Using games to improve students` motivation in writing skill of eleventh graders of SMA N 6 Yogyakarta - USD Repository

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  USING GAMES TO IMPROVE STUDENTS’ MOTIVATION IN WRITING SKILL OF ELEVENTH GRADERS OF SMA N 6 YOGYAKARTA A SARJANA PENDIDIKAN THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Oda Yuni Nugrahaeni Wiharjo Student Number: 071214074 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012

  

USING GAMES TO IMPROVE STUDENTS’ MOTIVATION IN

WRITING SKILL OF ELEVENTH GRADERS OF SMA N 6

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  

By

Oda Yuni Nugrahaeni Wiharjo

Student Number: 071214074

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

  

DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  This thesis is dedicated to: My Father, Christ. Lasono and My Late Mother, Adriana Maria Sumiyati

  

g|Åx |á cÜxv|Éâá

Uâà

gÜâà{ |á ÅÉÜx cÜxv|Éâá à{tÇ g|Åx

• Benjamin Disraeli-

  My Elder Brother, Dominikus Wahyu Wiharjo My Younger Brother, Fransiskus Susilo Wiharjo

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

ABSTRACT

  Wiharjo, Oda Yuni Nugrahaeni. 2012. Using Games to Improve Students’

  

Motivation in Writing Skill of Eleventh Graders of SMA NEGERI 6

YOGYAKARTA. Yogyakarta: Sanata Dharma University.

  Motivation has been acknowledged as an essential part in a teaching learning activity. Motivation helps the students receive more input in second language acquisition. The researcher found that the students of XI IPA 4 of SMA N 6 Yogyakarta lacked motivation in writing activity. The other problems that the researcher also found in the learning and teaching activities were the monotonous activities. Besides, the students had writing problems, those are: vocabulary, organizing ideas, and revising the draft.

  This research was intended to overcome the learning problems of XI IPA 4 of SMA N 6 Yogyakarta. The use of games was taken up as the solution considering that the games provided some advantages in teaching learning activity. A game provides various activities in a class and can raise students’ motivation in learning. The researcher formulated two questions to be answered in this research. The first question is “how do games improve students’ motivation in writing skill?”. The second question is “to what extent do games improve students’ motivation in writing skill?”.

  This research utilized Classroom Action Research (CAR) which was focused on the implementation of games in writing activity in XI IPA 4 of SMA N 6 Yogyakarta. The participants of this research were 25 students of XI IPA 4 of SMA N 6 Yogyakarta 2011/2012 academic year. Games were used as the main activity in the learning and teaching process. There were two cycles in this research. In the first cycle, the game was placed at organizing idea in the writing process. Besides, in the second cycle, the game was placed at revising draft in writing process. Both of the cycles were conducted in one meeting. In this research, one cycle was meant to implement of one game. The instruments employed in gathering the data were observation, field notes, questionnaires, and guiding questions for interview. Then, in analyzing the gathered data, triangulation technique was employed.

  The results of the data gathered showed that the use of games was implemented through group work. Moreover, it built student-student interaction in sharing their knowledge. This research concluded that games were able to improve students’ motivation in writing activity. Furthermore, it was found that game make the writing activity be different. The students also said that games helped them in expanding their vocabulary, organizing their idea, and revising their draft.

  Keywords: classroom action research, motivation, writing activity, game

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

ABSTRAK

  Wiharjo, Oda Yuni Nugrahaeni. 2012. Using Games to Improve Students’

  

Motivation in Writing Skill of Eleventh Graders of SMA NEGERI 6

YOGYAKARTA. Yogyakarta: Universitas Sanata Dharma.

  Motivasi telah diketahui secara umum sebagai bagian penting dalam kegiatan belajar dan mengajar (KBM). Motivasi membantu siswa dalam menyerap lebih banyak pengetahuan dalam penerimaan bahasa kedua. Peneliti menemukan bahwa siswa di kelas XI IPA 4 SMA N 6 Yogyakarta memiliki kekurangan motivasi dalam kegiatan menulis. Masalah lain yang ditemukan peneliti dalam kegiatan belajar mengajar adalah kegiatan yang monoton. Disamping itu siswa juga mengalami permasalahan dalam kosakata, menyusun ide, dan merevisi naskah.

