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IMPROVING STUDENTS’ SPEAKING SKILL THROUGH SPEAKING
BOARD GAME
(A Classroom Action Research of the 8th Grade Students at SMP Negeri 5 Tangerang Selatan Academic Year 2017/2018)
A “Skripsi”
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of S. Pd. (S-1)
By
TRI HANIFAH AGUSTINA
1111014000076
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018
v
ABSTRACT
Tri Hanifah Agustina. 2018. Improving Students’ Speaking Skill through Speaking Board Game (A Classroom Action Research at 8th Grade Students of SMP
Negeri 5 Tangerang Selatan in Academic Year of 2017/2018), “Skripsi”, Departement of English Education, Faculty of Educational Sciences, State Islamic University Syarif Hidayatullah
Jakarta, 2018. Advisor: 1. Dr. Ratna Sari Dewi, M.Pd.
2. Zaharil Anasy, M.Hum.
Keywords: Speaking skill, Speaking Board Game
This research is aimed to improve students’ speaking skill through speaking board
game and to know how the implementation of the technique improving students’ skill in English speaking. This research was accomplished at students of grade VIII.9 of SMP Negeri 5 Tangerang Selatan in which consisted of 29 students as respondent.
To solve students’ problem in learning English especially in speaking skill, the writer applied Classroom Action Research (CAR) designed by Burns which consisted of four
phases; planning, acting, observing and reflecting, on each cycle. Further, there are two kinds of data gained in this study; qualitative and quantitative data. The qualitative data is derived from the observation, fieldnote and interview. Meanwhile, the quantitative data can derived
from the pre-test and post-test. The result of this study shows that the implementation of the game to improve
students’ speaking skill is successful. It is proven by the data that were collected from this study. The qualitative data shows improvement of the students’ confident, motivation and interest after the implementation of Speaking Board Game. The students actively participated
to the lesson and confidently speak in English during the game. Furthermore, the result of the test show improvements in students’ speaking scores. In the pre-test, there was only 13%
students who passed the KKM or only 4 out of 29 students which the mean score was only 44.8. Then, in post test I, the percentage of students who passed the KKM improved to 55% or 16 out of 29 students passed the KKM with 71.7 as the mean score. Next, in post-test II,
there were 22 out of 29 students who passed the KKM with 78 as the mean score. The result of the tests shows significant improvement where 75% of the students could achieve the score
above the minimum criterion which is 75. The improvement of the students’ percentage indicate the success of the research which at least 75% of the students pass the KKM. Based on the result above, Speaking Board Game may be concluded successfully improved
students’ speaking skill.
vi
ABSTRAK
Tri Hanifah Agustina. 2018. Improving Students’ Speaking Skill through Speaking Board
Game (A Classroom Action Research at 8th Grade Students of SMP Negeri 5 Tangerang Selatan in Academic Year of 2017/2018), “Skripsi”, Departement of English Education, Faculty of
Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta, 2018.
Advisor: 1. Dr. Ratna Sari Dewi, M.Pd. 2. Zaharil Anasy, M.Hum.
Keywords: Kemampuan Berbicara, Permainan Papan Berbicara
Penelitian ini bertujuan untuk meningkatkan kemampuang berbicara siswa melalui permainan papan berbicara dan untuk mengetahui bagaimana penerapan teknik pengajaran ini mampu meningkatkan kemampuan berbicara Bahasa Inggris siswa. Penelitian ini
diselenggarakan di SMP Negeri 5 Tangerang Selatan kelas VIII.9 yang terdiri dari 29 siswa. Untuk memecahkan permasalahan siswa dalam pelajaran Bahasa Inggris khususnya
dalam kemampuan berbicara, penulis menerapkan Penelitian Tindakan Kelas (PTK) yang didesain oleh Burns dimana pada setiap siklusnya terdiri dari empat fase; perencanaan, pelaksanaan, pengamatan, dan refleksi. Selanjutnya, ada dua jenis data yang diperoleh dalam
penelitian ini; data kualitatif dan data kuantitatif. Data kualitatif didapatkan dari pengamatan, catatan lapangan, dan wawancara. Sedangkan, data kuantitatif didapatkan dari pre-test dan
post-test. Hasil penelitian ini menunjukkan bahwa penerapan permainan ini berhasil dalam
usaha meningkatkan kemampuan berbicara siswa. Hal ini dapat dibuktikan dengan data-data
yang telah dikumpulkan. Data kualitative menunjukkan peningkatan kepercayaan diri, motivasi, dan ketertarikan siswa setelah Permainan Papan Berbicara diterapkan. Siswa secara
aktif turut serta dalam pelajaran dan dengan percaya diri berbicara dalam bahasa Inggris selama permainan berlangsung. Selain itu, hasil tes juga menunjukkan peningkatan pada nilai speaking siswa. Seperti di pre-test, hanya 13% siswa yang melampaui KKM atau hanya 4
dari 29 siswa yang nilai rata-ratanya hanya 44,8. Kemudian, di post-test I, persentase siswa yang melampaui KKM adalah 55% atau 16 dari 29 siswa dengan nilai rata-rata 71,7.
Selanjutnya, di post-test II, ada 22 dari total 29 siswa yang mampu melampaui KKM dengan nilai rata-rata 78. Hasil dari test menunjukkan peningkatan signifikan dimana 75% siswa mampu mencapai nilai diatas kriteria minimal (75). Peningkatan persentase siswa menandai
kesuksesan dari penelitian ini dimana minimal 75% siswa melampaui KKM. Dengan hasil diatas, Permainan Papan Berbicara dapat dinyatakan berhasil meningkatkan kemampuan
berbicara siswa.
vii
ACKNOWLEDGEMENTS
In the name of Allah, the beneficent the merciful who blesses me with the
best things in my life. His blessing empowers me to finish this skripsi. Peace be
upon to my prophet Muhammad, the last messenger of the only greatest teaching.
It is a pleasure to acknowledge the help and contribution of all lecturers,
institutions, family and friends who have contributed in different ways hence this
skripsi is processed until it becomes a complete writing which will be presented to
the Faculty of Educational Sciences in partial fulfillment of the requirements for
the Degree of S, Pd. (S-1).
On this opportunity, the writer would like to express her greatest honor
and deepest gratitude to her beloved parents, Mr. Saing Pramono and Mrs.
Sumarti, who always give their best, materials, prays, and motivation to finish the
writer’s study.
The writer also says deeply grateful to her advisors, Dr. Ratna Sari Dewi,
M.Pd. and Mr. Zaharil Anasy, M.Hum., who guide the writer in finishing this
skripsi and also for the great contribution, time, kindness, and patience.
As well as a thank you to:
1. All the lecturer in the Depatment of English Education, for precious
knowledge and wonderful experience during her study at DEE UIN
Syarief Hidayatullah Jakarta.
2. Drs. Nasrun Mahmud, M.Pd. and Mrs. Atik Yuliani, MA.TESOL. as the
examiners.
3. Dr. Alek, M.Pd. The Head of English Department
4. Zaharil Anasy, M.Hum. The secretary of English Department.
5. The dean of Faculty of Educational Sciences, Prof. Dr. Ahmad Thib Raya,
MA.
6. The headmaster, all the teachers especially Mr. Dwi Widodo, S.Pd. The
English teacher, and all of the students of VIII.9 at SMP Negeri 5
Tangerang Selatan.
viii
7. The writer’s family members and closest friends who always be there for
her and always give their support.
8. All members of EED 2011 for all the togetherness and helping hands.
9. All of people whose name cannot be mentioned for their contribution
towards this research.
Finally, the writer truly realizes that this “skripsi” cannot be considered as a perfect
masterpiece. Therefore, it is very precious thing for her to get suggestion and criticism
which can make this better.
Jakarta, Juni 2018
The Writer
ix
TABLE OF CONTENTS
TITLE .................................................................................................................... i
SURAT PERNYATAAN KARYA SENDIRI .................................................... ii
APPROVAL SHEET........................................................................................... iii
ENDORSEMENT SHEET.................................................................................. iv
ABSTRACT .......................................................................................................... v
ABSTRAK ........................................................................................................... vi
ACKNOWLEDGEMENT ................................................................................. vii
TABLE OF CONTENTS .................................................................................... ix
LIST OF TABLES ............................................................................................. xii
LIST OF FIGURES .......................................................................................... xiii
LIST OF APPENDICES .................................................................................. xiv
CHAPTER I : INTRODUCTION ...................................................................... 1
A. Background of The Study ..................................................................... 1
B. Identification of The Problem ............................................................... 4
C. Limitation of The Problem .................................................................... 5
D. Formulation of The Study ..................................................................... 5
E. Objective of The Study .......................................................................... 5
F. Significant of The Study ........................................................................ 6
CHAPTER II : THEORETICAL FRAMEWORK .......................................... 7
A. Speaking Skill ....................................................................................... 7
1. The Definition of Speaking ........................................................ 7
x
2. Elements of Speaking ................................................................. 8
3. Problems in Speaking ............................................................... 11
B. The Teaching of Speaking ................................................................... 12
1. Background to Teaching Speaking .......................................... 12
2. Types of Classroom Speaking Performance ............................ 14
3. The Roles of Teacher ............................................................... 17
4. Assessing Speaking .................................................................. 18
C. Speaking Board Game ......................................................................... 20
1. Definition of Game .................................................................. 20
2. Definition of Speaking Board Game ........................................ 21
3. The Advantages of Speaking Board Game .............................. 22
4. Teaching Speaking Using Speaking Board Game ................... 23
D. Previous Relevant Studies ................................................................... 24
E. Theoretical Framework ........................................................................ 25
F. Action Research Hypothesis ................................................................ 26
CHAPTER III : RESEARCH METHODOLOGY ......................................... 27
A. Method of The Research ..................................................................... 27
B. Subject and Object of The Study.......................................................... 28
C. The Types of Data ............................................................................... 28
D. The Writer’s Role on The Study ......................................................... 29
E. Place and Time of The Study ............................................................... 29
F. Research Design ................................................................................... 29
G. Research Procedure ............................................................................. 31
H. Instruments and Data Collection Technique ....................................... 33
xi
I. Data Analysis Technique ...................................................................... 35
J. Trustworthiness .................................................................................... 37
K. Criterion of The Action Success ......................................................... 38
CHAPTER IV: RESEARCH FINDINGS ........................................................ 39
A. Research Findings ............................................................................... 39
1. Pre-Implementation of the Action ............................................ 39
2. The Implementation of Classroom Action Research ............... 43
3. Post-Implementing of the Action ............................................. 50
B. Research Interpretation ........................................................................ 53
1. Pre-Implementation of the Action ............................................ 53
2. The Implementation of Classroom Action Research ............... 55
3. Post-Implementation of the Action .......................................... 57
CHAPTER V: CONCLUSION AND SUGGESTION .................................... 59
A. Conclusion ........................................................................................... 59
B. Suggestion ........................................................................................... 59
REFERENCES ................................................................................................... 62
APPENDICES .................................................................................................... 64
xii
LIST OF TABLES
Table 2.1 The Students’ Oral Language Observation Matrix ............................. 19
Table 3.1 The Schedule of the Study ................................................................... 29
Table 4.1 The Comparison Score of Each Test ................................................... 52
xiii
LIST OF FIGURES
Figure 3.1 Cyclical Action Research ................................................................... 30
Figure 4.1 The Improvement of Students’ Mean Score ...................................... 52
xiv
LIST OF APPENDICES
Appendix 1: Syllabus ........................................................................................... 65
Appendix 2: Observation Checklist ..................................................................... 71
Appendix 3: Field Note ....................................................................................... 75
Appendix 4: Interview Guideline ........................................................................ 79
Appendix 5: Interview Transcript ........................................................................ 82
Appendix 6: Pre-Test Instrument ......................................................................... 91
Appendix 7: Post-Test I Instrument ..................................................................... 93
Appendix 8 Post-Test II Instrument ..................................................................... 95
Appendix 9: Sample of Pre-Test, Post-Test I, and Post-Test II Score ................. 97
Appendix 10: Rancangan Pelaksanaan Pembelajaran ........................................ 101
Appendix 11: Speaking Board Games ............................................................... 114
Appendix 12: Surat Bukti Pelaksanaan Penelitian ............................................. 119
Appendix 13: Students’ Score ............................................................................ 121
Appendix 14: References Examination Sheet .................................................... 125
1
CHAPTER I
INTRODUCTION
A. Background of The Study
Speaking skill of a person is often used as an indicator whether the
person is fluent the language or not. As Nunan states that a person who say
he/she has language skill are assumed to be able to produce the language
orally. It is difficult to see a person’s language proficiency only on the
basis of reading or writing.1 That is the reason of the speaking to be the
prior skill of learning a language.
In addition, speaking could be one of the measurements of the
success language learning. For example, when the teachers want to assess
students’ comprehension from a text, they can ask the students to speak up
the idea of the text. It is strengthened by Alderson and Bachman’s
statement that in language teaching, speaking skills are the prior aspect of
the curriculum and those aspects become one of the ways of language
assessment.2 It means that if the teachers want to see the progress of the
learners, they could assess from the learners’ speaking improvement.
Speaking is productive skill of language learning. It involves
communicative performance, and other important elements, such as,
pronunciation, grammar, vocabulary, etc. The learners should comprehend
those elements to be able to communicate with the target language. As
Dewi states that in the terms of language importance and to have good
1David Nunan, Teaching English to Speakers of other Language: An Introduction, (New
York: Routlegde, 2015), p.48. 2 J. Charles Alderson and Lyle F. Bachman, (eds.), Assessing Speaking, (United
Kingdom: Cambridge University Press, 2004), p.1.
2
communication, an English learners need to have good speaking skills as
the basis of language skills.3
In Indonesia, there are still some problems in teaching speaking.
Based on the writer’s teaching experience in 2016 at SMP Negeri 5
Tangerang Selatan, most of the students still consider English as a difficult
subject, although they have been learning English since elementary school.
Most of the students experience difficulty in speaking English since they
have lack of vocabulary, grammar, pronunciation and other elements of
speaking. They often struggling in translating words or sentences from
their native language (Bahasa Indonesia) to English. They also often make
mistakes in pronuncing the words. Furthermore, they have lack of time to
practice their English whether inside or outside the classroom, because
most of the teachers prefer to teach other skills in order to fulfill the
curriculum needs toward the national examination. These factors are the
reasons they lack of confident and motivation to speak in English.
However, the problems are not only based on the students. The
teachers also find some difficulties in teaching speaking. Based on the
writer’s teaching experience, it is difficult to get students’ attention. Most
of the teachers hardly give motivation to the students to be more confident
to speak in English, since they have very limited time to practice. The
teachers also find difficulty in choosing the technique to teach speaking.
The teachers realize that they need to provide some attractive technique to
improve students’ interest to learn English especially for young learners.
But, most of the teachers’ techniques are only limited in memorizing,
reading aloud of dialogues, repeating after the teacher, drilling, etc. This
happens mostly because the teachers need to divide the time with other
skills. Meanwhile, the teacher should give more time to the student to
practice their speaking and teach them with some more attractive
3 Ratna Sari Dewi, Ummi Kultsum, Ari Armadi, Using Communicative Games in
Improving Students’ Speaking Skills, Journal of Canadian Center of Science and Education,
Vol.10, 2017, p. 63.
3
techniques, so that they can improve students’ interest to have more
confident to speak English. The teacher should find appropriate techniques
to help the students to enjoy the learning process. So that, they can
improve their speaking skill.
There are many techniques which can be used by the teacher in
teaching speaking. One of the techniques is by using Speaking Board
Game. Board game is a game which has to be played in a group of people.
Monopoly, Snake and Ladder and Ludo are the examples of popular board
games. As Mayer and Haris state that the main steps to play board game is
rolling the dice and move several steps based on the number that the dice
shown. In the step that the player stopped, there will be some commands
regarding to the game.4 The specific charecteristic of board game is that it
used a dice to control the players’ steps. Besides, there need to be a
counter/pawn picked by each player to be their representator on the board
game. In teaching, board game can be adjusted by the needs of the
teaching. In speaking for example, the teachers can use speaking board
game to train the students do be actively communicate in English.
Speaking board game can help the students to practice their speaking with
their same-level peers. So that, their interest, confident an motivation in
learning English would be improve. Furthermore, the teacher can use
Speaking Board Game with various themes of English material.
As common games, this game has several rules which each player
have to deal with. The students need to go through each step to achieve the
finish column of the game to be the winner. This game can help the
students to develop their sense of competitive in a possitive way. This
game has several advantages toward improving students’ speaking skill.
First, this technique can be an effective way to get students’ interest,
because they would be able to get out of a tedious learning routine.
4 Brian Mayer and Christopher Harris, Libraries Got Game: Aligned Learning through
Modern Board Games, (Chicago: American Library Association, 2010), p. 3.
4
Second, student can be trained to be more confident to express their ideas
since they play the game with the same-level pair as they are, so that they
can speak up as many as possible words in English rather than usual.
Third, this technique can provoke the students’ sense of competition by
winning the game in a positive way.
Based on the background above, the writer would like to try to
make speaking activities to be more effective for the students by
determining the techniques which are appropriate and effective to teach
speaking. The writer would like to conduct a classroom action research to
improve students’ speaking ability by using Speaking Board Game that
expected to solve the problems faced during speaking activity under the
title, “Improving Students’ Speaking Skill through Speaking Board
Game” (A Classroom Action Research at 8th Grade Students of SMP
Negeri 5 Tangerang Selatan Academic Year 2017/2018.
