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c. Observing d. Reflecting
e. Final Reflection skill by using card games after conducting cycle 2.
Students were active and responsible in the class. - Positive Result: the improvement of class situation, the
improvement of the students’ achievement. - Weaknesses: some of students still had problem in
pronouncing the words. - Positive Result: the improvement of students’ speaking
skill by using card games The students’ score from pre test 5,7; post test one 6,7;
post test two 7,1 Weaknesses: the students get bored without various
activities. More detailed explanation of the procedures of the study is described in
the following section:
2. Cycle 1
a. Planning Before implementing the action, the researcher was gave the students
of class 8C doing the pre test. It was conducted on Tuesday, October 12
th
2010. The aim of the pretest was to know how well student’s speaking skill as the average score was 5,7. Having identifying the students’
problem, the indicators and the causes of the problem, the researcher chooses a teaching material and technique to solve the problem. She
applied card games to teaching speaking, and used games for the technique applied in the speaking class.
In the first cycle the researcher made a preparation to conduct the research. She made a lesson plan. She prepared teaching material based on
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the curriculum that was about descriptive text. She chooses descriptive text about animals. She chooses appropriate technique to teach about animal in
speaking class. The technique was implemented by using games. The game was doing in the group work. It can make researcher easy to control
the class. The researcher taught 80 minutes in every meeting. The researcher
planned to use 10 minutes to greet the students and stated the topic. The researcher told the students that they were going to learn speaking by
using card games that day. It was to get the students’ attention and interest. The researcher also gave a lot of time to drill the students. The students
could drill every word until five times. The students could ask questions whenever they found problems. The researcher allocated 60 minutes to
give the students a chance to learn the material by doing the worksheet and to practice the pronunciation of the words that they have learned. The last
five up to ten minutes was to review and close the lesson. The teaching process of cycle one divided into 3 meetings.
Table 2. The schedule of cycle 1
Tuesday, October 26
th
2010 10.25-11.50 a.m.
First Meeting
Wednesday, October 27
th
2010 07.00—07.20 a.m.
Second Meeting
Tuesday, November 02
nd
2010 10.25-11.50 a.m.
Post Test
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b. Acting After doing pre test the researcher was doing the action. It was to
implement the planning. 1 First meeting
The first meeting was conducted on Tuesday, October 26
th
, 2010. The topic was about describing animals.
a Opening The researcher came to the class at 10.25 am and then greeted
the students. After greeting the students, the researcher checked the students’ attendance. No one was absent that day. Before starting
the lesson, the researcher told the objective of the lesson. She said that he students would like to learn about descriptive text, and the
title is describing animals. She also said to students that after the lesson, the students are able to express their feeling to describe
kind of animals. b Main Activity
The researcher gave the students example of descriptive text about animal “crocodile”. After giving them the text, the researcher
chooses the students to reading aloud the text. After that, the researcher asked the students mention the difficult word that they
have found from the text. The researcher asked students to say the word directly because she wanted that her students go revising
from the errors. Therefore the students could study from their
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mistakes. After the researcher explained more about descriptive text, the researcher checked students’ understanding about
describing animals. She showed the students kinds of picture card about animal. Then she asked them to choose one of picture card
and describe the animal which they chosen. Some students had different picture. After that the researcher asked them to describe
the animal in front of the class one by one. If the students made mistakes the researcher helped them and revising the errors.
c Closing In the end of the lesson, the researcher reviewed the material
that they have learned by giving them question based on the material. Then the researcher discussed the material together with
the students. Before leaving the class, the researcher gave them homework to do the exercise in the LKS.
2 Second meeting The second meeting was conducted on Wednesday, 27
th
October 2010. The topic was still about describing animals. In this phase the
researcher was doing the games. a Opening
The researcher came to class at 07.00 am. Before checking students’ attendance the researcher asked the captain of the class to
lead praying. Then researcher asked the students that they would to play the game.
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b Main Activity Before doing the games the researcher asked the students to
discuss their homework and gave them score from their exercise. Then, the researcher divided the class into five groups. Every
group consists of seven students. Then the researcher gives one envelope of picture cards to every group. Each group got different
picture. The researcher asked them to sit down together with their group. After that the researcher explained how to play the game. in
this game one students from each group came in front of the class, then the researcher put one of picture card and the student
explained the picture card to their friends. The students on their group tried to guess the animals. If they couldn’t answer the
question the other group could answer it. The groups who could answer the question get the card. When the game is over, the group
who has got more cards is the winner. c Closing
In the end of the lesson the researcher asked the students to discuss the material that they have learned and gave them question
based on the material. When the bell rang the researcher closed the class and say good bye.
