developing speaking materials based on traditional javanese...

Proceedings of International Conference on Language, Literary and Cultural Studies (ICON LATERALS) 2016

Widyaloka Auditorium, Universitas Brawijaya, Jl. Veteran, Malang, 29 October 2016

450

DOI:10.217716/ub.icon_laterals.2016.001.1.30

Developing Speaking Materials Based on Traditional Javanese Games

for the Students of Senior High School in Indonesia

Mentari Sekar Dewi

Islamic University of Lamongan

Lamongan, Indonesia

[email protected]

ABSTRACT

The research aims at developing speaking materials based on traditional Javanese

games for the students of Fun English Club in MAN 2 Gresik. The main purpose of

this study is to help the English teachers to create fun activities in teaching English by

introducing traditional Javanese games as speaking instructional games to the students.

To reach the purpose of the study, the researcher employed Research and Development

method (R&D) and adapted Hylands’ model. The researcher used three instruments to

obtain the data such as interview, questionnaires and observation checklist. The

obtained data will be classified based on the instrument used. To show the results, the

researcher explained them in quantitative and qualitative approach. The results show

that most of FEC students give a good response toward the developed games. In

addition, the experts gave an excellent judgment to the developed materials. After

finishing all the stages, the researcher finally provided a handbook for the teachers to

teach speaking. The book entitled “Javanese Games for ELT” which comprises of 10

chapters and 26 traditional Javanese games which have been modified in order to be

applicable in teaching speaking.

KEYWORDS: Speaking, Games, Traditional Javanese Games, English Club

In teaching and learning language process, the ability to speak is considered as

the main goal for EFL learners since it is the basic for communication with English-

speaking people. Furthermore, the EFL learners are not exposed to English language

environment which allow them to be accustomed to speak English. Khamkhein

(2010:184) defines that of all four language skills, speaking is regarded to be the most

important in learning a second or foreign language. In line with the statement, Rahman

mailto:[email protected]



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(2009:4) also states that in many situations ones’ aptitude in a language is considered

to the basis on how well the learners improve their speaking skill.

However, although a number of efforts have been made to reform the English

language curriculum, it is very hard to find high school students use English in their

daily communication. It happens because English is regarded as a language that is not

easy for both students and teachers to learn. Many students of Senior High School are

still afraid of expressing their thought and idea in English. After more than twelve

years studying English at school, the students still think that speaking English is

difficult. The obstacles faced by the Indonesian learners are actually coming from their

communication habit. They also do not get support from their environment to get used

to speaking English.

It also happens to the students of Fun English Club (FEC). Although the

program has 5 semesters to reveal English instruction and the activities mostly focused

on ability of speaking, most of them still lack of confident to speak English with the

tutors or even their friends. They are often getting tired and bored when the class is

running. On the other hand, energizing the students is also one of the problems got by

the teachers. Those problems happen because the class is begun after the formal school

schedule. The teachers should work harder to build a fun situation during the learning

process.

One solution that can help the teachers to awake the students’ motivation in

teaching-learning process, especially speaking activities, is through games. Studying

while playing always becomes a technique which may get the students’ interest. They

are able to get a joyful atmosphere when they are in teaching-learning activities.

Sanchez et al (2007:50) state that a game is considered a valuable technique, which

includes three principle elements: competition, rule(s) and enjoyment, which should



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be well established by a teaching-learning objective. Students usually get bored in

doing tasks from the teachers which only prefer at monotonous activity. In this case,

games are added as technique which is not only served as amusing activities but also

as a technique to overcome the students’ boredom in doing tasks. Introducing games

in language-learning class may create fun activities which can help students to have

an interaction with their friends. Kiryk (2010:4) states that games are considered as

fun activities that promote interaction, thinking, learning, and problem solving.

Everyone believes that the main goal of teaching language is to get the students have

good communicative skill. Good communicative skill is proven when students are able

to express their thought and ideas. Al-Nafisah (2012:22) defines that games are

activities which can increase students-talk and promote interaction among students for

communicative purpose. From the statements stated by some expert, the researcher

concludes that games are considered as activities which are able to apply in language-

learning classroom and decrease the students’ boredom during teaching and learning

activity.

The games that can be used to teach speaking are traditional Javanese games.

Indonesia, especially Java, has so many wise traditional games. Introducing and

playing traditional Javanese games means that we have already saved our culture.

