Picture 6. Implementating the Barrier Game in cycle 2 (meeting 2) (meeting 2)
B. Suggestions
In regard to the use of the findings, some suggestions were addressed to the English teachers and future researchers. Considering the benefit of Barrier Game in teaching speaking, it is suggested that the English teachers apply Barrier Game as one of technique in teaching speaking to develop other languages game. It also to share information about language game to other English teacher. Learning English utilizing group work is very interesting. It proves that improving students’ speaking through Barrier Game can be used or can be applied as the good technique at all of level to improve not only English skills and competence but also improve students’ motivation and confidence in learning English.
REFERENCES
Agustin, T. H. 2012. Improving Class II Social II Students’ Speaking Ability through Folktales at SMA Negeri Tempeh in the 2011/201 Academic Year.
Thesis. Jember University
Alfi, I. 2015. Improving the Students’ Speaking Skills through Communicative Game for the Grade VIII Students of MTS N Ngemplak. Thesis. Yogyakarta State University
Azizah, E. E. 2013. The Effectiveness of Using Dialogue in Improving Students’
Speaking Skill at the Second Grade of SMP N 2 SALAM. Vol 1, No 2 (2013).
p.06
Bassey, M. 1998. Action Research for Improving Educational Practice.
Buckingham: Open University Press
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. San Francisco: Longman
Carrier, M. & The Centre for British Teachers.1980. Take 5. Games and Activities for the Language Learner. (2d. ed.). London: Nelson
Castello, Patrick. J. M. 2003. Action Research. Great Britain: biddles limited - king's lynn - norfolk
Brown. H. Douglas. 2007. Teaching by principles. Pearson : Longman ---2001. Teaching by Principles. Pearson : Longman
Downs, E. 2010. Talking matters helping your child to reach their potential, (Online), (http://www.talkingmatters.com.au, accessed: 20th January 2015
Elliot, J. 1991. Action Research for Educational Change. Buchingham : Open University Press.
Fitriana. D. 2013. Improving the Speaking Skills through Guessing Games of the Seventh Grade Students of Smp Muhammadiyah 1 Seyegan Yogyakarta in the Academic Year of 2012/2013. Thesis. Yogyakarta State University
Grauberg, W. 1997. The Elements of Foreign Language Teaching. UK:
Multilingual Matters
Jarred, A. Et. al. 2003. Developing Oral Language with Barrier Game.( Australia:
Hands on Concept)
Kayi, H. 2006. Teaching Speaking. Activities to Improve Speaking in a Second Language (Online), TESL Journal, Vol.XII. Available from : (http://iteslj.org/). [Accessed: 11th November 2006]
Law of the Republic of Indonesia no. 20. 2003. National Education System
Munjayanah. 2004. The Implementation of Communicative Language. Jakarta : Bumi Aksara
Musselwhite, C. R. Barrier Communication Games: Including Students with Disabilities! Available from : www.aacintervention.com
Nunan, D. 2003. Practical English Language Teaching. NY: McGraw-Hill Oxford Learner’s Pocket Dictionary. (2008). Oxford : Oxford University Press Rahayu, A. J. 2013. Improving Student’s Vocabulary through Magic English
Video Watching. Thesis:Syarif Hidayatullah State Islamic University Jakarta Richards, J. C. 2008. Teaching Listening and Speaking. America: Cambridge
UniversityPress
Smith, L. 2007. My First Barrier Games. Reference Services Review. p.2.
Available from: www.pelicantalk.com
Thornburry, S. 2005. How to Teach Speaking. England: Longman ---. London: Longman
Wright, A. Et al. 2004. Games For Language Learning: New York: Cambridge University Press.
