451
IMPROVING STUDENTS’ SPEAKING ABILITY BY COMBINING WHO AM I GAME AND TEAM GAMES TOURNAMENT STRATEGY AT THE SECOND GRADE STUDENTS OF MTS
ASH- SHALIHIN GOWA
Putri Ayuningsi1, Rina Asrini Basri2, Andi Haeriati Alimuddin3
¹STKIP YPUP/Pendidikan Bahasa Inggris, Email : [email protected]
²STKIP YPUP/Pendidikan Bahasa Inggris, Email : [email protected]
³STKIP YPUP/Pendidikan Bahasa Inggris, Email : [email protected]
ABSTRACT
The purpose of this research was to find out whether combining Who Am I game and Team Games Tournament strategy can improve students’ speaking ability at the second grade of Mts Ash-Shalihin Gowa. This research used pre-experimental method. The population of this research was the second-grade students of Mts Ash-Shalihin Gowa in academic year 2021/2022.
The sample was class VIII which consists of 15 students taken by using the purposive sampling technique. The instruments for this research were speaking test and video recorder. The results showed that there was a significant difference of students’ mean score in pre-test and post-test (78.4 > 27.33). It was proven by the t-test value which was greater than the t-table value (50.477
> 2.145). Based on the result of the data analysis, it can be concluded that the use of Who Am I Game and Team Games Tournament strategy can significantly improve students’ speaking ability.
KEYWORDS: Who Am I Game, Team Games Tournament, Speaking Ability.
INTRODUCTION
A language is a tool of communication that belongs to human which is strongly important to use for deliver the information, share any ideas or feeling to others. Language is able to used in both of written and spoken form. Thus, our government considering about the important of the language. Therefore, they planted English as a foreign language in education curriculum. So far, we know that English is known as an international language which is almost all people over the world are able to speak in English.
English is a foreign language in Indonesia. Many people are learning English, which is important in this age of globalization. English is taught as a subject and as part of the curriculum in junior and senior high schools. On the other hand, English is now taught as an additional subject in some kindergartens and elementary schools. The demand for English is growing all the time. As a result, the Indonesian government must prioritize English education in order to provide its students with English proficiency.
There are four basic skills of English learning involve listening, speaking, reading and writing.
Reading and listening are said to be receptive skills, while writing and speaking are said to be productive skills. On the other hand, listening, and reading involve receiving messages, therefore often referred to as receptive skill. Speaking as productive skill that always does in daily life plays important role. People have to speak with other people in order to explain what in their mind, but sometimes there are some people who think that speaking is difficult skill to learn because they think, they are not be able to learn it. As a result, speaking must be taught
452 and practiced in the classroom; however, many English teachers still devote the majority of class time to reading and writing practice while ignoring speaking and listening.
Speaking is an activity that produces opinions and constructs meaning. According to Nunan (2003:48), speaking is a productive aural or oral skill that consists of producing systematic verbal utterances to convey meaning. Speaking, on the other hand, is an oral activity that produces sounds that express opinion and construct meaning.
Speaking is very important to students because it allows them to express their ideas, opinions, and information orally. When it comes to speaking, students not only practice alone but also interact with one another. As a result, students must master speaking activities in order to achieve learning objectives, communicate effectively, obtain information, comprehend the meaning of that information, and share that information with other students.
The fact, mostly people have nothing on their own speaking ability, some of them speak fluently and express their ideas and though easily, so others can understand what the speakers say and what they want, but there is also another group of people seems difficult to communicate with the others and to express their ideas, feelings, and thoughts in communication.
In teaching English, especially speaking skill at the school it must be concentrated on the students’ ability which they need to speak and forced them to delivering the topic, share their ideas, feeling and thoughts. In the classroom interaction some students can speak fluently and have many words to say based on their imagination and many of them are passive. It means that there is a differences of students’ ability to build up a communication and make conversation in English.
This realization has fascinating ramifications. If teachers believe that interacting with others helps people learn languages, students should interact with one another during lessons.
Because students learn through interaction, lessons should include opportunities for students to communicate in the target language. In this case, teachers must emphasize how students communicate when speaking in English.
Based on the researcher’s observation at Mts Ash-Shalihin Gowa on April 12nd 2022, it was found some issues related to the teaching and learning activities. The students have low speaking ability and only read and then practice the dialogues with their peers when teaching speaking in school. When someone speaks to them in English, the students are frequently perplexed and unsure what to say. Students also felt bored and low motivation in learning English.