Furthermore, traditional Javanese games contain moral values which are beneficial to

live in society such as learning about life, responsibility and so on. Here, the traditional

Javanese games takes the position as one of local intelligence as the bridge to educate

the students about the character building. It is also appropriate with the National

Education System objective in Indonesia that the goals of national education are to

create a person who is faithful and fears of God, is noble, healthy, knowledgeable,

skilled, creative, independent, and a democratic and responsible citizen of Indonesia



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(UU no.20/2003). Implementing the traditional Javanese games in the instructional

materials can be one of the best ways taken by the teachers to reach the objective of

National Education System.

In Indonesia, one of the social-cultural conditions of its people is reflected in

traditional games. These games contain traditional ways of life of Indonesian society

(Setyaningrum, 2012:1). In this case, English takes its position as the main language

which must be mastered by everyone. In line with the statement, Mulyadi (in Yulianti,

2012:196) also states that character building and education through traditional games

is the way to develop the students’ positive character such as honesty, respecting others

and teamwork. Considering those statements, the researcher will take a challenge to

involve traditional Javanese games in her final product in learning activities. In this

study, the researcher wants to develop the instructional speaking materials based on

traditional Javanese games for the students of Fun English Club in MAN 2 Gresik.

RESEARCH METHOD

The research was conducted on March – May 2016 at MAN 2 Gresik. The

school is located in Jl. Raya Metatu, Ds. Metatu, Kec. Benjeng, Kab. Gresik. The

subject of this research is the students of Fun English Club in that school. All the

students of Fun English Club come from the excellent classes. They are divided into

four classes. Each class contains of 20-30 students. In this research, the researcher

determines the sample of this research is the XI graders which are in the second

semester of academic year 2015/2016.

The research design used by the researcher is classified into Educational

Research and Development (R&D) that is principally designed to develop English

speaking materials based of traditional Javanese games for the students of Fun English

Club (FEC) in MAN 2 Gresik. R&D is an educational research in which the researcher



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uses the findings to configure new products and procedures, which then are

methodically field- experimented, assessed and selected until they have specific

criteria of effectiveness, quality, or similar standards (Meredith, 2003:569). The

researcher uses the statement as the theory which supports the conducted research.

This research is conducted based on the stages in materials development

adapted from Hyland (2003). There are ten stages which will be described one by one

after showing the scheme. The first stage is conducting needs survey in order to obtain

lots of information related to the students’ needs, their learning needs and their

expectation toward the materials, through the questionnaire. The result of the need

survey helps the researcher to decide which speaking materials will be developed. This

step is addressed to the students of Fun English Club in MAN 2 Gresik.

The second stage is developing speaking materials. The result of need survey

is used as the basis of the development product. In this stage, the researcher will follow

the five ways of organizing materials subject to Graves’ model (2000:149). They are

determining the organizing principle(s), identifying the course units based on the

organizing principle, sequencing the units, determining the unit content and organizing

the units content and developing materials. The third stage is validating the developed

materials by giving the materials to the expert. The goal of this stage is checking the

materials whether there are some parts of the developed materials need to be changed

or revised to fill the specific needs. After getting revision, the next stage is

implementing the revised materials. The development materials will be experimented

to the students. During the trial of development materials, the researcher will take the

observation field-note. The result of the researchers’ observation is used as the basis

of the second revision until it becomes the specific product and applicable to the

students of Fun English Club.



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To collect the data, the researcher uses three instruments which will be

distributed to the teachers and students of Fun English Club. The instruments are

questionnaires, interview guidelines and observation checklist. The obtained data in

needs analysis will be presented in different ways. The interview data will be clarified

descriptively, and to analyze the questionnaires and checklist result, the researcher will

calculate them in the form of percentage.

FINDINGS AND DISCUSSION

The developed materials were formed in printed book call “Javanese Games

for ELT”. The researcher listed 26 traditional Javanese games and modified them

based on the chosen topics or materials. The researcher also sequenced the materials

into ten chapters in one book. The division of the book is presented in Table 4.19.

Table 4.19

Division of Book Chapters

Chapter Level Material focus Games

1 Basic Introduction, Alphabet,

Spelling and Numbers

(Cardinal and Ordinal

Numbers).

Boi-Boian, ABC Lima Dasar

(Alphabet), Tek-Dung and Dong-

Dongan.

2 Basic Months, Dates, Days and

Direction.

Shoe Keeper, Blind-Deaf and Dumb,

Dhingklik Oglak-Aglik.

3 Basic Time, Daily Activity,

Introduction, Colors and

Vocabulary

Maju Satu Langkah (One Step Closer),

Running Marbles, Kotak Pos.

4 Intermediate Quiz, Showing Talent and

Vocabulary.

My Dream and Who Sits Behind?

5 Intermediate Vocabulary Mastery,

Sentence Building, Greeting

and Asking Codition.

