THE EFFECT OF MAGIC-SQUARE GAME IN IMPROVING 10TH GRADER STUDENTS` SPEAKING ACHIEVEMENT.
THE EFFECT OF MAGIC-SQUARE GAME IN IMPROVING
10th GRADER STUDENTS’ SPEAKING ACHIEVEMENT
A THESIS
In partial of fulfillment of the Requirements
For the Degree of Sarjana Pendidikan
By:
MARISA SITOMPUL
Registration Number: 208321041
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Sitompul, Marisa. Registration Number: 208321041. The Effect of Magic-Square Game in
improving 10th Grader Students’ Speaking Achievement. A Thesis. English and Literature
Department, Faculty of Language and Arts, State University of Medan. 2015
This Study was an experimental research. The objective was to discover the significance of using
magic square game in improving 10th grader students’ speaking achievement. Twenty students
were taken as the sample: 10 students for the experimental group and 10 students for the control
group. The students in the experimental group were given magic square game as the media to
practice their speaking skill. The magic square game was used to improve students’ achievement
in speaking, while the control group were taught without the magic square game. They only use
textbooks. The students’ performance were evaluated by using Fulcher’s (2003) Foreign Service
Institute (FSI) Weighting Table. The scoring was done by the English teacher and the researcher.
The research findings shows that the reliability of the test was high, i.e. 0,99, whereas the Tobserved value at the level of significance 0,05 is 20 and it was lower than the T-critic(22).
Therefore, the alternative hypothesis was accepted. It can be concluded that the students’
speaking achievement taught by using magic square game was significantly higher than those
whom taught without using magic square game. So, English teacher are suggested to use magic
square game in practicing the students’ speaking achievement.
Keywords : Magic-Square game, Speaking Achievement, media
TABLE OF CONTENT
Page
LIST OF TABLES………………………………………………………
PICTURE………………………………………………………………..
LIST OF APPENDIXES………………………………………………..
CHAPTER I INTRODUCTION
A.
The Background of The Study…………………..
vii
vii
viii
1
B.
The Problem of The Study……………………...
4
C.
The Objective of The Study……………………..
5
D.
The Scope of The Study…………………………
5
E.
The Significance of The Study……………….....
6
CHAPTER II REVIEW OF LITERATURE
A.
Theoretical Framework………………………….
7
1. Speaking………………………………………
10
a. Speaking Achievement…………………..
b. The Indicators of Students Achievement
In speaking…………………………………
2. Media……………………………………….......
11
13
a. Kinds of Media………………
13
b. ‘Magic-Square’ Game………
14
c. Teaching Speaking With The
‘Magic-Square’ Game…………………..
16
d. The Procedure of Teaching Speaking
With The ‘Magic-Square’ Game………...
e. Advantages and Disadvantages of using
18
‘Magic-Square’ Game in Teaching
Learning Process………………………….
21
a. Advantages………..…………………...
21
b. Disadvantages………………………….
22
f. The Scenario of Treatment……………….
23
B.
Conceptual framework…………………………..
24
C.
Hypothesis……………………………………….
25
CHAPTER III RESEARCH METHODOLOGY
A.
Research Design………………………………….
26
B.
Population and Sample…………………………..
26
a. Population……………………………………..
26
b. Sample…………………………………………
27
C.
Technique of Collecting Data…………………….
27
D.
Scoring the Test…………………………………..
28
a. Accent…………………………………............
29
b. Grammar………………………………............
29
c. Vocabulary……………………………………..
30
d. Fluency…………………………………………
31
e. Comprehension…………………………………
31
E.
F.
The Reliability and Validity of the Test
a. Reliability………………………………………
32
b. Validity…………………………………………
34
Technique of Data Analysis……………………….
35
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
A.
Research Findings………………………………...
39
B.
Discussions………………………………………..
40
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A.
Conclusions……………………………………….
41
B.
Suggestions……………………………………….
42
REFERENCES
LIST OF TABLES
Table
Page
1.1.
KKM List of Grade XI SMK HARAPAN Stabat………...
2.1.
Teaching Procedures in Control Group………
18
2.2.
Teaching Procedures in Experimental Group…………
20
2.3.
Scenario of treatment using magic-square game
23
3.1.
Research Design……………………………………
26
3.2.
FSI Weighing Table………………………………..
32
3.3.
The Calculation of Reliability of the Test……………..
