THE EFFECTIVENESS OF USING BOARD GAMES

TOWARDS STUDENTS’ SPEAKING SKILL

(A Quasi Experimental Study at the Tenth Grade Students of SMAN 1 Parung)

By:

RIZKY AMALIA AZZAHROH

NIM. 1110014000050

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2015

i

ABSTRACT

Rizky Amalia Azzahroh (1110014000050). The Effectiveness of Using Board

Games towards Students’ Speaking Skill (A Quasi Experimental Study at the

Tenth Grade Students of SMAN 1 Parung), Skripsi, Department of English

Education, Faculty of Tarbiyah and Teachers Training State Islamic University

Jakarta, 2015.

Advisor I : Dr. Atiq Susilo MA,

Advisor II : Neneng Sunengsih, M.Pd.

Keywords : Speaking Skill, Board Games

The objective of this research is to find the effectiveness of using board games

towards students’ speaking skill for the tenth grade students of SMAN 1 Parung

academic year 2014/2015. To know whether this media is effective, the writer used

quasi experimental study applied in 40 students of X MIA 2 as experiment class, and

40 students of X MIA 3 as controlled class.

The method that is used in this research was quantitative method which the data was

served by numerical and tested by statistical formula of t-test. The design of research

was quasi experimental design. To get the data, the writer used oral test as the

instrument of research, consisted of pre-test and post-test.

The result of the research is the mean score of experimental class was 67.05. After

using board games, the mean score increased to 76.20. It means that board games is

effective towards students’ speaking skill. Then the value of t-test is 7.418 while the

value of t-table significant degree of 1% with t(1-½ɑ) or t(0,995) is 2,640. It means that

t-test is higher than t-table or tobserve > ttable. It indicated the null hypothesis is rejected

and the alternative hypothesis is accepted. In conclusion, based on the difference of

mean score between pre-test and post-test, board game is effective to be applied in

teaching speaking and based on t-test, using board games has significant effect

towards students’ speaking skill in senior high school.

ii

ABSTRAK

Rizky Amalia Azzahroh (1110014000050). The Effectiveness of Using Board

Games towards Students’ Speaking Skill (A Quasi Experimental Study at the Tenth

Grade Students of SMAN 1 Parung), Skripsi, Jurusan Pendidikan Bahasa Inggris,

Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah Jakarta, 2015.

Pembimbing I : Dr. Atiq Susilo, M.A

Pembimbing II : Neneng Sunengsih, M.Pd

Kata Kunci : Keterampilan Berbicara, Permainan Papan

Tujuan dari penelitian ini adalah untuk melihat tingkat keefektifan penggunaan

permainan papan terhadap kemampuan bahasa Inggris pada siswa kelas satu di

SMAN 1 Parung tahun akademik 2014/2015. Sampel dalam penelitian ini terdiri dari

40 siswa kelas X MIA 2 sebagai kelas eksperimen dan 40 siswa kelas X MIA 3

sebagai kelas kontrol.

Metode yang digunakan pada penelitian ini adalah metode kuantitatif dimana data

yang disajikan berupa angka-angka dan diuji menggunakan rumus statistik. Desain

penelitian ini adalah penelitian eksperimental semu. Untuk mendapatkan data, penulis

menggunakan tes berbicara sebagai instrumen penelitian yang terdiri atas tes awal

dan tes akhir.

Hasil penelitian ini adalah sebelum menggunakan permainan papan, nilai rata-rata

dari kelas experimen adalah 67,05. Setelah penggunaan permainan papan, nilai rata-

rata meningkat menjadi 76,20. Hal ini membuktikan bahwa permainan papan efektif

untuk digunakan dalam peningkatan keterampilan berbicara siswa karena

peningkatan nilai rata-rata siswa. Penulis juga menggunakan t-test untuk menguji

hipotesis penelitian. Hasil yang didapat menunjukkan nilai t-test adalah 7,418

sedangkan nilai t-table pada taraf signifikan 1% dengan peluang t(1-½ɑ) atau t(0,995)

adalah 2,640. Itu berarti t-test lebih tinggi dibandingkan dengan t-table (to>ttable). Hal

ini mengindikasikan bahwa H0 ditolak dan Ha diterima. Dengan kata lain penggunaan

permainan papan memiliki nilai yang signifikan terhadap keterampilan berbicara

bahasa Inggris untuk siswa sekolah menengah atas.

iii

ACKNOWLEDGEMENT

In the name of Allah, the Most Beneficent, The Most Merciful

All Praise be to Allah, the Lord of the Worlds, who has given the writer

His love, guidance, and compassion to finish this last assignment in her study.

Peace and salutation be upon to the prophet Muhammad, peace may be upon him,

and also to his family, his companion, and his adherence.

This skripsi is presented to Department of English Education, Faculty of

Tarbiyah and Teachers Training, State Islamic University Syarif Hidayatullah

Jakarta as a partial fulfillment of the requirement for the degree of S.Pd. (Bachelor

of Arts).

The writer would like to express her great honor and deepest gratitude to

her beloved parents, Naming Saputra, S.Pd. and Fatimah S.Pd., and also to her

sister, Siti Amrina Rosyadah, who always give their materials, prays, and

motivation to finish the writer’s study.

The writer also says deeply grateful to her advisors, Dr. Atiq Susilo, MA.

and Miss Neneng Sunengsih, M.Pd., who guide the writer in finishing this skripsi

and also for the great contribution, time, guidance, kindness, and patience.

Her deepest gratitude also goes to those who have helped her in finishing

this skripsi, among others:

1. Dra. Nurlena Rifa’i, M.A., Ph.D., the Dean of the Faculty of Tarbiyah

and Teachers Training UIN Syarif Hidayatullah Jakarta.

2. Drs. Syauki, M.Pd., the Head of Department of English Education,

UIN Syarif Hidayatullah Jakarta.

3. Zaharil Anasyi, M. Hum., the Secretary of Department of English

Education and the Academic Advisor of DEE B 2010, UIN Syarif

Hidayatullah Jakarta.

4. All lecturers at Department of English Education, for their knowledge,

motivation, and patience during her study at DEE UIN Syarif

Hidayatullah Jakarta.

iv

5. Ikhwan Setiawan, S.Pd., as the Principle of SMAN 1 Parung, for his

permission to observe and do the experiment in the school, and all

teachers in SMAN 1 Parung who have given motivation and support.

6. All students of X MIA 2 and X MIA 3 for supporting and helping the

writer.

7. All her family for their help, caring, and motivation to support the

writer.

8. Saeful Rohman, her fiancé, and family for their motivation and

support.

9. All her best friends in Department of English Education, especially

PBI B 2010 UIN Syarif Hidayatullah Jakarta.

10. All of her best friends whom she cannot mention one by one.

Finally the researcher truly realizes that this “skripsi” cannot be considered

as a perfect masterpiece. Therefore, it is a very precious thing for her to get

suggestion and criticism which can make this better.

Jakarta, January 2015

The Writer

v

TABLE OF CONTENTS

Page

TITLE

SURAT PERNYATAAN KARYA SENDIRI

APPROVAL

ENDORSEMENT SHEET

ABSTRACT ........................................................................................... i

ABSTRAK ............................................................................................... ii

ACKNOWLEDGEMENT .................................................................... iii

TABLE OF CONTENTS ...................................................................... v

LIST OF TABLE .................................................................................. viii

LIST OF APPENDICES ...................................................................... ix

CHAPTER I : INTRODUCTION ....................................................... 1

A. Background of the Study .................................................................... 1

B. Identification of Problem .................................................................... 4

C. Limitation of Problem ........................................................................ 5

D. Problem Formulation ......................................................................... 5

E. Purpose of the Study ........................................................................... 5

F. Significance of the Study .................................................................... 5

CHAPTER II : THEORETICAL FRAMEWORK ........................... 6

A. Speaking ............................................................................................. 6

1. The Understanding of Speaking ...................................................... 6

2. The Elements of Speaking .............................................................. 9

3. The Function of Speaking ............................................................... 12

4. Types of Speaking Activities .......................................................... 13

B. Communicative Language Teaching (CLT) ....................................... 16

1. The Understanding of CLT ............................................................. 16

2. The Principles of CLT ..................................................................... 17

3. The Goals of Speaking in CLT ....................................................... 19

vi

4. The Problem of Speaking ............................................................... 21

C. Board Games ...................................................................................... 23

1. The Definition of Game .................................................................. 23

2. The Definitions of Board Game ...................................................... 25

D. Teaching Speaking by Using Board Games ....................................... 26

E. Previous Study .................................................................................... 28

F. Theoretical Framework ....................................................................... 29

G. Research Hypothesis ......................................................................... 30

CHAPTER III : RESEARCH METHODOLOGY ............................ 31

A. Research Design ................................................................................. 31

B. Place and Time of Research ............................................................... 31

C. Population and Sample of the Study .................................................. 32

D. Instrument of Research....................................................................... 32

E. Test of Instrument Validity ................................................................. 34

F. Technique of Data Collecting ............................................................. 35

G. Technique of Data Analysis ............................................................... 35

H. Statistical Hypothesis ......................................................................... 37

CHAPTER VI : RESEARCH FINDINGS .......................................... 38

A. Description of the Data ...................................................................... 38

1. The Data of Experiment Class ........................................................ 38

2. The Data of Controlled Class .......................................................... 40

B. Analysis of The Data .......................................................................... 42

1. Test of Normality ......................................................................... 42

2. Test of Homogenity......................................................................... 43

C. Hypothesis Testing ............................................................................. 44

D. Interpretation of the Data ................................................................... 48

vii

CHAPTER V : CONCLUSION AND SUGGESTION ...................... 51

A. Conclusion .......................................................................................... 51

B. Suggestion .......................................................................................... 51

REFERENCES ...................................................................................... 53

APPENDICES ....................................................................................... 56

viii

LIST OF TABLE

Table 3.1 Research Design Framework........................................................... 31

Table 3.2 Five component of grading speaking scale ..................................... 32

Table 4.1 Pre-Test and Post-Test Score of Experimental Class ...................... 38

Table 4.2 Pre-Test and Post-Test Score of Controlled Class .......................... 40

Table 4.3 The Result of Normality of Pre-Test ............................................... 42

Table 4.4 The Result of Normality of Post-Test ............................................. 42

Table 4.5 The Result of Homogeneity of Pre-Test.......................................... 43

Table 4.6 The Result of Homogeneity of Post-Test ........................................ 43

Table 4.7 The Result of Comparison of the Experiment Class and

Controlled Class ............................................................................. 44

ix

List of Appendices

Appendix 1: Table of Research Activities ....................................................... 56

Appendix 2: Lesson Plan of Experiment Class ................................................ 57

Appendix 3: Lesson Plan of Controlled Class ................................................. 67

Appendix 4: Instrument of Pre-test and Post-test ............................................ 77

Appendix 5: Board Games Design ................................................................... 79

Appendix 6: Distribution Table of t-student ................................................... 81

Appendix 7: Data of Validity Test ................................................................... 85

Appendix 8: Data of Students’ Score ............................................................... 87

Appendix 9: Data of SPSS Calculation ............................................................ 91

Appendix 10 : Pictures of Activities in Research ............................................ 92

Appendix 11: Surat Bimbingan Skripsi ........................................................... 93

Appendix 12: Surat Keterangan Penelitian ...................................................... 94

1

CHAPTER I

INTRODUCTION

A. Background of Study

Teaching productive skill in English is having some problems to be

discussed. The productive skills are speaking and writing. As Harmer

states, “Productive skills is the term for speaking and writing, skills where

students actually have to produce language themselves.”1 The problem that

appears in teaching productive skill in English is most of the students

cannot improve their production of language, especially in speaking

ability. Improving speaking skill is one of the purposes of English

education in Indonesian school from elementary until the university

students.

The writer focuses the research on the tenth grade students of

senior high school. Based on the syllabus, basic competency that should be

achieved in speaking skill for the tenth grade students in the first semester

are about some functional skill such as transactional and interpersonal

skill. There are talking about yourself, starting a conversation, making a

date, describing things, instructing people how to do things, and getting to

know each other.

From the basic competency above, the students have not achieved

that competence. They also got the lowest score for English on the mid

semester test. By observing the class, there are some problems that

students face. The first, students are too shy to share their ideas through

speaking because they lack of grammatical and lack of confidence. It is

because they are only taught the rules of grammar. Not to use the grammar

in speaking context. Secondly, most of students are not interested in

learning process. They are afraid and anxious of saying something wrong

1 Jeremy Harmer, The Practice of English Language Teaching. (Cambridge UK: Pearson

Longman, 2007), p. 265.

2

or incomprehensible. The third, teachers are using monotone technique in

involving their students to do speaking. In speaking class, the students just

use dialog pairs to do communication in speaking. The fourth, school only

focuses the language skills for UN (Ujian Nasional) in listening and

reading, so the students think that it is not useful to master the other skills

like speaking and writing. And the last important reason is the students are

not motivated in learning speaking, because there is no chance to speak

outside the class. It is whereas actually speaking is a goal of learning

foreign language.

The writer concludes that the process of teaching speaking should

be more communicative and interactive to make the students be brave to

explore their ideas through speaking. It also should be more active and use

lively materials in order to the students understand that the main goal in

learning language is to communicate the language itself. To gain the

communicative competency, there is an appropriate method to be used. It

is Communicative Language Teaching, and it is well-known as CLT. As

Applebaum states in his journal about Communicative Language

Teaching, “By understanding Communicative Language Teaching (CLT)

and using communicative activities teachers can create more learner-

centered classrooms.”2 It is because the English teaching in Indonesia

mostly has been teacher-centered. The students cannot practice their target

language because there is no chance to do it. Therefore, there is no

connection between what they learned and its application in real-life

situation. Using Communicative Language Teaching (CLT) will give

students the opportunity to use the target language in an authentic and

meaningful way.

