THE EFFECTIVENESS OF “FIND SOMEONE WHO” GAME TOWARD STUDENTS’ SPEAKING SKILL (A Pre-experimental Study of First Grade Students of Culinary Department at SMK Negeri 3 Tangerang)
Department at SMK Negeri 3 Tangerang)
By:
Dian Novita Sari
109014000175
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC
UNIVERSITY
JAKARTA
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ii
at SMK Negeri 3 Tangerang)
A Skripsi
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial
Fulfillment of the Requirements for the Degree of Starta 1 (Bachelor of Art) in English Language Education
By:
Dian Novita Sari 109014000175
Approved by:
Advisor I Advisor II
Dr. Fahriany, M.Pd Zaharil Anasy, M.Hum
NIP. 19700 611 1991 2 001 NIP. 1976 1007 200710 1 002
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC
UNIVERSITY
JAKARTA
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ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers’
Training certifies that the “Skripsi” (Scientific Paper) entitled “THE
EFFECTIVENESS OF „FIND SOMEONE WHO‟ GAME TOWARD
STUDENTS’ SPEAKING SKILL” (A Pre-experimental Study of First Grade Students of Culinary Department at SMK Negeri 3 Tangerang), written by Dian Novita Sari student’s registration number 109014000175 was examined by the Committee on January, 29th 2014. The “Skripsi” has been accepted and declared
to have fulfilled one of the requirements for the degree of “S.Pd” (Bachelor of
Arts) in English language Education at the English Department.
Jakarta, January 30th 2014
EXAMINATION COMMETTEE
CHAIRMAN : D
rs
. SYAUKI, M.Pd ________ ( ) NIP. 19641212 199103 1 002SECRETARY : ZAHARIL ANASY, M.H
um
( )NIP. 1976 1007 200710 1 002
EXAMINER I : Drs. Nasrun Mahmud, M.Pd ( )
NIP. 150 041 070
EXAMINER II: D
rs
. SYAUKI, M.Pd _______ ( ) NIP. 19641212 199103 1 002Acknowledge By
Dean of Tarbiyah and Teachers’ Training
NURLENA RIFA’I, MA, P
h.
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NIM : 109014000175
Jurusan : Pendidikan Bahasa Inggris
Alamat : Griya Merpati Mas Blok C43 No.7 RT 04/RW 05 Gembor, Periuk, Tangerang, Banten, 15133.
MENYATAKAN DENGAN SESUNGGUHNYA
Bahwa skripsi yang berjudul The Effectiveness of “Find Someone Who”
Game toward Students’ Speaking Skill adalah benar hasil karya sendiri di bawah bimbingan dosen:
1. Nama Pembimbing I : Dr. Fahriany, M.Pd NIP : 19700 611 1991 2 001
Jurusan/Program Studi : Pendidikan Bahasa Inggris 2. Nama Pembimbing II : Zahari Anasy, M.Hum
NIP : 1976 1007 200710 1 002
Jurusan/Program Studi : Pendidikan Bahasa Inggris
Demikian surat pernyataan ini saya buat dengan sesungguhnya dan saya siap menerima segala konsekuensi apabila terbukti bahwa skripsi ini bukan hasil karya sendiri.
Jakarta, 22 Desember 2013 Yang Menyatakan
Dian Novita Sari 109014000175
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ACKNOWLEDGEMENT
All praises be to Allah, the lord of the worlds, the one Who has bestowed upon the writer in finishing this „Skripsi’ paper. Peace and blessing may always be upon our prophet Muhammad saw, his family, relatives and all of his followers until the day after.
First of all, the writer would like to express her greatest thanks to her Advisors Dr. Fahriany, M.Pd and Zaharil Anasy, M.Hum for their guidance and suggestion
in completing this „Skripsi’. Without their help this „Skripsi’ will mean nothing. Moreover, the writer also would like to give her gratitude to all people who have helped her completing this „Skripsi’, particularly to:
1. Drs. Syauki, M.Pd and Zaharil Anasy, M.Hum, the Head and Secretary of English Education Department, also to all of their staffs, for their assistance and help which have given lots of contributions for the process
of writing this „Skripsi’.
2. Drs. Syauki, M.Pd, the Academic Advisor of class E of English Education Department academic year 2009.
3. All the lectures in English Education Department for their encouragement, guidance, and knowledge for the writer during her study in this university. 4. Nurlena Rifa’i, MA, Ph.D, the Dean of the Faculty of Tarbiyah and
Teachers Training.
5. Drs. H. Surya Mulyana, the Head Master of SMK Negeri 3 Tangerang for giving the writer permission and authority for doing the research in his school.
6. Misbahul Munir, S.Ag, M.M, the Responsible of Students Organization of Intern School (OSIS) in SMK Negeri 3 Tangerang for his help, guidance, and encouragement for the writer during the research.
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7. Hj. Murtinah, S.Pd, English Teacher of X grade students of academic year 2013- 2014 in SMK Negeri 3 Tangerang for her help, guidance and suggestion for the writer during the research.
8. Writer’s lovely parents Mr. Gunawan, Mrs. Sugiyatmi and writer’s dearest brother Adhika Dwi Prastya for all of their help, support and prayer. 9. Writer’s classmates especially: Maret, Nisa, Nervi, Dita, Ma’dah, Hayin,
Neng, for their help, support and accompany for finishing this „Skripsi’. Finally, the writer realized that this „Skripsi’ is far from being perfect; therefore the writer hoped that there are many constructive critiques and suggestion for the writer to make this „Skripsi’ better. Hopefully, this „Skripsi’ can give some contribution to the development of English Teaching and Learning and there will be further research of it.
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Students of Culinary Department at SMK Negeri 3 Tangerang. Skripsi of English Education Department of Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
Key words: Speaking skill, find someone who game, effectiveness.
This study was aimed to improve students’ speaking skill through the use of
“Find Someone Who” game in the first grade students of SMK Negeri 3 Tangerang academic year 2013/2014. The subject of this study was a class of X (ten) grade students which consisted of 25 students.
The research design of this study was a pre-experimental research design. In this research the writer used only a class of student as experimental class. The writer used one group pre-test and post-test for collecting the data. The data of pre-test were taken for measuring students speaking skill before the treatment was given and the data were taken from the post-test used for measuring students speaking skill after receiving the treatment using “Find Someone Who” game.
The result of the study showed that there was improvement of students speaking skill after being taught using “Find Someone Who” game. Most of students speaking score in post-test were better than their score in the pre-test. The
students’ mean score from pre-test was 47.36 whereas their mean score in post-test was 59.32. After the data from pre-post-test and post-post-test were calculated the result show that t0 (t-observation)= 6.53 and based on degree of freedom (df/dk)=24 at
significant level 1% and 5% ttable5% = 2.064 and 1%= 2.797 can be concluded that t0>ttableor 6.53 > 2.797 > 2.064 or Ha was accepted and H0 was rejected. Thus
the result of the study showed that “Find Someone Who” game is effective to
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ABSTRAK
EFEKTIVITAS “FIND SOMEONE WHO” GAME UNTUK
MENINGKATKAN KEMAMPUAN SPEAKING SISWA Penelitian
Pre-eksperimen Terhadap Siswa Kelas Satu Jurusan Tata Boga di SMK Negeri 3 Tangerang. Skripsi Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negri Syarif Hidayatullah Jakarta, 2014.
Kata kunci: Speaking skill, find someone who game, effectiveness.
Penelitian ini bertujuan untuk meningkatkan kemampuan berbicara siswa melalui pengaplikasian “Find Someone Who” game sebagai sebuah teknik pembelajaran speaking di kelas satu SMK Negeri 3 Tangerang tahun ajaran 2013/ 2014. Subjek penelitian dalam studi ini diperoleh dari siswa kelas X yang terdiri dari 25 siswa.