33
3.4.
The Result of Pre-test and Post-test of the Experimental Group…
36
3.5.
The Result of Pre-test and Post-test of the Control Group…
37
3
LIST OF APPENDIXES
Appendix
A
Lesson plan of the experimental and control
group………………………………………………
43
The Score of pre-test and post-test in experimental
group and control group…………………………...
66
The Calculation of T-Test for the
Experimental Group................................................
70
D
The calculation of reliability of the test…………..
73
E
Percentage points of the T-Distribution
Tail Probabilities…………… ……………………..
74
The samples of transcription from pre-test and
post-test……………………………………………..
76
B
C
F
Page
CHAPTER I
INTRODUCTION
A. The Background of the Study
English Speaking needs constant practice, especially for those who study
English as a foreign language. The proficiency in speaking English is highly required
in this era of globalization and challenges. This is extremely necessary for those who
would like to get a job related to English-Qualification. In Indonesia, English has
been taught since kindergarten up to university level. It is clearly expected that
graduation students are able to show their performance in English speaking ability.
Speaking hold an important role as one of basic four skills of English.
Millions of people around the world today want to improve their English Speaking. In
order to support people’s needs in mastering English, many different ways of
teaching strategy are available. Teaching media such as books, booklet, videotutorials, internet and other language teaching materials and resources are available.
As an English teacher, the main purpose of teaching English is to aid students
in developing their ability to speak automatically and spontaneously, to describe
orally about objects around them, then discuss it in group. Students are directed to
describe an object or a specific topic within the frame of the object as instructed by
1
the teacher. Erik Palmer, in his book Well Spoken, states that speaking well really is
an art, though most of us have been speaking since we were young children.
Carefully choosing our words, organizing our ideas so they are easy to follow,
captivating an audience by employing effective gestures or changing our pace in
speech—these are the building blocks of good public speaking. Every student can
learn them, practice them, and perform them. But first, they need conscientious
teachers who will show them how.
In teaching learning process of speaking, students find that speaking is
difficult to practice. When the teacher asks the students to express their ideas or
opinion orally, most of them are too afraid or too shy. Therefore, make the students
lazy to take part and their speaking skills would not improve.
Febriyanti, in her thesis Teaching Speaking of English as a Foreign Language:
Problems and Solution, states that speaking is one of the language skills that are very
essential to support further oral communication, but it is the most difficult skill to
develop. In line with Febriyanti, Nascente states that foreign language learners have
two problems, both internally and externally. Internally, they may experience the
feeling anxiety, and reluctant to use the target language because they afraid to make
mistakes.(2001:18)
The same happenings happen to the writer during Program Pengalaman
Lapangan Terpadu at SMK HARAPAN STABAT, Kabupaten Langkat. Many of the
students cannot speak English spontaneously. Most students are passive in the
classroom. The students have low ability in expressing their ideas. In fact, the
students’ lack of speaking skills was influenced by the ways of teaching. Mostly, the
teacher simply assigns the students to do the questions in text book, reading-writing
comprehension, but rarely practice the speaking skills. As the result, very view
students have any interest to speak in English. It means teachers have to be concerned
with the students’ speaking achievement by doing it in different strategy.
Many teachers today agree that students should learn to speak English by
interacting with others routinely. Students should practice regularly those speaking
components, such as pronunciation, grammar, vocabulary and fluency. In brief,
English teacher should be more creative in developing their teaching-learning
strategy.
Inisial siswa
Nilai
KKM
A.L
50
70
A.A
60
70
B.N
60
70
M.D
50
70
M.M
65
70
For this reason, English teachers should apply appropriate and interesting ways to
teach speaking. It is assumed that students can be more excited when teachers use
proper games to deliver the lessons. There are many kinds of games to teach English.
In teaching learning process, language games such as scrabble, puzzle, word-guessing,
magic-square etc can attract students’ attention to study and be more active in the
class.
One of the simplest games is the magic-square game. This magic-square
game is used to encourage students to improve their speaking achievement. Magicsquare game is a game where students are given four topics in a square shape, then
discuss it in group. The main good point of the game is that the game is low budget
and easily modified. It can be played with colorful flash cards and even played simply
using whiteboard and marker. This is the reason why the writer will use this game as
a media in teaching. With this game, students do not feel like they are studying,
instead they will feel like they are playing. Therefore, it will increase their interest in
studying. This is the reason why the writer use this game as a media in teaching.
