THE IMPLEMENTATION OF GUESSING GAME TECHNIQUE IN TEACHING STUDENTS’ SPEAKING SKILL :A Qualitative Study of Second Graders in Junior High School.

(1)

THE IMPLEMENTATION OF GUESSING GAME TECHNIQUE IN

TEACHING STUDENTS’ SPEAKING SKILL

(A Qualitative Study of Second Graders in Junior High School)

A Research Paper

Submitted to English Education Department as a Partial Fulfillment of the Requirements for

Sarjana Pendidikan Degree

A RESEARCH PAPER

By: DANIS 0902519

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGES AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

BANDUNG

(2)

STATEMENT OF AUTHORIZATION

I hereby certify that this study /research paper entitled The Implementation of Guessing Game Technique in Teaching Students’ Speaking Skill: A Qualitative Study of Second Graders in Junior High School is originally my own work. I am fully aware that I have quoted some statements, theories and ideas from other sources and they are stated and acknowledged properly.

Bandung, February 2014

(3)

Halaman Pengesahan Skripsi

DANIS

THE IMPLEMENTATION OF GUESSING GAME TECHNIQUE IN TEACHING STUDENTS’ SPEAKING SKILL

A QUALITATIVE STUDY IN A PUBLIC JUNIOR HIGH SCHOOL IN BANDUNG

DISETUJUI DAN DISAHKAN OLEH PEMBIMBING:

PEMBIMBING I

PROF.DR.H. DIDI SUHERDI, M.ED. NIP. 19621101 1987121 001

PEMBIMBING II

LULU LAELA AMALIA M.PD. NIP. 19750409 2007102 001

MENGETAHUI KETUA JURUSAN PROF.DR.H. DIDI SUHERDI, M.ED.

(4)

ABSTRACT

There is a main problem that the students have less motivation to practice speaking in the class. To overcome that problem, one of alternative techniques applied is by having a game. Guessing game is considered to apply because in this game, students are expected to be involved actively in speaking class activity. The aim of this study is to find out benefits in the use of guessing game technique in students’speaking class and students’ attitudes toward the use of guessing game. To achieve these objectives, the study employed a qualitative method. The method consisted of three kinds of data collection: participant observation, questionnaires and interview. One class of the second grade student in SMP 15 Bandung was chosen as the sample in this study. The findings of this study gained that there were several benefits in the use of guessing game technique in their speaking class: becoming relatively new teaching technique in the school, building students’ perspective that speaking is a fascinating, creating positive and enjoyable learning atmosphere, motivating students to speak, improving students’ speaking comprehension, and improving students’ vocabulary. In addition, the result of interview and observation showed students’ positive attitude toward the use of guessing game. The students believed that guessing game techniques made it easier for them to speak and they liked playing guessing game in speaking activities and showed positive behaviour during the activities of speaking class. In references to the result of this study, the conclusion is drawn that guessing game is appropriate to apply in teaching speaking.

(5)

Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRAK

Dalam penelitian ini, terdapat satu pokok masalah bahwa siswa kurangnya memiliki motivasi untuk melatih kemampuan berbicara di kelas. Untuk mengatasi masalah tersebut, salah satu teknik alternatif adalah dengan mengaplikasikan guessing game. Tujuan dari penelitian ini adalah untuk mengetahui manfaat dari penggunaan guessing game dalam pembelajaran berbicara di kelas dan sikap siswa terhadap guessing game tersebut. Untuk mencapai tujuan ini, penelitian menggunakan metode kualitatif. Metode ini terdiri dari tiga macam pengumpulan data: observasi, angket, dan wawancara. Salah satu kelas dari siswa SMP di Bandung dipilih sebagai sampel penelitian. Hasil dari penelitian ini diperoleh bahwa terdapat beberapa manfaat dalam penggunaan teknik guessing game dalam pembelajaran kemampuan berbicara siswa di kelas: menjadi teknik baru untuk dalam pembelajaran di sekolah, membangun pandangan siswa bahwa berbicara itu menyenangkan, menjadikan suasana pembelajaran yang positif dan dinikmati, memotifasi siswa untuk berbicara, meningkatkan kemampuan berbicara siswa, dan meningkatkan kosa-kata siswa. Selain itu, siswa percaya bahwa teknik guessing game membuat mereka berbicara dengan mudah dan siswa menyukai bermain guessing dalam aktifitas berbicara, juga siswa menunjukkan sikap yang positif selama pembelajaran berbicara.

(6)

CHAPTER I

INTRODUCTION

This chapter presents the nature of the study. In detail, this chapter consists of background of the study, research questions, aims of the study, scope of the study, significance of the study, clarification of the key terms, and organization of the paper.

