TITLE: Effectiveness of Using Undercover Games on Students' Speaking Skills (Pre-Experimental Research at Eleventh Grade SMA Negeri 14 Makassar). The objectives of this research are to determine the effectiveness of using a hidden game on students' speaking skills in terms of pronunciation and hesitation. The sample of this research is XI IPS 1 SMA Negeri 14 Makassar which consists of 31 students.
Kesimpulan dari penelitian ini adalah adanya peningkatan pada diri siswa. keterampilan berbicara dalam hal pengucapan dan keraguan. Berdasarkan temuan tersebut, peneliti menyimpulkan bahwa penggunaan aplikasi permainan rahasia sebagai media pembelajaran meningkatkan keterampilan berbicara siswa di XI IPS 1 SMA Negeri 14 Makassar. Tujuan dari penelitian ini adalah untuk mengetahui efektivitas penerapan permainan Undercover terhadap keterampilan berbicara siswa ditinjau dari pengucapan dan keraguan.
Berdasarkan hasil tersebut peneliti menyimpulkan terdapat peningkatan keterampilan berbicara siswa dengan menggunakan aplikasi game Undercover sebagai media pembelajaran siswa di SMA Negeri 14 Makassar.
INTRODUCTION
- Background
- Problem Statement
- Objective of Study
- Significance of Study
- Scope of Study
The students' speaking problem could be improved by using different learning media such as card games. Undercover game application is a game that uses cards and consists of two teams played with at least 3 players, where this game has to guess who is undercover. According to the above consideration, the researcher used undercover game applications as a teaching tool for speaking skills.
Therefore, the researcher was interested in conducting a pre-experimental research under the title "The Effectiveness of Undercover game Application in Student Speaking Skill". Effective undercover game application on students' speaking skills in terms of pronunciation and hesitation. Theoretically, the result of the study provided information about the effectiveness of undercover game applications on students' speaking skills.
Undercover game application could be the alternative way for them to speak, especially if they wanted to describe something.
REVIEW OF LITERATURE
Previous Related Findings
This article discusses several cases of successful serious games and their influence on the learning process, considers guidance as the key to guiding the learning process during serious games, and considers what types of skills and abilities can be achieved through such games. Based on all the previous related studies above, the researcher concludes that game as a learning medium can stimulate the learning process and motivation of the students. Games as learning media can also increase self-confidence and reduce students' anxiety when speaking in class.
Thus, the researcher also wants to use the game as a learning medium, which is a covert application of the game. A similarity between the previous research above and this research was the use of games as a learning medium. This research used a secret game application as a learning medium, and the specific skill is speaking.
The secret game application would be used as the media to see if there was the effect on pronunciation and hesitation on students' speaking skills or not.
Some Pertinent Ideas
- The Concept of Speaking Skill
- The Concept of Undercover Game Application
Interactive is one of the speech activities that is carried out by direct and indirect interaction between speakers and listeners. Partially interactive is one of the dominant speech activities performed by several people or only one person in the interaction. This activity can be done by asking one of the students to give a speech in front of the class while the others listen and observe the speaker.
Non-interactive is one of the speaking activities that has no interaction in it, the speaker only needs to practice the fluency and accuracy of the words produced. A diphthong (pronounced /ˈdɪfθɔŋ/) is a one-syllable vowel sound in which the beginning of the sound slides into another slightly different vowel sound. Dental (also called interdental): The tip of the tongue touches the lower edge of the upper teeth or between the teeth.
Alveolar: The tip of the tongue touches or nearly touches the alveolar ridge (dental ridge). Palatal (also called alveopalatal): The blade of the tongue touches or nearly touches the hard palate. There is often more than one sound that is pronounced in the same part of the mouth, i.e. with the same place of articulation.
According to Rahmatian et al. 2014), here are the explanations of the concepts in the diagram. Syaifuddin (2008) states that unfilled pause or silent pause is a period of no speech during speaking, determined by the length of the silence. During the game, players place and replace the agents next to others with matching colors - the same or one of the two neighboring colors on the color circle.
Williamson (2017) argues that the identity of players is secret, even for players of the same identity. The goal of the game is to find the Undercovers and eliminate them at the end of each round. It's a great way to relax, regain control of the day's events and refocus.
There is a lot of research on how social engagement is one of the most important factors in a happy life.
Conceptual Framework
Hypothesis
RESEARCH METHOD
Research Design
Population and Sample
The researcher selected XI IPS 1 SMA Negeri 14 Makassar as the sample based on the duration of treatment.
