Implementing languange games to increase English skills of fourth grade students of Kanisius Kalasan Elementary School.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Ayu, Clara Shinta Herwidia Puspa. 2012. Implementing Language Games to
Increase English Skills of Fourth Grade Students of Kanisius Kalasan Elementary
School. Yogyakarta: Sanata Dharma University.
This research focused on finding an appropriate technique in English class
that could increase students’ English skills of class 4B of Kanisius Kalasan
elementary school. Based on the observation and interview with the English
teacher, the researcher found some problems in the learning English. Most of the
students were not interested in English learning so that they enjoyed doing other
things. They were also bored during the learning activity. Moreover, the students
had difficulty to understand the English lesson quickly. This research was
conducted to overcome the students’ problems that occurred in class 4B of
Kanisius Kalasan elementary school. They needed an appropriate technique.
Language games were an appropriate technique that was chosen by the
researcher to give the solution for the 4B students in order to increase the
students’ English skills. It would answer question: How do language games
increase English skills of fourth grade students of Kanisius Kalasan elementary
school?
This was classroom action research (CAR). The implementation of
language games was carried out on March 20th, 2012; on April 3rd, 17th, and 24th,
2012. The participants were 36 students of 4B class of Kanisius Kalasan
elementary school. The researcher employed three instruments. There were
observation, test, and interview.
This research consisted of four cycles. In each cycle, the researcher
implemented different games in order to make the students enjoying the learning
activities. In the cycle one, the researcher implemented words game. The students
were interested. However, they were not serious and they were very noisy during
the implementation of words game. The researcher also conducted a pre-test in
order to know the basic of students’ knowledge in English. Based on the pre-test
result, 47.20% of students passed the passing grade. It needed improvement. In
the second cycle, the second words game was implemented but it was different
from cycle one. The second cycle showed that the students were interested
learning English. They gave more attention during the English learning. It also
showed in the first test that was conducted in the second cycle. Based on the first
test result, 86.11% of students passed the passing grade. Therefore, the number of
the students who passed the passing grade increased. To convince that the
students’ English skills increased, the third cycle was implemented. In this cycle,
the cards game was implemented. The third cycle showed that the students could
improve their English. They were more active. The students practiced more their
English during the learning activity. In the cycle four, the researcher implemented
cards game once more. In the end of fourth cycle, the second test was also
conducted. The second test’ result showed that almost all students could pass the
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
passing grade. It was concluded that the games helped the students to understand
the lesson easily and to increase the students’ English skills. Moreover, the
students’ interest and attention which encouraged the students to learn and to
practice English actively.
Keywords: language games, English skills, 4B students
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Ayu, Clara Shinta Herwidia Puspa. 2012. Penerapan Permainan dalam
Meningkatkan Kemampuan Bahasa Inggris Siswa Kelas 4 SD Kanisius Kalasan.
Yogyakarta: Universitas Sanata Dharma
Penelitian ini fokus dalam memilih sebuah teknik yang tepat didalam kelas
bahasa Inggris dimana dapat meningkatkan kemampuan bahasa Inggris kelas 4B
SD Kanisius Kalasan. Berdasarkan observasi dan wawancara dengan guru bahasa
Inggris, peneliti menemukan bebrapa masalah dalam pembelajaran bahasa Inggris.
Sebagian besar para siswa tidak tertarik dalam pembelajaran bahasa Inggris dan
mereka lebih menikmati kegiatan lain. Para siswa juga mengalami kebosanan
selama kegiatan pembelajaran. Ditambah lagi, para siswa memiliki kesulitan
dalam memahami pembelajaran bahasa Inggris dengan cepat. Penelitian ini
dilakukan untuk mengatasi masalah para siswa yang terjadi di kelas 4B SD
Kanisius Kalasan. Mereka membutuhkan teknik yang tepat
Permainan merupakan teknik yang tepat yang telah dipilih oleh peneliti
untuk memberikan solusi untuk siswa kelas 4B yang bertujuan untuk
meningkatkan kemampuan bahasa Inggris siswa. Ini akan menjawab pertanyaan:
Bagaimana permainan meningkatkan kemempuan bahasa Inggris siswa kelas 4
SD Kanisius Kalasan?
Penelitian ini adalah penelitian tindakan kelas. Proses penerapan
permainan dilaksanakan pada tanggal 20 Maret, 3 April, 17 April, dan 24 April
2012. Partisipan dalam penelitian ini adalah 36 siswa kelas 4B SD Kanisius
Kalasan. Peneliti menggunakan tiga instrumen penelitian. Terdiri dari lembar
observasi, tes, dan wawancara.
Penelitian ini terdiri dari 4 siklus. Setiap siklus, peneliti menerapkan
permainan yang berbeda yang bertujuan untuk membuat para siswa menikmati
aktifitas belajar. Pada siklus pertama, peneliti menerapkan permainan kata. Para
siswa terlihat tertarik. Tetapi para siswa masih tidak serius dan mereka sangat
ramai saat penerapan permainan kata. Peneliti juga memberikan tes awal yang
bertujuan untuk mengetahui dasar pengetahuan dalam bahasa Inggris.
Berdasarkan hasil tes awal, 47,20% siswa yang lulus KKM (Kriteria Ketuntasan
Minimal). Dari hasil tes tersebut membutuhkan perbaikan. Pada siklus kedua,
permainan kata yang kedua diterapkan tetapi berbeda dengan siklus pertama. Pada
siklus kedua menunjukkan bahwa para siswa berminat belajar bahasa Inggris.
Mereka memberikan perhatian lebih selama pembelajaran bahasa Inggris. Hal ini
juga ditunjukkan pada tes pertama yang dilaksanakan di siklus kedua.
Berdasarkan hasil test pertama, 86,11% siswa lulus KKM. Oleh karena itu, jumlah
siswa yang lulus KKM meningkat. Untuk menyakinkan bahwa kemampuan
bahasa Inggris para siswa meningkat, siklus ketiga diterapkan. Pada siklus ini,
permainan yang diterapkan adalam permainan kartu. Pada siklus ketiga
menunjukkan bahwa para siswa dapat memperbaiki bahasa Inggris mereka.
Mereka sangat aktif. Para siswa mampu memperaktikkan bahasa Inggris selama
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
kegiatan pembelajaran. Pada siklus empat, peneliti menerapkan permainan kartu
sekali lagi. Pada akhir siklus keempat, tes kedua dilaksanakan. Hasil dari test
kedua menunjukkan bahwa hampir keseluruhan siswa lulus KKM. Dapat
disimpulkan bahwa permainan dapat membantu para siswa untuk memahami
pelajaran bahasa Inggris dengan mudah dan untuk meningkatkan kemampuan
bahasa Inggris siswa. Ditambah lagi, minat dan perhatian para siswa mendorong
para siswa untuk belajar dan untuk praktik bahasa Inggris secara aktif.
Kata kunci: permainan, kemampuan bahasa Inggris, siswa kelas 4B
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPLEMENTING LANGUAGE GAMES TO INCREASE
ENGLISH SKILLS OF FOURTH GRADE STUDENTS OF
KANISIUS KALASAN ELEMENTARY SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Clara Shinta Herwidia Puspa Ayu
Student Number: 071214076
ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT
TEACHERS TRAINING AND EDUCATION FACULTY
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPLEMENTING LANGUAGE GAMES TO INCREASE
ENGLISH SKILLS OF FOURTH GRADE STUDENTS OF
KANISIUS KALASAN ELEMENTARY SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Clara Shinta Herwidia Puspa Ayu
Student Number: 071214076
ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT
TEACHERS TRAINING AND EDUCATION FACULTY
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
My courage will not only show me the way,
but will also lead me through the difficulties and
unpredictability of life along my way up.
My courage is not only the energy of my mind, but
also my possibility maker.
-Mario Teguh-
This thesis is dedicated to:
My Savior “Jesus Christ”
My beloved mother, F. Rini Widiastuti
My lovely father, J. Herwinanto
And my beloved brother Mas Yoyo
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain
the work or parts of the work of other people, except those cited in the quotations
and the references, as a scientific paper should.
Yogyakarta, October 17, 2012
The Writer
Clara Shinta Herwidia Puspa Ayu
071214076
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
Nomor Mahasiswa
: Clara Shinta Herwidia Puspa Ayu
: 071214076
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
IMPLEMENTING LANGUAGE GAMES
TO INCREASE ENGLISH SKILLS OF FOURTH GRADE STUDENTS OF
KANISIUS KALASAN ELEMENTARY SCHOOL
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 17 Oktober 2012
Yang menyatakan
Clara Shinta Herwidia Puspa Ayu
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Ayu, Clara Shinta Herwidia Puspa. 2012. Implementing Language Games to
Increase English Skills of Fourth Grade Students of Kanisius Kalasan Elementary
School. Yogyakarta: Sanata Dharma University.
This research focused on finding an appropriate technique in English class
that could increase students’ English skills of class 4B of Kanisius Kalasan
elementary school. Based on the observation and interview with the English
teacher, the researcher found some problems in the learning English. Most of the
students were not interested in English learning so that they enjoyed doing other
things. They were also bored during the learning activity. Moreover, the students
had difficulty to understand the English lesson quickly. This research was
conducted to overcome the students’ problems that occurred in class 4B of
Kanisius Kalasan elementary school. They needed an appropriate technique.
Language games were an appropriate technique that was chosen by the
researcher to give the solution for the 4B students in order to increase the
students’ English skills. It would answer question: How do language games
increase English skills of fourth grade students of Kanisius Kalasan elementary
school?