1.1Background of the Study

One of major skills in English learning is speaking. Speaking comprehension is crucial part of second language learning and teaching. Speaking is included in productive aspect as communicative competence, which means that there is a process to conceptualize data in a brain then produce it as oral information. In line with the statement, Harmer (2001) says that the ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language „on the spot‟.

Learning speaking means learning an interactive processing of constructing meaning that involves producing, receiving, and processing information, stated by Brown (1994) quoted by Florez (1999). Its form and meaning are dependent on the context, participants‟ experiences, physical environment, and the purposes of speaking.

Like three other categories of language performances, listening, reading, and writing; speaking is viewed as a significant one. Speaking is a sort of productive skill which is used in oral model. It means that through speaking

(7)

Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

people produce words, expressions, or utterances to express our ideas and feelings as well as to respond towards particular situations. It is in line with Kartini (1986: 38) that speaking is an instrument for communicating thought, feeling, idea, and intention to other people through spoken language in order that what we say can be understood by the listeners.

As one of language skill, speaking competence in English subject is taught in Junior High School as foreign language. This study observes the second grader which is in Elementary Level with Competence Standard that is to communicate English which is equal to Elementary Level. Furthermore, Basic Competence is to comprehend daily conversation in professional and personal context. Based on the researcher‟s observation in the school where she conducted the research, there are some problems encountered by teacher in teaching speaking skill to the students. The main problem is that the students have less motivation to practice speaking in the class, so that they rarely apply their speaking skill in learning activities.

The success of language learning has something to do with teacher‟s involvement to improve students‟ speaking skill. Therefore, teacher needs some efforts to attain that purpose, one of them is by doing the arrangement procedures as Lynch and Anderson (1992) state:

All the speaking tasks involve three elements: preparation, performance, and feedback. They have been designed to make you think as well as speak and listen. Becoming a more effective communicator is not simply. It is a matter of practicing the spoken comes from planning how to approach a speaking tasks and evaluating how way you spoke.

Considering the fact above, teacher has to prepare a teaching strategy to improve student‟s motivation in learning speaking skill. Games become one of the strategies in teaching English. They can reduce students‟ boredom in learning activity, because it can make the learning process more enjoyable.

(8)

Ersoz (2000) as cited by Amelia (2007: 1) stated that “Games are greatly motivating, because they are entertaining and interesting”. The game implemented in this study is guessing game.

Guessing game is one of alternative techniques used in teaching speaking, which the students are expected to be involved actively in speaking class activity. Guessing game which is adopted from a television and radio game can create the teaching-learning situation based on the students‟ excitement of playing game. Thus, students are much courage in thinking what they want to say.

In conducting this kind of game, teacher and students can work each other to build a good atmosphere of teaching-learning process in speaking class. This technique requires teacher to facilitate students with some new chunks, it also gives a chairperson an experience to process his/her peers speaking in front of the class. Meanwhile, for the rest, this game motivates them to make a question with loud and clear voice and then explore some new chunks and language exposure in one time.

Based on explanations above, this study tries to find out the benefits of using guessing game technique in teaching speaking skill. Simultaneously, this study also intends to identify students‟ attitudes toward the use of guessing game technique in their speaking at second grader of Junior High School.

1.2Research Questions

The research is led by the following questions:

1. What are benefits of guessing game technique in students‟ speaking class?

(9)

Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

2. What are students‟ attitudes towards the use of guessing game technique in students‟ speaking class?

1.3Aims of the Study

The purposes of the study are to examine and find the answer of the research questions above, they are stated as follows:

1. To find out benefits of guessing game technique in students‟ speaking class.

2. To find out students‟ attitudes toward the use of guessing game technique in students‟ speaking class.

1.4The Scope of the Study

Limitation is needed in this study in order to make the discussion more specific, and it is designed to specify the problems that will be analyzed. The problem in this study is to find out benefits of using guessing game technique in their speaking class. Simultaneously, this study also intends to examine students‟ attitudes toward the use of guessing game technique in their speaking class.

1.5Significance of the Study

The significances of this study are addressed to English learners, English‟s teachers, other researchers and general readers. Speaking is a crucial part of foreign language learning and teaching. For English learners, this study is expected to provide information about alternative activity in speaking that

(10)

can motivate them to speak and learn language. Learners also can get new experiences in instructional process by using guessing game.

For teachers, this study is expected to help them to design activity which can improve the students‟ speaking skill and motivation in speaking. Teacher also can get a description about the use of guessing game to improve students‟ speaking skill. For other researchers, this study is expected to be used as an additional source. The last is for general readers, it can be a reading material that can enhance their knowledge.

1.6 Clarification of Key Terms

1.6.1 Guessing Game

According to Brown (2001: 183) Guessing Game are common language classroom activities. In this study, one kind of guessing games is used. It is twenty questions, are easily adapted to a small group. One member secretly decides that he/she is some famous person; the rest of the group has to find out who, within twenty yes/no questions, with each member of group taking turns asking questions. The person of who “is it” rotates around the groups and points are scored.

