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IMPROVING STUDENTS’ SPEAKING SKILL THROUGH CARD GAMES (A classroom Action Research of the Eighth Grade Students of SMP Muhammadiyah 4 Surakarta in 2010/2011 Academic Year)
Arranged by: Sita Nurlaeli X2206051
THESIS Submitted to the Teacher Training and Education Faculty of Sebelas Maret University as a partial fulfillment of the Requirement for Achieving the Undergraduate Degree of Education in English
ENGLISH DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2011
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IMPROVING STUDENTS’ SPEAKING SKILL THROUGH CARD GAMES (A classroom Action Research at the Eighth Grade of SMP Muhammadiyah 4 Surakarta in 2010/2011 Academic Year)
Arranged by: Sita Nurlaeli X2206051
Submitted to the Teacher Training and Education Faculty of Sebelas Maret University as a partial fulfillment of the Requirement for Achieving the Undergraduate Degree of Education in English
ENGLISH DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2011
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ABSTRACT Sita Nurlaeli. X2206051. “IMPROVING STUDENTS’ SPEAKING SKILL THROUGH CARD GAMES (A CLASSROOM ACTION RESEARCH OF THE EIGHTH GRADE STUDENTS OF SMP MUHAMMADIYAH 4 SURAKARTA IN 2010/2011 ACADEMIC YEAR)”. A Thesis. Surakarta. Teacher Training and Education Faculty, Sebelas Maret University. 2011. This thesis is written 1) to identify the improvement of students’ speaking skill and 2) to identify the situation when games are implemented in the speaking class at the eight grade students of SMP Muhammadiyah 4 Surakarta. The method used in this research was an action research. The research was conducted in two cycles from October 21st until November 10th 2010 at the eighth grade students of SMP Muhammadiyah 4 Surakarta. The research data were collected by some techniques: observation, interview, document and test (pre-test and post-test). The data were analyzed through qualitative data and descriptive statistics. The research findings prove that card games could improve the students’ speaking skill. The improvement of students’ speaking skill includes: a) the students could make description based on the material in simple sentences b) the students could construct some sentences into good grammatical arrangement of short description c) the students enjoyed and were interested in the classroom situation d) the students were good enough to pronounce some words e) the mean score is improved from 5,7 for pre-test, 6,7 for first-post test, to 7,1 for second post-test. The improvement of classroom situation includes: a) the students were not noisy during the teaching learning activities b) the students tended to be active learners c) the students were willing to speak in English in the classroom d) the students paid attention to their teacher’s explanation e) the students were diligent to do homework. The result of the research implies that English teachers need to choose the appropriate media in teaching speaking. The appropriate media to teaching speaking is card games.
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ABSTRAK Sita Nurlaeli. X2206051. Meningkatkan kemampuan speaking siswa dengan menggunakan kartu permainan “(penelitian tindakan kelas di kelas VIII C SMP Muhammadiyah 4 Surakarta tahun ajaran 2010/2011)”. Skripsi. Fakultas keguruan dan Ilmu Pendidikan. Universitas Sebelas Maret. 2011. Penelitian ini bertujuan 1) untuk mengidentifikasi peningkatan kemampuan speaking siswa and 2) untuk mengidentifikasi ketika kartu permainan di implementasikan di kelas speaking siswa kelas VIII C SMP Muhammadiyah 4 Surakarta.
Penelitian mengguanakan metode penelitian tindakan kelas. Penelitian ini dilakukan dalam 2 siklus dari tanggal 21 oktober sampai 10 nofember 2010 pada siswa kelas VIII C SMP Muhammadiyah 4 Surakarta. Pengambilan data dilakukan dengan menggunakan beberapa teknik: observasi wawancara, dokumen and tes (tes awal dan tes akhir). Untuk menganalisis data menggunakan data kualitatif dan deskriptif statistik. Hasil dari penelitian menunjukkan bahwa kartu permainan dapat meningkatkan kemampuan speaking siswa. Peningkatan kemampuan speaking siswa meliputi: a) siswa dapat membuat deskripsi sesuai dengan materi dengan kalimat yang sederhana b) siswa dapat membuat kalimat dengan susunan kata yang tepat untuk deskripsi pendek c) siswa lebih santai dan tertarik untuk mengikuti pelajaran d) dalam mengucapkan kata siswa menjadi lebih baik e) nilai rata rata siswa meningkat dari 5.7 pada test awal menjadi 6.7 pada tes akhir siklus pertama, 7.1 pada tesk akhir siklus kedua. Peningkatan pada situasi kelas meliputi: a) siswa menjadi tidak ramai dalam proses belajar mengajar b) siswa menjadi aktif dalam kelas c) siswa menjadi tertarik untuk berbicara bahasa inggris dalam kels d) siswa mendengarkan ketika guru menerangkan materi e) siswa menjadi lebih rajin mengerjakan tugas dari guru. Hasil dari penelitian ini menunjukkan bahwa guru bahasa inggris dapat memilih beebrapa meadia untuk mengajar speaking. Salah satu media yang bisa digunakan untuk mengajar speaking adalah kartu permainan.
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MOTTO Man Shabara Zhafira “Siapa yang bersabar akan beruntung”
Iza Shadaqal Azmu Wadaha Sabil “Kalau benar kemauan maka terbukalah jalan”
“Sesungguhnya sesudah kesulitan ada kemudahan (QS Al Insyirah :5)”
Dia-lah yang menghidupkan dan mematikan dan hanya kepada-Nya lah kamu di kembalikan (QS. Yunus: 56)
The real you is the real success
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ACKNOWLEDGEMENT ALHAMDULILLAH. Praise to Allah the Almighty, the Merciful, for his Blessing that the writer can finally complete her thesis. This thesis cannot be separated from other people’s help and guidance. Therefore, the writer would like to express her special gratitude to: 1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University for his permission to write the thesis. 2. Prof. Dr. Joko Nurkamto, M.Pd and Drs. Muh. Asrori, M.pd as the consultants,
who
have
patiently
given
the
guidance,
advice,
encouragement and the time from beginning up to the completion of the thesis writing. 3. Drs. Mokh. Akhsan as the Headmaster of SMP Muhammadiyah 4 Surakarta for giving the writer permission to hold the research. 4. Retno, S.Pd as the English teacher of SMP Muhammadiyah 4 Surakarta for her kindness for being collaborator in the research. 5. Her beloved father and mother for unstoppable love and care, thanks for being my parents. I love you so much. 6. Her beloved brother and sister, mz dul, mb ukhti, de’ as, for their love, support, thanks for everything. I love you all. 7. Her best friend in “Salsabila crew”, mb cupe, mb resti, mb ita, mb nur, estia, tiwux, de rini, de reni, de ima, de suba, de benty, for the beautiful moment that we shared together almost of to years. Thanks for being my sisters.
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8. Her beloved friend “mz gun” for his love, care, time, and support. Love you. 9. Her unforgettable friends, ira, uus, umu, yuli, lilih for untranslatable memories they’ve made together. 10. Her friends in English Department “X ‘06 Crew” who cannot be mentioned one by one, our friendship never die. Love you all. Keep Spiritt!!!!!
Surakarta, Januari 2011
Sheta
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TABLE OF CONTENTS CHAPTER I INTRODUCTION A. The Background of the Study ………………………………………
1
B. The Limitation of the Problems ……………………………….........
8
C. The Problem Statement ………………………………………..........
9
D. The Objective of the Study ……………………………………........
9
E. The Benefits of the Study .…………………………………….......... 9 CHAPTER II LITERATURE REVIEW
A. The Nature of Speaking………………………………………..........
11
1. The Definition of Speaking Skill………………………………..
11
2. The Problems in Speaking Activity……………………………..
13
3. Solutions for the Problems of Speaking activity ………….......... 14 4. Speaking Accuracy ……………………………………………..
16
5. Speaking Fluency …………………………………………….....
16
B. The Concept of Teaching Speaking ………………………………...
17
1. Speaking Activities ……………………………………………..
17
2. The Role of Teacher in Teaching Speaking ………………......... 20 3. Characteristics of a Successful Speaking Activity ……………... 21 4. Teaching Speaking at SMP ………………………………..........
22
C. The Concept of Card Games………………………………………...
23
1. Review on Card Games………………………………………..... 23 2. The Reason to Use Card Games………………………………...
24
3. Kinds of Card Games…….……………………………………...
25
4. How to Play the Games ……………………………………….... 29 D. Rational……………………………………………………………...
30
E. Hypothesis…………………………………………………………... 32 CHAPTER III RESEARCH METHODOLOGY A. Setting and Time of the Research.......................................................
33
B. Research Subject …...……………………………………………….
33
C. The Method of the Research ………………………………………..
34
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D. The Model of Action Research……………………………………...
35
E. The Procedure of Action Research……………………………….....
37
F. Technique of Collecting data………………………………………..
39
G. Technique of Analyzing Data……………………………………….
39
CHAPTER IV THE RESULT OF THE STUDY A. Introduction …………………………………………………………
42
B. The Implementation of the Research ……………………………….
45
1. Process of the Research ………………………………………… 45 2. Cycle 1 ………………………………………………………….
47
a. Planning …………………………………………………….
47
b. Acting ………………………………………………………. 49 c. Observing …………………………………………………...
52
d. Reflecting …………………………………………………...
55
3. Cycle 2 ………………………………………………………….
57
a. Revising the Plan …………………………………………...
57
b. Implementing the action ……………………………………. 58 c. Observing the action ………………………………………..
62
d. Reflecting the result ………………………………………...
65
C. Research Finding and Discussion …………………………………..
66
1. Research finding ………………………………………………..
66
2. Discussion ………………………………………………………
73
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion ………………………………………………………….
76
B. Implication ………………………………………………………….
78
C. Suggestion …………………………………………………………..
78
BIBLIOGRAPHY …………………………………………………………..
81
APPENDICES ……………………………………………………………..
