The aim of the research was to describe how the implementation of a barrier game can improve the speaking skills of students in the tenth grade of Ma Hasyim Asyari tegaldlimo. The approach used in this research was Classroom Action Research (CAR). To collect data, the researcher used student observation, speaking test, interview and field notes. The test was used to determine the improvement in students' speaking skills after the survey. Undergraduate work entitled "Implementation of the barrier game to improve speaking skills in eleventh grade students of the academic year 2022/2023 Ma Hasyim Asyari Tegaldlimo".
INTRODUCTION
- Research Question
- Scope of the Research
- Research Objectives
- Research Benefit
- Definition of key terms
The purpose of the Barrier Game is to help students improve their speaking skills. It is based on a variable of this title, which is an implementation of the Barrier Game in the teaching of speaking. English speaking in this study is speaking practice using Barrier Game to improve speaking skill and C.R. theory.
REVIEW OF RELATED LITERATURE
Theoretical and conceptual framework
- Theoretical framework
- Conceptual framework
2) "Games are flexible," this means that Barrier Game can be easily adapted to the different ages. 4) "Games increase the students' motivation," this means that students really enjoy their learning so they may not realize they are doing it. 8) "Games can also serve as a testing mechanism," meaning that in this activity they expose the students' weaknesses and strengths.
Research Design
The type of research is conducted in the classroom and deals with the classroom environment. The purpose of this study is to develop the teaching strategy to find the solution to the problem of teaching English, especially teaching speaking. To teach the problems of speaking, the researcher applied the dialogue technique during the teaching process and combined it with the three sentence techniques: speaking, while speaking and after speaking.
In carrying out the research, the researcher collaborated with the English teacher Ma Hasyim Asyari Tegaldlima. This study uses a process consisting of four main steps called planning, action, observation and reflection. Observation of the teaching of the learning process of speaking in another country Ma Hasyim Asyari Tegaldlimo.
Research Setting
Research Procedures
- Preliminary Study
- Planning
- Implementing the Action
- Observing
- Reflecting
In this phase, the researcher observed that he knows the condition before conducting the classroom action research. The research step is done as an initial step and the researcher collected the data by doing Preliminary test section. In this preliminary study, the researcher found the other problems for students related to performance speaking skill.
According to the observation in the preliminary study, the researcher and the collaborator prepare a lesson plan that refers to the problem found inside it. In this section, the researcher with the collaborator includes some steps as follows: (1) preparation of lesson plan. 4) Method of presentation and (5) preparation of the success criteria. Before implementing the Barrier Game technique, the researcher and the collaborator designed a lesson plan based on the results of the pre-study.
To obtain the necessary data, the researcher and collaborator developed a number of tools, such as an observation checklist, interview, test and document review. In conducting the research, the researcher is a practitioner who implements the lesson plan in class, while the employee plays as an observer. To collect accurate data and obtain reliable results, the researcher prepares the instruments for data collection.
In this stage, the researcher analyzed the data and compared the success criteria and the data or evidence exists.
Data Collecting Technique
In addition, the researcher also asked the students to know why their speaking problem is still low. Thus, from the interview with the English teacher and the students, the researcher obtained information about the speaking ability of the students 3. In order to obtain the result of the research and the activities of the students in the teaching and learning process, the researcher gave the students a speaking test.
The researcher previously explained basic forms of speaking and this study focused on intensive speaking. After discussing and outlining how the dialogue of the Barrier game can be changed using Describe Object in Material, the researcher takes his score with the staff member to check the improvement in the students' speaking skills. In this test, the aspects of speaking that were evaluated were pronunciation, vocabulary, grammar, fluency and comprehension.
The researcher checked the pronunciation and vocabulary to know how the students pronounce the words and their knowledge about the word. It was related to what Brown said that there were some components that were scored in the speaking test. The components to be scored were pronunciation, vocabulary, fluency and comprehension. Then, the criteria for speech assessment were adapted from Brown's speaking rubrics.
The researcher used document review to collect data such as student attendance list, school profile data which included school history, visions and missions, number of teachers and data related to the researcher needed in this research. .
Data Analysis Technique
It aimed to get the score of the students' performance in speaking performance before treatment of the action. The vocabulary used in the Barrier Game was according to the content of the Description Place presented to students by the researcher. The answer from the result of playing the game was what they were looking at in the video.
At the end of the game, the experimenter provided additional information about the Barrier Game. Although the students enjoyed and were interested in learning English in the classroom, some students were passive during the teaching and learning process about the application of the Barrier Game. At the end of the game, the researcher asked students to respond to the Barrier Game during the second meeting.
Based on the result of the observation in the second meeting, the researcher and the collaborator concluded that there are improvements in speaking skills and appropriate criteria for success. Based on the result of the results and the discussion, the researcher concluded that the implementation of barrier games in teaching speaking in one cycle improved the students' speaking skills. The researcher asks the students to create a descriptive text based on a given picture barrier game.
The implementation of barrier games in English teaching. Talking about the eleventh grade students from Ma.
Validity Data
Reseach Team
In this phase, the research team of this research includes: the researcher, the English teacher (Mr. Bambang Sunardi), and the English lecture of UIN KH. In this research, the researcher researched the students' problem during teaching and learning process, the researcher discussed with the teacher to solve the problem and implement the action before giving test to check the students' improvement. The English teacher and the researcher in Classroom Action Research (KAR) became a collaborator of the research and as an expert judge of this research.
The research associate helped the researcher understand the students' problem, discuss the method or medium to be used, and create a lesson. English lecturer as expert judgment to check the validation of research instruments checked the research instrument whether the instrument is valid or not.
FINDINGS AND DISCUSSION
Findings
During the action research conducted during the first meeting, the researcher observed the students during the teaching process in the learning process. 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 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 while enjoying and looking interested in the activities during the Barrier Game technique. Based on the previous observation in the first meeting, the collaborator and the researcher discussed about the weakness of implementing the Barrier Game. In the second meeting, the researcher and the collaboration partner tried to implement the Barrier Game in teaching.
During the action in the second meeting, the researcher and the employee measure the data from the second meeting in the observation checklist and the scoring rubric. Firstly, the students were actively involved in the teaching and learning process and played the barrier game vividly. It was found that the students found learning English in class fun and interesting.
The students' speaking score has increased significantly compared to their speaking scores in the preliminary study.
Discussion
All the results of the instruments after conducting the classroom action research revealed the great results of implementing Barrier Game in improving students' speaking skills in two cycles. In concrete terms, this means that the second grade students of the State Senior High School are successful in improving their speaking skills through the Barrier Game. The students were able to improve their pronunciation, vocabulary and speaking skills because the researcher explained the material using barrier games.
Therefore, the above result, it can be concluded that the use of barrier game as a media in teaching English in Ma Hasyim Asyari Tegaldlimo could improve students' speaking skills and this research was successful. This proves that improving students' speaking through the obstacle game can be used or can be used as a good technique at all levels to improve not only English skills and competence, but also to improve students' motivation and confidence in English language learning. Guru persaha materi tentang descriptive text mulai dari purpose, general structure, and linguistic features kepata pakati didik.
Revision guru kembali materi tentang descriptive text kepada pakti didik untuk kepatan pemangana pakti didik. Students practice to play the obstacle game according to the vocabulary, condition and everything related to the videos. The teacher asks the students about their feelings after studying the preparation of the Barrier game.
CONCLUSIONS AND SUGGESTIONS
Suggestion
Siswa kembali mulai mengamati ciri-ciri contoh atau rumus pada kalimat yang diberikan guru.