Design penelitian yang digunakan dalam penelitian ini adalah pre-experimen design dimana peneliti hanya menggunakan satu kelas sebagai kelas eksperimen. Pengambilan data penelitian dilakukan melalui pre-test dan post-test yang berbentuk tes lisan. Data yang didapatkan peneliti melalui pre-test akan digunakan untuk mengukur kemampuan berbicara siswa sebelum perlakuan diberikan, sedangkan data yang didapatkanpeneliti melalui post-test akan digunakan untuk mengukur kemampuan berbicara siswa setelah mendapat perlakuan berupa pembelajaran speaking melalui “Find Someone Who” game.
Hasil penelitian menunjukkan bahwa adanya peningkatan secara signifikan terhadap kemampuan berbicara siswa setelah menerima pembelajaran menggunakan “Find Someone Who” game. Sebagian besar nilai speaking siswa yang di dapatkan melalui post-test menunjukkan peningkatan yang cukup signifikan dibandingkan dengan nilai speaking siswa yang didapatkan melalui pre-test. Nilai rata-rata siswa yang didapatkan melalui pre-test sebesar 47.36 lebih kecil dibandingkan nilai rata-rata siswa yang didapatkan melalui post-test yaitu sebesar 59.32. Setelah proses penghitungan data yang diperoleh selesai didapatkanlah hasil t0 (t-observation)= 6.53 dan berdasarkan derajat kebebasan= 24 dengan tingkat kesalahan/ tingkat signifikansi sebesa 1% dan 5% maka didapatkan ttable5% = 2.064 dan 1%= 2.797 sehingga dapat disimpulkan bahwa
t0>ttableor 6.53 > 2.797 > 2.064 atau Ha diterima dan H0 ditolak. Dengan demikian
dapat disimpulkan melalui hasil penelitian ini bahwa penggunaan“Find Someone
Who” game sebagai teknik pembelajaran bahasa efektif untuk meningkatkan kemampuan speaking siswa.
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ix
PAGE OF APPROVAL ... ii
THE ENDORSEMENT SHEET ... iii
CERTIFICATE OF ORIGINALITY ... iv
ACKNOWLEDGEMENT ... v
ABSTRACT ... vii
TABLE OF CONTENT ... ix
LIST OF THE TABLE ... xi
LIST OF THE APPENDICES ... xii
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problem ... 3
C. Limitation of the Problem ... 4
D. Formulation of the Problem ... 4
E. Objectives of the Study ... 4
F. Significance of the Study ... 4
CHAPTER II THEORETICAL FRAMEWORK ... 5
A. Speaking ... 5
1. The Nature of Speaking ... 5
2. Types of Spoken Discourse ... 8
3. Techniques for Teaching Speaking ... 10
a. Discussion ... 12
b. Problem Solving ... 13
c. Role Play/Simulation ... 14
4. The Objective of Teaching Speaking in Vocational High School ... 15
5. Teacher Roles in Teaching Speaking ... 19
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B. Game ... 22
1. The Definition of Game ... 22
2. Kind of Speaking Games ... 24
a. Information-gap ... 24
b. Describing Pictures ... 26
c. Find Someone Who Game ... 27
3. Benefits of Using Find Someone Who Game ... 29
C. Previous Studies ... 29
E. Theoretical Thinking ... 31
F. Hypothesis ... 32
CHAPTER III RESEARCH METHODOLOGY ... 33
A. Place and Time of Study ... 33
B. Research Method and Design ... 33
C. Variable of the Research ... 34
D. Data of the Research ... 34
E. Instrument of the Research ... 35
F. Technique of Collecting Data ... 35
G. Technique of Analyzing Data ... 36
H. Scoring ... 37
G. Hypothesis Statistic ... 41
CHAPTER IV RESULT FINDING AND DISCUSSION ... 43
A. Data Description ... 43
B. Data Analysis ... 45
C. Hypotheses ... 48
D. Data Interpretation ... 49
CHAPTER V CONCLUSION AND SUGGESTION ... 51
A. Conclusion ... 51
B. Suggestion ... 51
REFERENCES ... 53
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Table 3.2 : Conversion Table ... 40
Table 3.3 : Description of Conversion Table ... 41
Table 4.1 : Students’ Pre-test Speaking Score ... 43
Table 4.2 : Students’ Post-test Speaking Score ... 44
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Appendix 2 : Guidance for Oral-test ... 57
Appendix 3 : The Score Aspect of Students Pre-test ... 58
Appendix 4 : The Score Aspects of Students Post-test ... 60
Appendix 5 : Transcript of Students Pre-test ... 62
Appendix 6 : Transcript of Students Post-test... 63
Appendix 7 : Scoring System ... 64
Appendix 8 : Lesson Plan of Experiment Class ... 70
Appendix 9 : Treatments ... 98
Appendix 10 : The Value of t-table... 103
Appendix 11 : The Evidence Letter of the Research ... 104
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1
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is one of the means of communication that plays an important role in human interaction. People around the world use language to convey their messages, communicate their feelings and needs whether in spoken form or in written form. Nobody can avoid the interaction through language (communication) with people around them. Because of the necessity of
communication in humans’ life, speaking skill considers as one of important language aspects that have to be acquired in order to convey their verbal messages precisely and communicate their purpose successfully.
Lately, as the development of modern world the necessity of mastering English language especially the ability to communicate in English language has encouraged the Ministry of Education in Indonesia to develop some curriculum that emphasis on developing communicative skill in the term of transactional and interpersonal interactions. Turning back to the past even there are some previous curriculum that already emphasized on communicative activities in the class such as Kurikulum Berbasis Kompetensi (KBK) and Kurikulum Tingkat Satuan Pendidikan (KTSP). Nowadays, the Ministry of Education develops the newest curriculum which is known as Kurikulum 2013. This curriculum hopefully can refine the latest curriculum for integrating some important aspects of education that has not been existed in its predecessor.
Based on core competency (Kompetensi Inti) and basic competency in Kurikulum 2013, there are some differences between Kurikulum 2013 and its predecessor KTSP. In KTSP competencies that should be mastered by students were separated in specific lesson but in Kurikulum 2013 every lesson being taught in school supports each competency including affective competency, aptitude competency, and knowledge competency. Furthermore, in Kurikulum 2013
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scientific approach uses as teaching approach that requires students’ active participation in offering critical question about the lesson and theirs participation in analyzing and in summarizing learning points. Another differences come from the integration of some learning aspects such as moral value, religious value, social value, culture, science, and technology.
Even though the aim of teaching English in Vocational High School had been well established in Indonesian National Curriculum but most of learners in SMK Negeri 3 Tangerang still find speaking as a difficult skill to be mastered. This situation happened because English language is not used as communication language in their society. Another problem which causes consideration that speaking is a difficult skill to be mastered comes from the implementation of grammatical competence that should be transformed into communicative competence. Speaking, as productive skill, is considered as the most difficult skill to be mastered by most of language learners around the world because speaking is transient and dynamic thus speeches exchange between the speakers occur in very limited time.
