Improving students` speaking ability using the snakes and ladders board game at 11th grade of Saint Pius X Vocational High School Magelang.

ABSTRACT

Bayuningsih, Agnes Ambar Pratiwi.(2016). Improving Students’ Speaking Ability Using the Snakes and Ladders Board Game at 11th Grade of of Saint Pius X Vocational High School Magelang.

Yogyakarta: English Language Education Study Programme, Sanata Dharma University.

Speaking is one of the four language skills. Speaking skill is considered as a difficult subject for the 11th grade of St.Pius X Vocational High School Magelang. Some students were silent during the speaking activity even some students were using Bahasa Indonesia. Therefore, the research was aimed to improve students’ speaking ability using the Snakes and Ladders board game.

In conducting the research, the researcher applied the snakes and ladders board games to improve the students’ speaking ability at 11th grade of Cookery Department of St.Pius X Vocational High School Magelang. The formulated problem of this study is how the snakes and ladders board game improve the students’ speaking ability at 11th

grade of Cookery Department of St.Pius X Vocational High School Magelang.

The research employed classroom action research. There were 38 participants of this study from class of Cookery Department 1 of St.Pius X Vocational High School Magelang. The research was conducted in two cycles. The first cycle was conducted in three meetings and the second one was conducted in two meetings. The reseacher obtained two major data analysis; qualitative data analysis and descriptive statistics.

The action research result showed that the use of the Snakes and Ladders board game had improved the students’ speaking ability. The significant improvement could be seen from speaking test result from cycle 1 to cycle 2 where the result of the students’ mean score was increased from 69.5 to 79.2. Using the Snakes and Ladders board game becomes an appropriate method to improve students’ speaking ability.

Key words : classroom action research, the Snakes and Ladders board game, speaking ability.

ABSTRAK

Bayuningsih, Agnes Ambar Pratiwi.(2016). Improving Students’ Speaking Ability Using the Snakes and Ladders Board Game at 11th Grade of Saint Pius X Vocational High School Magelang.

Yogyakarta: English Language Education Study Programme, Sanata Dharma University.

Berbicara merupakan salah satu dari empat ketrampilan berbahasa. Kemampuan berbicara dipadang sebagai hal yang sulit bagi siswa kelas 11, SMK PIUS X Magelang. Beberapa siswa diam ketika diminta untuk berbicara, bahkan beberapa diantaranya memilih menggunakan Bahasa Indonesia. Oleh karena itu, penelitian ini ditujukan untuk mengembangkan kemampuan siswa dalam berbicara menggunakan permainan ular tangga.

Dalam proses penelitian, peneliti memilih permainan ular tangga untuk mengembangkan kemampuan berbicara siswa kelas 11 SMK Pius X Magelang. Persoalannya, bagaimana permainan ular tangga dapat meningkatkan kemampuan berbicara siswa kelas 11 SMK Pius X Magelang.

Penelitian menggunakan metode penelitian tindakan kelas. Terdapat 38 responden dalam proses penelitian ini yang diambil dari kelas jurusan Tata Boga 1, SMK Pius X Magelang. Penelitian dilakukan dalam dua siklus. Siklus pertama dilakukan dalam tiga kali pertemuan dan siklus kedua dilakukan dalam dua kali pertemuan. Peneliti pun mendapatkan dua analisa data mayor; analisa data kualitatif dan pemaparan statistik.

Hasil penelitian menunjukkan bahwa penggunaan permainan ular tangga telah mengembangkan kemampuan bicara para siswa. Perkembangan yang signifikan dapat dilihat dari hasil tes berbicara antara siklus 1 dan siklus 2. Hasilnya, rata-rata nilai kemampuan bericara mereka meningkat dari 69,5 menjadi 79,2. Penggunaan permainan ular tangga menjadi metode yang tepat dan sesuai untuk mengembangkan kemampuan berbicara para siswa.

Kata Kunci : penelitian tindakan kelas, permainan ular tangga, kemampuan berbicara.

IMPROVING STUDENTS’ SPEAKING ABILITY

USING THE SNAKES AND LADDERS BOARD GAME

AT 11

th

GRADE OF SAINT PIUS X VOCATIONAL HIGH

SCHOOL MAGELANG

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain Sarjana Pendidikan Degree

in English Language Education

By

Agnes Ambar Pratiwi Bayuningsih Student Number: 111214006

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

iv

DEDICATION

O gentle lover of my heart in your suffering

give me part, Love’s burning flame in me

release that to the world I servant be, In ever

growing strength and care until eternal life I

share. Amen. (EG.39)

vii ABSTRACT

Bayuningsih, Agnes Ambar Pratiwi.(2016). Improving Students’ Speaking

Ability Using the Snakes and Ladders Board Game at 11th Grade of of Saint Pius X Vocational High School Magelang.

Yogyakarta: English Language Education Study Programme, Sanata Dharma University.

Speaking is one of the four language skills. Speaking skill is considered as a difficult subject for the 11th grade of St.Pius X Vocational High School Magelang. Some students were silent during the speaking activity even some students were using Bahasa Indonesia. Therefore, the research was aimed to improve students‟ speaking ability using the Snakes and Ladders board game.

In conducting the research, the researcher applied the snakes and ladders board games to improve the students‟ speaking ability at 11th grade of Cookery Department of St.Pius X Vocational High School Magelang. The formulated problem of this study is how the snakes and ladders board game improve the students‟ speaking ability at 11th

grade of Cookery Department of St.Pius X Vocational High School Magelang.

The research employed classroom action research. There were 38 participants of this study from class of Cookery Department 1 of St.Pius X Vocational High School Magelang. The research was conducted in two cycles. The first cycle was conducted in three meetings and the second one was conducted in two meetings. The reseacher obtained two major data analysis; qualitative data analysis and descriptive statistics.

The action research result showed that the use of the Snakes and Ladders board game had improved the students‟ speaking ability. The significant improvement could be seen from speaking test result from cycle 1 to cycle 2 where the result of the students‟ mean score was increased from 69.5 to 79.2. Using the Snakes and Ladders board game becomes an appropriate method to improve students‟ speaking ability.

Key words : classroom action research, the Snakes and Ladders board game, speaking ability.

viii

ABSTRAK

Bayuningsih, Agnes Ambar Pratiwi.(2016). Improving Students’ Speaking

Ability Using the Snakes and Ladders Board Game at 11th Grade of Saint Pius X Vocational High School Magelang.

Yogyakarta: English Language Education Study Programme, Sanata Dharma University.

Berbicara merupakan salah satu dari empat ketrampilan berbahasa. Kemampuan berbicara dipadang sebagai hal yang sulit bagi siswa kelas 11, SMK PIUS X Magelang. Beberapa siswa diam ketika diminta untuk berbicara, bahkan beberapa diantaranya memilih menggunakan Bahasa Indonesia. Oleh karena itu, penelitian ini ditujukan untuk mengembangkan kemampuan siswa dalam berbicara menggunakan permainan ular tangga.

Dalam proses penelitian, peneliti memilih permainan ular tangga untuk mengembangkan kemampuan berbicara siswa kelas 11 SMK Pius X Magelang. Persoalannya, bagaimana permainan ular tangga dapat meningkatkan kemampuan berbicara siswa kelas 11 SMK Pius X Magelang.

Penelitian menggunakan metode penelitian tindakan kelas. Terdapat 38 responden dalam proses penelitian ini yang diambil dari kelas jurusan Tata Boga 1, SMK Pius X Magelang. Penelitian dilakukan dalam dua siklus. Siklus pertama dilakukan dalam tiga kali pertemuan dan siklus kedua dilakukan dalam dua kali pertemuan. Peneliti pun mendapatkan dua analisa data mayor; analisa data kualitatif dan pemaparan statistik.

Hasil penelitian menunjukkan bahwa penggunaan permainan ular tangga telah mengembangkan kemampuan bicara para siswa. Perkembangan yang signifikan dapat dilihat dari hasil tes berbicara antara siklus 1 dan siklus 2. Hasilnya, rata-rata nilai kemampuan bericara mereka meningkat dari 69,5 menjadi 79,2. Penggunaan permainan ular tangga menjadi metode yang tepat dan sesuai untuk mengembangkan kemampuan berbicara para siswa.

ix

ACKNOWLEDGEMENTS

I would like to express my greatest gratitude to the Almighty God and

Lord Jesus Christ. I thank Him for being with me in all my ways of life. I

present this thesis to my beloved Congregation of the Sisters of Charity of St.Charles Borromeo. To all my fellow sisters, especially to Sr. Rosaria,CB and the members of General Board and Sr. Carolina, CB and the members of Province Board; for only by their prayer in the presence of God that I am enabled to finish this thesis.