  Penelitian ini dimaksudkan untuk mengatasi masalah yang dihadapi oleh siswa kelas XI IPA 4 SMA N 6 Yogyakarta. Penggunaan permainan dipilih sebagai solusi mengingat bahwa permainan memberi manfaat dalam kegiatan belajar mengajar. Peneliti merumuskan dua masalah untuk dipecahkan dalam penelitian ini. Rumusan masalah yang pertama ialah: “Bagaimana penggunaan permainan dapat meningkatkan motivasi siswa dalam kegiatan menulis?” Rumusan masalah yang kedua ialah: “Sejauh mana penggunaan permainan dapat membantu meningkatkan motivasi siswa dalam kegiatan menulis? “

  Penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang difokuskan pada penerapan permainan dalam kegiatan menulis di kelas XI IPA 4 SMA N 6 Yogyakarta. Responden dalam penelitian ini berjumlah 25 siswa dari kelas XI

  IPA 4 SMA N 6 Yogyakarta tahun ajaran 2011/2012. Permainan digunakan sebagai kegiatan utama dalam proses belajar mengajar. Terdapat dua siklus dalam penelitian ini. Pada siklus pertama, permainan diletakkan dalam kegiatan penyusunan ide. Sedangkan pada siklus kedua, permainan diletakkan dalam kegiatan revisi. Kedua siklus dilaksanakan dalam satu kali pertemuan. Instrumen yang digunakan dalam mengumpulkan data yaitu: observasi, catatan lapangan, kuesioner, dan panduan wawancara. Dalam menganalisis data yang sudah terkumpul, peneliti menggunakan teknik triangulasi.

  Hasil dari data yang terkumpul menunjukan bahwa permainan diterapkan dalam kerja kelompok. Penggunaan permainan juga membangun interaksi siswa- siswa saat berbagi pengetahuan mereka. Penelitian ini menyimpulkan bahwa permainan dapat meningkatkan motivasi siswa dalam kegiatan menulis. Selain itu peneliti juga menemukan bahwa permainan membantu mereka dalam mengembangkan kosakata, menyusun ide, dan merevisi naskah. Penggunaan permainan juga membangun interaksi antara siswa-siswa dalam bebagai pengetahuan.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

ACKNOWLEDGEMENTS

  First and foremost, I would like to bestow my deepest gratitude to my Gracious God, Jesus Christ, and my Holy Mother, Mother Mary. I thank them for their wonderful blessing in my hard days.

  Special thanks go to my great major advisor Gregorius Punto Aji, S.Pd., M.Hum., for his valuable time, guidance, suggestions, and motivation during the process of finishing this research and writing this thesis. I would also like to thank

  

Ibu Agustin Susilowati, S.Pd., not only for allowing me to conduct this research in

  her class but also to be willing to act as the teacher in this research and giving me suggestion. I also thank all students of XI IPA 4 SMA N 6 Yogyakarta 2011/2012 academic year for being friendly and cooperative during my research. I would like to thank all lecturers in PBI Sanata Dharma University. They have shared their knowledge and taught me well.

  My thanks also go to my closest friends, Rieta, Wida, Bertha, Nana, Uni, Septi, Nuning, and Ratna for their support, warmth, care, and nice smiles. I would also like to express my appreciation to Novi and Indah for giving me encouragement and motivation during my process of completing this writing. I will not forget Dwi for sharing his knowledge about classroom action research. I would like to thank my boarding house mates, Adik An, Prisca, Adik Cecik, Ririn and Deslin for their care and beautiful smiles.

  My greatest gratitude goes to my beloved family. I thank my lovely father,

  

Bapak Kris and my mother Ibu Susi, for their love and understanding through the

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  very long duration of my study. My extraordinary gratefulness goes to my beloved late mother, Ibu Adri and my little brother Fran, who have passed away, for their love and inspiration for me. I also thank my older brother Mas Domi for teaching me the meaning of patience and endurance. I would like to give my gratitude to everybody who helped me in finishing this thesis, whose names cannot be mentioned one by one.