Talking about CLT, there are some communicative activities that

can be appropriate used in this method; such as role play, language games,

2 Bruce Applebaum, Communicative Language Teaching: Theory, Practice and Personal

Experience. (MANDIRI, VOLUME 9, NO. 4: 2007), p.266.

3

and scramble sentences.3 The material should be based on the students’

daily activity, so the students can learn how to use in for daily

communication. Based on these three communicative activities, the writer

chose language games as a technique in teaching speaking.

Talking about games, people will think about the funny thing for

child. But today games cannot only be used for young learners, but it also

can be used for all ages. For senior high school student, they can use

games as a media for teaching and learning process. By using games, the

teachers’ instruction can be meaningful and enjoyable for all age groups.

When students play games, teachers can provide the social skills because it

gives the opportunity to the students to interact with other player. Scott

Nicholson said that although the activities in games don’t have any

relation with a real-life situation, it still has ability to increase our

flexibility in real-world with building our social skills.4 Especially in

speaking skill, there are so many educational games that can be used to

improving this skill. One of the games is a board game.

A board game is a game that involves counters or pieces moved or

placed on a pre-marked surface or "board", according to a set of rules. As

we know that in daily life, we should be familiar with board games. It

includes monopoly, snakes and ladders, mahjong, and many other board

games. In other words, surely the students know well about this game and

how to gaming it. Board game is a kind of games for small and large

group. Moursund said that board games have some of the same

characteristics. Players deal with a set of rules, with money, dice, making

decisions, and striving to win the game.5 It is also about taking turn, rules

in gaming, and communicating the language with other players. This game

also makes students interact each other and communicate the language

3 Ibid, p. 268.

4 Scott Nicholson, Everyone Plays at the Library. (New Jersey: Information Today, Inc.

2010), p.xi.

5 Dave Moursund, Introduction to Using Games in Education: A Guide for Teachers and

Parents. (Oregon: University of Oregon, 2007), p.113.

4

without hesitation. So the speaking teaching and learning process should

be attractive and done well.

Based on the explanation above, the writer concludes that using

daily used game like board games can be a useful media in mastering

speaking ability for the students in senior high school because it can

provide the students’ challenging to speak out the answer some questions

and situations that are included in the board games. Therefore, in this case,

the researcher will choose a board game as a media to teach speaking and

see the effectiveness of board games towards students’ speaking skill at

the tenth grade students of SMAN 1 Parung.

B. Identification of Problem

There are many problems of speaking classroom that can be

identified as research subjects on the tenth grade students of SMAN 1

Parung:

1. Many students cannot achieve the basic competency in English

subject and students’ speaking is the lowest in other English skill.

2. School only focuses the language skills for UN (Ujian Nasional) in

listening and reading, so the students think that it is not useful to

master the other skills like speaking and writing.

3. The students are too shy to share their ideas through speaking because

they lack of grammatical and lack of confidence.

4. They are afraid and anxious of saying something wrong or

incomprehensible.

5. Most of students are not interested in teaching process because the

teacher just gives monotone technique to teach the students’ speaking.

6. The students are not motivated in speaking because there is no chance

to speak outside the class.

5

C. Limitation of Study

Based on some problems appear above, the writer limits those

problems in the effectiveness of using board games towards students’

speaking skill at the tenth grade students of SMAN 1 Parung academic

year 2014/2015.

D. Formulation of Study

The writer formulates the problems as follow, “Is board game

effective towards students’ speaking skill at the tenth grade students of

SMAN 1 Parung?”

E. Purpose of study

The objective of study is to find out the empirical evidence about

the effectiveness of using board games towards students’ speaking skill by

comparing the students’ scores before and after being taught by using

board games at the tenth grade students of SMAN 1 Parung.

F. Significance of the study

For students, the result of this study is expected to give them a

valuable input about how to teach their speaking ability of English for

mastering the language. It is important because one of the aims of teaching

English in Indonesia is for communication. So, by improving their

speaking ability, they can interact in English each other on the context of

study and daily social activities. For writer as a teacher and researcher, it is

useful to give new knowledge of the further information to do better

quality of English Education especially in teaching speaking.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Speaking

1. The Understanding of Speaking

The ability to communicate and use the language becomes

important to be mastered and it is used to understand the meaning of

utterance on social interaction. It means that to be able to communicate

and use the language, the learners need to develop their speaking

proficiency. So it is so useful and valuable to master a communication

skill, which is speaking, because the students automatically are forced to

use it and reach the target language.

Towards speaking, the speakers can give much verbal information

to the listener, so we should be able to have the speaking skill to make a

good communication. It is based on according to Chaney, that speaking

is “the process of building and sharing meaning through the use of

verbal and non-verbal symbols, in a variety of contexts.”1 Speaking is a

productive skill that has an activity which produces something like

sharing information. According to Tarigan, speaking is an ability to say

sounds, articulation, or words to express, convey, or deliver thoughts,

ideas, and feelings.2 Therefore, speaking is determined as a skill which

deals with the way of pronouncing words and giving information from

the speaker to the listener.

1 A. L. Chaney, “Teaching Oral Communication”, in Emma Rosana Febriyanti, Teaching

Speaking of English as Foreign Language: Problems and Solutions, (Banjarmasin: FKIP Universitas

Lambung Mangkurat,2005), p.3.

2 Henry Guntur Tarigan, Berbicara Sebagai Suatu Keterampilan Berbahasa. (Bandung:

Angkasa, 2008), p.16.

7

Someone is said doing a speaking when he or she has a listener.

When people do speaking, they can see and hear your listeners. People

also speak because they have a purpose to do it. Some reasons are

because they have something to say, a reason for saying it, and someone

to say it to. So the speaker must have someone to hear what they want to

say. Meyer defined, “..speaking is all about: sharing idea, giving

information, expressing a greeting, stating an opinion, or sending a

warning.”3 From that definition, it also can be concluded there are some

the purposes of speaking activity.

Speaking is the most important skill to be mastered in language

learning. It is fact that language learning is successful if the learners are

able to use the language in their communication. Richard and Renandya

state, “Speaking is one of the central elements of communication in

EFL.”4

Alderson and Bachman also state, “The ability to speak in a foreign

language is at the very heart of what it means to be able to use a foreign

language.”5 However, to gain the speaking in communicating English is

not as easy as to speak in students‟ native language.

Speaking is an interactive activity that is delivered by the

people as a speaker, and should be understood and being listened

unconsciously by the other as a listener. It is also called communication.

Communication involves two people; the speaker or the sender and the

listener or the receiver. People can exchange the information each other

through the process which can be said as communication. Cremin added

that oral skill, that is speaking, is an important foundation for the

3 Alan Meyers, Gateways to Academic Writing, (New York: Addison Wesley Longman,

2003), p.2.

4 Jack C Richards and Willy A. Renandya, Methodology in Language Teaching Anthology of

Current Practice, (Cambridge University Press, 2002), p.210. 5

Sari Luoma, Assesing Speaking. (Cambridge: Cambridge University Press, 2004), p.x.

8

development of literacy.6 It means that speaking also has not only

contribution in communicative aspect, but also in literacy. She also

added that talking enables learners to think aloud, formulate their

thoughts and opinions, and refine and develop their ideas and

understandings through engaging in meaningful dialogue with others.

People assume that by mastering speaking, they have been

success in foreign language learning. Supporting this statement,

Nashruddin stated, “To be able to speak shows someone‟s success in

learning a language.”7 It is true that the purpose of speaking is to get the

best result in language learning, especially English as students‟ target

language.

In conclusion, speaking is the activity of transferring

meaningful idea from one person as speaker, to other people as a

listener. Speaking in English is useful to gain the communication around

the world. English becomes the international language that is used and

learned by many other countries as a second or foreign language. The

speakers say words and utterances to the listeners not only to express

what are in their mind and convey the messages, but also to maintain

and sustain the relationship among of them. It is based on the

phenomena that most people might spend much time to communicate

each other in their daily lives. It can be inferred that speaking is the

activity to express ideas, opinions, and feeling to other people by using

words or sounds in order to reach the goals of speaking activity itself.

These statements are supporting the idea that speaking is important to

get the best future for education and daily communication.

6 Teresa Cremin, Teaching English Creatively. (New York: Routledge, 2009), p.13.

7Wakhid Nashruddin, Understanding the Teaching of Listening and Speaking: Understanding

Students’ Needs. (Malang: State University of Malang Press, 2013), p.77.

9

2. Elements of Speaking

In teaching speaking, there are some aspects that the teacher must

concern about. It can be used as a guidance to assess the speaking. There

are pronunciation, grammar, vocabulary, fluency, and comprehension.

Harmer said, “If students want to speak fluently in English, they need to

be able to pronounce phonemes correctly, use appropriate stress and

intonation and speak in connected speech.”8 In addition, according to

Hughes, there are some proficiency that should be achieved in speaking

activities; accent, grammar, vocabulary, fluency, and comprehension.9

Behind that statement, the writer uses the term pronunciation to change

the accent.

a. Pronunciation

A certain sound or sounds are produced through the

pronunciation. Pronunciation teaching not only makes students aware

of different sound feature, but can also improve their speaking

immeasurably because pronunciation can help allows the students to

get over serious intelligibility problem in particular case.10

It means

that by mastering pronunciation, the production of someone‟s speech

is getting better.

Indeed, pronunciation is an important element in speaking. It is

because speaking deals with the production of sounds. By learning

pronunciation, the students know about how to produce the word

correctly.

8 Jeremy Harmer, The Practice of English Language Teaching 4

th edition, (England: Pearson,

2007) p.343.

9 Arthur Hughes, Testing for Language Teachers, (Cambridge: Cambridge University Press,

2003), pp.131-132.

10 Harmer, Op.cit, p.245

10

b. Grammar

Talking about speaking, the important thing is the messages

that want to be conveyed to the listener. People do not focus on

the grammar of their utterance. However, it becomes a need that

the speakers also have to notice the grammar itself when they

speak to others. Although grammar is neglected, people should

concern on the sentence rules in grammar.

Richards said, “Grammar is not taught in isolation but often

arises out of a communicative task, thus creating a need for

specific items of grammar.”11

It means that grammar has a rule in

speaking but the teachers should not teach the grammar from the

rules but from the context. It will make the students can

comprehend the rules of grammar easily because they learn it from

their utterance.

c. Vocabulary

Vocabulary is a must when someone wants to convey his/her

thoughts, feelings, or views to other people. Without the mastery

of vocabularies, someone would face the difficulties in conveying

his/her thoughts, feelings, or views to other people. So, vocabulary

is a part of teacher‟s art and the students need to see the word how

they are used. Richard and Renandya state that vocabulary is a

core component of language proficiency and provides much of the

basis for how well learners speak, listen, read and write.12

Without

an extensive vocabulary and strategies for acquiring new

vocabulary, learners often achieve less than their potential and

11 Jack C. Richards, Communicative Language Teaching Today, (New York: Cambridge

University Press, 2006), p. 23. 12

Richards and Renandya, Op.cit, p. 255.

11

may discourage from making use of language opportunities

around them.

d. Fluency

The fluency of someone when speaking might draw that he

or she is able to speak well. But, it needs to be noticed that the

intelligibility of the words pronounced is also important. Koponen,

in Louma‟s Assessing Speaking , stated, “Definitions of fluency

often include references to flow or smoothness, rate of speech,

absence of excessive pausing, absence of disturbing hesitation

markers, length of utterances, and connectedness.”13

In addition, Louma states, “Fluency is the ability to talk

freely without too much stopping or hesitating.14

At the level of

someone‟s fluency when speaking, it can be seen whether he or

she speaks natural without some hesitations about what he or she

would like to say.

e. Comprehension

The last element of speaking is comprehension.

Comprehension is a key feature in the successful teaching for the

intended meaning of written or spoken communication. Hughes

states that the people get highest score in comprehension aspect

when they “understand everything in both formal and colloquial

speech to be expected of an educated native speaker.”15

So in

speaking classroom, the teacher is able to know whether the

students understand or not by checking their comprehension

towards the lesson which has been taught.

13

Koponen, M. “Let your language and thoughts flow! Is there a case for„fluency‟ in ELT and

applied linguistics?” in Sari Luoma, Assesing Speaking.(Cambridge: Cambridge University Press,

2004), p. 88.

14

Ibid.

15 Hughes, Op.cit, p.132

12

3. The Function of Speaking

When speaking in the classroom, the students communicate both

with their teacher and friends. The students also can study language

through speaking so that they can achieve the goal of learning language.

People speak or communicate to other people in order to share and

convey their thoughts, feelings, opinions, and views just like what they

do in their real life and social life so that the students can maintain the

relationship among them. In brief, speaking in the classroom has

functions almost as same as speaking in real and social life in the

society.

Speaking has many purposes that give some advantages in

teaching foreign language skills. But the advantages or the function of

speaking can be achieved if the teacher encourages the students by

giving the opportunity and spaces for students to speak up their thought

and ideas. As Littlewodd said, “The development of communicative

skills can only take place if learners have motivation and opportunity to

express their own identity….”16

It is important to make the classroom

becomes learner-centered approach. By giving many communicative

classroom activities, the teacher can build the opportunity for the

students to use the language as a tool to express their thought and to

communicate each other.

Harmer said that the function of speaking can be seen as

transactional and interpersonal functions. Transactional function has as

its main purpose conveying information and facilitating the exchange of

goods and service, whereas the interpersonal function is all about

16 William Littlewood, Communicative Language Teaching: An Introduction. ( Cambridge:

Cambridge University Press, 2002), p.93.

13

maintaining and sustaining good relations between people.17

It is all

about the situation that people do in daily activities. So by having

speaking skill, people are able to communicate each other to get

communication purpose itself.

