COOKING ACADEMY 2 WORLD CUISINES AS A TOOL FOR IMPROVING SPEAKING ABILITY.

TABLE OF CONTENT

Page of Approval ... i

Statement... ii

Preface... iii

Acknowledgement ... iv

Abstract ... v

Table of Content ... vi

CHAPTER 1 INTRODUCTION

...

1

1.1 Introduction ... 1

1.2 Research Questions ... 5

1.3 Aims of the study ... 5

1.4 Research Methodology ... 6

Research Design ... 6

Research Instrument ... 6

Data Collection ... 7

Procedure of the Study ... 7

Data Analysis... 9

Populations and Samples ... 10

1.5 Clarification of Terms ... 11

1.6 Organization of the Paper ... 11

CHAPTER II THEORETICAL FOUNDATION ... 13

2.1 Speaking ... 13

2.1.1 The Nature of Speaking ... 13

2.1.2 The Characteristics of Good Speaker ... 14

2.1.3 Teaching Speaking in the Classroom... 15

2.2 Procedural Text ... 17

2.2.1 Definiton of Procedure Text ... 17

2.2.2 Generic Structure and Language Features of Procedure Text ... 18

2.3 Theories of Computer-Based Game... 18

2.3.1 Computer-Based Game in Teaching ... 18

2.3.2 Definition of Computer-Based Cooking Game ... 19

CHAPTER III RESEARCH METHODOLOGY ... 23

3.1 Research Design... 23

3.2 Data Collection ... 25

3.2.1 Population and Sample ... 25

3.2.2 Research Instrument ... 26

3.2.2.1 Tests ... 26

3.2.2.2 Structured Questionnaire ... 28

3.3 Research Procedures ... 29

3.3.1 Organizing Teaching Procedure ... 29

3.3.2 Conducting the Treatment ... 30

3.3.3 Administering Pre-Test and Post-test ... 31

3.3.4 Distributing Structured Questionnaires ... 31

3.4 Data Analysis ... 32

3.4.1 Pre-Test and Post-test Data Analysis ... 32

3.4.1.1 Normality Distribution... 32

3.4.1.2 Homogeneity of Variance ... 32

3.4.1.3 The Independent T-test ... 33

3.4.1.4 Analyzing Data on Structured Questionnaires ... 33

CHAPTER IV FINDINGS AND DISCUSSIONS ... 35

4.1 Study Findings ... 35

4.1.1 Pre-test Score Analysis ... 35

4.1.2 The Independent T-test Computation on Pre-test and post test ... 38

4.1.3 Analysis the result of Structured Questionnaires ... 40

4.2 Discussions 4.2.1 The use of Computer Game in Speaking Activities ... 54

4.2.2 Students’ Responses toward the Computer Game Entitled Cooking Academy 2 World Cuisines in Speaking Activities ... 55

4.3 Concluding Remarks ... 56

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ... 57

5.1 Conclusions ... 57

5.2 Recommendations ... 58

BIBLIOGRAPHY ... 60

CHAPTER 1

INTRODUCTION

This chapter introduces the nature of the study. It begins with the background for the study in which research questions and aims of the study are formulated. Reasons for choosing the topic and significance of the study are included. Some concepts concerning research design employed in the study are clarified in relation to data analysis within certain scopes. This chapter is also completed with organization of paper as the general description of the study.

1.

1 Background

For many learners studying English as a foreign language, speaking is one of the important basic skills (listening, speaking, reading, and writing) that should be mastered. Based on School-based Curriculum students should master speaking skill because it is tested in the School exam. Moreover, English is a subject that must be taught since Elementary/lower grade (Lengkanawati, 2004). Besides, speaking skill mastery is very important to be mastered because it can help the speaker to communicate with others who use English as their language and also since English is an International language.