83
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LIST OF APPENDICES
1. Research schedule
84
2. List of students’ Names
85
3. The Procedure of Pre test
86
4. The Procedure of Post test
87
5. Transcript of Interview before the Research
89
6. Transcript of Interview after the Research
96
7. Lesson plan first cycle
104
8. Lesson plan second cycle
114
9. Field Notes
123
10. The exercises
137
11. The answer sheets
138
12. The students’ answer
139
13. List of students score
142
14. Photograph
143
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CHAPTER 1 INTRODUCTION
A. Background of the Study Speaking is in many ways an undervalued skill. Byrne (1997: 9) says that speaking skills covers practice and production stage. The practice stage focuses on sounds, vocabulary, spelling, grammatical items or function. Speaking is a kind of bridge for learners between classroom and the world outside (Hadfiels, 1997: 7). In order to build a bridge, the teacher must give them opportunity for purposeful communication in meaningful situation. It means that in teaching learning process the teacher need a skill to explain to the students what they have going about. This skill is speaking. With speaking the teacher can share their information to students. Speaking is a creative process, speakers are almost always in the position of formulating what they are saying as they go along and adjusting what they are of added thoughts of their own (Underwood.1997: 11). It means that speaking is a process in formulating and adjusting what the speakers are saying as a result of their thoughts. As an important skill in human daily life, speaking is badly needed by people. With speaking, the students can exchange information to anyone. With communication students can get more information. Speaking fluency is as the ability to express oneself intelligibly, reasonably accurately and without too much hesitation (Byrne, 1997: 9). They could face
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difficulties in this stage. For examples some learners who are able to pronounce, master grammar and vocabularies well can speak fluently because they worry about making mistakes in their speech. Other learners are nervous or don’t feel comfortable to talk because of the environment such as many spectators, strange people, etc. Other reasons why students are not able to speak without hesitation are they lack information of the topic or theme, lack opportunity of using the language. The problems which the learners have at production stage may be viewed under three headings. 1) Linguistic…. It has already been pointed out that they must be given opportunities to try out language for themselves and to make the best use of what they know in a variety of situations. 2) Psychological. There are two main problems to note here. In the first place, although many students are happy to speak in chorus or under your guidance when doing some kind of drill, they are inhibited when they are asked to express themselves freely in the presence of the whole class. This may be because they have never been encouraged sufficiently to ‘have a go’ without worrying about mistakes. The second problem is that of motivation. 3) Cognitive. Here we must consider the question of providing the learners with something to talk about: a topic, a theme a problem of some kind. (Byrne, 1997: 75) If the students can’t speak fluently, they will get problems during communication to other people. The bad effect of this problem is the messages delivered probably won’t be understood by the listeners, and there will be misunderstanding between the speaker and listener.
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The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation. Besides that, the teacher must give the students practice to their actual speaking skill. By mastering speaking, they can carry out conversation with others, give ideas and change the information with the other. Based on the curriculum in teaching speaking of SMP Muhammadiyah 4 Surakarta, the students are expected to a) Express the meaning in the dialogue, transactional and interpersonal spoken text to interact with surrounding, b) Express the meaning in a functional and monolog text especially in the form of descriptive and recount to interact with surrounding. The transaction activities include inviting someone, accepting and refusing an offer, asking for and giving opinion, praising and congratulating. In reality the students are not able to express their idea. Based on the goal, they are expected to achieve them. However, there is a gap between the goal and the fact which happens in the classroom. In reality the ability of the eighth grade students in SMP Muhammadiyah 4 Surakarta in speaking material does not meet the standard of the curriculum. It can be shown from the score in the post test for the last semester. Their average only 6.0 for the English lesson. There are some indicators which show that they do not speak fluently. In using grammatical items they often make mistakes, for example in the use of verb, for example some students say: this animal have a short tail.
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Besides that, their vocabulary is also limited, for example, several of them do not know the English of “ekor” and “sarang”. In pronouncing the words, they often miss-pronounced words, for example, they pronounce ‘tail” as /tail / which often actually should be /teíl/. From the problems above the biggest problem is pronouncing the word, because several of them pronounce the word is always based on the word. The other example: they pronounce “animal” as /animal/ which often actually should be /ǽniml/, they pronounce “live” as /lìv/ which often actually should be /laìv /. Other indicators are shown in the classroom during the speaking lesson, the teacher asks the students to do their exercise in the worksheet (LKS). They just rely on the task in the worksheet. And the problem from the teacher themselves she use the old method in teaching speaking. If there is a dialogue, the teacher asks them to complete and practice it in the classroom. This activity is making students to cheat other students and copy it. This activity can’t enhance their speaking skill. For the condition above the learner have some homework. To make teaching learning process be an active, creative, and innovative, the teacher is a person who can choose method to motivate and facilitate in learning English Actually there are many methods and approaches that can be used by the teacher to present the lesson materials, particularly speaking. Many new methods and approaches have been invented in the recent years and each proposed the most effective way of teaching. It is really important that the teacher knows and applies the most effective method in teaching learning process. A good teacher should have an
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ability to select and choose the most appropriate method to make the pupils adventurous in the learning of the language. Communicative Language Teaching (CLT) is an approach that develops based on comprehension input. It emphasizes on comprehensible and meaningful practice activities. Richards and Rodgers (2001: 168) states that Communicative Language Teaching (CLT) procedures often require teachers to acquire less teacher-centered classroom management skills. It is the teacher’s responsibility to organize the classroom as a setting for communication and communicative activities. According to Nunan (1991: 279) he offers five features to characterize CLT. They are (a) an emphasis on learning to communicate trough interaction in the target language, (b) the introduction of authentic texts into the learning situation, (c) the provision to opportunities for learners to focus, not only on language but also on the learning process itself. (d) an enhancement of learner’s own personal experiences as important contributing elements to classroom learning. (e) an attempt to link classroom language learning with language activation outside the classroom. Based on the definitions above we can know that the use of CLT is very useful. Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.
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The role of the teacher in CLT method is to facilitate the communication between all participants in the classroom, and between these participants and the various activities and text. It means that the teacher must be creative to make students active. The teacher give facilitate to the students to make them confident in their learning and to make them active in teaching learning process. A classroom during a communicative activity is far from quiet, however. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with students leaving their seats to complete a task. Because of the increased responsibility to participate, students may find they gain confidence in using the target language in general. The activities that can be use in CLT are games, role play, and task-based communication activities. One of them is games. Games are essentially recreational “time out” activities whose main purpose is enjoyment; language study is serious goal-oriented work, whose main purpose is personal learning. Games also help the teacher to create context in which the language is useful and meaningful. Rockler (1988: 93) also states that simulating/gaming is a powerful teaching device. The use of this process can achieve the usual outcomes of teaching content, concept, skills and attitudes. If it can be applied in language learning and teaching, it will also appropriate to help learners in mastering speaking. According to Chen (2000: 4) games make the learners more willing to ask questions and think creatively about how to use English to achieve the goal. They are thus a natural self-expression for both the young and old. They have the
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advantage of attention in focusing, providing a self-motivating environment for the students with their active participation. Games encourage the students to be active in the classroom, entertain them, give them to practice the language naturally and promote fluency. They should be used because they help students see the beauty in a foreign language and not just problems of the foreign language itself. Games ignore the implication of non-serious recreation and concentrate rather on their quality as organized action that is rule-governed, involves striving towards a clear goal through performance of a challenging task, and provides participants and/or onlookers with a feeling of pleasurable tension. A variety of games are like cue cards, activity cards, and card games. Card game is games with using card. Hadfield (1990: V) says that game could be any activity that formalizes a technique into units that can be scored in some way. Cards, of course, also give students something to talk about. According to Rixon (1981: 101) visual prompt like small word or picture cards not only are attractive but also influence turn-taking in a game. It means that card game is the activity or game which uses cards to make students talk about something. Many advantages of games can overcome the speaking problems. The competition of games gives students a natural opportunity to work together and communicate English with each other. Card game is enjoyable activity involving an object that is achieved by following certain rules, usually in competition with one or more other people. There are some benefits that can be got from card games. First, it is able to reduce
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anxiety and motivate learners in using language. Second, it makes learners learn easily. Third, it can be received by every range of age. Fourth, it is easy to do. It can also be used in language learning and teaching. It will be a powerful aid to help teachers in creating a fun learning and teaching atmosphere. Where more complicated card games are played in small groups, it is suggested that teachers hand out a photocopied rules sheet to each group of students together with the cards. Working in group is to make students confident to talk about something. In fact, students will express their feeling if they talk with their friends, because they feel confident if they are talking something with their friends. Besides that working in group is to make students work in team, they can share their feeling to each other, and for the teacher it can make easy to control the class. Card games is to make students speak spontaneously, express their feeling and to make students active in teaching learning process. Based on the statements, the writer intends to make a research about how the English Speaking is increasing under the title “Improving Students’ Speaking Skill through Card Games at Eighth Grade Students of SMP Muhammadiyah 4 Surakarta (an Action Research)”.
B. Problem Limitation The research focuses on the improvement of students speaking skill by using card games. The problems are limited as the following: 1. The speaking improvement here includes speaking without too much hesitation, using grammar and pronouncing the word correctly.
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2. The games used in this research are limited on the card games that are used to practice the topics in the text-book.
C. Problem Statements The problems in this research are formulated as follows: 1. Can the use of card games improve the students’ speaking skill at the eighth grade students of SMP Muhammadiyah 4 Surakarta? 2. How is the situation when card games are implemented in the speaking class?
D. The objective of the Study This study has some objectives which include: 1. To identify the improvement of the students’ speaking skill at the eighth grade students of SMP Muhammadiyah 4 Surakarta. 2. To identify the situation when games are implemented in the speaking class at eighth grade students of SMP Muhammadiyah 4 Surakarta.
E. The Benefits of the Study The research result is expected to be able to give some benefits in the English Language teaching quality. There are at least three significance contributions gained from this study. They are as follows: 1) The Teacher The teacher as the facilitator in the class needs more activity is to make their students active in teaching learning process. Based on the method the teacher can use some activities which can make students active and enjoy in the class. Card games stimulate the students to work in group. It can make students to
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cooperate with each other. This result of this study will help the teacher identify the students’ difficulties in speaking and try to overcome the problem by developed the technique used in teaching speaking. 2) The Students Students are expected to get better learning in their school. Through card games, the students will not feel bored in speaking class. Beside that the students will be more active and they will express their feeling based on the picture card that the teacher gives to them. 3) The Researcher The researcher gets invaluable experience which can be used to improve speaking and learning quality in other situation and provide information also starting point for other researcher in improving the other technique in helping students on their speaking skill. 4) The School The result of this study can be transmitted to other teachers so that they get clearness in the use of technique and it can improve the quality of teaching speaking at school.
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CHAPTER II LITERATURE REVIEW
A. The Nature of Speaking 1) The Definition of Speaking skill Bygate (1997: 7) tells that speaking is a “popular” form of expression which uses the unprestigious “colloquial” register: Literary skills are on the whole more prized. According to Nunan (1989: 26) speaking is a process consisting of short, often fragmentary utterances in a range of pronunciation. It means that speaking is a process of fragmentary words in pronunciation. There are three definitions stated by Widowson (1996: 58-59) as follows: a. First, he says that speaking is active, or productive, and makes use of the aural medium. b. Second, speaking is commonly performed in face to face interaction and occurs as part of a dialogue or other form of verbal exchange. c. Third, speaking as an instance of use, therefore, is a part of reciprocal exchange in which both reception and production play a part. In this sense, the skill of speaking involves both receptive and productive participation. It means that speaking is an activity which uses aural medium and it commonly occurs in face to face interaction that involves both receptive and productive participation. Moreover, Syakur (1987: 5) says that speaking is a complex skill because at least it is concerned with components of pronunciation, vocabulary and fluency.