Fortunately the process of teaching English in SMKN 3 Tangerang has been conducted by using communicative approach before the implementation of Kurikulum 2013. This condition caused students’ communicative skill in SMKN 3 Tangerang are well established. Furthermore, based on writer’s observation on X grade students can be found that there are some problems which caused students’ speaking performance less than good. First of all, students’ previous knowledge about English language; this problems comes from how English language has
been taught in students’ previous school thus indirectly influence their capability in constructing well-forms spoken utterances and in implementing language function. Another problem comes from teacher routine on using dialogue practice for teaching speaking. Even though it is not a serious problem but dialogue practice which is known as pre-communicative activity had caused students’ misconception on practicing the target language in real-life communication activity. Most of students performed dialogue memorization while being assessed
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for making simple daily interpersonal communication. The other problem comes
from students’ vocabulary mastery. Students’ incapacity in using English vocabulary actively makes them need a great amount of effort for selecting the vocabulary in order to convey the desired meaning.
In consequence, after observing these phenomena, the writer saw the necessity of providing a learning technique which can facilitate students with real-life alike communicative activity and can bring the needs for communicating to the students during learning process. Based on that reason therefore the writer chose a kind of communication game named “Find Someone Who” (FSW) for teaching speaking and improving students speaking skill in X grade students of Vocational High School. Other than that, most of experts agree that learning a
language is a hard process; therefore facilitating students’ with kind of activity
which can bring some joyful feeling such as game is very important. Another reason for using FSW as a teaching technique is the interesting and playfulness feeling that was brought by game. Moreover, there is no doubt that most of
teenagers love game; therefore the writer tries to engage students’ attention, involvement, and cooperativeness during learning process in order to provide a great amount of communicative practice and target language exposure into learning activity for improving students’ speaking skill.
B. Identification of the Problems
According to writer’s observation of X year students of SMK Negeri 3 Tangerang there are some identification of problems:
1. Students’ incapability to speak English caused by their previous knowledge about the language and the way English being taught in their previous school.
2. Students need more communicative activity for improving their speaking skill and practicing English language in real-life communication.
3. Students’ lack vocabulary mastery causes their incapability on conveying their message successfully.
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C. Limitation of the Study
In order to be more specific, the writer will limit this study on investigating the effectiveness of a kind of game “Find Someone Who” to increase students’ speaking skill at grade X of Vocational High School.
D. Formulation of the Problems
Based on limitation of the problems stated above, this study will focus on answering the following question: “Does teaching speaking through ‘Find Someone Who’ game effective in increasing students’ speaking skill?”
E. Objectives of the Study
According to the formulation of problems mentioned above, the aim of this study is to observe whether “Find Someone Who” is effective for increasing
students’ speaking skill in speaking class. F. Significances of the Study
Depends on the objective of study has been mentioned above, this study will give several significant not only for students but also for teachers.
First of all, for teachers his study will give some benefits such as improving their teaching technique and creating more interesting and more joyful learning process in their speaking class.
Moreover, this study also gives some benefits for the students such as reducing their stress and burden that caused by their obligation to catch all of learning points being taught by their teacher during learning process. Since language learning considers as one of difficult subjects to be learned a joyful learning process through game can make them capable of catching more learning points and giving more contribution during learning process.
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CHAPTER II
THEORETICAL FRAMEWORK
A.
Speaking
1.
The Nature of Speaking
Speaking refers to the communication activity that requires the interaction between at least two people. In this situation, someone who involve in speaking activity can give simultaneous contribution to the communication discourse that occurs in particular situation and they also can change and develop the topic of discussion being discussed as the communication takes place.
According to Carter and Nunan speaking defines as reciprocal and physically situated face-to-face interaction. Reciprocal means that speakers can give simultaneous contribution to the discourse and respond to each contribution as soon as possible. Whereas, physically situated face-to-face interaction means that speakers can see each other thus they can understand some physical context and physical signal to show their attention to the interaction and their intention for responding the utterances.1
The definition above explains that speaking is a reciprocal action which means that the speaker and the interlocutor can make direct contribution to the discourse or to the information exchange. This situation will bring the speakers to the topic development or exchange because in oral communication people usually make less predictable interactions such as making initiation for developing topic, making clarification about some information, or closing the interaction. Moreover, beside of its unpredictable activity speaking is known also as dynamic and transient activity because in speaking activity conversations occur immediately and these utterances/conversations are impermanent which can change as soon as the speaker produces the other
1
Ronald Carter, David Nunan. The Cambridge Guide to Teaching English to Speakers of Other Language. (Cambridge: Cambridge University Press, 2001), p. 16.
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utterances. Furthermore, speaking also defines as physically situated face-to-face interaction which means that both of speaker and interlocutor can see each other. They can use physical context and physical signal for indicating their attention or intention to the interaction and for making some contribution or for responding the topic being discussed.
On the other hand, McDonough and Shaw see that speaking is not an oral form of written language because it requires learners’ ability to use its sub-skills to form a complete competency of spoken language.2 With this argumentation can be concluded that speaking differs from oral form of written language because to achieve speaking competency learners are not only required to be able to speak but they also need to be able to master speaking sub-skill such as pronunciation, stress, intonation, turn-taking ability, and so on. When the speakers involve in speaking activity, speaking sub-skills will give some important contributions for maintaining or managing speakers’ relation with the other speakers in speaking activity. This relation is useful for delivering their message clearly and for communicating successfully.
Furthermore, spoken language differs from written language not only because of the involvement its sub-skill but also because of its different characteristics. Spoken language is considered as more dynamic and transient activity than written language; therefore as the spoken discourse has been said it will disappear as soon as possible and it cannot be exactly repeated in the same way. Meanwhile, written language is permanent that the readers can read it anytime they want or they can reread it many times without worrying about missing any essential information in the text. This argumentation derives from Hughes explanation that the nature of speaking is different from the nature of writing in the aspects of production and in the social aspects. In aspect of production spoken language is context dependent, unplanned, transient,
2
Jo McDonough, Christopher Shaw. Materials and Methods in ELT. Second Edition, (Oxford: Blackwell Publishing Ltd, 2003), p. 133.
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oral/aural, and dynamic; whereas in the social aspect spoken language is locus of change, inter-personal, informal, stigmatised, rhetorical, and primary.3
From that statement can be elaborated that the characteristic of spoken language in the aspect of production can be changed depends on its context. Spoken language is unpredictable that speakers can easily move from one topic to the different topic. Moreover, spoken discourse is temporal which means that the utterances being spoken can’t be repeated in the same way because they disappear as soon as the speakers said them and it delivers through oral/ aural communication which makes spoken language dynamic and actively change for its spontaneous material. This condition makes the materials being discussed in speaking activity can be changed easily based on
speakers’ willingness. On the other hand, in the social aspects the characteristics of spoken language not only require topic exchange between speakers but also topic exchange between discourse and the things around it. Moreover, the interaction in speaking activity always occurs between more than one people and commonly using informal language; therefore, the speakers not only need the ability to adapt themselves with other speakers or the ability to repairs misunderstanding that occur between them but they also need to understand communication style which used by the speakers in order to communicate in effective way.
Furthermore, in “A Communicative Grammar of English” Leech and Svartvik remark that a conversation is not limited on giving and receiving information only but also including social interaction and participant cooperation as the basic characteristic of conversation.4 This statement explains that communication between the speakers aimed not only for exchanging information but also for maintaining social interaction and speakers’ cooperation during the conversation thus demand the speakers to master the ability for managing turn-taking technique in communication.
3
Rebecca Hughes. Teaching and Researching Speaking. (Harlow: Pearson Education Limited, 2002), pp. 9- 11.
4
Geoffrey Leech, Jan Svartvik, A Communicative Grammar of English, Third Eddition, (Essex: Pearson Education Limited, 2002), p. 13.
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Therefore, founded on the three definitions of speaking above can be concluded that the characteristics of spoken language is different from the characteristics of writing language in the aspect of production and in the social aspects. Speaking is known as a communicative activity that requires reciprocal and physical face-to-face interaction between at least two speakers and in order to master speaking competency learners not only have to be able to master speaking skill but also to be able to master its sub-skills for maintaining social interaction between the speakers and for achieving a successful communication.