Therefore, in this research, the writer tried to investigate the effectiveness of using
magic-square game to improve students’ speaking achievement.
B. The Problem of the Study
In reality, many students are not able to speak English fluently. In order to
solve the problem, the writer uses the magic-square game as a media to improve
students’ speaking achievement in speaking. In line with the background of the study,
the problem is formulated as follows: “ does the use of magic-square game
significantly affect the students speaking achievement?”
C. Objective of the study
Related to the problem of the study, the objective is to see the significance of
using magic-square game in improving students’ speaking achievement
D. Scope of the study
The ‘magic-square’ game is a media that can be used in teaching learning
process. It is a game that played in group, to ease the students’ nerve. Using this
game can make the atmosphere in classroom more relax and students can absorb the
lesson better. By playing this game, students will be more interested and more active
in learning. They will feel something new from what they usually get in classroom.
Related to the problem of the study, the objective is to see the significance of using
magic-square game in improving students’ achievement in speaking
In this thesis, the researcher limits this study only on the use the magic-square
game in order to improve students’ achievement in speaking English. It is highly
expected that the learners are able to speak out after practicing the game regularly.
E. Significance of the study
As this thesis is concerned with the effect of the magic-square game on
students’ speaking achievement, the result of the findings will provide valuable input
to:
(1) English Teachers. The findings will give more information about how to
improve students speaking using game as the media,
(2) Students. The finding of this study will give them information in
selecting the interesting and effective media to improve their speaking
achievement and
(3) Those who are interested in carrying out further research related to this
research. The findings of this study are expected to provide some valuable
information.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
This study is an attempt to discover the effect of using magic square game on
10th grader students speaking achievement. It is found that the use of magic square
game improve students’ speaking achievement. This is seen from the calculation of
T-Test. Therefore, the students taught by using magic square game have higher
ability in expressing their ideas orally, than that taught without using magic square
game as the media. At the last meetings, students showed their best to speak out to
describe the topic given. Students looked more confident than the first meetings. So,
the hypotheses formulated as “there is a significant improvement on students’
speaking achievement after
using magic square game” is accepted.
B. Suggestions
This study has showed that the use of magic square game could improve
students’ speaking achievement. The following suggestions are offered: (1) the
English teacher are suggested to use magic square game as media in teaching English,
because it will reduce the tension in studying. Interesting objects, topics and
sufficient time will help to stimulate students’ interest (2) The students also could use
magic square game in learning process because practicing English in group regularly
will help to improve students’ learning capacity
41
(3) Other researchers who are intended to carry out further research related to magic
square game as media in teaching, because this thesis focuses on game as the media
in teaching English speaking
REFERENCES
Benoit,R.Team Teaching Tips for Foreign Language Teachers.TEFL/TESL Journal Archieves
Broughton,G Brumfil,C Flavell,R Pincas,A.1980.Teaching English as a Foreign
Language.USA and Canada:Routledge
Counihan,Gerard.Teach Students to Interact,Not just Talk.TEFL/TESL Journal
Archieves
Deesri,A.Games in the ESL and EFL Class. TEFL/TESL Journal Archieves.
Franciosi,S,J.Making ESL/EFL Classroom Activities More Game- Like.TEFL/TESL Journal
Archieve
Frau-Meigs, D.2006.Media Education
Fulcher,G Davidson,F.2007.Language Testing and Assessment.USA and Canada:Routledge
Fulcher,G.2003.Testing Second Language Speaking.New York:Longman
Gerot, Linda and Peter Wignell. 1994. Making Sense of Functional Grammar; an Introducy
Workbook. Gerdstabler.Antipodean Educational Enterprise.
Harmer, J. 2004.How to Teach English. Longman House
Heaton, J. B. 1975. Writing English Languages Test. London. Longman Handbook.
Hismanoglu,M.Language Learning Strategies in Foreign Language Learning and
Teaching. TEFL Journal Archieves
Hughes, A. 2003. Testing for Language Teacher.2Ed Cambridge: Cambridge
University Press.
Kothari, C.R. 2004. Research Methodology: Methods and technique 2nd Revised Edition. New
Delhi:New Age International (P) Ltd.