1.6.2 Speaking Skill

As described by Hendarsyah (2003) cited in Mulgrave and Tarigan (1987: 24), speaking is defined as a tool for conveying (message) almost directly to figure out whether or not it is understood by the listener and whether or not the materials are comprehended by both the speaker and listener. In this

(11)

Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

study, the students are taught a speaking skill by using guessing game technique to find out the benefits of guessing game and students‟ attitude during the speaking class.

1.7 Organization of the Paper

This paper research is organized into five chapters as follow:

Chapter I: Introduction

This chapter presents general description to the area of investigations. It consists of background of the study, statement of the problems, aims of the study, significance of the study, scope of the study, research methods, clarification of the key terms, and organization of the paper.

Chapter II: Theoretical Background

This chapter deals with the theoretical background that is relevant to the study. It delivers the description of various theories to support the analysis and also various literatures that have to do with the analysis of the study. It is continued with the characteristics of young learner. The following subchapter is the nature of games which is divided into three parts namely concept of games, the use of games in learning, and advantages of using games in language learning. Guessing game and previous research related to study are both then elaborated in the two last parts of this chapter.

(12)

This chapter presents the methodology of the study. It provides information and explanation about the purpose of the study, research design, site and participants, data analysis, data analysis procedures, and testing of validity.

Chapter IV: Finding and Discussion

This chapter provides the result of the study and discussion of the research finding. It is going to display the textual evidences then interpret the findings based on the exploration of observation, questionnaire and interview. In detail, this chapter describes the benefits of guessing game techniques in students‟ speaking class and the students‟ attitudes toward the use of guessing game techniques in their speaking class.

Chapter V: Conclusion

This last chapter is conclusion chapter. It consists two subchapters, which are conclusion and suggestion. It offers the overview of all findings that consist of conclusion and suggestion for further study.

(13)

Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER III

RESEARCH METHODOLOGY

3.1Purpose of the Study

The purpose of the study is to know the students‟ attitudes toward the implementation of guessing game technique activities in teaching speaking skill and to find out the benefit of guessing game activity. Therefore, this study is conducted to answer these two questions:

1. What are benefits guessing game technique in students‟ speaking class?

2. What are students‟ attitudes towards the use of guessing game technique in students‟ speaking class?

3.2Research Design

Qualitative approach was employed in this study. The term of qualitative study refers to studies which look into the quality of relationship, activities, situation, or material (Fraenkel et al. 2011: 440). It is a design that consents a researcher to explore people's beliefs, experiences, behaviors, interactions, perceptions, attitudes, feelings and motivations at once to comprehend how they are formed (Deeptee and Roshan, 2008:). Patton (Golafshani, 2003) defines qualitative research an attempt to

(14)

understand a phenomenon in a particular situation in a natural setting where the researcher does not control the phenomenon of interest. It describes “in detail all of what goes on in a particular activity or situation rather than on comparing the effects of a particular treatment” (Fraenkel et al. 2011: 426). According to Cresswell (2007: 249) in qualitative study “the researcher builds a complex, holistic picture, analyzes words, report detailed views of informants, and conducts the study in natural setting”. One of the strengths of the qualitative approach is the natural setting where a researcher gathers the data at the field of participants‟ experience to the issue under study (Creswell, 2007: 37).

In relation to the aforementioned definition, this study was conducted to investigate the phenomenon of using guessing game technique in teaching speaking and to gather an in-depth understanding regarding to its process.

To look into the issues, the researcher used qualitative approach by applying a descriptive method. The goal of a qualitative descriptive study is to generate a comprehensive summary of events at the moment (Sandelowski, 2000). It seeks to provide this picture using data in the form of words or pictures. Hence, the method consisted of three kinds of data collection: participant observation, questionnaires and interview.

3.3Site and Participants

The study was conducted in a Junior High School in Bandung. The selection of the school was based on the following consideration. The school considered that the students‟ vocabulary mastery should be improved, so the school gave a chance to the researcher to conduct a research.

The population of the study was one class of the students of the second graders of a junior high school in Bandung. The sample of this research was VII D

(15)

Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

class. The researcher focused on one class as the sample. The sample class was randomly chosen. There were 36 in that class.

The participants have learnt English since they were first graders, moreover from elementary school. In junior high school, they learn English twice a week or four hours for a week. But they are still less to speak or familiar with English speaking materials. They still have difficulty to understand and speak in English.

The researcher takes the students as the participant because the school warmly opens the cooperation to conduct this study especially in the second grade. They were grouped into one class in academic year 2013/2014.