2.
Types of Spoken Discourse
There are two kinds of discourse that commonly used in Indonesian English National Syllabus; transactional discourse and interactional discourse. Based on basic competition of Kurikulum 2013 especially in the term of social competition the objective of teaching English in Vocational High School is achieving ability to use English language for transactional and interactional function.5 Therefore, based on that statement students of Vocational High School in Indonesia are required to be able to produce and to understand both of transactional and interpersonal discourse.
The classification of English language discourse in Kurikulum 2013 is
similar with Richard’s statements about the classification of spoken discourse. According to Richard, spoken discourse are classified into two: interactional and transactional. Interactional discourse gives more attention on maintaining good interaction between the participants than on giving the information to the participants. On the contrary, transactional discourse focuses on using language to communicate the information to other participant.6
Based on the explanation above can be summed up that interactional discourse is social interaction oriented. It means that the purpose of communication is to build a good interaction among the participant and less
5
Kementerian Pendidikan dan Kebudayaan Republik Indonesia, Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 70 Tahun 2013, p. 86.
6
Penny Ur, A Course in Language Teaching Practice and Theory, (Cambridge: University Press, 1996), p. 130.
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concern on communicating the information itself. On the other hand, transactional discourse is message oriented, it means that the purpose of communication among the speakers is communicating the information in effective, accurate and coherence way.
On the other hand, as stated by Nation and Newton speaking interactions classify into transactional speaking and interactional speaking. Transactional speaking is known also as formal speaking; whereas interactional speaking is known as informal speaking.7 This argumentation shows the classification of speaking based on the degree of formality of the language being used in speaking and the purpose of speaking itself. In interactional speaking, speakers commonly use informal language. In this interaction building relationship among the speakers seems more important than conveying
speakers’ message. On the contrary, in transactional speaking, speakers commonly use formal language and give more focus on using language items for conveying their message to the other speakers than maintaining social relationship among the speakers.
Furthermore, Nation and Newton explanation about transactional and interactional speaking which has been mentioned before is similar with Farrell statements in his book “Succeeding with English Language Learners”. He said that there are two reasons why people engage in communication: first is interpersonal reason and second is transactional reason.8 Through that statement can be concluded that there are some reason why people keep communicating: the first reason is they want to socialize with people around them (interpersonal reason) and the second reason is they want to exchange the information about something specific with people around them (transactional reason).
Furthermore, there are other spoken discourse which is known as long-turn and short-turn spoken discourse. Brown and Yule in their book
7
I. S. P Nation, J. Newton, Teaching ESL/EFL Listening and Speaking, (New York: Routledge, 2009), pp. 120- 121.
8
Thomas S. C. Farrell, Succeeding with English Language Learners: A Guide for Beginning Teachers, (California: Corwin Press, 2006), p. 74.
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“Teaching the Spoken Language” explain that a long-turn discourse consists
of a long utterance that may end as long as hour’s lecture; meanwhile a short-turn discourse consists of only one or two utterances. A short-turn speaking discourse commonly unburden the speakers while producing its structure; whereas a long-turn speaking discourse commonly demanding the speakers while producing its structure because they have to be responsible to produce a sequence of well-structured utterance for helping their listeners to draw a coherent representation of their messages.9
The explanation above shows that spoken discourses are classified into two: short-turn and long-turn spoken discourse. Short-turn spoken discourse consists of short utterances and because of its simple form the speakers commonly do not find any serious difficulties while creating its discourse. On the contrary, long-turn spoken discourse consists of longer utterances than its predecessor and because of its complicated form the speakers can feel a burdensome feeling for producing long and complicated structure. Speakers’ burden when producing long-turn spoken discourse not only comes from
speakers’ responsibility for achieving cohesion and coherence of the discourse but also comes from speakers’ responsibility for assuring that their listeners achieve their messages clearly.
In consequence, from the explanations of experts above can be concluded that there are many kinds of speaking discourse based on its function, they are: transactional discourse which concerns on information exchange, interactional discourse which concerns on maintaining social relationship among the speakers, long-turn discourse and short-turn discourse which concern on the length and the complexity production of conversational structures.
3.
Techniques for Teaching Speaking
Before discussing about the techniques of teaching speaking skill, it is essential to know that based on linguistic study human are born with the
9
Gillian Brown, George Yule, Teaching the Spoken Language, (Cambridge: Cambridge University Press, 1991), pp. 16- 17.
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ability for acquiring the language. This basic ability is given by God through the existence of human brain. In the early age of human development, the process of acquiring first language begin by receiving language input through the interaction of the language users around them. Furthermore, by the development of their speech organ human begin to produce utterances from the language input which is known as language output.
Based on input and output theory Harmer suggests the three stages of language teaching and learning to teach productive skill such as speaking that aimed for increasing communicative competence: first, Introducing new language; second, practice; third, communicative activities.10 From that classification can be elaborated that in the first stage teachers should explain clearly the information about the target language including: its meaning, the way to use the language, the grammatical form of the language, then the pronunciation and the written form of the target language. Moreover, in the second stage, teachers should provide a chance for learners to practice the language. In this stage learners will practice to communicate using the target language in more controlled way. Finally, in the third stage teachers should stimulate the communication between learners and learners or between learners and teachers through learning activities. In this activity learners will practice to use the target language in less controlled way or they are allowed to modify the target language based on their own creativity.
In addition, Woods reports that according to Cajkler and Addelman there is a current model of language teaching which consists of presentation, practice, and communicative activity. They point out that teachers’ oral input,
learners’ practice, and oral’s model repetition are essential for acquiring the target language. On the other hand, Woods adds that without a sufficient target
language input teachers’ cannot expect target language output from their learners.11 This argumentation shows about the importance of input and output
10
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York: Longman Publishing, 1991), pp. 50-51.
11
Caroline Woods, Teaching and Assessing Skill in Foreign Language, (Cambridge: Cambridge University Press, 2005), p. 41.
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language exposure for learners’ successful achievement of the target language acquisition. This argumentation upholds the previous opinion about the three stages of language learning based on input and output theory.
Moreover, there are also some useful and joyful techniques for teaching speaking according to some experts:
a.
Discussion
Discussion is one of language teaching technique that emphasizes on giving language learners opportunity to practice communicating through the
target language. According to Ur, discussion considers as “the most natural and effective way for learners to practise talking freely in English is by thinking some problem or situation together through verbal interchange of
idea”.12
This statement shows that discussion is the most natural and effective learning activity for the language learners practicing their speaking skill. In this activity they can share their idea orally and freely through communication activity which is at the same time learners also can get the opportunity for practicing the target language.
In Getting Students to Talk Galebiowska defines discussion as “a communicative activity in which learners retain their own personalities and views. Their task is to come to an agreement regarding an issue which is
introduced by the teacher.”13
From that definition can be summed up that
discussion is a kind of communicative activity that requires learners’ effort on
upholding their views and argumentations. In this activity learners usually will be asked to reach an agreement through communication activity depends on the issue which is given by their teacher.
Furthermore, based on Harmer’s argumentation discussion is a useful
activity to promote the fluent use of language. He adds that teacher should consider some important things before beginning the discussion such as giving thinking time for each participant and giving each group enough time for
12
Penny Ur, Discussion that Work, (Cambridge: Cambridge University Press, 2007), p. 2. 13
Aleksandra Colebiowska, Getting Students to Talk. (Cambridge: The University Press, 1990), p. 5.