Foremost, I would like to express my warmest gratitude to my thesis advisor, Christina Kristiyani, S.Pd., M.Pd., for her generosity, kindness, encouragement, and meticulous guidance, and for her constant patience and warmth in completing this thesis. I also wish to extend my humble gratitude to all my lecturers in PBI who have guided and helped me during my study, especially to my academic advisor, Christina Lhaksmita Anandari, Ed.M, who has been being my academic advisor for these past five years, for her encouragement, her kind wishes, and sound advice.

I am indebted to Ibu Anjar, the School Principal, to Ms. Mita, the

English teacher, who was my collaborator in doing my research and the students of eleventh grade of Cookery Department of St. Pius X Vocational High

School in the academic year 2015-2016, who were the participants in this study, for all their support and for their cheerfulness throughout the research.

I am especially grateful to my parents, to my beloved sister Novi, and to

my beloved brother Daniel, Rafael, and Geovanni for their prayer, help,

support, and love over these years. My special gratitude also goes for my entire classmate, class A 2011; especially for Dias, Sr. Nicoline, F.Ch, and all of those who I cannot mention their name one by one. I am so blessed to be in this class with all of you. I stayed young and strong because of you all.

x

TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK‟S ORIGINALITY... v

PERNYATAAN PERSETUJUAN PUBLIKASI... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... x

LIST OF TABLES AND GRAPHS ... xii

LIST OF FIGURE ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... 1

B. Problem Limitation ... 4

C. Problem Formulation ... 4

D. Research Objectives ... 4

E. Research Benefits ... 5

F. Definition of Terms ... 5

CHAPTER II. REVIEW OF RELATED LITERATURE... 8

A. Theoretical Description ... 8

1. The Nature of Speaking ... 9

2. CLT and Speaking Activities... 11

3. Snakes and Ladders Board Game ... 15

xi

B. Theoretical Framework ... 19

CHAPTER III. METHODOLOGY ... 22

A. Research Method……… 22

B. Research Setting……….... 25

C. Research Participants………... 26

D. Data gathering Technique... 26

E. Data Analysis Technique……….... 28

F. Research Procedure………... 29

G. Research Schedule ... 32

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 33

A. The Students‟ Score in Classroom Action Research... 33

1. Cycle One...………... 33

2. Cycle Two...………... 34

B. Discussion on the Implementation of Action Research.... 36

1. Cycle One Report………. 36

2. Cycle Two Report ... ………. 47

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 57

A. Conclusions………... 57

B. Recommendations………. 59

xii

LIST OF TABLES

Tables Page

Table 1 The Research Schedule ... 32

Table 1.1 The Students‟ score of Cycle 1... 38

Table 1.2 The Students‟ score of Cycle 2... 38

Graph 1 The Students‟ Score on Speaking Test ... 36

xiii

LIST OF FIGURE

Figures Page

xiv

LIST OF APPENDICES

Appendices Page

Appendix A Research Instruments ... 64 Appendix B Lesson Plans ... 75 Appendix C Speaking Score ... 9

1

CHAPTER 1 INTRODUCTION

This chapter briefly discusses research background, problem formulation, problem limitation, research objective, research benefits, and definition of terms.

A. Research Background

English is widely used as a means of communication for people in all over the world. It has become a very important language to learn whether as an international language for general communication or for specific needs. Nowadays, people are eager to learn English for their own needs, business purposes, occupations, getting a good position in a company and supporting their ability at their work. In short, there are many areas that require English as language of communication.

Learning a language is learning how to speak the language and how to use the language to interact with other people. In 2015, Indonesia entered to AFTA era. AFTA is an acronym for ASEAN Free Trade Area. AFTA is “a form of agreement that is made by ASEAN countries to establish a free trade area in order to improve the economic competitiveness of the ASEAN region”. AFTA was established at 4th the ASEAN summit in Singapore in 1992. The purposes of AFTA include making the ASEAN region as competitive product so that ASEAN products have a high competitiveness in the global market, to attract more foreign direct investments, and to increase the trade among ASEAN members (http://www.tarif.depkeu.go.id/Others/?hi=AFTA).

AFTA will facilitate foreign companies to enter Indonesia. It can be both an opportunity and a threat. AFTA is an opportunity because the foreign companies that entered the Indonesia will offer many job vacancies for the competent workers, but it would be a threat if Indonesian workers are not ready to enter the world competition. How Indonesia can prepare their citizen to be ready for this challenge. The answer is education. Vocational education as a school that prepares students to work can take this opportunity to fill in existing vacancies because vocational High School is one of the educations which focus on preparing graduates to be ready to work.

It refers to the content of Law on the National Education System Number 20 in 2003 Article 3 about the national education goals and explanation of Article 15 which states that vocational education is secondary education that prepares students primarily to work in particular field. (http://hukum.unsrat.ac.id/uu/uu_20_03.htm).

Saint Pius X Vocational High School is one of vocational school in Magelang, Central Java. The school is managed by Tarakanita foundation. Saint Pius X has two majors; Cookery Department, and Sewing department. The school conducts the learning process as the Indonesian curriculum along with the vision and mission of the school in order to prepare skillful students to enter the work field. It means that the school should prepare their students to compete in AFTA era as well. The foreign companies which enter the Indonesia both in the form of services such as in tourism, transportation, and in trading will require workers with high competence. One of the competencies is the ability to use foreign

languages, especially English. The graduates of St. Pius X will compete with foreign workers from other countries of ASEAN region as well therefore, having the ability to use English or other foreign languages are obligatory.

Teaching English as foreign language, however, is not easy to be done. The interview result which had been conducted on June 30, 2015 showed that the biggest challenge is making students speak English during the learning process. The students mostly are villagers who rarely practice speaking English. Their communication tool is Javanese as their mother tongue and Indonesian as a second language. Furthermore, the lack of vocabulary is the primary cause why the students do not want to speak during English class. Thus, they are also not confident enough to speak English in the class.

Those obstacles cause their ability to speak English low while they are demanded to have a good English in order to be able to compete in the work field. Therefore, in this study the researcher wants to improve the student‟s speaking ability using the Snakes and Ladders board game for the eleventh grade of Cookery major of St.Pius X Magelang. The snakes and ladders board game is expected to help students learn English in fun and enjoyable atmosphere. It is because board game offers potential language practices if they are constructed according to specific syllabus specifications (Gaudart in Lee, 2012).

Moreover, games can help promote positive attitudes toward learning English. They encourage active participation among players and consequently boost confidence and self-esteem (Lee, 2012). Hence, the study intends to investigate how the Snakes and Ladders board game can improve the students‟

speaking ability at the eleventh grade of Cookery Department of Saint Pius X Vocational High School Magelang. Thus, speaking skill will become a focus in using the Snakes and Ladders board game in learning process.

B. Problem Limitation

The research is limited to the discussion of finding out the role of the snakes and ladders board game in improving students‟ speaking ability for eleventh grade of Cookery Department of Saint Pius X Vocational High School, Magelang in the academic year 2015-2016.

C. Problem Formulation

The problem related to the use of the snakes and ladders board game in improving students‟ speaking ability of eleventh grade of Cookery Department of Saint Pius X Vocational High School Magelang is:

How do the snakes and ladders board game improve the students‟ speaking ability at the eleventh grade of Cookery Department of Pius X Vocational High School Magelang in the the academic year 2015-2016?

D. Research Objectives

Related to the problem formulation, the objective of this research is mentioned below:

To find out how the Snakes and Ladders board game improve students‟ speaking ability at the eleventh grade of Cookery Department of Pius X Vocational High School Magelang in the academic year 2015-2016.

E. Research Benefits

The research will give some benefits to the following parties. 1. Teacher

Teachers would get a reference to improve their English learning process especially to increase students‟ English competence focusing in speaking skill using a game as the learning method.

