tegur sapa dengan peserta didik.

b) Siswa berdoa sebelum memulai kegiatan.

c) Guru memeriksa kehadiran peserta didik

d) Guru memberikan gambaran tentang manfaat dan tujuan mempelajari pelajaran yang akan dipelajari.

b. Kegiatan Inti 1) Presentation

a) Guru menjelaskan materi yang akan di pelajari.

b) Guru memberikan contoh kosa kata untuk pembelajaran menggunakan taboo game.

c) Guru memberikan kartu sebagai media untuk pembelajaran menggunakan taboo game.

d) Guru mencontohkan cara permainan dari taboo game 2) Practice

a) Siswa mempraktikan permainan taboo game.

b) Siswa mempraktikan pelafalan kosa kata Bahasa Inggris yang sesuai dengan tema.

c) Siswa secara berpasangan berdialog sesuai dengan tema benda-benda dirumah dan students dialy life.

c. Kegiatan Penutup

1) Guru mengajak siswa menyimpulkan isi pembelajaran tentang menyampaikan dan menerima informasi.

2) Guru menanyakan adakah materi yang belum dipahami siswa (kesulitan apa yang mereka hadapi).

3) Guru menyampaikan topik yang akan dipelajari pada pertemuan selanjutnya.

4) Guru menutup pembelajaran dengan berdo'a dan salam penutup.

6. Instrumen Penilaian a. Indikator Penilaian

No Indikator Tehnik dan Bentuk Instrumen

1 Menyusun teks sederhana menginformasikan nama dan jumlah benda.

Praktik berdialog secara lisan di depan dengan teman.

1) Skills Assessment (Performance)

Aspek Keterampilan Nilai (1-4)

Kosa kata Siswa menggunakan kosa kata yang tepat

Pengucapan Siswa mengucapkan dengan kata yang jelas

Kelancaran Siswa menggunakan Bahasa Inggris dengan lancer Strategi Interaksi Siswa dapat berinteraksi

dengan siswa lain dengan baik Tata Bahasa Siswa dapat menggunakan

kosa kata yang tepat Nilai

Note : 1= Kurang, 2 = Cukup, 3 = Baik, 4 = Sangat baik

? X 100 = ? 20

Mengetahui,

Kepala Sekolah SMP Ma'arif 1 Metro Guru Mata Pelajaran

Muhaimin, M.Pd Mannasika Fitria, S.Pd

NIP. 196807152006041003

C. Blueprint Speaking Test

Basic Competence Test Speaking Topics

4.4 Compose very short and simple spoken and written transactional interaction texts that involve the act of giving and asking for information related to the names and numbers of animals, objects, and public buildings that are close to students' daily lives, taking into account the social functions, text structure, and linguistic elements involved.

Correct and in context.

Pre –Test The students are asked to practice the dialogue about the things in each of your house in 5 minutes

Post – Test The students are asked to practice the dialogue about the topic of students' daily life in 5 minutes

D. Speaking Test Pre-Test

Do the dialogue using English with your partner about the things in each of your house in 5 minutes!

E. Speaking Test Post-Test

Do the dialogue using English with your partner about the topics of students' daily life in 5 minutes!

F. Blue Print of Observation

Aspect Sub Aspect Reference

Observing the teacher teaching performance

The teacher gives students 5 minutes to do warm up activity by talking about a

speaking to pic given by the teacher

Claire Howell Major at all, Teaching for Learning. New York : Routledge, 2016.

The teacher provides a set of cards for the taboo game media.

Each main word has sub-words that should not be mentioned in the game.

The students are divided into 2 teams, and each team describes the main word without t mentioning the child on the card and guessing the word.

The game en ds when all students have played the game, the cards are exhausted, the score has been set, or has

reached the time limit.

G. Blue Print of Documentation Sheet

NO Aspect of Documentation Sheet Available Unavailable 1 Profil of SMP Ma‟arif 1 Metro √

2 The building condition and school facilitates in SMP Ma‟arif 1 Metro

√

3 The quantity of student at SMP Ma‟arif 1 Metro

√

4 Location sketch of SMP Ma‟arif 1 Metro

√

5 The condition teacher and staff √ Note: Tick (√) for each positive activity

H. Speaking Learning Activity of Treatment 1

No Learning Activity Description of Observation 1 The students are able to do warm

up activities by talking about the speaking topic given by the teacher

In the first treatment, the researcher asked the students to talk about the objects in the house and asked the students' opinion on the objects were in their house. The students took turns to name the objects in their house.

