THE USE OF GAMES IN IMPROVING SPEAKING SKILL BY THE FIFTH GRADE STUDENTS OF MIN KETITANG, BOYOLALI
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THE USE OF GAMES IN IMPROVING SPEAKING SKILL BY
THE FIFTH GRADE STUDENTS OF MIN KETITANG,
BOYOLALI
FINAL PROJECT REPORT
Submitted as a Partial Requirement in Obtaining Degree in the English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University
Etika Setiyaningrum C9308025
ENGLISH DIPLOMA PROGRAM
FACULTY OF LETTERS AND FINE ARTS
SEBELAS MARET UNIVERSITY
2011
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APPROVAL OF CONSULTANT
Approved to be examined before the Board of Examiners, English Diploma Program, Faculty of Letters and Fine Arts,
Sebelas Maret University
FINAL PROJECT REPORT
Title : THE USE OF GAMES IN IMPROVING SPEAKING SKILL BY THE FIFTH GRADE STUDENTS OF MIN KETITANG, BOYOLALI Name : Etika Setiyaningrum
NIM : C9308025
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Accepted and Approved by the Board of Examiners, English Diploma Program, Faculty of Letters and Fine Arts
Sebelas Maret University
Report Title : THE USE OF GAMES IN IMPROVING SPEAKING SKILL BY THE FIFTH GRADE STUDENTS OF MIN KETITANG, BOYOLALI
Student’s Name : Etika Setiyaningrum
NIM : C9308025
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iv MOTTO
Today must be better than yesterday.
Don’t depend on others but rely on yourself.
“Undoubtedly, Allah will elevate people who believe among you and people who were given science, some degree of”
QS. Al Mujadilah:11
“Indeed, Allah is along with patient people” QS. Al Baqarah:153
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DEDICATION
This final project is dedicated to:
1. My beloved mother 2. My beloved father
3. My beloved brother and sister 4. All of my beloved family
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vi PREFACE
First of all, the writer would like to thank Allah SWT for His Great Blessing. The writer also would like to thank everyone who gave her support and guidance, so that she is able to finish writing this final project report, entitled “The Use of Games in Improving Speaking Skill to the Fifth Grade Students of Min Ketitang”.
The final project was arranged based on the job training in MIN Ketitang. In this final project, the writer explains the process of teaching English-speaking by using games and the effectiveness of using the games. The final project also contains some problems and solutions in teaching English-speaking by using games.
The writer realizes that this final project is far from being perfect, therefore the writer welcomes suggestions and advices in improving this final project. Hopefully, this final project will give some benefits to the readers.
The writer
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ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin. All praise for Allah SWT the Almighty. The writer realizes that she could not accomplish this final project report without some helps from several kind people. Therefore the writer would like to express her sincere gratitude to:
1. The dean of Letters and Fine Arts Faculty, Sebelas Maret University, Drs. Riyadi Santosa, M.Ed, Ph.D.
2. The head of English Diploma Program, Yusuf Kurniawan, S.S., M.A., thank you for your patience and advice.
3. Dr. Tri Wiratno, M. A, as my supervisor. Thank you very much for time, guidance, patience and giving me suggestions to finish this final project. 4. Dr. Sri Marmanto, M.Hum as my academic supervisor. Thank you for
your guidance.
5. All of the lecturers of English Diploma program, for the guidance and the lecture.
6. All staffs in Faculty of Letters and Fine Arts. Thank you for your help. 7. The Headmaster of MIN Ketitang, Sardi, S.Pd.I. I do thank you for
permitting me to do job training in MIN Ketitang.
8. All teachers in MIN Ketitang, for your kindness and hospitality.
9. All of my students in MIN Ketitang, especially for the 5th grade, thank you very much. You are so nice.
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10.My beloved parents, I do love you all. Thank you very much for giving me everything. Without you, I am nothing.
11.My beloved brother and sister, you are the best, I love you all.
12.My best friends, Asri, Artika, Sari, Erni and Nessa. Thank you for your love and support. I will always remember our fine memories.
13.All of my friends. Thank you so much for your patience, support and kindness.
14.Miss Susi and Miss Devi. Thank you for being my friends. 15.Mb Heni, thank you for your guidance.
Finally, I want to express my gratitude to all of the people who have helped me during my study in English Diploma Program.
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ix ABSTRACT
Etika Setiyaningrum. 2010. The Use of Games in Improving Speaking Skill by the Fifth Grade Students of MIN Ketitang, Boyolali. English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University.
This final project report was arranged based on the job training done by the writer as an English teacher in MIN Ketitang, Boyolali, started from February 1st, 2011 until May 26th, 2011. The objectives of this report are to describe the process of teaching English speaking by using games, to describe the effectiveness of using games in improving students’ speaking ability and to reveal the problem and solution in teaching English speaking by using games.
The process of teaching and learning English speaking to the fifth grade students of MIN Ketitang consists of four steps based on the lesson plan made by the writer before. Those steps are warming up, presentation, production and closing. In teaching English speaking, the writer applied games as the technique of teaching. The games applied by the teacher were pass the message and Kim’s game, which belong to memory game.