3 Third meeting The third meeting was conducted on Tuesday, November 02
nd
2010. In this section the researcher was doing the post-test.
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a Opening The researcher came to the class at 10.25 am. Before start the
lesson the researcher asked to the students that she would doing the post test.
b Main Activity The researcher reviewed about the previous meeting that was
about describing animals. The researcher asked the students to give an example how to describe animal. Then, she asked the students to
come in front of the class and gave them picture card about animals. The researcher asked to the students to describe about
animal that they got. Every student didn’t know which kind animals that they got, because in this section the researcher was
given the picture card randomly. c Closing
After finishing the post test, the researcher gave comments for the students in general and closed the lesson that day.
c. Observing 1 First Meeting
In the first meeting, the researcher only explained the material. The researcher also gives them example how to describe kind of
animals. The students were asked to paid attention to the teacher. After that, the researcher asks them to make a description about kind of
animal that they like. Firstly, the researcher got a problem because she
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did not give the students example yet about how to describe animal. Therefore, the students got difficulty in making a sentence because
they didn’t know kinds of word to describing animals. “miss, sarang bahasa inggris nya apa?” said the eighth grade student. Besides that
they also got difficulty in using grammatical sentence. “miss, elephant have long nose, benar gak?” said the eighth grade students.
In this meeting the researcher still had a problem, because they didn’t ready follow the class yet. When the researcher asked them to
make description about animals, some of them refused and didn’t make description. Beside the problem above, the researcher found some
progress. Firstly, some of the students could make the description quickly. When the researcher checks their work, some of the students
got fewer mistakes. Before the class finished the researcher gave them word bank that they could use to describe kinds of animals. Then the
researcher asked them to make description of kinds of animals in their home as homework. When the bell was rang, the researcher closed the
class and say good bye. 2 Second Meeting
In the second meeting the researcher was doing game. The students looked happy to do that. When the researcher explained how
to play the game, the students give attention to the teacher. Before play the game, the researcher reviews the material in the last meeting. The
researcher asked the students their homework about describing
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animals. A lot of the students have finished their homework, but some of them couldn’t finish it. After giving them score, the researcher asks
the students to make a group. One group consists of 7 students. As what had been by eight students “kelompoknya terserah miss?” said
one of them. When they play the game the class was noisy but active. If one of them explained an animal, they always discuss with their
friends in one group what kind of animal that their friend explained. In the end of the game, group 5 is the winner, because they got more
picture card game than the other group. In monitoring the implementation of this cycle, the researcher
used observation to see the effects of conducting the cycle. The observation was conducted simultaneously when teaching learning
process took place. From the observation, she found that there was progress in
students’ speaking skill. This fact was supported by some indicators that reduced their intensities. For example: students got less difficulty
to explore their idea to describe kind of animals. In organizing the sentences they were good enough. They were not shy again if the
researcher asked them to come in front of the class or answered teacher’s question. Besides that, they looked more active in speaking
class.
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3 Third Meeting In the third meeting firstly the researcher reviews back the
material that they have been learning. Then the researcher asked the students to come in front of the class one by one. In the first and
second meeting, the teacher asks them to make a description about animal which they like or they choose, but in third meeting as we
called “post test” the picture card was given by the teacher, so they didn’t know what the animal that they got to be explained.
From the observation, the students looked more ready to follow the test. Although the students didn’t know which animal that they got
to be explained, the students still come in front the class when their name were asked by the researcher. But, when they describe kinds of
animal, some of them still made mistakes. For example: one of them pronounced “snake” as snæk which often actually should be sneìk.
The other problems when they pronounced “grass” as græs which often actually should be grά:s . But a lot of the students were good
enough in pronouncing the word. From the test the researcher found that by using card games there
was progress in students’ speaking skill. It could be seen from the increased mean score from 5,7 in pre test become 6,7 in post test.