Other than that, the English teacher wanted to know other alternative techniques in teaching speaking as well.

3.4Data Collection

Triangulation technique was used in collecting the data in this study. In a qualitative study, it refers to collecting the data from various sources and/or through various methods (Alwasilah, 2009: 106). Creswell (2012: 536) notes that triangulation combines “the strengths of one type of method and neutralize the weaknesses of the other” to enrich the investigation. It helps to reduce the bias and the subjectivity of a research; moreover it can enhance the credibility of the research (Arifin, 2011: 164). Accordingly, there were three methods in collecting the data in this study. They were participant observation, questionnaires and interview.

(16)

Figure 3.1

Triangulation Method of Creswell (2012: 536)

3.4.1 Participant Observation

The first instrument in this study was participant observation. Participant observation is commonly used to collect qualitative data. According to Key (1997), one of the advantages of qualitative research is to “use subjective information and participant observation to describe the context, or natural setting, of the variables under consideration, as well as the interactions of the different variables in the context.” It tries to find an open understanding of a phenomenon.

The observation in this study was conducted to investigate students‟ learning activities. In this study, the researcher took part as a participant observer, which was as their teacher. From this observation, the researcher would verify the students‟ behavior and performance to the task given, and students‟ condition when guessing game techniques were conducted by observing their activities in the class. The observation was held for three meetings.

Data collection Strategy (Triangulation)

(17)

Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Observation sheet and field notes were used to record notes about participants‟ behavior and performance during the observation (Cresswell, 2012). The observation sheet was not used in the first meeting because there were any activities related to guessing game in the first meeting. It was used from the second meeting until the forth meeting. In the first meeting, the researcher simply gave an acticity of related to guessing game which were guessing things and twenty questions which had a topic of public places. The observation sheet was based on the activities related to guessing game in the lesson plan. Therefore, the observation sheet is revealed below.

Table 3.1

Observation Sheet (based on guessing game in the classroom)

Categories Activities Yes No Attitudes

+/-

Evidence Class

work

Exploration Students were involved in the chance questions activity about their last activity.

Elaboration The students were involved in the guessing game activity.

The students were able to attend to guessing game activity for a reasonable amount of time.

The students were able to speak during guessing game activity.

The students were able to give questions and

(18)

answers to guess things during guessing game activity.

Confirmation The students were able to know how describe things.

To avoid the bias in the observation, the researcher invited the English teacher from the school as the second observer. She accompanied and assessed the researcher in teaching and learning process.

3.4.2 Questionnaires

Questionnaire was the second instrument in this study. It is one of the research instruments which consist of a series of questions or statements to obtain the information from participants (Arifin, 2011: 228). In a questionnaire, the participants respond to the questions or statements by writing or marking an answer sheet (Fraenkel et al. 2011: 125). According to Alwasilah (2011), questionnaire can be used to identify opinions, attitudes, or subject‟s perceptions.

In this study, there was one form of questionnaire; it was close-ended questionnaires. In close-ended questionnaire, it provides a multiples choices questions which allow a participant to choose his or her answer from a number of options. Whereas in open-ended questionnaire, participants are not provided with the response options; they supply their own responses to the questions (Creswell, 2012: 386).

To complete this questionnaire, the participants needed to mark or circle predetermined answers that “best represents their feeling about the topics included in the questions or statements in the scale” (Fraenkel et al. 2011: 400). The advantages

(19)

Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

of this type of questionnaire are enhancing consistency of response across participants, tabulating easier and faster and providing a means for coding responses (Creswell, 2012; Fraenkel et al. 2011).

The questionnaires were analyzed quantitatively by using Likert Scale. Fraenkel et al. (2011) claim that Likert Scales is the most commonly used questions format for assessing participants‟ attitudes toward a particular concept. Likert Scale uses scale 1-5, where the score 5 for strongly agree (SA), 4 for agree (A), 3 for uncertain (U), 2 for disagree (DA), and 1 for strongly disagree.

Table 3.2

Scoring System of the Questionnaires

Kind of Statements (Answers) Strongly Agree (SA) Agree (A) Uncertain (U) Disagree (D) Strongly Disagree (SD)

Positive (+) 5 4 3 2 1

Negative (-) 1 2 3 4 5

The form of questionnaire consisted of positive and negative statements which framework as follow:

Table 3.3

Framework for Questionnaires

No. Aspects Item number Total

+ -

1. Students‟ response to benefits toward implementation of guessing game activities.

(20)

2. Students‟ attitude toward the implementation of guessing game activities in their speaking class.

1 2, 3 3

Total 9

The statements in these questionnaires were written in Indonesian to avoid misunderstanding from the participants. This questionnaire was administered anonymously to get reliable data. The questionnaires were distributed after finishing the implementation of guessing game activities.