However, improving speaking skill is not an easy matter to do in Indonesia, since Indonesians are not using English as their mother language. It is noticed that there are also problems with the teacher’s speaking ability. It seems that teachers still use Bahasa Indonesia in the classroom. Vocabulary also appears

as another problem in speaking. The graduated senior high students have to master 11.000 to 14.000 root words (D'Anna, Zechmeister, and Hall 1991; Goulden, Nation, and Read, 1990; Hazenberg and Hulstijn, 1996). In fact, in Indonesia, where English is spoken as foreign language, the provided time is only 440 hours a year (www.ktsp.diknas.go.id). It is contradicted to the previous study, in which the students need a lot of exposure time to deal with vocabulary. Thus, the challenges in enriching students’ vocabulary affect their speaking skill.

Harmer (2002) stated that the ability to speak fluently not only presupposes on knowledge of language features, but also on the ability to process information and language on the spot. This means, the teacher should encourage the students with a lot of exposures and practices when they want to improve speaking ability. Therefore, strategies should be conducted in the classroom, so that English could be used actively and interestingly to avoid boredom and students can become a good speaker.

A good English speaker should have a good fluency, pronunciation and discourse management (Georgiou & Pavlou, 2003). They said that a good fluency enables the speaker to speak naturally. The speaker should also pay attention to the pronunciation because good pronunciation enables the listener to listen words clearly. Discourse management deals with how the speaker arranges and connects his/her ideas. It is also supported by Paul (2003), as a matter of learning speaking effectively, the learners are not only expected to pronounce correctly and to use appropriate intonations but they are also expected to be

communicative and to speak spontaneously. It follows that the speakers need to have a good ability in speaking.

To become a good English speaker, the student who practices this skill needs motivations and strategies. Marriane (1979) stated that no matter what students are forced to study, they do not learn at all unless they want to do so. This statement follows that the teacher, especially English teacher, should prepare several strategies and motivations to the students to make an interesting activity in the classroom. Thus, the students’ motivation towards the subject will be maintained through the activity; moreover, they will have a lot of exposure in vocabulary mastery.

Actually, there are many things that can be done to maintain students’ motivation and strategy, such as the use of effective and attractive media in teaching and learning process. The use of media can boost the language learning to be more attractive and creative. Harmer (2007) stated that ranges or objects, pictures and other things can be used as an instructional media to present and to manipulate language as well as to involve students in the activities. One of the media that present attractive and creative learning is a computer. Among many applications in the computer, game is one of the applications that can be used as teaching and learning media. Therefore, the media that is used in this study is called computer-based game.

Uberman (2012 states that at least game is used to show students the beauty of foreign language not just a problem that at times seems overwhelming. Game is also proposed by Walton (1999) that game is developmental, educational,

social, and fun. Firstly, game is developmental. This infers that not only the English skill is being developed but also the creativity. Secondly, game is educational. By playing game, we can learn not only about the use of language but also history, geography, culture, current event, theology, management and math. Third, game is social. There is no gaming “loners” or “outcasts”. By playing games we interact easily with other gamers. And the last is game is fun. Computer based game is completed by both audio and visual. Because of that, gamers can manifest themselves into the game and can possibly implicate their feeling too. Happiness, sadness, strains and prides are collapsed to be fun activity to make gamers bear to spend their time in front of their computers. Something that we learn with fun and meaningful learning can be memorized for long-terms.

From the statements above, one computer-based game, entitled

Cooking Academy 2 World Cuisines is used in this study. This game is equipped

with visual explanation and vocabulary that is given to respondent such as, grating cheese, peeling potatoes, slicing bread, chopping garlic, sautéing all manner of ingredients, etc. Besides that, the player will recognize the examples of the world cuisine and cook a variety of appetizers, breakfasts, lunches, dinners, and desserts. The player will also use mouse to interact with the game, so the player will be in the cook-like situation.

Based on the previous research and theories mentioned above, the aim of this study is to investigate Cooking Academy 2 World Cuisine as a tool for improving speaking ability.

The study is expected to have implications to the use of the computer-based game which is carried out in the English classroom. The study is also expected to be a reference for English teachers to develop an innovative and creative teaching learning process, especially in teaching speaking procedural text. This study may also inspire other researchers to explore the issues which are related with the use of computer-based game in teaching speaking procedural text. The findings later will also provide sufficient information to conduct other investigation in the similar field.

