Speaking skill in the second grade at State Senior High School 4 Jember still needs improvement. The bachelor's thesis entitled "The Implementation of Barrier Game to Improve Speaking Skills of The Second Grade Students of State Senior High School 4 Jember Academic Year 2018/2019".
Research Background
The importance of the obstacle game is to help students to be able to improve their speaking. Puzzle games are an excellent oral language tool as they provide opportunities to develop both speaking (composing) and listening (reception/comprehension) skills. of speaking.
Research Question
In addition, the Barrier Game can also be a reference for the English teacher as a simple way in teaching speaking with students.
Scope of the Research
Research Objectives
Research Benefit
For students
For teachers
For other researchers
Definition of key terms
Implementation
English Speaking
Research Outline
The second chapter provides a review of related literature, which consists of a theoretical description, previous studies and a conceptual framework. The third chapter is about the research method which consists of research design, research participants, research instruments, research variables, data collection technique, data analysis technique, research procedures, and lastly its references.
Previous Studies
Conceptual framework
This means that the Barrier Game is a good way to develop listening, speaking and also social, which is that students will interact with each other. Based on the above three statements, the Barrier Game is a very flexible and beautiful way to develop skills or achieve the objective. It all depends on the theme or material used in the obstacle course for students.
According to the goal of the game is that all players' materials look the same at the end of the activity. So that the listener is able to really draw based on the information of the first speaker. The Barrier Game includes how to position the barrier so you can't see other players' game pieces and how to arrange the game pieces so they're all visible, right up, and easy to see. was found.
Barrier Game includes speaking and listening politeness, such as asking the other player if they are ready before giving directions. This means that Barrier Game is a good concept for students to produce message based on the picture they got.
Research Design
Research location
Research Procedures
- Planning
- Implementing the Action
- Observing
- Reflecting
In this phase, the researcher observed to know the prerequisite before conducting the classroom action research. The research stage is conducted as the initial stage and the researcher collected the data by making a pre-test section. In this preliminary study, the researcher found the other problems of students which are related to performance speaking skills.
According to the observation in the preliminary study, the researcher and the collaborator prepare a lesson plan which refers to the problem found within it. Before implementing the obstacle game technique, the researcher and the collaborator designed a lesson plan based on the result of the preliminary study. To get some necessary data, the researcher and the collaborator developed some instruments such as observation list, field notes, test and questionnaire.
To collect accurate data and get reliable results, the researcher prepares the instruments for the data collection. In this phase, the researcher analyzed the data and compared the criteria of success and the existing data or evidence.
Data Collecting Technique
Some main points observed in this step were the students' activities and improvements as well as the teachers' performance in using the barrier game in teaching speaking skills. This was processed quantitatively, while qualitative data was taken from observation checklists that were processed qualitatively. The field notes consisted of the points considered as good response from the classroom and what needs to be improved in the next classes.
It made use of how the researcher manages the classroom activity and also about the students' reaction. This is one way to check whether other participants in the situation will give the same answers to the kind of questions one has asked. The use of questionnaires can often be very useful because they help us to collect a range of information with relative ease, and they can also be used to gather information about the student's attitudes.
Based on these ideas, the writer used the questionnaire to elicit data obtained from students' opinions about the learning materials used by the teacher. The speaking test was made by having two or more students present a dialogue in front of the class.
Data Analysis Technique
The findings and the discussion dealt with improving the student's speaking skills by using Barrier Game on the second grade students of State Senior High School 4 Jember.
Findings
Preliminary study
In this preliminary study, the researcher and a colleague conducted a pre-test to determine the student's achievement in speaking performance before considering the action. In this section, the researcher and a colleague designed a pretest using two minutes of speech. The researcher and collaborator told the students that they had to speak English with a friend for two minutes.
Thus, the researcher and collaborator took their score of speaking assessment from two minutes of speaking. The blueprint of the pre-test was: (1) each student must bring one word or topic as an object of their speaking. 2) tell everything related to the topic they bring.
Pre-test (Before the Implementation of the Barrier Game)
Cycle 1
The last is game rules were; (1) the time was 2 minutes. 2) don't see paper or carry note while performing. Planning consisted of the necessary in the teaching and learning process such as instructional material, media, lesson plan and assessment procedure. The researcher and the collaborator prepared the lesson plan, the research instrument such as field notes, observation checklist, speech assessment and questionnaire.
In addition, the researcher, related to the material, gave the material based on part of the students' semester. The vocabularies used in the barrier game were consistent with the content of the song that the researcher presented to the students. The answer to the result of the game was what they saw the song in the video.
Process of Planning between the Researcher and Collaborator Collaborator
Additionally, the researcher asked the students whether or not they understood the material. Next, the students were trying to play an obstacle game based on the previous rules or instructions. At the end of the game, the researcher provided additional information about the obstacle game.
During the action research conducted during the first meeting, the researcher observed the students during the teaching process in the learning process. Based on the result of the employee's observation checklist, we concluded that the students often paid attention to the teacher's explanation. Some students tried to speak English in class and enjoyed and watched the activities during the Barrier Game technique with interest.
Based on the result of observation checklist by the collaborator, we concluded that the students often paid attention in the teacher's explanation. Some students tried to speak English in class while enjoying the activities during the Barrier Game technique and seemed interested.
Process of Observing between the Researcher and Collaborator Collaborator
Cycle 2
In the second meeting, the researcher and collaborator tried to implement the Obstacle Game in the language of instruction. The purpose of this cycle was to run the Barrier Game well and successfully. It was increased planning or concept in cycle one to find the students'.
According to the problem in the first cycle, some students were still difficult to speak. It means that they need other thoughts in order to convey the information more easily.
Process of Planning between the Researcher and Collaborator Collaborator
During the learning process, the observer observed the class management and the response of the students.
Implementating the Barrier Game in cycle 2 (meeting 2) (meeting 2)
Discussion
Based on the result of the students' speaking test, it was found that the students' score is gradually improving. For the latter, they still had problems with how to convey other information or other characteristics about the topic. Through the material in the process of playing the game, it is proven that the theme is a kind of specific theme.
Such as the theory in section II stated that "In teaching oral communication, we do not limit students". The Barrier Game has met not only how to learn speaking, but also in the aspects of speaking, characteristic of effective speaking activities, activities to promote speaking ability. All the results of the instruments after the completion of the classroom action research revealed the excellent results of the implementation of the obstacle game in improving the students' speaking in two cycles.
This proves that improving students' speaking through Barrier Game can be used or applied as the good technique at all levels. Not only English skills and competence, but also improve students' motivation and confidence to learn English.
Conclusions
For example, 50% of students still achieved the criteria of classical success, 75% of students in the first cycle and 96.87%. This means that there is a significant improvement in terms of students' speaking score from cycle 1 to cycle 2.
Suggestions
The teacher asks the students about their feelings after studying the preparation of the Barrier game. Students practice playing the barrier game according to the vocabulary, condition and everything related to the videos. Students are able to practice expressing information, responding to information and expressing sympathy for fruit 3. Students are able to demonstrate expressing information,. responding to information and expressing sympathy for fruit D. Explanation for the obstacle game.
The teacher asks the students about their feeling after studying the preparation for playing Barrier Game. On the positive side, the percentage of students who respond easily to the Barrier Game strategy to improve speaking is 40,625%. The implementation of a barrier game in teaching English speaking for the second grade students of State Senior High School 4 JEMBER in the academic year 2018/2019.
How is the implementation of the obstacle game to increase the speaking ability of the second grade students of 4 Jember State High School.