4. Types of Speaking Activities

There are many activities that teachers can prepare to promote

speaking. Some of the speaking activities are:

a. Discussion

This activity is mostly used by the teacher to teach speaking in

classroom. It can be used in individual but mostly in group of

students. Through this activity, the students can share their though

and ideas to their friends so the teaching process can be

communicative. As Kayi said, “the students should always be

encouraged to ask questions, paraphrase ideas, express support,

check for clarification, and so on.”18

b. Role Play and Simulation

Role play activity can lead students to express the language by

pretending they are in various social contexts and have a variety of

social roles. Simulation is equal with role play but in simulation, it

is more elaborated. The students can bring realistic items to make

real-life activities. In simulations, students can bring items to the

class to create a realistic environment. They increase the self-

confidence of hesitant students, because in role play and simulation

activities, they will have a different role and do not have to speak

17

Harmer, loc.cit. p, 343

18

Hayrire Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language,

The Internet TESL Journal, Vol. XII, No. 11, November 2006. http://iteslj.org/ Accessed on 25

September 2014.

14

for themselves, which means they do not have to take the same

responsibility.19

c. Communication games

Games are designed to provoke communication between

students. The games are made based on the principle of the

information gap so that one student has to talk to a partner in order

to solve a puzzle, draw a picture, put a thing in the right order, or

find similarities and differences between pictures. Television and

radio games, imported into the classroom, often provide good

fluency activities. As Applebaum stated, “By learning true

communication students will be more motivate to learn and use the

target language.”20

Communication games also can be used to

encourage the students to share the information communicatively. It

can be one of the tools to give the students the opportunity to

express the students feeling or any ideas.

d. Questionnaires

Questionnaires are very useful because they ensure that both

questioner and respondent have something to say to each other.

Students can design questionnaires on any topic that is appropriate.

As they do so the teacher can act as a resource, helping them in the

design process. The results obtained from questionnaires can then

form the basis for written work, discussions, or prepared talks.

Richards also mentions many other activity types that have

been used in CLT, including the following:

19 Ibid.

20

Bruce Applebaum, Communicative Language Teaching: Theory, Practice and Personal

Experience. (Jurnal MANDIRI: Volume 9, NO. 4,2007), p.268.

15

a. Task-completion activities: puzzles, games, map-reading, and

other kinds of classroom tasks in which the focus is on using

one‟s language resources to complete a task.

b. Information-gathering activities: student-conducted surveys,

interviews, and searches in which students are required to use

their linguistic resources to collect information.

c. Opinion-sharing activities: activities in which students compare

values, opinions, or beliefs, such as a ranking task in which

students list six qualities in order of importance that they might

consider in choosing a date or spouse.

d. Information-transfer activities: These require learners to take

information that is presented in one form, and represent it in a

different form. For example, they may read instructions on how

to get from A to B, and then draw a map showing the sequence,

or they may read information about a subject and then represent

it as a graph.

e. Reasoning-gap activities: These involve deriving some new

information from given information through the process of

inference, practical reasoning, etc. For example, working out a

teacher‟s timetable on the basis of given class timetables.21

In addition, according to Snow, there are several classes

activities can be done in teaching English as follows:

a) Memorization of material, students are encouraged to speak by

memorizing some passages or dialogue.

b) Choral drill, the all class repeat what the teacher says.

c) Classroom chat, it is the informal communication which is more

fun, nonthreatening, and like a model of life communication.

21

Jack C. Richards, Op.Cit. p.19.

16

d) Model-based dialogues, using a dialogue in a textbook and act

the dialogue with the moves that illustrate the dialogue.

e) Presentations, students prepare and practice material within its

grammar, vocabulary, pronunciation, and intonation in front of

the class.

f) Cocktail parties, an endless talk with a person and close the

conversation, then move on for some chat with another person.

g) Pair or small group tasks, students work together in pairs or

group with a task to deal.

h) Debates, argue with an issue and there is only one person can

give an idea at a time in debate phase.

i) Large- group discussion, it can arise student‟ interest in topic

about something interesting.22

There are so many activities that promote speaking activities,

so the teacher should select one of them for each meeting. Variety of

activities can be used to build the communicative classroom activities.

Based on some activities above, the writer chose communicative games

to be applied as media in teaching speaking for this study.

B. Communicative Language Teaching

1. The Understanding of CLT

Indonesian government has a consistency that English learning and

teaching should be based on the purpose of reaching communicative

competence. Based on the syllabus applied, the method that is appropriate

to get this goal is Communicative Language Teaching (CLT).

Communicative Language Teaching is an approach in which the

communicative competences are built. In CLT, English classroom should

22

Don Snow, From Language Learner to Language Teacher. (Virginia: Teacher of English to

Speakers of Other Language, Inc, 2007), pp.108-117.

17

be more highly motivating for the students to use the language in learning

process. The teacher should make communicative classroom activities to

engage the students in language. The material of teaching and learning

should be based on students‟ daily live. It is effective in order to build

social-interaction in students. CLT has its debut by the time of 1970s. It is

when Situational Language Teaching (SLT) was used as a method I

teaching foreign language. It appeared because SLT and Audio lingual

method were no longer felt to be appropriate method. Supporting this

statement, Richards and Rodgers stated that in the middle of sixties, Audio

lingual method was not accepted in the US.23

Richards and Rodgers stated, “This was partly a response to the sorts

of criticisms the prominent American Linguist Noam Chomsky has leveled

as Structural Linguistic theory.”24

It means that CLT has existed since

some linguistics was in contradicting of Noam Chomsky about his

Structural Linguistic theory.

2. The Principles of CLT

English Teaching has many methodologies to be applied in teaching

and learning process. Each method has its own principle. Communicative

Language Teaching suggests communicative activities in language learning

and acquisition. The approach proposes way for learners to internalize a

language and to practice the language in a classroom context. Therefore,

classroom is used to create activities to teach students how to react in real

world situation, not to fake the real world situation. In this term of CLT,

Berns provides a useful summary of eight principles of CLT:

a. Language teaching is based on a view of language as

communication. That is, language is seen as a social tool that

23 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching, (Cambridge: Cambridge University Press, 2001) p.153.

24

Ibid.

18

speakers use to make meaning; speakers communicate about

something to someone for some purpose, either orally or in writing.

b. Diversity is recognized and accepted as part of language

development and use in second language learners and users, as it is

with first language users.

c. A learner‟s competence is considered in relative, not in absolute,

terms.

d. More than one variety of a language is recognized as a viable model

for learning and teaching.

e. Culture is recognized as instrumental in shaping speakers‟

communicative competence, in both their first and subsequent

languages.

f. No single methodology or fixed set of techniques is prescribed.

g. Language use is recognized as serving ideational, interpersonal, and

textual functions and is related to the development of learners‟

competence in each.

h. It is essential that learners be engaged in doing things with

language—that is, that they use language for a variety of purposes

in all phases of learning.25

Based on some principles above, the writer has elaborated that in CLT,

English teaching and learning are based on the nature of language as a

mean of communication and socialization. The language users convey the

meaning to release their purposes of communication both oral and written

context. There is no rule in saying something as long as the speaker and

listener understand the meaning of messages.

All aspects and skills of language are not learned separately. It is fact

that they can be integrated by using suitable method. CLT is not believed

as a method but as an approach. This approach has no single methodology,

but it is done by set of varieties of technique. As Savignon stated, “..teacher

welcome the opportunity to develop their own materials, providing learners

with a range of communicative tasks.”26

The teacher should prepare the

communicative activities to build the engagement between students and the

25

Sandra J. Savignon, (eds) Interpreting Communicative Language Teaching. (London:Yale

University, 2002), p.6.

26 Ibid, p.5

19

function of the language they learned. The learners should be involved in

doing things with language to create lively interaction between students.

3. The Goals of Teaching Speaking in CLT

As the writer said in the background of study, the purpose of

English teaching and learning is to reach a communicative competence

both spoken and written that has been speak out by Indonesian

government. It is same with the purpose of teaching speaking in CLT.

What actually that is called by communicative competence in English

learning is the ability to use the language as a tool of expressing ideas

through speaking and writing as productive skills in daily communication.

Influenced by Savignon, there are four related aspects that should

be able to be mastered in communicative competence.27

There are:

a. Grammatical competence

Grammatical competency is the knowledge of language aspects like

vocabulary, grammar, Semantics, Phonology, and so on. Sometimes

grammatical is changed with a term of Linguistic competency.

Grammatical competence enables speakers to use and understand

English-language structures accurately and unhesitatingly, which

contributes to their fluency.28

This has no relation to any single

theory of grammar. Grammar is integrated in the certain skill.

b. Discourse competence

It is a competency that focuses on the appropriateness of combining

and connecting phrases and sentences in engaging conversation.

c. Socio-cultural competence

27 Sandra J. Savignon, Communicative Competence: Theory and Classroom Practice. (New

York: Addison Wesley, Inc, 1983) pp.40-44.

28

Kang Shumin, “Factors to Consider: Developing Adult EFL Students‟ Speaking Abilities”,

in Jack C. Richards and Renandya WA (eds), Methodology in Language Teaching, (New York:

Cambridge University Press, 2002), p.207.

20

It is also called sociolinguistics competence. It is a competency that

focuses on the use of appropriate language in variety social setting.

In this competence, the target language speakers are demanded to

know how, where, from who, and when the language will be spoken

by them in certain situation, such as how to invite, to refuse, to ask

for information to different level of society.

d. Strategic Competence

It is a competency that focuses on the manipulation of language

achieving in the communication goals. This competency involves

the use of both verbal and nonverbal, such as changing the

intonation, using body language, and emphasizing the specific

word.

Even though the communicative competence has being discussed as

the main goals of English teaching and learning, there are many teachers

teach speaking through traditional method, that is just focus on the

structures and reading comprehension. Factually English learning from

primary school until senior high school in Indonesia is just focus for the

reading competency because the government‟s media of testing the

language ability, Ujian Nasional forces students to think that it is just

useless to master speaking skills. The things that must be mastered are

listening and reading that is included in national examination test.

Classes are taught in a teacher-centered approach. So to provide chance

for students to gain communicative activities, the teacher should make

many activities that the students can involved in interacting in English to

their friends, even to the teacher.

When students are talking each other, the communicative classroom

activities are built. They can get interaction experience and use the

language forms that are learned being naturally spoken. It is suitable

21

with the natural of learning theories that say language as a tool of

communication.

The writer was getting aware that the situation in the English

classroom today is still far from communicative classroom. From the

factors above, the teachers realize that they should provide

communicative activities in their class, so the students have many

chances to speak their language that is learned long time. Because the

methodology is teacher-centered approach, the students are as passive

learners, so they do not know about what the real purpose of learning

English. Some communicative activities that the teachers can use to

make a communicative classroom are so easy to find in surrounding our

lives. The things that can be added in order to build communicative

activities are like role plays, movies, TV shows, songs, reading aloud,

poems, and games. One of the communicative games used by the writer

is board games.

4. The Problem of Speaking

Speaking is the second skill that people got after listening. People

imitate to speaking after they listen the other speaks. It is not easy to learn

speaking skill. As other skills, there are some characteristics can make

speaking difficult. As Brown demonstrates some characteristics of spoken

language can make oral performance easy as well as, in some cases

difficult:

a. Clustering

Fluent speech is phrasal, not words by words. Learners can

organize their output both cognitively and physically (in breath

group) through such clustering.

b. Redundancy

The speaker has an opportunity to make meaning cleaner

through the redundancy of language. Learners can capitalize on this

feature of spoken language.

22

c. Reduce forms

Contraction, elisions, reduced vowels, etc., all form special

problems in teaching spoken English.

d. Performance variables

One of the advantages of spoken language is that the process of

thinking as you speak allows you to manifest a certain number of

performance hesitations, pauses, backtracking and corrections.

e. Colloquial language

Teacher should make sure students reasonable well acquainted

with the words. Idioms and phrases of colloquial language and

those they get practice in producing these forms.

f. Rate of delivery

Another salient characteristic of fluency is rate of delivery.

How to help learners to achieve an acceptable speed along with

other attributed of fluency.

g. Stress, Rhythm, and Intonation

The most important characteristic of English pronunciation, as

well be explained below. The stress times rhythm of spoken English

and its intonation patterns convey important messages.

h. Interaction

Learning to produce moves of language in a vacuum-without

interlocutors would rob speaking skill of its richest component: the

creativity of conversational negotiation. 29

Based on some problems above, teacher should have many strategies

to solve the problems in speaking. Although it maybe has many difficulties

in teaching speaking, it can be solved by the creativity of the teacher to

build the classroom activities that promote speaking. As some theories state

that speaking is the important skill in learning language, so the process of

teaching and learning must be careful with the difficulties without avoiding

them. Teacher must have some appropriate method and technique in order

to make the teaching speaking seen as easy as possible.

29 H. Douglas Brown, Principle of Language Learning And Teaching (New York : Prentice

Hall.2001), pp. 270-271.

23

C. Board Games

1. The Definitions of Game

To gain the communicative classroom that is supporting the

improvement of speaking ability, teacher should create proper technique

that can involve students in the classroom activities. By involving the

students, they can build interactive activities like talking to each other

by using English, the target language. There are some communicative

activities that can be used; such as role play language games, scramble

sentences.30

The material should be based on the students‟ daily activity,

so the students can learn how to use in for daily communication. Based

on these three communicative activities, the writer chose language

games as a technique in teaching speaking. Yen-Hui Wang said in her

journal, “teaching English through game-like activities can cheer up the

class and make language learning more pleasurable and easier to

learn.”31

People concern about game in their daily activities. Some people

play games for fun thing. Some others also play games for relaxing their

mind. And for educational people, teachers use games as a technique for

their teaching. So each person has his own meaning for using the games.

Like Moursund said,” The word game means different things to

different people.32

Wright states, “The word „game‟ means an activity which is

entertaining and engaging, often challenging and an activity in which

30 Bruce Applebaum, Communicative Language Teaching: Theory, Practice and Personal

Experience. Jurnal MANDIRI, Volume 9, No. 4,2007, p. 268.

31

Yen-Hui Wang, Using Communicative Language Games in Teaching and Learning English

in Taiwanese Primary Schools. Journal of Engineering Technology and Education, Vol. 7, No.1

March 2010, p.133.