B. Identification of Problem
Based on the background of the study above, there are some
problems identified according to the proccess of speaking teaching and
learning:
1. Many students have lack of vocabulary, grammar, fluency,
comprehension, and pronunciation which are the basis of good
speaking skill.
2. Many students have lack of confident because they are afraid to
make mistakes in speaking. They also have lack of awareness about
the importance of learning English and this leads to decrease their
motivation in learning speaking. The lack of confident and
motivation caused them to have lack of interest in learning speaking.
3. Many students have lack of time to practice their speaking, because
most of the teachers give more time to other skills in order to fulfill
the curriculum needs of the national examination.
5
C. Limitation of the Problem
There are many problems found related to speaking skill in
teaching learning process, but it is impossible to solve all the problems.
Therefore, the writer limits the problems. It would be focused on
improving students’ score of their speaking skills, improving their interest,
motivation, and confident to speak in English, and improving students’
time to practice their speaking. The writer believes that by using Speaking
Board Game in teaching and learning process, the students’ speaking skill
will be improved.
The problem that the writer will try to solve is the students’ lack of
speaking skills, because speaking is an important skill of language
learning that the students have to comprehend.
D. Formulation of the Study
Based on the limitation of the problem above, the writer
formulates the study as follows, “How can students’ speaking skill be
improved by using Speaking Board Game in teaching and learning
process?”
E. Objective of the Study
The aim of this study is to know how is the implementation and the
effect of using speaking board game in speaking activity for the eighth
grade students of SMP Negeri 5 Tangerang Selatan. By conducting a
Classroom Action Research, the writer would apply the game for several
cycles and see how the game makes any difference in students’ speaking
skills.
6
F. Significance of the Study
The result of this research is expected to be useful in some ways:
1. For the students
The students can improve their speaking skill by using
speaking board game in teaching and learning process. The
students can solve their problem in learning speaking and have the
ability of communicate in English. The students’ motivation and
interest of learning English will be increased by the using of the
attractive techniques. The students can build their confidence to
speak in English more than they usually do.
2. For the teacher
Teachers can evaluate their teaching. Teachers can
understand the students’ need and know the students’ lack of skill,
especially in speaking, so that they can use appropriate materials,
tasks, methods and techniques to teach the students.
3. For writer
The study can give insights to the writer about what things
which have to be considered in every teaching and learning
process. The technique which is used in this study can also be used
for the writer’s future teaching.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Speaking Skill
1. The Definition of Speaking
There are many definition of speaking that have been
proposed by some experts in language learning.
According to Ur, people who say to have a language skill
will primarily judged to the way she/he speak the language,
because speaking includes all other aspects of language and most
of language learners are interested to the speaking of the language
at the beginning of the language learning.1
Luoma in Alderson and Bachman states that in terms of
speaking, each participant acts as the speaker while the other acts
as the listener to convey the messages that they want to share in
order to have successful communication─ it can be done
individually or also in community.2
In addition, Richard states that it is very important to
comprehend speaking skills to the people who learn second or
foreign language.3 Furthermore, speaking skill can be the indicator
of successful language learning. As Richard states, a language
learners frequently evaluate their improvement in the language
learning to the way they speak the target language; the more they
1 Penny Ur, A Course in Language Teaching: Practice and Theory, (New York:
Cambridge University: 1996), p. 120. 2 J. Charles Alderson and Lyle F. Bachman, (ed.), Assessing Speaking, (United Kingdom:
Cambridge University Press, 2004), p. 20. 3 Jack Richards, Teaching Listening and Speaking: From Theory to Practice, (New York:
Cambridge University: 2008, p.19.
8
perceive their speech ability to begin to increase, the more they
master the language.4
In line with Richard’s statement, Brown states that
speaking is a skill which the learner produce that can be assessed
directly and generally.5 According to the statement, speaking is a
skill that the production of the words or sentences which have been
spoken by the speaker is spontanous and can indicate the speakers’
general language comprehension.
Based on some theories above, the writer infers that
speaking is an activity involving two or more people in whom each
participant tries to express their ideas or thoughts orally and
directly─in whom there must be the listener to receive the ideas or
thoughts. Speaking is a productive skill which the product cannot
be erased. Thus, speaking can also be the indicator of assessing
learners’ comprehension. This skill is important because it regards
learners to the measurement of comprehending a language. The
fluency of the learners in conversation is defined as the success of
acquiring the ability of language rather than to write and to read the
language.
2. Elements of Speaking
According to Harmer, speaking skill of a person not only
implies the person’s knowledge of the linguistic element, but also
implies the ability of processing information from the language
spontaneously. 6 Based on the statement, in order to have good
speaking skill, a learner should have knowledge both of language
feature and how to process information directly.
4 Ibid. 5 H. Douglas Brown, Language Assessment-Principle and Classroom Practice, p.140,
Retrieved from https://library1.org. 6 Jeremy Harmer, The Practice of English Language Teaching: Third Edition, (England,
Longman, 2001), p.269.
9
Harmer proposes four language features that are necessary
for spoken production;
a. Connected speech.
In connected speech, individual sounds of English are not
pronounced in their full forms. They are liable to changes due
to the influence of surrounding sounds, stress patterns and
other aspects of spoken language. Thus, they may be subject to
assimilation, omission, addition of another sounds (in linking),
weakening. In order to sound naturally learners should be
engaged in practice the aspects of connected speech.
b. Expressive devices.
Spoken interaction comprises not only the spoken word
(verbal expression) but also of non-verbal expression (the
“body language”) and paralinguistic aspects (e.g. features such
as stress, intonation or changes in intensity of voice). Speakers
employ these devices in order to help convey the intended
meaning and promoted contact with their interlocutors.
Students should be able to use at least some of these
expression devices.
c. Lexis and grammar
The use of common lexical and grammatical features can be
found in spontaneous speech when performing certain
language functions. These “lexical phrases”, as Harmer refers
to them, perform various communicative functions. Teacher
should consider what phrases could be one of practical use to
their students. Consequently, they can provide students with
the phrases of the particular function suitable for different
context such as expressing opinions, making suggestions,
10
agreeing, disagreeing, apologizing, talking on the telephone
etc.
d. Negotiation of language
The interaction involves negotiation of meaning. In order to
be comprehensible, speakers use various means to check e.g.
by repetition, clarification of meaning, structuring their speech
etc. Listeners participate in the speakers’ effort to be
intelligible by signaling that they do not understand, asking for
clarification.7
In addition, Harmer states concerning with other elements
of speaking that is necessary to be mastered by successful
speaker. Those are: Mental/Social processing and the rapid
processing skill that involves language processing, interaction,
and information processing:
a. Language processing, processing language correctly and
arrange it into right order is something that can be done to
be an effective speaker. The language will not only come
out as comprehensible but also convey the meanings that
are intended.
b. Interaction, one of the speaking’s functions is to interact
with one or more participants. This means that effective
speaking also involves a good deal of listening, an
understanding of how the other participants are feeling, and
a knowledge of how linguistically to take turns or allows
other to do so.
c. Information processing, we need also to be able to process
the information people send us the moment we get it. The
longer it takes to catch the message, the less effective we
7 Ibid.
11
are as instant communicators. However, it should be
remembered that this instant response is very culture-
specific, and is not prized by speaker in many other
language communities.8
3. Problems in Speaking
According to Brown, there are several difficulties in learning a
spoken language. Those difficulties are as follows.
a) Clustering; in learning speaking, learners need to be
able to cluster the language, not only word by word, but
also as its phrasal.
b) Redundancy; learners usually try to make meaning
clearer through a redundancy of language. However,
redundancy sometimes can be a problem when the
learners ‘put too much’ on it. Therefore, the learner
need to have capability to properly redundance the
language.
c) Reduced Forms; learners need to be able to adjust
themselves to all forms of special problem in speaking,
such as contractions, elisions, reduced vowels, etc.
Unfamiliarize to the special forms of the problems in
speaking can cause stilted bookish quality os speaking.
d) Performance Variables; learners need to be able to
manage their pauses, hesitation, bactracking, and
correction in speaking the language in order to reduce
hesitaion phenomena.
e) Colloquial Language; learners need to be well
acquainted with words, idioms, phrases of colloquial
languages and they need to get practice in producing
these forms.
8 Ibid, p. 271
12
f) Rate of Delivery; in terms of fluency, learners need to
be able to give acceptable speed when speaking the
language.
g) Stress, Rhythm, and Intonation; learners also need to
aware of the aspects of pronunciation. They need to be
able to do proper stress, rhythm, and intonation when
they are speaking the language.
h) Interaction; a speaker need to have capability in
negotiation of the meaning in order to be a fluent
language speaker.9
B. The Teaching of Speaking
1. Background to Teaching Speaking
Speaking is an important part of foreign language learning
and teaching. However, in earlier view, language teaching has been
focused on the grammatical competence rather than other
competences. Richards states that the comprehension of
grammatical competence is the focus of language learning in
earlier views.10 Meanwhile, the teaching which is focused on the
basis of grammatical competence minimizes probability for the
learners to make mistake. Since the activities of the old language
teaching approach is about memorizing dialogues and performing
drills, the learning success is primarily on the control of the
teachers and not the learners.
In fact, today’s language teaching methods have been
updated into more focused on the students’ skills and abilities. The
new perspective of language learning has been viewed differently
9 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy, Second Edition, p. 270-271. Retrieved from https://library1.org. 10 Jack C. Richards , Communicative Language Teaching Today, (New York: Cambridge
University Press, 2006), p. 4.
13
from the previous views. The language teaching and learning has
become more focused on the learners.
According to Richard’s statement, after the beginning of
Communicative Language Teaching, the focus of the teaching has
been change from the traditional formats. The traditional views
focused the teaching on controlled activties, such as memorization
dialogues and drills while CLT focus on the use of pair work
activities, role plays, group work activities and project work.11
In recent teaching language views, the techniques which the
teacher used are more student-centered rather than teacher-
centered. It also happens in teaching speaking. The students are
seemly can have more motivation, interest and confident to speak
in the target language when they have conversation to the same
level peers. The process of teaching and learning language are
more focused to the students rather than the teacher. The students
would be given more time to practice the language so that they
have to be more active towards the learning. The role of the teacher
is no longer to be the source of all information, yet the teacher
become the facilitator who would give anything that students need
in the process of CLT. The purpose of CLT is to provide
communicative learning situation as many as possible for the
language learners. Therefore, the students have to communicate
and interact each other as many as possible in the classroom.
Harmer states that there are three main reasons for getting
students to speak in the classroom. First is rehearsal. In speaking
activities, there will be a rehearsal which is provided for the
students to practice their skill in the classroom. Second, speaking
tasks provides feedback for both teacher and students since it
fasilitates the students to try to use any languages as much as they
know. It can be the evaluation of the learning process whether the
11 Ibid.
14
learning is sucessfull or not, or to indicate the problems they are
experiencing. Last, more speaking opportunities can train the
students to activate elements of the language they have in which
can make them familiar to use the elements,so that they can
automatically use words or phrasal without very much consious
thought.12
There are some effective techniques which can be very
useful related to improve student’ speaking skill, such as role
plays, using music or videos as media, question and answer, using
games etc. Communicative Language Teaching serves best as the
method to master speaking skill. Communicative language
teaching is based on real- life situations that require
communication. By using this method in English Foreign
Language classes (EFL), students will have the opportunity of
communicating with each other in the target language.
In brief, EFL teachers should create a classroom
environment where students have real- life communication,
authentic activities, and meaningful tasks that promote oral
language.
2. Types of Classroom Speaking Performance
In a foreign language classroom, what the students do in
speaking technique during the lesson are called as students’
speaking performance. According to Brown, there are five basic
types of speaking performance as follows:
a. Imitative.
This type of speaking performance is the ability to imitate a
word or phrase or possibly a sentence. (e.g., "Excuse me." or
"Can you help me?") to clarity and accuracy.
12 Jeremy Harmer, How to Teach English New Edition, (England: Pearson Education
Limited: 2007), p. 123.
15
b. Intensive.
This second type of speaking frequently employed in
assessments context is in the production of short stretches of
oral language designed to demonstrate competence in a narrow
band of grammatical, phrasal, lexical or phonological
relationships.
c. Responsive.
This type includes interaction and test comprehension but at
the somewhat limited level of very short conversations,
standard greeting and small talk, simple request and comments
and the like. The stimulus is usually a spoken prompt in order
to preserve authenticity.
d. Transactional (dialogue).
This type of speaking is more extend than responsive
language. The conversation in this type would give more
specific information and the negotiation of the meaning would
be more than in responsive language.
e. Interpersonal (dialogue).
Interaction can take the two forms of transactional
language, which has the purpose of exchanging specific
information, or interpersonal exchanges, which have the
purpose of maintaining social relationships.
f. Extensive.
Extensive oral production tasks include speeches, oral
presentations, and storytelling, during which the opportunity
for oral interaction from listeners is either highly limited or
ruled out altogether.13
13 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy, Second Edition, p. 271-274. Retrieved from https://library1.org.
16
In addition, Harmer states that there are some activities of
speaking that can expose students’ speaking skill in the
classroom, those are:
a. Acting from a script
This type of activity allows the teacher to ask the students
to act out scenes from plays, course books or dialogues written
by their own. Sometimes it can be followed by filming the
result. By giving students practice in these things before they
gave their performances, it means that acting out is both learning
and language producing activity. The example of this activities
are playscript; which provide students to play a drama which
directed by the teacher, and acting out a dialogue; which the
teacher facilitate the students to perform in front of the class in
order to build the atmosphere of the teaching and learning
process.
b. Communication games
This type of activity makes use of games which are
designed to provoke communication between students. There
are many games that can be used in the classroom. It frequently
depends on an information gap, so that one student has to talk to
the partner in order to do the required tasks.
c. Discussions
This activity need to be encouraged by the teacher in order
to provide productive speaking in language classes. It can be
achieved by providing activities which force students to reach a
decision as a result of choosing between specific alternatives in
the discussion.
d. Prepared talks
This activity allows a student (or group of students) make a
presentation on a topic of their own choice. The talks are not
designed for informal spontaneous conversation. This activity
17
represents a defined and useful speaking genre and can be
extremely interesting for both speaker and listener if properly
organized.
e. Questionnaries
This type of activity allows the students to design
questionnaires of any appropriate topic. The questioner and
respondent have something to say each other using the natural
use of certain repetitive language patterns and thus are situated
in the middle of our communication continuum. The results
obtained from questionnaire can form the basic of written work,
discussions, or prepared talks.
f. Simulation and role play
This type of activities can be used to encourage the general
oral fluency or to train students for specific situations by
simulating a real- life world. They are suitable for students of
English for Specific Purposes (ESP). It has three distinct
advantages. First, they can be good fun and motivating
activities. Second, it allows hesitant students to be more
confident in speaking since they do not have to take
responsibility for about they are saying. Third, they allow the
students to use a much wide range of language.14
3. The Roles of the Teacher
According to Harmer, in conducting speaking activities,
there are several roles for the teacher. Firstly, as prompter, a
teacher has a rule to help students who are often hesitate of what
they are going to say by offering discrete suggestion. The
teacher has the right to just leave the students in hesitation.
However, by prompting them supportively, the teacher can help
14 Jeremy Harmer, The Practice of English Language Teaching: Third Edition, (England,
Longman, 2001), p.271-274.
18
them to go out of frustration. Secondly, as a participant, a
teacher should get along with the speaking activities. Lastly, as a
feedback provider, the respond which the teacher gives to the
students is vital. Mostly, students have curiousity over the result
of what they have done, whether it is a well-done or not.
Therefore, the teacher needs to give the right feedback to their
couriousity.15
4. Assessing Speaking.
Speaking is complex skill requiring the simultaneous use of
different ability which often develops at different roles. According
to Nunan, a teacher can assess the students’ speaking by asking
some specific questions in the classroom in which engaging one-
to-one conversation.16 In order to assess students’ speaking skill,
there are several criterion which have to be assessed. The figure
below is The Student Oral Language Observation Matrix which is
consist of speaking assessment criteria that Nunan mentioned :
15 Ibid, p. 275-276. 16 David Nunan, (ed.), Practical English Language Teaching: Young Learners, (New
York: McGraw-Hill, 2005), p. 148.
19
Table 2.1 The Student Oral Language Observation Matrix17
CRITERIA 1 2 3 4 5
A. Comprehension Cannot be said to understand even simple
conversation.
Has great difficulty following
what is said. Can comprehend only social
conversation spoken slowly and with frequent
repetitions.
Understands most of what is said at slower-then-normal
speed with repetitions.
Understands nearly everything at normal speech.
Although occasional repetition may be necesary.
Understand everyday conversation
and normal classroom discussions.
B. Fluency Speech so halting and fragmentary as to make
conversation virtually impossible.
Usually hesitant; often forced into silence by
language limitations.
Speech in everyday conversation and classroom discussion
frequently disrupted by the student’s search for the correct manner of
expression.
Speech in everyday conversation and classroom
discussion generally fluent, with occasional lapses while the
student searches for the correct manner of
expression.
Speech in everyday conversation and
classroom discussions fluent and effortless;
approximating that of a native
speaker.