1.2

Research Questions

This study aimed to investigate these following questions:

1. Can a computer-based game Cooking Academy 2 World Cuisine improve speaking ability of senior high school students?

2. What is the students’ response toward Cooking Academy 2 World Cuisine in improving their speaking especially in procedural text?

1.3

Aims of the study

Associated with the research question above, this study is proposed to investigate the use of playing computer-based game on speaking ability mastery of senior high school students’. In addition, the students’ responses toward the use

of Cooking Academy 2 World Cuisine in improving their speaking procedural text are revealed.

1.4 Research Methodology

This section is intended to provide the “how to” of conducting the study. In general it explains the steps of this study in finding answers to the previously formulated research questions. It should cover the following parts:

Research Design

This study used a quantitative method; gathering and comparing the data. In addition, questionnaires were given to the students.

Gathering and comparing data were held in quasi-experimental study using intact group design. There was one class experimental class. Before giving post-test, the game was given to experimental class. Afterwards, the data taken from pretest and posttest score of experimental class were compared and analyzed to find out its significance.

Research Instruments

This study was conducted based on a quantitative method that was held in an experimental study. The sample was included into one class; experimental class. Experimental class was tested by pre-test and post-test. As a treatment the Cooking Academy 2 World Cuisine game was given to the experimental class before the post-test.

Data Collection

In collecting the data, the tests were administered to Experimental Class before and after the experiment were held. Experimental class received the l treatment before the post-test which is Cooking Academy 2 World Cuisine game. The data was taken along with this study during regular schedule of English in school.

Meanwhile, the steps are showed below in the Procedure of Study.

Procedure of Study

Below are the procedures of this study: 1. Collecting participants.

In this part, this study involved twenty five participants. These participants are the students in one of SMA Plus Pariwisata in Bandung students’.

Moreover, three students from experimental class were selected as the representatives. These three students were categorized as high grade student, medium grade student, and low grade student.

2. Clustering participants into experimental class.

In clustering the participants, those twenty five students of SMA Pariwisata were selected as participants in Experiment class. Twenty five students of class X-1 were acknowledged as Experimental class.

3. Pre-testing Experimental class.

In this section of this study, the pre-test was selected as the beginning of collecting the data to the Experimental class. The pre-test was included by the three proposed aspects as a set of assessment, such as, fluency, pronunciation, and discourse management. These aspects were important to find out the basic speaking skill of the students. These aspects of assessment used in post-test.

4. Giving treatment to experimental class

In conducting the treatment, computer-based cooking game entitled Cooking Academy 2 World Cuisine is selected. This game was applied to the experimental class.

5. Post-testing Experimental class.

After giving sets of treatment to the experimental class, the post-test was conducted to Experimental class.

6. Comparing the data by using t-test in order to seek out whether the effect is significant or not.

After collecting the pre-test and post-test data, SPSS 17.0 statistics for windows was selected as an aid to analyze both data.

7. Giving a questionnaire to the students related in this study.

After collecting the data, questionnaires were given to the students’. The questionnaires were analyzed by SPSS 17.0 statistics for windows.

8. Concluding the study.

After the data and questionnaires are analyzed, this study was concluded and will be more explained in chapter 4 and 5.

Data Analysis

This study was started with the null hypothesis, since this is comparative study, so that in mastering speaking ability in procedural text the two groups are considered similar in the beginning.

Kranzler and Moursund (1999) proposed the meaning of null hypothesis that there is no difference between Experimant Class’ Pre-test and Post-test score in the mean adjustment level. The analysis of this study used t-test as the approach. It is primarily proposed to determine whether the means of scores

of the two scores are different to a statistically-significant degree (Kranzler and Moursund ch.7: 89, 1999)

Notes : G stands for class, T1 stands for Pre-test and T2 stands for Post-test

Populations and Samples

Twenty five students in one of SMA Pariwisata in Bandung were chosen as the subject for this study. This is particularly because SMA Pariwisata in Bandung already provides computer-skilled program, so it is believed that students are able to operate computer.

The study focused on the first grade students. Only one class will be analyzed as an experimental class. Experiment class is selected by giving them

pre-test, treatment, and post-test. It is believed that Experimental class’ score have similar speaking level in producing procedural text, because they are in the same class on the same school.