Based on the explanation above, the researcher believes that the Who am I Game and Team Game Tournament Strategy, which combines language practice and a fun activity can solve the problem in the school. This is an attempt to conduct research under the title "Improving Students' Speaking Ability by Combining Who Am I Game and Team Game Tournament Strategy at Mts Ash-Shalihin Gowa.
METHOD
The method used in this research was pre-experimental design. It aims to determine whether combining Who Am I Game and Team Games Tournament Strategy can improve students' speaking ability.
452 This research was conducted at MTs Ash- Shalihin Gowa. The population in this study were second-grade consisting of one class and the number of students in this class was 15 students.
In this study, researchers used a purposive sampling technique.
The instrument of this research are speaking test in form of describing things and video recorder which is used in the pre-test and post-test. The pre-test was used to check the students' ability in English Speaking before being provided treatment. After used the pre-test, students were treated by using Who Am I Game and Team Games Tournament. There are four meetings for treatment and each meeting is about 90 minutes (2x45 minutes). Post-test is used to determine the progress of students after being given treatment.
The researcher will use a pre-experimental design as the research method. It means the research tried to apply method by using one group pre-test and post-test designed. This design used for one group was pre-test (O₁), expose to a treatment (X), and post-test (O₂).
1. Classifying the students score Table 1 Research method design
Where:
𝑂1: Pre-test 𝑂2: Post-test X: Treatment
(Gay, 2012:265)
2. Classifying the score of the students pre-test and post-test into seven levels as follows:
• Score 90-100 is classified as very good
• Score 70-89 is classified as good
• Score 50-69 is classified as average
• Score 30-49 is classified as poor
• Score 0-29 is classified as very poor
(Heaton, 1988:100) 3. Calculating the frequency of percentage by using SPSS 22 Version 4. Calculating the mean score of students’ answer by using SPSS 22 Version
5. Finding out the standard deviation of the students’ pre-test and post-test by calculating the value of T-test by using SPSS 22 Version.
6. Finding of the significance difference between pre-test and post-test value of the test by using SPSS 22 Version.
RESULT AND DISCUSSION
Results
a. The Score Classification of Students’ Pre-test
The students’ score in pre-test in three component of speaking there were pronunciation, fluency, and comprehensibility.
1) Pre-test score of Accuracy
Pre-test Treatment Post-test
O1 X O2
453 Accuracy Score in Pre-test
Chart 1 Students’ Score Frequency of Accuracy in Pre-test
The chart 1 above clearly illustrates the accuracy of the students in the pre-test. As we can see, the categories average score has only one student, while the poor score obtained eight students and the very poor score obtained six students, and none of the students obtained the good score and the very good score.
2) Pre- test Score of Fluency
Fluency Score in Pre-test
Chart 2 Students’ Score Frequency of Fluency in Pre-test
According to the chart 2, the fluency score classification in the pre-test is in the very poor category in the pre-test is in the poor category, with the very poor having the highest frequency while none of the students having the average score, the good score and the very good score, and there was not significant different between the very poor score and the poor score that there was nine students obtained the very poor score and six students obtained the poor score.
0 2 4 6 8 10
Very Poor Poor Average Good very Good
C hart 4.1 The Result of S tudents’
Ac c urac y S c ore in Pre - test
0 2 4 6 8 10
Very Poor Poor Average Good Very Good
C hart 4.2 The Result of S tudents’
Fluenc y S c ore in Pre - test
454 3) Pre- test Score of Comprehensibility
Comprehensibility Score in Pre-test
Chart 3 Students’ Score Frequency of Comprehensibility in Pre-test
We can see that the results of the students' pre-test comprehensibility scores are in the chart 3. There were only two students obtained the average score, ten students obtained the poor score, and three students obtained the very poor students, while none of the students obtained the good score and the very good score.
b. The Students’ Score Classification of Post-test
The researcher make the data into a chart to provide a detail of the frequency of the post-test score in three component of speaking there were pronunciation, fluency, and comprehensibility.