C. Vocabulary Vocabulary
limitations so extreme as to make
conversation virtually impossible.
Misuse of
words and very limited vocabulary.
Comprehenson quite difficult.
Student frequently
uses wrong words, conversation somewhat limited
because of inedaquate vocabulary.
Student
occasionally use inappropriate terms and/or ust
rephrase ideas because of lexical inadequacies.
Use of
vocabulary and idioms approximate
that of a native speaker.
D. Pronunciation Pronunciation
problems so severe as to make speech virtually
unitelligible.
Very hard to
understand because of pronunciation problems.
Must frequently repeat in order to make
him/herself understood.
Pronunciation
problems necessitate concentration on the part of the
listener and occasionally lead to misunderstanding.
Always
intelligible, although the listener is conscious of a
definite accent and occasional inappropriate intonation
patterns.
Pronunciation
and intonation approximate that of a
native speaker.
E. Grammar Errors in grammar and word order so
severe as to make speech virtually
unintelligible.
Grammar and word order errors make
comprehension difficult. Must often
rephrase and/or restrict him/herself to basic patterns.
Make frequent errors of grammar and word order that
occasionally obscure meaning.
Occasionally makes grammatical
and/or word order errors that do not obscure meaning.
Grammar and word order approximate
that of a native speaker.
17 Ibid, p. 149.
20
C. Speaking Board Game
1. Definition of Game
According to Sugar, game can be an effective technique of
teaching to present material and to assess that has been learnt in
which includes all of the students’ participation. It can also help the
students to maximalize their learning potencial. 18 In teaching
language, the teachers have limited time to teach each skill based
on the curriculum. Therefore, the teachers need to use techniques
which can be as efficient as possible. The techniques should be
able to be learnt by all the students and their each type of learning.
Games are seemly can provide those efficient-requirements.
It can satisfy all students’ learning type, since it can provide visual
experience for the visual learners, repeated episodes of question-
and-response for the auditory learners, and learning experience
through touch and interaction for the kinesthetic learners. 19
Furthermore, Sugar strengthen the statement that implementing
game in teaching can facilitate both types of learning; internal
learning and external learning.20 There are various outcomes that
the teacher can get through games. It is important to establish a set
of learning objectives, so that the teacher can evaluate how the
game met the teacher’s expectations. As Mayer and Harris state
that a properly selected game can be one of information resources
that can help to fulfill learners’ needs which was uncovered by the
old traditional classroom measures.21 Therefore, the teachers need
to select appropriate games and adjust the content with the material
and the skills that is taught.
18 Steve Sugar and Kim Kostoroski Sugar, Primary Games Experiential Learning
Activities for Teaching Children K-8, (San Fransisco: John Wiley & Sons, Inc., 2002), p. 4. 19 Ibid., p. 4-5. 20 Ibid, p.5. 21 Brian Mayer and Christopher Harris, Libraries Got Game: Alignes Learning through
Modern Board Games, (Chicago: American Library Association, 2010), p. 25-26.
21
Through games, there are several skills and abilities which
can be trained all within friendly and competitive game
environment. In addition to understand the classroom material, the
students can also understand the concept of rules, cooperative play
and winning and losing, they can also understand on how to solve
problems and how to strategizing.
2. Definition of Speaking Board Game
Games can help students to learn a English in a relaxe way.
It can give them motivation since the activities are amusing and
interesting. In the classroom activities, game be perform used in
personal, groups, or for the whole class. For this research, the
writer choose to play a game that is performed for groups where
allows students to have communication to other group members.
A board game is a game which is played in group. This
game has a set of rules that each player needs to obey. As Gobet,
Voogt an Retschitzki state that board game is a game which has a
certain rules. It limits the number of the pieces on a board, the
number of the position of the pieces, and the number of number of
the possible moves.22 The goal of this game is to go forward from
the ‘start’ square until the ‘finish’ square as fast as the player can.
It use a dice to control the amount of the players’ steps. The player
should throw the dice to determine how many steps they get based
on the amount of the dice dot. Each player needs to choose a
counter/pawn moved as the representation of the players. The
winner of this game is the one who be the first achieve the ‘finish’
square of the board game.
Speaking board game is a type of a board game in which
the game can expose students’ speaking skill. This game provides
22 Fernand Gobet, Alex de Voogt, and Jean Retschitzki, Moves in Mind: The Psychology
of Board Games, (New York: Psychology Press: 2004), p.2.
22
as many as opportunities for students to speak in English. Each
member of the group should communicate with other members by
the target language in order to complete the goal of the game based
on the content of the game. The contents of the game are usually
adjusted by the teaching material. Mostly, the contents are
representative of real- life stuation. The real-situation representation
can help the students to be more confident to speak in English. The
students would feel less pressure to be assessed by their teacher,
because they would just feel like playing. However, the students
would automatically produce the target language more than they
usually do in speaking class.
3. The Advantages of Speaking Board Game
Being able to communicate in the target language is one of
the main goal of language teaching. According to Chang and
Cogswell, board game provides an effective, low-anxiety, and fun
way atmosphere in language classroom. It can help the students to
learn practice their skill, and so, can help them build their
communication strategies to be applied to the real world. 23 By
using this game as a teaching technique, the students would
perform a communicative language activities. They would have
more time to practice to speak in English. Board game is flexible.
It can be used in various context of teaching themes. It can be
adjusted to the speaking content which is taught. The other benefit
is that board games can promote language learning through tasks.
23 Shelley Chang and Jenny Cogswell, Using Board Games in the Language Classroom
TESOL, Journal of Monterey Institute of International Studies, 2017, p. 1. (www.rtmsd.org)
23
D. Teaching Speaking by Using Speaking Board Game
In using game to teach, the students are able to get other
function of games besides mastering speaking skill. Mayer and Harris said
by using games they can get many life skills as follow; authentic
experience, student engagement, social and life skills, and higher-order
thinking as some goals in board games.24
Board game is kind of game that come from American
culture, but there are many board games that are well known by the
students. The examples of board games are snakes and ladder, Sudoku,
Scrabble, Monopoly and so on.
Within the teaching Process, as the treatments, the writer
modified some board games with Monopoly and Snake and Ladders
design adjusted with the material of the lesson. Everyone is familiar with
those kinds of board games. So, it makes easy to explain how to play the
game. This is the list of steps in using board games for teaching speaking;
1. The writer prepares the material to play the games like board,
dice, and counter.
2. The students are devided into groups consists of 4-5 members.
3. The writer lays the board games on the table for each group.
4. Each group should sit around the board game.
5. Each member has one counter to walk over the board game.
6. The students choose the first one to roll the dice.
7. The number in the dice decides how many columns that the
member should walk.
8. Each member takes turn alternately,
9. The students should make a sentence according to the word in
the column. The sentences have to related to the topic of the
lesson.
24 Brian Mayer and Christopher Harris, Libraries Got Game: Alignes Learning through
Modern Board Games, (Chicago: American Library Association, 2010), p. 12-16.
24
10. When all the member reach the finish column, all of the
groups’ member should combine the sentences they produced
into one complete story.
11. After the games ended, the students should send a
representator to tell their story in front of the class.
12. The students have to use English during the game.
E. Previous Relevant Studies
There are several studies which have conducted about teaching
speaking and using games as variables. First study was conducted by Fitri
Imas Mufidah from UIN Syarief Hidayatullah Jakarta. She conducted a
classroom action research entitled “Improving students’ speaking skill
through quartet card games” at First Grade Students of Budi Mulia Junior
High School Tangerang. The result of the study shows that the
implementation of quartet card games is successful to improve students’
speaking skill. Her study has several similarities with the writers’ research.
First, the skill which being focused is speaking skill and both research
using communicative game as a technique which is being implemented.
Second, both research collected the data based on qualitative data which is
strengthened by quantitative data.
However, there are also several diffirenciation of both research.
First, the grade of the subject in the research. Fitri implemented the
research for the first grade students, while the writer would implement the
research for the second grade students. Second, the type of game which is
used in the research. Fitri used the Quartet Card Game, while the writer
woul used Speaking Board Game.
The second research is a research from Juniati Nurkasanah of
Universitas Negri Yogyakarta who conducted a research entitled
“Improving the fourth grade students’ speaking skill through board games
at SDN 1 Pandak Bantul”. The similarities of this research and the writer’s
25
research is in the data collection technique. both research collect the
qualitative data supported by quantitative data. However, the writer does
not use questionnaries in the research as one of the instrument. Moreover,
the writer conducted the research for Junior High School students while
Juniati Nurkasanah conducted the research for Elementary School
students.
The results of the previous study above made the writer’ eager
increased to conduct this research. The writer would try to solve the
problems that occur in the classroom and help the students to improve
their speaking skill through speaking board games.
F. Theoretical Framework
Speaking is an interactive activity between two or more people
which each one has a role whether as the speaker or the listener to express
their ideas and opinions by using language. In teaching speaking, there are
many techniques that can be used to help improving students’ skill. One of
the techniques is by using communicative games.
Speaking board game is one of communicative games that can be
used as a technique in language teaching. Through speaking board games,
the students can explore their ideas and force themselves to use English in
interacting with other people in classroom activities.
By using speaking board games in teaching speaking, the writer
expects that the improvement of students’ speaking skill can be achieved.
Games can be used as a technique in teaching speaking to promote
speaking activities. Through speaking board game students can
communicate each other in English according to the instruction that they
must say. According to the statement of the problem above, this study is
conducted to find out how speaking board game improving students’
speaking skill.
26
G. Action Research Hypothesis
Action hypothesis which is proposed in this research has a formula
as follows: by using speaking board game in the process of teaching
English lesson can improve students’ speaking skill and students’ interest,
motivation, and confident in speaking English at the eighth grade students
of SMP Negeri 5 Tangerang Selatan.
27
CHAPTER III
RESEARCH METHODOLOGY
A. Method of the Research
In conducting this research, the writer used Classroom Action
Research as the method. According to Burns, action research can be an
effective way to evaluate our teaching skills and also to evaluate ourselves,
our classroom, and our students.1 Furthermore, Burns states that Acrion
research is a self-reflective, critical, and systematic for a teacher to explore
their teaching contexts.2 According to both definitions, action research is a
process of evaluating teaching and learning process which is conducted
systematically to solve some problems and making some improvements
which is related to the writer’s research.
In this research, the writer collected the qualitative data which is
supported by the quantitative data. The writer collected the qualitative data
through the observation of the teaching speaking process, interviews of
both participants; the English teacher and the students, and field note of all
the process of the implementation of the technique. The observation would
be served in the form of observation checklists which would be fulfilled by
the writer through the pre-observation and by the English teacher through
the process of the technique implementation. The interview would be
served in the form of interview transcript (of both participants; the English
teacher, and the students) of the pre- interview, during treatment, and post-
interview. The field note would be served in the form of description text of
the whole process of the implementation of the technique. In addition, the
1 Anne Burns, Doing Action Research in Language Teaching: A Guide for Practitioners,
(New York: Routledge, 2010), p. 1. 2 Ibid, p. 2.
28
writer collected the quantitative data from students’ pre-test and post-test
score to support the qualitative data.
This research would be conducted in some cycles to solve the
problems discovered in the teaching and learning process based on the pre-
observation and pre-interview.
B. Subject and Object of The Study
1. Subject of The Study
The subject of this research was the students at second
semester of 8th grade students of SMP Negeri 5 Tangerang Selatan
academic year 2017/2018. The writer choose class VIII.9 which
has the lowest score of speaking that is referenced by the English
teacher of SMP Negeri 5 Tangerang Selatan.
2. The Object of The Study
The object of this research was the use of Speaking Board
Game in improving students’ speaking skill.
C. The Types of Data
This research has two types of data; qualitative data and
quantitative data.
1. Quantitative Data
The writer collected the quantitative data in the form of students’
score during the pre-test and post-test.
2. Qualitative Data
The writer collected the qualitative data through interview,
observation and field note in the form of interview transcript, observation
checklist and describe the implementation of the action process and the
changes/improvement after implementing the action.
29
D. The Writer’s Role on The Study
The writer’s role in this research was as the teacher in the action phase
who taught speaking by using Speaking Board Game as a technique. The
English teacher has the role as the observer while the teaching is done by
the writer.
E. Place and Time of The Study
The writer conducted this research in SMP Negeri 5 Tangerang
Selatan. It is located on Jl. Mawar No 59, Komplek Pondok Kacang Prima,
Kelurahan Pondok Kacang Timur, Pondok Aren-Tangerang Selatan
15226. The time to conduct the research would be in the effective time of
teaching and learning in school.
Table 3.1
The Schedule of the Study
Activities
Month and Week
March April
1 2 3 4 1 2 3 4
Pre-implementation √
Instrument √
Cycle I √ √
Cycle II √ √
Post-Implementation √
F. Research Design
In Classroom Action Research, there would be some cycles the
writer needs to go through in order to gain significant improvement.
Although it is possible for the cycle to be finished in one try but it rarely
happens. Usually a teacher would discover problems in the lesson plans or
30
in the data of research subject, such as; there is no significant improvement
in students’ speaking skill. If there still no significant improvement after
the implementation of the technique, the writer have to do the next cycle
until the percetage of the students who achieve the minimum criterion.
The illustration of the cycle of the research could be seen in the
following figure;
Figure 3.1: Cyclical Action Research3
According to Burns, there are several phases of an action research;
1) Planning; in this phase, the researcher identifies problems or issues
existed in the field and develop a plan the action to solve the field
problems, and also expect what potential improvements you think
are possible happen through the action
2) Action; in this phase, the researcher implements the action which
has been planned. The implementation of the actions would be
done in a period of time.
3 Ibid, p. 9.
31
3) Observation; after implementing the action, the researcher would
observing the effect of the action systematically based on the data
that has been collected during the implementation of the action.
4) Reflection; at this point, the researcher would evaluate the effect of
the action and also describe the effects in order to explain what has
happened during the action, and so to get deeper understanding to
the problems. By doing reflection, the researcher can indicate the
successful of the action, so that the researcher would be able
whether to do further cycles or to stop the action.4
G. Research Procedure
In conducting the research, there are several phases which have to
be done as follows;
1. Pre-Interview and Pre-Observation
This is the first step of conducting this research in which the writer
determined the thematic concern of the research. The writer directly
observed the teaching- learning process in the classroom. Then, the
writer also had some interviews with the participants (the English
teacher and the students) about the existing problems in the teaching-
learning process. Based on the result of the observation and interview,
the writer classified the existing problems. In this phase, the writer
performs the pre-test to know students’ speaking skill before the
implementation of the technique.
2. Action
a. Planning
In this phase, the writer planned all the material and
instruments needed for the research to solve the problems
found in the process of pre- interview, pre-observation and pre-
test. First, the materials which planned to be implemented
were chosen based on the curriculum used in the school. The
4 Ibid, p. 8.
32
writer designed the game based on those materials. After
finalizing the material, the lesson plan was created to be the
guideline in teaching and implementing the game.
b. Action
After creating the lesson plan, teaching instruments, and
research instrument, the writer performed all of them by
becoming the teacher. In this phase, the implementation of
speaking board game performed by the writer as the technique
of teaching based on the lesson plan which has been discussed
with the real English teacher. After implemented the technique
in the first cycle, the writer performed post-test to get the result
of the implementation of the technique. This result became a
reference to the next phase.
c. Observation
In this phase, the writer and the teacher observed all the
data that had been collected from the previous phases;
interview transcript, observation checklist, field note and
students’ tests score. The writer observed the overall process
of the research based on the instruments which have been
collected.
The writer observed the English teachers’ opinion about the
teaching speaking process before and after the implementation
of the technique based on the interview transcript and the
observation checklist. As same as the teacher’ opinion, the
writer also observed the students’ opinion about the learning
speaking process before and after the implementation of the
technique based on the interview transcript and students’ tests
score. The writer also observed the field note which has been
wrote by the writer for the whole process of research.
33
d. Reflection
Based on the observation which has been done in the
previous phase, the writer evaluates the implementation of the
technique. In this phase, the write evaluate the effect of the
technique’s implementation. The writer and the English
teacher evaluate the whole process of the previous phase of the
research together. It is done to know whether the
implementation of the technique giving some possitive effects
for the students’ speaking skill or not. It can be analyzed based
on the students’ score. The improvement of students’ post-test
scores can be the indicator of the success of the
implementation. However, if there are no significant
improvements in students’ post-test score, the writer needs to
conduct next cycle until the post-test reach the criterion of
successful reasearch.
H. Instruments and Data Collection Technique
There are some techniques in collecting the data to gain both
qualitative and quantitative data in this research. The writer collected the
qualitative data from interview transcript, observation sheet and checklist,
and field note. In addition, the writer collected the quantitave data from
students’ pre-test ad post-test score.
1. Interview
To gain as many as information about the process of speaking
teaching and learning, the writer needs to perform an interview of
both participants; the English teacher and the students. The writer
needs to know participants’ opinion about the speaking teaching
and learning process to get to solve the problems appeared in the
process. Interview was done in un-structured form, it meant the
writer asked everything she needed to know without some
34
structured order. The teacher was asked about how she usually
taught speaking, what techniques she used and also how was the
achievement of the students. Here, the writer also asked which
class of the eighth grade where the students achieved not so good
result on their speaking test. By then, the writer decided that
particular class would be the subject of this study.