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According to Skehan (in Ellis, 2003: 108) speaking is possible because of the way language is represented. It means that speaking is the one way to apply the language so by speaking the speaker can represent what they are saying. Lewis and Hill (1993: 54) argue that speaking is process that covers many things in addition to the pronunciation of individual sounds. While, Tarigan (1990: 3) defines speaking as a language skill that is developed in child life, which is preceded by listening skill, and at that period the speaking skill is learned. It means that speaking is the basis of language. The process of speaking happens or is preceded by listening skill. From Oxford Advance Learner’s Dictionary, speaking is making use of ordinary voice, uttering words, knowing and being able to use language; expressing oneself in word, making speech, while skill is the ability to do something well. Levelt (995: 1) reveals that speaking is one of man’s most complex skills. It is a skill which is unique to our species. Briendly (1995: 19) makes specification about oral skill. He believes that oral is to: a) Express oneself intelligibly b) Convey intended meaning accurately with sufficient command of vocabulary c) Use language appropriate to context d) Interact with other speakers fluently He also separates oral skill into four areas that are interactive communication for fluency or effect on listeners, intelligibly for pronunciation or prosodic
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features, appropriation for pragmatic competence or register, and accuracy for structure and vocabulary resources. From the definitions above, it can be concluded that speaking is a process fragmentary word in pronunciation, vocabulary and fluency which uses aural medium and it commonly occurs in face to face interaction that involves both receptive and productive participation.
2) Problems in Speaking Activity Teaching speaking has many problems. According to Ur, Penny (1996: 6) there are some problems faced by the learners in speaking activities. They are as follows: a. Inhibition Unlike reading, writing and listening activities, speaking requires some real time exposure to an audience. Learners are often inhibited about trying to say things in foreign language in the classroom, such as: worried about making mistakes, fearful of criticism, or shy of attention that their speech attracts. b. The lack of theme to be spoken Some learners get the difficulties in thinking of anything to say, they have no motivation to express themselves beyond the guilty of feeling that they should be speaking.
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c. The low of Participation Only one participant can talk at time if he or she is to be heard. In a large group, this means that each one will have only very little time to talk. This problem is compounded by the tendency of some learner to dominate, while others speak very little or not at all. d. The use of mother- tongue In a number of classes, the learners share the same mother tongue. They may tend to use it because of some reasons. Firstly, it is easier. Secondly, it feels unnatural to speak to one another in foreign language. The last, they feel less ‘exposed’ if they are speaking their mother tongue. If they are talking in small groups, it can be quite difficult to keep using the target language.
3) Solutions for the Problems of Speaking Activity There are some solutions which can be selected to overcome the problems in speaking activity (Ur, 1996: 121-122). These are: a. Use group work This increases the sheer amount of learner talk going on in a limited period of time and also lowers the inhibitions of learners who are unwilling o speak in front of the full class. It is true that group work means the teacher cannot supervise all learner speech, so that not all utterances will be correct, and learners may occasionally slip into their native language; nevertheless, even taking into consideration occasional mistakes and mother tongue use, the
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amount of time remaining for positive, useful oral practice is still likely to be far more than in the full-class set-up. b. Base the activity on easy language In general, the level of language needed for discussion should be lower than the use in intensive language-learning activities in the same class: it should be easily recalled and produced by the participants, so that they can speak fluently with the minimum hesitation. It is a good idea to teach or review essential vocabulary before the activity starts. c. Make a careful choice of topic and task to stimulate interest On the whole, the clearer the purpose of the discussion the more motivated participants will be. A good topic is one which students can relate using ideas from their own experience and knowledge. It should also represent a genuine controversy. Some questions or suggested lines of thought can help to stimulate discussion. A task is essentially goal-oriented. It requires the group, or pair, to achieve an objective that is usually expressed by an observable result such as brief notes or lists, a rearrangement of jumbled items, a drawing, and a spoken summary. d. Give some instruction or training in discussion skills If the task is based in group discussion then include instruction about participation when introducing it. For example, tell learners to make sure that everyone in the group contributes the discussion; appoint a chairperson to each group who will regulate participation.
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e. Keep students speaking in the target language Teacher might appoint one of the groups as monitor, whose job it is to remind participants to use the target language, and perhaps report later to he teacher how well the group managed to keep to it. Even if there is no actual penalty attached, the very awareness that someone is monitoring such lapses helps participants to be more careful.
4) Speaking Accuracy Accuracy in speaking is one of the main goals targeted by he learner in the process of teaching and learning a language. Brown (1994: 254) defines accurate as clear, articulate, grammatically and phonologically correct language. He adds that in a language teaching accuracy is achieved o some extent by allowing students to focus on elements of phonology, grammar, and discourse in their speaking output. Byrne (1997: 5) states that accuracy is the use of language which depends on mastery of the language system. He adds that language system includes grammar, vocabulary and phonology.
5) Speaking Fluency Fluency in speaking is one of the competencies targeted by many language learners. Signs of fluency include a reasonably fast speed of speaking and only a small number of pauses and fillers.
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Brown (1994: 254) defines distinction between accuracy and fluency. Accurate means clear articulate, grammatically and phonologically correct. While, fluent means following naturally. He also says that fluency may be on initial goal in language teaching but accuracy is gained to some extent by allowing learners to focus on the elements of phonology, grammar, and discourse in their spoken output.
B. The Concept of Teaching Speaking 1) Speaking Activities Below are some explanations about activities including kinds of speaking and the types of speaking activities. Each term will be explained as follows: a. Kinds of speaking According to Blumental (1963: 49) there are two kinds of speaking. The first is impromptu speaking and the second one is extemporaneous speaking. The kinds of speaking are explained in the following term: a) Impromptu Speaking It is a speaking which is done on the spur of the moment with no opportunity for preparation. Whatever the occasion, teacher will want to meet it with confidence and some degree of sophistication. It is valuable experience, since teacher realizes that none is any better prepared then himself. He will feel very little of the tension that sometimes precedes formal speaking situation. Impromptu speaking is also natural and enjoyable. It will help him gain pause in speaking,
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furthermore, it will help him to plan and phrase his ideas as he speaks, a valuable skill in all speaking situation. b) Extemporaneous Speaking It is speaking which is to be known before hand about the subject on which the learner may be called to speak. It is one which the teacher selects or given a topic which he investigates thoroughly. Usually he thinks carefully about his subject, takes notes and organized his material. The speech is to be planned but to be memorized, so the speaking will seem to be spontaneous and natural.
b. Types of Speaking Effective teacher teaches students speaking activities that they can use to help themselves expand their knowledge of language and their confidence using it. There are many activities that can be used. Harmer (1998: 88) gives some examples of speaking activities. There are as follows: a) Information gaps One type of speaking activity is called ‘information gaps’ where two speakers have different parts of information in making up a whole. There is a gap between them because they have different information. One popular information gap activity is called ‘Describe ad Draw’. In this activity one student has s picture which he or she must not show to his or her partner. The partner has to draw the picture without
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looking at the original, so the one with the picture will give instructions and descriptions, and the other will ask questions. b) Discussion Most of the teachers hope that they will be able to organize the discussion session in their classroom. One thing to remember is that people need time to assemble their thought before any discussion. The ability to give spontaneous and articulate opinions is challenging in our own language. There are many discussion possibilities. The important thing is that students need to be ‘engaged’ with the topic. Then they might do some ‘study’ and more quickly to ‘active’ stages which include the discussion itself. Almost certainty, here will be feedback after the discussion is over. c) Role Play Role play activities are those where the students are asked to imagine that they are in different situations and act accordingly. He teacher may tell the students to role play being guest as a party, travel agents, answering customer questions or participations in a public meeting about a road-building project. The class can be divided into several groups and each group is given a role card. In conducting the role play, the teacher should set a time limit for activities. While the activity is going on, the teacher goes around the
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group for prompting where necessary and making notes on example of good and bad English use. d) Games Students play and want to play. Students learn through playing. In playing together, students interact with others. In interacting, they develop language skills. Games provide context for play, reason for playing and routines for playing. Game which can be used teacher in teaching learning process is like matching games, board game and card game. Matching games are based on a different principle, but also involve a transfer of information. These games involve matching corresponding pairs of cards or pictures, and may be played as a whole class activity or small groups. Card game is like description about animals. In this case the teacher gives some picture card then the students tries to describe the animals based on the picture card. This game can be used in group or pair work.
2) The role of Teacher in Teaching Speaking Byrne (1997: 2) states that the role as language teacher in the classroom is to create the best conditions for learning. In order to implement this role, the teachers have specific roles at the different stage. They have specific roles at different stage, as follows:
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a. The Presentation Stage: the Teacher as Informant At the presentation stage, the teacher’s main task is to serve as a kind of informant. The teacher knows the language; selects the new material to be learned; and presents the material in such a way that the meaning of the new language is as clear and memorable as possible. The students listen and try to understand the material. At this stage, the students are probably saying very little, except when the teacher invites to join in. b. The Practice Stage: the Teacher as Conductor and Monitor At the practice stage, it is the students’ turn to do most of the talking. The main task of the teacher is to devise and provide the maximum amount of the practice. At this stage, the teachers do the minimum amount of talking. The teachers are like the skillful conductor of an orchestra, giving each of the performers a chance o participates and monitoring their performance to see that it is satisfactory. c. The Production Stage: the Teacher as Manager and Guide No real learning that should be assumed to have taken place until the students are able to use the language for themselves, and unless opportunities are available for them to do this outside the classroom. Provision must be made as part of the lesson.
3) Characteristics of a Successful Speaking Activity Ur (1996: 120) proposes some characteristics of speaking activity. There are as follows:
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a. Learners talk a lot The learners can talk as much as possible. In fact, the period of time allotted to the activity is occupied by learners’ talk. b. Participation is even Classroom discussion is not dominated by a minority talk active participants, it means that all members get chance to speak and distribute the contributions fairly. c. Motivation is high Learners are eager to speak because they are interested in the topic and have something new to say about it, or because they want to contribute to achieve a task objective. d. Language is an acceptable level Learners express themselves in utterances that are relevant, easily comprehensible to each other, and acceptable level of language accuracy.