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preparing their argumentation.14 From that statement can be concluded that discussion can be used as a language learning technique which promotes language practice for learners. Before beginning the discussion teachers should prepare and encourage their learners to speak by giving them enough time for thinking about the topic that will be discussed.
In consequence, the three argumentations of the experts above show that discussion is a kind of activity which prompts the language practice for the learners. In this activity learners will be asked to reach an agreement through verbal communication and they also will be asked to share their opinion about the topic that will be discussed. Moreover, before using this technique for communication practice in the class teachers should consider some necessary things to do such as giving some thinking time for learners before beginning the discussion.
b.
Problem Solving
Problem solving is one of teaching speaking technique that brings the communicative purpose into learning. According to McDonough and Shaw problem solving technique provides the opportunity for the learners to discuss in small group or pairs. In this activity learners can decide and discuss some reasons for each case which is provided by their teacher.15 From this statement can be concluded that problem solving activity is a kind of activity that provides the opportunity for practicing the use of target language in
communicative way and for increasing learners’ involvement and cooperativeness during learning process.
Moreover, problem solving is also known as a kind of activity which insists on using the target language for solving the task and for finding the solution for each problem which is given by their teacher. This explanation is
taken from Harmer’s statement in his book “The Practice of English
14
Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), p. 128.
15
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Language Teaching”, he said “problem solving activities encourage students to talk together to find a solution to (a set of) problems or tasks.”16
In consequence, from the explanation above can be concluded that problem solving activity can provide language learners with the opportunity for practicing the target language. Moreover, it also can provide the learners with the opportunity for solving and finding the solution of problem which is given by their teacher through small group or pair discussion.
c.
Role Play/Simulation
Role play or simulation is one of language teaching technique that gives learners opportunity for practicing the language in similar condition of real-life situation. Harmer states that “simulation and role-play can be used to encourage general oral fluency or to train students for specific situation,
especially when they are studying English for specific purposes (ESP)”.17
Based on the statement mentioned before role-play and simulation is one of language teaching technique that emphasizes on giving learners opportunity for doing communication practice in specific situation. In this activity, firstly teacher will set up the condition of classroom based on learning topic then learners will be asked to play different roles or character such as act as a secretary, director, officer, or so on in order to accomplish learning task.
According to Ur, role-play likely to be a small group discussion that each member of group will be given situation and roles to act and will be asked to explore their roles. Role-play also can increase the learners’ opportunity for doing communication practice based on real-life situation.18 From that statement can be concluded that in role-play learners will work in small group or pairs and will be given a situation then they will be asked to play and to explore their role creatively. Furthermore, role-play not only can give learners
16
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York: Longman Publishing, 1991), p. 129.
17
Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition, (Essex: Pearson Education Limited, 2007), p. 352.
18
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an experience of practicing communication in real-life situation but also can
improve learners’ opportunity for using the target language.
In “Materials and Methods in ELT” McDonough and Shaw informs that role-play is one way to make learners speak in different social context and to experience some variations of social role. Role-play is considered as a „social interaction activity’ that requires learners’ ability for maintaining and establishing social relationship among the participant.19 This statement shows that role-play is useful not only for giving learners opportunity to speak in different social context and to play different roles in society but also for giving learners the opportunity to use the target language for maintaining and establishing social relationship.
Therefore based on the explanation from the experts above can be concluded that role-play can provide learners with communication practice of the target language and give them the opportunity to use that language not only in real-life situation but also in social context thus they can learn useful technique for maintaining social relationship among the participants.
4.
The Objective of Teaching Speaking in Vocational High School
Since the development of modern world and competitiveness among global countries, the need for developing educational quality in Indonesia seems to be important. The intention for developing Indonesian educational quality can be seen from Educational Ministry serious action on developing Indonesian educational curriculum in simultaneous way.
The newest curriculum which is used in Indonesia is Kurikulum 2013 that using PP No. 70 Tahun 2013 as its basic foundation for developing its syllabus and its learning materials. Based on PP No. 70 Tahun 2013 the objectives of teaching speaking in Vocational High School are stated in Kompetensi Dasar (KD): students are required not only being competent on explaining, questioning, and responding the information about themselves
19
Jo McDonough, Christopher Shaw. Materials and Methods in ELT. Second Edition, (Oxford: Blackwell Publishing Ltd, 2003), pp. 145- 147.
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through the target language in order to achieve social functions but also required being communicative competence for greeting, praising, questioning
about someone’s purpose, responding to someone’s regard, and
communicating about past and future event.20 From that regulation can be summed up that the objective of teaching speaking in Vocational High School is achieving transactional and interpersonal function.
Moreover, based on PP No. 32 Tahun 2013 pasal 77K, teaching English in Vocational High School is considered as a general content subject that must be taught to the learners.21 The elaboration of this regulation appears in PP No.70 Tahun 2013 that in order to assimilate the learning contents in both of Senior High School and Vocational High School; therefore the Ministry of Education in Indonesia develops a structural curriculum which is known as ‘Struktur
Kurikulum Pendidikan Menengah’.22 Based on that curriculum the allocation for teaching English subject in Vocational High School is once a week and as the result of the generalization of learning objective which is stated in Kurikulum 2013 most of English Teachers in Vocational High School especially in SMKN 3 Tangerang decided to support their learners competency in mastering English language by initiating the enrichment of learners’ vocabulary mastery based on their majority.
Furthermore, there are some experts’ argumentations about the objective of teaching speaking. Most of them agree that the objective of teaching speaking should be speaking competency or on the other word capability to communicate through the target language. In Fluency and its Teaching, Guillot instructs that fluency on the foreign language point of view is known as a degree in communication proficiency that consists of: (1) capability in producing both of spoken and written form of language easily; (2) capability in speaking with a good intonation, vocabulary, and grammar; (3) capability in
20
Menteri Pendidikan dan Kebudayaan Republik Indonesia, Op.cit., pp. 86- 92. 21
Presiden Republik Indonesia, Peraturan Pemerintah Republik Indonesia No. 32 Tahun 2013, p. 26.
22
Menteri Pendidikan dan Kebudayaan Republik Indonesia, Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 70 , p. 11.
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communicating idea in an effective way; and (4) capability in continuing speech without obstructing the comprehensible of information or breaking the communication.23
The statement above elaborates that fluency in speaking considers as a skill or an ability to communicate easily with a good but not necessary perfect intonation, vocabulary and grammar. It also requires both of the ability to deliver an idea in an effective way and the ability to control the conversation flow as good as possible. Therefore, in order to achieve the objective of learning speaking (speaking fluency) learners are required to be able to communicate easily and effectively in the target language.
Furthermore, in Getting Students to Talk, Colebiowska states that the aim of teaching English should encourage the learners to be able to communicate in English language therefore preparing the learners with a task which concerns with a real-life communication considers as a very important aspect for achieving a successful communication.24 From that explanation can be concluded that providing learners with real-life communication task can help them developing their communicative skill. This condition occurs as the effect of their familiarity with the communication in the target language which also can improve the successful of communication practice among the learners in the class.
On the other hand, Byrne declares that the main goal of teaching speaking is oral fluency which defines as the ability to express someone or some idea clearly, wisely, accurately without so much confusion.25 The argumentation about oral fluency as the objective of teaching speaking derives from the fact that in communication process sometimes people experience a communication breakdown. Communication breakdown can occur because the listeners uninterested with the topic had been discussed or get impatient to wait the other speakers' responds. Therefore, in order to avoid communication
23
Marie-Noelle Guillot, Fluency and its Teaching, (Clevedon: Multilingual Matters Ltd, 1999), p. 26.