Appendix 1
Assessment of speaking format ( pre-test ) Class : XI SOS 1
Subjects/Topic : English/Free talking Day/date : Monday/4th February 2019 Researcher : Usmawati
No. Name Aspects of assessment Total of
getting score
Speaking score
P G V F C
1. AAR 2 3 3 3 2 13 65
2. ADY 4 2 3 3 2 14 70
3. AES 3 2 4 4 2 15 75
4. AL 4 2 3 3 2 14 70
5. AAV 2 2 3 3 2 12 60
6. ACW 4 2 3 3 2 14 70
7. BLL 2 4 4 3 2 15 75
8. CN 2 3 4 4 2 15 75
9. DWC 4 2 4 2 4 16 80
10. DADF 2 3 3 3 2 13 65
11. DM 4 2 2 4 4 16 80
12. FAM 4 2 2 4 4 16 80
13. FZRY 2 3 3 3 2 13 65
14. GS 4 2 3 3 2 14 70
15. GCP 3 2 4 4 2 15 75
16. HPFR 2 4 2 4 4 16 80
17. IPS 2 3 4 4 2 15 75
18. KSTS 4 2 2 4 4 16 80
19. MLNH
20. MRR 4 2 3 3 2 14 70
21. MDAF 4 2 3 3 2 14 70
22. MAS 2 3 4 4 2 15 75
23. NRA 2 3 4 4 2 15 75
24. NW 4 2 3 3 2 14 70
25. QVZ 2 3 4 4 2 15 75
26. QNJ 4 2 3 3 2 14 70
27. RM 4 2 2 4 4 16 80
28. TYB 4 2 3 3 2 14 70
29. VSNS 2 4 2 4 4 16 80
30. YTYL 2 3 4 4 2 15 75
31. YRSA 4 3 2 3 2 14 70
32. YZN 4 2 3 3 2 14 70
33. MDK 3 2 3 3 2 13 65
Total Calculation formula :
Total of student’s score X 100 Ideal score
Information :
Total of scores obtained by students is the total of scores students get from the first aspect until the fifth. Ideal score is result from high score x total of aspects fixed. So ideal score
= 4 x 5 = 20
So that calculation of student final score as follow : Tika Dwi M. = 16 x 100 = 80
20
Appendix 2
Lesson plan 1
Skill : Speaking
School Level : Senior High School Grade/Semester : XI SOS 1/II
Topic : Fruits
Meeting : 1
Allocated Time : 2 x 45 minutes A. Core Competency
KI.3. Understand, apply, analyze factual, conceptual, procedural and metacognitive knowledge based on his ingenuity about science, technology, art, culture, and humanities with humanity, nationality, state and civilization insights related to the causes of phenomena and events, and apply procedural knowledge to specific fields of study according to their talents and interests to solve problems
KI.2. Processing, reasoning, and presenting in the concrete and abstract realms related to the development of what is learned in school independently, acting effectively and creatively, and being able to use methods according to scientific rules
B. Basic Competency
3.7 Interpreting social functions and linguistic elements of song lyrics related to teenager’s lives
4.7 Capturing contextually meaning related to functional and linguistic elements of song
Lyrics related to teenagers' lives C. Indicator
1. Students are able to pronounce vocabularies of fruits
2. Students are able to practice the expression of giving information, responding information, and expressing sympathy about fruits 3. Students are able to demonstrate expression of giving information,
responding information, and expressing sympathy about fruits D. Learning Material
1. The explanation about barrier game.
Barrier Games are a flexible teaching tool which can easily be adapted to cater for a wide range of ages and abilities1. It means that Barrier Game can be adapted to the various ages easily. It easy not only for young learners but also for the older.
2. The steps of playing barrier game a. Students are divided into groups.
b. The two students sit back to back.
c. The two students have to prepare a paper and pencil or bolpoint.
d. The student who will be a speaker as information giver will get one object that she/he will describes it.
e. The first speaker starts to give instruction to the other to draw what she/he is describing.
f. The second speaker starts to draw the object part by past based on what the first speaker is saying.
g. The first speaker also has to ask the second speaker to add extra detail (if necessary)
h. The first and second speaker should always have a continuous conversation during the process of drawing.
1 Allison Jared, Nadja Roelofs. Developing Oral Language with Barier Game. ( Australia: Hands on Concept, 2006), 07.
i. When it is done, the second speaker guesses the picture.
j. When the two students of each group can do the same thing as the speakers, the game is stopped.
3. The Aspects of Speaking
In Speaking, there are some elements which support each other. So, the speaker needs them to make their speaking well. Those are pronunciation, grammar, vocabulary, fluency, and comprehension which are explained below :
a Pronunciation b Grammar c Vocabulary d Fluency
e Comprehension.