This was classroom action research (CAR). The implementation of
language games was carried out on March 20th, 2012; on April 3rd, 17th, and 24th,
2012. The participants were 36 students of 4B class of Kanisius Kalasan
elementary school. The researcher employed three instruments. There were
observation, test, and interview.
This research consisted of four cycles. In each cycle, the researcher
implemented different games in order to make the students enjoying the learning
activities. In the cycle one, the researcher implemented words game. The students
were interested. However, they were not serious and they were very noisy during
the implementation of words game. The researcher also conducted a pre-test in
order to know the basic of students’ knowledge in English. Based on the pre-test
result, 47.20% of students passed the passing grade. It needed improvement. In
the second cycle, the second words game was implemented but it was different
from cycle one. The second cycle showed that the students were interested
learning English. They gave more attention during the English learning. It also
showed in the first test that was conducted in the second cycle. Based on the first
test result, 86.11% of students passed the passing grade. Therefore, the number of
the students who passed the passing grade increased. To convince that the
students’ English skills increased, the third cycle was implemented. In this cycle,
the cards game was implemented. The third cycle showed that the students could
improve their English. They were more active. The students practiced more their
English during the learning activity. In the cycle four, the researcher implemented
cards game once more. In the end of fourth cycle, the second test was also
conducted. The second test’ result showed that almost all students could pass the
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
passing grade. It was concluded that the games helped the students to understand
the lesson easily and to increase the students’ English skills. Moreover, the
students’ interest and attention which encouraged the students to learn and to
practice English actively.
Keywords: language games, English skills, 4B students
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Ayu, Clara Shinta Herwidia Puspa. 2012. Penerapan Permainan dalam
Meningkatkan Kemampuan Bahasa Inggris Siswa Kelas 4 SD Kanisius Kalasan.
Yogyakarta: Universitas Sanata Dharma
Penelitian ini fokus dalam memilih sebuah teknik yang tepat didalam kelas
bahasa Inggris dimana dapat meningkatkan kemampuan bahasa Inggris kelas 4B
SD Kanisius Kalasan. Berdasarkan observasi dan wawancara dengan guru bahasa
Inggris, peneliti menemukan bebrapa masalah dalam pembelajaran bahasa Inggris.
Sebagian besar para siswa tidak tertarik dalam pembelajaran bahasa Inggris dan
mereka lebih menikmati kegiatan lain. Para siswa juga mengalami kebosanan
selama kegiatan pembelajaran. Ditambah lagi, para siswa memiliki kesulitan
dalam memahami pembelajaran bahasa Inggris dengan cepat. Penelitian ini
dilakukan untuk mengatasi masalah para siswa yang terjadi di kelas 4B SD
Kanisius Kalasan. Mereka membutuhkan teknik yang tepat
Permainan merupakan teknik yang tepat yang telah dipilih oleh peneliti
untuk memberikan solusi untuk siswa kelas 4B yang bertujuan untuk
meningkatkan kemampuan bahasa Inggris siswa. Ini akan menjawab pertanyaan:
Bagaimana permainan meningkatkan kemempuan bahasa Inggris siswa kelas 4
SD Kanisius Kalasan?
Penelitian ini adalah penelitian tindakan kelas. Proses penerapan
permainan dilaksanakan pada tanggal 20 Maret, 3 April, 17 April, dan 24 April
2012. Partisipan dalam penelitian ini adalah 36 siswa kelas 4B SD Kanisius
Kalasan. Peneliti menggunakan tiga instrumen penelitian. Terdiri dari lembar
observasi, tes, dan wawancara.
Penelitian ini terdiri dari 4 siklus. Setiap siklus, peneliti menerapkan
permainan yang berbeda yang bertujuan untuk membuat para siswa menikmati
aktifitas belajar. Pada siklus pertama, peneliti menerapkan permainan kata. Para
siswa terlihat tertarik. Tetapi para siswa masih tidak serius dan mereka sangat
ramai saat penerapan permainan kata. Peneliti juga memberikan tes awal yang
bertujuan untuk mengetahui dasar pengetahuan dalam bahasa Inggris.
Berdasarkan hasil tes awal, 47,20% siswa yang lulus KKM (Kriteria Ketuntasan
Minimal). Dari hasil tes tersebut membutuhkan perbaikan. Pada siklus kedua,
permainan kata yang kedua diterapkan tetapi berbeda dengan siklus pertama. Pada
siklus kedua menunjukkan bahwa para siswa berminat belajar bahasa Inggris.
Mereka memberikan perhatian lebih selama pembelajaran bahasa Inggris. Hal ini
juga ditunjukkan pada tes pertama yang dilaksanakan di siklus kedua.
Berdasarkan hasil test pertama, 86,11% siswa lulus KKM. Oleh karena itu, jumlah
siswa yang lulus KKM meningkat. Untuk menyakinkan bahwa kemampuan
bahasa Inggris para siswa meningkat, siklus ketiga diterapkan. Pada siklus ini,
permainan yang diterapkan adalam permainan kartu. Pada siklus ketiga
menunjukkan bahwa para siswa dapat memperbaiki bahasa Inggris mereka.
Mereka sangat aktif. Para siswa mampu memperaktikkan bahasa Inggris selama
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
kegiatan pembelajaran. Pada siklus empat, peneliti menerapkan permainan kartu
sekali lagi. Pada akhir siklus keempat, tes kedua dilaksanakan. Hasil dari test
kedua menunjukkan bahwa hampir keseluruhan siswa lulus KKM. Dapat
disimpulkan bahwa permainan dapat membantu para siswa untuk memahami
pelajaran bahasa Inggris dengan mudah dan untuk meningkatkan kemampuan
bahasa Inggris siswa. Ditambah lagi, minat dan perhatian para siswa mendorong
para siswa untuk belajar dan untuk praktik bahasa Inggris secara aktif.
Kata kunci: permainan, kemampuan bahasa Inggris, siswa kelas 4B
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
Firstly, I would like to give my deepest gratitude to Jesus Christ for His
guidance and blessing in my whole life. He gave me strength, so that I never give
up and I always get a wonderful spirit in finishing my thesis.
I also thank my chairperson of English Language Education Study
Program, Caecilia Tutyandari, S.Pd., M.Pd., for her support and suggestions to
finish my thesis. I would like to address my grateful to my advisor, Carla Sih
Prabandari, S.Pd., M.Hum., for her time in reading my thesis, checking it, and
giving me suggestions and support during the process of my thesis. I also thank
Drs. J.B. Gunawan and all lecturers of English Language Education Study
Program, who have shared all knowledge and suggestions to me, so that I could
be a good teacher later.
My thankfulness also goes to the English teacher of SD Kanisius Kalasan,
Yasintha Dyah Pertiwi Kusuma Wardhani, S.Pd., for giving me opportunity to
teach and conduct the research. I really thank her for giving me suggestions,
support, and her time to be observer during the research. I also thank P. Agustin
Ria Dewi, S.Pd., the principal of SD Kanisius Kalasan, who has permitted me to
conduct the research. The next thankfulness goes to the all students of 4B class
of SD Kanisius Kalasan for being good and cooperative students.
My greatest gratitude goes to all my beloved family. I thank my beloved
father, J. Herwinanto and my beloved mother, F. Rini Widiastuti, for their
sincere prayer, love, care, passion, and support so that I could finish my thesis. I
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
also thank my beloved brother, Mas Yoyo for his love, care, and support. My
thankfulness also goes to my grandfather, Alm. Sutiyo Susilo Wijoyo for his care
and love since I studied in Yogyakarta.
I would like to thank Uchi, Kanya, Oda and Wida for their friendship and
support. I also thank Ria for her help in checking my thesis and her suggestions. I
would like to thank my best friends, Bramas, Adi, Nurma, and Hayik for their
care and support.
I also would like to thank Secretariat staff of the English Language
Education Study Program, Mbak Tari and Mbak Dhanniek who have given their
best services. Finally, I would like to thank all my friends in English Language
Education Study Program of 2007 for studying and gaining knowledge together.
I thank all people who helped and supported me that I could not mention one by
one.
Clara Shinta Herwidia Puspa Ayu
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………..........
i
APPROVAL PAGES…………………………………………………..........
ii
DEDICATION PAGE………………………………………………………
iv
STATEMENT OF WORK’S ORIGINALITY……………………………...
v
PERNYATAAN PERSETUJUAN PUBLIKASI………………………………
vi
ABSTRACT…………………………………………………………………
vii
ABSTRAK……………………………………………………………………
ix
ACKNOWLEDGEMENTS…………………………………………………
xi
TABLE OF CONTENTS……………………………………………………
xiii
LIST OF TABLES…………………………………………………………..
xvi
LIST OF FIGURES…………………………………………………………
xvii
LIST OF APPENDICES…………………………………………………….
xviii
CHAPTER I. INTRODUCTION
A. Research Background……………………………………………….
1
B. Problem Formulation……………………………………………….
5
C. Problem Limitation………………………………………………….
5
D. Research Objectives…………………………………………………
5
E. Research Benefits………………………………………….………...
5
F. Definition of Terms……………………………………………….....
6
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description……………………………………………...
9
1. English for Young Learners…………………………………
9
a. Definition of Young Learners…………………………...
9
b. The Characteristics of Young Learners………………….
10
c. The Way Children Learn ……………………………......
12
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
d. Teaching English to Children…………………………...
13
2. Language Games…………………………………………….
17
a. Definition of Language Games……………………….....
17
b. Type of Language Games……………………………….
18
c. The Roles of Games in Learning English……………….
21
3. Classroom Action Research…………………………………
22
a. Theory of Classroom Action Research………………….
22
b. Characteristics of Classroom Action Research……….....
