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According to the teacher, it was found that the students’ condition were better than before. In this sense, they looked enthusiast in participate,
the students felt easier to interact with their friends, they can make a good relationship with their friends by communicate. The method built the
students’ motivation in learning speaking. It also created fun atmosphere and tends to make the students comfort in their learning. So it reduced the
students’ boredom and also reduced their stressful. By giving different worksheet to stimulate students’ desire to speak up and share their
different information to create some interaction and communication in the classroom activity.
From the summarized of the interview above, it could be conclude that the teacher gave a positive response toward the implementation of
communication games in improving students speaking ability.
3. The Result of Post Questionnaire
The students’ response after learning speaking through communication games can be seen from the post-questionnaire. The
questionnaire used in this study was closed questionnaire. The post- questionnaire was given to the students in seventh grades on Friday, May
6
th
2010. It was conducted to know about the students’ response after learning speaking through communication games technique. The post-
questionnaire had ten questions which revealed in five issues. There was about the students’ liking for communication games technique, the
usefulness, the students’ response, the extent of the role of peers’ responses in improving writing quality, and the teacher’ style during
teaching speaking through communication games. The table below showed the result of post questionnaire.
Table 4.2 The Result of Post Questionnaire
No Perception
Percentage Strongly
Agree Agree Neutral Disagree
Strongly Disagree
1 The students’ liking
24.4 55.6
20
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for communication games method
2 The usefulness of
communication games method
24.4 57.8
17.7
3 The students’ response
about teaching speaking through
communication games 20
53.3 22.2
4.4
4 The extent of the role
of peers’ responses in improving speaking
quality 17.8
55.6 24.4
2.2
5 The teacher’s perform
during teaching speaking through
communication games 20
53.3 26.7
Total 106.6
275.6 111
6.6 Mean
21.32 55.12
22.2 1.32
The first issue in Table 4.2 was on the students’ perception of their liking in learning speaking through communication games. It indicated
that 24.4 students strongly agreed and 55.6 students agreed. Those neither agree nor disagree comprised 20 . It was clearly indicated in the
table that most of the students were like learning speaking through communication games.
The second issue was on the students’ perception of the usefulness of communication games method. The Table 4.2 revealed that 24.4
students strongly agreed and 57.8 students agreed. Those neither agree nor disagree amounted 17.7 . It indicated that most of the students
agreed that communication games method could motivate them to participate actively in speaking class.
The third issue was on the students’ response about teaching speaking through communication games. It was indicated that 20
students strongly agreed and 53.3 students agreed. Those neither agree nor disagree amounted 22.2 and those disagree comprised 4.4 . No
one strongly disagreed.
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The fourth issue was on the extent of the role of peers’ responses in improving speaking quality. The table 4.2 also indicated that 17.8
students strongly agreed and 55.6 students agreed. Those were 24.4 students neither agree nor disagree, but those comprised 2.2 of students’
disagree and no one strongly disagreed. The last issue was on the students’ response about the teacher’s
perform during
teaching learning
speaking process
through communication games. It was indicated that 20.0 students strongly
agreed and 53.3 students agreed. Those neither agree nor disagree amounted 26.7 . No one disagree and strongly disagreed.
To sum up the result of the questionnaire from the students view, it indicated that 21.32 students strongly agreed that communication games
technique motivated them to communicate and interact to the other. Those agreed amounted to 55.12 . Those neither agree nor disagree comprised
22.2 . It was also clearly indicated in the table that 1.32 students disagreed and no students strongly disagreed. It meant that 76.45 of
students were motivated during the implemented communication games method in speaking class. This implied that the first criteria of success had
been fulfilled.
4. The Result of Post Test
