INTRODUCTION
Background of Study
In this paper we study a fundamental aspect of linguistic communication in the form of the point of view of communication game of natural language.1 Communication game is defined as a set of games designed to help students learn English with joyful activities or activities and aims to get learners talking as quickly and easily as possible.2 Other reasons are; games support students to stimulate their motivation and their work, considering language learning as difficult work that students must shoot to understand and repeat the lesson accurately. Communication game is a way to strengthen the learning of communication skills, is through enjoyable activities. Improving the students' speaking ability through communication games in the first graders of the MTs Muhammadiyah Purbolinggo East Lampung”.
Problem Identification
Problem Limitation
Problem Formulation
Objectives of the Research
The Benefits of theResearch
- The Definition of Speaking
- The Element of Speaking Ability
- Common Problem of Speaking Ability
- Reasons of Teaching Speaking
- Measurement of The Students’ Speaking Ability
Brown and Yule, said that speaking depends on the involvement of the information to be communicated; however, the speaker sometimes finds it difficult to make clear what they want to say. Speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to hold a conversation in the language. One of the most notable differences between the original and the normative speakers of a language is an experience of their indecision.
- The Kinds of Comunication Games
- Implementation of Communication Games Activites in Teaching Speaking
Each team must ask "yes/no questions" to the lead person from the other team. Harmer also recommends other games such as First; "one minute only" in which each applicant must speak for 60 seconds at Now team b is given a word and reads three definitions of their word (one correct and two incorrect) and team a has to guess.
Hypothesis Formulation
Most appropriately seen as communicative interaction involving all participants in learning and including the various material resources on which learning is practiced. Therefore, language learning can be seen as a process arising from the interaction between learners, teachers, texts and activities”.26.
RESEARCH METHODOLOGY
The Research Subject
Object of the Research
Action Research
- Action Plan
The writer prepared the curriculum c) The writer prepared the materials d) The writer prepared the observation sheet. The researcher who determines the instrumental score of the test (pre-test and post-test). the second step is action. In this step, the writer observed the teaching and learning process using an observation sheet.
Data Collection Methods
In the step, the researcher compared the score distribution of pre-test and post-test. The researcher used this method to get the data about the history of school, total of teachers, officials employed and student at MTs Muhammadiyah Purbolinggo East Lampung. In Classroom Action Researcher (CAR), the researcher needs a field note to see the action and student's development in learning process.
Data analysis techique
Documentation is data collection method used to get information from written information such as book, magazine, document, note and others. The formula of the average score of fre-test and post-test was formulated as follows30. To get total score and increase the student's progress of the implemented treatments, the researcher compares the average of pre-test and post-test.
Indicators of Success
- The Brief history of MTs Muhammadiyah Purbolinggo
- The Conditions of Teacher and Official Employers in MTs Muhammadiyah Purbolinggo
- Number of students at Muhammadiyah Purbolinggo The number of the students In MTs Muhammadiyah
This school was established in Wakaf land and the status of the building was self-owned (Swasta. Muhammadiyah Purbolinggo in the academic year 2016/2017 there were 27 which can be identified in the table below. The condition of teacher and official employer at MTs Muhammadiyah Purbilinggo in academic year.
Number of students in Muhammadiyah Probolinggo Number of students in MTs Muhammadiyah Number of students in MTs Muhammadiyah.
The Description of Research Data
- Cycle 1
- Cycle 2
Disadvantages in the implementation of the learning process in the 1st cycle were that students were still confused by the given material and some students were noisy with their friends. In this meeting to measure students' speaking ability after communication games, the researcher tested the students with an oral test. In this session, the researcher obtained the result of the student's post-test 1 in cycle 1. The result can be seen as follows.
The students' Post-Test 1 Result of cycle 1. Source: The result of pre-test on Thursday, August 10, 2017. The result of learning process to improve students' speaking ability by using Communication game in cycle 1 was increasing than before. But the results of the students' tests were better than the students' yes before they gave treatment.
From the results of the 1st cycle, it was clear that there was an increase in the result in the pre-test and after the test 1. The students were sufficiently involved in the learning process, although the state of the learning process is still uncontrolled. In cycle 1, there are still many weaknesses, such as students' lack of confidence in the learning process, especially speaking skills, and lack of spelling, and then the researcher planned to combine speaking skills in the students' learning process by using a communication game. The curriculum and all the materials needed for the meeting in the 2nd cycle are ready. At this stage, students are more skilled and enthusiastic in following the learning process.
It can be seen that most students have no difficulty with speaking skills.
Interpretation
- Action and Learning Result at Cycle 1
In this study, the pre-test and the post-test were done individually. It aims to know the capacities of students before and after the treatment. From the pre-test and post-test results, we know that there was an increase in the result score, and some students got the same or constant score, but usually their performance improved. The result and the data from Cycle 1 ensure that the researcher continues the learning process to Cycle II and solves the problem at Cycle I.
The table below shows the increase in students' speaking ability based on the result of post-test 1 and post-test. But the students' scores could not reach the target (KKM), after the second treatment and the same test done, most of them increased. In the second treatment, students can explore their idea, reduce emotional and understand more about the material.
The table and diagram below show the increase in students' speaking scores before, after test 1 and after test 2. The improvement can be verified based on the students' results in the pretest. The students were able to achieve the goal, the goal is that 65% of the students achieved a minimum score of 65 and could understand the material and speak English better than before.
So, we can conclude that using a communication game can improve students' speaking skills.