24
c. Model of Classroom Action Research………………......
24
B. Theoretical Framework……………………………………………...
26
CHAPTER III. METHODOLOGY
A. Research Method…………………………………………………….
28
B. Research Setting……………………………………………………..
29
C. Research Participants………………………………………………..
30
D. Instruments…………………………………………………………..
30
E. Data Gathering Technique…………………………………………..
34
F. Data Analysis Technique……………………………………………
36
G. Research Procedure………………………………………………….
38
CHAPTER IV. RESEARCH FINDING AND DISCUSSION
A. Classroon Action Research Cycle 1…………………………………
42
B. Classroon Action Research Cycle 2…………………………………
49
C. Classroon Action Research Cycle 3…………………………………
57
D. Classroon Action Research Cycle 4…………………………………
63
E. Interview Result……………………………………………………..
71
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions………………………………………………………….
74
B. Suggestions………………………………………………………….
76
REFERENCES………………………………………....................................
78
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table
Page
3.1 Items of Observation Checklist………………………………………….
31
4.1 Teaching Schedule………………………………………………………
41
4.2 Teaching and Learning Activities in The Cycle 1………………………
45
4.3 Teaching and Learning Activities in The Cycle 2………………………
52
4.4 Teaching and Learning Activities in The Cycle 3………………………
60
4.5 Teaching and Learning Activities in The Cycle 4………………………
64
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure
Page
2.1 Carr and Kemmis’ Action Research Model (1988)……………………..
25
4.1 The Students’ Progress in Pre-Test and Test 1………………………….
56
4.2 The Class Average………………………………………………………
69
4.3 The Comparison of The Students’ Test Result………………………….
70
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Appendix
Page
A. Permission Letter……………………………………………………
80
B. Research Official Statement from SD Kanisius Kalasan……………
82
C. Research Instruments………………………………………………..
84
1. Observation Checklists……………………………………...
85
2. Interview Guide for Students………………………………..
87
3. Interview Guide for Teacher………………………………...
88
D. Lesson Plans and Learning Materials……………………………….
89
1. Lesson Plan and Learning Material Cycle 1………………...
90
2. Lesson Plan and Learning Material Cycle 2………………...
99
3. Lesson Plan and Learning Material Cycle 3………………...
107
4. Lesson Plan and Learning Material Cycle 4………………...
115
E. Raw Data…………………………………………………………….
124
1. First Cycle Observation Checklist…………………………..
125
2. Second Cycle Observation Checklist………………………..
128
3. Third Cycle Observation Checklist………………………….
131
4. Fourth Cycle Observation Checklist………………………...
134
5. Students’ Interview Result…………………………………..
137
6. Teacher’s Interview Result………………………………….
146
7. Test Result…………………………………………………..
148
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
F. Sample of Students’ Test Result…………………………………….
150
1. Sample of the Students’ Pre-Test Result…………………...
151
2. Sample of the Students’ Test 1 Result……………………...
157
3. Sample of the Students’ Test 2 Result……………………...
163
G. Media of Games……………………………………………………..
172
1. Media of Games in Cycle 1 and 2…………………………...
173
2. Media of Games in Cycle 3 and 4…………………………...
174
3. The Rules of Games in Each Cycle…………………………
176
xix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
In this chapter, the researcher describes the research background, problem
formulation, problem limitation, research objectives, research benefits, and the
definition of terms used in the research.
A. Research Background
Nowadays, English is an international language that should be learned. In
Indonesia, learning English as a foreign language is not easy. English is taught in
many schools, there are in play group, kindergarten, elementary school, junior
high school, and senior high school. The fact that it is not all people could master
English. Learning English needed much practice and some exercises. As a foreign
language, English should be master at early age. In other hand, children are not
easy learning English. According to Phillips (1993), “the years at primary school
are extremely important in children’s intellectual, physical, emotional, and social
development” (p. 3). So, children have more chance to develop their skills and
develop certain language. Additionally, Brewster, Ellis, and Girard (2002) state
that the governments and the private schools all over the world have decided to
introduce English at primary level, because there is a strong ‘folk’ belief, a sort of
‘act of faith’, that young children learn languages better and more easily than
older children (p.1).
Teaching English to children differ from teaching English to adults. The
children have special treatments to make them interesting in the learning English.
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The children need interesting activity in learning English, so it makes the children
learn English easily. The English teachers play important roles in the learning
process. Teachers should be careful in choosing materials and choosing the
appropriate ways to teach English so that it can improve the students’ mastery of
English.
In the Kanisius Kalasan elementary school, all students are supposed to
learn English. They have to master English better. It includes 4B students of
Kanisius Kalasan elementary school. Based on the observation that was conducted
by the researcher to observe the activities in 4B class, the researcher concluded
some important things related to the English class activities. The conclusions were
that during the teaching activities, the use of the learning media was not enough.
The class situation was not effective. It also had not energy to learn English
actively. Besides, most of the students did not pay attention the teacher’s
explaination. Some students walked around in class and disturbed other students.
During the English learning activities, the students were bored and less
interesting. They also needed an appropriate treatment to help increasing the
students’ English skills.
After doing the observation in the English class, the researcher interviewed
the English teacher. Based on the result of the interview, the researcher found
some problems in the English class. According to the teacher, most of the students
did not pay attention. The students were interested doing other things. The
students needed learning technique that was suitable for them. It would increase
their English skills and their interest in the learning English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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The researcher tried to find out the cause of students’ problems in the
learning English. Based on the observation, the problems were the students
needed the treatments that could help them learning English. During the learning
process, the use of the learning media was not enough. Practicing the English
skills were not enough, so that the students were interested doing other things.
Therefore, the students’ English ability needed the improvement. In the class,
most of the students were bored.
The students’ problems had to be solved in order to increase students’
achievement in English. The teacher should be able to choose appropriate
techniques, so that the students enjoyed learning English. In this research, the
researcher wanted to help the English teacher find out the appropriate learning
technique or learning media to support learning activities in the English class.
Based on the problems occured in 4B class of Kanisius Kalasan elementary
school, language games were appropriate treatment for children. According to
Harmer (1991), the students put into a situation in which they have to use all or
any of the language they possess to complete a game-like task (p.126). Language
games are used frequently in the learning process. This technique is one of famous
teaching technique known by most of teachers.
Games are fun and children like playing. Lewis & Bedson (1999) note that
“playing games is a vital and natural part of growing up and learning” (p.5).
Games will stimulate and increase students’ motivation to learn English. Wright,
Betteridge, & Buckby (2006) also argue that game itself means an activity which
is entertaining and engaging, often challenging, and an activity in which the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
learners plays and usually interact with others (p. 1). It means that games will
attract children’s attention to learn English lesson. Games also give the challenge
to children to develop their language and to understand the meaning of each word.
Language games have many advantages for children. By using games, it may
certainly be an effective way and purposeful to children make the repetition of
language. There are many language games which can be used in teaching English
such as card games, cross word, board games, puzzle, and picture games.
Based on the problems that have been found, the researcher decided to
conduct classroom action research (CAR). CAR was the research where the
researcher collects the data about students, problems in the classroom, and
learning-teaching process in order to explore the classroom and give a good
treatment for the students based on the students’ need. According to Wallace
(1998), the research is ended by systematically collecting data on teachers’
everyday practice and analyzing it in order to come to some decisions about what
teachers’ future practice should be (p.4). The purpose of CAR is to help the
teachers improve their teaching quality whether from teaching media, teaching
technique, the way of teaching, teaching methodology, classroom management, or
students’ achievement. In this research, the researcher implemented language
games in order to increase English skills of 4B students of Kanisius Kalasan
elementary school.
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B. Problem Formulation
The problem which is going to be answered in this research is “How do
language games increase English skills of fourth grade students of Kanisius
Kalasan elementary school?”.
C. Problem Limitation
This research focused on the use of language games to increase English
skills of fourth grade students of Kanisius Kalasan Elementary School. The
participants of this research only class 4B. There were 36 students. This research
conducted in semester 2. Language games were implemented during the learning
process. The researcher did not give limitation on a certain skill of English. The
researcher implemented language games to class 4B including all skills. During
the process, the researcher observed how language games could increase the
students’ English skills in the English class.
D. Research Objectives
By conducting this research, the researcher wanted to solve the students’
problems in learning English by using language games. Therefore, the researcher
will be able to identify how the language games increases students’ English skills
of class 4B of Kanisius Kalasan elementary school.
E. Research Benefits
The researcher expects that this research would give positive contribution
to the English teacher of Kanisius Kalasan elementary school, the students of
Kanisius Kalasan elementary school, and the future researchers. Hopefully, this
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
research can give opportunity for elementary school to increase English as a
foreign language.
First, for the English teacher of Kanisius Kalasan elementary school, the
researcher expects that the result of this research give positive contribution to the
English teacher to increase students’ English skills by using language games.
Hopefully, the result of this research gives a contribution to the English teacher
and helps the English teacher to solve their difficulty in the teaching English, so
that she can teach the students easily. The researcher also expects that the result of
this research can give some benefits to English teacher who wants to implement
language games in teaching English in order to increase students’ English skills.
Second, this research is beneficial for the future researchers who want to
do further research in the same field. Hopefully, the result of this research
provides helpful information and can be a foundation for the future research.
Third, the result of this research will give positive contribution to the
students of Kanisius Kalasan elementary school. Hopefully, the students can
increase their English by using language games. The researcher expects this
research can give opportunity to the students to be aware that English is important
for their future.
F. Definition of Terms
In this research, there are some terms that would be used. Therefore, the
researcher defines those terms to avoid misinterpretation and misunderstanding in
this research.