2. Students

Students will enjoy the English learning because it is conducted using games, therefore they will be more confident to speak English. Games provide less anxiety learning process; therefore, their speaking skill will improve significantly.

3. Further Studies

Hopefully, this research can give a contribution to further studies related to English teaching to increase speaking skill for the vocational high school which has the same major in other schools.

F. Definition of Terms

Some specific terms will be used in this research. Thus, for providing better understanding and getting the same idea during the research this section will explain the definition of terms that are used in the research.

1. Speaking Ability

According to Harmer (2001) speaking ability is the ability to speak fluently presupposed not only knowledge of language features but also the ability to process information and language „on the spot‟. It requires the ability to

cooperate speaking turns and non-verbal language that happens in a real situation even has only a little time for detailed planning. Therefore, the fluency is required to achieve the goal of the conversation.

In this study, speaking ability is defined as the novice level students‟ ability to express themselves orally, coherently, fluently and appropriately in a given meaningful context both in transactional and interactional purposed using correct pronunciation, grammar and vocabulary. In other words, the students are required to show mastery of the following sub- competencies or skills as stated by Torky (2006).

a. Linguistic competence consists of the skills of using intelligible

pronunciation, following grammatical rules accurately and using a relevant, adequate and appropriate range of vocabulary.

b. Discourse competence includes the skills of structuring discourse coherently and cohesively, and managing conversation and interacting effectively to keep the conversation going.

c. Pragmatic competence covers the skills of expressing a range of functions effectively and appropriately according to the context and register.

d. Fluency means speaking fluently demonstrating a reasonable rate of speech.

2. The Snakes and Ladders Board Game

According to Gordon and Bedro (1999), board game is a game which mainly involve moving markers along a path. There are many types of board game such as monopoly, Snakes and Ladders, ludo, etc.

According to Muaddab as cited in Nachiappan, et al (2014:220) the snakes and ladders game was created in the 2nd century BC and developed by the Hindus to teach their children of morality lesson. The game named “Paramapada Sopanam” or Ladder to Salvation. The game has snakes and ladders picture in its board. The snakes symbolized bad omens and the ladders represented good values. The game consists of snakes and ladders board, dice, counters, and cues.

Thus, in this study, the Snakes and Ladders board game will be used as a media in teaching speaking skill. The game will provide an interesting activity and the students will speak using English with their friends in order to complete the task in the game cues; therefore, the game will be adjusted to the learning topic in the lesson plan.

3. Vocational High School

According to Evans in Djojonegoro (1998) vocational education is part of the education system that prepares a student to be able to work with a group of occupations or at a certain job. Along with understanding that each field of study is vocational education as long as it is studied in depth. The depth is intended as a preparation to enter the work field

4. The Eleventh Grade of Cookery Department of Saint Pius X Vocational High School Magelang.

The subject of the study is the eleventh grade of Cookery Department of Saint Pius X Vocational High School Magelang in the academic year of 2015-2016. The number of the students is 38 which consist of 11 male students and 27 female students.

8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter will present a review of related literature. It consists of two parts: theoretical description and theoretical framework.

A. Theoretical Description

With the growth of English as an International language of communication, it is clear that many learners need to speak and interact in many situations through language whether it is for traveling, business or professional reasons (McDonough, Shaw, Masuhara, 2013). Since speaking is the main skill that will be learned in this study, it is important for the writer to know about speaking in depth.

1. The Nature of Speaking

Speaking is one of the four basic language skills, along with listening, reading and writing skills. Speaking and writing are classified as active or productive skills while listening and reading are classified as passive or receptive skills. Learners often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process.

In order to be able to communicate effectively, the speakers need to master communicative competence. Canale and Swain in Richards (2002) propose that communicative competence are grammatical competence, discourse competence, sociolinguistic competence, and strategic competence. Grammatical competence

includes increasing expertise in morphology, syntax, vocabulary, and mechanics. Grammatical competence enables them to use and understand language accurately. Discourse competence concerns with speaker‟s relationships, formal and informal occasions, the rules of cohesion and coherence. It contributes in turn-taking of conversation and in knowing how the meaning is represented through connected text.

Moreover, the Sociolinguistic competence is a competence to use and respond to language appropriately, to the topic given, the setting and the relationship among the people who communicate. While the strategic competence is how the learners manipulate the language in order to meet the communicative goal. It refers to how the learners employed the strategies to compensate their limitation ( Brown in Richards and Renandya, 2002:208).

The ultimate goal of teaching speaking skills is communicative efficiency. It will be useful for the teacher of speaking skills to view the characteristics of the spoken language. According to Bygate as cited in McDonough (2013:159) the binary distinction of speaking skills are the first category called as motor-receptive which involves linguistic elements, such as pronunciation, vocabulary, and chunks and structure. The second refers to social and interactional skills that relate to what and how to say things in specific communicative situation effectively. Teacher or instructor has to involve the learners in activities that require a development of pronunciation and the use of target expression in the meaningful context, whereas learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid

confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.

Furthermore, Harmer et al, in Vilimec (2006) note down that from the communicative point of view, speaking has many different aspects including two major categories, accuracy, and fluency. Accuracy involves the correct use of vocabulary, grammar, pronunciation, whereas fluency is considered as the ability to keep going when speaking happened spontaneously.

Furthermore, Richard (2006) stated that differences between activities that focus on fluency and accuracy can be summarized as:

1) Activities focusing on fluency are reflect a natural use of language, focus on achieving communication, require the meaningful use of language, require the use of communication strategies, produce the language that may not predictable and seek to link language use to contact.

2) Activities focusing on accuracy are reflect classroom use of language, focus on the formation of correct examples of language, practice language out of context, practice small samples of language, do not require meaningful communication and control choice of language.

(Richards, 2006:18) In addition, Brown (2001: 267) says that when someone can speak a language it means that he can carry on a conversation reasonably competently. In addition, he states that the benchmark of successful acquisition of language is almost always the demonstration of an ability to accomplish pragmatic goals through an interactive discourse with other language speakers.

Moreover, Brown (2001: 271) adds in teaching oral communication, micro skills are very important. One implication is the importance of focusing on both the forms of language and the functions of the language. Furthermore, Brown states the micro and macro skills in speaking. The macro-skills of speaking are the

abilities to appropriately accomplish communicative functions and sociolinguistics features in speaking to convey connection between events and communicate them, to convey nonverbal cues along with verbal language, and to develop the use of speaking strategies. Meanwhile, the micro-skills of speaking are the abilities to produce different phonemes, chunks of language, English stress pattern, fluent speech at different rate of delivery and natural constituent, reduce form of words and phrases, and to use an adequate numbers of words, grammatical words classes and cohesive devices in spoken discourse.

Speaking skill is always related to communication. Speaking skill can be stated as the skill to use the language accurately to express meanings in order to transfer or to get knowledge and information from other people in the whole life situation. Therefore, in order to be able to wage successfully fluent oral production the speaker must possess knowledge of the language and skill to use it properly and precisely.

2. Communicative Language Teaching and Speaking Activities

As Brown in Vilimec (2006 : 17-18) describes that it has been the philosophy of communicative language teaching (CLT) for many years to teach foreign languages through communicative approach which focuses „on speaking and listening skills, on writing for specific communicative purposes, and on authentic reading texts‟, the most important features of CLT has defined by means of four characteristics. Brown formulated the features as follows:

1) Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence; 2) Language techniques are designed to engage learners in the pragmatic,

Organizational language forms are not the central focus but rather aspects of language that enable the learners to accomplish those purposes.

3) Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.

4) In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed context.

(Brown in Vilimec 2006, 18)

In addition, Richard and Rodgers (2003) also stated that CLT is an approach and not a method. The goal of language teaching is to make communicative competence and to develop procedures for the teaching of the four language skills. Further, CLT is a theory of language teaching that starts from a communicative model of language and language use.

According to Hymes‟s theory as cited in Richard and Rodgers (2003:159), “communication competence was a definition of what a speakers needs to know in order to be communicatively competent in a speech community.” Richard and Rodgers (2003:161) suggest some characteristics of communicative view of language as:

1) Language is a system for the expression of meaning

2) The primary function of language is to allow interaction and communication 3) The structure of language reflects its functional and communicative uses 4) The primary units of language are not merely its grammatical and structural

features, but categories of functional and communicative meaning as exemplified in discourse.