4) Teaching speaking at SMP Based on the Standar Ketuntasan Belajar Minimal (SKBM) of the eighth grade students of SMP in 2010/2011 academic year, teaching speaking covers some points which includes: the standard competence, the main competence, and the indicators. Each of them is described as follows: a. Standard of Competence According to standard competence, the eighth grade students of SMP are expected to be able to communicate using the spoken or written
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language in the form of interactional and monolog especially in the descriptive and recount. b. Main Competence In learning speaking competence, the students are expected o be able do the main competences which included: express the meaning in the dialogue transactional and interpersonal spoken text to interact with surrounding especially in the descriptive and recount competence in learning speaking c. Indicators There are some indicators to show the students’ competence in learning speaking. Firstly, the students are expected to be able to do the activities dealing with transactional dialog, such as: asking, giving, refused something, accepting, refusing fact, and giving opinion. Secondly, the students are expected to be able to express dealing with transactional dialog, such as: inviting, accepting, and refusing something, praising and congratulating.
C. The Concept of Card Game 1) Review on Card Games Games are best set up by demonstration rather than by lengthy explanation. The teacher should explain briefly what the game involves, hand out the photocopied cards, giving the students a little while to study them, and then demonstrate the game with one of the students in front of the class (Hadfield,
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1990: vi). It will be found that the idea of the game is probably easier for students to grasp from seeing the cards than from a verbal explanation, and that as they become more familiar with the idea of games and technique used, any initial problems caused by unfamiliarity will quickly disappear. For the language classroom, a dash of luck in a game can make it more exiting and give the less able students a chance to catch up with their fellows for once, but a game that depends too much on luck and too little on use of language will waste students’ time. The ideal combination is a game in which students have to react, by using language, to some challenge which may be decided by the lack of drawing a card or throwing a die. Where more complicated card games are played in small groups, it is suggested that teachers hand out a photocopied together with the card(s) (Haldfield, 1990: vii). It means that kind of card game can be used in language learning in small group. But card games not only can be played in small group, but also can be played in a whole class or individual. Playing card games with small group has benefits for the teacher and the students. For the teacher playing games with small group makes her easy to control the class and to the students playing games in groups can make them more active in teaching learning process because if they have problems their friend in their group can help them.
2) Reasons to use Card Games The use of card games in teaching speaking is very useful. Visual prompts like small word or picture cards not only are attractive but also influence turn-taking in
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a game. Cards, of course, also give students something to talk about. The most important thing to decide is how big the cards should be (Rixon, 1981: 101). They should be convenient to hold but large enough for the words or pictures on them to be seen by several people at one time if necessary. Cards that belong to the same pack should if possible be the same color to indicate that they belong together, and they should have an identification mark on the back to indicate which game they belong to. The aim is often to get students talking to one another rather than always addressing their remarks to the teacher or having him mediate what they say to another. The other reason for using card games is simply that they are immensely enjoyable for both teacher and students. For the students card game can make students happy and fun in the class. It can make students express their idea based on the card. With card the teacher also can produce variety of game which can make students active in speaking class. For the teacher by using card games the teacher can handle the class, because she can know the ability of the students one by one.
3) Kinds of Card Games Card games haves many activities which can be used to improve students’ speaking. According to Rixon (1981: 19) a race to find someone or something within the class is another device that gets students to use language. Kinds of game which can be used to make an activity by using card are described by Rixon. They are as follows:
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a. Find your partner It is a game that can be adapted to practice many different language points. The basic idea is that each player must look for a partner who has got an identical word or picture to his own. The players may not look at each other’s cards but must find out who their partners are by talking to one another. b. Which one is it In this game, about 12 pictures differing in a few details are put up in front of the class. Each picture can be identified by a name or a number. The challenger describes one of the pictures without pointing to it. Eg. “the women with the big nose”. Players compete to see who can identify the picture referred to. c. What’s the word This game was particularly easy to organize because, as part of their hand writing improvement work, the girls had already made sets of vocabulary cards, which were used as materials for the game. In this game the players have a pack of 10 cards between them. Each card has one word written on it. Each player in turn picks up a card and looks at the word but does not let the player see it. He asks a question or gives a definition or example which will give the other player a clue to the word. If the word is guessed correctly the card is taken by the successful player. If a player fails to guess it the card is replaced at the bottom of the pack to be tried again later.
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d. Ship or Sheep In this game the caller says one of a pair of words distinguished by only one sound, e.g. “ship” or “sheep” “bin” or “pin”. Players indicate which word they think he said, one point for each correct answer. There should be visual cues so that this can be easily done. Two pictures or cards with the two words should be shown as the caller says the word. Players could point to the card they think is correct, or else make a signal to show which sound they think they heard, e.g. Hands on heads for / ί /, hands on desk for / І /. The other kinds of card games which can be used in teaching learning process are described by Hadfield (1997: xiii-xxi). There are as follows: a. Good news, bad news In this game the cards should be dealt out equally to all players in the group. The first player should produce a ‘good news’ (GN) card and lay it on the table, describing what happened, beginning the good news is….. (For example: The good news is, I decided to ask her to marry me). The other players should try to find the corresponding ‘bad news’ (BN) picture. The player who has the picture should lay it on the table, describing the bad news, for example: The bad news is, She refused. b. Guess what I’ve been doing This game may be played in groups. Copy and cut up one set of cards for ach group. Place them face down in the middle of the group. The first player takes one card, but must not show it to the rest of the group.
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He/she should imagine they are the person depicted on the card and describe their appearance to the rest of the group, for example: I’m crying. The rest of the group must guess what activity the first player has been engaged in, for example: You’ve been quarreling, you’ve been watching a sad film, and you’ve been peeling onions. The player who guesses correctly is allowed to keep the card. c. Detective work This game may be played in groups of three or four, and give each group one set of cards. Ask them to shuffle them and place them face down in the middle of the group. Give them a problem like an accident or robbery. For example: A murder was committed last night. An old lady was found dead in her living room. She had been hit on the head with a frying pan. One of the principle suspects is Annie Hudson, the district nurse, who has the key to the old lady’s house, and who lives ten minutes’ walk away. The cards contain details of Annie’s movements that evening. The students should read them together, and try to work out if she could have committed the murder or not. Since the cards have been shuffled, the events will be in a muddled order. Students should turn up one card at a time from the pile, and discuss the probable sequence of events together. d. Archaeologists This game can be played in groups of three or four. Copy and cut up one set or picture cards for each group. Give out the cards and ask each group to
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lay them face down in a pile in the middle of the table. Ask the students to imagine they are archaeologists in the year 5000 and the pile of pictures represent object they have dug up. The objects are no longer used, so they may not know what they are. The first archaeologist should turn up the first card and look at it, without showing it to the others. He/she should describe its appearance in detail to the others, without mentioning the name, and tell them what is probably used for (according to the description on the card). The other archaeologist should, if they recognize the object from the description, say what, in their learned opinions, it was used for. The player who states the correct use may keep the card and take the next turn. If no one guesses correctly, the first player may keep the card. In this research the researcher use card games “which one is it”. This game can be played in teams and it can make the researcher control the class easily. In this game the researcher give the students picture card to be described in front of the class and the other students in same group try to guess kinds of animal that their friend describe. If their friend in the same group can’t answer the question the other group can answer it. In the end of the lesson the group who get more card than the other group is the winner.
4) How to Play games We know that each game suggest which from of the class organizations, is appropriate. Grouping pair work and group work are very important if each
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learner is to have suffient oral practice in the use of language. Wright (1997: 5) said that there are many ways to play games, namely: a. Pair work This is fast and easy to organize; it provides opportunities for intensive listening and speaking practice. Pair work is better than group work if there are discipline problems. Indeed, for all the reasons we often prefer to organize games in pair or general class work. b. Group work Some games require four or six players, in these cases group work is essential. Membership of groups should be constant for he shake of goodwill and efficiency. Many teachers consider it advisable to have a group leader. However, there is much be said for encouraging not active learner by giving the responsibility to him or her. The leader’s role is to ensure that game or activity is properly organized and to intermediate between learners and teachers.
D. Rational In learning English Speaking, there are difficulties that might be faced by the learners. The students’ speaking skill of SMP Muhammadiyah 4 Surakarta in the academic year of 2010/2011 is still low. It can be seen from some indicators that are shown by the students as follows: firstly, the students are less interested in teaching learning process. It is caused by the teacher’s material which is not appropriate on their level. Most of the students do not have full concentration on
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the lesson and doing something useless during the process of teaching learning. Secondly, the students get difficulties to pronounce some words when the teacher asks them to pronounce some words. Thirdly, the students get difficulties in making sentences into the grammatical correct. It can be seen when they do the exercises. They could not do the exercises perfectly. Most of their marks are still lower than the passing grade. In this era there are many methods which can use the teacher in teaching English. In reality, some of teachers are not professional in teaching speaking. They teach without method, so they do not know whether their way in teaching English is right or know. As the result, the students are not interested in learning English, because they do not enjoy learning English. Communicative Language Teaching (CLT) is kind of method that can apply in teaching speaking. Communicative language teaching makes use of reallife situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. In this method the students can work in pairs or groups. It can make students enjoy with the learning because they can express their feeling with their friends. Besides that, as compared with activities for the whole class, group work enables students to talk a lot because it increases the time for each student to practise speaking in one lesson. Group work help students avoid losing their face in front of a whole class, and thus it can makes students courageous to speak. By using this method the teacher can make variety of activities in teaching learning process. Kind of activities that can be used is teaching speaking using
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card games. Card games is kind of games by using card. The reason why card games are used in speaking activities is that card games can make students talking something about and it can make students be an active in teaching learning process. By using card the teacher can make variety of games in teaching speaking. The games is like what’s the word, find your partner, and which one is it. These activities can make students active in the class.
D. Hypotheses It is hypothesised in this study that use of Card Games can improve the students’ speaking skill.
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CHAPTER III RESEARCH METHODOLOGY
A. Setting and Time of the Research The study is classroom action research which is aimed to implement the use of card games to improve speaking skill. The study is conducted in SMP Muhammadiyah 4 Surakarta. The school is located at desa Tempurejo RT 02/II Sumber, Surakarta, Jawa Tengah. The school is surrounded by house and schools. The location of this school is far from the main street. It makes the situation of teaching learning process is condusive and confortable because the situation not crowded. This research is conducted from October to November 2010 that represent the second term of 2010/2011 academic year.
B. Research Subject The subject of the research is the second grade of SMP Muhammadiyah 4 Surakarta. This class consists of 35 students. They are 19 boys and 16 girls. The researcher chooses this class because based on the observation, they are very enthusiastic in study English, especially encounter new thing, for example when they know that they will be taught by the researcher in speaking class. Most of them seem to be eager to study. Besides that, the number of the students is not too big in which it is effective for language class.