3.4.3 Interviews

The last instrument in this study was interview. In-depth information and data can be obtained by a researcher by doing an interview (Alwasilah, 2011). Interviews generate direct record from participants about “their experiences, opinions, feelings, and knowledge” (Patton, 2002). For this study, interview was addressed to obtain additional information about students‟ attitudes toward guessing game activity and benefits perceived by them through guessing game activity, together with their suggestion for implementing guessing game. In addition, the information from the interview could support and clarify the data from the observations and questionnaires. The model of interview in this study was semi-structured interview. The aim of this model is to find the problem openly where the respondents are asked to give their opinions and ideas (Sugiono, 2012: 320).

The interviews were conducted with six students as the samples. The researcher assumed that six students represent all numbers of the class. It was one-on-one interview where “the researcher asks questions to and records answers from only participant in the study at a time” (Creswell, 2012: 218). The interview was recorded by voice recorder. To avoid misunderstanding and make students answer to the questions more easily, the questions were delivered in Indonesian.

(21)

Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

3.5Data Analysis

After obtaining the data from the observations, questionnaires and interviews, the data were analyzed to answer the research questions. There were two kinds of data in this study; qualitative and quantitative data. The qualitative data was collected from the observations and interviews, while the quantitative data was collected from the questionnaires. The data collection would be analyzed as follows.

3.5.1 Participant Observation Analysis

The data from the observations were recorded by using observation sheet, the researcher‟s field notes. The gained data were analyzed to find out the students‟ attitudes toward the implementation of guessing game activities and benefits perceived by the students through the activities of guessing game. After that, the data were classified based on some categories in the findings. The findings from the observations were described in detail. Lastly, the explanation of the findings were interpreted and discussed in the next chapter.

3.5.2 Questionnaire Analysis

The form of questionnaires which was close-ended questionnaires was analyzed by calculating the frequency of the students‟ answers. Then, the next step was calculating the percentage of each total frequency of the students‟ answers to item by using percentage formula. The formula is as follow.

P = x 100 % n

(22)

Figure 3.2

Precentage Formula of Sudijono (2008: 43)

P = Percentage (%) fo = Frequency Observed n = Total respondents

The next step was interpreting the result percentage of calculations; the researcher referred to a reference according to Kuntjaraningrat (Nurjanah, 2012). The following are the interpretations for each percentage:

Table 3.4

Criteria of Percentage of Participants

Percentage of Participant Criteria

0 % None

1 – 25 % Small number of

25 - 49 % Nearly half of

50 % Half of

51 – 75 % More than half of

76 – 99 % Almost of

100 % All of

(23)

Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

The data from the interviews were recorded by using voice recorder. The interview recording was transcribed so that the data could be categorized. After transcribing the data, the researcher analyzed it. The next step was the data were interpreted by addressing the data with the research questions of the study.

3.6Data Analysis Procedures

Data analysis was done by categorizing, interpreting, synthesizing, organizing the data into units and models, choosing the important one to be learnt, and formulating the conclusion (Sugiono, 2012: 334). In this study, after the data was collected from the observations, the questionnaires and the interviews, those data were analyzed by using descriptive qualitative analysis. Miles and Huberman (1994) proposed three simultaneous flows of activities in analyzing the data, there are: data reduction, data display and conclusion drawing or verification.

3.6.1 Data Reduction

Data reduction refers to “the process of selecting, focusing, simplifying, abstracting, and transforming the data that appears in written-up field notes or transcriptions” (Miles and Huberman, 1994). In this study, the process of data reduction progressed concurrently as data collection proceeds. There were a number of data which was obtained from the field: the data from observations, questionnaires and interviews. So, data reduction is needed to simplify the data gathered. By implementing data reduction, the data will be simpler and it will make the process of data analysis easier. The attained data would be focused to answer the research question.

In this process, data reduction was done by writing summaries, making memos, coding, making cluster, and making partition. This process proceeded until

(24)

the final report is achieved. This was the series of elucidate the data. Those series helped the researcher had the clear view about this study. Miles and Huberman (1994) also add that “data reduction is a form of analysis that sharpens, short, focuses, discards, and organizes data in such a way that „final‟ conclusions can be drawn and verified.”

3.6.2 Data Display

Data display is the second step of data analysis in qualitative study. In qualitative research data could be displayed by some ways such as by using graph, chart, table or matrix, networks or concept, flowchart, diagram, extended text or narrative text and another various kinds of it (Miles and Huberman, 1994; Alwasilah, 2011). Data display facilitates the researcher in the process of data analysis; the ideas and interpretations of the data will be clearer and permanent (Alwasilah, 2011).

In this study, the field notes would be displayed in an extended text to describe the implementation of guessing game activity in a speaking class, while the result of observation sheet would be displayed in table. The result of interviews would be explained in extended text. Moreover, the questionnaires result would be display in some tables and charts.