Moreover, Richards (2006) states that the one of goals of CLT is to develop fluency in language use. Fluency is natural language use occurring when a

speaker engages and maintains communication. It can be developed by creating classroom activities in which learners must negotiate meaning, use communication strategies and avoid communication breakdowns.

Brown (2004: 271) describes six categories of speaking skill area. Those six categories are as follows:

a. Imitative

This category covers the ability to practice an intonation and focus on some particular elements of language form. It is only imitating a word, phrase or sentence, but the important thing is focusing on pronunciation. The teacher uses drilling in the teaching learning process. By using drilling, students will get opportunity to listen and to repeat some words orally.

b. Intensive

This is the students‟ speaking performance where students are practicing some phonological and grammatical aspects of language. Students are doing the task in pairs (group work), for example, reading aloud that includes reading paragraph, reading dialogue with partner in turn, or reading information from chart.

c. Responsive

Responsive performance includes interaction and test comprehension in limited level of very short conversation, standard greeting and small talk, simple request and comments. This is a kind of short responses to teacher or student-initiated questions or comments, giving instructions and directions. However, those responses are usually sufficient and meaningful.

d. Transactional (dialogue)

It is carried out for the purpose of conveying or exchanging specific information. For example is conversation which is done in pair work.

e. Interpersonal (dialogue)

The purpose is for maintaining social relationships than the transmission of facts and information. The forms of interpersonal speaking performance are interview, role play, discussions, conversations and games.

f. Extensive (monologue)

A teacher gives students extended monologues in the form of oral reports, summaries, and story -telling and short speeches.

Richard and Rodgers (2003) argue that the exercise types and activities in a communicative approach are unlimited. It should provide exercises that enable learners to attain the communicative objectives of the curriculum, engage learners in communication, and require the use of communicative processes as information sharing, negotiation of meaning, and interaction. Classroom activities mostly are designed to focus on completing tasks, involving negotiation of information and information sharing.

Major activity types in CLT were distinguished into functional communication activities and interaction activities by Littlewood in Richard and Rodgers, (2003). Functional communication activities are comparing sets of pictures and noting similarities and differences, working out a sequence of events in a set of pictures, discovering missing features in a map, giving instructions on how to draw picture or shape, and following directions, or solving problems from

shared clues. While, social interaction activities include conversation and discussion, dialogues and role-play, simulation, skit, improvisation and debates (Richard and Rodgers, 2003). Furthermore, a variety of games are prepared to support CLT classes.

There are some points that should be considered in assessing speaking. The students need to know at least the pronunciation, vocabularies, and language functions that they are going to use. When the students are ready and well prepared for the activity, they can use the language appropriately.

3. Snakes and Ladders Board Game

Introducing games for learners in order to teach and develop their language proficiency is one way to enhance language learning. Lee (2012) points out that a well-developed game has educational and pedagogical value. It is meaningful when the learners as players learn and produce chunks of language from it.

Incorporating games in the classroom can increase student-learning experiences, make materials more current and relevant. Games provide the student with new and varied learning environments that meet learners learning style. In addition, Nachiappan, et al. (2014:219) state that learners who play games, in fact they are learning a new literacy or language that is through multiple interactions including images, text, diagrams, symbols and movement.

According to Chen (2000) games make the learners more willing to ask questions and think creatively about how to use English to achieve the goal. “Games encourage learners to focus in attention and provide a self-motivating

environment in active participation.” It will give advantages to classroom activities such as motivate learners to practice speaking skill in less anxiety, entertain learners while learning language naturally, and promote fluency as Su Kim as states that:

Games are welcome break from the usual routine of the language class, they are motivating and challenging, games provide language practice in the various skills

– speaking, writing, listening, and reading... they create a meaningful context for language use. (1995:35).

By integrating game in learning activities, learners are encouraged to interact and communicate in fun atmosphere. Games also engage students in healthy activities that challenge the mind and teach social skills.

a. The Board Game

Gaudart as cited in Lee (2012), claims that with the current emphasis on communication in teaching language, the board game was one identified solution for learning process. There are many types of board game such as monopoly, Snakes and Ladders, ludo, etc. The rules of board game range from very simple one as in Snakes and Ladders to very complex as in monopoly and Dragon and Dragon board game. Board game is a kind of game that can be applied in language teaching as Porenzo (1981) said that board game has also been used to teach children basic fact and information about the world in which they live. In the board game the materials that are needed include counters, dice, game board, and clue cards.

According to Muaddab as cited in Nachiappan, et al. (2014:220) the snakes and ladders game was created in the 2nd century BC and developed by the

Hindus to teach their children of morality lesson. The game named “Paramapada Sopanam” or Ladder to Salvation. The ladders provide a short cut to a square nearer the finish square and the snakes obligate the players to return to a square nearer the start square. The snakes symbolize bad omens and the ladders represented good values. The game has become part of the traditional game in Indonesia although there is no detailed information about its commencement in Indonesia. This game can also be used as a tool to teach, entertain, and to build up interactive communication among the players.

b. The Benefits of Using Board Game in Teaching and Learning Process

Incorporating board games is equally beneficial for both teachers and learners. According to Rodilla (2012: 13-15) some benefits of using board games for learners are providing rich learning opportunities and improving their learning ways, connecting to real life situations, encouraging the use of authentic materials and guarantee fresh content. Furthermore, it will enhance students‟ motivation as they perceive them as fun and enjoyable, help them be creative, tap into the emotional side since students discover their passions and reflect inwardly. It will also satisfy their competitive urges, and have health benefits such as help relax and de-stress.

The benefits for the teachers according to Rodilla (2012) are helping teachers get learners involved and get a more positive and proactive response, enhancing students‟ motivation –in contrast to regular class exercises- board games present tasks that students do not normally find interesting, providing endless possibilities and kinds of materials. Moreover, it improves teachers‟

teaching practice, encourages teachers to put aside the text book and usual teaching practices temporarily, and shifts the focus from teacher to learners and minimizes the role of the teacher because teacher will be a facilitator.

4. The Use of Board Game in Teaching Speaking Skill

Using games in teaching English language can bring fun and excitement but teachers must be sure of its aim and purpose. According to Khan (Hong 2001 as cited in Lee, 2012), “teachers need to consider which games to use, when to use them, how to link them up with the syllabus, text book or programme and how different games will benefit in different ways “. Moreover, teachers must follow the curriculum which has been designed to suit English language learners.

In order to create an interesting learning atmosphere, teachers must apply suitable method in learning process. Since CLT is an approach that has a lot of activities, applying games can be an effective technique for teaching language. It is because games can remove boredom without sacrificing repetition which is necessary for successful learning of language elements, especially grammar (Chitravelu, et.al as cited in Lee, 2012). Moreover, according to Chang, et al. (2008) using board game in the language teaching is an effective, low anxiety, and fun war for the students learn and practice communication skills as well as develop their own communication strategies that can be readily applied to the real world.

Applying the snakes and ladders board game will give the students an interesting activity in the class. This game is fun , easy to do, and it helps the students learn language while playing in less anxiety. The students will speak

using English with their friends in order to complete the task of the game clues. They will repeat using the same expressions and vocabulary which will help them to improve their fluency during playing the game. They will accustom with the words and expressions related to the topic. It will even motivate students to engage and to take part actively in speaking class (Chang, et al. 2008).

However, preparing a snakes and ladders board game for speaking which is suitable for language teaching is not an easy task. It needs time and effort. Although there are various board games sold in the market, the researcher prefers making to buy it because the researcher must adapt it in order to keep in line with the objectives of learning. By making the own board game, researcher can create and modify the game according to the needs. Thus, the Snakes and Ladders board game will support the learning process effectively.

B. Theoretical Framework

The essence of language as a communication tool makes every learn languages including English, must be intended that each student is able to communicate fluently and accurately in written and oral. The speaking skill is one of the four language skills that is important to be developed because the ability in speaking English is demanded in work field especially in AFTA era that will give many opportunities of job vacancies. However, Indonesian workers must be well prepared to compete with workers from other countries. The urgent preparation is ability using English for communication besides the skill in particular field.

