CHAPTER IV FINDING AND DISCUSSIONS
A. Findings
To make this research data, students related to questionnaires and speaking test using voice note on Whatsapp. This research aimed to find out whether the use of scrabble game affects students' speaking skill Competence.
Researcher took students in English Division of UKM Bahasa who had used Scrabble game as a medium to improve their English skills and often
participate in Scrabble game competition. Data from the questionnaires and speaking test used the rules in chapter 3 to find out whether the use of scrabble games affects students' speaking skill and students’ speaking skill competence.
1. The effect of scrabble game on students speaking skill competence a. Questionnaire
The data were obtained from the questionnaire that had been given to the students. It was designed to help the researcher get more information about students' response toward Scrabble game implementation. Furthermore, the data obtained can be seen in the following
Table 4.1 speaking is one of important thing in English No Items Frequency Percentage (%)
1 Strongly agree 8 80
2 Agree 2 20
3 Neutral 0 0
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
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Table 4.1 showed that 8 of students (80%) chose strongly Agreed and the other students (20%) agreed that speaking is one of important thing in English.
Table 4.2 I have learned English for more than 5 years No Items Frequency Percentage (%)
1 Strongly agree 4 40
2 Agree 5 50
3 Neutral 1 10
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.2 displayed that 4 students (40%) chose to strongly agreed, 5 students (50%) chose agreed that they have learned English for more 5 years. The other students (10%) chose neutral perception.
Table 4.3 I found difficulty in learning speaking
No Items Frequency Percentage (%)
1 Strongly agree 0 0
2 Agree 8 80
3 Neutral 2 20
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.3 indicated that 8 of students (80%) chose agreed that they found difficulty in learning speaking . The other students (20%) chose Neutral perception.
Table 4.4 I have difficult in memorizing words on speaking learning activity.
No Items Frequency Percentage (%)
1 Strongly agree 0 0
2 Agree 7 70
3 Neutral 1 10
4 Disagree 2 20
5 Strongly Disagree 0 0
Total 10 100%
Table 4.4 presented that 7 students (70%) chose agreed perception that they have difficulty memorizing words on speaking learning activity. The other students (20%) were disagree perception.
Table 4.5 I have a difficulty in pronouncing words on speaking learning activity.
No Items Frequency Percentage (%)
1 Strongly agree 1 10
2 Agree 3 30
3 Neutral 3 30
4 Disagree 3 30
5 Strongly Disagree 0 0
Total 10 100%
Table 4.5 showed that 1 students (10%) chose strongly agreed, 3 students (30%) chose agreed and neutral (30%) perception about their difficulty in pronouncing words on speaking learning activity. The others students (30%) were disagree perception.
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Table 4.6 I have ever learned speaking using game as the media.
No Items Frequency Percentage (%)
1 Strongly agree 4 40
2 Agree 6 60
3 Neutral 0 0
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.6 displayed that 4 students (40%) had strongly agreed and 6 students (60%) agreed that they have learned speaking using game as the media.
Table 4.7 scrabble game made me motivated in speaking.
No Items Frequency Percentage (%)
1 Strongly agree 1 10
2 Agree 7 70
3 Neutral 2 20
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.7 indicated that 1 student (10%) had strongly agreed and 7 students (70%) agreed that scrabble game made them motivated to learn speaking. The others students (20%) were Neutral perceptions.
Table 4.8 scrabble game helped me in increasing my speaking skill
No Items Frequency Percentage (%)
1 Strongly agree 1 10
2 Agree 7 70
3 Neutral 2 20
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.8 presented that 1 students (10%) strongly agreed and 7 students (70%) agreed that scrabble game helped them increase their speaking skills. The others students (20%) were neutral perceptions.
Table 4.9 scrabble game helped me to learn new vocabulary
No Items Frequency Percentage (%)
1 Strongly agree 8 80
2 Agree 2 20
3 Neutral 0 0
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.9 showed that 8 students (80%) had strongly agreed and 2 students (20%) agreed that Scrabble game helped them learn new vocabulary.
Table 4.10 scrabble helped me in memorizing and recalling the words
No Items Frequency Percentage (%)
1 Strongly agree 5 50
2 Agree 5 50
3 Neutral 0 0
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
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Table 4.10 represented that 5 students (50%) had strongly agree and 5 students (50%) agree perception that scrabble game helped them in memorizing and recalling the words
Table 4.11 scrabble game helped me in improving my pronunciation.
No Items Frequency Percentage (%)
1 Strongly agree 2 20
2 Agree 2 20
3 Neutral 5 50
4 Disagree 1 10
5 Strongly Disagree 0 0
Total 10 100%
Table 4.11 depicted that 2 students (20%) had strongly agree, 2 students (20%) agree, and 5 students (50%) neutral perception that scrabble game can help them improve their pronunciation. The other students (10%) were disagree perception.
Table 4.12 through scrabble game I can learn and share vocabulary mastery by cooperate and ask friends.
No Items Frequency Percentage (%)
1 Strongly agree 1 10
2 Agree 4 40
3 Neutral 1 10
4 Disagree 1 10
5 Strongly Disagree 3 30
Total 10 100%
Table 4.12 described that 1 student (10%) had strongly agree, 4 students (40%) chose agree, and 1 student (10%) had neutral perception that through scrabble game, they can learn and share vocabulary mastery by cooperating and asking their friends. The other students, 1 student (10%) were chose disagree and 3 students (30%) strongly disagree perception.
Table 4.13 I could contribute actively in the group when playing scrabble.
No Items Frequency Percentage (%)
1 Strongly agree 3 30
2 Agree 4 40
3 Neutral 2 20
4 Disagree 1 10
5 Strongly Disagree 0 0
Total 10 100%
Table 4.13 expressed that 3 of students (30%) were strongly agree, 4 students chose agree, and 2 students (20%) neutral perception that they can contribute actively in the group when playing scrabble. The others students (10%) were on disagree perception.
Table 4.14 playing scrabble wasting my learning time.
No Items Frequency Percentage (%)
1 Strongly agree 1 10
2 Agree 0 0
3 Neutral 0 0
4 Disagree 6 60
5 Strongly Disagree 3 30
Total 10 100%
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Table 4.14 showed that 3 students (30%) strongly disagree and 6 students (60%) disagree that playing scrabble did not waste their learning time. And other students (10%) were Agree perception.
Table 4.15 I would like to use scrabble to learn English for the future
No Items Frequency Percentage (%)
1 Strongly agree 1 10
2 Agree 7 70
3 Neutral 2 20
4 Disagree 0 0
5 Strongly Disagree 0 0
Total 10 100%
Table 4.15 displayed that 1 of students (10%) chose strongly agree and 7 students (70%) agree that they would like to use scrabble game to learn English for their future. The others students (20%) were neutral perception.
2. Speaking skill competence a. Speaking test
In order to reinforce the questionnaire data from students to find out does scrabble game have an effect on students speaking skill competence, the researcher asked students through speaking skill. The result of each speaking test are detailed below;
Table 4.16 the final score of speaking test.
Students Pronunciation score Vocabulary score
1 10 10
2 10 8.3
3 10 10
4 8.3 10
5 10 10
6 8.3 8.3
7 10 10
8 6.6 8.3
9 8.3 10
10 10 10
Average score
9.15 9.49
Based on the table above, in pronunciation the researcher get a result that there are 6 students got “excellent” category, 3 students got "very good" category, and 1 student got "good" category. The researcher got 7 students in vocabulary got "excellent" category, and 3 students got "very
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good" category. The average score of the table were describe that scrabble game improved students’ speaking skill competence.