The researcher thus concluded that used board games had improved students' speaking skills in terms of accuracy. The researcher realized that many people had provided their helpful and helpful suggestion for the completion of this thesis.
Mean score of pre- test and post- test and improvement of
Background of The Research
Speaking is important for students to practice their ability and their understanding, how to send idea and how to spell word well; in this case, the students' motivation and interest are very necessary to make the process of their understanding easier. They should be taught in any language learning to enable the learners to use the target language to communicate. Therefore, the implementation of game in speaking teaching is the best way to practice the students' speaking to improve their speaking ability.
Research Objective
Scope of The Research
Significance of The Research
Previous Findings
- Board games
- Speaking
- Teaching Speaking
Many commercial board games are sold in the market, but teachers must adapt the games to suit the needs of the learning activities. Board games can be made based on stories or any topics appropriate to the lessons. In monologues, when one speaker uses spoken language for any length of time, such as in speeches, lectures, readings, news broadcasts, and the like, the hearer must process long stretches of speech without interruption – the stream of speech will continue whether or not the hearer understands .
Conceptual Framework
The researcher would also observe the classroom activity while implementing the actions and find some improvement after implementing the actions. By implementing the action, which is the use of speaking games on the table to teach speaking, the researcher hopes that there will be some improvements in the students' speaking skills. The researcher would give the students activities that encourage and support them to speak in order to make them able to speak English in everyday communication.
Research Design
- Indicator
- Sample
This research would like to investigate the use of board games to improve the speaking skills of students in the tenth grade of SMAN 5 Barru. Independent variable is a variable that affects the object while dependent variable is a variable that is affected by the object. Therefore, the independent variable of this study was the use of board games, while the dependent variable was the speaking ability of the students.
The population of this research was the tenth grade students of SMAN 5 Barru in the 2017/2018 school years. The sampling technique of this research was the purposive sampling technique from class X.2 which has 30 students because it is not possible to take the sample using the random technique because it will interfere with the learning process during the research process and also the teacher does not do this. grant permission to perform techniques randomly.
Instrument of The Research
Procedure of Collecting Data
The researcher asked the students to come forward and ask questions face to face. The purpose of this test was to find out the students' prior knowledge of speaking accuracy in pronunciation and vocabulary. The researcher divided the students into six groups and offered them board games to improve their speaking skills.
After finishing the board games, the researcher asked the students to draw conclusions about the games. After the treatment was given, the researcher collected data based on the post-test to measure whether the use of board games improves the students' speaking ability. The researcher asked the students to stand up and face to face to ask the questions.
Techniques of Data Analysis
Very good 8.6 - 9.5 Vocabulary wide and precise, general vocabulary suitable for dealing with complex practical problems and various social situations. Fairly poor 5.6 – 6.5 Often uses wrong words, conversation somewhat limited vocabulary Poor 3.6 – 5.5 Misuse of words and very limited. the vocabulary makes understanding quite difficult. They speak very hastily and several sentences are not appropriate in pronunciation and little or no communication.
Harmer, 1991) In addition, the researcher used the technique of statistical data analysis to make a different assessment between the achievement of students' speaking skills before and after teaching using a board game. This data analysis technique belongs to quantitative data analysis, and we will analyze the data statistically using the T-test. D : average score of the total deviation 𝐷 : sum of the total score of the difference 𝐷2 : square of the sum of the scores for the difference N : total number of persons.
Alternative Hypothesis (H1): There is a significant difference between students' speaking score before teaching using board games and after teaching using board games for tenth grade SMAN 5 Barru. Null Hypothesis (H0): There is no significant difference between students' speaking score before teaching using board games and after teaching using board games for tenth grade SMAN 5 Barru.
Findings
- The Students’ Mean Score of Pronunciation in Pre-Test and Post- Test Test
- The Students’ Mean Score of Vocabulary in Pre-Test and Post- Test Test
- The Percentage of The Students’ Mean Score of Pronunciation and Vocabulary in Pre- Test and Post- Test
- The Classification of Students’ Pre-Test and Post-Test Scores
The table above shows that the average score of students in pronunciation in the pretest was 58.13. In other words, we can say that the improvement was significantly different and the students' speaking ability improved because the mean score of the post-test was higher than that of the pre-test. The table above shows that the average score of students in vocabulary in the pretest was 61.4.
So the improvement of students' vocabulary with mean scores in pre- and post-test was. The percentage of students' average scores for pronunciation and vocabulary in pre-test and post-test and vocabulary in pre-test and post-test. Overall mean score between pre-test and post-test in terms of pronunciation and vocabulary.