Based on the discussion, the use of games is an effective way to improve
students’ speaking skill, since it can encourage the students to speak English.
Game can also motivate the students to learn English.
The writer encountered some problems during the process of teaching speaking to the fifth grade students of MIN Ketitang. The problems are limited teaching material, class management, students’ interest and the mother tongue interference. The writer also suggested the solution to overcome those problems, such as looking for other sources to overcome the limitaion of teaching material and asking the students to sit down by using louder voice to handle the noisy students. The writer also applied games and gave the active students a reward to
attract the students’ interest. The writer asked the students to repeat after she
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TABLE OF CONTENTS
TITLE ... i
APPROVAL OF CONSULTANT ... ii
APPROVAL OF THE BOARD OF EXAMINERS ... iii
MOTTO ... iv
DEDICATION ... v
PREFACE ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENTS ... x
CHAPTER I : INTRODUCTION ... 1
A.Background ... 1
B. Objectives ... 3
C.Benefits ... 3
CHAPTER II : LITERATURE REVIEW ... 4
A.Teaching English to Young Learners ... 4
B. Teaching Speaking to Young Learners ... 6
C.Teaching Speaking to Young Learners by Using Game ... 7
CHAPTER III : DISCUSSION ... 11
A.Description of MIN Ketitang ... 11
1. General Description of MIN Ketitang... 11
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3. Extracurricular Activity ... 12
B. Job Training Activity ... 13
1.Class Observation ... 13
2.Making Lesson Plan ... 14
C.Discussion ... 15
1.The process of teaching English by the fifth grade students of MIN Ketitang ... 15
2.The effectiveness of using games in improving speaking ability to the fifth grade students of MIN Ketitang ... 24
3.The problem and solution in teaching speaking to the fifth grade students of MIN Ketitang by using games ... 25
CHAPTER IV : CONCLUSION AND SUGGESTION ... 27
A.Conclusion ... 27
B. Suggestion ... 29
BIBLIOGRAPHY APPENDICES
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THE USE OF GAMES IN IMPROVING SPEAKING SKILL BY THE FIFTH GRADE STUDENTS OF MIN KETITANG,
BOYOLALI
Etika Setiyaningrum1
Dr. Tri Wiratno, M.A.2
ABSTRACT
2010. English Diploma Program, Faculty of Letters and Fine Arts, Sebelas Maret University.
This final project report was arranged based on the job training done by the writer as an English teacher in MIN Ketitang,
Boyolali, started from February 1st, 2011 until May 26th, 2011. The
objectives of this report are to describe the process of teaching English speaking by using games, to describe the effectiveness of
using games in improving students’ speaking ability and to reveal
the problem and solution in teaching English speaking by using games.
The process of teaching and learning English speaking to the fifth grade students of MIN Ketitang consists of four steps based on the lesson plan made by the writer before. Those steps are warming up, presentation, production and closing. In teaching English speaking, the writer applied games as the technique of teaching. The games
applied by the teacher were pass the message and Kim’s game,
which belong to memory game.
Based on the discussion, the use of games is an effective way to
improve students’ speaking skill, since it can encourage the
students to speak English. Game can also motivate the students to learn English.
The writer encountered some problems during the process of teaching speaking to the fifth grade students of MIN Ketitang. The problems are limited teaching material, class management,
students’ interest and the mother tongue interference. The writer
1
Mahasiswa Jurusan D III Bahasa Inggris dengan NIM C9308025
2
Dosen Pembimbing
also suggested the solution to overcome those problems, such as looking for other sources to overcome the limitaion of teaching material and asking the students to sit down by using louder voice to handle the noisy students. The writer also applied games and
gave the active students a reward to attract the students’ interest.
The writer asked the students to repeat after she pronouced a word in order to make them good in pronounciation.
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CHAPTER I
INTRODUCTION
A.
Background
Language is an important part of human life. People use the language to communicate, give information, deliver knowledge and so forth. As Halliwell stated that a language is not just a „subject’ in a package of knowledge and a set of information and insights. Nevertheless, it is a fundamental part of human being. (Halliwell, 1998:11)
Nowdays, The role of foreign language is important, especially English language. As an international language, English is the most widespread language in the world. Many countries in the world use this language to communicate and maintain relationship internation. Even, English is used as the major language of news and information in the world. It is also used in business, maritime communication, international air traffic control and so forth.
Seen from the use of English, it is important to learn English language, especially in Indonesia. As a developing country, which needs competence of human resources, Indonesia should facilitate the Indonesian people to learn English, for instance, teaching the English lesson in school. Now, the goverment has realized it by including English lesson as compulsory subject in Junior and Senior High School. Even, English lesson is taught in Elementary School as a local subject.
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Speaking is an important aspect in teaching English. People learning English expect to be able to use it for talking to each other. Therefore, they should practice the language as often as possible. According to Tiedt (1967:101), the ability to speak effectively can differ between success in life and the lack of success; then, verbal facility can cover an individual’s deficiencies. It shows that someone’s ability to speak will determine his/her succeed in life.