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C. The Method of Action Research The method used in this research is action research. There are various definitions of action research stated by some experts. Mills (200: 6) says that action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in teaching or learning environment, to gather information about ways that their particular schools operate, how they teach, and how well their students learn. Wallace (in Burn, 1999: 30) tells that action research is done by systematically collecting data on your everyday practice and analyzing them in order to make some decisions about what your future practice and should be. According to Kemmis as quoted by Hopkins (1993: 44) gives the definition of the action research as follows: Action research is a form of self-reflective enquiry undertaken by participants in social (including education) in order to improve the rationality and justice of (a) their own social or educational practice, (b) their understanding of these practice and (c) the situations in which practices are carried out.
Moreover, Nunan (1997: 18) argues that action research has distinctive feature that is those affected by planned changes have the primary responsibility for deciding on courses of critically informed action which seems likely to lead to improvement, for evaluating the results of strategies tried out in practice. Burns (1999: 30) makes some characteristics of action research taken from some experts’ definition as follows:
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1. Action research is contextual, small-scale and localized. It identifies and investigates problems within a specific situation. 2. It is evaluating and reflective as it aims to bring about change and improvement in practice. 3. It is participatory as it provides for collaborative investigation by teams of colleagues, practitioners and researchers. 4. Changes in practice are based on the collection of information or data which provides the impetus of changes. Based on several definitions stated by some experts, it can be concluded that action research is any systematic inquiry conducted by the participators in social participants (including education) for evaluating the results of strategies tried out in practice.
D. The Model of Action Research The model of classroom action research is this study is model by Kemmis and Mc Taggart (in Burns, 1999: 32) who state that the model of action research is consist of four steps in a spiraling process. There are as follows: 1. Planning Here the researcher prepares everything that is needed in doing the action, for instance she prepares a lesson plan, the material that will be used in the action, and she also prepares the evaluation material after conducting the action to give information whether or not the speaking improve. 2. Acting
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After preparing the lesson plan, the material and the evaluation, the researcher was implemented the plan. In this study the researcher will implements card games in teaching speaking, the card games was doing in the group. She also give pretest, the material and the end of the study she do the post test. 3. Observation The researcher observes the effects of the critically informed action in the context in which it occurs. Beside that the researcher also makes the observation sheet about the process in teaching learning process, 4. Reflecting After doing the observation, the researcher continue to the next step namely reflection. In this step the researcher reflect how the teaching learning process runs. The function of reflecting is to know the weaknesses and the strengths of the action. She also prepares the other planning if the action was not improved the students’ speaking skill.
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The spiral model can be illustrated as follow:
Picture 3.1 Action Research Spiral (Kemmis & McTaggart)
E. The Procedures of Action Research Many experts find in action research. In this research, Natawidjaya’s model is used to act at the action research. It is clearly showed as follow: 1) Identifying the problem Before the researcher act the action the researcher must define the problem found in the school. The problem found is that many students cannot speak English well. And they pronounce the word not correctly. 2) Overall Plan After knowing the problem to make a good teaching the researcher makes a lesson plan, material, teaching aid, and tests are arranged and proposed.
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3) Action In this step the researcher was implemented the plan. 4) Reflection After doing the action the researcher will know whiling the action is successful or not. In this step the researcher must found the other method that can be used if the action is not perfect. The grade of accuracy and fluency is taken from criteria of assessment of speaking test (Ur, 1996: 135) as follows: Accuracy Little or no language
Score
Fluency
Score
1
Little or no communication
1
2
Very hesitant and brief
2
produced Poor vocabulary, mistake in basic grammar, may
utterances, sometimes
have very strong foreign
difficult to understand
accent Adequate but not rich
3
vocabulary, makes obvious
Get ideas across, but
3
hesitantly and briefly
grammar mistake, slight foreign accent Good range of vocabulary,
4
occasional grammar slips,
Effective communication in
4
short turns
slight foreign accent Wide vocabulary
5
Easy and effective
appropriately used,
communication, uses long
victually no grammar
turns
mistakes, native-like or slight foreign accent TOTAL SCORE: 1
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5
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F.
Technique of Collecting Data
In his research the writer collected the data by using qualitative and quantitative method. The qualitative methods are got from the observation done by the teacher during the teaching learning process about the whole activities and students’ behavior. The observation is done by making notes about the activities during the teaching learning process. Besides that, the observation is also supported by taking a photograph during the teaching learning process and the interviews is done after the teaching learning process. The data in the form of quantitative method are got from the test. The tests are given in the beginning of the teaching learning process and the end of each cycle to measure the students’ improvement. The test result is compared to the students’ score before the actions are implemented. After the data are taken from the field notes, and it is supported by the mean score that is found from the tests, the writer can find the improvement of the students’ speaking after they use card games.
G. Technique of Analyzing Data In analyzing the qualitative data, the researcher analyzed the result of observation done during the TL process by using qualitative technique as suggested by Burns (1999: 156). He says that there are various techniques developed from qualitative research approaches which can be used for data analysis, such as identifying patterns, categories or themes that are repeated across the data and making connections between these categories.
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In addition McKernan (1996) in Burns (1999: 156) states that there are five stages in analyzing the data: 1. Assembling the Data The first step is to assemble the data that the researcher has collected over the period of the research: field-notes, journal entries, questionnaires and so on. 2. Coding the Data In this stage, once there has been some overall examination of the data, categories or codes can be developed to identify patterns more specifically. 3. Comparing the Data At this stage, comparison can be made to see whether themes or pattern are repeated or developed across different data gathering techniques. 4. Building Interpretations This is the point where moving beyond describing, categorising, coding and comparing to make some sense of the meaning of the data. 5. Reporting the Outcomes The final stage involves presenting an account of the research for others.
The quantitative data is analyzed by using descriptive statistic. It is used to analyze data from the result of the teaching learning process. It is done to compare the students’ speaking skill before and after the action or the result of pre-test and post-test.
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To support the data taken from the observation result, the writer also conducts the test in the end of each cycle during the actions. In computing the students’ test score, the writer uses the computation as follows: The mean of the students’ score in the pre test and post test can be calculated with the formula as follows: X=
∑X N
and Y =
∑Y N
in which: X
: Mean of pre test scores
Y
: Mean of post test scores
N
: Number of subject : The sum of pre test score : The sum of post test score
Finally, by analyzing the observation result and test result, the writer can make a conclusion whether card games can improve students’ speaking or not.
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CHAPTER IV RESEARCH FINDING AND DISCUSSION
This chapter discusses the result of the research. This chapter describes some findings and discussions about the use of card games in teaching speaking skill especially on descriptive text. This chapter covers research implementation and discussion. Each cycle of the research implementation which consists of planning, acting, observing and reflecting activities is described in this chapter. This chapter also describes the improvement of students’ speaking skill through card games.
A. INTRODUCTION Speaking is a kind of very important skill in daily life activity. Speaking is the way to communicate with other people. With communication people can exchange the information with the other person. Communication can make people give and get more information. To identify students’ skill in speaking, the researcher conducted a pre observation in a form of speaking test when she did her job training in SMP Muhammadiyah 4 Surakarta. She taught the students of class 8C directly through descriptive text. The test was about making a description about animals. The result of the pre observation showed that that the students had low ability in speaking. The low ability could be seen from the low achievement of speaking test. Before conducted the pre observation the researcher has speaking score from the post test in the last semester that they have score 6, 5.
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But, the mean of speaking scores in pre test was low, namely 5,7. It can be seen that their speaking skill was very low. From the observation conducts by the researcher, she got some problem in speaking skill. It included grammar, vocabulary and pronunciation. The problem in grammar is like the used of verb, for example they said: cat is a cute animal. It have four legs. Besides that in their vocabulary is also limited, for example when the researcher asks the students to describe about cow, some of them asked to the researcher the English of “ekor”. When they want to describe about bird some of them also asked the English of “sarang” and “bertelur”. The other problem is pronunciation. It was the biggest problem in their speaking skill. It can be shown when they pronounced ‘tail” as /tail/ which often actually should be /teíl/. The other example: they pronounce “animal” as /animal / which often actually should be / ‘ǽniml/. Besides the problem above, the other problem is from the teacher themselves. Based on the observation the researcher could found the problem in teaching speaking, that is the teacher used old method in the class. It can make students feel bored and couldn’t accept the material, because they didn’t enjoy their speaking class. The other problem is in teaching learning process is that the teacher asks the students to do their exercise in the worksheet (LKS) without any additional material from other resource and teaching aids. It can’t enhance their speaking skill. Therefore, the management of the class was not managed; the situation in the class was crowded.
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The result of pre observation showed that the classroom situation was not alive, because the students could not speak English. When the teacher gave them the chances of doing speaking turn, the students tried to avoid the turn by some expression o avoid the turns. It was because the students were not ready to speak or answer the teacher’s question. The situation was worsening by teacher’s domination of the speaking activities. Teacher’s activities such as translating the text and explaining vocabularies, the result is there was limited time to speaking practice. Beside that the problem in grammar, vocabulary, and pronunciation was make them shy and felt worry if the teacher asked them to describe kind of animal in front of he class. Because, they worry make wrong to describe an animal. Based on the interview and questionnaire done from the some students of 8C, the problem is about their pronunciation. They couldn’t pronounce some words well because less in practicing. Based on the condition above the researcher intends to use games especially card games in teaching speaking. Games can overcome the speaking problems. The competition of games gives students a natural opportunity to work together and communicate English with each other. First, it is able to reduce anxiety and motivate learners in using language. Second, it makes learners learn easily. Third, it can be received by every range of age. Fourth, it is easy to do. It can also be used in language learning and teaching. It will be a powerful aid to help teachers in creating a fun learning and teaching atmosphere.
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B. THE IMPLEMENTATION OF THE RESEARCH 1. Process of the Research In this classroom action research, the researcher was an active participant teacher and observer. Before conducting the research, the researcher told the teacher R as the English teacher in class VIII C that the researcher would conduct an action research for her thesis. She wanted to know her students’ improvement through the research. Teacher R and the researcher worked together in implementing the study. Teacher R was the observer while the researcher was the practitioner and the observer too. The researcher conducted the action research in two steps. First, she did the pre-research observation and then she conducted the action research. In this research, the implementation was held in two cycles. During the process of the research, the researcher noticed that cycle one was through stages of planning, implementation, observation, reflection and revising plan. Cycle two was through stages of planning, implementation, observation, reflection of observation result and final reflection. The whole process of this study can be seen in Table 1. Table 1.The Whole Process of the Research I. Pre research a. Observation
Identifying and focusing the problems during TL
b. Pre Test
process.
c. Interview
Identifying the students’ speaking skill Identifying and confirming teacher’s and the students’ difficulties in teaching and learning English especially speaking.