  Oda Yuni Nugrahaeni Wiharjo

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS

  Page TITLE PAGE…………………………………………………………………... i APPROVAL PAGE………………………………………………….................ii DEDICATION PAGE………………………………………………………….iv STATEMENT OF WORK’S ORIGINALITY………………………………. v

  

PERNYATAAN PERSETUJUAN PUBLIKASI ………………………………… vi

  ABSTRACT…………………………………………………………………… vii

  

ABSTRAK ………………………………………………………………………. viii

  ACKNOWLEDGEMENTS…………………………………………………… ix TABLE OF CONTENTS………………………………………………………. xi LIST OF TABLES…………………………………………………………….. xiii LIST OF FIGURES……………………………………………………………. xiv LIST OF APPENDICES………………………………………………………. xv

  CHAPTER I. INTRODUCTION A. Research Background………………………….……………………….1 B. Research Problem….…………………………………….…………......4 C. Problem Limitation…………………………………………………......4 D. Research Objectives……………………………………………………5 E. Research Benefits……………………………………..………………..5 F. Definition of Terms…………………………………..………………...6 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description………………………………………………...8

  1. Motivation……………………………………………………...8

  2. Communicative Language Teaching…………………………..9

  3. Games in Language Learning…………………………………12

  4. Writing Skill…………………………………………………...14

  B. Theoretical Framework………………………………………………..19

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  CHAPTER III. RESEARCH METHODOLOGY A. Research Method……………………………………………………….21 B. Research Setting………………………………………………………..24 C. Research Participants………………………………………………..….25 D. Research Instruments and Data Gathering Technique……………….....26 E. Data Analysis Technique…………………………………………...…..32 F. Research Procedure………………………………………………..…...33 CHAPTER IV RESEARCH RESULTS AND DISCUSSION A. The Implementation of Games to Improve Motivation…………….….35 B. Games Motivate Students to Write………………………………….....61 CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions………………………………………………………….....67 B. Recommendations……………………………………………………...69 REFERENCES………………………………………………………………...71

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

LIST OF TABLES

  Table Page

  2.1 Teaching-Learning Design of the Research………………………………20

  3.1 The Data Needed in the Research………………………………………...31

  4.1 Teaching Procedure of the First Cycle………………………………..…..38

  4.2 Teaching Procedure of the Second Cycle………………………..………..52

  4.3 Observation Result………………………………………………………..62

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

LIST OF FIGURES

  Figure Page

  2.1 Characteristic of Writing………………………………………………….15

  3.1 Kemmis & Mc Taggart’s Cycle Model………….………………………..23

  4.1 The Game Procedure of First Cycle….……………………….…………..39

  4.2 The Game Procedure of Second Cycle……………………….…………..53

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Appendix Page

  A. Covering Letter for the Mayor of Yogyakarta……………………………..74

  B. Permission Letter from the Mayor of Yogyakarta…………………………76

  C. Syllabus…………………………………………………………………….78

  D. Learning Materials

  1. Lesson Plan of the First Cycle………………………………………….83

  2. Lesson Plan of the Second Cycle……………………………………….86

  3. Game of the First Cycle…………………………………………………90

  4. Game of the Second Cycle……………………………………………...93

  E. Research Instruments

  1. Observation Sheet of the First Cycle……………………………………95

  2. Questionnaire of the First Cycle………………………………………..103

  3. Raw Data of Questionnaire of the First Cycle………………………….106

  4. Field Notes of the First Cycle…………………………………………..110

  5. Observation Sheet of the Second Cycle………………………………...115

  6. Questionnaire of the Second Cycle………….………………………….123

  7. Raw Data of Questionnaire of the Second Cycle…….…………………126

  6. Field Notes of the Second Cycle……….……………………………….129

  7. Interview Guide………………………………………………………....134

  8. Interview Transcripts……………………………………………………135

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER I INTRODUCTION This chapter provides information about the research background and also

  the description about the research problems. It encompasses research background, research problems, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

  There are four English skills which are required to be learned, those are listening, speaking, reading, and writing. All those skills are important and they support each other. In School Based Curriculum, those four skills are needed to be taught to the students.