1.5 Clarification of Terms

In this study, there are several terms that need to be clarified to avoid misinterpretation and unnecessary misunderstanding of the terms used in this paper. Several terms are clasified as follows:

 Speaking Skill : an ability to express thoughts and verbal transactions.

 Teaching : imparting of knowledge in this term speaking ability in procedural text by a teacher or other knowledgable person.

 Computer-based game : a game which is played on computer, in which the pictures that appear on the screen are controlled by pressing keys or joystick (cambridge advance learners’ dictionary)

1.6

Organization of the Paper

The paper of this study is organized as follows:

Chapter 1 Introduction

This chapter presents the background of the study, statements of the problem, the aims of the study, the significance of the study, research methods, procedures of the study, population and sample, clarification of terms, and organization of the paper.

Chapter 2 Theoretical Foundation

This chapter presents the related theories from the experts and their studies, with related literature that writer uses in this study.

Chapter 3 Research Methodology

This chapter presents the methodology in conducting this study. It includes the preparation stages, procedures, instruments, methods, and the result of the study.

Chapter 4 Findings and Discussions

This chapter presents the writer’s interpretation about the result of the study.

Chapter 5 Conclusions and Suggestions

This chapter presents the conclusion and suggestions of this study to other researchers who wish to continue the research.

CHAPTER III

RESEARCH METHODOLOGY

This chapter is devoted to outline the methodology of the research. This chapter presents some considerations in determining the data to collect, the subjects from whom data will be taken, the data collection, and steps to analyze the obtained data.

3.1 Research Design

This study used One-Group Pretest-Posttest design. The design was commonly used in educational study. In the One-Group Pretest-Posttest design, a single group was measured or observed not only after being exposed or treated, but also before (Fraenkel and Wallen, 1990:236). The study only used one class which was considered as an Experimental Class, as it had been suggested by Fraenkel and Wallen (1990). All participants in Experimental Class had the same level, but the writer used a different set of treatments in the teaching and learning process after conducting the Pretest.

This study used an experimental study. The sample was acknowledged into one class; Experimental class. All participants were given pre-test and post-test. Before giving the post-test, Cooking Academy 2 World Cuisine as a computer game was given to the Experimental class as a treatment. Subsequently, the data

which was taken from Experimental class compared and analyzed to find out its significance as the answers of the research questions.

The Experimental design in this study would be explained as follow:

Experimental O1 X1 O2

Notes:

O1 : Students’ speaking scores of Experimental class in pre-test O2 : Students’ speaking scores of Experimental class in post-test X1 : Treatment using computer game entitled Cooking Academy 2

World Cuisine

The study used one class (Experimental class). The treatment was only given in Experimental group repeatedly. Before giving the treatment to Experimental class, all participants had conducted the pre-test to know students’ speaking ability. After giving the pre-test to the Experimental class, the post-test

was given to know students’ speaking ability after the treatment. This process

used as a mean to identify whether there was a difference or not between the pretest and posttest data in the experimental class which used computer game as a treatment entitled Cooking Academy 2 World Cuisine.

In this study, the independent variable was the use of computer game entitled Cooking Academy 2 World Cuisine in the teaching of speaking. This was the treatment or controlled variable in order to assess their possible effects on one

or more other variables. The dependent variable was students’ speaking scores.

This was the variable that depended on what independent variable did to it (Fraenkel & Wallen, 1990: 32).

This study was started with the null hypothesis, the pretest and posttest score in experimental class were considered similar in the beginning of the experiment.

Kranzler and Moursund (1999) suggested that the meaning of null hypothesis was there is no difference between pretest and posttest score in experimental class in the mean adjustment level. So that the null hypothesis in this study was there is no difference between the two scores (Pretest and Posttest) in

students’ speaking ability.

3.2 Data Collection

3.2.1 Population and Sample

The population in this study was one of SMA Pariwisata in Bandung. The total population of first grade students was sixty eight students.

Twenty five students participated as sample in this study. Twenty five students of class X-1 decided as the experimental class.

3.2.2 Research Instrument

Tests and structured questionnaires were used to collect the data in this study.

