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Any activities which invite students to share themselves with others - even though they are light like the ones here - should be done in a calm and
supportive atmosphere. Teachers must decide whether students want to do activities like this and how far they should be encouraged to reveal their
feelings. In addition, there are some benefits of communicative games. First,
communicative games enable the students to learn the language by listening their partners. Second, they give students more opportunity to use the language
rather than presentation activity in front of the class. Last, they increase the motivation and fluency to speak in the target language. Therefore, the
researcher suggested the communicative games which have some positive effect to the English teaching-learning process to improve the speaking skill of
the second grade students of SMP N 1 Nusawungu. To conduct the research, the researcher needed to do some steps. First,
the researcher needed to observe the school where the researcher was going to conduct the research. In the observation, the researcher needed to find some
problems about the speaking learning process that can be influenced student’s speaking skill. After finding some problems, the researcher set the plan of
actions to solve the problems. Then the researcher implemented the actions collaboratively in the classroom. After implementing the actions, the researcher
made some notes about improving student ’s speaking skill through observation
and interview the students and English teacher. The researcher evaluated and analyzed the implementation the actions. At the end of the action, the
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researcher made reflection of the actions indicated the success of the action. If the action was conducted to be successful or achieve a positive respect, then it
was taken as one of the alternative efforts to improve the student’s speaking skill for the second grade students of SMP N 1 Nusawungu.
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CHAPTER III RESEARCH METHOD
A. Type of the Study
This study is an action research study which isaimed at improving the speaking skills of grade VIII of SMP N 1 Nusawungu. Burns 1994: 293 says
that action research is application of fact finding to practical problem solving in a social situation with a view to improve the quality of action within it,
involving the collaboration and cooperation of researchers, practitioners, and laymen.
Furthermore, Kemmis and McTaggart 1988: 5 describe action research as a form of ‘self-reflective enquiry’ undertaken by participants in social
situations in order to improve the rationality and justice of their own social or educational practice, as well as their understanding of these practices and the
situations in which these practices are carried out. An action research study takes the following cycles:
Figure 3.1: Action Research Model by Kemmis and McTaggart
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All those steps can be explained as follow:
1. Planning
Planning is a plan to conduct treatment that has been stated in the objective of the research. In this activity the researcher formulates some
procedural acts how to improve student’s speaking skills using communicative games. The procedures are put in some lesson plans. They
are formulated based on observation and reflection note of the previous teaching and learning process.
2. Acting
In this step, the researcher tries to implement communicative games procedural acts that have been formulated at planning.
3. Observing
While the collaborator is implementing the communicative games in improving students’ speaking skills, the researcher is observing the teaching
and learning process. In this step, the researcher identifies and analyzes the data collected during the treatment. The data being taken were quantitative
data. It is taken from tests.
4. Reflecting
Reflecting is the activity of evaluating critically about the progress or change of the students, class, and also teacher. In this step, the writer can
obse rve whether the ‘action’ activity give result any progress, what progress
happened, and also about the positives and negatives, and so on.
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When the first cycle the researcher did not get the intended result, she improves or revises the planning for the second cycle based on the reflection of
the first cycle. If after the second cycle the researcher obtains the intended result, the second cycle is ended with a conclusion.
B. Subject of The Research
The research was conducted on April-May 2014. In this study, the subject of the research was the grade VIII students of SMP N 1 Nusawungu in
academic year 20132014. There were seven classes of grade VIII, they were class VIII A, VIII B, VIII C, VIII D, VIII E, VIII F, and VIII G. The research
was conducted in class VIII A. This class was chosen because based on the previous observation, the students in this class had some problems in learning
English. One of the problems dealt with speaking skills.
C. Setting of the Research
The research was conducted in SMP N 1 Nusawungu which is located in jl.Sukarelawan no.10 Nusawungu. The school has 21 classrooms, 1 teacher
room, 1 headmaster room, 1 administration room, 12 restrooms, 3 laboratories, 1 library, 1 student cooperation, 1 health room, 1 mosque, 2 canteens, and 1
consulting room.