  Unfortunately, the researcher found that students of XI IPA 4 or senior high school students were lacking of motivation in learning writing skill. It was shown from the students’ attitude during the writing lesson. The students were bored during the lesson. Miffin (1997) states “Motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior” (p.399). The researcher observed the difference between the students’ attitudes during writing lesson and the students’ attitudes during reading, listening, and speaking lesson.

  The researcher found that the teacher gave monotonous writing activities. It was different from the other lesson of English skills. Besides, the result of writing assessment was not as good as the result of other skills. The researcher figured out

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  2 that the teacher focused on teaching receptive skills, those are reading, and listening. Therefore, the teaching activities of receptive skills were varied. The teacher also emphasized to the students that mastering receptive skills were important to pass the final examination in senior high school. The teacher tended to drill the students on reading skill and listening skill. Even though speaking is a productive skill, the teacher prepared various activities for speaking lesson. The teacher sometimes used role play, presentation, and story telling in speaking activity. Whereas, writing has some functions in daily activity. According to Halliday (1985), the functions of writing are as follow.

  1. Primarily for action Public sign, e.g. on roads and stations; product label and instructions, e.g. on food, tools, or toys purchased; recipes; maps; television and radio guides; bills; menus; telephone directories; ballot papers; computer manuals, monitors and printouts.

  

For social contact personal correspondence; letters, postcards, greeting cards.

  2. Primarily for information Newspapers (news, editorials) and current affairs magazines; hobby magazines; non-fiction books, including textbooks; public notices; advertisements; political pamphlet; scholastic, medical, etc. reports; guidebooks and travel literature.

  3. Primarily for entertainment Light magazines, comic strips; fiction books; poetry and drama; newspaper features; film subtitles; games, including computer games.

  (as cited by Nunan, 1991, p.84 )

  Halliday’s statement explained that writing is also important. Writing is used to deliver one’s idea to another or to share information with others. It also helps the writer to convey information in different time and place.

  Although the teacher considered writing as a less important skill than the other skills, it did not mean that the teacher did not teach writing. The teacher taught writing skill to the students but the teacher’s method did not motivate the students. In teaching writing, the teacher always asked the students to write in a specific genre. The teacher only gave a passage as a model of the specific genre

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  3 and then the students had to write in accordance with the model. Those were the activities in writing and it was always be the same. The monotonous activity in writing caused the low motivation in students.

  The researcher found the implication of low motivation in writing in XI IPA

  4 SMA N 6 Yogyakarta. Based on the writing assessment, the researcher found that the students had problems in developing the ideas, using tenses, adjusting the generic structure of the text, and making mechanical mistakes. The researcher presumed that the students’ problems in writing could be overcome if the teacher overcame the learning problems. Those are lacking of motivation and the monotonous activity.

  Having an interesting writing activity is expected to be a good solution to these learning problems. According to Sugar and Whitcomb (2006), a game is High-Outcome Technique. The reasons are game is fun with purpose, game motivates learners, and game accelerates learning. (p.2)

  Therefore, the researcher offered the teacher to use games to be implemented in class XI IPA 4 of SMA Negeri 6 Yogyakarta which had the learning problems. By using games, the writing activities are no longer monotonous. Knowing the fact above, it is supposed that the implementation of the game will be able to raise the students’ motivation in writing activity. Accordingly, this research tries to examine how the strategy given raises the students’ motivation in writing activity of XI IPA 4 students. This research also tries to examine to what extent games raises students’ motivation in writing activities.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  4 B. Research Problems From the observation, the researcher found that in writing activity students did not perform well. The researcher figured out from the students’ writing that the students only copied and pasted the story from internet. The researcher thought that the writing activities were monotonous. Therefore, the researcher thought that using games in writing activity could be a good treatment for this problem. The research was conducted to answer the research problems. The problems were formulated as follow.

  1. How do games improve students’ motivation in writing skill?

  2. To what extent do games improve students’ motivation in writing activity?

C. Problem Limitation

  This study was held in SMA Negeri 6 Yogyakarta. The participants were the students of XI IPA 4 year 2011/2012. This is Classroom Action Research so the problem was a real problem which appeared in the class. The focus of this research was the students’ motivation in writing activities which became the problem of XI IPA 4 students in learning English. The researcher assumed that the difficulty was caused by the monotonous activity and lacking of motivation in doing writing activities. Therefore, the researcher intended to use games to motivate the students in writing activities.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  5 D. Research Objectives 1. To find out how games improve students’ motivation in writing activity.