Besides the explanation of implementing the actions above, the results of the observation of the teaching and learning process were
also supported by the interviews with the students about the use of card
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games in teaching speaking. A lot of them felt easier to describe kind of animals if they used picture card, because they could describe based
on the picture card. d. Reflecting
In the first meeting, the researcher found difficulties in adapting to the class condition since it was the first time she taught the students.
Moreover, the way she explained the material was so quick and the voice was not so loud. In the second meeting, the researcher had been more
relaxed, and the students were too. In the third meeting, the researcher should walk around the class with equal chance given to the students to
ask question, so she did not concern in particular part of the class. She should give the students more chance to explore the vocabularies needed
related to the speaking assignment. After conducting the first cycle continued with giving the first post-
test, the researcher did a reflection based on the analysis of the data gathered. From the evaluation, she found that there was progress in
students’ speaking skill. This fact was supported by some indicators that reduced their intensities. For example, students got less difficulty to
explore their idea to describe kind of animals. Some of the students were good enough in pronouncing the words. Besides, the students were not
ashamed to ask to the researcher about the difficulty they faced.
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The increased mean score from 5,7 in pre-test became 6,7 in post-test 1 supported the statement said that there was improvement in students’
Speaking skill. One indicator that had not been solved was about pronouncing the
word. Students still made mistakes in pronouncing some word to describe kind of animals. Besides, they also found difficulty in applying the suitable
vocabulary to express their ideas. Only few of them who brought dictionary, most of them did not bring tool to help them in finding the
vocabulary needed. As the result, the researcher during the lesson had to walk around the class to answer students’ questions about the meaning of
some words. Because the researcher still found some problems in the first cycle,
so she needed to conduct the second cycle. The problems in cycle one was students’ difficulties in memorizing and pronouncing the vocabularies
which used the speaking activities should be solved. It seemed necessary for her to use the same method but in different way. The researcher should
give more time for vocabulary activity and pronouncing words or sentences. She should also lessen the activities but stimulate the students
to be more active. In the second cycle the researcher still used games as the technique
in teaching speaking. The researcher also prepared the material that was about descriptive text and the theme was about describing people. In this
cycle the researcher more active to drill the students some words that can
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be used to describe people. To make students more enjoy following the class the researcher divided the class into several group. It can make
researcher easy to control the class, for the students it can make them felt comfortable to follow the class and do the exercises.
3. Cycle 2 a. Revising the plan
Based on the first cycle, it was found these were several remaining problems which needed to be solved in the second cycle. These were some
students’ difficulties in memorizing and pronouncing the vocabularies which used in the speaking activities.
In order to solve the problems, in the second cycle, the researcher planned to have same method but different topic that is about describing
people.
Table 3. The schedule of Cycle 2
Wednesday, November 3
rd
, 2010 07.00 a.m.-08.20 a.m.
First meeting
Tuesday, November 09
th
, 2010
10.20 a.m.-11.50 a.m. Second Meeting
Wednesday, November 10
th
, 2010 07.00 a.m.-08.20 a.m.
Post test
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b. Implementing the action 1 First Meeting
The first meeting was conducted on Wednesday, November 3
rd
2010. The material discussed about describing people. a Opening
The researcher came to the class at 07.00 a.m. after greeting, the researcher asked the captain of the class to lead praying, after that, the
researcher checking students attendance. Before opening the class he researcher state that the goal of the lesson the students could describe
persons. b Main Activity
Firstly, the researcher gave them a text about people’s description. Then the researcher asked some students to read a text.
After that, the researcher asked students about some word used to describe people, and wrote students’ answer on the white board. Then
the researcher asked students to say some words directly because she wanted that her students got revising from the errors. Therefore the
students could study from their mistakes. After explaining the material, the researcher gave an example how to describe people with simple
sentences. Then, the researcher shows the students’ picture card about an artist. It’s like Justin Bieber, Agnes Monica, Kim Boom, and et
cetera. After that, the researcher asked the students to describe people based on the picture card. After students have finished doing their
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exercise, the researcher asked the students to come in front of the class to write down on the white board and read their work. After that the
researcher discusses the exercise together with the students. c Closing
The researcher asked the students to discuss the material and gave them question based on the material that they have been learned
that day. Before closing the class the researcher asked the students to do the exercise on the LKS as homework. The bell rang the researcher
leaving the class. 2 Second Meeting
The second meting was conducted on Tuesday, November 09
th
2010. In this meeting he researcher was doing games to make students feel enthusiastic to follow the lesson.
a Opening The researcher came to the class at 10.00 a.m. because this
meeting was doing in the fifth time, the researcher didn’t praying before the lesson.
b Main Activity The researcher asked the students that this meeting the
researcher was doing the game. Before played the game, the researcher discussed the last material that they had been learned.