4. Rules of playing
a. Time is 7 minutes (maximally) b. Don’t to see with each other c. Speak up
d. Speak in your turn
e. May use a gesture in the last way
f. Don’t forget to make a points of information then draw it.
5. Expressing use in the process of playing barrier game a. Giving Information
1) Draw...
a) Draw an Oval
b) _____a line beside the oval
2) It is...
a) It is verb b) ___ noun c) ---sweet 3) It has...
a) It has long shape b) It has grey color 4) It usually...
1) it usually used by people when eating
2) ________use to take something then bring to mouth 3) ________made of Stainless
b. Responding information 1) Respond to the speaker
• Ok
• Next
• Can you repeat again?
• Can you explain more?
• Can you make it clear?
2) Respond to the listener
• No, but...
• Ok,
• Maybe ...
c. Expressing sympathy
• Great
• That’s right
• Fantastic
6. Pictures or instrument to playing barrier game
Apple orange Banana Pineapple Coconut Mango
Watermelon Strawberry Pear Papaya Lime Cherries
Grapes Avocado Guava Mangos teen
E. Learning Method
1. PPP (Presentation, Practice, Product) 2. Playing game (Barier game)
F. Learning Activity
A. Preparation 1. Reviewing References related to barrier game
2. Preparing materials and media that related to barrier game B. Procedure 1. Pre-Teaching (10 minutes)
• The teacher says greeting first such as say assalamualaikum, good morning, and praying together.
• Check attendance and asking how they are doing
• Teacher tells the student about main material and
goal of the learning.
2. Whilst-Teaching (70 minutes)
• Teacher Start to introduce the vocabularies use to playing Barrier Game
• Students practice to pronounce the vocabularies fluently
• Teacher explain some expressing related to barrier game
• Student ask teacher about the material that they haven’t understood yet
3. Closing (giving conclusion and evaluation) (10 Minutes)
• The teacher asks to students about their feeling after studying the preparation of playing Barrier Game.
• Students give responds related to playing barrier game.
• The teacher give the conclusion
• Teacher tell about the material in the next meeting
• The teacher close the meeting by reciting praying together and give the greeting such as see you next week. Then say assalamualaikum Wr. Wb G. Media
LCD, power point, whiteboard, marker. paper, pictures, sound system.
H. Assessment
Aspects
Indicators
Score 4 Score 3 Score 2 Score 1
P
Pronunciation is almost always very clear/accurate.
Pronunciation is usually
clear/accurate with a few problems.
Pronunciation errors sometimes make it difficult to understand.
Frequent
problems with the
pronunciation.
G
Almost no errors in grammar.
Few errors in grammar but it does not influence the meaning.
Grammar errors
and make it
difficult to understand.
Many errors in grammar that influence the meaning.
V
Uses a variety vocabulary and
expressions.
Uses a variety vocabulary and expressions. But sometimes makes some errors in word choice.
Using wrong vocabulary and it is difficult to understand the others.
Uses limited vocabulary.
F
Speaks
fluently and little
hesitation.
Speaks with some hesitation.
Speaks frequent confused, and unwell
conversation.
Frequent influently and quiet
conversation.
C
The content of coversation is easy to understand.
Most content of conversation is
difficult to understand.
Difficult to follow the conversation.
Content of conversation is too difficult to understand.
Note :
P : Pronunciation F : Fluent I : Intonation SC : Self Confident
Appendix 3
Lesson plan 2
Skill : Speaking
School Level : Senior High School Grade/Semester : XI SOS 1/II
Topic : Fruits
Meeting : 2
Allocated Time : 2 x 45 minutes A. Core Competency
KI.3. Understand, apply, analyze factual, conceptual, procedural and metacognitive knowledge based on his ingenuity about science, technology, art, culture, and humanities with humanity, nationality, state and civilization insights related to the causes of phenomena and events, and apply procedural knowledge to specific fields of study according to their talents and interests to solve problems
KI.2. Processing, reasoning, and presenting in the concrete and abstract realms related to the development of what is learned in school independently, acting effectively and creatively, and being able to use methods according to scientific rules
B. Basic Competency
3.7 Interpreting social functions and linguistic elements of song lyrics related to teenagers
lives
4.7 Capturing contextually meaning related to functional and linguistic elements of song
lyrics related to teenagers' lives C. Indicator
1. Students are able to pronounce vocabularies of fruits
2. Students are able to practice the expression of giving information, responding information, and expressing sympathy about fruits
3. Students are able to demonstrate expression of giving information, responding information, and expressing sympathy about fruits D. Learning Material
1. The explanation about barrier game.
Barrier Games are a flexible teaching tool which can easily be adapted to cater for a wide range of ages and abilities2. It means that Barrier Game can be adapted to the various ages easily. It easy not only for young learners but also for the older.