However, learning spoken English is not as easy as we imagine. We have to consider the vocabulary, pronunciation, stress, intonation, grammar, and so forth. Besides that, nervousness or stage fright is the fundamental factor that influences someone in speaking. Therefore, the students should be trained to speak as early as possible, like in elementary school.
The teacher should be creative in motivating the students to speak, because many children are lack of confidents to speak, especially in public area. By talking as often as possible, children are able to speak fluently. Halliwel (1998:8), said “children need to talk, without talking they can not become good at talking”.
From the explanation above, the writer was interested in teaching speaking using games to the fifth grade students in MIN Ketitang. The writer wants to develop the students’ speaking ability. Besides that, the writer wants to create new atmosphere in classroom, because the English teacher usually teaches vocabulary, reading text and writing in every meeting. Therefore, the writer decided to make a
report, entitled “THE USE OF GAMES IN IMPROVING SPEAKING SKILL
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B.
Objectives
Based on the background above, the objectives of this final project report are formulated as follows:
1. To describe the process of teaching English speaking to the fifth grade students of MIN Ketitang using games.
2. To describe the effectiveness of using games in improving speaking ability to the fifth grade students of MIN Ketitang.
3. To reveal the problem and solution in teaching English speaking to the fifth grade students of MIN Ketitang by using games.
C.
Benefits
The writer hopes that this final project report will bring benefits for: 1. The English Teacher of MIN Ketitang
Hopefully, this final project report can be a reference for the English teacher in improving students’ English speaking ability. Furthermore, the teacher will be able to apply a right technique in teaching speaking to the students in class. 2. The Readers
It is expected that this final project report can give useful information to the readers concerning in teaching English speaking.
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CHAPTER II
LITERATURE REVIEW
In this chapter, the writer will discuss some literature reviews related to the topic in this final project report. Here, the writer presents three main topics, teaching English to young learners, teaching speaking to young learners and teaching speaking to young learners by using game. Each topic will be explained in details bellow:
A. Teaching English to Young Learners
Young learners mean children who are five or six years old up to eleven or twelve years old (Philips, 1996:5). Moreover, Brumfit (1995:v) said “Young learners mean children in the early stages of their schooling, up to the age of 13 or 14”.
Meanwhile, Scott and Ytreberg (1990:1) divided children into two categories: five to seven years old, all at level one and beginner stage, and eight to ten years old, may also be beginner or they may have been learning the foreign language for sometime.
Childhood is the best time to teach language, because children learn language very easily and enjoy learning another language. They also love to explore new sounds and love to design new words (Petersen and Hayden, 1961:221).
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Teaching English to children is not easier than teaching English to adults, because children is different from adult. Therefore, before teaching the lesson, the teacher should understand the characteristics of their students. Scott and Ytreberg tried to differentiate the characteristics of children who were five to seven years old and children who were eight to ten years old.
A. The five to seven years old
1. They use language skill before they are aware of them 2. They have a very short attention and concentration span 3. They are often happy playing and working alone
4. They love to play and learn best when they are enjoying themselves
5. They are enthusiastic and positive about learning B. The eight to ten years old
1. Their basic concepts are formed. They have very decided views of the world
2. The can tell the difference between fact and fiction 3. They ask questions all the time
4. They are able to make someone decisions about their own learning 5. They are able to work with others and learn from others
Scott and Ytreberg (1990:2-4) According to Halliwell (1998:3), children already have great skill in using limited language creatively, have a ready imagination, and take great pleasure in finding and creating fun in what they do. Meanwhile, Brumfit (1995:v) states that
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children tend to be keen and enthusiastic learners. They also need physical movement and activity as much as stimulation for their thinking.
Furthermore, the teacher must aware to the fact that each student is different. Each child attends to school with different experience, attitude, value, intellectual, social and emotional maturity (Petersen and Hayden, 1961:44). After knowing the abilities of each student, the teacher is expected to be able to use right approach and method in teaching English.
B. Teaching Speaking to Young Learners
The duty of language teacher is to develop students’ ability to use the language for a variety of communicative purpose (Byrne, 1986:1). Therefore, speaking is the most important skill to be taught, especially to children. Moreover, the teaching of spoken language in elementary school concentrates entirely upon the function of language as communication (Petersen and Hayden, 1961:117).
Nonetheless, teaching speaking, as foreign language, to children is not an easy one, because it is usually affected by their mother tongue. Besides, to be able to speak, children should organize their thought. Petersen and Hayden (1961:118) state that spoken language is closely related to mental development. Before someone can use the expressive language properly, he must have developed a mental language used to formulate concepts and organize thoughts.
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Teaching English speaking to children needs some techniques in order to
attract the students’ attention. Here are some techniques in teaching speaking,
described as follows: 1. Using gesture
It means that the teacher uses their gesture or body language in teaching activities. According to Halliwell (1998:4), when the teacher
will develop students’ skill, the teacher can use gesture, intonation,
demonstration, action and facial expression to deliver the meaning of something.