The Average of the Students’ Score on Pre test, Post test 1, and Post test 2
Conclusion
Based on the result of data analysis, the researcher concluded that teaching English through communication is effective and can improve students' speaking ability. This can be proven by various dates such as; This is supported by result of pre-test which is lower than the result of post-test. So it can be concluded that the use of communication games can improve the students' speaking ability at grade seven of MTs Muhammadiyah Purbolinggo.
Using a communication game in teaching speaking made students more confident when speaking English, and made it easier for the students to describe something.
Suggestion
Akhyak and Anik Undramawan, “Improving the Student English Speaking Competence Through Storytelling”, International Journal of Language and Literature : Nee Andrew Wright, David Betteridge & Michael Buckby, Games For Language Learning, 3rd edition, Cambrige: Cambrige University Press, 2006. Dedi Efrizal, "Improving students' speaking through communicative language method at Mts Ja-alhaq", send Ali Basa Islamic Broarding School of Bengkulu, Indonesia, (Bengkulu: State Institute for Islamic Studies (IAIN), no.
Douglas Brown, Teaching by Principles An Interactive Approach to Language Pedogagy 2. udgave, New York: Prentice Hall, 2001. Liao Guoqiang, "Improving of Speaking Ability Through Interrelated Skills", Kina: English Language Teaching Journal, september 200. Mohammad Bagher Shabani, "The Effect of Background Knowledge on Speaking Abilities of iranian EFL learners", International SAMANM Juournal of Markiting and Management, nr.1, 2003.
Scott Thornbury, How to Learn to Speak, Pearson Education: Longman, 2007 Yogesh Kumar Singh, Fundamental of Research Methodology and Statistics, New. She was enrolled in public primary school studies at SD N 1 Tanjaung Inten in 2000 and graduated in 2007. And in 2013, she was registered as an S-1 student of the English education department of the State Institute for Islamic Studies or Subway.
APPENDIXES
Tujuan Pembelajaran
Kompetensi Inti (Ki)
Menghargai dan menghayati ajaran agama yang dianutnya
Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
- Kompetensi dasar
- Materi pokok Struktur teks
- Metode Pembelajaran
- Langkah-langkah pembelajaran a. Pendahuluan (5 menit)
- Penilaian Hasil Pembelajaran
- Instrument Penilaian
Melalui berbagai situasi yang diberikan oleh guru, siswa berlatih menggunakan ungkapan untuk memperkenalkan diri dan orang lain. Guru memberikan tugas kepada siswa untuk melatih ungkapan syukur dan menuliskan kepada siapa siswa mengungkapkan ungkapan tersebut. Kadang-kadang ada kesalahan dalam pengucapan, beberapa ketidakkonsistenan dalam irama, intonasi dan pengucapan, tetapi pemahaman tidak terganggu.
Rhythm intonation and pronunciation require more attentive listening, some pronunciation errors that can occasionally lead to misunderstanding. Some mistakes in the use of sentence structures and grammatical forms, but they don't get in the way of understanding. Kenza: My hobby is volleyball Kenzo: Okay, thanks kenza Kenza: Okay, goodbye.
- Materi pembelajran Teks lisan untuk sapaan
- Metode pembelajaran
- Media pembelajran Whiteboard and Laptop
- Penilaian hasil pembelajaran
- Standar Kompetensi
- Kompetensi Dasar
- Tujuan Pembelajaran
- Materi Pembelajaran
- Metode Pembelajaran 1. Learning Question
- Langkah-Langkah Pembelajaran a. Kegiatan Pendahuluan untuk pertemuan
- Penilaian hasil pembelajaran 1. Penilaian
Pertanyaan guru menantang siswa untuk bertanya tentang salam dengan jawaban dari pertanyaan yang didengar. Dengan bimbingan dan arahan guru, identifikasi ciri-ciri (fungsi sosial, struktur teks, dan unsur kebahasaan) dari interaksi sapaan, pamitan, terima kasih, dan permintaan maaf, serta tanggapan mereka. Siswa menonton kembali video dan merekam ekspresi yang digunakan dalam video. Para siswa membaca ungkapan yang mereka gunakan untuk menyapa dan menyalinnya ke sesama warga. siswa membaca ungkapan yang digunakan untuk menyapa, yang disalin dengan pengucapan dan tekanan kata yang benar. dalam kelompok untuk mempersiapkan presentasi percakapan yang berkaitan dengan salam. berlatih presentasi dalam bahasa Inggris secara berkelompok dengan konteks simulasi, role play. guru dan siswa membuat rangkuman/simulasi pembelajaran. guru mengevaluasi dan merefleksi kegiatan yang telah dilaksanakan dan diprogramkan secara konsisten. memberikan umpan balik terhadap proses dan hasil belajar.
3 The student hesitates and repeats himself. good) times, but can generally maintain a flow of speech, although he/she needs occasional prompting. For the most part, effective use of vocabulary for the task with some examples of inappropriateness. Make up a dialogue talking about your hobby and practice it in front of the class with your friend.
Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar. Setiap kelompok memberikan informasi secara lisan tentang letak suatu objek berdasarkan gambar yang disediakan. Dengan bimbingan dan arahan guru, mengidentifikasi ciri-ciri (fungsi sosial, struktur teks, dan unsur kebahasaan) dari interaksi sapaan, perpisahan, terima kasih dan permintaan maaf serta tanggapannya.
Siswa membaca ungkapan yang digunakan untuk menyapa dan menyalinnya dengan pengucapan dan tekanan kata yang benar. 3 (baik) Beberapa kesalahan dalam penggunaan struktur kalimat dan bentuk tata bahasa, tetapi tidak untuk yang ini. Buat dialog tentang idola Anda dan praktikkan di depan kelas bersama teman-teman Anda.