Research Variable
After the students' significance scores (t-test) were obtained, it was compared with the value of the t-table. The result of the data findings that the effectiveness of undercover game applications on students' speaking skills in terms of pronunciation and hesitation has been demonstrated. In the other part, the researcher describes the students' pre- and post-test scores in speaking pronunciation.
Classification of the students' speaking test in the form of pronunciation pre- and post-test. In the second part, the researcher describes the students' pre- and post-test scores in speaking at Tøven. Classification of the students' speaking test in the form of pre- and post-test hesitation.
To analyze T-test is used to find the significant difference of students' score of pre-test and post-test. Distribution test value and variable tables of students' speaking skills T-Test Comparison of T-Table Effectiveness of hidden. It showed that there was a significant difference between students' pronunciation ability score and post-treatment hesitation.
In this section, the discussion on the interpretation of findings is derived from the results of findings on the students' fluency in pronunciation and hesitation. The result of the data analysis via the speaking test shows that the speaking skills of the students have improved. If the student's average score on the post-test is higher than on the pre-test, there are improvements of 30%.
This means that undercover game application as a learning medium can improve students' speaking skills. There were improvements in students' speaking skills using undercover game applications as a learning medium.
FINDINGS AND DISCUSSION
Findings
- The Students’ Speaking Skill in Terms of Pronunciation
- The Students’ Speaking Skill in Terms of Hesitation
- Significant Testing of Students’ Speaking Skill
It shows that the students' pronunciation scores from the pre-test reached 11 (35%) students got good, 11 (35%) students got good, 9 (29%) students got very good. It can be concluded that there was a significant difference between the students' speaking skill score before and after the treatment using the secret game. This also means that the null hypothesis (H0): There was no improvement between the students' speaking skill in describing words after teaching using secret games application as a learning medium in eleventh grade students (XI IPS 1) of SMA Negeri 14 Makassar. is rejected and the alternative hypothesis (H1): In the eleventh grade students (XI IPS 1) of SMA Negeri 14 Makassar, there was an improvement among the students' speaking skill in describing words after being taught using a secret game application as a learning medium. accepted.
Discussions
- The Students’ Speaking Skill in Term of Pronunciation
- The Students’ Speaking Skill in Term of Hesitation
- The Significant Difference of t-test and t-table
In the third meeting, the researchers used undercover game applications as learning media to find out whether this media was effective or not. Researchers also chose undercover game applications as learning media because Naomi and Maximo (2014) state that the main purpose of video game applications was entertainment and education. This was proven by the introduction of undercover game applications as a learning medium in the class, which makes students excited to know this learning medium.
In the third meeting, the students' enthusiasm increased because they wanted to participate in playing this secret game application. Especially when the application of hidden games as learning media is still new in the learning process. This was done to find out if the hidden game application is effective in speaking in terms of pronunciation.
From the explanation of the analysis of the results in tables and diagrams, it can be seen that there is an effectiveness of the applications of hidden games in teaching speaking. English teachers should be better to implement the application of hidden media game in the teaching and learning process, especially in teaching speaking and describing words to engage students to learn English. The amount of players of the hidden game app is maximum ten players, otherwise the game is not favorable and difficult to control.
Internet (https://pnwchords.com/undercover-game/ dan https://www.wordsmile.com/pengertian-rumus-example-kalimat-simple-present-tense. Guru mengarahkan siswa untuk mengamati penerapan permainan penyamaran, peran dalam permainan siluman dan cara memainkan permainan siluman Guru menjelaskan cara menggunakan aplikasi permainan siluman, aturan permainan siluman dan cara memainkan permainan siluman.
Guru meminta siswa berbicara di depan kelas dengan menggunakan aplikasi permainan undercover pada materi Etiher. Berbicara di depan kelas menjelaskan/menggambarkan kata-kata yang diperoleh dengan memainkan aplikasi game undercover menggunakan Etiher.
CONCLUSION AND SUGGESTION
Conclusion
This can be seen in pronunciation, the total score of the students in the pre-test was 54.8 and in the post-test 71.5, an improvement of 30%. The difference total score of pre-test and post-test also showed that it is 54 for pre-test and 70.8 for post-test. Hypothesis H1 was accepted and hypothesis H0 was rejected because the t-test value (15.2) was higher than the t-table value (1.6973).
It can be seen that the post-test score is higher than the pre-test.
Suggestion
TABLE