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1. Language games
Lewis & Bedson (1999) argue that “playing games are a vital and natural
part of growing up and learning”. Games helped the students to develop their
natural knowledge in learning language and to stimulate their ability to learn
language.
Language games are highly motivation and enjoyment. Games will attract
the students’ attention in the learning process. In this research, language games as
an appropriate technique for students in English learning. Games give the
opportunity to children to imagine and build the cooperation with others. It was
chosen because most of elementary students like playing and they would be easy
and interested in learning English.
2. English Skills
English is one of foreign language that is learned in Indonesia. Most of
Indonesian students have to learn English. Based on the Surat Keputusan Menteri
Pendidikan dan Kebudayaan Nomor 060/U/1993 on February 25, 1993, English
lesson might be provided as one of the lesson in elementary school (as cited in
Suyanto, 2007, p. 2). Therefore, the students learned English in order to support
their study and to help them facing globalization era.
In the learning English, students have to master four skills. There are
listening, speaking, writing, and reading. In this research, the researcher would
like to help the students of 4B class of Kanisius Kalasan elementary school to
increase their English skills.
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3. Fourth Grade Students of Kanisius Kalasan Elementary School
Based on Peraturan Pemerintah RI No. 28, 1990 states that the definition
of the elementary school is a unit form of basic education, which runs a six-year
education program. In this research, the subject of the participant was fourth grade
students of elementary school. Fourth grade students are children in the age of
nine to ten years old. The focus of the participation was in the class 4B. The
participants were 36 students in class 4B.
Kanisius Kalasan elementary school is located in Kalasan, Yogyakarta.
The researcher chose Kanisius Kalasan elementary school because the researcher
saw many opportunities to increase students’ ability in English and Kanisius
Kalasan elementary school was seen as an appropriate school to be researched.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
LITERATURE REVIEW
In this chapter, the researcher presents a discussion underlying the theories
related to the research. There are two major points of discussion. The first deals
with the theoretical description and the second deals with theoretical framework
of the research.
A. Theoretical Description
Theoretical description presents some theories related to increase students’
English skills of fourth grade of Kanisius Kalasan elementary school. There are
three major theories in this research, namely English for young learners, language
games, and classroom action research.
1. English for Young Learners
a. Definition of young learners
Young learners are group of five to twelve years old. Phillips (1993)
argues that young learners mean children from the first year of formal school (five
or six years old) to eleven or twelve years of age. In this age, children want to
learn everything in their around (p.3). Suyanto (2007) also notes that the young
learners are the elementary students of six to twelve years old. They can be
devided into 2 groups, there are younger group (six to eight years old) and older
group (nine to twelve years old) (p.15).
Young learners are special. Phillips (1993) argues that young learners
respond to language according to what it does or what they can do with it, rather
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10
than treating it as an intellectual game or abstract system (p. 5). Children also
learn language in order to develop their communication. In this research, the
researcher focuses on elementary students. They are fourth grade students.
b. The characteristics of young learners
Children of six to twelve years old have certain characteristics. According
to Suyanto (2007), elementary students are divided into two groups. There are
younger group (six to eight years old) and older group (nine to twelve years old).
Each group has different characteristics (p.15). In this research, the researcher
focuses on students of fourth grade. Teacher has to know and should be aware of
and take into account in the teaching process, so the teacher can only draw his or
her attention to the characteristics of young children.
The students of the fourth grade elementary school are about nine or ten
years old. According to Harmer (2001), children who are in the nine or ten years
old need the variety of learning sources (p.38). The students in this age will learn
from around them. They are curious, so they want to explore everything around
them. Harmer (2001) also argues that the children of this age learn something not
only from explanation but also from what they see, hear, and, crucially, have a
chance to touch and interact with (p.38). Children always learn in variety ways,
for example by listening, watching, speaking, and imitating. When children watch,
listen, speak, imitate something, they will imagine what they have done. It helps
them to memorize, practice and over learning. Halliwel (1992) argues that the act
of fantasing, of imagining, is very much an authentic part of being a child (p.7).
By imagining, children will find their interest and their enjoyment in learning
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11
process. Therefore, teachers need to provide appropriate learning media and
various learning activities to attract students’ attention.
Harmer (2007) notes that children love discovering things and they love
playing, so they will be involved in some activities, such as in drawing something,
in games, in physical movement, or in songs (p.38). By giving a variety of
learning activities, the students were not bored..
Besides, Suyanto also argues that students of fourth grade have own
characteristics. Actually, Harmer and Suyanto have same ideas about the fourth
grade students’ characteristics, but Suyanto gives more opinions about it.
According to Suyanto (2007), the fourth grade or upper classes students have
different characteristics (p.16). The characteristics are as follows.
1) Upper classes students can communicate with other people and they can ask
and tell everything openly.
2) The students of eight to ten years old are able to differenciate between fact and
fiction, and also they can understand the things which are abstract.
3) Most of children like learning language by using games, songs, or stories.
They are more enthusiastic to learn.
4) Upper classes students are able to concentrate longer than lower classes
students. In other hand, the variations of their activities are still needed. It is
important to avoid the boredom situation in class.
5) Children like learning using media, like flash cards or puppets. They also like
drawing and colouring. In the learning process; they are more enthusiastic if
their teachers use full colour picture when they teach.
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12
6) Older group or upper classes students can work together and learn together
with others. They can work in groups or in pairs.
7) Upper classes students like learning by doing. They need activities which
using body movement, expression, real object or picture. It aims to make the
children learn language easily.
Based on the characteristics above, it can be concluded that the fourth
grade students are more independent and they can work together in group or in
pair. Besides, they need an interested media or technique in the learning process in
order to avoid them in boredom situation. They are also curious, so they want to
explore everything arround them and they are happy if they get some activities
that include their body movement, expression, and real object, like picture or card.
c. The way children learn
The characteristics of children affect their way of thinking and learning
something. Most of children will learn something quickly if they find something
interesting in their lesson. Besides, they will be bored when the lesson is
monotonous. Children are curious. They want to learn many things and they want
to know how things work. Brewster et al. (2002) argue that young children, on the
other hand, are not yet in control of their lives and still have a great deal to learn
in their own language, as well as learn another one (p. 27). They list the
characteristics of young learners that make them different from older learners.
Young learners
(1) have a lot of physical energy and often need to be physically active (2)
have a wide range of emotional needs (3) are emotionally excitable (4) are
developing conceptually and are at an early stage of their schooling (5) are
still developing literacy in their first language (6) learn more slowly and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
forget things quickly (7) tend to be self-oriented and preoccupied with
their own world (8) get bored easily (9) are excellent mimics (10) can
concentrate for a surprisingly long time if they are interested (11) can be
easily distracted but also very enthusiastic (Brewster et al., 2002, p. 27)
Harmer (2001) argues that children love discovering things and they
respond well using their imagination. Therefore, they may be involved in puzzlelike activities in making things, in drawing things, in games, in physical
movement or in songs (p. 38). Teachers’ roles give a big contribution during the
learning process. Teachers influence children’s learning speed with which
learning goes on. Guiding the students during the learning process affects the
students to respond their learning better. Phillips (1993) notes that younger
learners respond to language according to what it does or what they can do with it,
rather than treating it as an intellectual game or abstract system (p.5). Therefore,
the teachers have to prepare well in learning process. The teacher should provide
the best method and technique in class.
One thing should be considered, young learners will learn quickly if the
lesson is enjoyable. Philips (1993) advises that if an activity is enjoyable, it will
be memorable; the language involved will ‘stick’, and the children will have sense
of achievement which will develop motivation for further learning (p.6). Besides,
the students also need stimulating their learning experiences. It aims to influence
the students’ thinking in the learning process.
d. Teaching English to children
Teaching English to children is hard work. The teachers have to prepare
what the students’ need in the teaching English. According to Lewis & Hill
(2002), the teaching preparation was very important. It can help the teachers make
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
the course was useful and relevant by helping the students to see what they have
achieved, and understand what they can do with what they know (p. 11). In the
learning English, the students have to master four skills. There are speaking,
writing, reading, and listening. Basically, learning English is not only mastering
the four skills, but also mastering the English vocabulary. Vocabulary is also
important to be learned. According to Suyanto (2007), the students’ activities in
the learning English include all competence skills, there are speaking, listening,
writing, and reading (p.23).
1) Listening
Listening is an activity that is difficult to children to be learned because
most of children have the limitation of English vocabularies. Therefore, the
English teachers have to create appropriate ways in the teaching activities. Most
of children would be easy to understand if the teachers used physical movement,
expression, and media learning, such as games or picture. There are some
examples of listening activity.
a) Listen and repeat
This activity can be used to learn vocabulary. The teacher can use picture
or flash cards as media. The children listen carefully what the teacher has said,
and then the children have to repeat the words correctly.
b) Listen and follow instruction
c) This activity attracts the children to follow the teacher’s instruction. For
example the teacher asks the students to guess something. The students have
to listen carefully, and then guess what the teacher has said.
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2) Speaking
Interaction and communication were important thing to young learners in
the learning English. Usually, children want to use the language that they have
learned to communicate with others. In the speaking activity, the English teachers
have to pay attention during the speaking activity in order to monitor the process
and give correction for students’ mistakes.
3) Reading
In reading activity, the students have not to comprehend the meaning of
each word but they can understand the context of the text. In the reading activity,
the teacher should choose the appropriate topics for children. The topics should
relate to the real life, so they are more interested. There are some points that can
help the students understand the text in reading activity.
a) Using p
ABSTRACT
Ayu, Clara Shinta Herwidia Puspa. 2012. Implementing Language Games to
Increase English Skills of Fourth Grade Students of Kanisius Kalasan Elementary
School. Yogyakarta: Sanata Dharma University.