Cino Buto and Ci luk Baa.

6 Advance Vocabulary, Invitation, TV

Programs and Telling

Identiy

Ular Tangga, Donal Bebek.

7 Advance Telling a message, listening

comprehension, sentence,

telling story and describing.

Petak Jongkok, Delikan (Hide & Seek),

Bongkar Pasang.

8 Advance Instruction, Look/Look Like,

Describing a person, Yes/No

Question.

Luncatan, Jamuran.

9 Advance Interview, discussion,

vocabulary and TV program.

Ingkling/Abakan and Mi Atas Mi

Bawah.

10 Advance Invitation, describing a

Person and something.

Ular Naga, Cublek-Cublek Suweng and

Jaring Ikan (Fish Net).



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In every chapter, the researcher presented each game in procedural text which

contained topic, level, duration of the games, objectives, materials/equipment and

steps how to do the games. The researcher also put a picture below the topics. The

appendices were also available in the last page of the book.

After designing the product, the researcher continued on delivering the first

draft of the product to the expert. It was intended to obtain the experts’ justification

about the product. Expert Validation was divided into two types, as they were

instructional review and technical review design.

The instructional review was divided into three types, as they were

instructional content appropriateness, instructional materials effectiveness and

instructional materials feasibility. The first expert argued that the content

appropriateness was categorized in Very Good scale since the mean value was 3.8 from

3.1-4. The materials effectiveness also reached 3.6 and it was categorized in Very Good

scale. The first expert also gave high scores for the materials feasibility. Thus, it got 4

and it was categorized in Excellent scale.

The second expert validated the technical design of the product. The expert

argued that the product obtained 3.3 score and it was considered as Very Good scale.

In addition, the two experts give some suggestions which made the product more

applicable. They suggested making the visual design more interesting, correcting some

ill sentences and adjusting the character size to content of the book.

To know how the games worked for the students, the researcher employed the

questionnaire about what games they liked and what games were helpful to improve

their speaking skill. The researcher presents the result in table. The students were

allowed to give checklist in every game they liked and every game which was helpful.

The result can be inferred in Table 4.37.



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Table 4.37

The Students’ Response about Games

No Name of Games Like Dislike Helpful Unhelpful

1 ABC Lima Dasar 15 2 17 0

2 Boi-Boian 16 1 17 0

3 Dong-Dongan 14 3 15 2

4 Tek Dung 17 0 17 0

5 Ci Luk Baa 14 3 15 0

6 Cita-citaku (My Dream) 16 1 14 3

7 Donal Bebek 16 1 13 4

8 Dhingklik Oglak-Aglik 14 3 12 5

9 Cino Buto 17 0 16 1

10 Who Sits Behind? 13 4 17 0

11 Ular Tangga 17 0 16 1

12 Blind, Deaf and Dumb 17 0 16 1

13 Maju Satu Langkah 13 4 16 1

From the Table, it could be inferred that the games they liked most were Tek

Dung, Cino Buto, Ular Tangga and Blind, Deaf and Dumb. Those games gained 17

points from all the students. Then, the games which got more point as dislike were

Who Sits Behind and Maju Satu Langkah.

The researcher went on analyzing the students’ response by checking the

highest point. She thought that all the games were helpful. It was true since the

researcher found the students noticed that the games applied were very helpful. The

games which were considered as the most helpful games were ABC Lima Dasar, Boi-

Boian, Tek Dung and Who Sits Behind? It was supported by the high percentage

obtained in Agree and Agree Strongly scale. 58.8% of FEC students strongly agreed

and 42.1% agreed that the games were fun. The researcher also found that most of FEC

students wished to play the games again. It was supported by the high percentage given

by the students. 53% of students wished to play the games again, 41.1% of students

strongly agreed.

As mentioned in introduction, the purpose of this research is to develop

speaking materials based on traditional Javanese games for the students of Fun English

Club in MAN 2 Gresik. The research produced a book entitled “Javanese Games for



458

ELT” which was developed with Hylands’ model (2003). The games were submitted

in line with the materials taught in Fun English Club. The researcher found 52.4% of

FEC students agreed to have more games in their speaking class. Therefore, traditional

Javanese games were modified in order to be applicable as English instructional

teaching. From the teachers’ interview result, traditional Javanese games are very

suitable given to FEC students since most of them had already forgot their culture.

Traditional Javanese games had become a great culture which should be

perpetuated. Applying the games in teaching-learning process is one of the ways. Some

games probably need some equipment but over the try-out, the researcher didn’t find

difficulties in providing them. Most of all the equipment was easy to find and make.