24
Colebiowska, Op.cit., p. 1. 25
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breakdown and to possess the ability to speak fluently, bringing the learners from model imitation stage or drilling practice to the communicative stage or communication practice in less controlled way is very useful for giving the learners an opportunity to do communication practice in the target language and for expressing their idea freely.
In addition, Hammerly reports that most of second-language advocates do
not care about students’ mispronunciation because it can be reduced through communicative classroom interaction. In contrast with Hammerly’s argumentation, Ur asserted that the aim of improving pronunciation is not for achieving native alike accent but for achieving accurate pronunciation in order to be understandable and comprehensible enough for other speakers.26
The argumentation above up holds the argumentation of communicative approach advocates. They state that in the beginning of learning stage
developing learners’ vocabulary is considered very important and focusing on the accuracy of language structure production is considered less important because students’ mistake in pronouncing words, in using inappropriate affixes, and in making incorrect grammatical sentences will disappear gradually through communicative activity in the class. This condition appears as the result of students’ familiarity of the target language structure. On the contrary, another expert argued that improving students’ pronunciation considered very important. Even though the aim of improving students’ pronunciation not to achieve native alike pronunciation but improving
students’ pronunciation is important to achieve a successful communication activity among the speakers and to avoid misunderstanding between them as the result of mispronouncing words.
In consequence, some of experts’ argumentations about the objective of teaching speaking which have been mentioned above lead to the conclusion that most of experts agree that the objective of teaching speaking is developing communication competency or fluency in speaking. On the other hand, cannot be neglected that some of speaking sub-skills also give some
26
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contributions to the successfulness of communication even though these sub-skills are not the main objective of teaching speaking. The argumentations about the objective of teaching speaking according to the experts actually in line with the objective of teaching speaking in Indonesia that aimed to achieve transactional and interpersonal function.
5.
Teacher Roles in Teaching Speaking
According to some experts, teachers need to play some roles during speaking activity for making their learners speak fluently and for achieving a successful learning process. The following explanation will focused on
describing teachers’ role in speaking class based on some educational experts’
argumentation: a) Prompter
When acting as prompter teachers are responsible on helping the learners come over their problem when they get stuck on the idea they are going to say in the middle of the activity. Teachers also have to make sure that their help shouldn’t break up the activity or make it out of the role in order to prevent students’ frustration feeling.
b) Participant
Sometimes teachers also can take a role as participant, they can participate in learners’ activity by informing them about new information in order to keep the activity running on its track. Teachers also have to maintain learners’ engagement on the activity by setting up an interesting and clear task. They also should provide a creative learning environment by giving their learners some suggestion in the middle of activity without making themselves as a dominant participant during learning process. c) Feedback provider
Teachers as feedback providers need to be aware of different effect from different feedback approach, for instance, teachers over correction on
learners’ performance can cause the absence of communicativeness from learning activity because students especially who is over corrected by teacher can feel frightened, embarrassed, or even down then decided to be
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quite instead of speaking up and making another mistake. On the contrary, teachers should make gentle correction which can help their students overcome from difficult situation such as misunderstanding or hesitation during learning process.27
d) Controller
When teachers acting as controller they have to walk around the class to ensure that their students are performing their tasks well and doing their task on the right track. Teachers also have to check out students’ performance in the small group or pairs and see whether their students need their help or not. Moreover, they also have to make sure that their students share the same opportunity for making contribution during learning process.
e) Observer/ analyzer
Teachers’ role as observer or analyzer is observing or analyzing students’ problem during learning process. Teachers should make some observation
on students’ performance in order to ensure that their students are capable
of expressing themselves in the target language and in order to provide sufficient opportunities for the students for practicing the target language in the class and outside the class.28
f) Assessor
Teachers’ obligation as assessor is assessing students’ performance thus with this action teachers will know how well students understanding about the materials which have been taught and how well students perform their task. Another obligation that should be done by teachers as the assessor are correcting students mistakes during learning activity and organizing feedback for their students in order to point out students successful or failure in performing their task and then when students find some problems in the middle of learning process, teachers can help students to solve their problem.
27
Jeremy Harmer, Op.cit.,pp. 347-348. 28
Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, The Internet TESL Journal, Vol. XII, No. 11, November 2006, (http://iteslj.org/).
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g) Organizer
Teachers’ role as organizer considers as a difficult role to play because
teacher skill in organizing the class will determine both of successful and failure of a learning process. Teachers are expected to be a good organizer in setting up learning materials and students’ activity in the class. Teachers also have to make sure that students get clear information about the task that will be performed by them during the activity in order to achieve a successful learning process.
h) Tutor
Teachers’ role as a tutor is acting as a coach and students’ resource; then while students find any difficulties or problems in their project they can ask their teachers to give some advice or guidance to help them solving their problems. Teachers’ role as a tutor considers as a broader role than others because as a tutor teacher required to be able to integrate the other roles such as organizer, prompter, and students’ resource.29
In conclusion, from the explanation above can be concluded that teachers’ ability for doing their roles in the class are very important to establish and to determine a successful of language teaching process in the class.
6.
The Characteristics of Successful Speaking Activity
Every teacher expects to accomplish a successful learning process and in order to know whether their learning process success or fail, teachers need to know the characteristics of a successful learning process. In “A Course in
Language Teaching” Ur reports that a successful speaking activity has some characteristic such as: (1) learners talk a lot; (2) participation is even; (3) motivation is high; and (4) language is of an acceptable level.30
Therefore, from the explanation above can be elaborated that in a successful speaking activity learners will talk a lot during the learning process
29
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York: Longman Publishing, 1991), pp. 236- 242.
30
Penny Ur, A Course in Language Teaching Practice and Theory, (Cambridge: University Press, 1996), p. 120.
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and there is no domination of minority students in speaking activity and every learner participate actively during learning process or on the other words learners will equally share the opportunity to talk and to make contribution during learning process. Moreover, learners’ motivation to speak during speaking activity is high because they are interested in the topic being discussed then they want to give an active contribution in order to accomplish learning objective. The last characteristic is learners’ mastery of acceptable language level which means that learners’ language are easy to understand with the other participants and they level of language accuracy are good enough.
In addition, McDonough and Shaw stated: “successful completion of this type of activity (communication game activity) clearly depends on the effective communicative use of the language and of the sharing of information
amongst the participants”.31 From that statement can be elaborated that in communication game activity the objective of speaking activity only can be accomplished successfully if learners can communicate effectively through the target language thus with this ability they also can share the information successfully.
In conclusion, based on the elaboration of the experts above a successful speaking activity can be indicated by some characteristic such as the amount of communication that occurs between the learners, learners’ active
contribution during learning process, learners’ motivation to accomplish the
learning objective, and learners’ ability to communicate effectively through the target language.
B.
Game
1.
The Definition of Game
Most of people love to play games because of the joyful and the interesting feeling which provided by games. In Games for Language
31
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Learning, game defines as an exciting and joyful activity which sometimes challenges its players to play and to interact with others players.32
Points out the definition of game stated above can be summed up that in spite of exciting and joyful sensation provided by game, it also more emphasizes on the challenging aspect rather than competitive aspect in its activity because in competition students against each other and the strongest party considers as a winner and the weakest party considers as a looser thus the gap between the winner and the looser can decries the looser participation during this activity. In contrast, a challenging activity will inspire the participants to do their best without worrying too much of being not good (looser) in doing this activity.
Moreover, the idea of game as an interesting and joyful activity also supported by the other expert such as Ur; in “Five Minutes Activities” Ur and Wright define game as “amusing item to round off the lesson with a smile.”33 From that statement can be concluded that game is an entertaining activity which can make learning process full of happiness. When teaching a new language in the class teachers need to include some points such as a new grammatical point, grammatical exercise, or text reading and when those learning points being taught in monotonous technique learners will feel bored; therefore to avoid this problem teachers can initiate to use game as their teaching technique.