Besides interviewing the teacher, writer needed information
about teaching speaking from students’ point of view as well. Two
students from the chosen class were interviewed. The questions
were about how was the teacher teach daily, whether speaking was
taught consistently and their personal opinion about English and
speaking English. From this interview, the writer collected basic
information which later would be the base to see the improvement
after the game applied.
After the cycles had finished, the writer also did post-
interview to know the reaction from both teacher and students
toward the technique applied in class, and whether they were
interested to continue applying the technique in class or not.
2. Observation
Observation was done in two parts. First is pre-observation
where the writer personally visited the class to observe the
teaching- learning process before the implementation. Here, the
writer observed the situation in the classroom, students’ behavior
towards the lesson and also to make sure what problems existing
during the lesson. Second, the writer observed the same aspect
during the implementation of the technique. Together with acting
phase, the writer (who also acted as teacher) observed students’
behavior towards the new technique and later analyze whether
students acted differently from previous observation and used
English more after the technique applied. The points which the
writer observed is attached on Appendix 2.
35
3. Field note
Field note is used to record detailed information about the
teaching and learning process. The field note is used to record
information which is not covered by the observation. The observer
notes the students’ participation, the quality of students’
interaction, students’ enthusiasm, and the writer’s teaching during
the acting phase.
4. Test
This research provides three tests. Those tests are pre-test,
post test I and post-test II. Pre-test was conducted before the
implementation of the actions, post-test I was conducted after the
first cycle, and post-test II was conducted after the implementation
of the second cycle. The tests were presented in the form of
performance tests. The data of the pre-test and the post-test were
collected in the form of students’ score. The result of the post-tests
were calculated and compared with the result of the pre-test. The
writer assessed the students speaking performances using speaking
rubric which attached in Table 2.1.
Based on the speaking rubric, the writer converted students’
speaking skill score in order to make the calculation easier. The
formula is as follow;
I. Data Analysis Techniques
In analyzing the data, all of the data that are collected by using
observation, interview and test are analyzed. The steps of analyzing the
data are as follows;
Students’ speaking skill = 𝑺𝒕𝒖𝒅𝒆𝒏𝒕𝒔′𝑻𝒐𝒕𝒂𝒍 𝑺𝒄𝒐𝒓𝒆
(𝐶𝑜𝑚𝑝𝑟𝑒ℎ𝑒𝑛𝑠𝑖𝑜𝑛 +𝐹𝑙𝑢𝑒𝑛𝑐𝑦+𝑉𝑜𝑐𝑎𝑏+𝑃𝑟𝑜𝑛𝑢𝑛𝑐𝑖𝑎𝑡𝑖𝑜𝑛 +𝐺𝑟𝑎𝑚𝑚𝑎𝑟 )
𝑻𝒐𝒕𝒂𝒍 𝑴𝒂𝒙𝒊𝒎𝒖𝒎 𝑺𝒄𝒐𝒓𝒆 (𝟐𝟓) X 100
36
1. Organizing the Data
The qualitative data that has been collected from the
interview and also the observation were presented in the form of
description. The description was written chronologically from
pre-implementation up to post-implementation.
2. Verifying the Data
The quantitative data were gained from both pre-test and
post-test within each cycle. Before the writer started the first
cycle, the writer conducted a speaking test for the students in the
form of paired dialogue. Then, the writer gave scoring to each
student based on the speaking rubric which has been mentioned.
The result became the first quantitative data which later being
compared to the post-test I and post-test II.
After all the scores have been collected, the writer would
find the average of the students’ test result by using formula below;
M = Mean
∑x = Students’ total scores
n = Number of students
After knowing the average score of each test, it can be seen
whether there is some improvement on students’ overall scores.
Then, the writer need to identify the class percentage of
students’ score who pass the criterion minimum of competence
(KKM), so that, the writer can identify how successful is the
implementation of Speaking Board Game. To identify the criterion
minimum of competence, the writer use formula as follows;
P = the class percentage
F = total percentage
M = ∑𝑥
𝑛
P = 𝐹
𝑁 ˟ 100%
37
N = Number of students
Then, the writer needs to know the improvement of
students’ score within the pre- implementation and after the
implementation of the research. The formula that is used is as
follows;
P = percentage of students improvement
y = Pre-test result
y1 = post test result cycle 1
P = percentage of students improvement
y = Pre-test result
y2 = post test result cycle 2
3. Drawing Conclusion
The last was making the conclusion of research from
overall data gained.
J. Trustworthiness
To sustain the validity of the research result, the writer collects the data
which are derived from several techniques, those are, interview,
observation, and tests. According to Burns, in term of investigating the
validity, triangulation is one of the most used and the most successful
ways. The intention of triangulation is to collect various on the situation
being studied.5 In short, it can be synthesized that triangulation is using
several data collecting techniques to increase the validity of the data.
5Anne Burns, Collaborative Action Research for English Language Teachers,
(Cambridge University, 1999), p. 163.
P = 𝑦1−𝑦
𝑦 ˟ 100%
P = 𝑦2−𝑦
𝑦 ˟ 100%
38
K. Criterion of the Action Success
The successful of Classroom Action Research (CAR) is determined
by criteria. In this case, the research will be succeed when there is 75%
numbers of students that can achieve improvement scores from pre-test in
the first cycle up to post-test in the second cycle and/or the students can
pass the target score of the minimal mastery level criterion (KKM). The
KKM is 75 which adapted from the school agreement at SMP Negeri 5
Tangerang Selatan. The action of CAR will be stopped if the criterion of
the action success is achieved. However, if the criterion of the action
success is not achieved yet, the alternative action will be done in the next
cycle.
39
CHAPTER IV
RESEARCH FINDINGS
A. Research Finding
1. Pre-Implemetation of the Action
In this step, the writer tried clarify the field problems stated by
conducting some activities. First, the writer conducted a direct observation
concerning the English teaching and learning process of class VIII.9 in
SMP Negeri 5 Tangerang Selatan. Second, the writer conducted some
interviews from both perspectives of the English teacher and also the
students to find the field problems of the process of teaching and learning
speaking in the classroom. Third, the writer conducted pre-test to know the
basic of students score before the writer give an action through the
teaching and learning process.
a) Observation Result
The writer conducted observation in the classroom to observe the
whole situation of the classroom before implementing the action. The
observation was conducted on March 14th 2018. The description of the
observation can be seen in field note attached on Appendix E. The
writer observed three phases of the teaching and learning process of
both participants. The phases are pre-teaching, whilst teaching, and
post-teaching.
Pre-teaching
At the beginning of the teaching, the teacher greet the
students by saying “Assalamualaikum!”. The students
respond the greeting by saying “Waalaikumussalam!”.
Then, the teacher checked the students’ attendance list.
40
Afterwards, the teacher directly began the lesson without
giving motivation and explaining the goal of the lesson.
Whilst Teaching
There were three steps at this phase; presentation,
practice, and production that the writer observed. At the
step of presentation, the teacher give a brief explanation
about simple past tense. The teacher wrote down the
material to the whiteboard, so that the students have to copy
the formula of the sentence. The teacher also gave some
examples of the sentences and asked the students student
repeat after him. However, the teacher really lack of using
the media in teaching and learning. The teacher also did not
re-check whether the student understood the presenation or
not.
At the step of practice, the teacher asked the
students to fill the LKS. He asked the students to answer
the question about simple past tense. The teacher gave them
time to finish the LKS about 20 minutes. However, the bell
rang before the students finish the LKS. The teacher also
skipped the third step which is production, so that the
students did not get the opportunities to produce the
sentence.
Post-teaching
The teacher could not summarize the lesson, give
the conclusion of the lesson, and give more motivation to
the students because he does not have enough time.
41
b) Interview Result
After conducting the observation, the writer conducted interviews
to both the English teacher and some of the students. The interviews were
about the teaching and learning of English lesson in the classroom. The
interview was in the form of discussion with some prepared-questions but
later it escalated to some spontaneous questions.
As for the English teacher, the questions were mostly about how he
teaches speaking in class, what technique he uses, how he adjusts material
with the technique and also the problems he finds during speaking class.
Based on the interview, the writer found some problems related to
the teaching and learning process from the teacher’s point of view. The
teacher told he had an obligation to facilitate and to prepare the students to
pass the national examination. Therefore, he had to teach the materia ls for
national examination since the students were in grade VIII. Consequently,
he rarely taught speaking. He had to prepare everything needed (media,
equipment, etc.), so that it took much more time. In addition, the school
facilities did not support it. He also rarely used media to teach the students
and preferred using materials from books and students’ worksheet. The
teacher also told the problems related to the teaching and learning process
faced by the students. They were less active and still shy. The classroom
activities that the students usually did are practicing a conversation and
discussion. The interview transcript is attached in Appendix B.
Then, the writer also interviewed some students related to the
difficulties in learning English, the activities they usually did in the class
and their preferences in learning English. Based on the interviews, the
writer found that in the speaking activities the students had difficulties in
grammar and vocabulary. The students told that they do not know how to
say something in English correctly. They were shy and not confident to
speak up. They also told that they were seldom asked to make a
conversation and practice it in front of the class. The other classroom
activities were reading a text and answering some questions related to the
42
text. The students were also asked to repeat some expressions after the
teacher. The student said that the teacher rarely taught speaking and often
left the class, because he had a lot of things to do. The teacher also rarely
used classroom English to teach them. The interview transcript is attached
in Appendix 5.
c) Pre-test Result
After observing the classroom activity and interviewing the
English teacher and some students, the writer conducted the pre-test. The
result of the pre-test was in the form of score which supports the main data
in this study. The students do conversation in pair by the prompt paper
given by the writer. The criteria which were assessed are vocabulary,
pronunciation, grammar, comprehension and fluency. The maximum score
for each criterion was 5 and the minimum score was 1. The detail mean
score of the pre-test of all criteria is attached on Appendices 13. From the
pre-test score, the writer concluded that the students’ scores of each
criterion were low. The mean score of all criteria that the student got in the
pre-test was only 44.8. It was only 4 students from the total 29 students
who passed the KKM score or only 13.7% students who passed the KKM.
There still 25 students or 86.2% student who do not passed the KKM and
still got very low score.
Based on the result of pre-test, Speaking Board Game would be
implemented in form of action research to achieve the research successful
criterion. After the game implemented, students were expected to improve
in both score and their attitude toward English speaking.
43
2. The Implementation of Classroom Action Research
a. Cycle I
1) Planning
The first phase of Classroom Action Research is planning. The
writer as the teacher made a planning for the action based on the
problems faced by students toward speaking skill. The writer
determined the selected material and exercise into a lesson plan which
is then would be delivered in the impementation of the action. It is
hopes that those plan can help the teacher to achieve the goal.
Besides making the lesson plan, the writer also prepared the post-
test I to gain data to know whether there were significant improvement
of students’ post-test score after the implementation or not.
2) Acting
a) First Meeting
The action of the cycle 1 was begun on March 21st 2018.
The writer implemented the lesson plan that had been made in the
previous phase. In the first cycle, the material of the lesson is about
Recount Text and the topic is My Unforgettable Holiday. Before the
lesson started, the writer greeted the students and asked the student
to pray together. Then, the writer check the students’ attendance list.
Afterwards, the writer tell the students about the purpose of today’s
material. The writer also gave motivation to the students to learn the
material. Then, the writer show them a video related to the material.
The students were excited to watch the video because their English
teacher rarely use the projector whether to show video or song.
After the video stopped, the writer asked the students some
question about the video. Later on, the writer engaged the student to
make an example of a Recoun Text related to the topic. Some of the
students were still confusing and did some mistakes according to
produce the tenses. However, the writer saw improvement in
44
students’ enthusiasm to the lesson. The class became quite noisy
whenever the writer asked the students some question. It happened
because they were excited to answer the question, eventhough they
still shy and unconfident to speak up one by one.
Later on, the writer asked the student to their own
unforgettable holiday story. The writer let the students to use digital
dictionary in order to help them find a proper vocabularies to their
story.
b) Second Meeting
In the second meeting, the writer implemented Speaking
Board Game as a technique of teaching. At first, the students were
confused by the game because they have not play the game
especially in teaching and learning process. However, some of the
students were familiar with the game and often play the game
outside the classroom. Afterwards, the writer tell the students how to
play the game. Each of the student needed to make a simple past
tense based on the word in the column they stopped. They needed to
speak up the sentences. Afterwards, each group needed to combine
each sentence into one complete Recount Text. later on, the
representator of each group tell their story in front of the classroom.
They were seemed very confuse to play the game for the
first time, they also affraid of making mistakes through the
sentences. However, each of the student were actively participated to
the game. The writer came to each group to observe and also to help
them.
3) Observing
In this phase, the writer observed the students’ participation,
response, achievement and other things in the physical classroom. In the
first meeting, the writer realized that she had to do a lot of effort to
45
make the students become more active during the teaching and learning
process. Some of the students still unconfident and affraid of making
mistakes when answering the writer’s questions. Therefore, the writer
tried to give appropriate feedback to the student, so that the student
would feel more comfortable to the lesson especially in speaking.
In the second meeting, the writer saw that the students were stil
confused about the Speaking Board Game. Some of the students still
did some mistakes in producing the sentences. However, each of them
actively participated to the game and try to produce the sentence
correctly. The students’ enthusiasm also can be seen by the questions
which they gave to the writer during playing the game. The writer went
back and forth to help the student finishing the game.
After finishing the first cycle, the writer conducted post-test I in
order to know the students’ progress in speaking. Based on the score of
post-test I, there were some improvement of students’ speaking skill.
The detail mean score of each criterion of the post-test I is attached on
Appendice 13.
From the result of post-test I, it can be seen that the students’ mean
score improved significantly from 44.8 in the pre-test to 71.7. However,
the percentage of the student who passed the KKM were still not
achieve 75%. From the total 29 students, only 16 students who passed
the KKM. It was only 55% students who successful achieve the KKM.
So, there was still 45% students or 13 students from the total 29
students who unsuccessful achieve the KKM in first cycle.
4) Reflecting
In this phase, the writer analyze the students’ improvement and
achievement based on their test score. The writer also relfect the result
of the implementation of the modified action and decided whether to do
further action or not. The first cycle showed some progress and
improvement in students’ speaking skill, although the target is not
46
acomplished yet. In general, most of the studentscould understand the
material but some of them still unconfident to speak up.
Therefore, based on the reflection, it can be concluded to do the next
cycle in order to achieve the target. Thus, the new lesson plan for the
cycle 2 was formulated.
b. Cycle 2
1) Planning
The planning phase of the second cycle was implemented into a
lesson plan. It was aimed to change some parts that need to be revised.
First, the writer modified the Speaking Board Game. In the previous
cycle, there were not all column filled by word. It caused some of the
students do not have the opportunity to produce sentences. Therefore, in
this cycle, all the Speaking Board Game’s column were fully filled by
words, so that all of the students would have the opportunity to produce
sentences. Second, the writer change the metode of choosing the
representator of each group. In the previous cycle, the members of each
group choose the representator by themselves so only the chosen
representator would do more practice to speak up in front of the
classroom. therefore, in this cycle, the representator would be chosen
randomly, so that there is no one knows who would be the representator
of the group. This method made all of the students more practice their
speaking to get ready to tell the story in front of the classroom. Not only
the chosen representator.
The new lesson plan was still related to Recount Text. In this cycle,
the writer would give the students more time to practice their speaking.
The writer would make sure that each of the students confidently speak
up the language in the classroom, so that they will be able to tell the
story in front of the classroom. At the production stage, the writer
would choose the representator of each group randomly, so that each of
47
the group member need to do more practice to tell the story in front of
the classroom.
2) Acting
a) First Meeting
The action of the cycle 2 was begun on March 29th 2018. In this
cycle, the material is still about Recount Text. However, the topic is My
Happiest Birthday. As in the previous meeting, the writer showed a
video related to the material and the topic of the lesson. The students
excitedly watching the video. Some of them indeed repeat the words
from the video. After watching the video, the writer gave them deeper
explanation about the structure of the text and how to make a Recount
Text. Furthermore, the writer gave a direct example by telling them a
story of the writer’s happiest birthday. It was a good example by telling
them the writer’s own story, because they can directly know how to tell
their story, how to pronunce words, even how to expressing the
feelings.
b) Second Meeting
In this meeting, the writer use the Speaking Board Game related to
the topic. Because the students played the game in the previous
meeting, they responded more excitedly. They already know the rule of
the game and what to do about the game. However, the writer modified
some of the Speaking Board Game. Each of the column in the Speaking
Board Game were filled by words, so that the student would produce
more sentence and there would be no one missed the word. The
students played the game more seriously, because they need to compete
with other groups. However, it took more time for the students to play
the game and there was no time to call the representator of each group
to tell their story in front of the class.
48
c) Third Meeting
In this meeting, the writer gave a few minutes for all of the
students to practice their story telling. In the first cycle, the
representators of each group were chosen by the member. However, in
this cycle, the representators of each group were chosen randomly by
the writer. The writer gave number to each of the group member, so that
the writer called the representator by their number not by name. All of
the students needed to do enough practice because no one knows whose
number would be called. Afterwards, the representators of each group
worked hard for their groups. Some of the representator even added
some sentences using their own words. Those improvisation made the
story become more fun. The atmosphere in the classroom became more
comfortable for all of the students.