Then, the researcher explained how to play the game and asked them to make group. After that the researcher asked the captain of
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the group to come in front of the class and chooses the card in the envelope. Every group got different picture card. Then captain of
the group describe people based on the picture card that he chooses and their friends in the same group try to guess it. If their friends in
same group couldn’t answer it, the other group could try to answer the question. In the end of the game, the group who got more
picture card than the other group is the winner. c Closing
After doing the game the researcher asked some students to write down their homework in the white board and discuss together
with the students. Then the researcher submits their work and asked the students to studying the last material because the next
meeting the researcher was doing test. When the bell rang the researcher leaves the class and say good bye.
3 Third Meeting The third meeting was doing on Wednesday, November 10
th
2010. In this meeting the researcher was doing the final test and the material was still about describing people.
a Opening The researcher came to the class at 07.00 a.m. after greeting
the researcher was asked he students to praying. After that, the researcher checking the students’ attendance. Then gave them
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some question conducted with the last material and drilled the students some words which used o describing people.
b Main Activity The researcher asked the students how to do the test. Firstly
the researcher asked the students came in front of the class one by one. Then the researcher gave them card games about picture some
actress or actor. After that, the students describe someone’s personality based on the picture card that they got.
c Closing After doing the test the researcher give comment to the
students. Then the researcher closing the class because the bell was rang.
c. Observing the action 1 First meeting
In the first meeting the researcher gave them text about description people. When the researcher asked one of the students to
read a text, they still got mistakes. When the researcher asked them to make description about people the students got problems. It will be
happen because the researcher did not gave the students the example yet about how to describing people; it was due to check their ability
and she hoped that the students could learn from their mistakes. “miss, kalau hidungnya mancung bahasa inggrisnya apa?” said eight students.
The other students “miss, kalu keriting baha inggrisnya apa?” said
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eight grade students. so the researcher should walk around to check their work and help them if they got problem. Beside that, the other
problems that they got were still in pronouncing the words. For example: they pronounce “oval” as ofal which often actually should
be əύvl , they pronounce “nose” as nos which often actually should be nəυz. Therefore, some of the students could make the description
well. In this meeting the researcher looked that the students more
active than the first cycle. It can be shown when the researcher asked them to make description about people all of students try to make it.
Beside that some of them also borrow a dictionary to help them when they got problem in describing people. In this section, the researcher
asked the students to do their work in pairs, it could make them easy to do their exercise because they could asked to their friend when they
got problems. Nearly, all of the students enjoyed the teaching learning process because they could share their problems and get the solution
from their friends without being ashamed. The progress in their speaking skill can be seen from the students’ description in front of the
class, although in pronouncing some words the still made mistakes, but in arranging the sentences they got fewer mistakes.
2 Second meeting In the second meeting the researcher played the game. In this
game the students looked more active. They looked enjoyed to play the
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game and the situation of the class was not crowded because they concern with the game. In the end of the lesson, group 2 as the winner
because the got more picture card than the other group. Therefore, after the game having finished, the researcher gave the revising of students’
mistakes and gave rewards for the group winner. In monitoring the implementation of this cycle, the researcher
used observation to see the effects of conducting the cycle. The observation was conducted simultaneously when teaching learning
process took place. From the observation, the students were active enough and
enthusiastic in joining the teaching learning process. This could be seen from their participation in answering the researcher’s questions
dealing with describing people. The progress in their speaking skill can be seen when they describing people, they got fewer mistakes in
pronouncing some words. Beside, in arranging the sentences they were good enough.
After doing the game, the researcher asked some of the students to write down their homework, and then asked the students to discuss
together with the researcher. Therefore, the students could answer the exercise. Then the researcher wrote the other words which used to
describe people and drilled the students to pronounce some words. Because the time having finished, the researcher asked the students to
submit their work and closing the class.