32

Dave Moursund, Introduction to Using Games in Education: A Guide for Teachers and

Parents, (Oregon: University of Oregon, 2007), p.6.

24

the learners play and usually interact with others.”33

Games are

essentially engaging and the native language concerns can easily be

substituted for English in many cases. It means that by using games,

students have interest to break the challenge in each game. Students

concern in how to make the activities that can make them engaged each

other. Students also have no reason to be bored because the teacher has

made a game, which is good for students to connect the new language in

English for communicating with their friends. Games can offer practice

in all stages of teaching and learning sequence including presentation,

practice and production. That is, many games can supply the same dense

use of language as more conventional drills which mainly give repeated

practice on a language form during a limited period of time.

As Adam said in Yen-Hui Wang, he indicates, “Games are self-

motivating to stimulate learners‟ interest and curiosity, which benefits

learners best to play with the language in their first stages of language

learning.”34

Games are neutral for all level in education. Providing games are

not difficult because we can look for a suitable game for each level. The

teacher‟s rule also has great contribution. It seems like so easy to build a

game, but if the teacher cannot deliver the games appropriately, the

students will be bored. It is because the nature of games is making fun

activities that involve the students to do it. As Lewis and Bedson said,

”games are fun and children like to play them.”35

So the teacher should

33 Andrew Wright, Betteridge D, Buckby M, Games for Language Learning. (Cambridge:

Cambridge University Press. 2006),p.1.

34 Yen-Hui Wang, Using Communicative Language Games in Teaching and Learning

English in Taiwanese Primary Schools. Journal of Engineering Technology and Education, Vol. 7,

No.1 March 2010, p.131. 35

Gordon Lewis and Gunther Bedson, Games for Children. (New York: Oxford University

Press,2004), p.5.

25

concern about how to make the students enjoying the game by

delivering it well.

In addition, Hadfield said, “A game is an activity with rules, a goal

and element of fun.36

Each game has its own rules to play it. People

should have a purpose for each game that they have to play. If they do

not have the aims, they cannot plan the games properly and finally the

games just for fun. It is not having one goal why people should play

those games.

In conclusion, it is good to use games for making a relaxed way in

teaching process. So the students can involve and get a challenge to use

English in their classroom activities. It is also easy to entertain and make

fun activities when teachers use appropriate media in teaching. If the

students feel fun and enjoy in playing games, learning speaking English

will also be more fun. By considering this explanation, the writer used

one kind of fun games in this experiment. That is board game.

2. The Definitions of Board Game

Games are able to help the students use and practice the target

language being learned in a relaxed way. Games are also highly

motivating since they are amusing and interesting. For the classroom

activities, games can be used in personal, groups, or for the whole class.

For this research, the writer used kind of games that is played in the

team.

The rules of the game allow some sort of communication among the

two or more members of a team in such a game. This is typical in board

games such as Monopoly or in the card game Hearts. Many other board

games have some of the same characteristics. Players deal with a set of

36 Jill Hadfield, Intermediate communication games. (Harlow: Pearson, 2005), p.v.

26

rules, with money, dice, making decisions, and striving to win the game.

A substantial amount of learning occurs in such environments.37

A board game is a game that when you play it you throw the dice in

the counters and you can step forward based to dice. A board game is a

game that involves counters or pieces moved or placed on a pre-marked

surface or "board", according to a set of rules. Games can be based on

pure strategy, chance (e.g. rolling dice) or a mixture of the two, and

usually have a goal that a player aims to achieve.38

Today, some teacher is using board games as teaching media to

their students. They are used board games to teach some subject that

related with board games. Educational board games are the best solution

for you to when you face your problem in teaching some subject at

school. Board games are something unique when you include in your

educational teaching aids. Through applying educational board games is

belief could increase their curiosity and creativity of the students. The

learners can take turns producing a sentence each around the group, or

can call on each other. Educational board games are the best solution for

teacher problem. In addition, board games are very attractive and

interesting games.

D. Teaching Speaking by Using Board Games

In using games to teach, the students are able to get other function of

games besides mastering speaking skill. Mayer and Harris said by using

games they can get many life skills as follow: authentic experience, student

engagement, social and life skills, and higher- order thinking as some goals in

board games.39

37Dave Moursund, Op.cit., p.112

38

http://en.wikipedia.org/wiki/Board_game. Retrieved January 2012.

39 Brian Mayer, Christopher Harris. Libraries Got Games. (Chicago: American Library

Association.2010). pp.12-16.

27

Board game is kind of games that come from American culture, but

there are many board games that are well known by the students. There are

snakes and ladder, Sudoku, Scrabble, Monopoly, and so on.

Within the teaching process, as the treatments, the writer modified some

board games with Monopoly and Snakes and Ladders design. Everyone is

well-known with the design of those games. So it makes easy to explain how

to play it and what the rules to do it. There are two main parts that is included

in this kind of games: mechanics and theme.40

The mechanics is how the

children can play this game. And for the theme, the writer chose Introduction

and description themes. Based on the observation before, the students are still

being confused to explain about them. They sometimes mixed up the language

with their native language. So the aims of the games are in order to students

can be able to introduce themselves in English. And in that introduction, the

students can be able to describe about themselves, and the things around their

lives. This is the list of steps in using board games for teaching speaking:

1. The writer prepares the material to play the games like board, dice,

pawn, and the tables.

2. Students are grouped into eight groups. Each group has five

members.

3. The writer lays the games board on the table for each group.

4. Each group should sit around the boards.

5. Each member has one pawn to walk over the board.

6. The students choose the first one to shake the dice.

7. The number in the dice decides how many columns that the

member should walk. If the dice shows two, the member walks

two columns.

8. Each member has his/her turn to shake the dice.

40 Scott Nicholson, Everyone Plays at the Library. (New Jersey: Scott Nicholson.2010). p.56.

28

9. The students should say what the board games instruct.

10. The students use English to break the challenge.

11. After the games ended, the students should represent what they got

in playing board games then.

E. Previous Study

The writer wants to see the effectiveness of using board games

towards students‟ speaking skill at the tenth grade students of senior high

school. This study was well-done before by many other researchers, but it

does not find out of the using board game for senior high school. Relating

with this study, Ika Nur Rahmawati had found in their thesis, with title

„Improving the Fourth Grade Students‟ Speaking Skills through Board

Games‟, that it was effective to teach English by using a board game. She

concluded that the students‟ speaking skills was improved. The result of the

research showed that the use of board games in combination with applying

various media in the presentation, using songs, using classroom English, and

conducting listening activities was able to improve students‟ speaking skills.41

It is effective and appropriate to use since it can be applied in groups

so the students can express their idea using English with their friends in fun

way. By learning in groups, students can build the characters of working

cooperatively, be self-confident, creative, responsible, honest, and passionate

in learning. The effectiveness of using board game is supported by previous

finding conducted by Susanti42

. She developed a board game for vocabulary

learning of junior high school students. The result showed that the students

were interested in playing the board game for English vocabulary learning. It

41

Ika Nur Rahmawati, Improving the Fourth Grade Students’ Speaking Skills through Board

Games. (Yogyakarta: Universitas Negeri Yogyakarta. 2012), p.xiv.

42

Susanti, D. A Board Game for Vocabulary Learning of Grade X Senior High School

Students. (Malang: State University of Malang, 2005), p.2.

29

also affected the students‟ vocabulary mastery. By playing the board game, it

improved the students‟ mastery in English vocabulary.

Susanti also conducted the study for vocabulary learning of grade 8

students while the researcher conducted the research for speaking activities of

tenth grade students. From the previous finding, it shows that games,

especially board games, play important roles for learning English The

weakness of this study is that the Hello School Board Game is only for eighth

grade students who are good in English, listening, reading, and writing, but

less active in speaking activities. It is expected that further research can make

media, especially board games, which can be broadly used for all eighth grade

students regardless their competence in English.

. In addition, Jayanti wrote the article entitled, “Developing a Board

Game for Speaking Activities. But it was limited for eighth grade of junior high

school students. She said ninety percent of the students were very enthusiastic

in playing board game. It indicates that the materials and the activities in the

Hello School Board Game are able to increase their motivation and very

effective in learning English especially speaking activities.43

By some previous studies above, the writer distinguished this study

from the level of the students at senior high school. It is also different from

the skill because the writer used board games for speaking skill. The different

design of the board games are getting to know each other and describing

people board games design when the previous researcher used Hello Board

Games design..

In this research, the board game is not applied for individual, but in

group of students. By learning in groups, students can build the characters of

working cooperatively, be self-confident, creative, responsible, honest, and

43

Nuzulia Mega Jayanti and Arwijati Murdibjono, Developing a Board Game for Speaking

Activities of Grade VIII Junior High School Students. (Malang: Universitas Negeri Malang.2012), p.2.

30

passionate in learning. So the process of using board games will be more

interactive and build the communicative classroom activities.

F. Theoretical Framework

Speaking is an interactive activity between two or more people as a

speaker and listener by using language that is understood by both speaker and

listener. Although teaching speaking is not an easy job to do, many techniques

that are appropriate in learning process can be good helper to make it easy and

fun. One of the techniques is by using communicative games.

Board game is one of communicative games that can be used as a

technique in teaching productive skill like speaking. Through board games,

the students can explore their ideas and force themselves to use English in

interacting with other people in classroom activities.

By using board games in teaching speaking, the writer expects that the

students‟ speaking skill can be achieved. Games can be used to promote

speaking activities. Sometimes students cannot speak up their ideas because

they do not know what they should say. By using board games, the students

can speak according to the instruction that they must say. It can make easy for

student to know what sentence that they can speak up for each material.

According to the statement of the problem, this study is conducted to find out

the effectiveness of board games towards students‟ speaking skill.

G. Research Hypotheses

The research hypothesis is: There is a significant effectiveness of using

board games towards students’ speaking skill.

31

CHAPTER III

RESEARCH METHODOLOGY

A. Research Method and Design

In this research, the writer used quasi-experimental method with

Pretest-Posttest Control Design. This quasi experimental research involved

two groups; experimental group and control group; where the writer did the

experiment and treatment by using Board games as a media in teaching

speaking in experiment group, while control group taught by the traditional

or usual technique. The result of pre-test and post-test of both group

compared in order to examine whether the treatment given in experimental

group gave more significant effect on students’ speaking achievement.

Table 3.1

Research Design Framework

With the explanation:

E = Experimental group

C = Controlled group

O1 = Pre-test

O2 = Post-test

X = Treatment by using

board game

B. Place and Time of Study

This research took class of the tenth grade of SMAN 1 Parung Ds.

Waru Jaya No.17 Parung-Bogor as place of this study. The study was

Group Pretest Treatment Posttest

E O1 X O2

C O2 O2

Time

32

conducted on October until November 2014 and divided into ten meetings

included introduction, pre-test, post-test, and five meetings for treatments.

C. Population and Sample

The population of this research was the students of tenth grade of

SMAN 1 Parung. There are 8 classes in this grade. The writer used

purposive sampling to choose the classes who almost have the same score.

The writer chose class X MIA 2 with 40 students as the sample of

experimental group and class X MIA 3 with 40 students as control group.

The pre-test was given before the treatment. Moreover, the post test was

given after the writer gave the treatment to each class.

D. Instrument of Research

To know the effectiveness of teaching speaking by using board

games, the writer gave oral test to the students. The oral test was divided

into two parts; the pre-test and the post-test. The form of oral test was

interview and monolog test. Because it is oral test, the writer divided the

score into five criteria, which are the scores of pronunciation, grammar,

vocabulary, fluency and comprehension. Each criteria, then, was rated into

five scale of rating scores, it is based on Haris’ scale rating scores.1

Table 3.2

Five component of grading speaking scale

Aspects Criteria Score

Pronunciation Have few traces of foreign accent.

Always intelligible, though one is conscious

of a definite accent.

Pronunciation problems necessitate

concentrated listening and occasionally lead

to misunderstanding.

Very hard to understand because of

pronunciation problems. Most frequently be

asked to repeat.

Pronunciation problems to severe as to make

speech virtually unintelligible.

5

4

3

2

1

Grammar Makes few (if any) noticeable errors of 5

1 David P. Haris, Testing English as a Second Language. (Bombay: Mc. Graw Hill Book

Company, 1977), pp. 84-85.

33

grammar or word order.

Occasionally makes grammatical and/or

word-order errors which do not, however,

obscure, meaning.

Makes frequent errors of grammar and word

order which occasionally obscure meaning.

Grammar and word-order errors make

comprehension difficult. Must often rephrase

sentences and/or restrict himself to basic

patterns.

Errors in grammar and word-order so severe

as to make speech virtually unintelligible.

4

3

2

1

Vocabulary Use of vocabulary and idioms is virtually that of

a native speaker.

Sometimes uses inappropriate terms and/ or

must rephrase ideas because of lexical

inadequacies.

Frequently uses the wrong words; conversation

somewhat limited because of inadequate

vocabulary.

Misuse of words and very limited vocabulary

make comprehension quite difficult.

Vocabulary limitations so extreme as to make

conversation virtually impossible.

5

4

3

2

1

Fluency Speech as fluent and effortless as that of a

native speaker.

Speech of speech seems to be slightly

affected by language problems.

Speed and fluency are rather than strongly

affected by language problems.

Usually hesitant; often forced into silence by

language limitations.

Speech is so halting and fragmentary as to

make conversation virtually impossible.

5

4

3

2

1

Comprehension Appears to understand everything without

difficulty.

Understands nearly everything at normal

speed, although occasional repetition maybe

necessary.

Understands most of what is said at slower-

than-normal speed with repetitions.

Has great difficulty following what is said.

Can comprehend only “social conversation”

spoken slowly and with frequent repetitions.

Cannot be said to understand even simple

conversational English.