Kothari,C.R.2004.Research Methodology.New Age International Publisher
Nunan, D. 2003. Practical Englis Language Testing, first edition.Singapore:
Palmer,E.2011.Teaching Speaking To All Student.USA:Stenhouse Publishers
Thornburry,S.How To Teach Speaking.Longman
Using Games to Promote Communicative Skills in Language Learning. The TEFL/TESL Journal
Archieves
Westwood,P.2008.What Teacher Need to Know About Teaching Methods.ACER Press
Wright,B Betteridge,D Buckby,M.2006.Games For Language Learning.United
America:Cambridge University Press
States of
10th GRADER STUDENTS’ SPEAKING ACHIEVEMENT
A THESIS
In partial of fulfillment of the Requirements
For the Degree of Sarjana Pendidikan
By:
MARISA SITOMPUL
Registration Number: 208321041
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Sitompul, Marisa. Registration Number: 208321041. The Effect of Magic-Square Game in
improving 10th Grader Students’ Speaking Achievement. A Thesis. English and Literature
Department, Faculty of Language and Arts, State University of Medan. 2015
This Study was an experimental research. The objective was to discover the significance of using
magic square game in improving 10th grader students’ speaking achievement. Twenty students
were taken as the sample: 10 students for the experimental group and 10 students for the control
group. The students in the experimental group were given magic square game as the media to
practice their speaking skill. The magic square game was used to improve students’ achievement
in speaking, while the control group were taught without the magic square game. They only use
textbooks. The students’ performance were evaluated by using Fulcher’s (2003) Foreign Service
Institute (FSI) Weighting Table. The scoring was done by the English teacher and the researcher.
The research findings shows that the reliability of the test was high, i.e. 0,99, whereas the Tobserved value at the level of significance 0,05 is 20 and it was lower than the T-critic(22).
Therefore, the alternative hypothesis was accepted. It can be concluded that the students’
speaking achievement taught by using magic square game was significantly higher than those
whom taught without using magic square game. So, English teacher are suggested to use magic
square game in practicing the students’ speaking achievement.
Keywords : Magic-Square game, Speaking Achievement, media
TABLE OF CONTENT
Page
LIST OF TABLES………………………………………………………
PICTURE………………………………………………………………..
LIST OF APPENDIXES………………………………………………..
CHAPTER I INTRODUCTION
A.
The Background of The Study…………………..
vii
vii
viii
1
B.
The Problem of The Study……………………...
4
C.
The Objective of The Study……………………..
5
D.
The Scope of The Study…………………………
5
E.
The Significance of The Study……………….....
6
CHAPTER II REVIEW OF LITERATURE
A.
Theoretical Framework………………………….
7
1. Speaking………………………………………
10
a. Speaking Achievement…………………..
b. The Indicators of Students Achievement
In speaking…………………………………
2. Media……………………………………….......
11
13
a. Kinds of Media………………
13
b. ‘Magic-Square’ Game………
14
c. Teaching Speaking With The
‘Magic-Square’ Game…………………..
16
d. The Procedure of Teaching Speaking
With The ‘Magic-Square’ Game………...
e. Advantages and Disadvantages of using
18
‘Magic-Square’ Game in Teaching
Learning Process………………………….
21
a. Advantages………..…………………...
21
b. Disadvantages………………………….
22
f. The Scenario of Treatment……………….
23
B.
Conceptual framework…………………………..
24
C.
Hypothesis……………………………………….
25
CHAPTER III RESEARCH METHODOLOGY
A.
Research Design………………………………….
26
B.
Population and Sample…………………………..
26
a. Population……………………………………..
26
b. Sample…………………………………………
27
C.
Technique of Collecting Data…………………….
27
D.
Scoring the Test…………………………………..
28
a. Accent…………………………………............
29
b. Grammar………………………………............
29
c. Vocabulary……………………………………..
30
d. Fluency…………………………………………
31
e. Comprehension…………………………………
31
E.
F.
The Reliability and Validity of the Test
a. Reliability………………………………………
32
b. Validity…………………………………………
34
Technique of Data Analysis……………………….
35
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
A.
Research Findings………………………………...
39
B.
Discussions………………………………………..
40
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A.
Conclusions……………………………………….
41
B.
Suggestions……………………………………….
42
REFERENCES
LIST OF TABLES
Table
Page
1.1.
KKM List of Grade XI SMK HARAPAN Stabat………...
2.1.
Teaching Procedures in Control Group………
18
2.2.
Teaching Procedures in Experimental Group…………
20
2.3.
