lxxvi example they allowed their friends to borrow their dictionary. Every member of
the group tried to do the best for hisher group in order to have a good mark. They also actively discuss the task with their friends.
By analyzing the two cycles, the researcher decided to end up the cycle, since cycle 2 showed a better improvement on the students speaking proficiency
and the atmosphere of the classroom.
B. Result Discussion
After analyzing the data such as field notes, audio recording of speaking, research observational report, lesson plans, the score of the students pre-test and
post-test, research diary, the researcher obtained some findings that implementation of games is able to improve the students’ speaking proficiency
and the classroom speaking atmosphere. 1. The first finding is games give students chances to explore their
knowledge or vocabulary related to the topic. Byrne 1997: 102 stated games can be used to improve the learner’s command of particular items
of language sound, vocabulary, spelling and grammatical function. Games also involving a variety of structure, here the context of games encourages
a wider use of language, but still with the overall aim of promoting accurate command of the being used. Related with guessing games used
by the researcher, one of the key mechanisms used was getting them to try to find something out by guessing. It developed their ability related with
vocabulary mastery. The students should find appropriate words to
lxxvii describe the things, in line with that goal; their ability could be improved.
Related with the ways of playing games, namely group work Ur 1996:121 states this increase the sheer amount of students talk going on
in a limited period of time and also lowers the inhibition of students who are unwilling to speak in front of the full class. The implementation of
group work in games helps them to share their knowledge with hisher friends in limited time.
2. The second finding, the students show a good response towards games. It can be seen from their participation. The teaching learning process showed
that their participation improved. The improvement could be seen in their behavior. All the students were ready in the class when the teacher
entered, students actively answer teacher’s questions, and they were not ashamed to ask questions when found difficulties related to the topic.
Those responses related with Chen theory. He said ielts.com that games promote communicative competence, increase learning motivation, reduce
learning anxiety, and encourage creative and spontaneous use the language. Meanwhile, the students also were active consulting to
dictionary when they had difficulties in finding words or by asking their friends.
3. The third finding is the improvement in using oral English. New Webster dictionary 1994: 932 states that speaking is an act to express idea,
feelings, and thought orally. When the teacher implemented story games by showing pictures on the whiteboard, they looked enthusiastic to make
lxxviii sentences based on the pictures. Most of them raised their hands to express
their ideas orally and wrote them on the board, although some of them still had incorrect grammar and mispronounced some words. On the other
hand, their courage to express the ideas increased. 4. The fourth finding in the improvement of the students’ speaking
proficiency was shown in the result of the pre-test, post-test 1 and post-test 2.the score are 4.08, 5.32 and 6. 05. The pre-test result showed that most
of them barely said a sentence. In the grade of accuracy and fluency, most of the students got the score 1 and 2 with the criteria; little or no language
produced little or no communication, poor vocabulary, mistake in basic grammar, and sometimes difficult to understand. The other problems were
incorrect grammar, mispronunciation of the words and low vocabularies. After the lesson plans were conducted the result of post-test 1 showed the
development of the students’ ability in using grammar and oral English. Most of them could answer the question from the tester although some of
them still had incorrect grammar and mispronunciation in words. In line with post-test 1, post-test 2 showed a good improvement of the students’
speaking proficiency. The score of post –test increased in the level of 2 until 4 with the criteria; adequate but not rich vocabulary, occasional
grammar slips, get idea across, hesitantly and briefly, good range of vocabulary, and effective communication in short turns Their ability in
arranging the words using correct grammar increased. They also made good improvement in pronouncing words and enlarging their vocabulary
lxxix
result 1
1 2
3 4
5 6
7
pre test 1
post test 1 2
post test 2 3
10
result 1
mastery. The result of students’ speaking proficiency was illustrated on Graph 5.1
Graph 5.1 the result of students’ speaking test
5. The fifth finding is the improvement of the classrooms situation when games are implemented. As communicative acts, games were able to
create enjoyable classroom situation. During the implementation of games, the students were more relaxed in learning. Lee Su Kim 1995:35 stated
that Games are welcome break from the usual routine of the language class, they are motivating and challenging, games provide language
practice in the various skills. From that statement, it is showed that games can increase the students’ motivation in learning. It makes them more
challenge to compete with other team in order to win the games. They also had more time practicing the language. When games were implemented,
the situation of teaching leaning process was more alive. They looked interested and motivated to finish tasks. The competitive atmosphere also
made them concentrate and think intensively during the learning process. Before the research, the activities were based on the students’ worksheet
LKS that made them have limited technique to practice the language expression they had learned. On the other hand, games make use of variety
lxxx of technique Hadfield 1996:4 said that variety is very important in
language learning and teaching and a succession of games based on the same principle. In accordance with the statement, the teacher had known
another technique in teaching speaking. Teaching speaking using games elicited the students’ participation in speaking.
Besides those findings, the researcher also investigated the students’ diary. It was conducted to find the significant result of the result from the students’ side
as the subject of the teaching leaning process. The diary was written after the implementation of cycle 2. The students wrote their feeling of teaching learning
process that they had followed, for example: “Miss Nurul orangnya baik, saya suka dengan game-game yang
diberikan. Kedatangannya membuat saya tidak bosan dengan pelajaran bahasa inggris. Ini juga menmbah wawasan saya. Karena bergantian mengajarnya
dengan memberi game. Ada saat untuk belajar ada saat untuk game.” From that example, I found that for some students, they got new
knowledge about English and a new technique in learning speaking. The situation of teaching leaning process were enjoying through games.
Moreover, the score of test from pre-test, post test 1 and post test 2 was also increased. This findings show that games was able to improve the students’
speaking proficiency. Besides, games also can be used to teach other skills reading, writing. Based on the findings above, it can be concluded the proposed is
accepted; games can improve the students’ speaking proficiency of the eight grade of SMP negeri 2 Baki, Sukoharjo.
lxxxi
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
In order to improve speaking proficiency of the eight grade students of SMP Negeri 2 Baki, Sukoharjo, in academic year 20082009, I implemented
the classroom action research by using games. I conducted pre-research before going to the real research in order to identify the students’ learning activity
during TL process and teacher technique in teaching speaking. The pre- research included interviewing the English teacher, observing TL process, and
conducting pre-test to the students. During the implementation, I worked collaboratively with teacher WH.
I took role as the practitioner or the teacher, while the English teacher was an observer. The aim of the observation was to gather information about the
whole activities during the teaching learning process by implementing the technique of games. The research was conducted in two cycles and each cycle
consists of two meetings. I conducted the post-test from each cycle in order to identify the improvement of the students’ speaking proficiency.
The findings of the research were in line with the research questions as the focus of the research, whether the implementation of games can improve
students’ speaking proficiency especially in accuracy and fluency or not and