5

4

3

2

1

34

In order to case the computation, the researcher adopted the small

score of J.B Heaton to the scale of 100 as follows2:

5 = 85-100

4 = 75-84

3 = 65-75

2 = 55-64

1 = Below 55

After that, to get the mean, the scores from all criteria are sum and

divided into five. The pre-test had been given before the treatment was

given. Moreover, the post test was given after he had given the treatment to

the class. The researcher also used recording as supporting documentation in

this study. For gaining a score, the competent teacher helps the writer to do

a scoring because the writer has no authority to do the scoring.

E. Test of Instrument Validity

To get the validity of the research instrument, the writer gave a try

out to other class before the research was conducted. The instrument was

tried out in class X MIA 1 and X MIA 2 of SMAN 1 Parung academic year

2013/2014. It was when the writer did the PPKT. It is aimed to know the

validity of the research instrument for pre test and post test. The writer used

oral test like interview and monologue test, so the validity that was used was

construct validity. In this kind of validity, the judgment expert was used to

measure the validity. For this case the expert that was asked to do it was the

writer’s advisor. Based on this validity, the data from the pilot study was

concluded in the appendix.

2 J.B. Heaton, Writing English Language Test. (London: Longman, 1988), p.100.

35

F. Techniques of Data Collecting

In this research, researcher used the quantitative research approach,

so the technique used to get the data which related to the teaching speaking

using board games that are oral test in pre-test and post-test. To get

collecting the objective data, the researcher will apply the steps as follows:

1) Pre- Test

The pre-test was given by the writer in the beginning of attending

class X MIA2 and X MIA 3 to know the students knowledge of the

material that will be taught.

2) Post- Test

The writer gave the students post- test after the treatments by using

board game finished.

G. The Technique of Data Analysis

The technique of data analysis that was used by the writer in this

study was statistical analysis with t-test, the formula as follows3:

𝑡𝑜 = 𝑀1 − 𝑀2

𝑆𝐸𝑀1− 𝑀2

With the explanation:

M1 = Mean of the differences of Experiment Class

M2 = Mean of the differences of Controlled Class

SE𝑀1 = Standard Error of Experimental Class

SE𝑀2 = Standard Error of Controlled Class

X = Teaching speaking by using board games in Experimental

class

Y = Teaching speaking without using board games in

controlled class

3 Anas Sudijono, Pengantar Statistik Pendidikan. (Jakarta: Raja Grafindo Persada, 2011),

p. 314.

36

The procedures of were calculations as follows:

1. Determining Mean of variable X:

𝑀1 = 𝑋

𝑁1

2. Determining Mean of variable Y:

𝑀2 = 𝑌

𝑁2

3. Determining Standard of Deviation Score of Variable:

𝑆𝐷1 = 𝑋

2

𝑁2

4. Determining Standard of Deviation Score of Variable Y:

𝑆𝐷2 = 𝑌

2

𝑁2

5. Determining Standard Error Mean of Variable X:

𝑆𝐸𝑀1=

𝑆𝐷1

𝑁1 − 1

6. Determining Standard Error Mean of Variable Y:

𝑆𝐸𝑀2=

𝑆𝐷2

𝑁2 − 1

7. Determining Standard Error of different Mean of Variable X and

Mean of Variable Y, with formula:

𝑆𝐸𝑀1− 𝑀2= 𝑆𝐸𝑀1

2 + 𝑆𝐸𝑀2

2

8. Determining to with formula:

𝑡𝑜 = 𝑀1 − 𝑀2

𝑆𝐸𝑀1− 𝑀2

9. Determining Degrees of Freedom (df), with formula:

𝑑𝑓 = (𝑁1 + 𝑁2) − 2

37

H. Statistical Hypothesis

The hypotheses of the study can be formulated:

1. Alternative Hypothesis (Ha): There is a significant difference

between students’ speaking scores taught by using board games and

without by using board games for the tenth grade students of SMAN

1 Parung.

2. Null Hypothesis (Ho) : There is no significant difference between

students’ speaking scores taught by using board games and without

by using board games for the tenth grade students of SMAN 1

Parung.

The result of t-test can be seen with the criteria:

If t-test (to) > t-table (tt) in significant degree of 0.01, Ho (null

hypothesis) is rejected.

If t-test (to) < t-table (tt) in significant degree of 0.01, Ho (the null

hypothesis) is accepted.

38

CHAPTER IV

RESEARCH FINDING

A. Description of the Data

The experiment class and the controlled class were taught speaking

with different technique. The experimental class was taught by using board

games, whereas the controlled class did not use board games activity. The data

were collected from students’ score in pre-test and post-test of both experiment

class and controlled class. The scores below were the scores of students’

speaking achievement that was assessed by two assessors. Moreover, analytical

score was used in assessing students’ speaking both in pre – test and post – test.

The data as follows:

1. The Data of Experiment Class

Table 4.1

The Final Score of Pre-Test and Post-Test of Experimental Class

STUDENTS SCORE GAIN SCORE

PRE-TEST POST -TEST

1 66 76 10

2 64 74 10

3 70 80 10

4 72 78 6

5 68 76 8

6 68 72 4

7 62 70 2

8 76 82 6

9 70 80 10

10 62 70 8

11 68 74 6

39

12 68 76 8

13 70 84 14

14 60 70 10

15 64 76 12

16 60 72 12

17 84 84 0

18 57 68 11

19 76 88 12

20 60 72 12

21 62 74 12

22 59 72 13

23 60 74 14

24 64 74 10

25 72 80 8

26 70 74 4

27 68 82 14

28 62 74 12

29 64 76 12

30 72 80 8

31 72 82 10

32 66 76 10

33 66 76 10

34 64 74 10

35 70 80 10

36 72 78 6

37 68 76 8

38 68 72 4

39 62 70 8

40 76 82 6

Σ n = 40 Σ X0 =2682 Σ X1 =3048 Σ X2 =360

AVERAGE 67,05 76,20 9

MAX 84 88 14

MIN 57 68 0

M pre-test = 𝑋0

𝑁 =

2682

40 = 67.05

M post-test = 𝑋1

𝑁 =

3048

40 = 76.20

M gained score = 𝑋2

𝑁 =

360

40= 9

40

From the Table 4.1 above, the score of pre-test and post-test of

experiment class showed that the highest score on the pre-test was 84 and

the lowest score was 57 with the average of 67.05. Then, the average of the

pretest increased on the post-test up to 76.20. The highest score of post-test

was 88 while the lowest score was 68. It can be seen that the experiment

class gained score about 9 points.

2. The Data of Controlled Class

Table 4.2

The Final Score of Pre-Test and Post-Test of Controlled Class

STUDENTS SCORE GAIN SCORE

PRE-TEST POST -TEST 1 74 74 0 2 70 72 2 3 76 76 0 4 74 80 6 5 70 70 0 6 72 74 2 7 68 68 0 8 72 76 4 9 74 74 0 10 76 72 -4 11 68 72 4 12 64 70 6 13 70 68 -2 14 72 74 2 15 76 78 2 16 74 74 0 17 70 78 8 18 64 68 4 19 70 74 4 20 66 66 0 21 68 68 0 22 72 72 0

41

23 66 68 2 24 74 80 6 25 72 74 2 26 78 70 -8 27 72 72 0 28 68 74 6 29 72 70 -2 30 74 74 0 31 72 76 4 32 60 78 18 33 70 72 2 34 66 72 6 35 76 76 0 36 74 78 4 37 70 76 6 38 72 74 3 39 64 60 -4 40 76 80 4

Σ n = 40 Σ Y0 =2836 Σ Y1 =2922 Σ Y2 =87

AVERAGE 70,90 73,05 2,175

MAX 78 80 18

MIN 60 60 -8

M pre-test = 𝑌0

𝑁 =

2836

40 = 70.90

M post-test = 𝑌1

𝑁 =

2922

40 = 73.05

M gained score = 𝑌2

𝑁 =

87

40= 2.175

From the Table 4.2 above, the score of pre-test and post-test of controlled

class showed that the highest score on the pre-test was 78 and the lowest score was 60

with the average of 70.90. Then, the average of the post-test was 73.05. The highest

score of post-test was 80 while the lowest score was 60. It can be seen that the

controlled class only gained score about 2.175 points.

42

B. Analysis of the Data

Before calculating t-test, the writer tested normality and homogeneity

of the data. The table as follows:

1. Test of Normality

PRE-TEST

Table 4.3

Tests of Normality

PRETEST Shapiro-Wilk

Statistic df Sig.

EXPERIMENTAL ,958 40 ,144

CONTROLLED ,951 40 ,082

From the Table 4.3, it can be seen that the value of normality in pre-

test of the experiment class is 0.144 with significant 0.05. It means the data

of pre-test in the experiment class is normal because the value of pre-test

experiment class is bigger that the significant 0.05 (0.144 > 0.05).

Meanwhile, the value of normality in pre-test of controlled class is 0.82 with

significant 0.05. It means the data of pre-test in the controlled class is normal

because the value is bigger than significant 0.05 (0.82 > 0.05).

POST-TEST

Table 4.4

Tests of Normality

POSTTEST Shapiro-Wilk

Statistic df Sig.

EXPERIMENTAL ,958 40 ,144

CONTROLLED ,950 40 ,073

43

From the Table 4.4, it can be seen that the value of normality in post-

test of the experiment class is 0.144 with significant 0.05. It means the data

of post-test in the experiment class is normal because the value of pre-test

experiment class is bigger that the significant 0.05 (0.144> 0.05).

Meanwhile, the value of normality in post-test of controlled class is 0.073

with significant 0.05. It means the data of post-test in the controlled class is

normal because the value is bigger than significant 0.05 (0.73 > 0.05).

2. Test of Homogeneity

PRE-TEST

Table 4.5

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

3,965 1 78 ,050

From the Table 4.5, it can be seen that the value of homogeneity in

pre-test is 0.050 with significant 0.05. It means the data of pre-test is

homogeny because the value of pre-test is equal with the significant 0.05

(0.050 > 0.05).

POST-TEST

Table of 4.6

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

,486 1 78 ,488

44

From the Table 4.6, it can be seen that the value of homogeneity in

post-test is 0.488 with significant 0.05. It means the data of post-test is

homogeny because the value of post-test is bigger that the significant 0.05

(0.488 > 0.05)

C. Hypotheses Testing

After calculating the normality and homogeneity, the writer calculated

the t value of the observation, the writer would like to calculate gain (d).

Table 4.7

The Result of Comparison of the Experiment Class and Controlled Class

Students Experiment

Class (X)

Controlled

Class (Y)

x y

x2 y

2

(X - MX) (Y - MY)

1 10 0 1 -2.175 1 4,73

2 10 2 1 -0.175 1 0,03

3 10 0 1 -2.175 1 4,73

4 6 6 -3 3.825 9 14.63

5 8 0 -1 -2.175 1 4,73

6 4 2 -5 -0.175 25 0,03

7 2 0 -7 -2.175 49 4,73

8 6 4 -3 1,825 9 3,33

9 10 0 1 -2.175 1 4,73

10 8 -4 -1 -6.175 1

38,13

11 6 4 -3 1,825 9 3,33

12 8 6 -1 3.825 1 14.63

45

13 14 -2 5 -4.175 25 17,43

14 10 2 1 -0.175 1 0,03

15 12 2 3 -0.175 9 0,03

16 12 0 3 -2.175 9 4,73

17 0 8 -9 5.825 81 33,93

18 11 4 2 1,825 4 3,33

19 12 4 3 1,825 9 3,33

20 12 0 3 -2.175 9 4,73

21 12 0 3 -2.175 9 4,73

22 13 0 4 -2.175 16 4,73

23 14 2 5 -0.175 25 0,03

24 10 6 1 3.825 1 14.63

25 8 2 -1 -0.175 1 0,03

26 4 -8 -5 -10.175 25 103,53

27 14 0 5 -2.175 25 4,73

28 12 6 3 3.825 9 14.63

29 12 -2 3 -4.175 9 17,43

30 8 0 -1 -2.175 1 4,73

31 10 4 1 1,825 1 3,33

32 10 18 1 15.825 1 250,43

33 10 2 1 -0.175 1 0,03

34 10 6 1 3.825 1 14.63

46

35 10 0 1 -2.175 1 4,73

36 6 4 -3 1,825 9 3,33

37 8 6 -1 3.825 1 14.63

38 4 3 -5 0,825 25 0,68

39 8 -4 -1 -6.175 1 38,13

40 6 4 -3 1,825 9 3,33

∑X = 360 ∑ Y = 87 ∑x = 0 ∑y =-13586 ∑x2=426

∑y2= 935.79

The formula of T-test was expressed as follows:

𝑡𝑜 = 𝑀1 − 𝑀2

𝑆𝐸𝑀1− 𝑀2

The calculation can be seen as follows:

1. Determining Mean of variable X:

𝑀1 = 𝑋

𝑁1=

360

40= 9

2. Determining Mean of variable Y:

𝑀2 = 𝑌

𝑁2=

87

40= 2.175

3. Determining Standard of Deviation Score of Variable X:

𝑆𝐷1 = 𝑥

2

𝑁1=

426

40= 10.65 = 3.26

4. Determining Standard of Deviation Score of Variable Y:

𝑆𝐷2 = 𝑦

2

𝑁2=

935.79

40= 23.394 = 4.83

47

5. Determining Standard Error Mean of Variable X:

𝑆𝐸𝑀1=

𝑆𝐷1

𝑁1 − 1=

3.26

40 − 1=

3.26

39= 0.52

6. Determining Standard Error Mean of Variable Y:

𝑆𝐸𝑀2=

𝑆𝐷2

𝑁2 − 1=

4.83

40 − 1=

4.83

39= 0.77

7. Determining Standard Error of different Mean of Variable X and Mean of

Variable Y, with formula:

𝑆𝐸𝑀1− 𝑀2= 𝑆𝐸𝑀1

2 + 𝑆𝐸𝑀2

2

= 0.522 + 0.772 = 0.2704 + 0.5929

= 0.863

= 0.92

8. Determining to with formula:

𝑡𝑜 = 𝑀1 − 𝑀2

𝑆𝐸𝑀1− 𝑀2

= 9 − 2.175

0.92

=6.825

0.92

= 7.418

48

9. Determining Degrees of Freedom (df), with formula:

𝑑𝑓 = (𝑁1 + 𝑁2) − 2

= 40 + 40 − 2 = 78

The value of df 78 at the degrees of significance 0,01 is 2,640, and significance

0,05 is 1,991.