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3 Third meeting In this meeting the researcher was doing the post test. Before
doing the test the researcher reviewing the material by gave them question about describing people. After that the researcher asked the
students to come forward one by one. Then the researcher gave them picture card about an artist and describing people based on the picture
card. Nearly, all of the students prepare their best performance although some of students still made mistakes, especially in
pronouncing the word. However, all students were happy and enthusiastic, because they more ready to follow the test. Different with
post test in cycle 1, in this cycle they looked more active and got less the mistakes.
Besides the explanation of implementing the actions above, the results of the observation of the teaching and learning process were
also supported by the interviews with the students and the teacher about the use of card games in teaching speaking. From the teacher,
the researcher could make a conclusion that by using card games the students looked more active and they were easier to describing
something. In pronouncing some words they got fewer mistakes and they were good enough in arranging the sentences. From the students,
the researcher found that the students very enthusiastic to follow the class. They more enjoy and felt happy when the lesson uses card
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games. Besides that, they felt easier to make description, because they could make description based on the picture card.
From the test, the researcher also found some improvement in students’ speaking skill. It can be seen from the mean score in post test
1, it was 6,7 became 7,1 in post test 2. From the explanation above, it can be conclude that there was improvement in students’ speaking skill
by using card games. d. Reflecting the result
After implementing the second cycle, the researcher compared the result of first cycle and the result of second cycle. There were some
differences here. It included the class situation and the students’ comprehension.
The class situation was more relax. It was because the researcher lessened the activities and gave more time to discuss. When the students
did the exercises, whether it was in groups or individual, sometimes the researcher asked their difficulties and gave guidance in doing the
exercises. It made the students feel enjoy and no pressure in doing the exercises. It also made the students feel closer with the researcher, so they
are not doubt in expressing their opinion. However, sometimes they still used Indonesian.
Based on the second post-test result, the researcher concluded that there were some improvements in some points. The first point is students’
motivation in learning English especially in speaking. The students looked
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enthusiastic when they were asked to describing something. They looked confident to describe something. The sentences they made had been better
than in the first cycle. They seemed more active in joining the lesson, although there were still had problem in pronouncing the words
The second point was the students’ progress in constructing new sentences using simple sentences. They made fewer mistakes in applying
the suitable vocabularies to express their ideas. These improvements were supported by the mean score of the second post-test. In the second post-
test the students got 7,1. It was better than the mean score for the first post- test that was only 6,7.
C. RESEARCH FINDING AND DISCUSSION 1. Research finding
The findings of the research were gathered from several sources of data. They include pre-observation report, field notes, interviews, questionnaires,
research diaries, photograph, lesson plans, and the score of pre-test and post- test. The findings answered the research questions stated in chapter 1. The
research findings were as follows: the improvement of students’ speaking skill and the improvement of classroom situation in the English class when the
method was implemented. Besides, the researcher also found the other findings happened during and after the research implementation by using Card
Games. The findings were summarized at the following table. They were compared between before and after research
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Table 4. The finding result
No Point
Before AR After AR
1 Students’ speaking
skill a. The Students’
test score
b. The Students’ speaking skill
Students’ speaking skill was low
a. The achievement of the students’ test score was low
b. The mean score of pronunciation aspect was 1,7
c. The mean score of vocabulary aspect was 1,9
d. The mean score of grammar aspect was 2,1
e. The mean score in pre-test was 5,7
f. The students got difficulties to o made description based on
the material g. The students got difficulties to
construct some sentences into good grammatical
Students’ speaking skill Improved
a. The achievement of the students’ test score
improved b. The mean score of
pronunciation aspect was 2,9
c. The mean score of vocabulary aspect was 2,2
d. The mean score of grammar aspect was 2,5
e. The mean score in the post- test 1 was 6,7 and post-test 2
was 7,1 f. The students could make
description based on the material in simple sentences
g. The students could construct some sentences into good
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arrangement of short description
h. The student’s vocabulary is limited
i. The students got difficulties to pronounce some words
grammatical arrangement of short description
h. The students’ vocabulary improved
i. The students were good enough to pronounce some
words. 2 The classroom
situation a. The students were noisy
during the TL activities. b. The students tended to be
passive learner. c. The students were not willing
to speak in English in the classroom.
d. The students paid little attention toward their
teacher’s explanation during the TL activity.
e. The students were lazy to do homework.
a. The students were not noisy during the TL activities.
b. The students tended to be active learners.
c. The students were willing to speak in English in the
classroom. d. The students paid attention
toward their teacher’s explanation.
e. The students were diligent to do homework.