3) Observing
In this cycle, the students participation improved. In the first
meeting, there were more students who focused while the material was
being explained. The amount of the students who actively answer the
writer’s question also increased. They also actively speak up when the
writer asked them to. They became more confident to speak in English
during the teaching and learning process. As in the second meeting,
they made less mistakes in producing the sentence. The amount of the
students who called the writer to guide them also decreased. It indicates
that they comprehended the lesson. Each of the students actively
participated during the implementation of Speaking Board Game.
In the third meeting, the students did not complaint when the writer
decided to called the representator randomly. They just do more
practice. It indicates that they were confident to tell the story in front of
the classroom.
At the end of the cycle 2, the writer conducted post-test II. The
result of the post-test II showed more significant improvement
49
according to the students’ speaking skill. The total mean score of the
students improved significantly in the post-test II. It can be seen in
Appendices 13.
Based on the result of post-test II, it can be seen that the students’
mean score improved significantly from post-test I to post-test II. The
students’ mean score in post-test I was 71.7 while students’ mean score
in post-test II was 78.06. The students’ mean score increased 6.34 point
in the cycle 2. The percentage of the successful students also increased
from 55% up to 75%. In other words, the percentage of unsuccessful
students decreased from 45% to 25%.
In post-test II, the number of successful students who passed the
KKM was 22 students of the total 29 students. It means there was
significant improvement from the action in post-test I to post-test II. In
post-test I, the number of successful students was 16 students or 55%.
The number of unsuccessful students also decreased. From 13 students
(45%) in post-test I to 7 students (25%).
4) Reflecting
After getting the result of speaking test, the teacher carried out the
reflection of classroom action research (CAR). In this phase, the writer felt
satisfied that the implementation of Speaking Board Game had shown
significant improvement towards students’ speaking skill. Students’
vocabulary, grammar, pronunciation, fluency, and comprehension
improved significantly. It can be proven by the improvement of students’
score of pre-test, post-test I, and post-test II. In addition, the students
interest, motivation, and confident also showed significant improvement.
It can be proven by the post- interview and field note of post-action which
are attached in the appendices.
After reaching the minimum target of successful students’
percentage, the writer decided to stop the classroom action research
because it had shown successful result.
50
3. Post-Implementation of the Action
a. The Result of Post-Interview
1) Interview with the Teacher
After conducting the Classroom Action Research for about
five meetings, the writer conducted a post- interview to the English
teacher. The question is about the implementation of Speaking
Board Game which had been used as a technique of teaching in the
first and second cycle. The English teacher said that the technique
helped the students to expose their speaking. The technique also
helped improving students’ interest, motivation and confident
towards speaking. Each of the students actively participated in the
game. The classroom became noisy, but it was good since the
students spoke in full English. The teacher said that he had never
see students’ enthusiasm as the when they were taught by the
Speaking Board Game.
The improvement of the score also mesmerized the teacher.
The score proven that the students speaking skill improved after
the implementation of the technique. The teacher hoped that the
students’ enthusiasm would be as well as in the classroom action
research for the future teaching and learning process.
2) Interview with the Students
The second participant that being inteviewed was the
students. The were asked to give their opinion about the Speaking
Board Game. The students said that they really enjoy the game and
they hope the future teaching would be as fun as in the classroom
action research. Some of the students said that the implementation
of the technique had changed their mindset about English lesson.
They thought English as a very difficult lesson to be learnt and the
least subject matter they wanted to learn. However, after the
51
implementation of Speaking Board Game, they knew that learning
English can also be as fun and comfortable as playing a game.
Some of the students also still remembered the material that was
given in the action research spontaneously without the writer
asked. They loved the technique because it help the improving their
speaking skill. They were also mesmerized when they see they
score in pre-test, post-test I, and post-test II.
b. The Result of Post-Action Test
After finishing the cycle 1 and cycle 2, the post-test result was
calculated. Fisrt, the post-test I was calculated in order to know the
students’ score improvement from the pre-test to post-test I. There are
three steps of calculating the result. Those are calculating the students’
mean score of post-test I, calculating the percentage of students’
improvement score from pre-test to post-test I, and the percentage of
students who pass the KKM.
The students’ mean score of post-test I is 71.7. It proves that there
is significant improvement from the mean score of pre-test. It could be
seen from the mean score of pre-test which is 44.8 to the mean score of
post-test I which is 71,7. The students’ improvement of mean score in
pre-test and post-test. The percentage of the improvement is 60%. The
percentage of successful students who pass the KKM in post-test is
55%. It increased from the percentage of successful students in pre-test
which is 13%. It means, in the pre-test, there were only 4 students who
pass the KKM and 25 students unsuccessfully pass the KKM while in
post-test I, the number of successfull students is 16 and the number of
unsuccessful students is 13.
Furthermore, in cycle 2, the writer also calculated the students
score to know whether is there any improvement in post-test II or not.
The calculation is the same as the previous calculation. The writer need
52
to calculate the students’ mean score of post-test II, the percentage of
students score improvement, and the percentage of successful students
who pass the KKM. The students’ mean score in post-test II is 78 while
the students’ mean score in post-test I is 71.7. Furthermore, there is
improvement between the students’ mean score in post-test I and post-
test II. The improvement of the mean score of post-test II improved by
8.7% from the post-test I. It can be seen in Appendices 13 that the
percentage of the students who successfully pass the KKM in post-test
II is improved to 75% while the percentage of the successfull students
in post-test I is 55%. The percentage of unsuccessfull students also
decreased from 45% in post-test I to 25% in post-test II. In short, the
result of test can be obviously seen in the table below.
Table 4.1 The Comparison Score of Each Test
Category Pre-test Post-test I Post-test II
Maximum 76 84 88
Minimum 24 56 68
Mean 44,8 71,7 78
Figure 4.1 The Improvement of Students’ Mean Score
44.8
71.778
Students' Mean Score
Chart Title
Pre-test Post-test I Post-test II
53
Based on table 4.4 above, it can be seen that the students’ mean score
in pre-test is 44.8. The minimum score in pre-test very low which is 28. The
score is very low because the gap with the KKM score is quite far. The gap
point of the minimum score is 47 at least to achieve the KKM. As well as the
maximum score in pre-test in which 76. However, in post-test I, there is
significant improvement according to students’ mean score, as well as
students’ minimum and maximum score. The students’ mean score in post-
test I is 71.7 which improved 60% from the pre-test mean score. The
students’ minimum score also increased to 56 and the students’ maximum
score increased to 84. In the post-test II, the improvement of students’ mean
score was also shown. The students’ mean score increased to 78 or improved
8.7% from post-test I. The minimum score that the students got in post-test II
also improved to 68 and the students’ maximum score increased to 88.
B. Research Interpretation
1. Pre-Implementation the Action
a. The Result of Pre-Interview
Based on the data gained from the interview of both participants;
the English teacher and the students, it can be concluded that the
students had lack of speaking skill. They had lack of vocabulary,
grammar, pronunciation, fluency and comprehension which is the basic
aspects of speaking. They also have lack of interest, motivation and
confident to speak English in the classroom. Therefore, the writer had
to find and effective teaching technique to solve the students’ problems.
Speaking Board Game is a technique that is applied in the teaching
and learning during the research to solve the students’ problems
because it can expose students’ speaking skill in the classroom.
54
b. The Result of Pre-Observation
Before implementing the action, the writer observed the process of
teaching and learning in the classroom. the observation result shows
that the students were not given enough chances to practice their
speaking in the classroom. The technique that the teacher used was also
monoton and make the classroom atmosphere seem to be boring. The
technique does not give chances to the students to participated actively
in the process of teaching and learning. Therefore, the writer need to
find an effective technique that could build comfortable classroom
atmosphere as well as provides students to expose their speaking in the
classroom. The writer should find a technique to engage students to be
active in the teaching process.
c. The Result of Pre-Test
Before the writer implement the technique, the writer conducted a
pre-test in order to know the students’ basic speaking skill. There were
29 students of class VIII.9 in SMP Negeri 5 Tangerang Selatan. From
the test result, there were only 4 students who pass the KKM which is
75. It means only 13% students who successfully pass the KKM and
there were still 25 students who unsuccessfully pass the KKM or 87%
of the total 29 students. The minimum and the maximum score were
also very low. The students’ minimum score in pre-test was only 28
while the students’ maximum score was 76.
2. The Implementation of Classroom Action Research
a. Cycle 1
The lesson plan for two meetings was made in the planning phases
based on the existing problems found in the pre- interview and pre-
observation. The writer act as the teacher and implemented the
technique based on the prepared lesson plan. In the first meeting, the
writer presented a video about Recount Text. The topic of the meeting is
55
My Unforgettable Holiday. At the beginning of the lesson, the writer
gave detail explanation about the material. Then, the writer asked the
students some question related to the material that has been taught in
order to make sure that students understand the explanation.
Afterwards, the writer asked the students to produce some sentences
related to the text by their own words and experiences.
In the second meeting of the first cycles, the writer implemented
Speaking Board Game to facilitate the students to be actively speaking
during the classroom. The game were played in group of 4-5 students.
Each of the students picked a pawn/counter as their representative on
the board game. Through the game, the students were trained to expose
their speaking. The students needed to make a sentences orally once
their pawn/counter stop in a column which has a word within. The
sentences were related to the topic of the meeting. After they achieve
the finish column, they needed to combine all sentences they said into
one complete story. One representator of each group have to come tell
the story of their group in front of the classroom. However, there were
only few groups which can tell their story because the time was out.
After implementing the Speaking Board Game in the first cycle, the
writer conducted post-test I to know whether there were improvement
before and after the implementation or not. The result shows less than
75% of the students who pass the KKM, so that, the writer decided to
do further action in the cycle 2.
b. Cycle 2
In this cycle, there were some parts that need to be revised.
The writer modified some parts of the Speaking Board Game
became all of the column was filled by word. The writer modified
the Speaking Board Game in order to make each of the students
actively participated in the game, because in the previous cycle,
56
there were some students who did not produce sentences since their
pawn did not stop in the filled column. The writer gave more time
for the students to practice their story telling. The wirter also
modified the way of calling the group’ representator.
In the first meeting of cycle 2, the writer showed a video
related to Recount Text. However, the topic in this cycle is My
Happiest Birthday. As in previous cycle, the writer gave detail
explanation about the material and asked some question related to
the video and the material which has been taught. The writer gave
more time for the students to speak up in the classroom. The writer
also gave more feedback, so that, the students would feel
comfortable and be confident to speak up. At the end of the first
meeting in this cycle, the writer asked the students to make a
Recount Text with their own words based on their own experience
related to the topic.
In the second meeting, the writer implement Speaking
Board Game as a teaching technique. The Speaking Board Game
used in this cycle was a bit different from the previous one, because
the writer filled all of the column with word, so there would be no
students who do not produce sentences.
In the third meeting of this cycle, the writer modified the
way of calling the representator of the group. The writer gave each
of the group member a number, so that the writer would call them by
their number randomly. So, no one knows who would be called to
tell the story in front of the class. The writer gave more time to each
of the students to practice. When the writer called the representator
of the group, they did not complaint because they seem ready to tell
the story. Some of the students even did improvisation to the story
57
and add some funny expression to the build the story. The
atmosphere of the classroom became more comfortable and fun.
3. Post-Implementation of the Action
a. The Result of Post-Interview with the Teacher
After implementing the action in two cycles, the writer interviewed
the English teacher to know his opinion about the action. The teacher was
mesmerized by the students’ improvement of enthusiasm to the lesson.
The teacher satisfied with the result of the research. The teacher said that
he would obviosly used Speaking Board Game in the future whenever he
want to assess students’ speaking skill.
b. The Result of Post-Interview with the Students
The second participant whose being interviewed were the students.
They said that Speaking Board Game changed their mindset about
English lesson. They used to think English as a very difficult subject
matter. However, they now know that learning English could be as fun as
they do in the action. They also said that they would be glad if the
teacher use Speaking Board Game for the future teaching. They also said
that it is easier for them to comprehend the material by using Speaking
Board Game.
c. The Result of Post-test I
The mean score of post-test I is 71.7. It mean that the improvement
from pre-test was 60%. The minimun score of the students in post-test I
is 56 while the maximum score of the students in post-test I is 84. The
percentage of successful students who pass the KKM is 55% or 16
students from the total 29 students. However, the percentage of
successful students were still less than the target which is 75%. There
were still 13 students who unsuccessfully pass the KKM or 45% of the
58
total students. Therefore, the writer decided to do the next cycle in order
to reach the target.
d. The Result of Post-test II
The mean score of post-test II is 78 while the mean score of post-
test I is 71.7. It proves that the action in first cycle to the second cycle
improved 8.7%. The minimum score of post-test II is 68 while the
maximum score of post-test II is 88. The percentage of the successful
students who pass the KKM also improved to 75%. 22 students of the
total 29 students successfully pass the KKM in post-test II. The
percentage of unsuccessful student also decreased to 25%. It means that
the target of reaching 75% for the percentage of successful students has
been accomplished. The writer decided to stop the research.
59
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
The test result that shows the percentage of the students who
passed the minimum score (>75) improved up to 75%. In the pre-test,
there was only 13% students who passed the KKM (only 4 students of the
total 29 students). The persentage improved significantly in the post-test I
to 55% (16 student of the total 29 students). However, it was still not
achieve the minimum percentage to indicate the success of the research. In
the post-test II, the percentage of the students who passed the KKM
improved to 75% (22 students of the total of 29 student). The
improvement of students’ mean score from pre-test to post-test I was 60%
(from 44.8 in pre-test to 71.7 in post-test I). The improvement of students’
mean score from post-test I to post-test II was 8.7% (from 71.7 in post-test
I to 78 in the post-test II).
Furthermore, Speaking Board Game improved students’ speaking
skill by giving the students chance to converse in English by telling their
experiences. The game is also in the form of competition, thus it gives the
students motivation to win and to keep talking in English during the
lesson. Two cycles of CAR with several times playing the game
successfully improved students’ speaking skill.
B. SUGGESTION
After conducting the research, the researcher gives several
recommendations for the English teacher, the students, and other
researchers.
60
1. For The English Teacher
It is suggested to English teacher, especially in the speaking
activities to build a comfortable atmosphere and encourage the
students to speak English. Teacher also needs to apply activities
which make the students confident to speak English. In the
activities which work on fluency, teacher should let the students
speaking even they have mistakes without any interruption (i.e.
giving feedback or correction). While in the activities which work
on accuracy, teacher may give feedback or correction to the
students’ mistakes directly or indirectly. In the speaking activities
teacher should properly give the students model of the language as
the input, which was in the spoken form. After presenting the
model of language teacher should also provide adequate practices
before going to the production stage. In applying speaking
activities teacher should consider which activities that engage the
students’ participation and give the students more chance to speak.
Communicative games are the example of activities which attract
the students and engage them to speak up.
2. For The Students In English lessons
It is suggested that students should actively participated to
the learning process in the classroom and give positive
contribution, so they can get effective learning. They also need to
be aware of their own needs and find additional materials from any
sources. To be a fluent speaker students should attempt to get more
confidence and do not have to be afraid of making mistakes. On the
other hand, the students also need to pay attention to their
performance, so they can speak more accurately.
61
3. For Other Researchers
It is suggested for other researchers who will conduct the
similar research to improve and explore other kinds of teaching
speaking techniques. If they would try to use board games to
improve speaking skills, it is suggested to vary the topics and make
the board games in more professional and sophisticated form, for
example making them in 3D version with complicated routes to
make them more attracting and challenging. To conduct research
which 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).
62
REFERENCES
Alderson, J. Charles, and Lyle F. Bachman, (eds.). Assessing Speaking. United
Kingdom: Cambridge University Press. 2004. Brown, H. Douglas. Language Assessment-Principle and Classroom Practice.
Retrieved from https://library1.org.
Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy. Second Edition. Retrieved from https://library1.org.
Burns, Anne. Collaborative Action Research for English Language Teachers. Cambridge University. 1999.
Burns, Anne. Doing Action Research in Language Teaching: A Guide for Practitioners. New York: Routledge. 2010.
Chang, Shelley and Jenny Cogswell. Using Board Games in the Language
Classroom. Journal of Monterey Institute of International Studies. 2017. Retrieved from (www.rtmsd.org)
Dewi, Ratna Sari, et al. Using Communicative Games in Improving Students’ Speaking Skills. Journal of Canadian Center of Science and Education.
Vol.10, 2017. Gobet, Fernand, et al. Moves in Mind: The Psychology of Board Games. New
York: Psychology Press. 2004.
Harmer, Jeremy. How to Teach English New Edition. England: Pearson Education Limited. 2007.
Harmer, Jeremy. The Practice of English Language Teaching: Third Edition. England: Longman. 2001.
Mayer, Brian and Christopher Harris. Libraries Got Game: Aligned Learning through Modern Board Games. Chicago: American Library Association.
2010.
Nunan, David. Teaching English to Speakers of other Language: An Introduction. New York: Routlegde. 2015.
Nunan, David. (ed.). Practical English Language Teaching: Young Learners. New York: McGraw-Hill. 2005.
63
Richards, Jack C. Communicative Language Teaching Today. New York:
Cambridge University Press. 2006. Richards, Jack C. Teaching Listening and Speaking: From Theory to Practice.
New York: Cambridge University. 2008.
Sugar, Steve and Kim Kostoroski Sugar. Primary Games Experiential Learning Activities for Teaching Children K-8. San Fransisco: John Wiley & Sons, Inc. 2002.