  2. To find out to what extent games improve students’ motivation in writing activity.

E. Research Benefits

  1. Students This study is conducted to solve students’ problem in learning English. It helps students increase their motivation in writing skill. It can help the students in the writing activities.

  2. Teachers This research helps teachers of senior high school to teach writing in different ways. The creativity of teachers is improved because they have to think what appropriate games to use for the students. It also inspires teachers to use games in their activities to avoid students’ boredom and to raise the students’ motivation.

  3. Student-teachers (teacher candidates) This study can be an example of problem solving in a class. It is important to know different teaching methods as many as possible. Although the result of this study cannot be applied in the other classes, at least student-teachers get an overview of problem solving in teaching English.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  6

  4. Future Researchers This study provides information that is needed by the future researchers in completing their study. The future researchers can use this research as a reference in conducting Classroom Action Research. Furthermore, the future researcher can develop this research.

F. Definition of terms

  1. Motivation Schunk, Pintrich, and Meece (2008) state “Motivation is the process whereby goal-directed activity is instigated and sustained” (p.4). Motivation involves goal because it encourage us to action. The point is that individuals are conscious of something that they are trying to attain. Then, most activities that students engage in are geared toward attaining their goals. The motivational processes are critically important to sustain action. Such motivational processes as expectations, attributions, emotions, and affects help people to handle the difficulties and sustain the motivation.

  2. Writing Skill As Nunan (2003) states in his book, writing is finding idea and then expressing that idea by organizing into statements and paragraphs in order (p.88).

  Donald and Dawn (1992) state “writing is a system of communication” (p.2). Writing is not only letters put together in meaningful patterns. Meanwhile, writing is “a productive skill” (Harmer, 1991, p.16) which requires the students to produce a written form of English. From the definition of writing, it could be

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  7 concluded that writing skill is an ability to find an idea and to express the idea in meaningful patterns to share it to others.

  3. Games in Language Learning Bloom (1981) states “games are any contest (play) among adversaries

  (players) operating under constraint (rule) for an objective (winning, victory, or pay-off)” (p.51). Not all games can be used in the language learning context.

  According to Lee Su Kim (1995) the requirements of a language game are: related to the academic material, encourage teamwork, motivate learner. It can be concluded that games in language learning is a fun activity under specific rule which is motivating in language learning.

  4. Eleventh Graders Senior High School is generally called SMA (Sekolah Menengah Atas). The students entering Senior High School are those who have passed the Junior High

  School. Senior High School is divided into three grades. After one year in tenth grade of Senior High School, the students will enter the next level, that is, the eleventh grade of Senior High School.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II REVIEW OF RELATED LITERATURE This chapter consists of theories related to the topic of the research. There

  are two major sections which are used as the groundwork of this research. They are theoretical description and theoretical framework.

A. Theoretical Description

  In the theoretical description, the researcher discusses the theories which are related to this research. The theories are Theories of Motivation, Language Teaching, Game, and Writing Skill.

1. Motivation

  Schunk, Pintrich, and Meece (2008) state “Motivation is the process whereby goal-directed activity is instigated and sustained” (p.4). Furthermore Miffin (1997) states that “Motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior” (p.399). Motivation is relevant to learning because learning is an active process requiring conscious and deliberate activity. Krashen (1982) states five hypotheses related to language acquisition. One of the hypotheses is affective filter hypothesis. There are three kinds of affective filter related to second language acquisition: 1) motivation, 2) self-confidence, and 3) anxiety. The affective filter Hypothesis states that motivation and self confidence have low affective filter, which helps receive more input in second language acquisition. Anxiety has high

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  motivation has important role in acquiring language. (as cited by Richard and Rodgers, 2001, p.183)

  According to behavioral theory that is stated by Schunk et. al. (2008), motivation is a changing of behavior as an effect by environmental events and stimuli. From behavior stand point, motivation is an observable phenomenon. Furthermore Schunk et al. (2008) said that there are three methods in assessing motivation; direct observation, rating by other, and self-reports. Direct observation is focused on the action that the students choose. The motivation is seen from the students’ persistence in doing the task, the effort to perform well, and how the students’ participation is in doing the task willingly. Rating by other is a method that requires the observer to judge the students on various characteristics. It often attempts to capture motivational process that underlies behavior, and thereby provides data not attainable through direct observation.