This research focused on finding an appropriate technique in English class
that could increase students’ English skills of class 4B of Kanisius Kalasan
elementary school. Based on the observation and interview with the English
teacher, the researcher found some problems in the learning English. Most of the
students were not interested in English learning so that they enjoyed doing other
things. They were also bored during the learning activity. Moreover, the students
had difficulty to understand the English lesson quickly. This research was
conducted to overcome the students’ problems that occurred in class 4B of
Kanisius Kalasan elementary school. They needed an appropriate technique.
Language games were an appropriate technique that was chosen by the
researcher to give the solution for the 4B students in order to increase the
students’ English skills. It would answer question: How do language games
increase English skills of fourth grade students of Kanisius Kalasan elementary
school?
This was classroom action research (CAR). The implementation of
language games was carried out on March 20th, 2012; on April 3rd, 17th, and 24th,
2012. The participants were 36 students of 4B class of Kanisius Kalasan
elementary school. The researcher employed three instruments. There were
observation, test, and interview.
This research consisted of four cycles. In each cycle, the researcher
implemented different games in order to make the students enjoying the learning
activities. In the cycle one, the researcher implemented words game. The students
were interested. However, they were not serious and they were very noisy during
the implementation of words game. The researcher also conducted a pre-test in
order to know the basic of students’ knowledge in English. Based on the pre-test
result, 47.20% of students passed the passing grade. It needed improvement. In
the second cycle, the second words game was implemented but it was different
from cycle one. The second cycle showed that the students were interested
learning English. They gave more attention during the English learning. It also
showed in the first test that was conducted in the second cycle. Based on the first
test result, 86.11% of students passed the passing grade. Therefore, the number of
the students who passed the passing grade increased. To convince that the
students’ English skills increased, the third cycle was implemented. In this cycle,
the cards game was implemented. The third cycle showed that the students could
improve their English. They were more active. The students practiced more their
English during the learning activity. In the cycle four, the researcher implemented
cards game once more. In the end of fourth cycle, the second test was also
conducted. The second test’ result showed that almost all students could pass the
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
passing grade. It was concluded that the games helped the students to understand
the lesson easily and to increase the students’ English skills. Moreover, the
students’ interest and attention which encouraged the students to learn and to
practice English actively.
Keywords: language games, English skills, 4B students
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ABSTRAK
Ayu, Clara Shinta Herwidia Puspa. 2012. Penerapan Permainan dalam
Meningkatkan Kemampuan Bahasa Inggris Siswa Kelas 4 SD Kanisius Kalasan.
Yogyakarta: Universitas Sanata Dharma
Penelitian ini fokus dalam memilih sebuah teknik yang tepat didalam kelas
bahasa Inggris dimana dapat meningkatkan kemampuan bahasa Inggris kelas 4B
SD Kanisius Kalasan. Berdasarkan observasi dan wawancara dengan guru bahasa
Inggris, peneliti menemukan bebrapa masalah dalam pembelajaran bahasa Inggris.
Sebagian besar para siswa tidak tertarik dalam pembelajaran bahasa Inggris dan
mereka lebih menikmati kegiatan lain. Para siswa juga mengalami kebosanan
selama kegiatan pembelajaran. Ditambah lagi, para siswa memiliki kesulitan
dalam memahami pembelajaran bahasa Inggris dengan cepat. Penelitian ini
dilakukan untuk mengatasi masalah para siswa yang terjadi di kelas 4B SD
Kanisius Kalasan. Mereka membutuhkan teknik yang tepat
Permainan merupakan teknik yang tepat yang telah dipilih oleh peneliti
untuk memberikan solusi untuk siswa kelas 4B yang bertujuan untuk
meningkatkan kemampuan bahasa Inggris siswa. Ini akan menjawab pertanyaan:
Bagaimana permainan meningkatkan kemempuan bahasa Inggris siswa kelas 4
SD Kanisius Kalasan?
Penelitian ini adalah penelitian tindakan kelas. Proses penerapan
permainan dilaksanakan pada tanggal 20 Maret, 3 April, 17 April, dan 24 April
2012. Partisipan dalam penelitian ini adalah 36 siswa kelas 4B SD Kanisius
Kalasan. Peneliti menggunakan tiga instrumen penelitian. Terdiri dari lembar
observasi, tes, dan wawancara.
Penelitian ini terdiri dari 4 siklus. Setiap siklus, peneliti menerapkan
permainan yang berbeda yang bertujuan untuk membuat para siswa menikmati
aktifitas belajar. Pada siklus pertama, peneliti menerapkan permainan kata. Para
siswa terlihat tertarik. Tetapi para siswa masih tidak serius dan mereka sangat
ramai saat penerapan permainan kata. Peneliti juga memberikan tes awal yang
bertujuan untuk mengetahui dasar pengetahuan dalam bahasa Inggris.
Berdasarkan hasil tes awal, 47,20% siswa yang lulus KKM (Kriteria Ketuntasan
Minimal). Dari hasil tes tersebut membutuhkan perbaikan. Pada siklus kedua,
permainan kata yang kedua diterapkan tetapi berbeda dengan siklus pertama. Pada
siklus kedua menunjukkan bahwa para siswa berminat belajar bahasa Inggris.
Mereka memberikan perhatian lebih selama pembelajaran bahasa Inggris. Hal ini
juga ditunjukkan pada tes pertama yang dilaksanakan di siklus kedua.
Berdasarkan hasil test pertama, 86,11% siswa lulus KKM. Oleh karena itu, jumlah
siswa yang lulus KKM meningkat. Untuk menyakinkan bahwa kemampuan
bahasa Inggris para siswa meningkat, siklus ketiga diterapkan. Pada siklus ini,
permainan yang diterapkan adalam permainan kartu. Pada siklus ketiga
menunjukkan bahwa para siswa dapat memperbaiki bahasa Inggris mereka.
Mereka sangat aktif. Para siswa mampu memperaktikkan bahasa Inggris selama
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
kegiatan pembelajaran. Pada siklus empat, peneliti menerapkan permainan kartu
sekali lagi. Pada akhir siklus keempat, tes kedua dilaksanakan. Hasil dari test
kedua menunjukkan bahwa hampir keseluruhan siswa lulus KKM. Dapat
disimpulkan bahwa permainan dapat membantu para siswa untuk memahami
pelajaran bahasa Inggris dengan mudah dan untuk meningkatkan kemampuan
bahasa Inggris siswa. Ditambah lagi, minat dan perhatian para siswa mendorong
para siswa untuk belajar dan untuk praktik bahasa Inggris secara aktif.
Kata kunci: permainan, kemampuan bahasa Inggris, siswa kelas 4B
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPLEMENTING LANGUAGE GAMES TO INCREASE
ENGLISH SKILLS OF FOURTH GRADE STUDENTS OF
KANISIUS KALASAN ELEMENTARY SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Clara Shinta Herwidia Puspa Ayu
Student Number: 071214076
ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT
TEACHERS TRAINING AND EDUCATION FACULTY
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPLEMENTING LANGUAGE GAMES TO INCREASE
ENGLISH SKILLS OF FOURTH GRADE STUDENTS OF
KANISIUS KALASAN ELEMENTARY SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Clara Shinta Herwidia Puspa Ayu
Student Number: 071214076
ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT
TEACHERS TRAINING AND EDUCATION FACULTY
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
My courage will not only show me the way,
but will also lead me through the difficulties and
unpredictability of life along my way up.
My courage is not only the energy of my mind, but
also my possibility maker.
-Mario Teguh-
This thesis is dedicated to:
My Savior “Jesus Christ”
My beloved mother, F. Rini Widiastuti
My lovely father, J. Herwinanto
And my beloved brother Mas Yoyo
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain
the work or parts of the work of other people, except those cited in the quotations
and the references, as a scientific paper should.
Yogyakarta, October 17, 2012
The Writer
Clara Shinta Herwidia Puspa Ayu
071214076
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
Nomor Mahasiswa
: Clara Shinta Herwidia Puspa Ayu
: 071214076
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
IMPLEMENTING LANGUAGE GAMES
TO INCREASE ENGLISH SKILLS OF FOURTH GRADE STUDENTS OF
KANISIUS KALASAN ELEMENTARY SCHOOL
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 17 Oktober 2012
Yang menyatakan
Clara Shinta Herwidia Puspa Ayu
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Ayu, Clara Shinta Herwidia Puspa. 2012. Implementing Language Games to
Increase English Skills of Fourth Grade Students of Kanisius Kalasan Elementary
School. Yogyakarta: Sanata Dharma University.
This research focused on finding an appropriate technique in English class
that could increase students’ English skills of class 4B of Kanisius Kalasan
elementary school. Based on the observation and interview with the English
teacher, the researcher found some problems in the learning English. Most of the
students were not interested in English learning so that they enjoyed doing other
things. They were also bored during the learning activity. Moreover, the students
had difficulty to understand the English lesson quickly. This research was
conducted to overcome the students’ problems that occurred in class 4B of
Kanisius Kalasan elementary school. They needed an appropriate technique.
Language games were an appropriate technique that was chosen by the
researcher to give the solution for the 4B students in order to increase the
students’ English skills. It would answer question: How do language games
increase English skills of fourth grade students of Kanisius Kalasan elementary
school?
This was classroom action research (CAR). The implementation of
language games was carried out on March 20th, 2012; on April 3rd, 17th, and 24th,
2012. The participants were 36 students of 4B class of Kanisius Kalasan
elementary school. The researcher employed three instruments. There were
observation, test, and interview.