Ur, Penny. A Course in Language Teaching: Practice and Theory. New York:
Cambridge University. 1996.
65
sYLLABUS
66
KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)
PPEERRAANNGGKKAATT PPEEMMBBEELLAAJJAARRAANN
SSIILLAABBUUSS PPEEMMBBEELLAAJJAARRAANN
Mata Pelajaran : Bahasa Inggris.
Satuan Pendidikan :
Kelas/Semester : VIII/1
Nama Guru : Dwi Widodo, S.Pd
NIP /NIK : 198207182014111002
Sekolah : SMPN 5 KOTA TANGSEL
67
SILABUS PEMBELAJARAN
Sekolah : SMPN 5 KOTA TANGERANG SELATAN
Kelas : VIII (Delapan )
Mata Pelajaran : Bahasa Inggris
Semester : 2 (Dua)
Standar Kompetensi : Berbicara
1. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
10.1 Mengungkapkan makna dalam teks l isan
fungsional pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar
dan berterima untuk berinteraksi
dengan lingkungan sekitar
1.Teks fungsional
pendek :
- Notices
- Iklan
2. Tata Bahasa
- Imperatives
- Comparison
3. Kosakata
- Kata terkait tema
dan jenis teks
1. Review kosakata dan ungkapan yang
digunakan dalam teks fungsional pendek terkait
materi
2. Membuat kalimat sederhana
untuk:
- Memberi
perhatian
(Notice)
1. Mengungkapkan secara l isan teks fungsional :
- Pengumuman
- Undangan
- Pesan singkat
2. Bertanya dan menjawab secara l isan berbagai
info dalam teks pengumuman, undangan, pesan singkat
Unjuk kerja
Uji petik
berbicara
1. Give suitable notices based on the
pictures
2. Make simple advertisments based on
the pictures
4 x 40 menit
1. Buku teks yang relevan
2. Gambar
terkait materi dan topik
3. Benda sekitar
4. Teks bentuk
khusus:
- undangan
- pengumuman
- pesan singkat
68
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
10.2 Mengungkap kan makna
dalam monolog pendek sederhana dengan
menggunakan ragam bahasa lisan secara
4. Ungkapan baku
- attention, please
1.Teks monolog
berbentuk recount
dan narrative.
2.Ciri-ciri kebahasaan
- Menarik
seseorang
membeli /
menggun-
akan
produk terten-
tu
3. Membahas gambit-gambit
yang sering muncul dalam teks fungsional
terkait
4. Membuat secara l isan:
- Notice
- Iklan
1. Review kosakata dan tata bahasa terkait jenis teks recount dan
narrative dngan tema yang dipil ih
2. Membuat kalimat
- Melakukan monolog
pendek sederhana
dalam bentuk
narrative dan recount
Unjuk kerja
Uji Petik
berbicara
1. Tell us briefly what you did yesterday
2. Retell a story that you know very well.
8 x 40 menit
1.Buku teks
yang relevan
2.Gambar yang
relevan
3.Benda sekitar
4. Buku cerita
69
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
akurat, lancar, dan berterima untuk berinteraksi
dengan lingkungan sekitar dalam
teks berbentuk recount dan narrative
teks narrative dan
recount.
3.Langkah retorika
teks narrative dan
recount.
4. Tata Bahasa
- Simple Past tense
- Past continuous
tense
- temporal
conjuntions
- Connective words
- Adverbs
- Adjectives
5.Kosa kata
- kata terkait tema
dan jenis teks
6.Ungkapan baku
- Really?
sederhana secara l isan terkait ciri -ciri kebahasaan teks
recount dan narrative
- simple past
- past continuous
- temporal
conjunctions
- connective words
- adverbs
- adjectives
3. Melakukan percakapan terkait kegiatan
yang dialami atau cerita populer di
kotanya menggunakan gambit-gambit yang sesuai.
Contoh: Really?
That’s terrible!,
3. Tell a story
based on the
series of a
pictures
given.
dalam bahasa
Inggris
70
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
- That’s terrible
- How Then ?
How then?,
First,...., then....,
finally...
4. Menceritakan kembali kegiatan /
pengalaman atau teks narative yang pernah didengar
Menceritakan
berdasarkan
foto atau
Gambar cerita
populer.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
71
OBSERVATION
CHECKLIST
72
Observation Checklist
Students’ Activities in Pre-Observation
Class : VIII.9 Date : March 14th 2018
Observer : Tri Hanifah Agustina (The Writer) Time : 09:40 - 11:00
No Students' Activities Yes No Description
A. Pre – teaching
1. The students respond to the greeting. √
2. The students pay attention to the explanation.
√ There was no explanation
B. Whilst teaching
Presentation
3. The students are ready to learn. √ Some of the students
still talk to each other
4. The students pay attention on the explanation. √
5. The student are interested in the media which is used.
√ There was no media used.
6. The students understand the presentation. √ the teacher did not check the students’
understanding
Practice
7. The students practice the language function in pairs.
√
8. The students ask questions when they do not understand.
√
Production
9. The students produce the sentences orally √
10. The students speak English during the lesson. √
11. The lesson keeps the students’ interest until
the end.
√
12. The students who are weaker in English can take part without being frustated.
√
13. All of the students parcipates in the lesson. √
C. Post-teaching
14. The students reflect the learning √
73
Observation Checklist
Students’ Activities in the Implementation of Cycle 1 (Meeting 1-2)
Class : VIII.9 Date : March 21st – 22nd 2018
Observer : Tri Hanifah Agustina (The Writer) Time : 09:40 - 11:00
No Students' Activities Yes No Description
A. Pre – teaching
1. The students respond to the greeting. √
2. The students pay attention to the explanation. √
B. Whilst teaching
Presentation
3. The students are ready to learn. √
4. The students pay attention to the explanation. √
5. The student are interested in the media which is used.
√
6. The students understand the presentation. √
Practice
7. The students do practice in pairs. √
8. The students play the game excitedly - - Some of them still
confused
9. The students understand how to play the game √ Most of them were
familiar with the game
8. The students ask questions when they do not understand.
√ But they used Bahasa Indonesia
Production
9. The students produce the sentences orally √ Some them still unconfident to speak up
10. The students speak English during the lesson. √
11. The game keeps the students’ interest until the
end.
√
12. The students who are weaker in English can take part without being frustated.
√
13. All of the students parcipates in the game. √ But some of them did not stop in filled column
C. Post-teaching
14. The students tell their own story in front of the classroom
√ Only the representator of the group
15. The students reflect the learning √
74
Observation Checklist
Students’ Activities in the Implementation of Cycle 2 (Meeting 3-5)
Class : VIII.9 Date : March 29th - April 5th 2018
Observer : The Writer Time : 09:40 - 11:00
No Students' Activities Yes No Description
A. Pre – teaching
1. The students respond to the greeting. √
2. The students pay attention to the explanation. √
B. Whilst teaching
Presentation
3. The students are ready to learn. √
4. The students pay attention to the explanation. √
5. The student are interested in the media which is used.
√
6. The students understand the presentation. √
Practice
7. The students do practice in pairs. √ They have more time to practice
8. The students play the game excitedly √
9. The students understand how to play the game √
8. The students ask questions when they do not
understand.
√ Some of them speak in
English
Production
9. The students produce the sentences orally √
10. The students speak English during the lesson. √
11. The game keeps the students’ interest until the end.
√
12. The students who are weaker in English can take part without being frustated.
√
13. All of the students parcipates in the game. √ Each of them made sentences toward the
filled column
C. Post-teaching
14. The students tell their own story in front of the classroom
√ Only the representator of the group
15. The students reflect the learning √
75
75
FIELD NOTE
76
76
Field Note 1
Pre-Observation
Wednesday, March 14th 2018
W : The Writer
ET : English Teacher
S : Students
At first, W followed ET to come to the classroom. Then, ET introduced W to S and told
them the purpose of W’s coming. Afterwards, ET let W to sit at the corner of the classroom
and observe the process of teaching and learning.
ET then greeted S. He checked S’s attendance list. Later on, the ET asked S to open their
LKS “coba buka LKS kalian halaman 52”. The topic of that meeting was about simple past
tense. The ET said that the topic had been taught in the previous meeting “ada yang masih
inget rumus dari simple past tense?”. Then, some of S answered “lupa pak, hehehe”.
“haduh.. gimana sih kamu ini? Baru minggu kemarin loh dijelasin.” Then, ET explained the
material in brief, so that the S can remember the topic which had been explained. However,
ET only focused on the LKS and did not use any other media besides the whiteboard and the
marker. The ET also gave some examples of the sentences. Then, ET wrote down some verbs
on the whiteboard and called out some S’s name to make examples of simple past tense based
on the words. However, ET did not give opportunities for S to have a try to produce a
sentence orally. The ET only provided the S to produce the sentence in written forms.
Afterwards, ET asked the S to make 20 examples of simple past tenses and gave them about
40 minutes to finish the tasks. Unluckily, the bell rang before the S finished they task. So, ET
gave them more time to collect the task in the next meeting. Then, ET closed the meeting
without summarizing the topic of the meeting.
Field Note 2
Cycle 1 – Meeting 1
Wednesday, March 21st 2018
W : The Writer
ET : English Teacher
S : Students
W came to the class and greeted S. S responded to the greeting with shyness. Then, W
said “eh, kok malu-malu jawabnya? It’s okay to respond in English since we are in English
classroom now.” Then, W repeat the greeting in hope the S would respond the greeting in
English by saying “how are you today?”. The S, then, responded the greeting in English “I
am fine, thank you. And you?”. W responded to S’s greeting, “ I’ve never been better”. Then,
W told the S what topic which would be learnt on that day’s meeting to S. The topic was My
Unforgettable Holiday which is a type of Recount Text. Further, W gave motivation to S by
mentioning the advantages of the topic they would learn and told the purpose of the topic.
Then, W showed a video related to the topic. The S seemed very axcited to watch the
video, because that was the first time they watch video during teaching and learning process.
After watched the video, W asked S some question related to the video. Some of S can
answer the question, eventhough they still used Bahasa Indonesia to answer the question.
Later on, W gave more detail explanation about the Recount Text; the general structure of the
text, the characteristics of the text, function of the text etc. Afterwards, W gave some
example of the text. then, W asked S whether is there any question or not to make sure that S
understood the material given. Then, W asked S to make one complete text based on their
77
77
own experiences related to the topic in form of written text. W gave that task in order to make
sure that S understood the material. However, W did not engage S to speak up the story yet,
because it was only the introduction to the topic. W would implemented Speaking Board
Game in the next meeting in order to expose students’ speaking skill.
Field Note 3
Cycle 1 – Meeting 2
Thursday, March 22nd 2018
W : The Writer
ET : English Teacher
S : Students
In the second meeting of the action phase, W implemented speaking board game as the
technique of teaching in order to help the S to train their English speaking. W devided S into
7 groups consisted of 4-5 students. Each group were given a board game related to the topic.
Each board game consisted of a board game itself, a dice, and 4-5 pawn/counter. As common
board games, speaking board game has set of rules which has to be obeyed by the players.
They needed to roll the dice alternately and move based on the number the dice shown. Each
player who stopped in a filled column had to say a sentence (simple past or past continous
tense) based on the word in the column which the sentences would be combined to be one
complete Recount story of the group after each player reach the finish column. Then, each
group had to send their representator to tell the story in front of the classroom. Each player
who reach the finish column first was the winner of each group and got a reward from W.
The enthusiasm of S while playing the game was shown in this meeting. Each of the
group member actively participated to the game. However, since the column of the speaking
board game was not filled by word, not all S got to say a sentence. In addition, the
representator of the group was choosen by the member, so that, most of the representator
were S who had higher English score than other member. It seemed unfair since S with lower
score also need to be able to produce the story orally and train their confident.
Field Note 4
Cycle 2 – Meeting 1
Thursday, March 29th 2018
W : The Writer
ET : English Teacher
S : Students
As in the first meeting of cycle 1, W showed a video related to the type of the text. The
text that learnt of the meeting was still a Recount Text. However, the topic was My Happiest
Birthday. After W showed the video, W asked S to make a conclusion of the video. In this
meeting, S were more active in responding to W’s orders. Some of S showed that they were
more confident to speak up when W asked them questions. However, there were still some
mistakes, but it was still can be received. Later on, W asked S to practice in pairs and tell
their own story to their pairs alternately related to the topic. Then, W called out some
students’ name to tell their story to W. They seemed unconfident at first. However, W tried to
give appropriate feedback, so that they would feel comfortable to tell the story.
78
78
Field Note 5
Cycle 2 – Meeting 2
Wednesday, April 4th 2018
W : The Writer
ET : English Teacher
S : Students
In this meeting, W implemented speaking board game as in the previous cycle. However,
W modified the board game. In the previous cycle, there were only few column which was
filled by word. It caused some of the S who did not stop in filled column, could not produce a
sentence. Therefore, in this cycle, W modified the game into fully filled column. So, each of
the S had to produce a sentence. They played the game more excitedly than the previous
cycle, because they already know how to playe the game. The class became noisy with their
speaking. Some of the S even asked some question to W using English. They explored their
vocabularies, because W allowed them to use digital dictionary to help them find suitable
vocabularies to the sentence. At the end of the meeting, W told them that W also modified the
way of choosing the representator of each group. They could not choose their own
representator because W would choose the representator randomly. Therefore, each of the
group member need to practice more to tell their story in front of the classroom.
Field Note 6
Cycle 2 – Meeting 3
Thursday, April 5th 2018
W : The Writer
ET : English Teacher
S : Students
As W had told the S in the previous meeting, each representator of the group had to tell
the story of their group in front of the class. However, in this meeting, the representator was
chosen randomly. W gave number to each of the group member. The number W called would
then be the representator of each group. However, W gave them more time to practice their
story telling and also their confidence. Later on, when W called the representator, they
seemed ready to tell the story. Some of them even did some improvisation to the story that
make the story more interesting. Moreover, some of the representator added appropriate
expresion in expressing the even of the story they shared. After seeing the enthusiasm of the
S, W gave them all reward to apreciate their hard work on the task.
79
Interview
guidelines
80
INTERVIEW GUIDELINES
A. Pre-Implementation
Teacher’s Interview
1. Bagaimana proses pembelajaran
Bahasa Inggris di kelas VIII SMP
Negeri 5 Tangerang Selatan?
2. Apa saja kesulitan yang dihadapi?
3. Skill apa yang paling sulit untuk
diajarkan?
4. Bagaimana pembelajaran speaking
dikelas?
5. Metode apa yang digunakan untuk
mengajar speaking?
6. Media apa saja yang digunakan
dalam kegiatan belajar mengajar?
7. Bagaimanakah respon siswa
terhadap pembelajaran bahasa
Inggris?
Students’ Interview
1. Apakah tanggapanmu mengenai
pelajaran Bahasa Inggris?
2. Apakah kesulitan yang dihadapi
dalam belajar Bahasa Inggris?
3. Bagaimanakah kegiatan
pembelajaran speaking di kelas?
4. Bagaimanakah proses
pengambilan nilai speaking?
5. Media apa saja yang sering
digunakan guru saat
mengajarkan speaking?
6. Apa harapanmu terhadap
pembelajaran Bahasa Inggris?
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INTERVIEW GUIDELINES
B.Post-Implementation
Teacher’s Interview
1. Bagaimakah pendapat bapak
mengenai penerapan Speaking
Board Game dalam proses
pembelajaran di kelas VIII.9?
2. Apakah siswa menunjukkan
ketertarikan yang lebih terhadap
pelajaran bahasa Inggris selama
proses penerapan teknik
permainan tersebut?
3. Apakah siswa menunjukkan
peningkatan dalam kemampuan
berbicara bahasa Inggris setelah
diterapkannya Speaking Board
Game sebagai teknik
pembelajaran?
4. Apakah bapak akan
menggunakan teknik yang sama
dalam proses mengajar dimasa
yang akan datang?
Students’ Interview
1. Bagaimana pendapatmu
mengenai Speaking Board
Game?
2. Apakah kamu masih mengalami
kesulitan dalam mempelajari
Bahasa Inggris dikelas setelah
belajar dengan menggunakan
Speaking Board Game?
3. Bagaimanakah pendapatmu
tentang pelajaran Bahasa Inggris
setelah belajar sambil bermain
Speaking Board Game?
4. Apakah kamu setuju jika guru
menggunakan teknik yang sama
dalam pembelajaran dimasa
yang akan datang?
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INTERVIEW TRANSCRIPT
83
INTERVIEW TRANSCRIPT
INTERVIEW I: Pre - Interview
Interviewer : Tri Hanifah Agustina
Interviewee : Dwi Widodo, S.Pd. (The English Teacher)
Date : March 13th, 2018
Time : 13:30 – 14:00
Place : Teacher’s Office
ET : English Teacher
W : The Writer
W : Assalamualaikum pak, saya Hani dari UIN Jakarta, tadi saya sudah minta izin sama
bapak kepala sekolah dan Bu Hasti bagian kurikulum untuk penelitian disini pak.
(Assalamualaikum sir, my name is Hani from UIN jakarta, I have asked for
permission before to the headmaster and Bu Hasti from the curriculum division to
conduct a reseach in this school, sir.)
ET : Waalaikumussalam mbak. Iya tadi Bu Hasti sudah kasih info ke saya mbak.