From the result of statistical calculation above, it can be seen that the

value of t0 or ttest is 7.418 and the degree of freedom (df) was 78. The value of

t in the degree of freedom of 78 and at the degree of significance 1% or ttable of

df 78 with ɑ=0.01 with t(1-½ɑ) or t(0,995) is 2,640, and the degree of

significance 5% with t(1-½ɑ) or t(0,975) is 1,991. Based on the result, it can be

seen that Ha is accepted because tobserve is higher than ttable.

10. The Testing of Hypothesis

The statistical hypothesis of this research can be seen as:

a. Ho (Null Hypothesis) : Board game has no significant effectiveness in

teaching speaking

b. Ha (Alternative Hypothesis) : Board game has significant effectiveness in

teaching speaking.

And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0.01, Ho (null hypothesis) is

rejected.

2. If t-test (to) > t-table (tt) in significant degree of 0.01, Ha (the alternative

hypothesis) is accepted.

D. Interpretation of the Data

Based on the formula above, the result of the statistic calculation

indicated that the value of 𝑡𝑜 = 7.418 and the value of df (degree of freedom) 78

with significance 1% is 2,640. The result showed that t-test (to) > t-table (tt)

49

(7.418>2,640). It means that t-test was higher than t-table. Since 𝑡𝑜 score in the

table is higher than 𝑡𝑡𝑎𝑏𝑙𝑒 score obtain from the result of calculating, so the

alternative hypothesis (𝐻𝑎 ) is accepted and the null hypothesis (𝐻𝑜) is rejected.

Based on the explanation about the result on the table above, the writer

can conclude that using board games in teaching speaking is success in

increasing students’ score in speaking skill. From the data above, students’

score can be increased after the use of board games. Moreover, it can be said

that using board games affects students’ achievement in speaking score.

By using board games, it is significant in teaching speaking compared

to the use of other technique that currently used by the teacher on SMAN 1

Parung at the first grade students. It can be inferred that there is significant

difference between students’ speaking score who were taught by using board

games and who were taught without board games. The effectiveness of using

board games towards students’ speaking skill can be seen from the score of

experimental class students that increased after board game was applied in the

class.

The finding of this research supports and proves the idea as what is

stated by Wright that game is an activity which is entertaining and engaging,

often challenging and an activity in which the learners play and usually interact

with others.1 By interacting and communicating each other through board

games, the students can learn easily, and it can improve the students’ score in

speaking skill. By improving their score in speaking, automatically the students

improve their English as a foreign language. It is in same line with the

statement Alderson and Bachman that state the ability to speak in a foreign

language is at the very heart of what it means to be able to use a foreign

language.2

1 Andrew Wright, Betteridge D, Buckby M, Games for Language Learning. (Cambridge:

Cambridge University Press. 2006), p.1

2 Sari Luoma, Assesing Speaking. (UK: Cambridge University Press, 2004), p.x.

50

Through applying educational board games, it could increase

their curiosity and creativity of the students. The learners can take turns

producing a sentence each around the group, or can call on each other.

Educational board games are the best solution for teacher problem. In

addition, board games are very attractive and interesting games. It is

proved the statement from Yen-Hui Wang in her journal that teaching

English through game-like activities can cheer up the class and make

language learning more pleasurable and easier to learn.3

It is effective and appropriate to use since it can be applied in

groups so the students can express their idea using English with their

friends in fun way. By learning in groups, students can build the

characters of working cooperatively, be self-confident, creative,

responsible, honest, and passionate in learning. The effectiveness of

using board game is supported by previous finding conducted by

Susanti4. She developed a board game for vocabulary learning of senior

high school students. The result showed that the students were interested

in playing the board game for English vocabulary learning. Since it is

about vocabulary mastery, the writer proved that board game is also

effective to be applied towards students’ speaking skill.

Based on those theories, they strengthen this result that board

game is effective towards students’ speaking skill at the tenth grade

students of senior high school.

3 Yen-Hui Wang, Using Communicative Language Games in Teaching and Learning English

in Taiwanese Primary Schools. Journal of Engineering Technology and Education, Vol. 7, No.1

March 2010, p.133.

4 Susanti, D. “A Board Game for Vocabulary Learning of Grade X Senior High School

Students”, in Nuzulia Mega Jayanti and Arwijati Murdibjono., Developing a Board Game for

Speaking Activities of Grade VIII Junior High School Students. (Malang: Universitas Negeri

Malang.2012), p.2

51

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of using T-test formula, it can be interpreted

that from the result of the analysis of the research, it is proven that the

students’ score of speaking after taught by using board games is better than

before taught by board games. It can be seen from the score of to is higher

than ttable. From the result of statistical calculation, it can be seen that the

value of to or ttest is 7.418 and the degree of freedom (df) was 78. The value

of t in the degree of freedom of 78 and at the degree of significance 1% or

ttable of df 78 ɑ=0.01 with t(1-½ɑ) or t(0,995) is 2,640.

The result showed that t-test (to) > t-table (tt) (7.418>2.640). It

means that Ho is rejected and Ha is accepted. So the writer concluded that

using board game is effective towards students’ speaking skill.

B. Suggestion

Based on the writer’s research and observation, she assumes that

using communicative games like board game is appropriate and applicable

in teaching speaking English to a foreign language learner. Therefore, she

suggests that the English teacher should make a creative and effective

method in teaching speaking. She also suggests that the teacher can try to

use the board game as a proper technique for classroom activities in

speaking English especially.

By using board games, it can make the students be more confident

to use English in their activities, be easier in understanding a new

language, and be more interactive each other in the classroom. The success

in teaching doesn’t depend on the lesson program only, but more

importantly is how the teacher can present the lesson and use various

techniques to manage the class more lively and enjoyable. Being aware

52

that speaking is important in global communication, the students should be

trained to be confident to speak up their ideas in English fluently and

understandable to reach communicative classroom activities.

53

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Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: Raja Grafindo Persada,

2011.

Tarigan, Henry Guntur. Berbicara Sebagai Suatu Keterampilan Berbahasa.

Bandung: Angkasa, 2008.

Wang, Yen-Hui. Using Communicative Language Games in Teaching and Learning

English in Taiwanese Primary Schools. Journal of Engineering Technology

and Education, Vol. 7, No.1 March 2010.

Littlewood, William. Communicative Language Teaching: An Introduction.

Cambridge: Cambridge University Press, 2002.

55

Wright, Andrew, Betteridge D, and Buckby M, Games for Language Learning.

Cambridge: Cambridge University Press. 2006.

http://en.wikipedia.org/wiki/Board_game. Retrieved 22 January 2012

APPENDIX 1

56

Table of Research Activities

Time Activity

6th

until 7th

October 2014 The observation at the first grade of SMAN

1 Parung

8 th

October2014 Asking permission and dealing with school

15th

and 17th

October 2014 Conducting an observation toward students

and teacher

29th

until 31st October 2014 Conducting oral test (pre-test) both in the

experimental and control class

5th

until 19th

November 2014 Teaching speaking using Board Games as

media of teaching (twice meeting in a week)

25th

and 29th

November 2014 Conducting oral test (post-test) both in the

experimental and control class

30th

November 2014 Comparing the score between the pre-test

and post-test both in the experiment class

and control class

APPENDIX 2

57

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

KELAS EKSPERIMEN

Nama Sekolah : SMA NEGERI 1 PARUNG

Mata Pelajaran : Bahasa Inggris /Wajib

Kelas/ Semester : X / 1

Materi Pokok : Berbicara (Speaking)

Alokasi Waktu : 2 x 45 menit

Pertemuan Ke- : 1

A. Kompetensi Inti

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah

secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

4.1 : Menyusun teks lisan dan tulis sederhana, untuk menyebutkan jati diri,

dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan, secara benar dan sesuai dengan konteks

C. Indikator

1. Siswa mampu mengungkapkan hal-hal yang disebutkan dalam perkenalan jati

diri

2. Siswa mampu menperkenalkan sendiri dan orang lain

3. Siswa mampu menanyakan tentang perkenalan jati diri

4. Siswa mampu merespon pertanyaan tentang perkenalan jati diri

5. Siswa mampu mengkomunikasikan bahasa dalam memperkenalkan diri

sendiri dan orang lain dalam kehidupan sehari-hari

58

D. Tujuan Pembelajaran

Dengan menggunakan teknik permainan board games siswa diharapkan

1. dapat mengungkapkan, memaparkan, menanyakan, dan merespon perkenalan

jati diri

2. Dapat mengkomunikasikan bahasa yang dipelajari dalam berkomunikasi

sehari-hari

3. Dapat meningkatkan penilaian kemampuan berbicara siswa.

E. Materi

Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan

merespon perkenalan jati diri

Fungsi sosial : Menjalin hubungan dengan guru, teman dan orang lain

Ungkapan : My name… She is… I’m… My fav food… my father is…dan

semacamnya

Unsur Kebahasaan : Kata terkait dengan hubungan kekeluargaan dan

kekerabatan, profesi pekerjaan, kata kerja dalam simple present tense: be,

have dalam simple present tense, Kata tanya What? Who?

Which?Where,Ucapan, tekanan kata, intonasi, ejaan, struktur, gramatikal

F. Pendekatan dan Metode Pembelajaran

Metode : CLT (Communicative Language Teaching)

Teknik : Permainan Papan (Board Games)

G. Media dan Sumber Belajar

1. Media Belajar

a. Komputer/Laptop

b. Projector/ OHP

c. Lembar Permainan Papan (Board games)

2. Sumber Belajar

59

a. Buku bahasa Inggris yang relevan

H. Langkah-langkah Pembelajaran

1) Kegiatan Pendahuluan

Guru Siswa Waktu

- memberi salam kepada

siswa

- membalas salam guru

10’

- mengajak siswa berdoa - berdoa bersama dengan

guru

- mengecek kehadiran siswa

- menyatakan kehadirannya

dengan berkata, “I am

here.”

2) Kegiatan Inti

Guru Siswa Waktu

a. Mengamati (Observing)

- mengkondisikan siswa untuk

siap mengikuti pelajaran

dengan menunjukkan gambar

tentang seseorang yang

mendeskripsikan tentang

dirinya

- siap mengikuti pelajaran

tentang perkenalan jati

diri

15’

- memberikan sejumlah

pertanyaan berkaitan dengan

perkenalan jati diri

- menjawab pertanyaan guru

berkaitan dengan

perkenalan jati diri

- menjelaskan tentang aspek-

aspek yang ada dalam

perkenalan jati diri

- memperhatikan, bertanya,

dan merespon tentang

aspek-aspek perkenalan

jati diri

- Memperdengarkan

percakapan tentang

perkenalan jati diri dan

meminta siswa menjawab

- Mendengarkan percakapan

tentang perkenalan jati

diri dan menjawab

pertanyaannya

60

pertanyaannya

- Memperdengarkan ungkapan

tentang perkenalan jati diri

dan meminta siswa

meresponnya

- Merespon ungkapan

perkenalan jati diri dari

teks yang diperdengarkan

b. Mempertanyakan (Questioning)

- memberikan kesempatan

untuk siswa berdiskusi

tentang perbedaan antara

berbagai perkenalan jati diri

dalam bahasa Inggris,

perbedaannya dengan yang

ada dalam bahasa Indonesia.

- Membaca tentang

perbedaan antara berbagai

perkenalan jati diri dalam

bahasa Inggris,

perbedaannya dengan yang

ada dalam bahasa

Indonesia.

15’

- memberikan kesempatan

untuk siswa memberitahukan

hasil perbedaan diskusi yang

dilakukan

- berdiskusi dengan teman

kelompok dan

memberitahukan hasil

diskusi tentang perkenalan

jati diri secara lisan

- memberikan kesempatan

untuk siswa bertanya tentang

pengucapan dan isi teks yang

berisi perkenalan jati diri

dengan memperdengarkan

percakapan perkenalan jati

diri dan menjawab

pertanyaannya

- bertanya tentang berbagai

konteks perkenalan jati

diri

- memberikan kesempatan

untuk siswa mempelajari

contoh-contoh perkenalan

jati diri

- Membaca contoh-contoh

bacaan tentang perkenalan

jati diri

c. Mengeksplorasi (Exploring), Mengasosiasi (Associating),

Mengkomunikasikan (Communicating)

- memberikan permainan

papan (board games)

- bermain permainan papan

(board games) 40’

61

3) Kegiatan Penutup

Guru Siswa Waktu

- memberi panduan

menyimpulkan hasil

pembelajaran

- dengan panduan guru

menyimpulkan hasil

pembelajaran

10’

- meminta siswa

menyampaikan pendapat

atau perasaan atas

pembelajaran yang

dilakukan

- menyampaikan pendapat

atau perasaan atas

pembelajaran yang

dilakukan

- memberikan penugasan

terstruktur individu dengan

membaca pelajaran

berikutnya

- membaca pelajaran

berikutnya

- menyampaikan rencana

kegiatan pertemuan

berikutnya

- mendengarkan penjelasan

guru tentang rencana

kegiatan pertemuan

berikutnya

Parung, November 2014

Guru Pamong Praktikan

Emi Maryani, S.Pd Rizky Amalia Azzahroh

62

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

KELAS EKSPERIMEN

Nama Sekolah : SMA NEGERI 1 PARUNG

Mata Pelajaran : Bahasa Inggris /Wajib

Kelas/ Semester : X / 1

Materi Pokok : Berbicara (Speaking)

Alokasi Waktu : 2 x 45 menit

Pertemuan Ke- : 2

I. Kompetensi Inti

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah

secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

J. Kompetensi Dasar

4.2 Menyusun teks deskriptif lisan dan tulis sederhana tentang orang,

tempat wisata, dan bangunan bersejarah terkenal, dengan

memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara

benar dan sesuai dengan konteks.