3.6.3 Conclusion Drawing

The third step of data analysis in qualitative study is conclusion drawing or verification. The researcher made an interpretation on the data analyzed after doing data reduction and data display processes to the attained data from field notes, observation sheets, questionnaires and interviews. After that, she drawn some conclusions related to the research questions: benefits perceived by the students in the use of extensive reading activities in their reading and students‟ attitudes toward the

(25)

Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

use of extensive reading activities in their reading class. Additionally, the recommendation for further study would be drawn in the chapter five.

3.7 Testing of Validity

Validity is regarded as an important concept in qualitative study (Fraenkel et al. 2011). Validating finding refers to the accuracy or credibility of the findings which are determined by the researcher by using some strategies (Creswell, 2012). To test the validity and the trustworthiness in this study, the researcher employed several strategies: triangulation, feedback and member checking.

The first strategy was triangulation. As it has been explained before, triangulation is data collection technique which combines some methods and/or sources. Triangulation promotes the researcher “to develop report that is both accurate and credible” (Creswell, 2012) because a variety of instruments in collecting the data is supported in a conclusion (Fraenkel et al. 2011).

In this study, the researcher employed methodological triangulation (Denzin (1978) in Patton, 2002) because there were several methods used to collect the data. The methods were participant observation, questionnaire and interview. The researcher conducted participant observation to collect the data from the teaching and learning process by using field notes and completing observation sheets. Then in order to avoid bias of the study, she balanced the findings with the information obtained from questionnaires and interviews

The second strategy was feedback. To identify validity threat, bias and researcher‟s assumption, including logical weakness of the current study, thus asking feedbacks, comments, critiques, and advice from others are needed (Alwasilah, 2011). In this study, the feedbacks were given from the supervisors, the English teacher and some of researcher‟s friends.

(26)

The third strategy was member checking. It was also employed in this study to check the accuracy the findings (Creswell, 2012). Member checking was accomplished after analyzing the data obtained from the observation, questionnaires and interviews. The data obtained was reconfirmed to participants to determine the accuracy and appropriateness of the findings. The researcher took back the findings to the participants and reconfirmed them by asking the participants whether the descriptions of the findings were complete and sensible and whether its interpretations are fair and representative (Creswell, 2012: 259).

(27)

Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER V

CONCLUTIONS

This chapter presents a through conclusion based on the array of findings and discussion elaborated and general suggestions for further studies and for individuals and institutions interrelated with the present studies. It consists of two subchapters, which are conclusions and suggestions. It offers the overview of all findings that consist of conclusion and suggestion for further study.

4.1Conclusions

From the analysis of the data, it was discovered that guessing game technique rarely used in teaching students’ speaking class. Guessing game did not exist in the school; English teacher didn’t use it as one of techniques in teaching speaking. Based on the observation, students just already knew what guessing game was and it was the first time they played guessing game in their speaking class. They rarely played such a game. It was the reason for the students that faced some struggles in learning speaking skill. The students had less motivation to practice speaking in the class. It was seemed in the first meeting of the observation, the students tend to be quite than answered a simple question. Besides, they were afraid to speak up for describing things in front of the class. Incorrect speaking in English, afraid to pronounce some keywords, to make mistake, even to share their feeling are such kind of their problem which they faced in their speaking class.

From the above mentioned-problems, to overcome those problems, one of alternative techniques applied was by having a game. Guessing game was considered to apply because in this game, students were expected to be involved actively in speaking class activity. In this study, guessing game was used to overcome the

(28)

problem in certain three meetings of the observation. It was found in the result of this study that guessing game technique helped in speaking actively in the class. As the result itself, there were several benefits perceived by the students of the use guessing game technique in their speaking class. There were, becoming relatively new teaching technique in the school, building students’ perspective that speaking is a fascinating, creating positive and enjoyable learning atmosphere, motivating students to speak, and improving students’ speaking comprehension. In addition, the result of interview and observation showed students’ positive attitude toward the use of guessing game. It has been shown that the students believed that guessing game techniques made it easier for them to speak English; also it motivated them to speak up properly in the class. Therefore, the students like playing guessing game in speaking activities and showed positive behaviour during the activities of speaking class.

In references to the result of this study, the conclusion is drawn that guessing game is appropriate to apply in teaching speaking.

4.2Suggestions

Since the study is qualitative in nature, meaning that the study purely reflect the reality of the whole participants in the observation in particular the students who participated in playing guessing game in their speaking class, especially for the seven particiants of the interview.