1) Post- test Score of Accuracy
Accuracy Score in Post-test
0 2 4 6 8 10 12
Very Poor Poor Average Good Very Good
C hart 4.3 The Res ult of S tudents ’ c omprehensibility S core in Pre - tes t
0 2 4 6 8 10 12 14
Very Poor Poor Average Good Very Good
C hart 4.4 The Result of S tudents ’ Ac c urac y S c ore in Post - Tes t
455 Chart 4 Students’ Score Frequency of Accuracy in Post-test
According to the chart 4 above, the accuracy score classification in the post-test is in the very good score, there was three students obtained it and there were 12 students obtained the good score. Meanwhile, none of the students obtained the average score, the poor score, and the very poor score.
2) Post- test Score of Fluency
Fluency Score in Post-test
Chart 5 Students’ Score Frequency of Fluency in Post-test
As we can see in the chart 5 the good category and the very good category indicate in the chart, that the good score has 11 students obtained it and there was four students obtained the very good score. Meanwhile, none of the students obtained the average score, the poor score, and the very poor score.
3) Post- test Score of Comprehensibility
Comprehensibility Score in Post-test
Chart 6 Students’ Score Frequency of Comprehensibility in Post-test According to the result of students' comprehensibility score in post-test, none of the students in the average score, the poor score, and the very poor score. While, there was 5
0 2 4 6 8 10 12
Very Poor Poor Average Good Very Good
C hart 4.6 The Result of S tudents ’ c omprehens ibility S c ore in Post - Test
0 2 4 6 8 10 12 14
Very Poor Poor Average Good Very Good
Chart 4.5 The Result of Students’
fluenc y S c ore in Pos t - Tes t
456 students obtained the very good score and 10 students obtained the good score in the comprehensibility post-test.
c. The Comparison between Students’ Pre-test and Post-test
To collect data, the researcher used a Speaking test. The Speaking test has a pre-test and a post-test. Before using Who Am I Game and Team Games Tournament strategy, a pre- test was given to determine the students' prior knowledge, and a post-test was provided to determine the students' speaking ability improvement after being provided treatment.
Table 2 Students’ Score in Pre-test (X₁), Post-test (X₂), Gain/Difference Between the Match Pair (D) and Square of Gain (D₂).
No Name Pre-test (X1)
Post-test (X2)
Gain (D) 𝚺𝑿2- 𝚺𝑿1
Square of gain (𝑫𝟐)
1 M.R.A.S 36 88 52 2.704
2 N.L 43 90 47 2.209
3 IHSN 30 74 44 1.936
4 N.A.I.P 26 83 57 3.249
5. FDL 26 76 50 2.500
6 S.F.Y 26 80 54 2.916
7 A.MH 20 70 50 2.500
8 Z.A.R 28 80 52 2.025
9. A.MN 26 76 50 2.500
10 D.A 26 81 55 3.025
11 S.R 25 73 48 2.304
12. MRV 26 76 50 2.500
13 NRD 26 74 48 2.304
14 A.C 20 70 50 2.500
15 A.A.P 26 85 59 3.481
N = 15 𝚺𝑿1 = 410 𝚺𝑿2 = 1.176 𝚺𝐃 = 𝟕𝟔𝟔 𝚺𝑫𝟐= 𝟑𝟖. 𝟔𝟓𝟑
The table 2 above shows that the score of students on the post-test is greater than the score of students on the pre-test. This means that there is a significant difference between before and after using Who Am I Game and Team Games Tournament Strategy as teaching material in teaching Speaking.
d. The Frequency and the Rate Percentage of the Students’ Pre-test and Post-test 1. Frequency and Rate Percentage of the Students’ Pre-test
Table 3 Frequency and Rate Percentage of the Students Pre-test
457 The table 3 above clearly showed that in the pre-test, there were two students got point 20 (13.3%), one student got point 25 (6,7%), eight students got poin 26 (53,3%), one student got point 28 (6,7%), one student got point 30 (6,7%), one student got point 36 (6,7%), and one student got point 43 (6,7%).