The graduates of vocational education can take this opportunity since they are prepared to work after finishing their study. Nevertheless, their English proficiency still needs to be improved especially in speaking. According to Harmer (2001) speaking ability is the ability to speak fluently presupposed not only knowledge of language features but also the ability to process information and language „on the spot‟. Therefore, the vocational students must learn how to be able to communicate effectively. They need to master the communicative competencies as Canale and Swain in Richards (2002) proposed.

Moreover, Brown (2001: 267) says that when someone can speak a language it means that he can carry on a conversation reasonably competently. It is closely related in the demonstration of an ability to accomplish pragmatic goals through an interactive discourse with other language speakers. It is neccesary that the students need to learn how to mantain conversation in the real situation precisely. It requires the fluency and accuracy. Thus, the teacher has to involve the students in activities that develop pronunciation and the use of target expression in meaningful context in each communication situation (Bygate as cited in McDonough, 2013:159).

It has been the philosophy of communicative language teaching (CLT) for many years to teach foreign languages through communicative approach which focuses “on speaking and listening skills, on writing for specific communicative purposes, and on authentic reading texts‟ (Brown in Vilimec (2006 : 17-18). According to Richards (2006) the one of goals of CLT is to develop fluency in language use. It can be achieved by creating classroom activities in which

students must negotiate meaning, use communication strategies and avoid communication breakdowns. The exercise types and activities in CLT as an approach are unlimited. The one of them is a variety of games (Richard and Rodgers, 2003).

Incorporating games in learning process can be a good technique. It can give benefits both for the teacher and students because games in the classroom can increase student-learning experiences, make materials more current and relevant. Furthermore, the games encourage active participation among players and consequently boost confidence and self-esteem (Lee, 2012). Even according to Chen (2000) games make the learners more willing to ask questions and think creatively about how to use English to achieve the goal. Games also provide language practice and create a meaningful context for language use where promote fluency (Su Kim, 1995:35). One of the board games is the snakes and ladders board game. Using board game according to Chang et.al (2008) is an effective, low anxiety, and fun war for the students learn and practice communication skills as well as develop their own communication strategies that can be readily applied to the real world.

Hence, in order to help students improve their speaking ability, suitable method which have communicative activities must be conducted. Therefore, in this study, the researcher attempts to investigate how the Snakes and Ladders board game can improve the students‟ speaking ability at the eleventh grade of Cookery Department of St. Pius X Vocational High School Magelang in academic year 2015-2016.

22

CHAPTER III

METHODOLOGY

This chapter focuses on the methodology applied in this study. The discussion involves the research method, research setting, research participants, instruments, data analysis technique, and procedures.

A. Research Method

This study was intended to find answer to the problem formulated. The writer tried to investigate how board game can increase the students „speaking ability at the eleventh grade of Cookery major of Saint Pius X Vocational High School Magelang in 2015-2016.

In order to solve the problems, the writer needed to employ a method. The method used Classroom Action Research (CAR). The Classroom Action Research designed to help a teacher to find out what is happening in his or her classroom, and to use that information to make wise decisions for the future. According to Aqib (2006) CAR is “a scrutiny of the activities that deliberately raised and occurs in the classroom”. Moreover, he added that CAR is a strategic way for teachers to improve educational services which must be held in the context of classroom learning process and in the school improvement as well. In short, CAR is a research that is conducted by the teachers in their classroom (or school) where they are teaching in order to achieve improvement of learning process.

CAR is aimed to continually improve and enhance classroom activities and practices, therefore the improvement of the quality of instructional,

improvement of teacher skills, improvement of relevance, and improvement of efficiency in instructional management, and growing culture research on teachers can be achieved. Some benefits of doing CAR for the teachers associated with learning components are learning innovation, curriculum development both at the school and classroom level, and improving the professionalism of teachers (Aqib, 2006:18).

The classroom action research that used in this study was Kemmis and Taggart model as cited in Zainal (2006). Kemmis and Taggart propose that classroom action research described as a dynamic process that includes four steps in a cycle which are planning, acting, observing, and reflecting. After a cycle has been implemented, a reflection will be performed whether the result has achieved the expectation or not. If the expectation has not been reached, a revision should be made. The revisions consist of a set of planning and acting that will be conducted in class for next cycle. The cycle is depicted in figure 1.

Figure1. The Kemmis and Taggart‟s model (Zainal, 2006).

Furthermore, according to Taggart as cited in Zainal (2006: 30-33) the phases of CAR are stated as follows:

1. Action plan

The first step is to plan carefully and thoroughly (Suyadi, 2010). It is a plan to conduct the treatment. In order to improve speaking ability, the researcher used Snake and Ladders board game. The step includes of making learning scenario, preparing facilities that support the classroom needs (if an observation instrument is used, it is necessary to state clearly how to make it, who will use it and when it will be used), preparing an instrument to record and analyze data about the process and the result of an action (Taggart in Zainal, 2006:33).

2. Action

The second stage of Classroom Action Research is an action. The action scenario that has been planned will be conducted in actual time (Taggart in Zainal, 2006).

3. Observation

In the observation, recording the data on the process and the result of action are conducted. The aim of observation is gathering evidence of result of action in order to be evaluated that will be a guidance to do the reflection (Taggart in Zainal, 2006). In doing observation, the researcher will use some instruments which are the observation sheets, the questionnaire and interview to gather the data.

4. Reflection

In the reflection part the data about the process, problem and threat will be investigated. It will be continued the reflecting on effects of action that was done on the learning process (Taggart in Zainal, 2006). The researcher uses interview in doing the reflection beside the self reflection.

B. Research Setting

The setting of the study refers to the place and time to conduct the study. This study had been conducted at the first semester of the eleventh grade of Cokery department of Vocational High School of Saint Pius X Magelang. In Saint Pius X Magelang, English subject is given four hours a week as the 2006 curriculum. The researcher did classroom action research during July to September 2015 in the academic year of 2015 - 2016. The preparation of

the action research was conducted in July to the middle of August 2015. While, the action research was conducted in the middle of August to September 2015.

C. Research Participants

The participants of the study were the eleventh grade of Cookery Department of Saint Pius X Vocational High School Magelang in the school year of 2015-2016. The researcher only took one class, eleventh grade of Cookery Department, as the subject of the study. It consisted of 38 students.

D. Data Gathering Technique

The researcher used observation, interview, questionnaire and the tests, in collecting data. In this study, the researcher used only the result of the increasing students‟ speaking ability through snakes and ladders board game.

1. Observation

The first step in collecting data was observation of the class and the class management, the students‟ problem in learning English, the teacher technique, and the context of teaching material. Those were done before an action. Then, the researcher observed the progress of an action research as well.

2. Test

Test is an instrument to collect data of student‟s achievement on learning, either through an oral, written, and deed (Mulyasa, 2011). In the research the tests used to measure speaking skill. The were two kinds of tests given namely pre-test and post-test. Pre-test was given only in cycle 1 before teaching process began. While post-tests were conducted at the end of cycle 1 and cycle 2. The pre-test was students‟ performance to present their daily activities in front of the class.

Furthermore, the post tests in cycle 1 and cycle 2 were conducted in group performance within playing the game.

To see the improvement of speaking ability, the student‟s average score from pre-test to post-test in cycle 2 were compared. By comparing the students‟ achievement a clear description about whether the Snakes and Ladders board game can increase students‟ speaking ability can be made.

3. Questionnaire

In order to know students‟ responses to the teaching process, questionnaire was given to the students after finishing cycle 2 on September, 14 2015. Before distributing the questionnaire the researcher explained about the questionnaire why it is given and how they should do it.

Type of questionnaire used in this study was structured questionnaire with attitudes scale from strongly agree up to strongly disagree. The attitudes scale was used as measurement for the students for fifteen statements given. The steps in processing the questionnaire are: determining the general purposes of the questionnaire then translating into specific aim, making the questions which covered the purposed of the study, administering the questionnaire to the lecturer for checking its validity, distributing the questionnaire to the students, processing the result by coding it, analyzing the data and generalizing the data (Ary et al, 2006).

4. Interview

The interviews were used to find the existing problem prior to the research and to gather responds, opinions, suggestions, and expectations from the students

and the English teacher about the implementation of the action.