From the observation checklist, some items were not available but most of FEC

students like playing the games. They gave very positive response towards the games.

It indicates that the games in book “Javanese Games for ELT” are able to awake their

motivation in learning English especially in speaking class.

The games were very helpful for them to improve their speaking skill. They

also like most of the games tested to them. It was supported by the statement declared

by Long et al (2011). They define game as an activity that can help the students relate

the topic to enjoyable learning experiences and important study skills. They also define

game as an activity that can make learning more memorable, fun and successful. From

the display table in the findings, it can be inferred that one of the most favorite games

is Cino Buto. The games’ objective was to enable the students to make a sentence

based on the word mentioned by their friends. Here, the student was invited to come

in the middle of the circle. Then, her/his eyes should be covered with a handkerchief.

She/he should touch her/his friend and guess who. If he/she succeeds, the one who had

been touched should give one word and the player should make a sentence based on



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the word mentioned. The researcher also found the very helpful game is ABC Lima

Dasar which is in this game the students are able to mention some words which then

should be spelled.

“Javanese Games for ELT” book is suggested for the teachers as a handbook

to teach speaking since most of the games are developed to help the students improve

their speaking skill. In addition, the book also contains some traditional Javanese

Games which are already ignored by the young generation. Thus, the book

acknowledges again the Javanese culture by adding some traditional games as the

instructional materials to teach speaking for senior high school students in Indonesia.

CONCLUSION AND SUGGESTION

After the entire of the research, the study produced a teachers’ handbook to

teach speaking entitled “Javanese Games for ELT”. The researcher also concluded that

all students enjoyed the games activity. The researcher believed that the developed

materials and the games had been appropriate to the students. FEC students gave

positive response to all the activities in “Javanese for ELT” book. They were

appreciate and feeling helpful during playing traditional Javanese games in speaking

class.

After experiencing the research, the researcher gave suggestions for the

following object:

1. The teachers are recommended to be innovative in providing fun activities in

English class. To create a joyful atmosphere, the teachers should find a way to

motivate the students. One of the ways is using games. Since most of the students

would rather to play games than read a textbook, the teachers may use “Javanese

Games for ELT” as handbook to teach speaking. Through this book, the teachers

are also expected to introduce again the original culture of Java to the students.



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2. The researcher suggests to the students to always improve their speaking ability.

They do not feel hesitant and afraid of speaking English anymore. There are many

fun ways to practice their speaking and one of them is playing games. “Javanese

Games for ELT” book contains some traditional Javanese games which have many

advantages. Therefore, the students are expected to learn English more without

ignoring their original culture.

3. The next researchers are recommended to develop more traditional Javanese games

and apply them in English class. Since the researcher had limited time to practice

the games, the next researchers are expected to do a research in sufficient time in

order to get the best result. In addition, the next researchers are also expected to

keep their motivation in learning and creating fun way to teach English.

REFERENCES

Al-Nafisah, I.K. (2012). Utilization of Instructional Games in EFL Teaching:A Case

Study of Saudi Intermediate Schools, vol. 3 (22-28). Retrieve April 5, 2016

from jeteraps.scholarlinkresearch.org.

Borg, W.R. and Gall, M.D. (2003). Educational Research: An Introduction (7th

edition). Longman: London.

Graves, K. (2000). Designing Language Course; A Guide for Teacher. Canada: Heinle

& Heinle Publisher.

Hyland, K. 2003. Second Language Writing: An Advanced Resource Book.

Routledge: London.

Khamkhien, A. 2010. Teaching English Speaking and English Speaking Tests in the

Thai Context: A Reflection from Thai Perspective, Vol 3(1). Retrieve March

23, 2016 from www.ccsenet.org/elt.

Kiryk, A. (2010). Using Games In A Foreign Language Classroom. Retrieve April 5,

2016 from http://digitalcollections.sit.edu/ipp_collection.

Long, Gareth., et al. (2011). 101 Classroom Games: Energize Learning in Any Subject.

Human Kinetics. United States.

Rahman, M. (2009). Teaching speaking to Beginner Level Learners in Bangladesh.

BRAC University, Bangladesh.

Sanchez, M.M.M., et al. (2007). Interactive Games in the Teaching – Learning

Process of a Foreign Language, 4, 46-47.

Setyaningrum, L. (2012). Understanding the Indonesian Society’s Values of Life

through Traditional Games: 1st Mae Fah Luang University International

Conference 2012. Retrieve 8 February, 2016.

Undang-Undang R.I Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.

http://www.ccsenet.org/elt

http://digitalcollections.sit.edu/ipp_collection

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