2. Frequency and Rate Persentage of the Post-Test
Table 4 Frequency and Rate Percentage of the Students Post-test
Post-test
Score Frequency Percent Valid
Percent
Cumulative Percent
Valid
80 2 13.3 13.3 13.3
85 2 13.3 13.3 26.7
95 3 20.0 20.0 46.7
100 8 53.3 53.3 100.0
Total 15 100.0 100.0
Based on the table above, it can be seen that the percentage of the frequency and speed of students’ listening test on the post-test. Eight (53.3%) students achieved 100, while three
Pretest
Frequency Percent Valid Percent Cumulative Percent
Valid 20 2 13.3 13.3 13.3
25 1 6.7 6.7 20.0
26 8 53.3 53.3 73.3
28 1 6.7 6.7 80.0
30 1 6.7 6.7 86.7
36 1 6.7 6.7 93.3
43 1 6.7 6.7 100.0
Total 15 100.0 100.0
Post-test
Frequency Percent Valid Percent
Cumulative Percent
Valid
70 2 13.3 13.3 13.3
73 1 6.7 6.7 20.0
74 2 13.3 13.3 33.3
76 3 20.0 20.0 53.3
80 2 13.3 13.3 66.7
81 1 6.7 6.7 73.3
83 1 6.7 6.7 80.0
85 1 6.7 6.7 86.7
88 1 6.7 6.7 93.3
90 1 6.7 6.7 100.0
Total 15 100.0 100.0
458 students (20.0%) got 95. And also, two (13.3%) students obtained a score were 85. And the last, there was two (13.3%) students who got 80.
e. The Mean Score and Standard Deviation of Pre-test and Post-test
1. The Mean Score of Pre-test and Post-test
The difference between the mean score on the pre-test abd post-test paired-test could be seen in the following table:
Table 5 The Difference of Mean Score in Pre-test and Post-test
Test Mean score
Pre-test 56.3
Post-test 94.3
Paired-test 38.00
The data on the table above showed that the mean score of students in the pre-test and post- test. The students’ pre-test mean score was 56.3. It was categorized as a fairly poor classification.
In contrast, the students’ post-test evarenge score was 94.3 classified as a very good classification.
The gain/difference between the pre-test and post-test was 30.50. therefore, it could be concluded that there was a significant difference in the improvement of listening comprehension, especially for pre-test and post-test.
2. The Standard Deviation in Pre-test and Post-test
The standard deviation in pre-test and post-test given to the students at the eleventh-grade students of SMK LPP UMI Makassar could be seen from the table below:
Table 6 The Standard Deviation of the Students’ Score
Test Std. Deviation
Pre-test 23.639
Post-test 7.761
From the table 6 above, it could be seen that the standard deviation in the pre-test was 23.639, while the standard deviation in the post-test was 7.761. It means that the standard deviation in the pre-test was higher than the standard deviation in the post-test.
Table 7 Table of Significance Df Level of Significant
(P)
T-test score
T-table score
14 0.05 5.792 2.411
For the level of significance (P) was 0.05, the degree of freedom (df) was 14, and the t- table was 2.411. When compared to the t-test value, it can be concluded that the t-test value (5.792) was greater than the t-table value (2.411). In other words, it can be said that 5.792>2.411.
It indicates that the null hypothesis (H0) of this research was rejected, but the alternative hypothesis (H1) was accepted, because there was a significant difference between pre-test and post-test by using SAVI strategy.
Discussion
This section discusses the data that were previously described in the research objective to assess whether the SAVI technique in greeting and leave taking in eleventh grade students at SMK LPP UMI Makassar was successful. In this study, the researcher employed audio and visual materials,
459 as well as pre-test and post-test tests, to describe the data received from students before and after the therapy boosted listening mastery.
After the researchers completed the pre-test, the value of students' listening comprehension remained relatively low. The researcher employed certain ways to motivate students to practice listening comprehension in order to increase their listening comprehension.
CONCLUSION
According to the results of the pre-test and post-test, there was an improvement in the students' listening comprehension, particularly about Greeting and Leave Taking, among eleventh grade students of SMK LPP UMI Makassar after adopting the SAVI technique. Students' listening comprehension improved dramatically before and after applying the SAVI approach. The display of data analysis from the pre-test and post-test demonstrates that before to the treatment, students listening results were mediocre. Meanwhile, the purpose of the post-test is for children to earn a higher score, indicating a significant improvement after treatment. This could be seen after four rounds of treatment.
This is indicated after four rounds of treatment. The pre-test mean score was 56.33, with the classification being extremely poor, and the standard deviation score was 23.639, but the post-test mean score was 94.33, with the classification being excellent, and the standard deviation score was 7.761. According to the data, the post-test score was greater than the pre-test score.
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