K. Indikator

6. Siswa mampu mengungkapkan hal-hal yang disebutkan dalam descriptive text

7. Siswa mampu mendeskripsikan sendiri dan orang lain

8. Siswa mampu menanyakan tentang descriptive text

9. Siswa mampu merespon pertanyaan tentang descriptive text

10. Siswa mampu mengkomunikasikan bahasa dalam mendeskripsikan

diri sendiri dan orang lain dalam kehidupan sehari-hari

63

L. Tujuan Pembelajaran

Dengan menggunakan teknik permainan board games siswa diharapkan

4. dapat mengungkapkan, memaparkan, menanyakan, dan merespon descriptive

text

5. Dapat mengkomunikasikan bahasa yang dipelajari dalam berkomunikasi

sehari-hari

6. Dapat meningkatkan penilaian kemampuan berbicara siswa.

M. Materi

Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan

merespon descriptive text

Fungsi sosial : Menjalin hubungan dengan guru, teman dan orang lain

Ungkapan : She has… She is like… I’m… I am like… my father has…dan

semacamnya

Unsur Kebahasaan : Kata terkait dengan hubungan kekeluargaan dan

kekerabatan, profesi pekerjaan, mempelajari jenis kata sifat, kata kerja dalam

simple present tense: be, have dalam simple present tense, Kata tanya What?

Who? Which?,Ucapan, tekanan kata, intonasi, ejaan, tulisan tangan yang rapi

N. Pendekatan dan Metode Pembelajaran

Metode : CLT (Communicative Language Teaching)

Teknik : Permainan Papan (Board Games)

O. Media dan Sumber Belajar

3. Media Belajar

d. Komputer/Laptop

e. Projector/ OHP

f. Lembar Permainan Papan (Board games)

4. Sumber Belajar

64

b. Buku bahasa Inggris yang relevan

P. Langkah-langkah Pembelajaran

4) Kegiatan Pendahuluan

Guru Siswa Waktu

- memberi salam kepada

siswa

- membalas salam guru

10’

- mengajak siswa berdoa - berdoa bersama dengan

guru

- mengecek kehadiran siswa

- menyatakan kehadirannya

dengan berkata, “I am

here.”

5) Kegiatan Inti

Guru Siswa Waktu

a. Mengamati (Observing)

- mengkondisikan siswa untuk

siap mengikuti pelajaran

dengan menunjukkan gambar

tentang seseorang yang

mendeskripsikan tentang

dirinya

- siap mengikuti pelajaran

tentang descriptive text

15’

- memberikan sejumlah

pertanyaan berkaitan dengan

descriptive text

- menjawab pertanyaan guru

berkaitan dengan

descriptive text

- menjelaskan tentang aspek-

aspek yang ada dalam

descriptive text

- memperhatikan, bertanya,

dan merespon tentang

aspek-aspek descriptive

text

- Memperdengarkan

percakapan tentang

descriptive text dan meminta

siswa menjawab

pertanyaannya

- Mendengarkan percakapan

tentang descriptive text

dan menjawab

pertanyaannya

- Memperdengarkan ungkapan

tentang descriptive text dan

- Merespon ungkapan

descriptive text dari teks

65

meminta siswa meresponnya yang diperdengarkan

b. Mempertanyakan (Questioning)

- memberikan kesempatan

untuk siswa berdiskusi

tentang perbedaan antara

berbagai descriptive text

dalam bahasa Inggris,

perbedaannya dengan yang

ada dalam bahasa Indonesia.

- Membaca tentang

perbedaan antara berbagai

descriptive text dalam

bahasa Inggris,

perbedaannya dengan yang

ada dalam bahasa

Indonesia.

15’

- memberikan kesempatan

untuk siswa memberitahukan

hasil perbedaan diskusi yang

dilakukan

- berdiskusi dengan teman

kelompok dan

memberitahukan hasil

diskusi tentang descriptive

text secara lisan

- memberikan kesempatan

untuk siswa bertanya tentang

pengucapan dan isi teks yang

berisi descriptive text dengan

memperdengarkan

percakapan descriptive text

dan menjawab pertanyaannya

- bertanya tentang berbagai

konteks descriptive text

- memberikan kesempatan

untuk siswa mempelajari

contoh-contoh descriptive

text

- Membaca contoh-contoh

bacaan tentang descriptive

text

c. Mengeksplorasi (Exploring), Mengasosiasi (Associating),

Mengkomunikasikan (Communicating)

- memberikan permainan

papan (board games)

- bermain permainan papan

(board games) 40’

66

6) Kegiatan Penutup

Guru Siswa Waktu

- memberi panduan

menyimpulkan hasil

pembelajaran

- dengan panduan guru

menyimpulkan hasil

pembelajaran

10’

- meminta siswa

menyampaikan pendapat

atau perasaan atas

pembelajaran yang

dilakukan

- menyampaikan pendapat

atau perasaan atas

pembelajaran yang

dilakukan

- memberikan penugasan

terstruktur individu dengan

membaca pelajaran

berikutnya

- membaca pelajaran

berikutnya

- menyampaikan rencana

kegiatan pertemuan

berikutnya

- mendengarkan penjelasan

guru tentang rencana

kegiatan pertemuan

berikutnya

Parung, November 2014

Guru Pamong Praktikan

Emi Maryani, S.Pd Rizky Amalia Azzahroh

APPENDIX 3

67

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

KELAS KONTROL

Nama Sekolah : SMA NEGERI 1 PARUNG

Mata Pelajaran : Bahasa Inggris /Wajib

Kelas/ Semester : X / 1

Materi Pokok : Berbicara (Speaking)

Alokasi Waktu : 2 x 45 menit

Pertemuan Ke- : 1

A. Kompetensi Inti

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah

secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

4.1 : Menyusun teks lisan dan tulis sederhana, untuk memaparkan,

menanyakan, dan merespon pemaparan jati diri, dengan

memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,

secara benar dan sesuai dengan konteks.

C. Indikator

1. Siswa mampu mengungkapkan hal-hal yang disebutkan dalam perkenalan jati

diri

2. Siswa mampu memperkenalan jati diri sendiri dan orang lain

3. Siswa mampu menanyakan tentang perkenalan jati diri

4. Siswa mampu merespon pertanyaan tentang perkenalan jati diri

5. Siswa mampu mengkomunikasikan bahasa dalam perkenalan jati diri sendiri

dan orang lain dalam kehidupan sehari-hari

68

D. Tujuan Pembelajaran

Dengan menggunakan teknik flash card siswa diharapkan

1. dapat mengungkapkan, memaparkan, menanyakan, dan merespon perkenalan

jati diri

2. Dapat mengkomunikasikan bahasa yang dipelajari dalam berkomunikasi

sehari-hari

3. Dapat meningkatkan penilaian kemampuan berbicara siswa.

E. Materi

Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan

merespon perkenalan jati diri

Fungsi sosial : Menjalin hubungan dengan guru, teman dan orang lain

Ungkapan : My name is… I live in… I’m from… my school is… my father

is…dan semacamnya

Unsur Kebahasaan : Kata terkait dengan perkenalan jati diri, hubungan

kekeluargaan dan kekerabatan, profesi pekerjaan, , kata kerja dalam simple

present tense: be, have dalam simple present tense, Kata tanya What? Who?

Where?,Ucapan, tekanan kata, intonasi, ejaan.

F. Pendekatan dan Metode Pembelajaran

Metode : CLT (Communicative Language Teaching)

Teknik : Dialog berpasangan

G. Media dan Sumber Belajar

1. Media Belajar

a. Komputer/Laptop

b. Projector/ OHP

c. Flash card tentang perkenalan jati diri

2. Sumber Belajar

a. Buku bahasa Inggris yang relevan

69

H. Langkah-langkah Pembelajaran

1) Kegiatan Pendahuluan

Guru Siswa Waktu

- memberi salam kepada

siswa

- membalas salam guru

10’

- mengajak siswa berdoa - berdoa bersama dengan

guru

- mengecek kehadiran siswa

- menyatakan kehadirannya

dengan berkata, “I am

here.”

2) Kegiatan Inti

Guru Siswa Waktu

a. Mengamati (Observing)

- mengkondisikan siswa untuk

siap mengikuti pelajaran

dengan menunjukkan gambar

tentang seseorang yang

memperkenalkan tentang

dirinya

- siap mengikuti pelajaran

tentang perkenalan jati diri

15’

- memberikan sejumlah

pertanyaan berkaitan dengan

perkenalan jati diri

- menjawab pertanyaan guru

berkaitan dengan

perkenalan jati diri

- menjelaskan tentang aspek-

aspek yang ada dalam

perkenalan jati diri

- memperhatikan, bertanya,

dan merespon tentang

aspek-aspek perkenalan

jati diri

- Memperdengarkan

percakapan tentang

perkenalan jati diri dan

meminta siswa menjawab

pertanyaannya

- Mendengarkan percakapan

tentang perkenalan jati diri

dan menjawab

pertanyaannya

- Memperdengarkan ungkapan

tentang perkenalan jati diri

- Merespon ungkapan

perkenalan jati diri dari

70

dan meminta siswa

meresponnya

teks yang diperdengarkan

b. Mempertanyakan (Questioning)

- memberikan kesempatan

untuk siswa berdiskusi

tentang perbedaan antara

berbagai perkenalan jati diri

dalam bahasa Inggris,

perbedaannya dengan yang

ada dalam bahasa Indonesia.

- Membaca tentang

perbedaan antara berbagai

perkenalan jati diri dalam

bahasa Inggris,

perbedaannya dengan yang

ada dalam bahasa

Indonesia.

15’

- memberikan kesempatan

untuk siswa memberitahukan

hasil perbedaan diskusi yang

dilakukan

- berdiskusi dengan teman

kelompok dan

memberitahukan hasil

diskusi tentang perkenalan

jati diri secara lisan

- memberikan kesempatan

untuk siswa bertanya tentang

pengucapan dan isi teks yang

berisi perkenalan jati diri

dengan memperdengarkan

percakapan perkenalan jati

diri dan menjawab

pertanyaannya

- bertanya tentang berbagai

konteks perkenalan jati diri

- memberikan kesempatan

untuk siswa mempelajari

contoh-contoh perkenalan jati

diri

- Membaca contoh-contoh

bacaan tentang perkenalan

jati diri

c. Mengeksplorasi (Exploring), Mengasosiasi (Associating),

Mengkomunikasikan (Communicating)

- Membagikan flash card

untuk panduan membuat

dialog tentang perkenalan

jati diri

- Memberi waktu kepada

siswa untuk membuat

dialog secara berpasangan

- Meminta siswa untuk

- Mencari pasangan untuk

membuat dialog

- Membuat dialog tentang

perkenalan jati diri secara

berpasangan

- Mempraktekan dialog

secara berpasangan

40’

71

mempraktekan dialog yang

sudah dibuat ke depan kelas

secara berpasangan

3) Kegiatan Penutup

Guru Siswa Waktu

- memberi panduan

menyimpulkan hasil

pembelajaran

- Dengan panduan guru

menyimpulkan hasil

pembelajaran

10’

- meminta siswa

menyampaikan pendapat

atau perasaan atas

pembelajaran yang

dilakukan

- menyampaikan pendapat

atau perasaan atas

pembelajaran yang

dilakukan

- memberikan penugasan

terstruktur individu dengan

membaca pelajaran

berikutnya

- membaca pelajaran

berikutnya

- menyampaikan rencana

kegiatan pertemuan

berikutnya

- mendengarkan penjelasan

guru tentang rencana

kegiatan pertemuan

berikutnya

Parung, November 2014

Guru Pamong Praktikan

Emi Maryani, S.Pd Rizky Amalia Azzahroh

72

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

KELAS KONTROL

Nama Sekolah : SMA NEGERI 1 PARUNG

Mata Pelajaran : Bahasa Inggris /Wajib

Kelas/ Semester : X / 1

Materi Pokok : Berbicara (Speaking)

Alokasi Waktu : 2 x 45 menit

Pertemuan Ke- : 2

I. Kompetensi Inti

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah

secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

J. Kompetensi Dasar

4.2. : Menyusun teks deskriptif lisan dan tulis sederhana tentang orang,

tempat wisata, dan bangunan bersejarah terkenal, dengan

memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara

benar dan sesuai dengan konteks.

K. Indikator

6. Siswa mampu mengungkapkan hal-hal yang disebutkan dalam descriptive text

7. Siswa mampu mendeskripsikan diri sendiri dan orang lain

8. Siswa mampu menanyakan tentang descriptive text

9. Siswa mampu merespon pertanyaan tentang descriptive text

10. Siswa mampu mengkomunikasikan bahasa dalam mendeskripsikan

diri sendiri dan orang lain dalam kehidupan sehari-hari

73

L. Tujuan Pembelajaran

Dengan menggunakan teknik dialog berpasangan siswa diharapkan:

4. dapat mengungkapkan, memaparkan, menanyakan, dan merespon descriptive

text

5. Dapat mengkomunikasikan bahasa yang dipelajari dalam berkomunikasi

sehari-hari

6. Dapat meningkatkan penilaian kemampuan berbicara siswa.

M. Materi

Teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan

merespon descriptive text

Fungsi sosial : Menjalin hubungan dengan guru, teman dan orang lain

Ungkapan : I am like… I have… my hair is… my school is… my father

has…dan semacamnya

Unsur Kebahasaan : Kata terkait dengan descriptive text, hubungan

kekeluargaan dan kekerabatan, profesi pekerjaan, kata sifat, kata kerja dalam

simple present tense: be, have dalam simple present tense, Kata tanya What?