This research consisted of four cycles. In each cycle, the researcher
implemented different games in order to make the students enjoying the learning
activities. In the cycle one, the researcher implemented words game. The students
were interested. However, they were not serious and they were very noisy during
the implementation of words game. The researcher also conducted a pre-test in
order to know the basic of students’ knowledge in English. Based on the pre-test
result, 47.20% of students passed the passing grade. It needed improvement. In
the second cycle, the second words game was implemented but it was different
from cycle one. The second cycle showed that the students were interested
learning English. They gave more attention during the English learning. It also
showed in the first test that was conducted in the second cycle. Based on the first
test result, 86.11% of students passed the passing grade. Therefore, the number of
the students who passed the passing grade increased. To convince that the
students’ English skills increased, the third cycle was implemented. In this cycle,
the cards game was implemented. The third cycle showed that the students could
improve their English. They were more active. The students practiced more their
English during the learning activity. In the cycle four, the researcher implemented
cards game once more. In the end of fourth cycle, the second test was also
conducted. The second test’ result showed that almost all students could pass the
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passing grade. It was concluded that the games helped the students to understand
the lesson easily and to increase the students’ English skills. Moreover, the
students’ interest and attention which encouraged the students to learn and to
practice English actively.
Keywords: language games, English skills, 4B students
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ABSTRAK
Ayu, Clara Shinta Herwidia Puspa. 2012. Penerapan Permainan dalam
Meningkatkan Kemampuan Bahasa Inggris Siswa Kelas 4 SD Kanisius Kalasan.
Yogyakarta: Universitas Sanata Dharma
Penelitian ini fokus dalam memilih sebuah teknik yang tepat didalam kelas
bahasa Inggris dimana dapat meningkatkan kemampuan bahasa Inggris kelas 4B
SD Kanisius Kalasan. Berdasarkan observasi dan wawancara dengan guru bahasa
Inggris, peneliti menemukan bebrapa masalah dalam pembelajaran bahasa Inggris.
Sebagian besar para siswa tidak tertarik dalam pembelajaran bahasa Inggris dan
mereka lebih menikmati kegiatan lain. Para siswa juga mengalami kebosanan
selama kegiatan pembelajaran. Ditambah lagi, para siswa memiliki kesulitan
dalam memahami pembelajaran bahasa Inggris dengan cepat. Penelitian ini
dilakukan untuk mengatasi masalah para siswa yang terjadi di kelas 4B SD
Kanisius Kalasan. Mereka membutuhkan teknik yang tepat
Permainan merupakan teknik yang tepat yang telah dipilih oleh peneliti
untuk memberikan solusi untuk siswa kelas 4B yang bertujuan untuk
meningkatkan kemampuan bahasa Inggris siswa. Ini akan menjawab pertanyaan:
Bagaimana permainan meningkatkan kemempuan bahasa Inggris siswa kelas 4
SD Kanisius Kalasan?
Penelitian ini adalah penelitian tindakan kelas. Proses penerapan
permainan dilaksanakan pada tanggal 20 Maret, 3 April, 17 April, dan 24 April
2012. Partisipan dalam penelitian ini adalah 36 siswa kelas 4B SD Kanisius
Kalasan. Peneliti menggunakan tiga instrumen penelitian. Terdiri dari lembar
observasi, tes, dan wawancara.
Penelitian ini terdiri dari 4 siklus. Setiap siklus, peneliti menerapkan
permainan yang berbeda yang bertujuan untuk membuat para siswa menikmati
aktifitas belajar. Pada siklus pertama, peneliti menerapkan permainan kata. Para
siswa terlihat tertarik. Tetapi para siswa masih tidak serius dan mereka sangat
ramai saat penerapan permainan kata. Peneliti juga memberikan tes awal yang
bertujuan untuk mengetahui dasar pengetahuan dalam bahasa Inggris.
Berdasarkan hasil tes awal, 47,20% siswa yang lulus KKM (Kriteria Ketuntasan
Minimal). Dari hasil tes tersebut membutuhkan perbaikan. Pada siklus kedua,
permainan kata yang kedua diterapkan tetapi berbeda dengan siklus pertama. Pada
siklus kedua menunjukkan bahwa para siswa berminat belajar bahasa Inggris.
Mereka memberikan perhatian lebih selama pembelajaran bahasa Inggris. Hal ini
juga ditunjukkan pada tes pertama yang dilaksanakan di siklus kedua.
Berdasarkan hasil test pertama, 86,11% siswa lulus KKM. Oleh karena itu, jumlah
siswa yang lulus KKM meningkat. Untuk menyakinkan bahwa kemampuan
bahasa Inggris para siswa meningkat, siklus ketiga diterapkan. Pada siklus ini,
permainan yang diterapkan adalam permainan kartu. Pada siklus ketiga
menunjukkan bahwa para siswa dapat memperbaiki bahasa Inggris mereka.
Mereka sangat aktif. Para siswa mampu memperaktikkan bahasa Inggris selama
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
kegiatan pembelajaran. Pada siklus empat, peneliti menerapkan permainan kartu
sekali lagi. Pada akhir siklus keempat, tes kedua dilaksanakan. Hasil dari test
kedua menunjukkan bahwa hampir keseluruhan siswa lulus KKM. Dapat
disimpulkan bahwa permainan dapat membantu para siswa untuk memahami
pelajaran bahasa Inggris dengan mudah dan untuk meningkatkan kemampuan
bahasa Inggris siswa. Ditambah lagi, minat dan perhatian para siswa mendorong
para siswa untuk belajar dan untuk praktik bahasa Inggris secara aktif.
Kata kunci: permainan, kemampuan bahasa Inggris, siswa kelas 4B
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ACKNOWLEDGEMENTS
Firstly, I would like to give my deepest gratitude to Jesus Christ for His
guidance and blessing in my whole life. He gave me strength, so that I never give
up and I always get a wonderful spirit in finishing my thesis.
I also thank my chairperson of English Language Education Study
Program, Caecilia Tutyandari, S.Pd., M.Pd., for her support and suggestions to
finish my thesis. I would like to address my grateful to my advisor, Carla Sih
Prabandari, S.Pd., M.Hum., for her time in reading my thesis, checking it, and
giving me suggestions and support during the process of my thesis. I also thank
Drs. J.B. Gunawan and all lecturers of English Language Education Study
Program, who have shared all knowledge and suggestions to me, so that I could
be a good teacher later.
My thankfulness also goes to the English teacher of SD Kanisius Kalasan,
Yasintha Dyah Pertiwi Kusuma Wardhani, S.Pd., for giving me opportunity to
teach and conduct the research. I really thank her for giving me suggestions,
support, and her time to be observer during the research. I also thank P. Agustin
Ria Dewi, S.Pd., the principal of SD Kanisius Kalasan, who has permitted me to
conduct the research. The next thankfulness goes to the all students of 4B class
of SD Kanisius Kalasan for being good and cooperative students.
My greatest gratitude goes to all my beloved family. I thank my beloved
father, J. Herwinanto and my beloved mother, F. Rini Widiastuti, for their
sincere prayer, love, care, passion, and support so that I could finish my thesis. I
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
also thank my beloved brother, Mas Yoyo for his love, care, and support. My
thankfulness also goes to my grandfather, Alm. Sutiyo Susilo Wijoyo for his care
and love since I studied in Yogyakarta.
I would like to thank Uchi, Kanya, Oda and Wida for their friendship and
support. I also thank Ria for her help in checking my thesis and her suggestions. I
would like to thank my best friends, Bramas, Adi, Nurma, and Hayik for their
care and support.
I also would like to thank Secretariat staff of the English Language
Education Study Program, Mbak Tari and Mbak Dhanniek who have given their
best services. Finally, I would like to thank all my friends in English Language
Education Study Program of 2007 for studying and gaining knowledge together.
I thank all people who helped and supported me that I could not mention one by
one.
Clara Shinta Herwidia Puspa Ayu
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TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………..........
i
APPROVAL PAGES…………………………………………………..........
ii
DEDICATION PAGE………………………………………………………
iv
STATEMENT OF WORK’S ORIGINALITY……………………………...
v
PERNYATAAN PERSETUJUAN PUBLIKASI………………………………
vi
ABSTRACT…………………………………………………………………
vii
ABSTRAK……………………………………………………………………
ix
ACKNOWLEDGEMENTS…………………………………………………
xi
TABLE OF CONTENTS……………………………………………………
xiii
LIST OF TABLES…………………………………………………………..
xvi
LIST OF FIGURES…………………………………………………………
xvii
LIST OF APPENDICES…………………………………………………….
xviii
CHAPTER I. INTRODUCTION
A. Research Background……………………………………………….
1
B. Problem Formulation……………………………………………….
5
C. Problem Limitation………………………………………………….
5
D. Research Objectives…………………………………………………
5
E. Research Benefits………………………………………….………...
5
F. Definition of Terms……………………………………………….....
6
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description……………………………………………...
9
1. English for Young Learners…………………………………
9
a. Definition of Young Learners…………………………...
9
b. The Characteristics of Young Learners………………….
10
c. The Way Children Learn ……………………………......
12
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
d. Teaching English to Children…………………………...
13
2. Language Games…………………………………………….
17
a. Definition of Language Games……………………….....
17
b. Type of Language Games……………………………….
18
c. The Roles of Games in Learning English……………….
21
3. Classroom Action Research…………………………………
22
a. Theory of Classroom Action Research………………….
22
b. Characteristics of Classroom Action Research……….....
24
c. Model of Classroom Action Research………………......