2. Using role-play (dialogue)
It is commonly used in teaching speaking in class. In role-play the students are pretending to be someone else like the teacher, or their parents, or shopkeeper, etc. (Scott and Ytreberg, 1990:40). It is good activities, because the students become the model. Further, they can improve their speaking skill directly, during the activity is running. 3. Question and answer
Question and answer practice is one of the overworked ways of giving language practice in the classroom (Byrne, 1986:48). The teacher gives some questions related to the topic and the students should answered it orally.
4. Using picture or puppet
The use of puppet in speaking class means that the students are learning by playing. Children in elementary school enjoy puppets,
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because puppet shows are dramatic activity, which can attract the children (Petersen and Hayden, 1961:137). They can tell a story or make a conversation by using the puppet.
5. Using game
The use of game in teaching speaking can motivate the students to use the language in the class. It will be interesting for them. Games can be used to improve the learners’ command of item of language and to provide the learners with opportunities to use the language (Byrne, 1986:100).
6. Singing a song
It is an interesting activity to the students. Children respond strongly to music and rhythm, so they are more easily able to learn a song than spoken text. Songs are useful for teaching the stress pattern and rhythm of English (Philips, 1996:38). It shows that song can improve learners’ speaking ability.
Although there are many techniques used to attract the students’ attention, there are several obstacles in improving speaking skill. They are:
1. The size of the class
2. The arrangement of the classroom
3. The number of hours available for teaching the language.
4. The syllabus and particularly examinations, which may discourage us from giving adequate attention to the spoken language.
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C. Teaching Speaking to Young Learners by Using Game
The teaching of English language, especially teaching speaking, should be fun. Without activities, which are fun, the students will be bored and they cannot absorb the lesson well. One of the ways to make it fun is applying games in class activities. Children want to play and learn through playing and games provide context, reason and routines for playing (Brumfit, et.all, 1995:142). Therefore, the use of games in teaching speaking is necessary.
Game may be defined as an activity governed by rules that set up clearly determined goals (Brumfit, et.all, 1995:142). Meanwhile, Byrne (1986:100) states that game is a form of play, governed by certain rules or convention.
Jones (1986) in Brumfit’s book states, “Game is played when one or more
players compete or co-operate for pay-offs according to a set of rules” (Brumfit, et.all, 1995:142). It shows that through games, learners not only learn language, but they are also trained to interact with each other. Learners also can practice and internalize vocabulary, grammar and structures through games (Cross, 1991:153).
Wright, et.all (1989:1) state that games help and encourage many learners to maintain their interest and work. It also helps the teacher to create context in which the language is useful and meaningful. Nevertheless, the teacher must consider what games that will be applied in teaching speaking activities, because different games will benefit children in different ways (Brumfit, et.all, 1995:146). There are several kinds of games, which can be used to teach English. Nevertheless, not all games can improve students’ speaking ability. It is caused
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every game has difference rule and focus of skill. There are games, which can be only organized to improve writing skill or reading skill, like cross-road game. Besides, there are also games, which can be organized to improve speaking skill. Games, which can be used to improve students’ speaking ability are guessing and speculating games, memory (remebering) game, describing game, connecting game, and creating game (Wright, and Buckby, 1989).
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CHAPTER III
DISCUSSION
A. Description of MIN Ketitang 1. General Description of MIN Ketitang
MIN (Madrasah Ibtidaiyah Negeri) Ketitang is one of islamic elementary school in Nogosari district. It was established in 1918. It is located in Tlangu, Ketitang village, Nogosari district, Boyolali regency. This school was legitimated on July 8, 1997. Its building is about 1646 m2. It consists of nine classrooms, a headmaster office, a staff office, a teacher office, a computer laboratory, a school clinic, a library, a warehouse and three lavatories.
Totally, there are 21 employees in the school; they are a headmaster, 3 administration staffs, 6 class teachers, 10 subject teachers and a school keeper. Totally, there are 191 students studying in MIN Ketitang. It consists of first, second, third, fourth, fifth and sixth grade. The first, second and third grade are divided in to two classes, IA and IB, IIA and IIB, IIIA and IIIB. IA consists of 17 students and 1B consists of 18 students. IIA consists of 14 students and IIB consists of 16 students. IIIA consists of 19 students and IIIB consists of 20 students. In the fourth grade, there are 26 students. 30 students are in fifth grade and the sixth grade has 31 students.
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2. Vision and Mission a. Vision
To realize democratic education based on Islam b. Mission
1. Holding the process of teaching and learning that is effective and efficient
2. strengthening cross-sectoral collaboration with KISS (Coordination, Integration, Simplification, and Synchronization)
3. Developing a quality performance
4. Implementing the education based on the equaling of faith and devotion (IMTAQ) and science and technology (IPTEK)
3. Extracurricular Activity 1. Scout
This extracurricular is done to train the students’ dependence, disciplines and team work. This activity should be participated by the students of grade 3 to 5. It is held on every Saturday, at 2 p.m.