The findings of this study call the improvement the way of teaching speaking skill in the following aspects: the teacher have to design one of meaningful alternative teaching techniques in teaching speaking since the students have less motivation to speak actively in their speaking class, the teacher have to well-prepared in conducting a guessing game as one of techniques in teaching speaking skill since it builds sudents’ noise and hectic atmosphere in the class, it is needed for the teacher to analyse the attitude of the students toward his/her teaching before giving such kind of

(29)

Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

technique in teaching speaking skill. In this study, the use of guessing game technique in speaking skill, might be have a different result or approaches in the next different study based on the field experience . Thus, the improvement is needed in exploring in the-dept of another meaningful alternative technique used in teaching speaking skill for teacher.

(30)

References

Alwasilah, C. 2011. Pokoknya Kualitatif. Bandung: Pustaka Jaya.

Brown, H. D. 2001. Teaching by principles: An Interactive Approach to Language Pedagogy (Second Edition). New York: Longman.

Clarity, Mary. 2007. An Extensive Reading Program for Your ESL Classroom. [Online]. Available: http://iteslj.org/Techniques/Clarity-ExtensiveReading.html. [31st of January, 2013]

Day, Richard and Bamford, Julian. 2002. Top Ten Principles for Teaching Extensive Reading 1. [Online]. Available: http://nflrc.hawaii.edu/rfl/october2002/day/day.html. [31st of January, 2013]

Day Richard R. and Bamford, Julian. 2004. Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press

Fatihudin, Didin and Holisin, Iis. 2011. Karya Ilmiah, Artikel Ilmiah & Hasil Penelitian. Yogyakarta: UPP STIM YKPN

Harmer, Jeremy. 2007. The Practice of English Language Teaching (Fourth Edition). New York: Pearson Longman.

Hill, Nopoleon. 2013. What is Reading? [Online]. Available: http://www.englishclub.com/reading/what.html. [31st of January, 2013]

Hirabe, R. 2011. Extensive Reading and L2 Reading Motivation In Japanese As A Foreign Language: A Case Study Of New Zealand High School Students. A thesis: University of Otago.

Keil, Matthew. 2010. Exploring issues in education through case studies. [Online]. Available: https://wikis.tamu.edu/display/qualiwiki/Case+Studies+-+Issues+in+Education. [31st of January, 2013.

Key , James P. 1997. MODULE R14 QUALITATIVE RESEARCH. [Online]. Available: http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage21.htm. [28th of December, 2012]

(31)

2 Danis, 2014

The Implementation Of Guessing Game Technique In Teaching Students Speaking Skill Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Nurhayati. 2010. The Effectiveness of Extensive Reading Activity in Improving Students’ Reading Comprehension: An Experimental Study of the Eleventh Grade Students at a Private SMA in Bandung. A research paper: Indonesia University of Education.

S. Beatrice, Mikulecky and Jeffries, L. 1996. More Reading Power. USA: Addison-Wesley Publishing Company, Inc.

Cohen, A. (2010). If you are Learning a Foreign Language, then you Should be READING in it. [Online]. Available at: http://blog.brainscape.com/2010/09/reading-foreign-langage/ [7th of Mai, 2013].

Cresswell. J. W. (2007). Qualitative Inquiry & Research Design: Choosing Among Five Approaches (Second Edition). Thousand Oaks: Sage Publication.

Meng, F. (2009). Developing Students’ Reading Ability through Extensive Reading. CCSE English Language Teaching, Vol. 2, No. 2.

Iwahori, Y. (2008). Developing Reading Fluency: A Study of Extensive Reading in EFL. Reading in a Foreign Language, Volume 20, No. 1, pp. 70–91.

Asraf, R. M. and Ahmad, I. S. (2003). Promoting English Language Development and the Reading Habit Among Students in Rural Schools through the Guided Extensive Reading Program. Reading in a Foreign Language, Volume 15, No. 2.

Cahyono, B. Y. and Widiati, U. (2006). The Teaching of EFL Reading in the Indonesian Context: The State of the Art. TEFLIN Journal: A Publication on the Teaching and Learning of English, Vol. 17, No. 1.

Widodo, H. P. (2007). Extensive reading in an ESL class in the United States: Some good points. Reflections on English Language Teaching, Vol. 7, No. 1, pp. 71–76.

Robb, T. N. and Susser, B. (1989). Extensive Reading vs Skills Building in an EFL Context. Reading in a Foreign Language, 5 (2).

Deeptee, P. R. and Roshan, B. (2008). Qualitative Research in Organisations: A New Perspective. _{Journal of Online Education.}

Wilkinson, D. (2012). A Data-Driven Approach to Increasing Student Motivation in the Reading Classroom. Language Education in Asia, 3(2), 252-262.

Bull, V. (2009). Oxford Learner’s Pocket Dictionary (Fourth Edition). New York: Oxford University Press.