2. The steps of playing barrier game a. Students are divided into groups.
b. The two students sit back to back.
c. The two students have to prepare a paper and pencil or bolpoint.
d. The student who will be a speaker as information giver will get one object that she/he will describes it.
e. The first speaker starts to give instruction to the other to draw what she/he is describing.
f. The second speaker starts to draw the object part by past based on what the first speaker is saying.
g. The first speaker also has to ask the second speaker to add extra detail (if necessary)
h. The first and second speaker should always have a continuous conversation during the process of drawing.
2 Allison Jared, Nadja Roelofs. Developing Oral Language with Barier Game. ( Australia: Hands on Concept, 2006), 07.
i. When it is done, the second speaker guesses the picture.
j. When the two students of each group can do the same thing as the speakers, the game is stopped.
3. The Aspects of Speaking
In Speaking, there are some elements which support each other. So, the speaker needs them to make their speaking well. Those are pronunciation, grammar, vocabulary, fluency, and comprehension which are explained below :
a Pronounciation b Grammar c Vocabulary d Fluency
e Comprehension.
4. Rules of playing
a. Time is 7 minutes (maximally) b. Don’t to see with each other c. Speak up
d. Speak in your turn
e. May use a gesture in the last way
f. Don’t forget to make a points of information then draw it.
5. Expressing use in the process of playing barrier game b. Giving Information
1) Draw...
2) Draw an Oval
3) _____a line beside the oval
2) It is ...
d) It is verb e) ___ noun f) ---sweet 3) It has...
c) It has long shape d) It has grey color 4) It usually...
4) it usually used by people when eating
5) ________use to take something then bring to mouth 6) ________made of Stainless
d. Responding information 1) Respond to the speaker
• Ok
• Next
• Can you repeat again?
• Can you explain more?
• Can you make it clear?
2) Respond to the listener
• No, but...
• Ok,...
• Maybe ...
e. Expressing sympathy
• Great
• That’s right
• Fantastic
6. Pictures or instrument to playing barrier game
Apple orange Banana Pineapple Coconut Mango
Watermelon Strawberry Pear Papaya Lime Cherries
Grapes Avocado Guava Mangos teen
E. Learning Method
1. PPP (Presentation, Practice, Product) 2. Playing game (Barier game)
F. Learning Activity
A. Preparation 1. Reviewing References related to barrier game
2. Preparing materials and media that related to barrier game B. Procedure 1. Pre-Teaching (10 minutes)
• The teacher says greeting first such as say assalamualaikum, good morning, and praying together.
• Check attendance and asking how they are doing
• Teacher tells the student about main material and goal of the learning.
2. Whilst-Teaching (70 minutes)
• Teacher Start to introduce a barrier game
• Teacher explain steps and other topics related to barrier game
• Student ask teacher about the material that they haven’t understood yet
• Teacher asks the students to watch and pay attention carefully to two of kinds videos.
• Students practice to playing barrier game according vocabularies, condition and everything related to the videos.
3. Closing (giving conclusion and evaluation) (10 Minutes)
• The teacher asks to students about their feeling after playing barrier game.
• Students give responds related to playing barrier game.
• The teacher give the conclusion
• Teacher tell about the material in the next meeting
• The teacher close the meeting by reciting praying
together and give the greeting such as see you next week. Then say assalamualaikum Wr. Wb
G. Media
LCD, power point, whiteboard, marker. paper, pictures, sound system.
H. Assessment
Aspects
Indicators
Score 4 Score 3 Score 2 Score 1
P
Pronunciation is almost always very clear/accurate.
Pronunciation is usually
clear/accurate with a few problems.
Pronunciation errors sometimes make it difficult to understand.
Frequent
problems with the
pronunciation.