2. Drum band
MIN Ketitang holds drum band as an extracurricular since it can
improve students’ talent in music. This activity should be participated by
the students of grade 3 to 5. It is held on every Thursday, at 2.30 p.m. 3. Computer
The purpose of this extracurricular is to train the students in facing the technology advance. This activity should be participated by all of the students. It is held in everyday, after school.
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4. Religion
As an Islamic school, MIN Ketitang wants to train the students to be a good person by holding a course related to Islam. In this activity, the teacher trains the students how to read the holly book - Al Qur’an and teaches about morals. It should be participated by all of the students. It is held in everyday, after school.
B. Job Training Activity 1. Class observation
Class observation was done to observe the classroom condition and the way the teacher taught and managed the class. The writer did class observation for four days, started from 26th to 29th January 2011.
In doing class observation, the writer came to the class with the teacher. When the teacher was teaching, the writer observed the activities in the class. The writer observed the way the teacher taught the students and managed the class. Besides, the writer observed the facilities provided by the school. Here, the writer paid attention and took a note.
When teaching the lesson, the teacher used grammar translation method. She mostly used Indonesian language in conveying the material because she found that the students had difficulties in communicating in English. Nonetheless, she kept trying to speak English. Actually, the English teacher is a mathematics teacher. She handled English subject from the fourth grade up to the sixth grade. Meanwhile, the first grade up to the third grade is handled by class teacher.
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Finally, the writer decided to teach English subject in fourth and fifth grade. However, the writer chose the fifth grade as her focus in final project report.
The students’ characteristic of each grade was different. The fourth grade
students were the most crowded one. They liked to play around and made some noises. The fifth grade students were the second one, but they had high motivation to study english.
Talking about the facilities, in each class, there are cupboard, student’s
desk, blackboard, whiteboard, a set of teacher’s desk and a fan. All of the facilities
are good.
2. Making Lesson Plan
Lesson plan is the most important part before conducting teaching activity. It helps the teacher in organizing the lesson efficiently and effectively. It is also to guide the teacher in teaching and learning process, so the teaching and learning process can run well.
Lesson plan includes a description of the objectives of the lesson, the activities students will carry out, the time needed for each activity, teaching aids to be used, teaching strategies to be used. (Richard and Lockhart, 1994:79). In the lesson plan, one topic can be presented more than one meeting. It depends on the length of time and the students’ understanding.
In making a lesson plan, the writer used the materials taken from students’ worksheet (LKS), named Seruni, and made it by herself. The writer applied the lesson plan containing warming up, presentation, production, and closing.
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C. Discussion
1. The process of teaching English speaking to the fifth grade students of MIN Ketitang
The process of teaching English was writen based on the writer’s experience when she did job training for two months. The writer focused in improving the fifth grade students’ speaking skill by using game. Nevertheless, she also gave some excersices which can improve their listening, reading and writing skill. The English subject for the fifth grade is taught every Saturday. It started from 8.10 a.m until 8.45 a.m and continued at 9.00 a.m. to 9.35 a.m. Therefore, the writer has 70 minutes to teach in every meeting. The teaching process was presented below.
1. Warming up
The first thing that the teacher has to do in teaching and learning process is greeting. Its aim is to prepare the students’ readiness. In every meeting, the writer always greets the students to know the students’ condition and to familiarize them to greet someone in English.
Teacher : Good morning, class! Students : Good morning Miss! Teacher : How are you today?
Students : I am fine thank you. And you? Teacher : I am fine too, thank you.
Who is absent today? Students : Putri.
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Teacher : What’s wrong with her? Students : She is sick.
Teacher : I am sorry to hear that.
I hope she will get better soon.
After greeting, the writer asked the students to do TPR (Total Physical Response) by doing exercises or some movements, like raise your hands, stretch your hands, put your hand on your hip, nod your head, wiggle your hip, lift your left foot then your right foot. After that, the writer asked some questions related to the topic. Here, the writer taught about “Disease”.
Teacher : Have you ever got sick? Students : Yes, I have.
Teacher : What is it?
Students : Headache……, cold……, fever……..
Teacher : Ok. Now I will point some of you. What’s your name? Student : My name is Riki.
Teacher : Have you ever had toothache? Riki : Yes, I have.
Teacher : How do you feel? Riki : I feel pain in my tooth.
(Actually, when the writer asked the students, some students did not understand the meaning of the question and the way to answer it. Therefore, the teacher translated the questions and explained how to answer it. The
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teacher also guided them when answering the questions and corrected the
students’ mispronunciation).
2. Presentation
This step is the important part of teaching activity. The teacher demonstrates some vocabularies related to the topic. Without knowing the vocabulary first, the students cannot produce that word.
Here, the writer introduced some vocabularies of “Disease”. In presenting the material, the writer used flashcard. The writer showed the flashcards one by one and told the name of disease shown on the card. The students repeated what the writer said. If the writer heard the students’ mispronunciation, she asked them to repeat it until they could pronounce the word properly. The flashcard did not provide a name of the disease. It could train the students’ mind to remember the vocabulary.