3 The improvement of
the students learning a. The students got bored in the
middle of teaching and a. The students enjoyed and
interested in the classroom
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activity learning process.
b. Only certain students who were active
c. The students got difficulty in make description something
situation. b. All the students involved
activity in TL process. c. The students solved the
problems by opening their dictionary.
Based on the table.4 above, it can be seen that there are some findings found in the research, which include:
a. The Improvement of the Students’ Speaking Skill
Card Games improved the students’ speaking skill. The improvement showed that the students were able to explore the ideas to describe
something. After being taught using Card Games several times, they have fewer difficulties in exploring ideas. They said it is easy to describe
something because they could describe based on the picture card. After being taught using card games, they could make description by themselves
although they would ask for help finally. The other improvement showed that students could make sentences
in good grammatical arrangement of short description. They also could use conjunction into good sentences. Besides, nearly all of the students could
solve their problems dealing with pronouncing some vocabularies used to describing people or animals.
The improvement of the students’ achievement in speaking from cycle 1 to cycle 2 can be summarized at table 5 as follows:
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Table 5.The Improvement of the Students’ Score
Sub cycle Observation
Cycle 1 Cycle 2
Kind of test Pre-test
Post-test 1 Post-test 2
Mean of the students’ score
5,7 6,7 7,1
Increase of the students’ mean score
1,0 0,4
Based on the tables above, it can be concluded that the students had a good achievement at the post-test 2. Their score increased from cycle 1 to
2.
Table 6.The Sample of the Students’ Score
Students’ Initial Name S RM
S RA S ATM
Pre-test 4 6
7 Post-test 1
6 7
8 Post-test 2
7 8
8 Mean Score
5,6 7,0
7,6
Note:
S RMR : Student RAGIL MUCHTAROM S RA : Student REVIANA ASTRIATI
S ATM : Student ARDIANSYAH TEJA MURTI
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Table 6 the sample of three students who are categorized as high competence, medium competence and low competence. From the table, it
can be seen that there is improvement between pre-test to post-test 1 to post test 2. The three students’ sample indicated that the students’
speaking skill score improved.
b. The Classroom Situation
The situation class during the teaching and learning improved after the researcher applied card games. Through the method, the students felt
interesting especially in played the game. During the teaching and learning process using the method, the students changed into active to answer
teacher’s questions whereas they were so passive before the research done. The other finding is the development of the classroom situation. Before
this research, the students had been noisy during TL process. It happened because they were bored with the learning activities. However, after
implementing this research, it can be seen that the students became happy and enthusiastic during TL process. When the researcher asked them to
play the game, the class noise but active, because some of them tried to answer the description. They were also not ashamed to ask the researcher
about the difficulties they met. Beside that the students also tried to answer when the researcher give them question and do their homework if the
researcher asked them to do the exercise in the LKS. When the researcher asked them to make description about people or animals, the students also
tried to do their exercise in pairs. By conducting pairs, students could
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practice their speaking English while solving their problems without being ashamed. The students who had some problems with their work can share
their problems o their friends.
c. The Student’s Behavior
Besides there was improvement in the classroom situation, there was also improvement in the students’ behaviour outside the class. The
improvement was the students greeted and called the researcher’s name when the students met her, as what had been said by one of them, “Miss,
nanti ngajar lagi kan?”. It can be concluded that the students gave positive attitude towards the research. When it was time to end the research, the
students asked the researcher why she did not teach English at their school. It can be concluded that Card Games did not only give positive
improvement inside the class but also outside the class.
d. The Teacher’s Behavior
By conducting the research, the teacher who used traditional method to teach speaking before used Card Games attractively to teach the
students. By using card games the teacher could make some activities in teaching learning process. It was like games. Besides, she got closer with
the students and the interaction between them increased too. It can be concluded that the teacher’s behavior in teaching speaking improved.
Based on the analysis above, it can be interpreted that using Card Games can improve the students’ speaking skill at the eighth grade
students of SMP Muhammadiyah 4 Surakarta in 2010-2011. It also makes
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the speaking class situation becomes more interesting, interactive and not boring.
2. Discussion