G
Almost no errors in grammar.
Few errors in grammar but it does not influence the meaning.
Grammar errors
and make it
difficult to understand.
Many errors in grammar that influence the meaning.
V
Uses a variety vocabulary and
expressions.
Uses a variety vocabulary and expressions. But sometimes makes some errors in word choice.
Using wrong vocabulary and it is difficult to understand the others.
Uses limited vocabulary.
F
Speaks
fluently and little
hesitation.
Speaks with some hesitation.
Speaks frequent confused, and unwell
conversation.
Frequent influently and quiet
conversation.
C
The content of coversation is easy to understand.
Most content of conversation is difficult to understand.
Difficult to follow the conversation.
Content of conversation is too difficult to understand.
Note :
P : Pronunciation F : Fluent I : Intonation SC : Self Confident
Appendix 4
Assessment of speaking format Class/meeting : XI SOS 1/2
Subjects/topic : English/Fruits song
Day/date : Monday, 12th February 2019 Researcher : Usmawati
No. Nama Aspects of assessment Total of
getting score
Speaking score
P G V F C
1. AAR 2 3 3 3 2 13 65
2. ADY 2 3 4 4 2 15 75
3. AES 3 2 4 4 2 15 75
4. AL 4 2 3 3 2 14 70
5. AAV 2 2 3 3 2 12 60
6. ACW 2 3 4 4 2 15 75
7. BLL 2 4 4 3 2 15 75
8. CN 2 3 4 4 2 15 75
9. DWC 4 2 4 2 4 16 80
10. DADF 2 3 3 3 2 13 65
11. DM 4 2 2 4 4 16 80
12. FAM 4 2 2 4 4 16 80
13. FZRY 2 3 3 3 2 13 65
14. GS 2 3 4 4 2 15 75
15. GCP 3 2 4 4 2 15 75
16. HPFR 2 4 2 4 4 16 80
17. IPS 2 3 4 4 2 15 75
18. KSTS 4 2 2 4 4 16 80
19. MLNH
20. MRR 2 3 4 4 2 15 75
21. MDAF 4 2 3 3 2 14 70
22. MAS 2 3 4 4 2 15 75
23. NRA 2 3 4 4 2 15 75
24. NW 2 3 4 4 2 15 75
25. QVZ 2 3 4 4 2 15 75
26. QNJ 2 3 4 4 2 15 75
27. RM 4 2 2 4 4 16 80
28. TYB 2 3 4 4 2 15 75
29. VSNS 2 4 2 4 4 16 80
30. YTYL 2 3 4 4 2 15 75
31. YRSA 4 3 2 3 2 14 70
32. YZN 2 3 4 4 2 15 75
33. MDK 3 2 3 3 2 13 65
Total Calculation formula :
Total of student’s score X 100 Ideal score
Information :
Total of scores obtained by students is the total of scores students get from the first aspect until the fifth. Ideal score is result from high score x total of aspects fixed. So ideal score
= 4 x 5 = 20
So that calculation of student final score as follow : Tika Dwi M. = 16 x 100 = 80
20
Appendix 5
Observation class (students active during process of learning) Class/meeting : XI SOS 1/1-2
Subjects : English/Fruits song
Day/date : Monday, 11th-12th February 2019 Researcher : Usmawati
No .
Name Observed aspects Max.