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After that, the writer gave a formula how to tell someone’s condition, the use “have” and “has”, as follow:
I You
We They
Have
Headache She
He It
Has
Besides, the writer gave a formula how to ask someone’s condition, as follow:
1. What’s wrong with you? I have a toothache.
2. What’s wrong with him? He has a toothache.
3. What’s wrong with her? She has a toothache.
The writer explained the material as clearly as possible in order to make the students understand the lesson. To know the students’ understanding, the writer gave some exercises related to the material having been given.
3. Production
In this step, the writer gave some excersices. It was to know the
students’ understanding and to train them to be able to produce and use the
word. The writer showed some pictures of disease and asked them to guess it together and individually. After that, the writer invited the students to play games. Here the writer applied a game, namely ”memory game”. Its aim is to train the players’ brain to remember some words or sentences. This game contains several kinds of game, such as “what’s behind you”, “Kim’s
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game”, “pass the message” and so forth. Nonetheless, the writer only applied two kinds of the memory game. They are “pass the message” and
“Kim’s game”.
1. Pass the Message
In playing pass the message game, the students had to pass a message to their friend given by the writer. Firstly, the writer divided the students in to five groups. Each group consisted of six students. In making a group, the writer did not find a difficulty, because the arrangement of the students’ desk was different from ordinary students’ desk arrangement. From the desk arrangement, the students had been divided into groups and each group contained of six students. The arrangement of the students’ desk was presented below.
Teacher
Group 5 Group
1
Group 3
Group 4 Group
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This game only contained one section. There were five messages that should be passed by each group. Before playing game, the writer gave explanation the rules of the game. The rules of the game were: 1. The representative of each group (the first person) should come
forward to get the message by asking “what’s wrong with Andy (person’s name who is sick)?”
2. They should whisper the message to their neighbor.
3. The representative of each group (the last person) should come forward to convey the message to the teacher.
4. The group, which could pass the message correctly, got 10 score. 5. Grammatical error reduced the point, up to 5.
6. Wrong message did not decrease the point.
7. The group which was not fair, their point would be reduced 5 score it had.
8. The group, which had the highest score was the winner and would get a reward.
The steps of playing pass message game were as follow: 1. The teacher let the students know the name of person getting sick,
like “Andy”.
2. The teacher asked each group to dispatch their representative (the first person) to come forward to get the message.
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4. The teacher showed a card to them, containing picture and missing information.
5. The representatives should fill in the gap guided by the teacher. 6. The representatives came back to their chair and whispered the
message to their neighbour (the second person) based on the teacher’s instruction.
7. The sixth step was repeated until the last person got the message. 8. The last person came forward to convey the message.
9. The teacher asked them, “what’s wrong with Andy?”
10.The students who came forward whispered the message to the teacher one by one.
11.If the message were correct, the teacher would say, “Yes, that’s right,
10 for group 2” and wrote the score on the whiteboard. On the
contrary, if the message were wrong, the teacher would say, “No,
that’s not the message. If they made a grammatical error, the teacher
would say, “Actually, that’s the message but it should be Andy has a
headache, 5 for group 3”.
12.The teacher continued with other message, which is similar with the first message. The teacher also asked each group to turn their sit. So that, the last person would be the first person.
What’s wrong with Andy?
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2. Kim’s Game
In playing Kim’s game, the students should recall information
from several pictures, which have been showed by the teacher for a short time. Firstly, the writer divided the students in to five groups. Each group consisted of six students. This game contained two sections, elimination and final stage. The teacher showed five pictures in each section. Before playing game, the writer gave explanation the rules of the game. The rules of the game were:
1. The teacher showed a picture for 15 seconds and read the question related to the picture. Three questions for each picture.
2. Before answering the question, the group had to shout the bell. 3. The chance to answer was only once
4. The group which can answer the question got 10 score.
5. The group, which makes grammatical error, will not get point. 6. Wrong answer did not decrease the point.
7. The group which was not fair, their point would be reduced 5 score it had.
8. The group, which had the highest score was the winner and would get a reward.
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The steps of playing Kim’s game were as follow: 1. The teacher showed a picture of someone who is sick.
2. The teacher asked questions related to the picture.
3. The quickest group, which shouted the bell, would have the first chance to answer.
4. If the answer was right, the teacher would say, “Yes, you’re right, 10 for group 3” and wrote the score on the whiteboard. On the contrary,
if the answer was wrong, the teacher would say, “No, you’re wrong,
the others?”.
5. The teacher continued with several questions.
The other activity done in class was the writer invited the students to make conversation. The writer asked the students to make a short conversation in a pairs, containing the expression of asking
someone’s condition and the way to answer it. One of them should ask
their partner’s condition. The other one was given a picture of disease, as a person getting sick, and should answer their partner’s question based on the picture.
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4. Closing
After giving the material and some exercises, the writer reviewed the material that had been given. The writer made sure that the students understood or not by giving an opportunity to the students to ask question related to the material. After that, the writer gave homework taken from
LKS Seruni to make them keep learning at home. Finally, the writer ended
the lesson by saying, “Thank you for your attention and see you!”