3.2.2.1 Tests

To collect the students’ speaking scores data, oral tests were conducted to

the Experimental Class. The most important thing in speaking class, the students are able to communicate with other in oral form (Jespersen cited in Murcia, 1979: 83). Based on previous statement, oral test was decided as the best way to test speaking ability. In oral pre-test, students or participants from Experimental class have to conduct a monologue of a procedural text that was chosen by them freely. Meanwhile, in oral post-test, students from experimental class have to conduct a monologue of procedural text that was chosen from the computer game. To

collect students’ scores, a scoring sheet was developed based on the scoring guides designed by Georgiou & Pavlou (2003). The adopted scoring sheet consisted of three important aspects such as Fluency, pronunciation, and discourse management. This scoring sheet is available in table 3.1.

The pre-test and post-test were conducted to the experimental class in the form of oral performance test. The collected data from pre-test had shown the fundamental

capability of students’ speaking ability before given the treatment in experimental

class. Meanwhile, the collected data from post-test had shown the effect of using computer game entitled Cooking Academy 2 World cuisine to the students’ speaking ability. As a final point, to find out the significance of using computer

game entitled Cooking Academy 2 World Cuisine in improving students’ speaking ability, the pre-test and post-test score would be compared by using SPSS statistics 17.0. Furthermore, 3 participants from the Experimental class were selected. Each participant would be categorized as high, medium, and low grader

students in English course based on English teacher’s recommendation. Table 3.1

Speaking scoring Paper

Focus

Level

√

Score Comments

Fluency

Frequent and long pauses cause difficulties in communicating.

15

Communicates even though there are some long pauses.

20

Communicates effectively without long pauses.

30

Pronunciation

Pronunciation and/or inaccurate intonation makes comprehension difficult.

15

Acceptable, easily

comprehensible

pronunciation and intonation.

Very good pronunciation and intonation.

30

Discourse Management

Structure not correct and there are not connection from each structure

20

Structure correct and there are not connection from each structure

30

Structure correct and there are connection from each structure

40

Overall comments : Action Suggested :

Teacher’s signature

Adapted from : Georgiou & Pavlou, 2003, AssessingYoung Learners, China, Oxford University

Press

3.2.2.2 Structured Questionnaire

To find out the students’ responses of using computer game entitled Cooking Academy 2 World Cuisine in teaching speaking, the structured

questionnaire was used. The structured questionnaire consisted of several questions that related to the students’ responses about the speaking activity and their point of view of using computer game entitled Cooking Academy 2 World

Cuisine in speaking activity. The structured questionnaire was given to the

experimental group after the post-test. The structured questionnaires are available at the list of appendices.

3.3 Research Procedures

Several procedures were conducted in this research. The procedures were organizing the teaching procedures, conducting some treatments, administering pre-test and post-test, and conducting the structure questionnaire.

3.3.1 Organizing Teaching Procedure

In this study, the writer participated as a teacher in the experimental class. Preparing the appropriate materials for teaching and learning activities would be the best thing to do during the treatments for the experimental class. The writer was arranging the teaching procedures in experimental. At last, arranging the research instruments which were required for experimental class.

The teacher used computer game entitled Cooking Academy 2 World

Cuisine as a media in teaching and learning speaking activities for experiencing

Table 3.2 Research Schedule

NO EXPERIMENTAL CLASS

1 Pre-test

2 How to make favorite food from the

game 1

Topic: chinese cuisines

3 How to make favorite food from the

game 2

Topic: Japanese cuisines

4 How to make favorite food from the

game 3 Topic : Indian Cusines

5 How to make favorite food from the

game 4

Topic: American Cuisines

6 How to make favorite food from the

game 5 Topic: Italian Cuisines

7 Review and post-test

3.3.2 Conducting the Treatment

In the study, the computer game entitled Cooking Academy 2 World

Cuisine treated in the experimental class. The computer game entitled Cooking Academy 2 World Cuisine affords related material based on curriculum and

As the first condition, there were no differences between the pretest and posttest score in experiment class. Then, the differences could be identified from the two scores only in the use of media.