score
Result Inf
or ma tio n 1 2 3 4 5 6 7 8 Better Enough Low
1. AAR 1 0 1 1 1 1 1 1 7 √ 2. ADY 1 1 1 1 1 1 1 1 8 √ 3. AES 1 1 1 1 1 1 1 1 8 √ 4. AL 1 1 1 1 1 0 1 1 7 √ 5. AAV 1 1 1 1 1 1 1 1 8 √ 6. ACW 1 1 1 1 1 1 1 1 8 √ 7. BLL 1 0 1 1 1 1 1 1 7 √ 8. CN 1 1 1 1 1 1 1 1 8 √ 9. DWC 1 1 1 1 1 1 1 1 8 √ 10. DADF 1 1 1 0 1 1 1 1 7 √ 11. DM 1 1 1 1 1 1 1 1 8 √ 12. FAM 1 0 1 1 1 1 1 1 7 √ 13. FZRY 1 1 1 1 1 1 1 1 8 √
14. GS 1 1 1 1 0 0 1 1 6 √
15. GCP 1 1 1 1 1 1 1 1 8 √ 16. HPFR 1 1 1 1 0 1 1 1 7 √ 17. IPS 1 1 1 1 1 1 1 1 8 √ 18. KSTS 1 1 1 1 1 1 1 0 7 √ 19. MLNH
20. MRR 1 0 1 1 1 0 1 1 6 √
21. MDAF 1 1 1 1 1 1 1 1 8 √ 22. MAS 1 1 1 1 1 0 1 1 7 √ 23. NRA 1 1 1 1 1 1 1 1 8 √ 24. NW 1 1 1 1 1 1 1 1 8 √ 25. QVZ 1 1 1 1 1 1 1 1 8 √ 26. QNJ 1 1 1 1 1 1 1 1 8 √ 27. RM 1 1 1 1 1 1 1 1 8 √ 28. TYB 1 1 1 1 1 1 1 1 8 √ 29. VSNS 1 1 1 1 1 1 1 0 7 √ 30. YTYL 1 1 1 1 1 1 1 0 7 √ 31. YRSA 1 1 1 1 0 1 1 1 7 √ 32. YZN 1 1 1 1 0 1 1 1 7 √
33. MDK 0 1 1 1 1 1 1 0 6 √
Total 3
1 2 8
3 2
3 1
2 8
2 8
3 2
2 8
29 3
Information :
0 : Not corresponding with observed activities 1 : Corresponding with observed activities Score 7-8 : Better
Score 4-6 : Enough Score 1-3 : Low
No. Observed activity
1 Students active on write subject matter 2 Students active to ask
3 Students active to give idea 4 Silent and calm
5 Focus on material of presentation 6 Enthusiastic listening to presentation 7 Doing all of assignment
8 Doing according to the command
Collaborator,
Drs. Bambang Sunardi, M.Pd NIP. 19680416 199903 1 004
Appendix 6
Appendix 7
Appendix 8
Lesson plan 1
Skill : Speaking
School Level : Senior High School Grade/Semester : XI SOS 1/II
Topic : Fruits
Meeting : 1
Allocated Time : 2 x 45 minutes A. Core Competency
KI.3. Understand, apply, analyze factual, conceptual, procedural and metacognitive knowledge based on his ingenuity about science, technology, art, culture, and humanities with humanity, nationality, state and civilization insights related to the causes of phenomena and events, and apply procedural knowledge to specific fields of study according to their talents and interests to solve problems
KI.2. Processing, reasoning, and presenting in the concrete and abstract realms related to the development of what is learned in school independently, acting effectively and creatively, and being able to use methods according to scientific rules
B. Basic Competency
3.7 Interpreting social functions and linguistic elements of song lyrics related to teenager’s lives
4.7 Capturing contextually meaning related to functional and linguistic elements of song
lyrics related to teenagers' lives C. Indicator
1. Students are able to pronounce vocabularies of fruits
2. Students are able to practice the expression of giving information, responding information, and expressing sympathy about fruits 3. Students are able to demonstrate expression of giving information,
responding information, and expressing sympathy about fruits D. Learning Material
1. The explanation about barrier game.
Barrier Games are a flexible teaching tool which can easily be adapted to cater for a wide range of ages and abilities3. It means that Barrier Game can be adapted to the various ages easily. It easy not only for young learners but also for the older.
2. The steps of playing barrier game
a. Students are divided into groups. (one group consist of three students) b. The six students take face to face position.
c. The two groups have to prepare a paper and pencil or bolpoint.
d. One group who will be a speaker as information giver will get one object that they will describes it.
e. The speaker’s group start to give instruction
f. The listener’s group starts to arrange the object part by past based on what the speaker’s group was saying.
g. The speaker’s group also has to ask the listener’s group to add extra detail (if necessary)
h. Two groups should always have a continuous conversation during the process of drawing.
i. When it is done, the listener’s group guesses the picture.
j. When the students of each group can do the same thing as the speakers, the game is stopped.
3 Allison Jared, Nadja Roelofs. Developing Oral Language with Barier Game. ( Australia: Hands on Concept, 2006), 07.