2. The effectiveness of using games in improving speaking ability to the fifth grade students of MIN Ketitang
Game is really fun and interesting activities, especially for children. It also has many advantages towards teaching and learning process. Therefore, the writer applied game in teaching English, especially in improving students’ speaking ability. By applying game, the students enjoyed joining the class. They could easily understand the material.
The writer realizes that applying game is an effective way to improve students’performance, especially students’ speaking ability. It is proven when the writer applied games in teaching speaking to the fifth grade student of MIN Ketitang.
There are some reasons why the use of game become an effective way in
improving students’ speaking ability, such as game is interesting and challenging
activity, so it can motivate the students to learn English, especially in speaking activities. Besides, game can force the students to communicate and cooperate
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with others. It also can encourage the students to speak English, since they use English along the game.
3. The problem and solution in teaching English speaking to the fifth grade students of MIN Ketitang by using games
Teaching English to children is not the easy one, especially teaching speaking. The writer found some problems when teaching speaking was running. The problems were as follows:
1. Limited teaching material
The first problem that came up in the English speaking class is the teaching material. There is not any handbook to support the teaching English. The English teacher only used students’ worksheet (LKS), so the writer had difficulty in developing the material. Therefore, to overcome this problem, the writer tried to find other sources, such as internet, books and other references, which are relevant to the material.
2. Class management
The writer had difficulty in managing the class. The students were difficult to control and to pay attention to the teacher. When teaching and learning process was running, there were some students played around the classroom and sang a song. The writer tried to make them calm by asking them to sit down and pay attention, making her voice louder and staring at the students who played.
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3. Students’ interest
The students’ interest is low in learning English, especially in
speaking. They think that English speaking is difficult to learn since it is not their daily language. Besides, they should remember various vocabularies and the way to pronounce it. Therefore, the writer applied game to make the learning process more interesting. Besides, the writer gave reward to the active students.
4. The mother tongue interference
The main problem in teaching English speaking is the mother tongue interference since it determines the students’ pronunciation. Pronunciation is the most important skill that should be mastered in improving students’ speaking ability. All of the students of grade 5 use Javanese language as their daily communication, so they can not pronounce every word given by the teacher properly. To solve this problem, the writer asked the students to repeat after the teacher pronounced that word. This was done for many times to get the right pronunciation.
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CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the discussion in previous chapter, the writer draws some conclusion as follows:
1. There were four steps done by the teacher in teaching English. They were warming up, presentation, production, and closing. In teaching and learning process, the teacher still translated what she explained to her students, because she found thatseveral students could not understand what she said. Besides, the teacher also found that the students’ speaking ability was very poor, especially their pronunciation. Therefore, she applied games to attract the
students’ attention and make them study easly. To improve the students’
speaking ability, the teacher applied “Pass Message Game” and “Kim’s
Game” which belong to “Memory Game”. By playing these games, the
students were required to speak all the time. These games also required the students to produce a sentence. Therefore, it could also train the students how to make a good sentence.
2. Applying games in teaching and learning process is an effective strategy to be done. Game can motivate the students to learn English. As the matter of fact, the fifth grade students of MIN Ketitang were really highly motivated to learn English. Game is interesting and challenging for them. It can also improve
students’ speaking skill, because the students are required to speak all the
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time. Finally, the application of game in teaching and learning English is
really an effective strategy to improve students’ English performance. It can
also increase the students’ learning motivation.
3. Teaching English to young learners is difficult. Therefore, the writer found some problems when she taught English to the fifth grade students of MIN Ketitang. The writer also provided the solutions to handle those problems. a. Limited teaching material
There is not any handbook to support the teaching English, since the English teacher only used students’ worksheet (LKS). Therefore, the writer looked for other sources such as internet, books and other references.
b. Class management
The students were difficult to control and to pay attention to the teacher. Therefore, the writer asked them to sit down and pay attention, made her voice louder and stared at the students who played.
c. Students’ interest
The students’ interest was low in learning English, so the writer
applied some games and gave a reward to the active students. d. The mother tongue interference
Most the students could not pronounce every word given by the teacher properly, because of the mother tongue interference. Therefore, the writer asked the students to repeat after the teacher pronounced that word.
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B. Suggestion
1. The English Teacher in MIN Ketitang
Before teaching the students, the teacher should prepare the material by making a lesson plan. The teacher also should be able to motivate the students in learning English. The teacher should not only use students’ work sheet in teaching English, but also use students’ handbook. It is done to provide various materials. Besides that, she should be able to provide interesting materials in order to attract the students to join the class seriously. 2. The English Diploma Program
The English Diploma Program should prepare the students before doing job training, such as organizing more seminars related to the job descriptions of each mainstream – teaching, public relation, tourism and broadcasting - in order to make them more understand the work field faced during the job training.