To summarize the graph above, it can be clearly seen that the mean of the total mean score of pronunciation and vocabulary improves from pre-test to post-test. The percentage of the pre-test and post-test calculated the pronunciation score and vocabulary score.
Total Mean Score and Improvement
The Comparison of The Test Result
The data in Table 4.8 above shows that the value of the t-test is higher than the value of the t-table.
Hypothesis Testing
Discussion
Based on the results of data analysis, it is proven that the improvement of students' accuracy improved by using board games as a teaching technique. This means that the use of boarding can improve students' speaking ability in terms of accuracy, especially in pronunciation and vocabulary. Using speaking board games to teach speaking can improve students' self-confidence and make the student more active in speaking because the games provided a friendly atmosphere where students could learn to use language expressions in a happy way.
Before playing board games, the students did some activities in which they could improve their accuracy. In this group activity, the students could also correct each other for the grammatical errors. Before playing board games, the students did some activities in which they could improve their pronunciation.
The implementation of the talking board games prompted the students to learn the language expressions in different subjects. But when the researcher used board games in the learning process, the students felt comfortable, which was reflected in their enthusiasm to participate in the learning process.
Conclusion
Suggestion
In English lessons, it is suggested that students make the best use of the learning process in the classroom and make a positive contribution in order to have effective learning. If they are going to use board games to improve their speaking skills, it is suggested that they change the topics and make the board games more professional and sophisticated, for example by making them in 3D version with complicated paths to make them more attractive and challenging. To conduct research focused on other language skills, board games can be adapted to other English teaching materials (not only language expressions, but also functional texts or genre texts).
By using board games, the researcher can make students more confident to use English in their activities, be easier in understanding a new language and be more interactive with each other in the classroom. The effectiveness of language games in learning English grammar. Shanlay International Journal of Education. Vol. 1 No. 3. Improving Students' Speaking Ability Using Snake and Ladders Board Games in Grade Eleven of Saint Dius X Magelang Vocational High School.
The Effectiveness of Using the Think Aloud Strategy on Student Reading Achievement in Studying Narrative Texts in Eighth Grade SMP Islam Durenan Trenggalek Academic Year 2013/. Improving students' speaking skills through board games of grade VIII of SMP N 13 Yogyakarta in the academic year 2013/2014.
STADAR KOMPETENSI
KOMPETENSI DASAR
INDIKATOR
TUJUAN PEMBELAJARAN
MATERI PEMBELAJARAN a. Greeting Someone
If you need to speak to a group of people (for example, if you want to give a speech or a presentation), you may sometimes find it necessary to use the following phrases. I am very glad to have met you. informal) makes me happy. informal) nice to meet you. The signal "how do you do" is not used nearly as much in America as it is in Britain.
It's just a greeting that requires a response with any other greeting, including "how are you". The phrase "how are you" is usually a greeting for people you already know, but not for people when they first meet you.
METODE PEMBELAJARAN
MEDIA DAN SUMBER PEMBELAJARAN 1. Media belajar
LANGKAH LANGKAH KEGIATAN PEMBELAJARAN a. Kegiatan awal
Guru memberikan kesempatan kepada siswa untuk bertanya tentang pengucapan dan isi teks yang berisi pengenalan jati diri dan orang lain, serta menjawab pertanyaan. Guru memberikan board games yang berkaitan dengan pengenalan jati diri dan orang lain.
STANDAR KOMPETENSI
Kompetensi Dasar
Indikator Pencapaian Kompetensi
Tujuan Pembelajaran
Materi Pembelajaran
Metode Pembelajaran
MEDIA DAN SUMBER PEMBELAJARAN 3. Media belajar
POST TEST ( ORAL TEST ) Interview
- The Improvement of the Students’ Speaking Accuracy a. Improvement students in speaking (Pronunciation)
- T-test
The result of students' speaking pronunciation in pre-test and post-test Example pre-test (X1) Post-test (X2) D D2. The result of students' speaking vocabulary in pre-test and post-test Example pre-test (X1) Post-test (X2) D D2. Test of significance Difference of students' score between the score of the pre-test and post-test.
My daily activity, I usually wake up at 5:00 in the morning, I take a bath, I take a bath, and I let my mother prepare breakfast.
Post- test
My daily activity, in the morning alarms sound at 04:40 or indicate the time from. He has some hair, but is not completely hairless as he has peach fuzz over much of his body. I love its usual color varieties including tortoiseshell, chocolate, black, blue, lilac, chocolate, etc. He really is a wonderful cat.
The house, my lovely home, my house is not very big, but very cozy and quiet. It is a place where we can relax and find our place in our home. English teacher, I have an English teacher, her name is Hasrina, she is beautiful, firm, good, glassy, cute, etc.”.
APPENDIX H
DOCUMENTATION