24
B. Theoretical Framework……………………………………………...
26
CHAPTER III. METHODOLOGY
A. Research Method…………………………………………………….
28
B. Research Setting……………………………………………………..
29
C. Research Participants………………………………………………..
30
D. Instruments…………………………………………………………..
30
E. Data Gathering Technique…………………………………………..
34
F. Data Analysis Technique……………………………………………
36
G. Research Procedure………………………………………………….
38
CHAPTER IV. RESEARCH FINDING AND DISCUSSION
A. Classroon Action Research Cycle 1…………………………………
42
B. Classroon Action Research Cycle 2…………………………………
49
C. Classroon Action Research Cycle 3…………………………………
57
D. Classroon Action Research Cycle 4…………………………………
63
E. Interview Result……………………………………………………..
71
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions………………………………………………………….
74
B. Suggestions………………………………………………………….
76
REFERENCES………………………………………....................................
78
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LIST OF TABLES
Table
Page
3.1 Items of Observation Checklist………………………………………….
31
4.1 Teaching Schedule………………………………………………………
41
4.2 Teaching and Learning Activities in The Cycle 1………………………
45
4.3 Teaching and Learning Activities in The Cycle 2………………………
52
4.4 Teaching and Learning Activities in The Cycle 3………………………
60
4.5 Teaching and Learning Activities in The Cycle 4………………………
64
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LIST OF FIGURES
Figure
Page
2.1 Carr and Kemmis’ Action Research Model (1988)……………………..
25
4.1 The Students’ Progress in Pre-Test and Test 1………………………….
56
4.2 The Class Average………………………………………………………
69
4.3 The Comparison of The Students’ Test Result………………………….
70
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LIST OF APPENDICES
Appendix
Page
A. Permission Letter……………………………………………………
80
B. Research Official Statement from SD Kanisius Kalasan……………
82
C. Research Instruments………………………………………………..
84
1. Observation Checklists……………………………………...
85
2. Interview Guide for Students………………………………..
87
3. Interview Guide for Teacher………………………………...
88
D. Lesson Plans and Learning Materials……………………………….
89
1. Lesson Plan and Learning Material Cycle 1………………...
90
2. Lesson Plan and Learning Material Cycle 2………………...
99
3. Lesson Plan and Learning Material Cycle 3………………...
107
4. Lesson Plan and Learning Material Cycle 4………………...
115
E. Raw Data…………………………………………………………….
124
1. First Cycle Observation Checklist…………………………..
125
2. Second Cycle Observation Checklist………………………..
128
3. Third Cycle Observation Checklist………………………….
131
4. Fourth Cycle Observation Checklist………………………...
134
5. Students’ Interview Result…………………………………..
137
6. Teacher’s Interview Result………………………………….
146
7. Test Result…………………………………………………..
148
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F. Sample of Students’ Test Result…………………………………….
150
1. Sample of the Students’ Pre-Test Result…………………...
151
2. Sample of the Students’ Test 1 Result……………………...
157
3. Sample of the Students’ Test 2 Result……………………...
163
G. Media of Games……………………………………………………..
172
1. Media of Games in Cycle 1 and 2…………………………...
173
2. Media of Games in Cycle 3 and 4…………………………...
174
3. The Rules of Games in Each Cycle…………………………
176
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CHAPTER I
INTRODUCTION
In this chapter, the researcher describes the research background, problem
formulation, problem limitation, research objectives, research benefits, and the
definition of terms used in the research.
A. Research Background
Nowadays, English is an international language that should be learned. In
Indonesia, learning English as a foreign language is not easy. English is taught in
many schools, there are in play group, kindergarten, elementary school, junior
high school, and senior high school. The fact that it is not all people could master
English. Learning English needed much practice and some exercises. As a foreign
language, English should be master at early age. In other hand, children are not
easy learning English. According to Phillips (1993), “the years at primary school
are extremely important in children’s intellectual, physical, emotional, and social
development” (p. 3). So, children have more chance to develop their skills and
develop certain language. Additionally, Brewster, Ellis, and Girard (2002) state
that the governments and the private schools all over the world have decided to
introduce English at primary level, because there is a strong ‘folk’ belief, a sort of
‘act of faith’, that young children learn languages better and more easily than
older children (p.1).
Teaching English to children differ from teaching English to adults. The
children have special treatments to make them interesting in the learning English.
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2
The children need interesting activity in learning English, so it makes the children
learn English easily. The English teachers play important roles in the learning
process. Teachers should be careful in choosing materials and choosing the
appropriate ways to teach English so that it can improve the students’ mastery of
English.
In the Kanisius Kalasan elementary school, all students are supposed to
learn English. They have to master English better. It includes 4B students of
Kanisius Kalasan elementary school. Based on the observation that was conducted
by the researcher to observe the activities in 4B class, the researcher concluded
some important things related to the English class activities. The conclusions were
that during the teaching activities, the use of the learning media was not enough.
The class situation was not effective. It also had not energy to learn English
actively. Besides, most of the students did not pay attention the teacher’s
explaination. Some students walked around in class and disturbed other students.
During the English learning activities, the students were bored and less
interesting. They also needed an appropriate treatment to help increasing the
students’ English skills.
After doing the observation in the English class, the researcher interviewed
the English teacher. Based on the result of the interview, the researcher found
some problems in the English class. According to the teacher, most of the students
did not pay attention. The students were interested doing other things. The
students needed learning technique that was suitable for them. It would increase
their English skills and their interest in the learning English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
The researcher tried to find out the cause of students’ problems in the
learning English. Based on the observation, the problems were the students
needed the treatments that could help them learning English. During the learning
process, the use of the learning media was not enough. Practicing the English
skills were not enough, so that the students were interested doing other things.
Therefore, the students’ English ability needed the improvement. In the class,
most of the students were bored.
The students’ problems had to be solved in order to increase students’
achievement in English. The teacher should be able to choose appropriate
techniques, so that the students enjoyed learning English. In this research, the
researcher wanted to help the English teacher find out the appropriate learning
technique or learning media to support learning activities in the English class.
Based on the problems occured in 4B class of Kanisius Kalasan elementary
school, language games were appropriate treatment for children. According to
Harmer (1991), the students put into a situation in which they have to use all or
any of the language they possess to complete a game-like task (p.126). Language
games are used frequently in the learning process. This technique is one of famous
teaching technique known by most of teachers.
Games are fun and children like playing. Lewis & Bedson (1999) note that
“playing games is a vital and natural part of growing up and learning” (p.5).
Games will stimulate and increase students’ motivation to learn English. Wright,
Betteridge, & Buckby (2006) also argue that game itself means an activity which
is entertaining and engaging, often challenging, and an activity in which the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
learners plays and usually interact with others (p. 1). It means that games will
attract children’s attention to learn English lesson. Games also give the challenge
to children to develop their language and to understand the meaning of each word.
Language games have many advantages for children. By using games, it may
certainly be an effective way and purposeful to children make the repetition of
language. There are many language games which can be used in teaching English
such as card games, cross word, board games, puzzle, and picture games.
Based on the problems that have been found, the researcher decided to
conduct classroom action research (CAR). CAR was the research where the
researcher collects the data about students, problems in the classroom, and
learning-teaching process in order to explore the classroom and give a good
treatment for the students based on the students’ need. According to Wallace
(1998), the research is ended by systematically collecting data on teachers’
everyday practice and analyzing it in order to come to some decisions about what
teachers’ future practice should be (p.4). The purpose of CAR is to help the
teachers improve their teaching quality whether from teaching media, teaching
technique, the way of teaching, teaching methodology, classroom management, or
students’ achievement. In this research, the researcher implemented language
games in order to increase English skills of 4B students of Kanisius Kalasan
elementary school.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
B. Problem Formulation
The problem which is going to be answered in this research is “How do
language games increase English skills of fourth grade students of Kanisius
Kalasan elementary school?”.
C. Problem Limitation
This research focused on the use of language games to increase English
skills of fourth grade students of Kanisius Kalasan Elementary School. The
participants of this research only class 4B. There were 36 students. This research
conducted in semester 2. Language games were implemented during the learning
process. The researcher did not give limitation on a certain skill of English. The
researcher implemented language games to class 4B including all skills. During
the process, the researcher observed how language games could increase the
students’ English skills in the English class.
D. Research Objectives
By conducting this research, the researcher wanted to solve the students’
problems in learning English by using language games. Therefore, the researcher
will be able to identify how the language games increases students’ English skills
of class 4B of Kanisius Kalasan elementary school.
E. Research Benefits
The researcher expects that this research would give positive contribution
to the English teacher of Kanisius Kalasan elementary school, the students of
Kanisius Kalasan elementary school, and the future researchers. Hopefully, this
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
research can give opportunity for elementary school to increase English as a
foreign language.
First, for the English teacher of Kanisius Kalasan elementary school, the
researcher expects that the result of this research give positive contribution to the
English teacher to increase students’ English skills by using language games.
Hopefully, the result of this research gives a contribution to the English teacher
and helps the English teacher to solve their difficulty in the teaching English, so
that she can teach the students easily. The researcher also expects that the result of
this research can give some benefits to English teacher who wants to implement
language games in teaching English in order to increase students’ English skills.
Second, this research is beneficial for the future researchers who want to
do further research in the same field. Hopefully, the result of this research
provides helpful information and can be a foundation for the future research.
Third, the result of this research will give positive contribution to the
students of Kanisius Kalasan elementary school. Hopefully, the students can
increase their English by using language games. The researcher expects this
research can give opportunity to the students to be aware that English is important
for their future.