3.3.3 Administering the Pre-test and Post-test

A pre-test was administered to the Experiment class before the class was given the treatment. The pre-test scores were used to find out the basic students’ speaking ability. The post-test was taken after the treatment had been conducted in the experimental class. The post-test scores were pointed to find out whether the use of computer game entitled Cooking Academy 2 World Cuisine influenced the experimental class or not. Pre-test and post-test were conducted by asking students to do a monologue of procedural text in front of the class. The assessment focused on three aspects such as fluency, pronunciation, and discourse management.

3.3.4 Distributing Structured Questionnaires

The final procedure in this study was conducted the structured questionnaires. The questionnaires were conducted to find out the responses of experimental class students in using computer game entitled Cooking Academy 2

World Cuisine based on their point of view. The questionnaires were administered

3.4 Data Analysis

The analysis of data was performed after collecting the required data such as pre-test, post-test, and questionnaires. In doing this analysis, the writer also followed the steps that were suggested by Sudjana (2005) and Field (2005).

3.4.1 Pre-test and Post-test Data Analysis

The Pre-test and Post-test were statistically analyzed by using t-test. Before the test, tests of normality of distribution ad variance homogeneity were performed. If the scores were normally distributed, t-test could be conducted.

3.4.1.1 Normality of Distribution

Analysis of normality of distribution was conducted to find out whether the scores of experimental class are normally distributed or not. To analyze the normality of distribution, Kolmogrov-Smirnov formula was used in SPSS statistics 17.0 for windows. Based on Kranzler and Moursund (1999) if the

Asymp. sig. is more than the level of significance (0.05), the scores were normally

distributed. The t-test analysis can be conducted.

3.4.1.2 Homogeneity of Variance

The analysis of homogeneity of variance was performed to find out

whether the variances of the pretest and posttest experimental class’ scores are

was used in SPSS statistics 17.0 for widows. If the probability is more than level of significance (0.05), variance of the experimental was homogenous.

3.4.1.3 The Independent T-test

The analysis of independent t-test was performed to find out the means of

experimental class’ pretest and posttest score whether there was significant difference or not. Independent sample test formula was be used in SPSS statistics 17.0 for windows. If the Asymp. sig. was more than the level of significance (0.05), it means both scores were significantly different (Kranzler and Moursund, 1999). If both scores significantly different, it means the computer-based cooking game entitled Cooking Academy 2 World Cuisines can be used in classroom to

improve students’ speaking ability.

3.4.1.4 Analyzing Data on Structured Questionnaires

The data gained from structure questionnaires were analyzed and

described by using qualitative approach. The data were experimental students’

response to the use of computer game entitled Cooking Academy 2 World Cuisine in learning speaking. The formula of percentage used to analyze the questionnaire.

P = F

x 100% N

Notes:

P : Percentage of response F : Frequency of answer N : number of students

3.5 Concluding Remarks

The aims of the present study run as guidance to determine the research subjects and sample size, the data collection, and data analysis.

This study used One-group Pretest-Posttest Design. It involved twenty five participants from one of SMA Pariwisata in Bandung. Specifically, they were enrolled in first grade or X-grade in senior high school.

The following chapter discusses explanation of data analysis and findings, which describes the analysis of the collected data from Pretest and Posttest and the distributed structured questionnaire.

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This Chapter covers into two parts: conclusion and recommendation. The first part provides some conclusions which are interpreted based on the result of the study. Then, the second part provides some recommendations for further study.

5.1 Conclusions

Generally, the purposes of the study are to find out the effectiveness of computer game entitled Cooking Academy 2 World Cuisine in speaking activities

and to reveal the students’ responses toward the computer game in speaking activities. In this study, independent t-test is used to compute the students’ speaking score. The result of computation on post-test shows that the improvement of experimental class in speaking of procedural text significantly improves after conducting the treatment. However, the experimental class’ speaking score is higher than tcrit (43.863 > 2.064). Thus, there is a significant

influence in using computer game entitled Cooking Academy 2 World Cuisine as speaking activities in teaching speaking.