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II.Research Implementation Cycle 1 a. Planning
Preparing the materials, lesson plan, teaching aids, pictures, camera, texts, worksheet and everything related
a. Action
to the Action Research.
a) Meeting 1
The teacher used text to explain descriptive genre
b)Meeting 2
The students played the picture card games
c) Post-test 1
Preparing the test for identifying the students’ speaking skill by using card games after conducting cycle 1.
b.Observation
- Students enjoyed the activity of the class - Students could interact with their friends in studying of descriptive text and they were also active during TL English.
c.Reflection - Positive result: improvement of students’ speaking skill - Weaknesses: some students spoke loudly, some students were passive, some students were still d.Revising Plan
mistakes when they pronounce some words Focusing on managing the students to memorizing and pronouncing the vocabulary.
Cycle 2 a. Planning Preparing lesson plan, picture card games, text and b. Action
everything related AR.
a) Meeting1
The teacher used descriptive text about people in
b)Meeting 2
speaking class.
c) Post-test 2
The students played the game Preparing the test for identifying the students’ speaking
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skill by using card games after conducting cycle 2. c. Observing d. Reflecting
Students were active and responsible in the class. - Positive Result: the improvement of class situation, the improvement of the students’ achievement. - Weaknesses: some of students still had problem in
e. Final Reflection
pronouncing the words. - Positive Result: the improvement of students’ speaking skill by using card games The students’ score from pre test 5,7; post test one 6,7; post test two 7,1 Weaknesses: the students get bored without various activities.
More detailed explanation of the procedures of the study is described in the following section: 2. Cycle 1 a. Planning Before implementing the action, the researcher was gave the students of class 8C doing the pre test. It was conducted on Tuesday, October 12th 2010. The aim of the pretest was to know how well student’s speaking skill as the average score was 5,7. Having identifying the students’ problem, the indicators and the causes of the problem, the researcher chooses a teaching material and technique to solve the problem. She applied card games to teaching speaking, and used games for the technique applied in the speaking class. In the first cycle the researcher made a preparation to conduct the research. She made a lesson plan. She prepared teaching material based on
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the curriculum that was about descriptive text. She chooses descriptive text about animals. She chooses appropriate technique to teach about animal in speaking class. The technique was implemented by using games. The game was doing in the group work. It can make researcher easy to control the class. The researcher taught 80 minutes in every meeting. The researcher planned to use 10 minutes to greet the students and stated the topic. The researcher told the students that they were going to learn speaking by using card games that day. It was to get the students’ attention and interest. The researcher also gave a lot of time to drill the students. The students could drill every word until five times. The students could ask questions whenever they found problems. The researcher allocated 60 minutes to give the students a chance to learn the material by doing the worksheet and to practice the pronunciation of the words that they have learned. The last five up to ten minutes was to review and close the lesson. The teaching process of cycle one divided into 3 meetings. Table 2. The schedule of cycle 1 Tuesday, October 26th 10.25-11.50 a.m.
First Meeting
2010 Wednesday,
October 07.00—07.20 a.m.
Second Meeting
27th 2010 Tuesday,
November 10.25-11.50 a.m.
02nd 2010
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Post Test
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b. Acting After doing pre test the researcher was doing the action. It was to implement the planning. 1) First meeting The first meeting was conducted on Tuesday, October 26th, 2010. The topic was about describing animals. a) Opening The researcher came to the class at 10.25 am and then greeted the students. After greeting the students, the researcher checked the students’ attendance. No one was absent that day. Before starting the lesson, the researcher told the objective of the lesson. She said that he students would like to learn about descriptive text, and the title is describing animals. She also said to students that after the lesson, the students are able to express their feeling to describe kind of animals. b) Main Activity The researcher gave the students example of descriptive text about animal “crocodile”. After giving them the text, the researcher chooses the students to reading aloud the text. After that, the researcher asked the students mention the difficult word that they have found from the text. The researcher asked students to say the word directly because she wanted that her students go revising from the errors. Therefore the students could study from their
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mistakes. After the researcher explained more about descriptive text, the researcher checked students’ understanding about describing animals. She showed the students kinds of picture card about animal. Then she asked them to choose one of picture card and describe the animal which they chosen. Some students had different picture. After that the researcher asked them to describe the animal in front of the class one by one. If the students made mistakes the researcher helped them and revising the errors. c) Closing In the end of the lesson, the researcher reviewed the material that they have learned by giving them question based on the material. Then the researcher discussed the material together with the students. Before leaving the class, the researcher gave them homework to do the exercise in the LKS. 2) Second meeting The second meeting was conducted on Wednesday, 27th October 2010. The topic was still about describing animals. In this phase the researcher was doing the games. a) Opening The researcher came to class at 07.00 am. Before checking students’ attendance the researcher asked the captain of the class to lead praying. Then researcher asked the students that they would to play the game.
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b) Main Activity Before doing the games the researcher asked the students to discuss their homework and gave them score from their exercise. Then, the researcher divided the class into five groups. Every group consists of seven students. Then the researcher gives one envelope of picture cards to every group. Each group got different picture. The researcher asked them to sit down together with their group. After that the researcher explained how to play the game. in this game one students from each group came in front of the class, then the researcher put one of picture card and the student explained the picture card to their friends. The students on their group tried to guess the animals. If they couldn’t answer the question the other group could answer it. The groups who could answer the question get the card. When the game is over, the group who has got more cards is the winner. c) Closing In the end of the lesson the researcher asked the students to discuss the material that they have learned and gave them question based on the material. When the bell rang the researcher closed the class and say good bye. 3) Third meeting The third meeting was conducted on Tuesday, November 02nd 2010. In this section the researcher was doing the post-test.
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a) Opening The researcher came to the class at 10.25 am. Before start the lesson the researcher asked to the students that she would doing the post test. b) Main Activity The researcher reviewed about the previous meeting that was about describing animals. The researcher asked the students to give an example how to describe animal. Then, she asked the students to come in front of the class and gave them picture card about animals. The researcher asked to the students to describe about animal that they got. Every student didn’t know which kind animals that they got, because in this section the researcher was given the picture card randomly. c) Closing After finishing the post test, the researcher gave comments for the students in general and closed the lesson that day. c. Observing 1) First Meeting In the first meeting, the researcher only explained the material. The researcher also gives them example how to describe kind of animals. The students were asked to paid attention to the teacher. After that, the researcher asks them to make a description about kind of animal that they like. Firstly, the researcher got a problem because she
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did not give the students example yet about how to describe animal. Therefore, the students got difficulty in making a sentence because they didn’t know kinds of word to describing animals. “miss, sarang bahasa inggris nya apa?” said the eighth grade student. Besides that they also got difficulty in using grammatical sentence. “miss, elephant have long nose, benar gak?” said the eighth grade students. In this meeting the researcher still had a problem, because they didn’t ready follow the class yet. When the researcher asked them to make description about animals, some of them refused and didn’t make description. Beside the problem above, the researcher found some progress. Firstly, some of the students could make the description quickly. When the researcher checks their work, some of the students got fewer mistakes. Before the class finished the researcher gave them word bank that they could use to describe kinds of animals. Then the researcher asked them to make description of kinds of animals in their home as homework. When the bell was rang, the researcher closed the class and say good bye. 2) Second Meeting In the second meeting the researcher was doing game. The students looked happy to do that. When the researcher explained how to play the game, the students give attention to the teacher. Before play the game, the researcher reviews the material in the last meeting. The researcher asked the students their homework about describing
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animals. A lot of the students have finished their homework, but some of them couldn’t finish it. After giving them score, the researcher asks the students to make a group. One group consists of 7 students. As what had been by eight students “kelompoknya terserah miss?” said one of them. When they play the game the class was noisy but active. If one of them explained an animal, they always discuss with their friends in one group what kind of animal that their friend explained. In the end of the game, group 5 is the winner, because they got more picture card game than the other group. In monitoring the implementation of this cycle, the researcher used observation to see the effects of conducting the cycle. The observation was conducted simultaneously when teaching learning process took place. From the observation, she found that there was progress in students’ speaking skill. This fact was supported by some indicators that reduced their intensities. For example: students got less difficulty to explore their idea to describe kind of animals. In organizing the sentences they were good enough. They were not shy again if the researcher asked them to come in front of the class or answered teacher’s question. Besides that, they looked more active in speaking class.
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3) Third Meeting In the third meeting firstly the researcher reviews back the material that they have been learning. Then the researcher asked the students to come in front of the class one by one. In the first and second meeting, the teacher asks them to make a description about animal which they like or they choose, but in third meeting as we called “post test” the picture card was given by the teacher, so they didn’t know what the animal that they got to be explained. From the observation, the students looked more ready to follow the test. Although the students didn’t know which animal that they got to be explained, the students still come in front the class when their name were asked by the researcher. But, when they describe kinds of animal, some of them still made mistakes. For example: one of them pronounced “snake” as /snæk / which often actually should be /sneìk/. The other problems when they pronounced “grass” as /græs/ which often actually should be /grά:s /. But a lot of the students were good enough in pronouncing the word. From the test the researcher found that by using card games there was progress in students’ speaking skill. It could be seen from the increased mean score from 5,7 in pre test become 6,7 in post test. Besides the explanation of implementing the actions above, the results of the observation of the teaching and learning process were also supported by the interviews with the students about the use of card
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games in teaching speaking. A lot of them felt easier to describe kind of animals if they used picture card, because they could describe based on the picture card. d. Reflecting In the first meeting, the researcher found difficulties in adapting to the class condition since it was the first time she taught the students. Moreover, the way she explained the material was so quick and the voice was not so loud. In the second meeting, the researcher had been more relaxed, and the students were too. In the third meeting, the researcher should walk around the class with equal chance given to the students to ask question, so she did not concern in particular part of the class. She should give the students more chance to explore the vocabularies needed related to the speaking assignment. After conducting the first cycle continued with giving the first posttest, the researcher did a reflection based on the analysis of the data gathered. From the evaluation, she found that there was progress in students’ speaking skill. This fact was supported by some indicators that reduced their intensities. For example, students got less difficulty to explore their idea to describe kind of animals. Some of the students were good enough in pronouncing the words. Besides, the students were not ashamed to ask to the researcher about the difficulty they faced.