(Waalaikumussalam, Mbak. Yeah, Bu Hasti informed me already about that.)
W : Oh kalau begitu, saya boleh gak pak wawancara bapak sekarang?
(Oh then, may I interview you now?)
ET : Ya, silahkan mbak.
(Yeah, sure, Mbak.)
W : Maaf, bapak namanya siapa ya pak? Saya lupa nanya tadi pak. Hehehe
(Pardon, what is your name, sir? I forgot to ask, sir. (laugh))
ET : Oh iya. Saya Dwi Widodo, Mbak.
(Oh yeah. My name is Dwi Widodo, Mbak.)
W : Kalau boleh tahu, bapak ngajar Bahasa Inggris untuk kelas berapa ya pak?
(May I know in which class do you teach?)
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ET : Saya kalau pagi ngajar kelas 8 dan 9, mbak. Tapi kalau siang ngajar kelas 7.
(In the morning, I teach the 8th and 9th grade, Mbak. But in the afternoon I teach the
7th grade.)
W : hmm.. berarti hampir semua kelas ya pak?
(hmm.. so it’s almost all grades, sir?)
ET : Iya, Mbak. Tapi ya nggak semua, paling tiap tingkatan tiga kelas, Mbak.
(Yes, Mbak. But it is not all classes, only 3 classes of each grade, Mbak.)
W : Terus kalau untuk kelas 8, gimana sih pak proses pembelajaran Bahasa Inggrisnya?
(For the 8th grade, how does the process of English teaching?)
ET : Kalau untuk kelas 8 ya mbak? Mmm.. jujur sih paling susah ngajar kelas 8 dibanding
kelas 7 atau kelas 9, Mbak. Anak-anaknya lebih susah diatur dan lebih acuh sama
pelajaran, mbak.
(For the 8th grade? Mmm.. to be honest, it is harder to teach them rather than the 9th
or the 7thgrade, Mbak. The students are more difficult to be managed and theya are
more indifferent to the lessons.)
W : Jadi mereka kayak nggak mau memperhatikan pelajaran gitu ya pak?
(So, it seems like they do not pay attention to the lesson?)
ET : Iya, Mbak. Susah Mbak, soalnya mereka kan kayak nggak tertarik gitu sama
pelajaran Bahasa Inggris. Menurut sebagian besar murid, Bahasa Inggris itu susah
banget buat dipelajarin. Ya, walaupun masih ada beberapa murid yang suka sama
Bahasa Inggris sih.
(Yes, Mbak. It is difficult, because they seem not interested to English lesson. Most of
the students think that English is very difficult to be learned. Although, there are few
students who still love English)
W : Terus kalau untuk skill yang paling susah buat diajarin itu apa pak?
(Then, what skill which is the most difficult to teach, sir?)
ET : hmm.. ya, kalau skill sih lebih susah ngajarin speaking sama listening. Cuman kalau
listening kan dia penilaiannya kayak nggak langsung gitu ya mbak? Kalau speaking
kan bener-bener berdasarkan kemampuan siswa sendiri kan ya, jadi lebih susah
ngajarinnya. Udah gitu aspect yang harus diperhatikan juga lebih banyak mbak, kayak
grammarnya, pengucapannya, kosakatanya, dll.
(hmm.. the skill that is more difficult to teach are speaking and listening. But,
listening seems to has indirect measurement while speaking is based on the students’
natural skill.)
W : Biasanya gimana sih pak proses pembelajaran speaking di dalam kelas?
(How does the process of teaching speaking in the classroom?)
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ET : Ya paling kalau speaking itu dibarengin sama pembelajaran skill yang lain, Mbak.
Jadi kalau saya lagi ngajar materi Simple Present Tense misalnya, ya saya minta
mencontohkan mengucapkan kalimat present tense terus minta mereka menirukan,
gitu Mbak paling sering sih. Cuman beda lagi kalau pas pengambilan nilai speaking
Mbak.
(It is taught at the same time with the other skill, Mbak. So if I am teaching them the
Simple Present Tense material, I will give them example of how to say the Present
Tense, then I will ask them to repeat after me. That is the most common method I use.
But, it is different when it comes the time to have speaking assessment.)
W : Gimana tuh pak proses pengambilan nilai speakingnya?
(How is it, sir?)
ET : Biasanya sih saya kasih mereka dialog, terus mereka bacain di depan kelas secara
berpasangan gitu, Mbak. Jadi saya nggak mencontohkan dulu.
(I usually give them a dialogue, then they will read it in front of the class in pairs,
Mbak. So, I do not give them examples before.)
W : Oh begitu ya pak. Jadi mereka tinggal bacain dari teks aja ya pak?
(So, they only need to read the text?)
ET : Iya Mbak.
(Yes, Mbak)
W : Kalau untuk media pembelajaran speaking gimana pak?
(How about the media which is used in teaching speaking, sir?)
ET : Media? Paling sering sih pake proyektor, Mbak. Buat saya tunjukin Power Point
materi belajar.
(Mostly, I use the projector to teach the material)
W : Kalau kaya bikin kelompok supaya mereka bisa komunikasi satu sama lain dalam
Bahasa Inggris gitu pernah gak pak?
(Do you ever make groups in which they can communicate each other in English,
sir?)
ET : Belum sempat sih, Mbak. Soalnya kan waktu nya terbatas, Mbak. Saya masih harus
ngajar materi dan skill lain yang buat ulangan.
(Not yet, Mbak. Because, I only have limited time. I still need to teach the material
and the other skills to the exam.)
W : Mmm... soalnya di UAS nggak ada speakingnya sih ya pak? Hehehe
(mmm.. because the is no speaking on the final exam, right sir? (laughing))
ET : Nah.. betul itu Mbak. hahaha
86
(Nah.. That is correct, Mbak. (laughing))
W : Hmmm... Oke deh pak, segitu dulu deh wawancaranya. Dilanjut lain waktu lagi,
hehehe. Terimakasih banyak ya pak, saya mohon bantuannya.
(Hmmm... Okay then, I think the interview is enough for now. It will be continued next
time (laughing). Thank you very much. I beg for your help, sir.
INTERVIEW 2: Pre - Interview
Interviewer : Tri Hanifah Agustina
Interviewee : Students of classroom VIII.9
Date : March 14th, 2018
Time : 09:40 – 11:00 (During Pre – Observation)
Place : In the Classroom
W : The Writer
S : The Student
W : Hallo.. kamu namanya siapa?
(Hello.. what is your name?)
S1 : Saya Dhea, Bu eh Kak. Hehe
(My name is Dhea, Bu eh Kak. (laughing))
W : Hehehe.. Kakak boleh tanya tanya ya sedikit?
(Can I ask you few questions?)
S1 : Boleh, Kak. Tapi jangan susah susah ya.
(Sure, Kak. But please don’t give difficult questions.)
W : Nggak kok nggak susah. Hehehe. Kalau menurut Dhea, pelajaran Bahasa Inggris itu
gimana sih?
(It is not a difficult question. (laugh) What is your opinion about English lesson?)
S1 : Mmm... sebenernya enak sih, Kak. Tapi susah banget pelajarannya.
(Mmm... It is actually fun to be honest, but it is really difficult.)
W : Susahnya apanya nih?
87
(What does make it difficult?)
S1 : Susah buat terjemahin kata-katanya, soalnya banyak yang aku nggak ngerti.
(It is difficult to translate the words, because I do not understand.)
W : Terus apalagi yang bikin susah?
(Then, what else?)
S1 : Mmm.. apalagi ya? Oh, sama grammar tuh, Kak. Susah banget.
(Mmm.. what else?Oh, the grammar, Kak. Very difficult.
W : Oh, grammar. Terus apalagi?
(Oh, the grammar. What else?)
S1 : Apalagi ya? Kayaknya udah itu aja hehehe
(what else? I think that is all (laughing))
W : Kalau menurut kamu apalagi yang bikin susah? (bertanya kepada murid yang lain)
(In your opinion, what does make it difficult? (asking another student))
S2 : Itu Kak. Cara ngucapinnya susah kak.
(It is difficult to pronounce, Kak.)
W : Oh ngucapin kata-katanya ya?
(Oh, to pronounce the words?)
S2 : Iya, Kak. Takut salah.
(Yes, Kak. Affraid of mistakes.)
W : Berarti speakingnya ya susah?
(It means the speaking is difficult?)
S1 & S2 : Iya Kak susah.
(Yes, Kak. It is difficult.)
S1 : Malu juga Kak kalau maju kedepan kelas.
(I am also shy to speak up in front of the class.)
W : Emang biasanya belajar speakingnya dikelas gimana?
(How does usually the teaching of speaking in the class?)
S2 : Palingan Cuma ngikutin Pak Dwi ngomong, terus kalo ambil nilai cuma baca dari
tulisan doang.
(It is only repeating after Mr. Dwi, then in assessing, we only need to read a writting.)
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W : Kalau medianya biasanya pake apa aja?
(What about the media which is used?)
S1 : Media itu maksudnya gimana Kak?
(What do you mean by media?)
W : Media itu kayak alat-alat yang dipake pas pembelajaran Bahasa Inggris gitu.
(Media is like tools which are used in the teaching-learning process.)
S1 : Oh. Biasanya sih cuma pake proyektor aja Kak. Nanti ditunjukin Power Point aja
gitu.
(Oh. Usually the teacher only use the projector. Then, the teacher shows the Power
Point.)
W : Kalau misal belajarnya sambil main game, gimana?
(What if we use game in learning the lesson?)
S1 & S2 : Mau. Pasti seru sambil main.
(I want it. It must be fun to play while learning.)
W : hehehe Oke deh, Besok kita belajar sambil main ya.
((laughing) Okay then, we will learn the lesson by using games for tomorrow.)
S1 & S2 : Asiiiiiik!
(Hurray!)
INTERVIEW 3: Post - Interview
Interviewer : Tri Hanifah Agustina
Interviewee : The Students of classroom VIII.9
Date : April 11th, 2018
Time : 09:40 – 11:00 (After Post – Test II)
Place : In the Classroom
W : The Writer
S : The Student
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W : Adek-adek.. Kita kan udah belajar bareng nih selama beberapa minggu ini, menurut
kalian gimana nih proses belajar Bahasa Inggris bareng Kakak?
(All.. We have learned English together for these few weeks. In your opinion, how was
the process of the teaching?)
All S : Seru, Kak!
(It is fun, Kak!)
W : Coba dong satu-satu jawabnya, kakak jangan dikeroyok. Hehehe
(Please one by one to answer, dont be too noisy. (laugh))
S3 : Seru, Kak. Mau main lagi.
(It is fun, kak. I want to play again.)
S4 : Saya jadi ngerti Bahasa Inggris, Kak. Bisa ceritain pengalaman aku pake Bahasa
Inggris.
(I undestand English now, Kak. I can tell my experience in English now.)
(all the students and the writer laugh)
W : Alhamdulillah ya.. jadi tambah suka Bahasa Inggris dong?
(Alhamdulillah. So now do you like English?)
All S : Suka!
(I do!)
S4 : Ternyata Bahasa Inggris gak susah ya hehehe.
(I just realized that English is not a difficult lesson)
INTERVIEW 4: Post – Interview
Interviewer : Tri Hanifah Agustina
Interviewee : Dwi Widodo, S.Pd. (The English Teacher)
Date : April 11th, 2018
Time : 11:00 – 11:30 (After Post – Test II)
Place : Teacher’s Office
W : The Writer
ET : English Teacher
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W : Menurut bapak gimana nih pak perkembangan murid-murid setelah diterapin teknik
Speaking Board Game?
(What do you think about the students’ improvement after the implementationof
Speaking Board Game?)
ET : Makin antusias ya Mbak. Sebelumnya saya nggak pernah liat mereka sesemangat ini
buat maju ke depan kelas, ngomongnya pake Bahasa Inggris pula. Nilainya juga
meningkat, Mbak. Jauh dari yang sebelumnya itu.
(They are getting more enthusiastic, Mbak. I have never saw them as enthusiastic as
now to come in front of the classroom, they also talk in English. The score is also
increased away from the previous one.)
W :Berarti penelitian saya berhasil dong ya pak? Hehehe
(It means my research is successful, right sir? (laugh))
ET : Ya kalau dilihat dari peningkatan score sama antusiasmenya sih insya Allah
meningkat Mbak.
W : Kira-kira bapak akan pake teknik ini juga gak pak untuk pembelajaran yang akan
datang?
(are you going to use this technique to your future teaching?)
ET : Tertarik sih mba, soalnya seneng liat antusiasme murid-muridnya. Materinya jadi
lebih gampang diserap juga kan mbak.
(I would love to, mbak. It is satisfied to see the students’ enthusiasm. It is easier for
them to comprehend the material also.)
91
PRE-TEST
INSTRUMENT
92
PRE-TEST INSTRUMENT
Monologue Test.
(Student A and student B ask each other alternately)
1. What you did last holiday?
What happened?
Who were involved?
When did it happen?
Where did it took place?
What did the people do?
How was it?
93
POST-TEST I
INSTRUMENT
94
POST-TEST I INSTRUMENT
Monologue Test.
(Student A and student B ask each other alternately)
1. What you did in your last birthday?
What happened?
Who were involved?
When did it happen?
Where did it took place?
What did the people do?
How was it?
95
POST-TEST II
INSTRUMENT
96
POST-TEST II INSTRUMENT
Monologue Test.
(Each student tell their story in front of the classroom)
1. Choose one of the following stories:
a. My First Time in Junior High School d. The Scariest Dream Ever
b. My Unforgettable Holiday e. The Funniest Moment in My Life
c. My Happiest Birthday
2. Tell me the story of the title you have chosen!
97
SAMPLE OF PRE-TEST,
POST-TEST I, AND POST-
TEST II SCORES
101
Rancangan
pelaksanaan dan
pembelajaran
102
RENCANA PELAKSANAAN DAN PEMBELAJARAN
(RPP)
Sekolah : SMP Negeri 5 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII.9/2
Pertemuan : 1-2
Jenis Teks : Recount Text
Topik : My Unforgettable Holiday
Alokasi Waktu : 4 X 40 menit
A. Standar Kompetensi
10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana
berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
10.2 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam
bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan
sekitar dalam teks berbentuk recount dan narrative.
C. Indikator
1. Siswa mampu menjelaskan secara lisan ciri-ciri kebahasaan dari sebuah recount text.
2. Siswa mampu menjelaskan fungsi dari sebuah recount text.
3. Siswa mampu menjelaskan struktur general dari sebuah recount text.
CYCLE
1
103
4. Siswa mampu mengidentifikasi informasi-informasi yang ada dalam sebuah recount text.
5. Siswa mampu melakukan monolog pendek sederhana dalam bentuk recount text.
6. Siswa mampu melafalkan tiap-tiap kata dengan benar.
D. Tujuan Pembelajaran
Di akhir pelajaran, siswa mampu menceritakan sebuah recount text dengan bahasa sendiri
berdasarkan pengalaman pribadi siswa dan disesuaikan dengan ciri-ciri kebahasaan dari teks
tersebut.
E. Materi Pembelajaran
1. Teks monolog berbentuk recount text terkait dengan tema ”My Unforgettable Holiday”
2. Struktur general recount text.
Orientation; berisikan latar belakang peristiwa dan berupa pengenalan tokoh, tempat,
waktu dan sebab terjadinya peristiwa.
Events; berisikan rentetan/urutan kejadian. Dalam bagian ini, penggunaan
conjunction sebagai penghubung kalimat sangat sering dilakukan untuk menunjukan
urutan peristiwa.
Holiday at Anyer Beach
Last year, I took refreshing to the beach for my two weeks of holiday. Me
and my family went to Anyer Beach. We was there from Monday to Wednesday.
When we arrived at the hotel, the view of the sea was amazing. Me and my
elder sister swam at the edge of the beach. Then, me and my family got on a board
to go around the Anyer beach. After that, we ate at restaurant which the menu was
full of sea food.
I really enjoyed my holiday at Anyer Beach. That was my unforgettable
holiday.
104
Re-Orientation; pendapat pribadi dari pencerita mengenai kejadia yang telah
diceritakannya.
3. Tata bahasa:
a) Past Tenses
b) Connective words
c) Adverbs
d) Adjectives
4. Kosa kata terkait tema dan jenis teks.
F. Metode dan Pendekatan Pembelajaran
Metode: PPP (Presentation, Practice, Production)
Teknik: Permainan Papan (Speaking Board Game)
G. Langka-langkah Kegiatan Pembelajaran
1. Pre-Teaching
a) Guru memberi salam kepada siswa
b) Berdoa
c) Guru mengecek presensi siswa
d) Guru memberikan motivasi kepada siswa
e) Guru menjelaskan tujuan pembelajaran
2. Whilst-Teaching
a) Presentation
Guru memberikan contoh kalimat-kalimat sederhana secara lisan tekait
ciri-ciri kebahasaan recount text dalam bentuk video.
105
Guru menjelaskan unsur-unsur yang ada dalam sebuah recount text; ciri-
ciri kebahasaan, langkah retorika, tata bahasa, kosakata terkait tema dan
jenis teks, dan contoh-contoh monolog recount text dalam bentuk
video/recording.
Guru memberikan contoh kalimat-kalimat sederhana secara lisan tekait
ciri-ciri kebahasaan recount text dalam bentuk video/recording.