  Self-reports is a method where people judge themselves.

2. Communicative Language Teaching

  Richard and Rogers (2001) explain: Communicative Language Teaching is a theory of language teaching that starts from communicative model of language and language use, and that seeks to translate this into a design for an instructional system, for materials, for teacher and learner roles and behaviors, and for classroom activities and techniques. (p.158)

  The aim of Communicative Language Teaching is that it can be used to make communicative competence as the goal of language teaching. It can also develop procedures in teaching the four skills of language; reading, writing,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  speaking, and listening. Brown (2007) explains that for many people Communicative Language Teaching is a paradigm which encompasses authenticity, acceptability, and adaptability (p.45).

  There are some features which distinguish Communicative Approach from others. According to Finnocchiaro and Brumfit some of them are: (1) language is learnt by communication, (2) reading and writing can be taught although speech has not been mastered yet, (3) teacher helps learner and motivates them in learning language, (4) learners are expected to interact with other learners through a pair or a group work or writing. (as cited in Richard and Rogers, 2001, p.156) Those are some of the distinctive features of Communicative Language teaching and other language teaching approach.

  Littlewood (1981), as cited in Richard and Roger (2001), states, “One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspect of language” (p.155). It is different from the other approaches which focus on the structure of language. Communicative language teaching also pays attention to the function of language which is to communicate. The concept of Communicative Language Teaching will be easier to be understood by understanding the theory of language and the theory of learning.

a. Theory of Language

  The main idea of Communicative Approach is that language is learnt through communication. According to Richard and Rogers (2001), the goal of

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Hymes, communicative competence was an important need to have in order to communicate well in a speech community (as cited by Richard and Roger, 2001, p.159).

  There are four characteristics of language, which are seen from communicative view, stated by Richard and Rogers (2001):

  1. Language is a system for the expression of meaning.

  2.The primary function of language is to allow interaction and communication.

  3. The structure of language reflects its functional and communicative uses.

  4. The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse (p.161).

b. Theory of Learning

  Richard and Rogers (2001) draw conclusion from Brumfit & Johnson (1979) and Littlewood (1981) that there are some learning elements of Communicative Language Teaching. First, the communicative principle is any activity which deals with real communication which can encourage learning. Second, the task principle is activity which language carrying out meaningful task to promote learning. Third, the meaningfulness principle is meaningful language which can encourage and support learner in language learning. It can be concluded that language is learned through communicative activity which uses meaningful language and meaningful task (p.161).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3. Game in Language Learning

  Games are fun activities which are usually considered inappropriate in education because education needs serious activities. Therefore, we need to know the definition of games first so that we do not have miss interpretation of games in education. Bloom (1981) states “games are any contest (play) among adversaries (players) operating under constraint (rule) for an objective (winning, victory, or pay-off)” (p.51). Boocock and Schild (1968) say that the difference between educational game and un-educational game is the objective of the game. An educational game’s objective is to educate, not to entertain. Entertainment becomes an instrumental value, rather than the design objective (p.72). Furthermore Boocock and Schild (1968) give limitation of educational game. Educational game is not substitute for conventional study but an enhancing supplement.

a. Benefits in using game

  According to Lee Su Kim (1995) there are some advantages we can get in using games as the method in teaching learning activity.