F. Definition of Terms
In this research, there are some terms that would be used. Therefore, the
researcher defines those terms to avoid misinterpretation and misunderstanding in
this research.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
1. Language games
Lewis & Bedson (1999) argue that “playing games are a vital and natural
part of growing up and learning”. Games helped the students to develop their
natural knowledge in learning language and to stimulate their ability to learn
language.
Language games are highly motivation and enjoyment. Games will attract
the students’ attention in the learning process. In this research, language games as
an appropriate technique for students in English learning. Games give the
opportunity to children to imagine and build the cooperation with others. It was
chosen because most of elementary students like playing and they would be easy
and interested in learning English.
2. English Skills
English is one of foreign language that is learned in Indonesia. Most of
Indonesian students have to learn English. Based on the Surat Keputusan Menteri
Pendidikan dan Kebudayaan Nomor 060/U/1993 on February 25, 1993, English
lesson might be provided as one of the lesson in elementary school (as cited in
Suyanto, 2007, p. 2). Therefore, the students learned English in order to support
their study and to help them facing globalization era.
In the learning English, students have to master four skills. There are
listening, speaking, writing, and reading. In this research, the researcher would
like to help the students of 4B class of Kanisius Kalasan elementary school to
increase their English skills.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
3. Fourth Grade Students of Kanisius Kalasan Elementary School
Based on Peraturan Pemerintah RI No. 28, 1990 states that the definition
of the elementary school is a unit form of basic education, which runs a six-year
education program. In this research, the subject of the participant was fourth grade
students of elementary school. Fourth grade students are children in the age of
nine to ten years old. The focus of the participation was in the class 4B. The
participants were 36 students in class 4B.
Kanisius Kalasan elementary school is located in Kalasan, Yogyakarta.
The researcher chose Kanisius Kalasan elementary school because the researcher
saw many opportunities to increase students’ ability in English and Kanisius
Kalasan elementary school was seen as an appropriate school to be researched.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
LITERATURE REVIEW
In this chapter, the researcher presents a discussion underlying the theories
related to the research. There are two major points of discussion. The first deals
with the theoretical description and the second deals with theoretical framework
of the research.
A. Theoretical Description
Theoretical description presents some theories related to increase students’
English skills of fourth grade of Kanisius Kalasan elementary school. There are
three major theories in this research, namely English for young learners, language
games, and classroom action research.
1. English for Young Learners
a. Definition of young learners
Young learners are group of five to twelve years old. Phillips (1993)
argues that young learners mean children from the first year of formal school (five
or six years old) to eleven or twelve years of age. In this age, children want to
learn everything in their around (p.3). Suyanto (2007) also notes that the young
learners are the elementary students of six to twelve years old. They can be
devided into 2 groups, there are younger group (six to eight years old) and older
group (nine to twelve years old) (p.15).
Young learners are special. Phillips (1993) argues that young learners
respond to language according to what it does or what they can do with it, rather
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than treating it as an intellectual game or abstract system (p. 5). Children also
learn language in order to develop their communication. In this research, the
researcher focuses on elementary students. They are fourth grade students.
b. The characteristics of young learners
Children of six to twelve years old have certain characteristics. According
to Suyanto (2007), elementary students are divided into two groups. There are
younger group (six to eight years old) and older group (nine to twelve years old).
Each group has different characteristics (p.15). In this research, the researcher
focuses on students of fourth grade. Teacher has to know and should be aware of
and take into account in the teaching process, so the teacher can only draw his or
her attention to the characteristics of young children.
The students of the fourth grade elementary school are about nine or ten
years old. According to Harmer (2001), children who are in the nine or ten years
old need the variety of learning sources (p.38). The students in this age will learn
from around them. They are curious, so they want to explore everything around
them. Harmer (2001) also argues that the children of this age learn something not
only from explanation but also from what they see, hear, and, crucially, have a
chance to touch and interact with (p.38). Children always learn in variety ways,
for example by listening, watching, speaking, and imitating. When children watch,
listen, speak, imitate something, they will imagine what they have done. It helps
them to memorize, practice and over learning. Halliwel (1992) argues that the act
of fantasing, of imagining, is very much an authentic part of being a child (p.7).
By imagining, children will find their interest and their enjoyment in learning
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process. Therefore, teachers need to provide appropriate learning media and
various learning activities to attract students’ attention.
Harmer (2007) notes that children love discovering things and they love
playing, so they will be involved in some activities, such as in drawing something,
in games, in physical movement, or in songs (p.38). By giving a variety of
learning activities, the students were not bored..
Besides, Suyanto also argues that students of fourth grade have own
characteristics. Actually, Harmer and Suyanto have same ideas about the fourth
grade students’ characteristics, but Suyanto gives more opinions about it.
According to Suyanto (2007), the fourth grade or upper classes students have
different characteristics (p.16). The characteristics are as follows.
1) Upper classes students can communicate with other people and they can ask
and tell everything openly.
2) The students of eight to ten years old are able to differenciate between fact and
fiction, and also they can understand the things which are abstract.
3) Most of children like learning language by using games, songs, or stories.
They are more enthusiastic to learn.
4) Upper classes students are able to concentrate longer than lower classes
students. In other hand, the variations of their activities are still needed. It is
important to avoid the boredom situation in class.
5) Children like learning using media, like flash cards or puppets. They also like
drawing and colouring. In the learning process; they are more enthusiastic if
their teachers use full colour picture when they teach.
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6) Older group or upper classes students can work together and learn together
with others. They can work in groups or in pairs.
7) Upper classes students like learning by doing. They need activities which
using body movement, expression, real object or picture. It aims to make the
children learn language easily.
Based on the characteristics above, it can be concluded that the fourth
grade students are more independent and they can work together in group or in
pair. Besides, they need an interested media or technique in the learning process in
order to avoid them in boredom situation. They are also curious, so they want to
explore everything arround them and they are happy if they get some activities
that include their body movement, expression, and real object, like picture or card.
c. The way children learn
The characteristics of children affect their way of thinking and learning
something. Most of children will learn something quickly if they find something
interesting in their lesson. Besides, they will be bored when the lesson is
monotonous. Children are curious. They want to learn many things and they want
to know how things work. Brewster et al. (2002) argue that young children, on the
other hand, are not yet in control of their lives and still have a great deal to learn
in their own language, as well as learn another one (p. 27). They list the
characteristics of young learners that make them different from older learners.
Young learners
(1) have a lot of physical energy and often need to be physically active (2)
have a wide range of emotional needs (3) are emotionally excitable (4) are
developing conceptually and are at an early stage of their schooling (5) are
still developing literacy in their first language (6) learn more slowly and
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forget things quickly (7) tend to be self-oriented and preoccupied with
their own world (8) get bored easily (9) are excellent mimics (10) can
concentrate for a surprisingly long time if they are interested (11) can be
easily distracted but also very enthusiastic (Brewster et al., 2002, p. 27)
Harmer (2001) argues that children love discovering things and they
respond well using their imagination. Therefore, they may be involved in puzzlelike activities in making things, in drawing things, in games, in physical
movement or in songs (p. 38). Teachers’ roles give a big contribution during the
learning process. Teachers influence children’s learning speed with which
learning goes on. Guiding the students during the learning process affects the
students to respond their learning better. Phillips (1993) notes that younger
learners respond to language according to what it does or what they can do with it,
rather than treating it as an intellectual game or abstract system (p.5). Therefore,
the teachers have to prepare well in learning process. The teacher should provide
the best method and technique in class.
One thing should be considered, young learners will learn quickly if the
lesson is enjoyable. Philips (1993) advises that if an activity is enjoyable, it will
be memorable; the language involved will ‘stick’, and the children will have sense
of achievement which will develop motivation for further learning (p.6). Besides,
the students also need stimulating their learning experiences. It aims to influence
the students’ thinking in the learning process.
d. Teaching English to children
Teaching English to children is hard work. The teachers have to prepare
what the students’ need in the teaching English. According to Lewis & Hill
(2002), the teaching preparation was very important. It can help the teachers make
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the course was useful and relevant by helping the students to see what they have
achieved, and understand what they can do with what they know (p. 11). In the
learning English, the students have to master four skills. There are speaking,
writing, reading, and listening. Basically, learning English is not only mastering
the four skills, but also mastering the English vocabulary. Vocabulary is also
important to be learned. According to Suyanto (2007), the students’ activities in
the learning English include all competence skills, there are speaking, listening,
writing, and reading (p.23).
1) Listening
Listening is an activity that is difficult to children to be learned because
most of children have the limitation of English vocabularies. Therefore, the
English teachers have to create appropriate ways in the teaching activities. Most
of children would be easy to understand if the teachers used physical movement,
expression, and media learning, such as games or picture. There are some
examples of listening activity.
a) Listen and repeat
This activity can be used to learn vocabulary. The teacher can use picture
or flash cards as media. The children listen carefully what the teacher has said,
and then the children have to repeat the words correctly.
b) Listen and follow instruction
c) This activity attracts the children to follow the teacher’s instruction. For
example the teacher asks the students to guess something. The students have
to listen carefully, and then guess what the teacher has said.
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2) Speaking
Interaction and communication were important thing to young learners in
the learning English. Usually, children want to use the language that they have
learned to communicate with others. In the speaking activity, the English teachers
have to pay attention during the speaking activity in order to monitor the process
and give correction for students’ mistakes.
3) Reading
In reading activity, the students have not to comprehend the meaning of
each word but they can understand the context of the text. In the reading activity,
the teacher should choose the appropriate topics for children. The topics should
relate to the real life, so they are more interested. There are some points that can
help the students understand the text in reading activity.
a) Using p