2 The students are able to pay attention to the card taboo game which contains one main word and 3 sub words

At this stage the researcher explained and gave examples of taboo game, how to play, and the benefits. The students enthusiastically understand the taboo game card game which consists of one main word and 3 child words related to objects in the house.

3 The students are able to pay attention and understand the taboo game explained and exemplified by the teacher

The students listened to the teacher's explanation about the taboo game carefully with their respective teams.

4 The students are able to practice the game taboo game

At this stage, students practiced the taboo game with the team and ways of

playing that have been explained by the researcher.

5 The students are able to dialogue in pairs according to the theme given by the teacher

At this stage the students carried out dialogues in English in pairs with the theme of objects in the house.

I. Speaking Learning Activity of Treatment 2

No Learning Activity Description of Observation 1 The students are able to do warm

up activities by talking about the speaking topic given by the teacher

In the second treatment, the researcher asked students to talk about daily activities and asked students' opinions about what activities were carried out as their habit. The students talked about their daily activities.

2 The students are able to pay attention to the card taboo game which contains one main word and 3 sub words

At this stage the researcher gave a taboo card game that contained daily activities. The students enthusiastically understand the taboo game cards.

3 The students are able to pay attention and understand the taboo game explained and exemplified by the teacher

The teacher re-explained the taboo game and students listened carefully.

4 The students are able to practice the game taboo game

At this stage the students practiced the taboo game that had been done before.

5 The students are able to dialogue in pairs according to the theme given by the teacher

At this stage the students conducted dialogue in English interactively in pairs with the theme of daily activity.

J. Speaking Grade Sheet Pre-Test

No ^Name ^Vocabula

Fluency Pronunciat ion

Grammar Interaction al Strategies

Total Value

1 AB 2 1 2 1 3 40

2 ^AA 1 2 2 1 2 ⁴⁰

3 ^AR 4 3 2 3 3 ⁷⁵

4 ^DD 1 1 1 1 2 ³⁰

5 DM 1 1 2 1 1 30

6 DP 1 1 1 1 1 25

7 DI 2 1 2 1 1 35

8 EA 1 1 2 1 1 65

9 ^HI 2 1 2 1 2 ⁴⁰

10 ^IT 2 1 2 2 1 ⁴⁰

11 MA 2 1 1 1 2 35

12 MA 1 1 2 1 2 40

13 MF 2 1 2 2 2 45

14 MA 1 1 2 1 2 35

15 ^NK 2 1 1 1 2 ³⁵

16 ^NR 2 1 1 1 1 ³⁰

17 ^ON 2 1 1 1 1 ³⁰

18 RD 1 1 2 1 2 35

19 RV 1 1 1 1 2 35

20 RF 1 1 1 1 1 25

21 RA 3 2 3 2 3 65

22 ^RA 2 1 1 1 2 ³⁵

23 ^RI 1 1 2 1 2 ³⁵

24 RR 3 2 4 3 3 70

25 YO 1 1 2 1 1 30

26 ^ZA 1 1 2 1 3 ⁴⁰

27 FA 1 1 2 1 1 30

K. Speaking Grade Sheet Post-Test

No ^Name ^Vocabula

Fluency Pronunciat ion

Grammar Interaction al Strategies

Total Value

1 AB 2 1 2 1 2 40

2 AA 2 1 2 2 3 55

3 AR 3 2 4 3 4 80

4 ^DD 2 1 3 2 3 ⁵⁵

5 ^DM 2 2 2 2 3 ⁵⁵

6 DP 2 1 2 1 3 45

7 DI 1 1 2 1 2 35

8 EA 3 4 3 2 4 80

9 HI 2 1 2 1 2 40

10 IT 2 1 2 1 2 40

11 ^MA 2 1 2 1 3 ⁴⁵

12 MA 2 1 1 1 2 35

13 MF 3 3 2 2 3 65

14 MA 2 2 2 2 2 50

15 NK 3 2 3 2 3 65

16 NR 2 2 3 3 3 65

Dalam dokumen The researcher investigated whether any positive and significant influence of taboo game on the students‟ speaking skill at SMP Ma‟arif 1Metro (Halaman 63-104)