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The increased mean score from 5,7 in pre-test became 6,7 in post-test 1 supported the statement said that there was improvement in students’ Speaking skill. One indicator that had not been solved was about pronouncing the word. Students still made mistakes in pronouncing some word to describe kind of animals. Besides, they also found difficulty in applying the suitable vocabulary to express their ideas. Only few of them who brought dictionary, most of them did not bring tool to help them in finding the vocabulary needed. As the result, the researcher during the lesson had to walk around the class to answer students’ questions about the meaning of some words. Because the researcher still found some problems in the first cycle, so she needed to conduct the second cycle. The problems in cycle one was students’ difficulties in memorizing and pronouncing the vocabularies which used the speaking activities should be solved. It seemed necessary for her to use the same method but in different way. The researcher should give more time for vocabulary activity and pronouncing words or sentences. She should also lessen the activities but stimulate the students to be more active. In the second cycle the researcher still used games as the technique in teaching speaking. The researcher also prepared the material that was about descriptive text and the theme was about describing people. In this cycle the researcher more active to drill the students some words that can
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be used to describe people. To make students more enjoy following the class the researcher divided the class into several group. It can make researcher easy to control the class, for the students it can make them felt comfortable to follow the class and do the exercises.
3. Cycle 2 a. Revising the plan Based on the first cycle, it was found these were several remaining problems which needed to be solved in the second cycle. These were some students’ difficulties in memorizing and pronouncing the vocabularies which used in the speaking activities. In order to solve the problems, in the second cycle, the researcher planned to have same method but different topic that is about describing people. Table 3. The schedule of Cycle 2 Wednesday,
November 07.00 a.m.-08.20 a.m.
First meeting
3rd, 2010 Tuesday, November 09th, 10.20 a.m.-11.50 a.m.
Second Meeting
2010 Wednesday,
November 07.00 a.m.-08.20 a.m.
10th, 2010
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Post test
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b. Implementing the action 1) First Meeting The first meeting was conducted on Wednesday, November 3rd 2010. The material discussed about describing people. a) Opening The researcher came to the class at 07.00 a.m. after greeting, the researcher asked the captain of the class to lead praying, after that, the researcher checking students attendance. Before opening the class he researcher state that the goal of the lesson the students could describe persons. b) Main Activity Firstly, the researcher gave them a text about people’s description. Then the researcher asked some students to read a text. After that, the researcher asked students about some word used to describe people, and wrote students’ answer on the white board. Then the researcher asked students to say some words directly because she wanted that her students got revising from the errors. Therefore the students could study from their mistakes. After explaining the material, the researcher gave an example how to describe people with simple sentences. Then, the researcher shows the students’ picture card about an artist. It’s like Justin Bieber, Agnes Monica, Kim Boom, and et cetera. After that, the researcher asked the students to describe people based on the picture card. After students have finished doing their
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exercise, the researcher asked the students to come in front of the class to write down on the white board and read their work. After that the researcher discusses the exercise together with the students. c) Closing The researcher asked the students to discuss the material and gave them question based on the material that they have been learned that day. Before closing the class the researcher asked the students to do the exercise on the LKS as homework. The bell rang the researcher leaving the class. 2) Second Meeting The second meting was conducted on Tuesday, November 09th 2010. In this meeting he researcher was doing games to make students feel enthusiastic to follow the lesson. a) Opening The researcher came to the class at 10.00 a.m. because this meeting was doing in the fifth time, the researcher didn’t praying before the lesson. b) Main Activity The researcher asked the students that this meeting the researcher was doing the game. Before played the game, the researcher discussed the last material that they had been learned. Then, the researcher explained how to play the game and asked them to make group. After that the researcher asked the captain of
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the group to come in front of the class and chooses the card in the envelope. Every group got different picture card. Then captain of the group describe people based on the picture card that he chooses and their friends in the same group try to guess it. If their friends in same group couldn’t answer it, the other group could try to answer the question. In the end of the game, the group who got more picture card than the other group is the winner. c) Closing After doing the game the researcher asked some students to write down their homework in the white board and discuss together with the students. Then the researcher submits their work and asked the students to studying the last material because the next meeting the researcher was doing test. When the bell rang the researcher leaves the class and say good bye. 3) Third Meeting The third meeting was doing on Wednesday, November 10th 2010. In this meeting the researcher was doing the final test and the material was still about describing people. a) Opening The researcher came to the class at 07.00 a.m. after greeting the researcher was asked he students to praying. After that, the researcher checking the students’ attendance. Then gave them
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some question conducted with the last material and drilled the students some words which used o describing people. b) Main Activity The researcher asked the students how to do the test. Firstly the researcher asked the students came in front of the class one by one. Then the researcher gave them card games about picture some actress or actor. After that, the students describe someone’s personality based on the picture card that they got. c) Closing After doing the test the researcher give comment to the students. Then the researcher closing the class because the bell was rang. c. Observing the action 1) First meeting In the first meeting the researcher gave them text about description people. When the researcher asked one of the students to read a text, they still got mistakes. When the researcher asked them to make description about people the students got problems. It will be happen because the researcher did not gave the students the example yet about how to describing people; it was due to check their ability and she hoped that the students could learn from their mistakes. “miss, kalau hidungnya mancung bahasa inggrisnya apa?” said eight students. The other students “miss, kalu keriting baha inggrisnya apa?” said
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eight grade students. so the researcher should walk around to check their work and help them if they got problem. Beside that, the other problems that they got were still in pronouncing the words. For example: they pronounce “oval” as /ofal/ which often actually should be /əύvl /, they pronounce “nose” as /nos/ which often actually should be /nəυz/. Therefore, some of the students could make the description well. In this meeting the researcher looked that the students more active than the first cycle. It can be shown when the researcher asked them to make description about people all of students try to make it. Beside that some of them also borrow a dictionary to help them when they got problem in describing people. In this section, the researcher asked the students to do their work in pairs, it could make them easy to do their exercise because they could asked to their friend when they got problems. Nearly, all of the students enjoyed the teaching learning process because they could share their problems and get the solution from their friends without being ashamed. The progress in their speaking skill can be seen from the students’ description in front of the class, although in pronouncing some words the still made mistakes, but in arranging the sentences they got fewer mistakes. 2) Second meeting In the second meeting the researcher played the game. In this game the students looked more active. They looked enjoyed to play the
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game and the situation of the class was not crowded because they concern with the game. In the end of the lesson, group 2 as the winner because the got more picture card than the other group. Therefore, after the game having finished, the researcher gave the revising of students’ mistakes and gave rewards for the group winner. In monitoring the implementation of this cycle, the researcher used observation to see the effects of conducting the cycle. The observation was conducted simultaneously when teaching learning process took place. From the observation, the students were active enough and enthusiastic in joining the teaching learning process. This could be seen from their participation in answering the researcher’s questions dealing with describing people. The progress in their speaking skill can be seen when they describing people, they got fewer mistakes in pronouncing some words. Beside, in arranging the sentences they were good enough. After doing the game, the researcher asked some of the students to write down their homework, and then asked the students to discuss together with the researcher. Therefore, the students could answer the exercise. Then the researcher wrote the other words which used to describe people and drilled the students to pronounce some words. Because the time having finished, the researcher asked the students to submit their work and closing the class.
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3) Third meeting In this meeting the researcher was doing the post test. Before doing the test the researcher reviewing the material by gave them question about describing people. After that the researcher asked the students to come forward one by one. Then the researcher gave them picture card about an artist and describing people based on the picture card. Nearly, all of the students prepare their best performance although some of students still made mistakes, especially in pronouncing the word. However, all students were happy and enthusiastic, because they more ready to follow the test. Different with post test in cycle 1, in this cycle they looked more active and got less the mistakes. Besides the explanation of implementing the actions above, the results of the observation of the teaching and learning process were also supported by the interviews with the students and the teacher about the use of card games in teaching speaking. From the teacher, the researcher could make a conclusion that by using card games the students looked more active and they were easier to describing something. In pronouncing some words they got fewer mistakes and they were good enough in arranging the sentences. From the students, the researcher found that the students very enthusiastic to follow the class. They more enjoy and felt happy when the lesson uses card
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games. Besides that, they felt easier to make description, because they could make description based on the picture card. From the test, the researcher also found some improvement in students’ speaking skill. It can be seen from the mean score in post test 1, it was 6,7 became 7,1 in post test 2. From the explanation above, it can be conclude that there was improvement in students’ speaking skill by using card games. d. Reflecting the result After implementing the second cycle, the researcher compared the result of first cycle and the result of second cycle. There were some differences here. It included the class situation and the students’ comprehension. The class situation was more relax. It was because the researcher lessened the activities and gave more time to discuss. When the students did the exercises, whether it was in groups or individual, sometimes the researcher asked their difficulties and gave guidance in doing the exercises. It made the students feel enjoy and no pressure in doing the exercises. It also made the students feel closer with the researcher, so they are not doubt in expressing their opinion. However, sometimes they still used Indonesian. Based on the second post-test result, the researcher concluded that there were some improvements in some points. The first point is students’ motivation in learning English especially in speaking. The students looked
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enthusiastic when they were asked to describing something. They looked confident to describe something. The sentences they made had been better than in the first cycle. They seemed more active in joining the lesson, although there were still had problem in pronouncing the words The second point was the students’ progress in constructing new sentences using simple sentences. They made fewer mistakes in applying the suitable vocabularies to express their ideas. These improvements were supported by the mean score of the second post-test. In the second posttest the students got 7,1. It was better than the mean score for the first posttest that was only 6,7.
C. RESEARCH FINDING AND DISCUSSION
1. Research finding The findings of the research were gathered from several sources of data. They include pre-observation report, field notes, interviews, questionnaires, research diaries, photograph, lesson plans, and the score of pre-test and posttest. The findings answered the research questions stated in chapter 1. The research findings were as follows: the improvement of students’ speaking skill and the improvement of classroom situation in the English class when the method was implemented. Besides, the researcher also found the other findings happened during and after the research implementation by using Card Games. The findings were summarized at the following table. They were compared between before and after research
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Table 4. The finding result No 1
Point
Before AR
After AR
Students’ speaking
Students’ speaking skill was
Students’ speaking skill
skill
low
Improved
a. The Students’ test score
a. The achievement of the a. The
achievement
of
the
students’ test score was low b. The
mean
score
test
score
improved of b. The
pronunciation aspect was 1,7 c. The mean score of vocabulary aspect was 1,9 d. The mean score of grammar aspect was 2,1 e. The mean score in pre-test was 5,7
mean
score
of
pronunciation aspect was 2,9 c. The
mean
score
of
vocabulary aspect was 2,2 d. The mean score of grammar aspect was 2,5 e. The mean score in the post-
b. The Students’ speaking skill
students’
test 1 was 6,7 and post-test 2 f. The students got difficulties to o made description based on the material
was 7,1 f. The students could make description based on the
g. The students got difficulties to
material in simple sentences
construct some sentences into
g. The students could construct
good grammatical
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some sentences into good
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arrangement of short
grammatical arrangement of
description
short description
h. The student’s vocabulary is limited
h. The students’ vocabulary improved
i. The students got difficulties to i. The students were good pronounce some words
enough to pronounce some words.