Scenario of treatment using magic-square game
23
3.1.
Research Design……………………………………
26
3.2.
FSI Weighing Table………………………………..
32
3.3.
The Calculation of Reliability of the Test……………..
33
3.4.
The Result of Pre-test and Post-test of the Experimental Group…
36
3.5.
The Result of Pre-test and Post-test of the Control Group…
37
3
LIST OF APPENDIXES
Appendix
A
Lesson plan of the experimental and control
group………………………………………………
43
The Score of pre-test and post-test in experimental
group and control group…………………………...
66
The Calculation of T-Test for the
Experimental Group................................................
70
D
The calculation of reliability of the test…………..
73
E
Percentage points of the T-Distribution
Tail Probabilities…………… ……………………..
74
The samples of transcription from pre-test and
post-test……………………………………………..
76
B
C
F
Page
CHAPTER I
INTRODUCTION
A. The Background of the Study
English Speaking needs constant practice, especially for those who study
English as a foreign language. The proficiency in speaking English is highly required
in this era of globalization and challenges. This is extremely necessary for those who
would like to get a job related to English-Qualification. In Indonesia, English has
been taught since kindergarten up to university level. It is clearly expected that
graduation students are able to show their performance in English speaking ability.
Speaking hold an important role as one of basic four skills of English.
Millions of people around the world today want to improve their English Speaking. In
order to support people’s needs in mastering English, many different ways of
teaching strategy are available. Teaching media such as books, booklet, videotutorials, internet and other language teaching materials and resources are available.
As an English teacher, the main purpose of teaching English is to aid students
in developing their ability to speak automatically and spontaneously, to describe
orally about objects around them, then discuss it in group. Students are directed to
describe an object or a specific topic within the frame of the object as instructed by
1
the teacher. Erik Palmer, in his book Well Spoken, states that speaking well really is
an art, though most of us have been speaking since we were young children.
Carefully choosing our words, organizing our ideas so they are easy to follow,
captivating an audience by employing effective gestures or changing our pace in
speech—these are the building blocks of good public speaking. Every student can
learn them, practice them, and perform them. But first, they need conscientious
teachers who will show them how.
In teaching learning process of speaking, students find that speaking is
difficult to practice. When the teacher asks the students to express their ideas or
opinion orally, most of them are too afraid or too shy. Therefore, make the students
lazy to take part and their speaking skills would not improve.
Febriyanti, in her thesis Teaching Speaking of English as a Foreign Language:
Problems and Solution, states that speaking is one of the language skills that are very
essential to support further oral communication, but it is the most difficult skill to
develop. In line with Febriyanti, Nascente states that foreign language learners have
two problems, both internally and externally. Internally, they may experience the
feeling anxiety, and reluctant to use the target language because they afraid to make
mistakes.(2001:18)
The same happenings happen to the writer during Program Pengalaman
Lapangan Terpadu at SMK HARAPAN STABAT, Kabupaten Langkat. Many of the
students cannot speak English spontaneously. Most students are passive in the
classroom. The students have low ability in expressing their ideas. In fact, the
students’ lack of speaking skills was influenced by the ways of teaching. Mostly, the
teacher simply assigns the students to do the questions in text book, reading-writing
comprehension, but rarely practice the speaking skills. As the result, very view
students have any interest to speak in English. It means teachers have to be concerned
with the students’ speaking achievement by doing it in different strategy.
Many teachers today agree that students should learn to speak English by
interacting with others routinely. Students should practice regularly those speaking
components, such as pronunciation, grammar, vocabulary and fluency. In brief,
English teacher should be more creative in developing their teaching-learning
strategy.
Inisial siswa
Nilai
KKM
A.L
50
70
A.A
60
70
B.N
60
70
M.D
50
70
M.M
65
70
For this reason, English teachers should apply appropriate and interesting ways to
teach speaking. It is assumed that students can be more excited when teachers use
proper games to deliver the lessons. There are many kinds of games to teach English.
In teaching learning process, language games such as scrabble, puzzle, word-guessing,
magic-square etc can attract students’ attention to study and be more active in the
class.
One of the simplest games is the magic-square game. This magic-square
game is used to encourage students to improve their speaking achievement. Magicsquare game is a game where students are given four topics in a square shape, then
discuss it in group. The main good point of the game is that the game is low budget
and easily modified. It can be played with colorful flash cards and even played simply
using whiteboard and marker. This is the reason why the writer will use this game as
a media in teaching. With this game, students do not feel like they are studying,
instead they will feel like they are playing. Therefore, it will increase their interest in
studying. This is the reason why the writer use this game as a media in teaching.