E. Data Analysis Technique

The technique in analysing the data would be in descriptive analysis. For the qualitative, the data were taken from observation, questionnaire and interview both students‟ interview and teacher‟s interview. While for the quantitative, the data were taken from students‟ test result covered pre-test, post-test 1 and post test 2. The scores were calculated to find out students‟ average score entirely. Mean score of pre-test would be compared to mean score of post-test1 and post-test 2.

The following formula is for calculating the student‟s average score (Brown, 1991) :

Description:

: Average score : Total students‟ score n : number of students

After calculating mean score of students‟ achievement, the result would be compared whether the improvement in speaking ability occurs. In order to determine if the Classroom Action Research success, the indicators are a) the average score is more than the school minimum standard score; b) the students‟ score who achieved high grade more than the school minimum standard score and equal to the school minimum standard score is 80% (Sudjana, 2001).

The others indicators of the improvement in students‟ speaking ability will be noticed when the students are able to show mastery of the following competences or skills.

1. Having good pronunciation. It implies the ability to pronounce the words as the way they are pronounced. It also includes accent, stress and intonation. 2. Using grammar correctly. It implies the ability to produce the utterances

using grammatical structures of the language and to use them effectively in communication.

3. Using adequate vocabulary. It implies the ability to recognize and use words in the way that speakers of the language use them. It means using common collocation of words and fixed phrases.

4. Achieving fluency in speaking. It means that students are able to speak smoothly and easily. The students are able to speak without any hesitation. 5. Having good comprehension. It implies the ability to use and respond to

language appropriately, to the topic given, the setting and the relationship among the people who communicate (Brown in Richards and Renandya, 2002:208).

F. Research Procedure

This research is aimed to improve the students‟ speaking ability using the Snakes and Ladders board game. Therefore, the researcher decided to deal with the problems related to the speaking facet. The action would be conducted within 2 cycles where each cycle covered planning, action, observation, evaluation, and reflection. The steps in each cycle are explained in the following sections.

1. Planning

The first step was finding some problems during the learning process in Saint Pius X Vocational High School Magelang in the beginning of the research. It consisted of interviewing the English teacher of Saint Pius X Vocational High School Magelang, doing an observation in the classroom during the learning process, interviewing the students of XI JB1 to find out their attitude toward English and their difficulties in learning English especially in learning speaking. A speaking pre-test was also conducted in the beginning of Cycle 1 to measure the students‟ speaking ability.

The first class observation was conducted on July 27, 2015. While the second one was conducted on July 30, 2015. Besides doing observation in the classroom, the researcher also conducted an interview to some students to know their attitude toward English. The researcher also conducted an interview to the English teacher to confirm the problems found during class observation.

Based on the observation and interviews, the researcher concluded that some problems aroused during the learning process are that some students were not eager enough to learn English because they think English is difficult, students are shy and hesitant to speak English, they are afraid of making mistakes so they were silent when the teacher asked a questions, their vocabulary mastery is low because they rarely used English in their daily life, therefore, it could be concluded that students ability in speaking is low.

The low speaking ability could be identified from the indicators, (a) The students could not answer the teacher questions when the teacher asked them to

asnwer. Most of them just kept silent and often said “sorry” to the teacher instead of answering the question; (b) The students could not express their ideas fluently using appropriate vocabulary and grammatical forms. Therefore, they always got stuck in speaking; and (c) The students often mispronounced the words during their performance (see appendix p.69 and 71).

2. Action

Ini this step, the writer as researcher will conduct the action by doing the learning process as lesson plan that have been made. The Snakes and Ladders board game will be used as the media in learning activity.

3. Observation

In this observation step, the English teacher as collaborator will do the observation on the researcher activity as a teacher, students activity, and the students‟ interview. For the evaluation, the interview will be used to measure students‟ participation while the test will be used to measure students‟ improvement in speaking skill. The researcher used the speaking rubric in doing the assessment of speaking tests (see appendix p.94 ). The minimum standard score or KKM will be the reference in determining the students‟ performance in the test. The minimum standard score is 71.

4. Reflection

The data that gathered from the evaluation will be analysed. The analysis result will be used to make reflection on the action in each of cycle. The reflection will be used to make a new planning for the next cycle.

G. Research Schedule

The schedule of the research from preparation to the report writing is described in the following table 1.

No Activity Time

1 Preparation

 Designing pre-test June 2015 in week IV

 Doing class room observation and pre-test

July 2015 in week III and IV

 Analyzing the pre-test result August 2015 in week I

 Designing lesson plan and learning media

August 2015 in week II

2 Action

 Doing an action of cycle I August 2015 in week III

 Analyzing and reflecting August 2015 in week IV

 Doing an action of cycle II September 2015 in week I

 Analyzing and reflecting September 2015 in week II

3 Report

 Writing report of classroom action September 2015 in week III

research To November 2015 in week I

33

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the research results and findings. There are two sections in this chapter. The first part presents the result of classroom action research within two cycles and the second part is discussion of the research. They are the process of using the Snakes and Ladders board game for improving the students‟ speaking ability of eleventh grade of Cookery Department of Saint Pius X Vocational High School Magelang and the result of the action.

A. The Students’ Score in Classroom Action Research

The students‟s score in classroom action research both in cycle 1 and 2 in terms of comparison of the average test result will be presented in the following tables and graph.

1. Cycle 1

The students‟ score in cycle 1 will be described in the table 1.2.

Student Pre- Test Post Test 1

1 83.2 85

2 73.8 79.5

3 53.4 70

4 65.4 72

5 55 65

6 65 65

7 81 82

8 68 74

9 66.8 72

10 65 73.5

Table 1.2. The students‟ score in cycle 1

2. Cycle 2

The students‟ score result of cycle 2 is described in table 1.3

Student Pre- Test Post Test 1 Post Test 2

1 83.2 85 89

2 73.8 79,5 89

3 53.4 70 70

4 65.4 72 91

5 55 65 69

6 65 65 90

7 81 82 88

Student Pre- Test Post Test 1

12 80.6 81

13 69.2 70.5

14 63 72

15 77.2 78

16 63 72

17 64 74

18 57 67

19 81 82

20 54.4 72.5

21 66 69

22 72.8 72

23 73.2 73

24 61.2 72

25 86 86

26 86 85

27 64.2 72

28 75 79

29 76 73.5

30 77.4 79

31 65.4 70

32 73.8 77

33 67.2 72

34 82.2 83

35 72 75

36 77.2 77.5

37 58 73

38 62.4 72

Student Pre- Test Post Test 1 Post Test 2

8 68 74 91

9 66.8 72 50

10 65 73.5 87

11 60.8 72 79

12 80.6 81 87

13 69.2 70.5 86

14 63 72 70

15 77.2 78 89

16 63 72 75

17 64 74 83

18 57 67 78

19 81 82 91

20 54.4 72.5 73

21 66 69 53

22 72.8 72 78

23 73.2 73 56

24 61.2 72 78

25 86 86 92

26 86 85 90

27 64.2 72 70

28 75 79 70

29 76 73.5 68

30 77.4 79 65

31 65.4 70 83

32 73.8 77 86

33 67.2 72 65

34 82.2 83 95

35 72 75 80

36 77.2 77.5 69

37 58 73 87

38 62.4 72 59

Mean 69.547 74.7 79.2

Table 1.3. The students‟ score result of cycle 2

Based on the students‟ score result in the tests can be stated that the improvement happened significantly. The significant improvement of mean of students‟ score is presented in the following graph 1.

Graph 1. The Student‟s score on Speaking Test

B. Discussion on the Implementation of Action Research

The implementation of the action research was done in two cycles. The cycle one was conducted in July – August 2015. It consisted of three meetings; two meetings for teaching and learning process and one meeting for post test 1. Furthermore, the cycle two was conducted in September 2015 which was consisted three meetings as well; two meetings for teaching and learning process and one meeting for post test 2. The following explanation shows the action research conducted using the Snakes and Ladders board game.

1. Cycle 1 Report

Cycle one was conducted in August 2015. Each cycle included four steps. The steps in the first cycle were planning, action, observation and reflection. Each of steps would be explained in the following part.

a. Planning

The following explanation is about preparation before conducting the cycle one.