Furthermore, Harmer’s explanation about game in “The Practice of English Language Teaching” also similar with the explanation that has been mentioned above; Harmer defines games as an important equipment for teachers because of their usefulness for language practice and their relaxing effect for learners. Moreover, he adds that game can provide a challenging and interesting activity and also capable of cheering up students’ English class even in the end of a long day.34 From that statement be summed up that games
32
Wright et al, Op.cit., p.1. 33
Penny Ur, Andrew Wright, Five-Minutes Activity, (Cambridge: Cambridge University Press, 2007), p. x.
34
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consider as teachers’ important tools in language teaching. This argumentation
comes from the usefulness that provided by game such as: the opportunity for learners to practice the target language, game brings joyful feeling while learning a language, game also can make learning activity more challenging and interesting which making learning process more cheerful even at the end of session.
Moreover, game considers also as highly motivated activity because of its amusing and challenging characteristic. Game not only gives students break time from a hard and frustrating learning process but also give them a chance for practicing language skill.35 From that statement can be concluded that game is very useful because it can motivate students through its challenging and interesting activity, it can give students a break from a hard learning process and an obligation for catching lots of learning points, and it also can give students opportunity for practicing the target language.
In consequence, under pinned the definitions mentioned by some experts above game considers as an interesting and joyful activity which gives a lot of advantages for language learners such as cooperative work among the students, challenging feeling for every learner which can prompt their effort for doing the best to complete their task, and moreover can make learning process becomes an interesting activity which makes their English class more entertaining and provides more opportunity for practicing the target language.
2.
Kind of Speaking Games
Some of educational practitioners and experts such as Harmer, Ur, McDonough, Shaw, and so on agree that there are many kind of games which can be used as speaking activity such as information-gap game, describing pictures, and find someone who game.
a.
Information-gap
One of purpose of communication is interchanging information between the speakers or on the other word there is a gap of information between one
35
Aydan Ersoz, Six Game for the EFL/ESL Classroom, The Internet TESL Journal, Vol. VI, No. 6, June 2000. (http://iteslj.org/).
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speaker and the other speaker. Therefore in order to provide communication practice activity to the learners information gap is adopted as one of teaching technique in speaking. According to Harmer information gap is “where two speakers have different bits of information, and they can only complete the whole picture by sharing that information because they have different
information, there is a „gap’ between them”.36
Based on that statement can be elaborated that information-gap is a kind of activity which requires the act of sharing information among the learners in order to accomplish their learning task. In this activity each learner will be given a different piece of information. In Teaching and Assessing Skill in Foreign Languages Scrivener reports that the aim of information-gap activity is to make the students using the language which is taught in the class to interact in real and meaningful situation by exchanging the information.37 From that statement can be summed up that information-gap activity is a kind of activity which provides the learners with an opportunity for doing communication practice in real and meaningful situation. In this activity learners are required to exchange the information with their friends in order to complete their task.
Moreover, Harmer in his book The Practice of English Language Teaching explains that information-gap activity is a kind of communication game which urges one learner to talk to a partner in order to solve a puzzle, to describe and to draw a picture, and so on.38 This statement explains that information-gap activity prompts learners’ willingness to talk to their friends in order to seek for useful information which is used for completing their task.
Consequently, by the statements’ of the experts above can be summarized
that information-gap activity is an activity that prompts learners to use the target language in real and meaningful situation for completing the gap of information that occurs between them.
36
Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), p. 129.
37
Woods, Op.cit., p. 47. 38
Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition, (Essex: Pearson Education Limited, 2007), p. 349.
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b.
Describing Pictures
In this activity learners will be divided into small group and ach group will be given a picture which can be seen by all of members of the group. Each member will be asked to describe the activities in the picture in a sentence as much as possible and one of their members should write down each sentence. Learners will be repeated the same procedure when was given a new picture but they have to make more sentences in each session.
According to Ur, describing picture activity is a productive activity for beginner classes. In this activity the learners will be tended to break their previous record for describing the activities in the picture in each session.39 Based on this statement can be concluded that even though describing picture is a simple activity but it can increase students contribution during the activity and their opportunity for practicing to speak in the target language.
Another variation of describing picture is known as „Describe and Draw’
game. This variation has a different concept with the previous variation in which in this variation learner will be divided into small group or pairs each student will be given a different kind of picture and they are not allow to see another picture. Each student in pair will exchange their role first one student will describe the picture and another one should draw the picture based on the instruction. Finally, after finishing their task each student can show their
picture and match it with their friends’ drawing.40
In consequence, from the information above can be summed up that describing picture game is one of interactive activities for language classes. This advantage comes for the communicative activity which occurs during this activity. In this activity learners should use the target language to complete their task and they also should work cooperatively with their partners in order to complete their task successfully.
39
Penny Ur, Op.cit., p. 128. 40
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York: Longman Publishing, 1991), p. 126.
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c.
Find Someone Who Game
Find Someone Who is a kind of game that emphasizes on providing learners with opportunity for oral interaction practice. According to Wright et
al “Find Someone Who” is kind of game which makes language learners asking and answering questions to get information about their peers. In this activity learners should be asked to find out and to report on what some learners have in common with other learner.41 From that statement can be conclude that “Find Someone Who” game (FSW) is a kind of activity that provides the learners with opportunity to use the target language in functional way in order to seek for personal information from their friends.
Some of experts naming FSW game with different name but actually with the same concept. One of expert that gives different name to FSW game is Ur. In her book “Discussion That Work” Ur explains about a kind of activity named “finding things in common”. In this activity students are divided into pairs and asked to find many things in common as much as they can and retell all the point they got from that activity. She suggests that this activity
shouldn’t be done on a very long time and to avoid boredom while explaining
the points. She suggests each group to make a simple statement about how many points they have already found during the activity.42 From that statement can be concluded that FSW can provide communication practice opportunity for each learner. In this activity learners are demanded to use the target language in more natural and communicative way which at the same times this activity also provides an interactive drilling activity because in this activity learners have to repeat the use of some language points. Meanwhile, the expert suggests that this kind of activity is not suitable for long-lasting activity in order to avoid learners’ boredom during the activity.
41
Andrew Wright, David Betteridge, and Michael Buckby, Games for Language Learning, Third Edition, (New York: Cambridge University Press, 2006), pp. 16.
42
Penny Ur, Discussion that Work, (Cambridge: Cambridge University Press, 2007), p. 35.
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Furthermore, Harmer explains that FSW game is an activity which is designed to provide a specific language practice in joyful and active way. In this activity students are given a number of different questions and asked for questioning each other in order to know their partner well especially if the students in the class are new friends.43 From that statement can be summed up that FSW game is recommended for new class activity because it provides the opportunity for sharing personal information and for knowing each other in more comfortable interaction. On the other hand FSW game also provides the opportunity for doing some repetition practice of specific language points in more communicative way.
Moreover, “Find Someone Who” is also considered as a kind of search game that includes two-way of information gap activity in which every learner has special information. In this game learners are given an empty table with some simple instructions that should be filled by the name of friends or sort of information based on the instruction. They can circle around the class and seek for the information to complete their task and at the same time to help their friends completing their own task too.44
The statement mentioned before shows that FSW game is an interesting activity which provides the opportunity to use the target language in more interactive way. In this activity students have to circle around the class in order to find special information from their classmate; moreover, in this activity learners are being taught to work cooperatively with their classmate in order to complete their task.