(32)

Pusat Bahasa. 2011. Kamus Besar Bahasa Indonesia Online. http:// kamusbahasaindonesia. org/ diunduh 8 April 2011.

(1)

CHAPTER V

CONCLUTIONS

4.1Conclusions

(2)

In references to the result of this study, the conclusion is drawn that guessing game is appropriate to apply in teaching speaking.

4.2Suggestions

(3)

(4)

References

Alwasilah, C. 2011. Pokoknya Kualitatif. Bandung: Pustaka Jaya.

Brown, H. D. 2001. Teaching by principles: An Interactive Approach to Language Pedagogy (Second Edition). New York: Longman.

Clarity, Mary. 2007. An Extensive Reading Program for Your ESL Classroom. [Online]. Available: http://iteslj.org/Techniques/Clarity-ExtensiveReading.html. [31st of January, 2013]

Day, Richard and Bamford, Julian. 2002. Top Ten Principles for Teaching Extensive Reading 1.

[Online]. Available: http://nflrc.hawaii.edu/rfl/october2002/day/day.html. [31st of January, 2013]

Day Richard R. and Bamford, Julian. 2004. Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press

Fatihudin, Didin and Holisin, Iis. 2011. Karya Ilmiah, Artikel Ilmiah & Hasil Penelitian. Yogyakarta: UPP STIM YKPN

Harmer, Jeremy. 2007. The Practice of English Language Teaching (Fourth Edition). New York: Pearson Longman.

Hill, Nopoleon. 2013. What is Reading? [Online]. Available: http://www.englishclub.com/reading/what.html. [31st of January, 2013]

Hirabe, R. 2011. Extensive Reading and L2 Reading Motivation In Japanese As A Foreign Language: A Case Study Of New Zealand High School Students. A thesis: University of Otago.

Keil, Matthew. 2010. Exploring issues in education through case studies. [Online]. Available: https://wikis.tamu.edu/display/qualiwiki/Case+Studies+-+Issues+in+Education. [31st of January, 2013.

Key , James P. 1997. MODULE R14 QUALITATIVE RESEARCH. [Online]. Available: http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/newpage21.htm. [28th of December, 2012]

(5)

Nurhayati. 2010. The Effectiveness of Extensive Reading Activity in Improving Students’ Reading Comprehension: An Experimental Study of the Eleventh Grade Students at a Private SMA in Bandung. A research paper: Indonesia University of Education.

S. Beatrice, Mikulecky and Jeffries, L. 1996. More Reading Power. USA: Addison-Wesley Publishing Company, Inc.

Cohen, A. (2010). If you are Learning a Foreign Language, then you Should be READING in it. [Online]. Available at: http://blog.brainscape.com/2010/09/reading-foreign-langage/ [7th of Mai, 2013].

Cresswell. J. W. (2007). Qualitative Inquiry & Research Design: Choosing Among Five Approaches (Second Edition). Thousand Oaks: Sage Publication.

Meng, F. (2009). Developing Students’ Reading Ability through Extensive Reading. CCSE English Language Teaching, Vol. 2, No. 2.

Iwahori, Y. (2008). Developing Reading Fluency: A Study of Extensive Reading in EFL. Reading in a Foreign Language, Volume 20, No. 1, pp. 70–91.

Asraf, R. M. and Ahmad, I. S. (2003). Promoting English Language Development and the Reading Habit Among Students in Rural Schools through the Guided Extensive Reading Program. Reading in a Foreign Language, Volume 15, No. 2.

Cahyono, B. Y. and Widiati, U. (2006). The Teaching of EFL Reading in the Indonesian Context: The State of the Art. TEFLIN Journal: A Publication on the Teaching and Learning of English, Vol. 17, No. 1.

Widodo, H. P. (2007). Extensive reading in an ESL class in the United States: Some good points. Reflections on English Language Teaching, Vol. 7, No. 1, pp. 71–76.

Robb, T. N. and Susser, B. (1989). Extensive Reading vs Skills Building in an EFL Context.

Reading in a Foreign Language, 5 (2).

Deeptee, P. R. and Roshan, B. (2008). Qualitative Research in Organisations: A New Perspective. _{Journal of Online Education.}

Wilkinson, D. (2012). A Data-Driven Approach to Increasing Student Motivation in the Reading Classroom. Language Education in Asia, 3(2), 252-262.

Bull, V. (2009). Oxford Learner’s Pocket Dictionary (Fourth Edition). New York: Oxford University Press.

(6)

Pusat Bahasa. 2011. Kamus Besar Bahasa Indonesia Online. http:// kamusbahasaindonesia. org/ diunduh 8 April 2011.

THE IMPLEMENTATION OF GUESSING GAME TECHNIQUE IN TEACHING STUDENTS’ SPEAKING SKILL :A Qualitative Study of Second Graders in Junior High School.