1) After conducting pre test on August 3, 2015, the pre-test result showed that in avarege the students‟ speaking ability was low. It was 69 that means under the school minimum standard score which is 71. Then, the pre test result was used to determine in dividing the students into group which consisted of 5-6 heterogeneous students in ability.

2) The next step was dividing the students into heterogenic group which consisted of 5-6 students. The number of eleventh Cookery Department class is 38 students that consisted of 11 boys and 27 girls. From this number the researcher divided the students into seven groups.

3) Preparing the research instruments and learning instruments that covered lesson plans, teaching materials, the teaching media, the Snakes and Ladders board game and its instruments, and rubric for speaking assessment. The snakes and ladders board game would be integrated in lesson plan. It would be used as media for the students activity. The game would have thirty numbers which had the different cues. The cues were taken from the topic that been discussed. The topic for the first cycle was “Describing People”. Then, the students would play the game in group. Each of students in the group would do the task as the number they had got. The task would be a monologue or an individual performance.

b. Actions

The first cycle action was conducted in three meetings as the English subject schedule for XI JB1. The actions of cycle one was conducted on August 24, 2015. As stated before during the actions, the researcher became the teacher while the English teacher as the collaborator and observer as well. The details of the process can be seen in the following explanation.

1) First Meeting

The first meeting was conducted on August 24, 2015. The topic for that day was “Describing People” both physically and personality. The researcher greeted the students in English and the students answered positively and correctly. Before explaining the materials, the researcher asked some questions to the students by showing two pictures using power point presentation “ Class, what do you think about her?” the boys students responded directly “ she is beautiful; she is an artist.” The researcher replied “ very good! What else...? what about her hair, her nose? “ the students answered “ her hair is long and black; her nose

mancung...” then the whole class were laughing because they did not know how to say it in English. The researcher replied and gave some corrections, “yes, she has a pointed nose, we can say hidung mancung in English by saying pointed

nose. Is it clear class?” then the students answered, “ yes sister.”

After giving the warmth question, the researcher played short video to stimulate students remembering the topic since they had learnt it in the first grade. The short video was about describing people presented in a song and dance. Then the students were invited to follow the song and movements in order to give them

an exercise activity before learning. After that, the researcher explained the material using the video that had been played to get students‟ understanding. Then, researcher continued with explaining materials and the objectives of the lesson using power point presentation. Unfortunately, the LCD was not good enough because there were lines in the screen so the power point presentation was not clear enough. There was no another LCD because other teachers were used LCD as well. However, the sentences still could be read although they were not clear enough. The researcher showed the list of adjectives related to physical appearance and personality using power point presentation. In addition, the researcher also gave the expressions in describing people both physically and personality so the students got sufficient exposure for the topic.

After explaining the material, the researcher introduced the snakes and ladders game. Since the game is familiar to students and they often played the game, the researcher directly explained about the new rule of playing the game. The explanation during the learning process used bilingual in order to help students understand well. As the students understood about the new rule, the researcher showed the group to the students so that they could know which group they belonged to. Then, the students were asked to gather to their group and decided who would be the leader of group and who would be the first person, second person, third person, etc in their group. After the leader of the group was chosen, the researcher invited them to take the snakes and ladders board game including the dice, the counter, and the clues.

When each of group had got the complete snakes and ladders board game, they could directly play it. While the students were playing the game, the researcher and the collaborator moved around making sure that each of group understood how to play the game and making sure that each of students were speaking in English. The researcher allowed the students to use their gadget as long as they used it for finding the words in English. They played until the end of the lesson. They enjoyed playing the game since it was the first time for them playing game during learning English.

2) Second Meeting

The second meeting was conducted on August 28, 2015. The material was about “describing profession or job”. The researcher did some reviews on what they had learnt in previous meeting. The students replied, “yes, about describing people” loudly. Then, the researcher continued with the next question “how can we describe Ms.Mita physically? “ The student 1 mentioned “ Ms.Mita is beautiful; Ms.Mita has short black hair; ms.mita has pointed nose; another

student replied “Ms.Mita is a good teacher... The researcher responded to the students “great! You still remember it but it is not enough. You have to practice it. Ok class!” The students replied “ok sister!”

The researcher told the students that they would discuss description on profession. The researcher showed the power point presentation for that day topic. Then, the students were asked to pay attention to the video which been played to give exposure about various profession and its duties. Since they are from Cookery Department, the researcher focused on cookery field such as chef, sous

chef, cook, cook helper, and steward. The explanation about the profession and its duties were completed by the skills that must be mastered. It is closely related to the ability to cook various foods, that is why the next expression was about how to make something. For example, as a chef the students must be able to explain about the menu and how to make the menu.

After explaining it, the researcher gave the students five minutes to recall to what they had learnt about the menu and chose their favorite menu to be performed. When the students were ready, the researcher asked to the students to gather in their group. In the group they would play using different questions for each number in the snake and ladder board game. The questions were about jobs or professions, the skill of the profession, and the duties of it. The researcher explained the rule and instruction using bilingual, English and Bahasa Indonesia twice. After the students understood about what they had to do, the leader of the group came to the researcher to take the complete snakes and ladders board game. The students enjoyed the game activity. It could be seen from the students‟ face expression. Then, the researcher and collaborator moved around to see the group play. They were given 30 minutes to play in group as practicing before group competition.

After playing in the group, the researcher invited each of group to do the group competition. Each of group had chosen the student who would be the first, second, third until the last person in the group as in the previous meeting. Thus, the first person would play first until the last person as representation their group.

The questions were the same with the clues that had been practiced before competition.

The competition was running very tight. Each group tried to make good score since the score would be added to their mid term score and there were some snacks as a reward for them. The students were very active and they spoke English a lot spontaneously. Their fluency increased. The students were not hesitant to speak although their pronunciation and grammar were not correct. They were able to speak spontaneously when they did the tasks. They rarely looked at their notes when performing the task. They could perform the correct expressions and vocabulary in speaking as the topic that had been discussed.

3) Third Meeting

The meeting was conducted on August 31, 2015. The activity was post-test one. The activity was done in group competition but the assessment was done individually. The researcher was the reader of the clues while the collaborator would throw the dice. The first person each of group played first and continued by the last person in group. They had to compete with one another to answer the question. The questions covered describing people and their profession. When one student had raised his/her hand and had been pointed to answer the question, if the answer was correct he/she got the point. Each question could answer by three students. After one question had been answered, it continued with the next person until the end of the time and every student had got a chance to speak and answer.

In order to stimulate the students to be active in competition, they were told that the result would be considered as their daily test and would influence

their mid term report. This motivation was effective to boost their effort to answer. To avoid the bias post test result, the whole activity was recorded. The researcher and the collaborator watched and assessed the students‟ ability based on their performance that had been recorded.

c. Observation

The observation as the third step in CAR was done by the collaborator. The activity was observing the class activity during the learning process using the snakes and ladders board game. The observation was done by using observation sheet and field notes. The summary of observation result was presented as follows.

First, the observation result showed that the researcher in the first meeting was running well although there were some problems occurred. Things that had been done in a good way were the material explanation, media that used, the game, and the class management. The students were motivated to speak during the learning. The use of media like LCD, video, song, dance and power point transcription were good experience which gave them new atmosphere in learning English. They got more exposure in English that helped them to speak, especially when they were playing the game in the group. The class became totally different because the students were happy and enthusiastic. The students were showing their effort to speak by consulting to their dictionary, asking the collaborator, or asking the smart student in the group when they did not know the words in English. The students enjoyed playing the game very much. Therefore, they were speaking English spontaneously. They unconsciously answered every question in