Even though some educational experts gave different name to “Find
Someone Who” game, the basic concept of this activity is similar. This kind of game concerns on finding some similar or common information from their friends and at the end of the activity they will be asked to tell and or to sum up
43
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York: Longman Publishing, 1991), pp. 105- 106.
44
Luu Trong Tuan, Nguyen Thi Minh Doan, Teaching English Grammar Through Games. Studies in Literature and Language Vol. I No. 7, 2010, (www.cscanada.org), p. 68.
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the point of information they already found during the activity to the class. Moreover, most of experts agree that this kind of game shouldn’t be over used
during learning process because it can cause learners’ boredom.
3.
Benefits of Using
“Find Someone Who”
Game
According to the experts ,”Find Someone Who” game is a kind of game which being used as icebreaker or warmer activity; therefore as a warmer activity FSW known also as an activity that gives more focus on inviting students to participate actively and to do the best for completing their task rather than challenging them with competitiveness activity.
Moreover, based on experts argumentations there are some benefits of using “Find Someone Who” game as a technique for teaching speaking: a) Making learners feel comfortable to share their personal information with
others and making them feel confident with themselves.
b) Increasing learners’ focus on language lesson and making learners more communicative during learning process.
c) Making learners enjoy working with others or on the other words
increasing learners’ cooperation during learning process.45
d) Encouraging the practice of specific language points in joyful and active way.46
e) Providing students with precious language practice which emphasizes on practicing oral strategy such as describing, predicting, simplifying, and asking for feedback trough game-base activity.47
C.
Previous Study
There are previous researches which related to this study:
First of all, a research conducted by Tuhfa Noviana Harun by the title: “Using English Language Games in Teaching Speaking”. This research was conducted at the first grade students of SMP Islamiyah Ciputat. The research used
45
Andrew Wright, David Betteridge, and Michael Buckby, Games for Language Learning, Third Edition, (New York: Cambridge University Press, 2006), p. 11.
46
Harmer, Op.cit., p. 105. 47
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Experimental design as its research design. The result showed that teaching speaking through English language games can improve students speaking skill.48
Moreover, the second research conducted by Eka Nurul Hayat under the title:
“Teaching The Present Perfect Tense by Using The Game (Find Someone Who)”. This research was conducted at third grade students of Junior High School in MTs Soebono Mantofani Jombang, Ciputat. The research design of this study is Classroom Action Research based on Kurt Lewins’ design and the result of this study showed that Find Someone Who game is successful for improving students’ comprehension and motivation in learning present perfect tense.49
Furthermore, the third research conducted by BayuWahyu Suandi under the
title: “Teaching Speaking Using Simulation Technique”. This research was conducted at third year students of Islamic Junior High School Arrasyid 2 Warungmenteng, Cijeruk, Bogor. The research design being used in this study is Pre-Experimental research and the result of this study showed that teaching
speaking trough simulation is effective to improve students’ speaking score.50 All of the previous researches mentioned above are mainly concerned on researching and improving speaking skill. In this occasion the writer tries to
conduct a study that aimed to improve students’ speaking skill in first grade of
Vocational High School in SMKN 3 Tangerang by using a kind of game named
“Find Someone Who” (FSW). The writer choose this kind of game because it provides repetition drilling activity of specific language items in more interactive way and at the same time this game also can increase students’ opportunity for practicing the target language in speaking class through interesting and joyful activity. This study aims to observe whether or not FSW game effective to improve students speaking skill in the first grade of SMKN 3 Tangerang. This study conducted using pre-experimental design as its research design.
48 Tuhfa Noviana Harun, “Using english laguage games in teaching speaking ”, UIN Syarif Hidayatullah Jakarta: 2010. Unpublished skripsi.
49 Eka Nurul Hayat, “Teaching the Present Perfect Tense by Using the Game Find
Someone Who”, UIN Syarif Hidayatullah Jakarta:2011. Unpublished skripsi.
50Bayu Wahyu Suandi, “Teaching Speaking Using Simulation Technique”, UIN Syarif Hidayatullah Jakarta: 2010. Unpublished skripsi.
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D.
Theoretical Thinking
Some experts agree to use the three stages of language teaching for teaching speaking: (1) introducing new language; (2) practice; (3) communication activity. Therefore, the teaching activity in the class will be conducted in three stages; in the first stage the writer will introduce the new language points which include its pronunciation, its writing form, and its function. In the second stage, the writer will bring the students to practice the target language utterances in controlled way, this activity commonly known as drilling activity. Finally, in the third stage, the writer will give some instructions or the rules to play “Find Someone Who” game to the students before they begin practicing the communication activity. The writer firstly will make sure that each student understands the rule then the writer will distribute a piece of paper that consists of some task that should be completed by each student and the writer will give a brief demonstration about the way for completing their task. Finally, all of students should circle around the class to ask their friends in the target language in order to seek for useful information for completing their task.
Furthermore, since learning a language considers also as a hard work thus learners should catch lots of learning points while a new language being introduced; therefore giving learners a break from a hard learning process trough game alike activity seems to be important. Teachers can use a kind of game Find Someone Who as speaking activity in communication activity stage, this decision being made after considering the benefits of game for language learning according to some experts. They report that “Find Someone Who” game not only can provide intense and meaningful practice of language but also increase learners’ cooperation and communication during learning process.
Based on experts’ statement above the writer assumed that after giving the treatment- learning speaking using kind of game “Find Someone Who”- to a class of X (ten) grade students in SMKN 3 Tangerang, the students in this group will show willingness to speak and better speaking skill than before they was given the treatment. When the condition appears such as writer’s assumption that there is a significant effect of FSW game to improve students’ speaking skill, it means that
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the writer’s assumption is accepted. On the contrary, when the result shows no significant effect of FSW game for improving students’ speaking skill after the treatment being given to the group it means the writer’s assumption that FSW game is effective to improve students’ speaking skill is rejected.
E.
Hypotheses
There are two types of research hypotheses: alternative hypothesis (Ha) and statistic hypothesis or null hypothesis (Ho).51 When alternative hypothesis is accepted, it shows that there is significant effect on using FSW game to improve
students’ speaking skill and writer’s assumption is accepted. On the contrary when null hypothesis is accepted, it shows that there is no significant effect on
using FSW game to improve students’ speaking skill and writer’s assumption is rejected. Furthermore, in the end of this study, both of these hypotheses will be proven syntactically after the data have been collected.
In order to make the statement of research hypothesis simpler the writer writes them in the following statement:
Ha : There is significant effect on using “Find Someone Who” (FSW) game in teaching speaking to improve students’ speaking skill at X grade of SMKN 3 Tangerang.
Ho : There is no significant effect on using FSW game in teaching speaking to improve students’ speaking skill at X grade of SMKN 3 Tangerang.
51
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT. Rineka Cipta, 2010), p. 112.
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100
ACTIVITY 3
Find Someone Who (like or dislike the same thing)
Sample Question:
Do you like …………. ? Why do you like ……….. ?
Do you like her/ his ……….. hair? Do you like her/ his ……….. lips?
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101
1. Friend’s Name: ………
Like Dislike
2. Friend’s Name: ………
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102
ACTIVITY 4
FIND SOMEONE WHO (Similar Favorite Idol)
Your Name : ………..
Favorite Idol : ………
Profession : ……….
Nationality : ……….
Native Language : ……….
1. Friend’s Name: ………
Similarities Differences
2. Friend’s Name: ………
Similarities Differences
Sample Question:
Who is your favorite idol?
What is his/ her occupation/ profession? Where does she/ he come from?
What is her/his native language? Why do you like her/ him?
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