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commit to user 4. Closing
After giving the material and some exercises, the writer reviewed the material that had been given. The writer made sure that the students understood or not by giving an opportunity to the students to ask question related to the material. After that, the writer gave homework taken from LKS Seruni to make them keep learning at home. Finally, the writer ended the lesson by saying, “Thank you for your attention and see you!”
2. The effectiveness of using games in improving speaking ability to the fifth grade students of MIN Ketitang
Game is really fun and interesting activities, especially for children. It also has many advantages towards teaching and learning process. Therefore, the writer applied game in teaching English, especially in improving students’ speaking ability. By applying game, the students enjoyed joining the class. They could easily understand the material.
The writer realizes that applying game is an effective way to improve students’performance, especially students’ speaking ability. It is proven when the writer applied games in teaching speaking to the fifth grade student of MIN Ketitang.
There are some reasons why the use of game become an effective way in
improving students’ speaking ability, such as game is interesting and challenging
activity, so it can motivate the students to learn English, especially in speaking activities. Besides, game can force the students to communicate and cooperate
(2)
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with others. It also can encourage the students to speak English, since they use English along the game.
3. The problem and solution in teaching English speaking to the fifth grade students of MIN Ketitang by using games
Teaching English to children is not the easy one, especially teaching speaking. The writer found some problems when teaching speaking was running. The problems were as follows:
1. Limited teaching material
The first problem that came up in the English speaking class is the teaching material. There is not any handbook to support the teaching English. The English teacher only used students’ worksheet (LKS), so the writer had difficulty in developing the material. Therefore, to overcome this problem, the writer tried to find other sources, such as internet, books and other references, which are relevant to the material.
2. Class management
The writer had difficulty in managing the class. The students were difficult to control and to pay attention to the teacher. When teaching and learning process was running, there were some students played around the classroom and sang a song. The writer tried to make them calm by asking them to sit down and pay attention, making her voice louder and staring at the students who played.
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3. Students’ interest
The students’ interest is low in learning English, especially in
speaking. They think that English speaking is difficult to learn since it is not their daily language. Besides, they should remember various vocabularies and the way to pronounce it. Therefore, the writer applied game to make the learning process more interesting. Besides, the writer gave reward to the active students.
4. The mother tongue interference
The main problem in teaching English speaking is the mother tongue interference since it determines the students’ pronunciation. Pronunciation is the most important skill that should be mastered in improving students’ speaking ability. All of the students of grade 5 use Javanese language as their daily communication, so they can not pronounce every word given by the teacher properly. To solve this problem, the writer asked the students to repeat after the teacher pronounced that word. This was done for many times to get the right pronunciation.
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CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the discussion in previous chapter, the writer draws some conclusion as follows:
1. There were four steps done by the teacher in teaching English. They were warming up, presentation, production, and closing. In teaching and learning process, the teacher still translated what she explained to her students, because she found thatseveral students could not understand what she said. Besides, the teacher also found that the students’ speaking ability was very poor, especially their pronunciation. Therefore, she applied games to attract the
students’ attention and make them study easly. To improve the students’
speaking ability, the teacher applied “Pass Message Game” and “Kim’s
Game” which belong to “Memory Game”. By playing these games, the
students were required to speak all the time. These games also required the students to produce a sentence. Therefore, it could also train the students how to make a good sentence.
2. Applying games in teaching and learning process is an effective strategy to be done. Game can motivate the students to learn English. As the matter of fact, the fifth grade students of MIN Ketitang were really highly motivated to learn English. Game is interesting and challenging for them. It can also improve
students’ speaking skill, because the students are required to speak all the
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time. Finally, the application of game in teaching and learning English is
really an effective strategy to improve students’ English performance. It can
also increase the students’ learning motivation.
3. Teaching English to young learners is difficult. Therefore, the writer found some problems when she taught English to the fifth grade students of MIN Ketitang. The writer also provided the solutions to handle those problems. a. Limited teaching material
There is not any handbook to support the teaching English, since the English teacher only used students’ worksheet (LKS). Therefore, the writer looked for other sources such as internet, books and other references.
b. Class management
The students were difficult to control and to pay attention to the teacher. Therefore, the writer asked them to sit down and pay attention, made her voice louder and stared at the students who played.
c. Students’ interest
The students’ interest was low in learning English, so the writer
applied some games and gave a reward to the active students. d. The mother tongue interference
Most the students could not pronounce every word given by the teacher properly, because of the mother tongue interference. Therefore, the writer asked the students to repeat after the teacher pronounced that word.
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commit to user B. Suggestion
1. The English Teacher in MIN Ketitang
Before teaching the students, the teacher should prepare the material by making a lesson plan. The teacher also should be able to motivate the students in learning English. The teacher should not only use students’ work
sheet in teaching English, but also use students’ handbook. It is done to
provide various materials. Besides that, she should be able to provide interesting materials in order to attract the students to join the class seriously.
2. The English Diploma Program
The English Diploma Program should prepare the students before doing job training, such as organizing more seminars related to the job descriptions of each mainstream – teaching, public relation, tourism and broadcasting - in order to make them more understand the work field faced during the job training.