Therefore, in this research, the writer tried to investigate the effectiveness of using
magic-square game to improve students’ speaking achievement.
B. The Problem of the Study
In reality, many students are not able to speak English fluently. In order to
solve the problem, the writer uses the magic-square game as a media to improve
students’ speaking achievement in speaking. In line with the background of the study,
the problem is formulated as follows: “ does the use of magic-square game
significantly affect the students speaking achievement?”
C. Objective of the study
Related to the problem of the study, the objective is to see the significance of
using magic-square game in improving students’ speaking achievement
D. Scope of the study
The ‘magic-square’ game is a media that can be used in teaching learning
process. It is a game that played in group, to ease the students’ nerve. Using this
game can make the atmosphere in classroom more relax and students can absorb the
lesson better. By playing this game, students will be more interested and more active
in learning. They will feel something new from what they usually get in classroom.
Related to the problem of the study, the objective is to see the significance of using
magic-square game in improving students’ achievement in speaking
In this thesis, the researcher limits this study only on the use the magic-square
game in order to improve students’ achievement in speaking English. It is highly
expected that the learners are able to speak out after practicing the game regularly.
E. Significance of the study
As this thesis is concerned with the effect of the magic-square game on
students’ speaking achievement, the result of the findings will provide valuable input
to:
(1) English Teachers. The findings will give more information about how to
improve students speaking using game as the media,
(2) Students. The finding of this study will give them information in
selecting the interesting and effective media to improve their speaking
achievement and
(3) Those who are interested in carrying out further research related to this
research. The findings of this study are expected to provide some valuable
information.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
This study is an attempt to discover the effect of using magic square game on
10th grader students speaking achievement. It is found that the use of magic square
game improve students’ speaking achievement. This is seen from the calculation of
T-Test. Therefore, the students taught by using magic square game have higher
ability in expressing their ideas orally, than that taught without using magic square
game as the media. At the last meetings, students showed their best to speak out to
describe the topic given. Students looked more confident than the first meetings. So,
the hypotheses formulated as “there is a significant improvement on students’
speaking achievement after
using magic square game” is accepted.
B. Suggestions
This study has showed that the use of magic square game could improve
students’ speaking achievement. The following suggestions are offered: (1) the
English teacher are suggested to use magic square game as media in teaching English,
because it will reduce the tension in studying. Interesting objects, topics and
sufficient time will help to stimulate students’ interest (2) The students also could use
magic square game in learning process because practicing English in group regularly
will help to improve students’ learning capacity
41
(3) Other researchers who are intended to carry out further research related to magic
square game as media in teaching, because this thesis focuses on game as the media
in teaching English speaking
REFERENCES
Benoit,R.Team Teaching Tips for Foreign Language Teachers.TEFL/TESL Journal Archieves
Broughton,G Brumfil,C Flavell,R Pincas,A.1980.Teaching English as a Foreign
Language.USA and Canada:Routledge
Counihan,Gerard.Teach Students to Interact,Not just Talk.TEFL/TESL Journal
Archieves
Deesri,A.Games in the ESL and EFL Class. TEFL/TESL Journal Archieves.
Franciosi,S,J.Making ESL/EFL Classroom Activities More Game- Like.TEFL/TESL Journal
Archieve
Frau-Meigs, D.2006.Media Education
Fulcher,G Davidson,F.2007.Language Testing and Assessment.USA and Canada:Routledge
Fulcher,G.2003.Testing Second Language Speaking.New York:Longman
Gerot, Linda and Peter Wignell. 1994. Making Sense of Functional Grammar; an Introducy
Workbook. Gerdstabler.Antipodean Educational Enterprise.
Harmer, J. 2004.How to Teach English. Longman House
Heaton, J. B. 1975. Writing English Languages Test. London. Longman Handbook.
Hismanoglu,M.Language Learning Strategies in Foreign Language Learning and
Teaching. TEFL Journal Archieves
Hughes, A. 2003. Testing for Language Teacher.2Ed Cambridge: Cambridge
University Press.
Kothari, C.R. 2004. Research Methodology: Methods and technique 2nd Revised Edition. New
Delhi:New Age International (P) Ltd.
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