Who? Which?How?,Ucapan, tekanan kata, intonasi, ejaan, tulisan tangan

yang rapi

N. Pendekatan dan Metode Pembelajaran

Metode : CLT (Communicative Language Teaching)

Teknik : Dialog berpasangan

O. Media dan Sumber Belajar

3. Media Belajar

d. Komputer/Laptop

e. Projector/ OHP

f. Gambar

74

4. Sumber Belajar

b. Buku bahasa Inggris yang relevan

P. Langkah-langkah Pembelajaran

4) Kegiatan Pendahuluan

Guru Siswa Waktu

- memberi salam kepada

siswa

- membalas salam guru

10’

- mengajak siswa berdoa - berdoa bersama dengan

guru

- mengecek kehadiran siswa

- menyatakan kehadirannya

dengan berkata, “I am

here.”

5) Kegiatan Inti

Guru Siswa Waktu

a. Mengamati (Observing)

- mengkondisikan siswa untuk

siap mengikuti pelajaran

dengan menunjukkan gambar

tentang seseorang yang

mendeskripsikan tentang

dirinya

- siap mengikuti pelajaran

tentang descriptive text

15’

- memberikan sejumlah

pertanyaan berkaitan dengan

descriptive text

- menjawab pertanyaan guru

berkaitan dengan

descriptive text

- menjelaskan tentang aspek-

aspek yang ada dalam

descriptive text

- memperhatikan, bertanya,

dan merespon tentang

aspek-aspek descriptive

text

- Memperdengarkan

percakapan tentang

descriptive text dan meminta

siswa menjawab

pertanyaannya

- Mendengarkan percakapan

tentang descriptive text

dan menjawab

pertanyaannya

- Memperdengarkan ungkapan

tentang descriptive text dan

- Merespon ungkapan

descriptive text dari teks

75

meminta siswa meresponnya yang diperdengarkan

b. Mempertanyakan (Questioning)

- memberikan kesempatan

untuk siswa berdiskusi

tentang perbedaan antara

berbagai descriptive text

dalam bahasa Inggris,

perbedaannya dengan yang

ada dalam bahasa Indonesia.

- Membaca tentang

perbedaan antara berbagai

descriptive text dalam

bahasa Inggris,

perbedaannya dengan yang

ada dalam bahasa

Indonesia.

15’

- memberikan kesempatan

untuk siswa memberitahukan

hasil perbedaan diskusi yang

dilakukan

- berdiskusi dengan teman

kelompok dan

memberitahukan hasil

diskusi tentang descriptive

text secara lisan

- memberikan kesempatan

untuk siswa bertanya tentang

pengucapan dan isi teks yang

berisi descriptive text dengan

memperdengarkan

percakapan descriptive text

dan menjawab pertanyaannya

- bertanya tentang berbagai

konteks descriptive text

- memberikan kesempatan

untuk siswa mempelajari

contoh-contoh descriptive

text

- Membaca contoh-contoh

bacaan tentang descriptive

text

c. Mengeksplorasi (Exploring), Mengasosiasi (Associating),

Mengkomunikasikan (Communicating)

- Membagikan flash card

untuk panduan membuat

dialog tentang descriptive

text

- Memberi waktu kepada

siswa untuk membuat

dialog secara berpasangan

- Meminta siswa untuk

mempraktekan dialog yang

sudah dibuat ke depan kelas

- Mencari pasangan untuk

membuat dialog

- Membuat dialog tentang

descriptive text secara

berpasangan

- Mempraktekan dialog

secara berpasangan

40’

76

secara berpasangan

6) Kegiatan Penutup

Guru Siswa Waktu

- memberi panduan

menyimpulkan hasil

pembelajaran

- Dengan panduan guru

menyimpulkan hasil

pembelajaran

10’

- meminta siswa

menyampaikan pendapat

atau perasaan atas

pembelajaran yang

dilakukan

- menyampaikan pendapat

atau perasaan atas

pembelajaran yang

dilakukan

- memberikan penugasan

terstruktur individu dengan

membaca pelajaran

berikutnya

- membaca pelajaran

berikutnya

- menyampaikan rencana

kegiatan pertemuan

berikutnya

- mendengarkan penjelasan

guru tentang rencana

kegiatan pertemuan

berikutnya

Parung, November 2014

Guru Pamong Praktikan

Emi Maryani, S.Pd Rizky Amalia Azzahroh

APPENDIX 4

77

INSTRUMENT OF PRE-TEST AND POST-TEST

PRE-TEST

A. Oral Test (5-10 minutes)

Interview

1. Introduction of themselves

1. How do you do?

2. How’s everything?

3. What is your name?

4. Where were you born?

5. What do you do?

6. Where do you live?

7. Who do you live with?

8. What do you do in your free time?

Monolog Test

2. Brief Introduction

3. Telling about daily activities

B. Media

1. Laptop

2. Paper

3. Pen

4. Recorder

78

POST-TEST

A. Oral Test (5-10 minutes)

Interview

A. Description

1. What kind of Personality do you have?

2. How do you describe about yourself?

3. Can you describe about your sibling?

4. What kind of men/women do you like?

5. Why do you like your favorite artist?

6. How is your dream house?

7. How do you picture your future life?

8. Who is your best inspiration? Describe!

Monolog Test

1. Brief Introduction

2. Describe about this picture!

3. Describe about your daily activities!

4. Describe about your house!

5. Describe about your pet!

6. Describe about your hometown!

7. Describe about your environment!

8. Describe about your class!

B. Media

1. Laptop

2. Paper

3. Pen

4. Recorder

AP

PE

ND

IX 5

80

40

Let us know

about your

daily

activities!

41

W

hat is th

e

best th

ing in

your face?

42

What d

o

you know

about your

English

teach

er?

43

Tell

about

your good

broth

er!

44

Choose

your

friend to

do num

ber

36

!

45

It’s not

good. B

ack

to numb 3

4

46

Promote

about your

phone;type

and good

application

47

What d

o

you think

about th

is

school?

48

Teach

your

friend to say; a

big b

lack bug

bit a b

ig black

dog on h

is big

black nose

Congra

t!

You

FINISH

39

What is your

favorite

numb

er?

Why?

38

What d

o you

think ab

out

friendsh

ip?

37

Tell ab

out

your fav’

travelling

destination

36

How

is

the w

ay

you go to

school?

35

Tell ab

out

your

future

job!

34

What are

you going to

do in th

e

future?

33

Who is

your best

friend?

Why?

32

Tell ab

out

your

chairm

ate!

31

Where and

with

whom

do you

live?

30

Tell ab

out your

parents!

20

Tell ab

out

your dream

jobs!

21

What d

o you

know ab

out

his/h

er in

your right?

22

Who are in

your

group?

23

Oops!

Sorry,

back to

numb

er 5

24

What is

your

reason to

school

here?

25

Explain

about your

hob

by!

26

Tell us

about your

favorite.

food

27

What is

the b

est

thing in

your life?

28

Ask your

friends w

here

they live!

29

How

many

broth

er and

sister do you

have

?mention

their nam

es!

and

19

Tell ab

out

your family in

hom

e!

18

Tell us ab

out

your pet!

17

Who is

your

favorite

artist?

Why?

16

Let us

know

about

your

favorite

food!

15

Your

friends

ask you

about your

hom

e

14

Where is

your

hom

etow

n?

Tell us!

13

Great!

Congratula

tion. Up to

numb

er 25

!

12

Let us

know ab

out

your

favorite

teach

er!

11

Ask your

friends ab

out

their h

obb

y!

10

What are you

doing in your

spare time?

START

1 Greet to

your friends!

2

Ask your

friends

what th

eir

names are!

3

Tell

about

your

place and

date of

birth

!

4

Mention

your

numb

er

phone!

5

Mak

e a

brief

introduction!

5se

ntences

6

Ask your

friends’

condition

today!

7

Let

introduce

yourself!

8

Tell ab

out your

school and

class!

9

Who is in your

left side?

Tell us ab

out

her/h

im!

APPENDIX 5

79

Board Games Design

48 CONGRATU-

LATION

47 Describe this!

46 Describe 1 of your friend that is in your next group

45 Tell us about the best clothes you like to wear!

44 Go backward in three columns

43 describe one thing until your friend can guess correctly!

42 You meet people that is really same with your mom!

41 Tell us about your favorite idol!

33 Tell about your favorite teacher!

34 Describe about your house!

35 Describe about this place!

36 Mention 5 nouns from this picture

37 Mention some criterion of your partner

38 Describe about the people you love so much!

39 Go backward in three columns!

40 Tell your friend about the beauty of your country!

32 Announce that your friend is missing!

31 Back ward in two columns

30 Describe this actor in 5 sentence

29 What is the criteria of beauty!

28 Ask your friends about their opinion about you!

27 Describe about you the most hated people!

26 Describe about your favorite place to refreshing!

25 Tell your friend about the beauty of your country!

17 Go forward in 5 columns!

18 Tell as about your best friend in JHS!

19 Describe this animal!

20 describe one thing until your friend can guess correctly!

21 Describe your chair mate in 5 sentence!

22 Announce this missing people!

23 Tell about your favorite destination place!

24 Tell about your friend changing after three years!

16 You meet somebody that is like you idol!

15 Tell about your favorite animals!

14 Describe about your sister/ brothers!

13 Mention 7 words of physical adjectives!

12 Describe your friend in your left side!

11 You meet somebody who is almost same like you!

10 Take a picture with people close to you in class!

9 Describe this people

1 START

2 Mention words of adjectives of personality !

3 Explain yourself in 3 words !

4 Describe this animal !

5 Go forward in 5 columns!

6 describe one thing until your friend can guess correctly

7 Describe about your house

8 Yesterday you meet your primary school friend

APPENDIX 7

85

THE DATA OF VALIDITY TEST

Students’ Scores of Experimental Class

Students (X) Pre – test Post - test Gained Score

1 50 74 24

2 69 88 19

3 67 74 7

4 46 74 28

5 47 72 25

6 45 59 14

7 59 80 21

8 57 70 13

9 57 73 16

10 47 62 15

11 56 72 16

12 61 72 11

13 49 65 16

14 64 80 16

15 47 63 16

16 35 49 14

17 46 72 26

18 34 49 15

19 61 77 16

20 53 72 19

Σ 1050 1397 347

Mean 52.5 69.85 17.35

86

Students’ Scores of Controlled Class

Students (Y) Pre – test Post - test Gained Score

1 39 55 16

2 69 74 5

3 50 50 0

4 68 80 12

5 41 47 6

6 55 68 13

7 42 57 15

8 46 54 8

9 53 64 11

10 49 60 11

11 42 53 11

12 69 81 12

13 73 77 4

14 77 85 8

15 68 75 7

16 54 58 4

17 50 66 16

18 50 53 3

19 43 52 9

20 47 60 13

Σ 1085 1269 184

Mean 54.25 63.45 9.2

APPENDIX 8

87

The Score of Pre-Test and Post-Test

of Experimental Class

STUDENTS SCORE GAIN SCORE

PRE-TEST POST -TEST

1 66 76 10

2 64 74 10

3 70 80 10

4 72 78 6

5 68 76 8

6 68 72 4

7 62 70 2

8 76 82 6

9 70 80 10

10 62 70 8

11 68 74 6

12 68 76 8

13 70 84 14

14 60 70 10

15 64 76 12

16 60 72 12

17 84 84 0

18 57 68 11

19 76 88 12

20 60 72 12

21 62 74 12

22 59 72 13

23 60 74 14

24 64 74 10

25 72 80 8

26 70 74 4

27 68 82 14

28 62 74 12

29 64 76 12

30 72 80 8

31 72 82 10

32 66 76 10

33 66 76 10

34 64 74 10

35 70 80 10

36 72 78 6

88

37 68 76 8

38 68 72 4

39 62 70 8

40 76 82 6

Σ n = 40 Σ X0 =2682 Σ X1 =3048 Σ X2 =360

AVERAGE 67,05 76,20 9

MAX 84 88 14

MIN 57 68 0

89

The Score of Pre-Test and Post-Test

of Controlled Class

STUDENTS SCORE GAIN SCORE

PRE-TEST POST -TEST

1 74 74 0

2 70 72 2

3 76 76 0

4 74 80 6

5 70 70 0

6 72 74 2

7 68 68 0

8 72 76 4

9 74 74 0

10 76 72 -4

11 68 72 4

12 64 70 6

13 70 68 -2

14 72 74 2

15 76 78 2

16 74 74 0

17 70 78 8

18 64 68 4

19 70 74 4

20 66 66 0

21 68 68 0

22 72 72 0

23 66 68 2

24 74 80 6

25 72 74 2

26 78 70 -8

27 72 72 0

28 68 74 6

29 72 70 -2

30 74 74 0

31 72 76 4

32 60 78 18

33 70 72 2

34 66 72 6

35 76 76 0

90

36 74 78 4

37 70 76 6

38 72 74 3

39 64 60 -4

40 76 80 4

Σ n = 40 Σ X0 =2836 Σ X1 =2922 Σ X2 =87

AVERAGE 70,90 73,05 2,175

MAX 78 80 18

MIN 60 60 -8

APPENDIX 9

1. Test of Normality

PRE-TEST

Table 4.3

Tests of Normality

PRETEST Shapiro-Wilk

Statistic df Sig.

EXPERIMENTAL ,958 40 ,144

CONTROLLED ,951 40 ,082

POST-TEST

Table 4.4

Tests of Normality

POSTTEST Shapiro-Wilk

Statistic df Sig.

EXPERIMENTAL ,958 40 ,144

CONTROLLED ,950 40 ,073

1. Test of Homogeneity

PRE-TEST

Table 4.5

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

3,965 1 78 ,050

POST-TEST

Table of 4.6

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.

,486 1 78 ,488

APPENDIX 10

92

PICTURES OF STUDENT’S SPEAKING CLASS

BY USING BOARD GAMES ACTIVITIES

Board game Tools

The Board of Board Games

Students and Board Games

Students and Board Games