2
The
classroom a. The students were noisy
situation
a. The students were not noisy
during the TL activities.
during the TL activities.
b. The students tended to be
b. The students tended to be
passive learner. c. The students were not willing
active learners. c. The students were willing to
to speak in English in the
speak in English in the
classroom.
classroom.
d. The students paid little
d. The students paid attention
attention toward their
toward their teacher’s
teacher’s explanation during
explanation.
the TL activity. e. The students were lazy to do homework. 3
The improvement of a. The students got bored in the the students learning
middle of teaching and
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e. The students were diligent to do homework. a. The students enjoyed and interested in the classroom
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activity
learning process. b. Only certain students who were active c. The students got difficulty in make description something
situation. b. All the students involved activity in TL process. c. The students solved the problems by opening their dictionary.
Based on the table.4 above, it can be seen that there are some findings found in the research, which include: a.
The Improvement of the Students’ Speaking Skill Card Games improved the students’ speaking skill. The improvement showed that the students were able to explore the ideas to describe something. After being taught using Card Games several times, they have fewer difficulties in exploring ideas. They said it is easy to describe something because they could describe based on the picture card. After being taught using card games, they could make description by themselves although they would ask for help finally. The other improvement showed that students could make sentences in good grammatical arrangement of short description. They also could use conjunction into good sentences. Besides, nearly all of the students could solve their problems dealing with pronouncing some vocabularies used to describing people or animals. The improvement of the students’ achievement in speaking from cycle 1 to cycle 2 can be summarized at table 5 as follows:
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Table 5.The Improvement of the Students’ Score Sub cycle Kind of test Mean of the students’
Observation
Cycle 1
Cycle 2
Pre-test
Post-test 1
Post-test 2
5,7
6,7
7,1
1,0
0,4
score Increase of the students’ mean score
Based on the tables above, it can be concluded that the students had a good achievement at the post-test 2. Their score increased from cycle 1 to 2.
Table 6.The Sample of the Students’ Score Students’ Initial Name
S RM
S RA
S ATM
Pre-test
4
6
7
Post-test 1
6
7
8
Post-test 2
7
8
8
5,6
7,0
7,6
Mean Score Note:
S RMR : Student RAGIL MUCHTAROM S RA : Student REVIANA ASTRIATI S ATM : Student ARDIANSYAH TEJA MURTI
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Table 6 the sample of three students who are categorized as high competence, medium competence and low competence. From the table, it can be seen that there is improvement between pre-test to post-test 1 to post test 2. The three students’ sample indicated that the students’ speaking skill score improved. b. The Classroom Situation The situation class during the teaching and learning improved after the researcher applied card games. Through the method, the students felt interesting especially in played the game. During the teaching and learning process using the method, the students changed into active to answer teacher’s questions whereas they were so passive before the research done. The other finding is the development of the classroom situation. Before this research, the students had been noisy during TL process. It happened because they were bored with the learning activities. However, after implementing this research, it can be seen that the students became happy and enthusiastic during TL process. When the researcher asked them to play the game, the class noise but active, because some of them tried to answer the description. They were also not ashamed to ask the researcher about the difficulties they met. Beside that the students also tried to answer when the researcher give them question and do their homework if the researcher asked them to do the exercise in the LKS. When the researcher asked them to make description about people or animals, the students also tried to do their exercise in pairs. By conducting pairs, students could
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practice their speaking English while solving their problems without being ashamed. The students who had some problems with their work can share their problems o their friends. c. The Student’s Behavior Besides there was improvement in the classroom situation, there was also improvement in the students’ behaviour outside the class. The improvement was the students greeted and called the researcher’s name when the students met her, as what had been said by one of them, “Miss, nanti ngajar lagi kan?”. It can be concluded that the students gave positive attitude towards the research. When it was time to end the research, the students asked the researcher why she did not teach English at their school. It can be concluded that Card Games did not only give positive improvement inside the class but also outside the class. d. The Teacher’s Behavior By conducting the research, the teacher who used traditional method to teach speaking before used Card Games attractively to teach the students. By using card games the teacher could make some activities in teaching learning process. It was like games. Besides, she got closer with the students and the interaction between them increased too. It can be concluded that the teacher’s behavior in teaching speaking improved. Based on the analysis above, it can be interpreted that using Card Games can improve the students’ speaking skill at the eighth grade students of SMP Muhammadiyah 4 Surakarta in 2010-2011. It also makes
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the speaking class situation becomes more interesting, interactive and not boring.
2. Discussion The last step of action research was discussing the result of the research with the teacher R as a final reflection. Teacher R and the researcher concluded that card Games in teaching descriptive text was an effective way to improve the students’ speaking skill. The research finding resulted the improvement of the students’ competence and classroom situation. There were some improvements of students speaking skill which could be seen from the speaking activities. The student’s motivation to join the speaking activities increased. This is line with one of the criteria of successful speaking activity according to Ur (1996: 120). It could be seen from students’ participation in performing the task. Another criterion of a successful speaking activity which was achieved is that students talked a lot. Beside that the research found that the students did the homework, the students paid attention and they tended to be active learners. According to Wright (1989: 2) picture can contribute to interest and motivation, a sense of a context of the language, and a specific reference points or stimulus. From the theory it can be concluded that picture card games is useful for improving the students’ motivation in speaking class. Ur (1998) explains that there are three sources of young learners’ attention in class, namely pictures, story, and game. It means that using games or picture made the students enjoy, more active and
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enthusiastic to follow the teaching learning process. After the students were given certain vocabulary, they could name and pronounce the vocabulary in the following meeting. In addition, they were eager to answer the teacher’s questions. They could also accomplish the exercises that the teacher gave. From the analysis of the mean score of the speaking skill test, it can be concluded the use of card games in speaking class does improve the students’ speaking skill. Tables 7 .The mean score of the test Pre-test mean score
Post-test mean score
Final post-test mean score
5,7
6,7
7,1
The situation in the class before implementing the action was described as some students were busy with themselves, especially the students at the back. They did some useless activities, such as talking with other students or disturbing their friends. After implementing the action, the class situation became more active and enthusiastic. They focused on the material which was used through short text. The other differences after using card games in speaking class could be seen when the researcher asked them to made description about people and animals. Some of them tried to do their exercise in pairs. It made the class was noise because they discuss with their friends if they had problems. But this situation could make the class more alive. It is supported by the theory from Littlewood (1998: 43) that the learners must pay greater attention to the social as well as the functional meanings that language
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conveys. It also means that the activities in the classroom tend to give students with the kind of real communication situation. Then, the language which was used by the other students to share their problems and give solutions of the problems is in acceptable level.
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CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
This chapter is to conclude the result of this study, to imply this study and to suggest others after conducting this study. Below are the conclusion, implication and suggestion of the study.
A. Conclusion
The research has made some findings. It had been found that before the action the students’ speaking skill was low. As identified from the result of preobservation and pre-test. The pre-research showed that the teacher did not use appropriate method in presenting the materials. She taught the students by using the old method. It couldn’t give an opportunity for the students to show their ability and potential. There was also no media used in teaching and learning process. It made the students easily get bored and pay poor attention to the lesson. Based on the discussion in the previous chapter, the writer draws conclusion that the use of card games can improve the students’ speaking skill. The first is about the answer of the research problem: can the use of card games improve students speaking skill. After the writer analyzed the result of the action research, it could be seen that the use of card can enhance the students’ speaking skills. From the research, it is shown that the use of card games can improves students’ speaking skill. It could be seen during the teaching learning process.
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Before conducting the researcher, the students had some problem is low in vocabulary, they had difficulties to find the appropriate words to create sentence and they couldn’t pronounce some word with good pronouncing. After doing the research, the students get some vocabularies to describe animals or person. It can be done because during the lesson, the researcher also gave them many vocabularies to describe person or animals. Besides that, after doing the research, in pronouncing the words were good enough. It can be done, because when the teaching learning process the researcher drill the students to pronounce some appropriate words which can be used to describe person or animals. Second is about the second research problem: how is the situation when card games are implemented in speaking class. From the research, by using card games could make the class more alive and active. It could be seen during the teaching learning process, when the researcher gave them exercise some of them tried to answer the question, although the researcher didn’t asked them to answer the question. It looked very differences with the situation before the card game was implemented in teaching learning process, when the teacher gave them question the students tend to be passive. Nobody wanted to answer the questions. When the researcher asked them to make description about person or animals, a lot of them tried to do their exercise in pairs, there was no problem of shy students. The students did not feel reluctant to ask to their own friends. They worked together as a team and there was also no domination of some students. The students were more enthusiastic and active in joining the lesson. Besides, their achievement also improved, as shown by the mean score of post-test (7,1) an increase of the
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students’ achievement from pre-test (5,7). Based on the research finding above, the researcher conclude that teaching speaking using card games can improve the students’ speaking skill.
B. Implication
It is important to implement appropriate method in teaching speaking. The use of card games in teaching speaking is effective in improving their speaking skill. The effect of the implementation of card games is that the students become active learners. When the students experience what they are learning then the learning process becomes make sense to them. After implementing card games in teaching speaking skill, the teacher not only could use LKS to guide her students in learning English, but also could use another source to teach the students. The teacher should not give too much control in the class but give them freedom to discuss their task. Based on the conclusion, there is improvement of students’ speaking skill after the implementation of card games. The writer can imply that card games can be used as a method to language teaching methodology especially for teaching speaking.
C. Suggestion
After concluding the result of the study, the researcher would like to give some suggestions, as follows:
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1. For English Teacher Speaking for most students is considered to be a difficult subject. The students felt worry and shy when they are asked to speak. It deals with the way of the teachers in teaching speaking. The teachers have to use the suitable technique and method unless the students will get bored then fail in the subject. That is why the teachers should apply card games in teaching speaking. By using card games, the student will not be bored. Automatically the teaching and learning process can run well and the objectives can be achieved. 2. For Students The students should not be afraid of making many mistakes in speaking. They learn by doing. If they got mistakes it could make them study from their mistakes to be the best. Besides, the students should practice by themselves at home so that their speaking skill will get better and better. 3. For other Researcher This research studies the implementation of card games in improving the students’ speaking skill. It is hoped that the result of the study can be used as additional reference for further research in different context that will give contribution in teaching English especially speaking. 4. For institution The institutions should motivate their teachers to always learn about how to teach well. Being a teacher should not make someone stop learning. To support this, schools or other educational institutions should conduct
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educational trainings more often. The trainings should be able to train English teachers to be more creative in conducting instructional processes.
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