27 Student 27 3.5 3 3 2.9 3.8 10.5 6 6 5.8 3.8 64.2

28 Student 28 3.8 3.8 3.5 3.5 4.5 11.4 7.6 7 7 4.5 75

29 Student 29 3.5 4 4 3.5 4.5 10.5 8 8 7 4.5 76

30 Student 30 3.8 3.9 4 3.5 4.5 11.4 7.8 8 7 4.5 77.4

31 Student 31 3.4 3 3 3 4.5 10.2 6 6 6 4.5 65.4

32 Student 32 3.8 3.5 3.5 3.5 4.5 11.4 7 7 7 4.5 73.8

33 Student 33 3.5 3.3 3 3 4.5 10.5 6.6 6 6 4.5 67.2

34 Student 34 4.2 4 4 4 4.5 12.6 8 8 8 4.5 82.2

35 Student 35 3.5 3.5 3.5 3.5 4.5 10.5 7 7 7 4.5 72

36 Student 36 3.9 3.7 3.7 3.8 4.5 11.7 7.4 7.4 7.4 4.5 77.2

37 Student 37 3 3 2.7 2.8 4.5 9 6 5.4 5.6 3 58

Post-Test 1 Score August 31, 2015

No Students Aspect Raw Score Grade

F P V G Fu F P V G Fu

1 Student 1 4.5 4 4 4 5 13.5 8 8 8 5 85

2 Student 2 4.5 4 3.5 3.5 4.3 13.5 8 7 7 4.3 79.6

3 Student 3 3.5 3.2 3.5 3.2 4.5 10.5 6.4 7 6.4 4.5 69.6 4 Student 4 3.7 3.5 3.5 3.2 4.5 11.1 7 7 6.4 4.5 72

5 Student 5 3.2 3.2 3 3 4.3 9.6 6.4 6 6 4.3 64.6

6 Student 6 3.4 3 3 3 4.5 10.2 6 6 6 4.5 65.4

7 Student 7 4.2 4 4 4 4.5 12.6 8 8 8 4.5 82.2

8 Student 8 4 3.7 3.5 3 4.5 12 7.4 7 6 4.5 73.8

9 Student 9 3.5 3.5 3.7 3.3 4.5 10.5 7 7.4 6.6 4.5 72

10 Student 10 4 3.5 3.5 3 4.5 12 7 7 6 4.5 73

11 Student 11 3.7 3.5 3.5 3.3 4.5 11.1 7 7 6.6 4.5 72.4

12 Student 12 4 4 4 4 4.5 12 8 8 8 4.5 81

13 Student 13 3.5 3.5 3.2 3.2 4.5 10.5 7 6.4 6.4 45 69.6 14 Student 14 3.5 3.5 3.7 3.3 4.5 10.5 7 7.4 6.6 4.5 72

15 Student 15 4.2 4 3.5 3.5 4.3 12.6 8 7 7 4.3 77.8

17 Student 17 4 3.7 3.5 3 4.5 12 7.4 7 6 4.5 73.8

18 Student 18 3.5 3 3.2 3 4.5 10.5 6 6.4 6 4.5 66.8

19 Student 19 4.2 4 4 4 4.5 12.6 8 8 8 4.5 82.2

20 Student 20 3.7 3.5 3.5 3.3 4.5 11.1 7 7 6.6 4.5 72.4 21 Student 21 3.5 3.3 3.3 3 4.5 10.5 6.6 6.6 6 4.5 68.4 22 Student 22 4 3.3 3.3 3.2 4.5 12 6.6 6.6 6.4 4.5 72.2 23 Student 23 4.2 3.2 3.4 3 4.5 12.6 6.4 6.8 6 4.5 72.6

24 Student 24 3.7 3.5 3.5 3 4.5 11.1 7 7 6 4.5 72.4

25 Student 25 4.5 4 4 4.2 5 13.5 8 8 8.4 5 85.8

26 Student 26 4.5 4 4 4 5 13.5 8 8 8 5 85

27 Student 27 3.7 3.5 3.5 3.3 4.5 11.1 7 7 6.6 4.5 72.4

28 Student 28 4 4 4 3.5 4.5 12 8 8 7 4.5 79

29 Student 29 4.3 3.2 3.4 3 4.5 12.9 6.4 6.8 6 4.5 73.2

30 Student 30 4 4 4 3.5 4.5 12 8 8 7 4.5 79

31 Student 31 3.5 3.3 3.3 3.3 4.5 10.5 6.6 6.6 6.6 4.5 69.6

32 Student 32 4 4 3.5 3.5 4.5 12 8 7 7 4.5 77

33 Student 33 3.7 3.5 3.5 3.3 4.5 11.1 7 7 6.6 4.5 72.4

34 Student 34 4.2 4 4 4 5 12.6 8 8 8 5 83.2

35 Student 35 4 3.5 3.5 3.5 4.5 12 7 7 7 4.5 75

36 Student 36 4 4 3.7 3.5 4.5 12 8 7.4 7 4.5 77.8

37 Student 37 4 3.3 3.3 3.3 4.5 12 6.6 6.6 6.6 4.5 72.6 38 Student 38 3.7 3.5 3.5 3.3 4,5 11.1 7 7 6.6 4.5 72.4

Post-Test 2 Score September 14, 2015

No Students Aspect Raw Score Grade

F P V G Fu F P V G Fu

1 Student 1 4.5 4.5 4 4.5 5 13.5 9 8 9 5 89

2 Student 2 4.5 4.3 4.5 4.5 5 13.5 8.6 9 9 5 90.2

3 Student 3

4 Student 4 4.5 4.5 4.5 4.5 5 13.5 9 9 9 5 91

5 Student 5 3.5 3.3 3.5 3.5 3.5 10.5 6.6 7 7 7 69.2 6 Student 6 4.5 4.3 4.5 4.3 5 13.5 8.6 9 8.6 5 89.4 7 Student 7 4.5 4.3 4.2 4.3 5 13.5 8.6 8.4 8.6 5 88.2

8 Student 8 4.5 4.5 4.5 4.5 5 13.5 9 9 9 5 91

9 Student 9 2.5 2.5 2.5 2.2 3.5 7.5 5 5 4.4 3.5 50.8

10 Student 10 4.5 4.3 4 4.3 5 13.5 8.6 8 8.6 5 87.4

11 Student 11 4.5 3.7 3.7 3.5 5 13.5 7.4 7.4 7 5 80.6

12 Student 12 4.5 4.2 4 4.3 5 13.5 8.4 8 8.6 5 87

13 Student 13 4.3 4.3 4.3 4.3 4.5 12.9 8.6 8.6 8.6 5 86.4

14 Student 14 4 3.8 3.5 3.5 4 12 7.6 7 7 4 75.2

15 Student 15 4.5 4.3 4.2 4.5 5 13.5 8.6 8.4 9 5 89

16 Student 16 4 3.5 3.5 3.5 4.5 12 7 7 7 4.5 75

18 Student 18 4.3 3.5 3.5 3.5 5 12.9 7 7 7 5 77.8

19 Student 19 4.5 4.5 4.5 4.5 5 13.5 9 9 9 5 91

20 Student 20 4 3.2 3.5 3.2 5 12 6.4 7 6.4 5 73.6

21 Student 21 2.5 2.7 2.5 2.5 3.5 7.5 5.4 5 5 3.5 52.8 22 Student 22 4.5 3.5 3.5 3.5 4.5 13.5 7 7 7 4.5 78

23 Student 23 3.5 3.2 3.4 3 4 10.5 6.4 6.8 6 4 67.4

24 Student 24 4.5 3.5 3.5 3.5 4.5 13.5 7 7 7 4.5 78

25 Student 25 4.7 4.5 4.5 4.5 5 14.1 9 9 9 5 92.2

26 Student 26 4.5 4.4 4.5 4.4 5 13.5 8.8 9 8.8 5 90.2

27 Student 27 4 3.4 3.5 3 5 12 6.8 7 6 5 73.6

28 Student 28 3.8 3.5 3.2 3.5 4.7 11.4 7 6.4 7 4.7 73 29 Student 29 4 3.5 3.2 3.3 4.5 12 7 6.4 6.6 4.5 73

30 Student 30 3.5 3.4 3 3 4 10.5 6.8 6 6 4 66.6

31 Student 31 4.2 4 4 4 5 12.6 8 8 8 5 83.2

32 Student 32 4.5 4 4.2 4.2 5 13.5 8 8.4 8.4 5 86.6

33 Student 33 3.5 3.4 3.5 3.5 4.5 10.5 6.8 7 7 4.5 71.5 34 Student 34 4.7 4.7 4.7 4.7 5 14.1 9.4 9.4 9.4 4.7 94.6

35 Student 35 4 3.5 4 4 5 12 7 8 8 5 80

36 Student 36 4.3 3.5 3.5 3.5 4.5 12.9 7 7 7 4.5 76.8

37 Student 37 4.5 4.2 4 4.3 5 13.5 8.4 8 8.6 5 87