  1) Games are motivating and challenging. 2) Games help students make and sustain the effort of learning. 3) Games create meaningful context for language use. 4) Games encourage students to interact and communicate (p.35). Similarly, Bell and Wieckert (1985) state the reason for playing games. First, games emerge motivation. Games stimulate learners to do the action.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  immediately what they have done naturally. Third, games can be a media of interaction. Playing games give opportunity for the learners to interact with each other. Fourth, games can be seen as a competition. It stimulates learners to do their best to win the competition. Fifth, playing games is good to build learners’ cooperation. Sixth, games tell the learners their position and their self-image. Seventh, through playing games, learners gain information about what they learn unconsciously. Eight, It increases learner’s skill in problem solving (p.xxii). In addition, Sugar and Whitcomb (2006) state “game is High-Outcome Technique” (p.2). Some of their reasons are: games are fun with purpose, games motivate learners, and games accelerate learning.

b. Game Requirements

  We can find so many games around us. There are some requirements for games to be used in teaching activity. According to Lee Su Kim (1995) there are some requirements of using games.

  1) The game should be directly related to the academic material and goal, not a free period.

  2) It can encourage teamwork and positive attitudes 3) It does not have to have a winner or a reward, but it might be more motivational. (p.35)

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

4. Writing Skill

  This part discusses three things related to this research. They are the definition of writing skill, the nature of writing and the approach of writing.

  a. Definition of Writing Skill

  There are some definitions of writing. As stated by Nunan (2003) “writing is finding idea and the expressing of that idea by organizing into statements and paragraph in order” (p.88). The similar definition with Nunan is stated by Donald and Dawn. According to Donald and Dawn (1992), writing is a system of communication. Writing is not only letters put together in meaningful patterns. It has deep meaning. They believe that writing is a way of thinking, a way of learning, a way of sharing ideas with others. We can see the writer’s way of thinking by reading his writing. By writing the ideas, writer learns how to express his idea in a good organization and also learns more about his ideas. The purpose of writing his ideas is to share the ideas to the reader (p.3). Donald and Dawn look at writing as a way to transfer one’s idea to others indirectly.

  b. The nature of writing

  There are some criteria in writing which usually become the aspects of assessing students’ writing. According to Gebhard (2000) the criteria of writing are word choice, use of appropriate grammar, syntax or word order, mechanics such as punctuation, spelling and handwriting, and organization of ideas into a coherent and cohesive form. Raimes (1983, p. 6) describes the criteria of writing as follows.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Syntax Content Writing Grammar process

  

Clear,

fluent,and

effective

communication

  

Mechanics Audience

of ideas

  Organization Purpose

Word Choice

Figure 2.1 The Criteria of Writing (Raimes, 1983, p. 6)

  Using the figure 2.1, Raimes shows that in producing a piece of writing, a writer has to deal with content, writing process, audience, purpose, word choice, organization, mechanics, grammar and syntax. Content means that a writer needs to think the relevance, the clarity, the originality and the logic of the writing. The writer also deals with the writing process which encompasses getting ideas, getting started, and writing draft revising. The writer needs to consider who will read his/her writing or the audience for his writing. It also deals with the purpose or the reason of writing. Word choice encompasses vocabulary, idiom and tone.

  Organization is the organizing of the paragraph, the topic and support sentence, cohesion and unity. Mechanics consist of handwriting, spelling, and punctuation.

  Grammar means the writer needs to consider the rules of verbs, agreement, article,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  and pronoun. Syntax encompasses sentence boundaries, sentence structure, and stylistic choice.

c. Writing approach

  There are many approaches in writing. The popular approaches are product approach and process approach. Product approach is also known as traditional approach. According to Cohen (1990), the underlying assumption of product approach is that learners are capable of turning out finished products the first time around. The focus of this approach is on the result of the learning process, the product of writing. Learners pay attention more to their sentence formation and grammar in their writing. Learners are expected to be able to write as fluent and competent as the native (p.105). This approach conveys to the students that the function of writing is to produce texts for teacher to evaluate not to communicate with others.

  The writing product of product approach is not really as good as expected. Then, the new approach emerges, the process approach. The proponents of process approach believe that process approach is closer to perfection than product approach. According to Nunan (1991), process approach focuses more on the various classroom activities. He believes that the various classroom activities will promote the development of writing skill. Nunan also states that this approach encourages collaborative group work between learners as a way of enhancing motivation and developing positive attitudes toward writing. In this approaches learners are encouraged to consult their draft to their teacher or to ask suggestion from their friend toward their writing (p.86)