Furthermore, the result of questionnaires show that the use of computer game entitled Cooking Academy 2 World Cuisine makes the students interested in speaking activities and understand the learning context easily. It can be described

that most students find this computer cooking game helped them to motivate, encourage and boost their confidence in speaking of procedural text.

On the other hand, considering the result of the students’ responses in the

questionnaire there are few students who stated that they were uneasy and uncertain with this cooking game in speaking activities. These statements are

about the students’ different opinion and enthusiasm about this computer cooking

game. It is very important that the students will not be encouraged and motivated to learn if the activities are not interesting or not in their league. Hence, it is highly recommended that the teacher should encourage the students with the appropriate media in order to boost their achievement in speaking.

5.2 Recommendations

Considering the analysis of findings and discussion, this computer cooking game entitled Cooking Academy 2 World Cuisine is one of alternatives which has a great influence in speaking activities. However, the weaknesses still appear in applying this activity. For that reason, there are some recommendations for further study in the field of using computer game in teaching and learning English, especially in teaching speaking. The recommendations are expected to be taken as a consideration by the English teacher and the researchers who are willing to conduct a study in the same field.

Focusing on speaking aspects that assessed in this study are only

Fluency, Pronunciation, and Discourse Management. Other researchers could use

another aspect to cover the students’ assessment.

Meanwhile, the selection of computer-based game is needed before

applying this activity. Thus, the students’ different opinion and enthusiasm could

be reduced. The appropriateness in selecting computer-based game could be the most consideration in order to engage, encourage and motivate the students in learning speaking.

However, this study also suggests that further studies on using computer-based game in speaking activities should be conducted with more allocated time. For further studies, it is highly recommended that further researcher should also investigate other genres and grades that have not been touched in this study.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This Chapter covers into two parts: conclusion and recommendation. The first part provides some conclusions which are interpreted based on the result of the study. Then, the second part provides some recommendations for further study.

5.1 Conclusions

Generally, the purposes of the study are to find out the effectiveness of computer game entitled Cooking Academy 2 World Cuisine in speaking activities

and to reveal the students’ responses toward the computer game in speaking activities. In this study, independent t-test is used to compute the students’ speaking score. The result of computation on post-test shows that the improvement of experimental class in speaking of procedural text significantly improves after conducting the treatment. However, the experimental class’ speaking score is higher than tcrit (43.863 > 2.064). Thus, there is a significant

influence in using computer game entitled Cooking Academy 2 World Cuisine as speaking activities in teaching speaking.

Furthermore, the result of questionnaires show that the use of computer game entitled Cooking Academy 2 World Cuisine makes the students interested in speaking activities and understand the learning context easily. It can be described

that most students find this computer cooking game helped them to motivate, encourage and boost their confidence in speaking of procedural text.

On the other hand, considering the result of the students’ responses in the

questionnaire there are few students who stated that they were uneasy and uncertain with this cooking game in speaking activities. These statements are

about the students’ different opinion and enthusiasm about this computer cooking

game. It is very important that the students will not be encouraged and motivated to learn if the activities are not interesting or not in their league. Hence, it is highly recommended that the teacher should encourage the students with the appropriate media in order to boost their achievement in speaking.

5.2 Recommendations

Considering the analysis of findings and discussion, this computer cooking game entitled Cooking Academy 2 World Cuisine is one of alternatives which has a great influence in speaking activities. However, the weaknesses still appear in applying this activity. For that reason, there are some recommendations for further study in the field of using computer game in teaching and learning English, especially in teaching speaking. The recommendations are expected to be taken as a consideration by the English teacher and the researchers who are willing to conduct a study in the same field.

Focusing on speaking aspects that assessed in this study are only

Fluency, Pronunciation, and Discourse Management. Other researchers could use

another aspect to cover the students’ assessment.

Meanwhile, the selection of computer-based game is needed before

applying this activity. Thus, the students’ different opinion and enthusiasm could

be reduced. The appropriateness in selecting computer-based game could be the most consideration in order to engage, encourage and motivate the students in learning speaking.

However, this study also suggests that further studies on using computer-based game in speaking activities should be conducted with more allocated time. For further studies, it is highly recommended that further researcher should also investigate other genres and grades that have not been touched in this study.

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