Siswa menirukan secara lisan contoh-contoh kalimat yang telah diberikan
oleh guru.
b) Practice
Siswa membuat contoh-contoh kalimat yang menjadi ciri dari recount text.
Guru menunjuk beberapa siswa secara acak dan meminta siswa untuk
menceritakan pengalaman mereka terkait topik kepada guru.
c) Production
Siswa bermain Speaking Board Game yang disesuaikan dengan topik
pembelajaran.
Prosedur Speaking Board Game
Guru mempersiapkan perlengkapan yang dibutuhkan
Siswa membuat kelompok yang masing-masing kelompok beranggotakan
4-5 orang.
Tiap-tiap anggota kelompok duduk mengelilingi meja.
Guru membagikan Speaking Board Game pada tiap kelompok dan
meletakkannya diatas meja.
Dalam tiap Speaking Board Game, terdiri dari; sebuah permainan papan,
sebuah dadu, dan sebuah bidak.
Tiap-tiap pemain memilih satu bidak untuk bergerak diatas Board Game.
Anggota kelompok memilih pemain pertama yang mengacak dadu.
Angka yang terlihat pada dadu yang diacak adalah jumlah langkah dari
pemain yang mengacak dadu tadi (dimulai dari kolom “Start”).
Tiap pemain mengacak dadu secara bergantian.
106
Ketika pemain berhenti pada kolom yang terdapat sebuah kata, pemain
tersebut harus membuat sebuah kalimat berdasarkan kata tersebut secara
verbal. (kalimat yang dibuat harus berhubungan dengan topik
pembelajaran).
Ketika semua pemain telah sampai pada kolom “Finish”, tiap grup harus
menggabungkan kalimat-kalimat yang telah diucapkan tiap anggota
menjadi sebuah cerita Recount.
Setelah permainan berakhir, tiap grup harus mengirimkan satu orang
anggota kelompoknya untuk menceritakan cerita yang telah mereka buat
didepan kelas.
Seluruh siswa harus menggunakan Bahasa Inggris selama permainan
berlangsung.
3. Post-teaching
a) Menyimpulkan materi pembelajaran
b) Menanyakan pendapat siswa tentang pembelajaran yang telah dilaksanakan dan
menanyakan kesulitan apa saja yang dihadapi siswa selama proses pembelajaran
berlangsung
c) Berdoa
d) Mengucapkan salam.
H. Media, Sumber Belajar dan Penilaian
1. Media Belajar
a) Projector/OHP
b) Komputer/Laptop
c) Lembar Permainan Papan (Speaking Board Game)
2. Sumber Belajar: Video Youtube, Buku Panduan Siswa “When English rings a Bell”
3. Penilaian
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a. Tehnik : Performance Assessment
b. Speaking Rubric
Tangerang, Maret 2018
Guru Pamong, Praktikan,
Dwi Widodo, S.Pd. Tri Hanifah Agustina
NIP. 19820718201411 1 002 NIM. 1111014000076
108
RENCANA PELAKSANAAN DAN PEMBELAJARAN
(RPP)
Sekolah : SMP Negeri 5 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII.9/2
Pertemuan : 3-5
Jenis Teks : Recount Text
Topik : My Happiest Birthday
Alokasi Waktu : 6 X 40 menit
A. Standar Kompetensi
10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana
berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
10.2 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam
bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan
sekitar dalam teks berbentuk recount dan narrative
C. Indikator
1. Siswa mampu menjelaskan secara lisan ciri-ciri kebahasaan dari sebuah recount text.
2. Siswa mampu menjelaskan fungsi dari sebuah recount text.
3. Siswa mampu menjelaskan struktur general dari sebuah recount text.
CYCLE
2
109
4. Siswa mampu mengidentifikasi informasi-informasi yang ada dalam sebuah recount text.
5. Siswa mampu melakukan monolog pendek sederhana dalam bentuk recount text.
6. Siswa mampu melafalkan tiap-tiap kata dengan benar.
D. Tujuan Pembelajaran
Di akhir pelajaran, siswa mampu menceritakan sebuah recount text dengan bahasa sendiri
berdasarkan pengalaman pribadi siswa dan disesuaikan dengan ciri-ciri kebahasaan dari teks
tersebut.
E. Materi Pembelajaran
1. Teks monolog berbentuk recount text dengan topic “My Happiest Birthday”.
2. Struktur general recount text.
Orientation; berisikan latar belakang peristiwa dan berupa pengenalan tokoh, tempat,
waktu dan sebab terjadinya peristiwa.
Events; berisikan rentetan/urutan kejadian. Dalam bagian ini, penggunaan
conjunction sebagai penghubung kalimat sangat sering dilakukan untuk menunjukan
urutan peristiwa.
My Birthday
Hello, my name is Lusi. I celebrated my thirteen birthday a month ago. My mom
and grandpa made a special birthday party for me.
There should be a storyteller in my party. Mommy invited him to come to my
party. Unluckily, only an hour before his coming, he got an accident. I was so sad
imagining that my party would not be interesting for my friends. I thought they would
be bored in the party. Then, my grandpa came and started to tell his funny stories.
Everyone laughed. Everyone was happy.
That was really the best birthday party I have ever had, and I was the happiest
person that night.
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Re-Orientation; pendapat pribadi dari pencerita mengenai kejadia yang telah
diceritakannya.
3. Tata bahasa:
e) Past Tenses
f) Connective words
g) Adverbs
h) Adjectives
4. Kosa kata terkait tema dan jenis teks.
F. Metode dan Pendekatan Pembelajaran
Metode: PPP (Presentation, Practice, Production)
Teknik: Permainan Papan Berbicara (Speaking Board Game)
G. Langka-langkah Kegiatan Pembelajaran
1. Pre-Teaching
a) Guru memberi salam kepada siswa dan berdoa
c) Guru mengecek presensi siswa
d) Guru memberikan motivasi kepada siswa dan menjelaskan tujuan pembelajaran
2. Whilst-Teaching
a) Presentation
Guru menjelaskan unsur-unsur yang ada dalam sebuah recount text; ciri-
ciri kebahasaan, langkah retorika, tata bahasa, kosakata terkait tema dan
jenis teks, dan contoh-contoh monolog recount text dalam bentuk
video/recording.
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Guru memberikan contoh kalimat-kalimat sederhana secara lisan tekait
ciri-ciri kebahasaan recount text dalam bentuk video/recording.
Siswa menirukan secara lisan contoh-contoh kalimat yang telah diberikan
oleh guru.
b) Practice
Guru menunjuk beberapa siswa secara acak dan meminta siswa untuk
mengucapkan satu contoh kalimat yang terkait dengan tata bahasa sebuah
recount text.
Siswa berlatih dengan teman sejawat saling bercerita tentang pengalaman
pribadi mereka terkait dengan topik pembelajaran. Siswa menceritakan
pengalaman mereka terkait topik My Happiest Birthday kepada teman
sejawatnya secara bergantian.
Guru memanggil beberapa siswa untuk menceritakan kembali pengalam
dari teman sejawatnya kepada guru.
c) Production
Siswa bermain Speaking Board Game yang disesuaikan dengan topik
pembelajaran. Adapun prosedur Speaking Board Game adalah sebagai
berikut;
Prosedur Speaking Board Game
Guru mempersiapkan perlengkapan yang dibutuhkan
Siswa membuat kelompok yang masing-masing kelompok beranggotakan
4-5 orang.
Tiap-tiap anggota kelompok duduk mengelilingi meja.
Guru membagikan Speaking Board Game pada tiap kelompok dan
meletakkannya diatas meja.
Dalam tiap Speaking Board Game, terdiri dari; sebuah permainan papan,
sebuah dadu, dan sebuah bidak.
Tiap-tiap pemain memilih satu bidak untuk bergerak diatas Board Game.
Anggota kelompok memilih pemain pertama yang mengacak dadu.
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Angka yang terlihat pada dadu yang diacak adalah jumlah langkah dari
pemain yang mengacak dadu tadi (dimulai dari kolom “Start”).
Tiap pemain mengacak dadu secara bergantian.
Ketika pemain berhenti pada kolom yang terdapat sebuah kata, pemain
tersebut harus membuat sebuah kalimat berdasarkan kata tersebut secara
verbal. (kalimat yang dibuat harus berhubungan dengan topik
pembelajaran).
Ketika semua pemain telah sampai pada kolom “Finish”, tiap grup harus
menggabungkan kalimat-kalimat yang telah diucapkan tiap anggota
menjadi sebuah cerita Recount.
Setelah permainan berakhir, guru akan memilih satu dari tiap anggota grup
secara acak untuk menceritakan cerita recount di depan kelas.
Seluruh siswa harus menggunakan Bahasa Inggris selama permainan
berlangsung.
3. Post-Teaching
a) Menyimpulkan materi pembelajaran
b) Menanyakan pendapat siswa tentang pembelajaran yang telah dilaksanakan dan
menanyakan kesulitan apa saja yang dihadapi siswa selama proses pembelajaran
berlangsung
c) Berdoa
d) Mengucapkan salam.
H. Media, Sumber Belajar dan Penilaian
1. Media Belajar
Projector/OHP,
Komputer/Laptop,
Lembar Permainan Papan (Speaking Board Game)
2. Sumber Belajar : Video Youtube, buku panduan siswa.
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3. Penilaian :
Technique : Performance Assessment
Speaking Rubric.
Tangerang, Maret 2018
Guru Pamong, Praktikan,
Dwi Widodo, S.Pd. Tri Hanifah Agustina
NIP. 19820718201411 1 002 NIM. 1111014000076
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Speaking board
game
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BOARD GAME PROCEDURE
1. My Unforgettable Holiday
The number of group member : 4-5 students
Time : 1 x 40 minutes
Material : a game board, a dice, counters.
Prosedur Speaking Board Game
The teacher gets all the material ready.
The students devided into groups of 4-5 people.
Each member sit around the table.
The teacher lays the speaking board game on the table of each group.
Each speaking board game consists of a board game, a dice, and a pawn.
Each player pick one pawn to move on the board game.
The group members choose the first player to roll the dice.
The number shown on the rolling dice would be the number of player’s
steps on the board game. (start from “Start” column).
Each player rolls the dice alternately.
When a player stop on a column filled with word, the player have to make
a sentence based on the word verbally. (the sentence should be related to
the topic of the meeting).
After all players reach the “Finish” column, each group have to combine
all the sentences has been spoken up by each player into one complete
recount story.
When the game ended, each group have to send their representator to tell
the story in frnt of the class.
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BOARD GAME PROCEDURE
2. My Happiest Birthday
The number of group member : 4-5 students
Time : 2 x 40 minutes
Material : a game board, a dice, counters.
Prosedur Speaking Board Game
The teacher gets all the material ready.
The students devided into groups of 4-5 people.
Each member sit around the table.
The teacher lays the speaking board game on the table of each group.
Each speaking board game consists of a board game, a dice, and a pawn.
Each player pick one pawn to move on the board game.
The group members choose the first player to roll the dice.
The number shown on the rolling dice would be the number of player’s
steps on the board game. (start from “Start” column).
Each player rolls the dice alternately.
When a player stop on a column filled with word, the player have to make
a sentence based on the word verbally. (the sentence should be related to
the topic of the meeting).
After all players reach the “Finish” column, each group have to combine
all the sentences has been spoken up by each player into one complete
recount story.
When the game ended, each group have to send their representator to tell
the story in frnt of the class. (this time, the writer will choose the
representator randomly).
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Surat bukti PELAKSANAAN
penelitian
121
StudentS’ Score
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STUDENTS’ SPEAKING SCORE IN PRE-TEST
No. Name Criterion Total
Score
Converted
Score V G P F C
1. Student 1 3 2 2 2 3 12 48
2. Student 2 2 1 1 1 2 7 28
3. Student 3 4 4 3 4 4 19* 76*
4. Student 4 1 2 1 2 2 8 32
5. Student 5 2 2 2 2 2 10 40
6. Student 6 2 3 3 2 3 13 52
7. Student 7 2 1 1 1 2 7 28
8. Student 8 2 1 2 2 1 8 32
9. Student 9 1 2 2 1 2 8 32
10. Student 10 2 2 2 1 1 8 32
11. Student 11 1 1 1 1 2 6 24
12. Student 12 3 2 1 1 2 9 36
13. Student 13 2 1 2 2 2 9 36
14. Student 14 2 1 1 1 2 7 28
15. Student 15 3 2 3 2 3 13 52
16. Student 16 2 2 2 2 2 10 40
17. Student 17 2 2 2 2 2 10 40
18. Student 18 3 2 3 2 3 13 52
19. Student 19 3 3 3 3 3 15 60
20. Student 20 3 3 3 3 4 16 64
21. Student 21 4 4 3 4 4 19* 76*
22. Student 22 3 2 2 2 2 11 44
23. Student 23 3 2 3 3 3 14 56
24. Student 24 2 2 2 2 2 10 40
25. Student 25 2 3 3 2 3 13 52
26. Student 26 3 2 2 2 2 12 48
27. Student 27 4 4 3 4 4 19* 76*
28. Student 28 4 3 4 4 4 19* 76*
29. Student 29 3 3 3 3 3 15 60
Total 73 64 62 63 74 332 1300
Mean 2,51 2,20 2,13 2,17 2,55 11,4 44,8
(* = students who pass the KKM score / >75)
V = Vocabulary P = Pronunciation C = Comprehension
G = Grammar F = Fluency
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STUDENTS’ SPEAKING SKILL IN POST TEST I
No. Name Criterion Total
Score
Converted
Score V G P F C
1. Student 1 4 3 4 4 4 19* 76*
2. Student 2 4 4 3 4 4 19* 76*
3. Student 3 4 4 4 4 4 20* 80*
4. Student 4 4 4 4 3 4 19* 76*
5. Student 5 3 2 3 3 3 14 56
6. Student 6 4 3 4 4 4 19* 76*
7. Student 7 4 3 3 3 4 17 68
8. Student 8 4 3 3 3 4 17 68
9. Student 9 4 4 3 4 4 19* 76*
10. Student 10 4 3 2 3 3 15 60
11. Student 11 3 3 3 3 3 15 60
12. Student 12 4 3 3 3 4 17 68
13. Student 13 3 3 3 3 4 16 64
14. Student 14 4 3 4 4 4 19* 76*
15. Student 15 4 3 3 3 4 17 68
16. Student 16 4 4 4 3 4 19* 76*
17. Student 17 3 3 3 3 3 15 60
18. Student 18 4 4 3 4 4 19* 76*
19. Student 19 4 3 4 3 4 18 72
20. Student 20 4 4 4 4 4 20* 80*
21. Student 21 5 4 4 4 4 21* 84*
22. Student 22 3 3 3 3 3 15 60
23. Student 23 4 4 4 4 4 20* 80*
24. Student 24 3 3 4 3 4 17 68
25. Student 25 4 3 3 3 4 17 68
26. Student 26 4 4 3 4 4 19* 76*
27. Student 27 4 3 4 4 4 19* 76*
28. Student 28 4 4 4 4 4 20* 80*
29. Student 29 4 4 3 4 4 19* 76*
Total 111 98 99 101 119 517 2080
Mean 3,82 3,37 3,41 3,48 4,10 17,82 71,72
(* = students who pass the KKM score / >75)
V = Vocabulary P = Pronunciation C = Comprehension
G = Grammar F = Fluency
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STUDENTS’ SPEAKING SKILL IN POST TEST II
No. Name Criterion Total
Score
Converted
Score V G P F C
1. Student 1 4 4 4 4 4 20* 80*
2. Student 2 3 4 4 4 5 20* 80*
3. Student 3 4 4 4 4 5 21* 84*
4. Student 4 4 4 4 4 4 20* 80*
5. Student 5 4 4 3 4 4 19* 76*
6. Student 6 4 3 4 4 5 20* 80*
7. Student 7 4 3 3 4 4 18 72
8. Student 8 4 4 3 3 4 18 72
9. Student 9 5 4 4 4 4 21* 84*
10. Student 10 4 4 4 4 4 20* 80*
11. Student 11 4 3 3 4 3 17 68
12. Student 12 4 4 3 4 4 19* 76*
13. Student 13 4 4 3 4 3 18 72
14. Student 14 4 3 4 4 4 19* 76*
15. Student 15 4 4 4 4 4 20* 80*
16. Student 16 4 4 4 4 4 20* 80*
17. Student 17 3 3 3 4 4 17 68
18. Student 18 4 4 4 4 4 20* 80*
19. Student 19 4 3 4 4 4 19* 76*
20. Student 20 4 4 4 4 4 20* 80*
21. Student 21 5 4 4 4 5 22* 88*
22. Student 22 4 3 3 4 4 18 72
23. Student 23 4 4 5 4 4 21* 84*
24. Student 24 4 3 4 3 4 18 72
25. Student 25 4 4 4 4 4 20* 80*
26. Student 26 4 4 4 4 3 19* 76*
27. Student 27 5 4 4 4 4 21* 84*
28. Student 28 4 4 4 4 5 21* 84*
29. Student 29 4 4 4 4 4 20* 80*
Total 117 108 109 114 114 566 2264
Mean 4,03 3,72 3,75 3,93 3,93 19,51 78,06
(* = students who pass the KKM score / >75)
V = Vocabulary P = Pronunciation C = Comprehension
G = Grammar F = Fluency
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REFERENCES EXAMINATION
SHEET
