THE EFFECT OF USING GUESSING AND SPECULATING GAME WITH PICTURES ON STUDENTS ACHIEVEMENT IN SPEAKING.
THE EFFECT OF USING GUESSING AND SPECULATING
GAME WITH PICTURES ON STUDENTS’ ACHIEVEMENT
IN SPEAKING
A THESIS
Submitted to the English Department, Faculty of Language and Arts,
State University of Medan in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
MAULIDIA RISMI BR. TARIGAN
Registration Number: 2101121028
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words and has not previously been submitted for
assessment. I understand that this thesis may be screened electronically or
otherwise for plagiarism.
Medan,
Agustus 2014
Maulidia Rismi Br. Tarigan
Reg. No. 2101121028
ABSTRACT
Tarigan, Maulidia Rismi. 2101121028. The Effect of Using Guessing and
Speculating Game with Pictures on Students’ Achievement in Speaking. A
Thesis. Faculty of Languages and Arts, State University of Medan. 2015.
This study deals with the effect of using Guessing and Speculating Game with
Pictures on students’ achievement in speaking. The objective of the study is to
find out whether Guessing and Speculating Game with Pictures significantly
affects the students’ achievement in speaking. This study was conducted by using
experimental design. The population of the study was the students of grade VIII of
SMP Negeri 10 Medan in the academic year 2014/2015, where there were 13
classes of VIII and there were two classes were selected as the sample by applying
random sampling. The sample was divided into two groups. The Experimental
group (VIII D) was taught by applying Guessing and Speculating Game with
Pictures, while the control group (VIII C) was taught by applying Make a Match
method. The data of the study were obtained from the students’ score of writing
test. To determine the reliability of the test, the writer used inter-rater formula.
Based on the data calculation showed that the coefficient of reliability of the test
was 0.81. It showed that the test was reliable and the reliability was very high.
There were two data used in this study. They were pre-test and post-test. The data
were analyzed by applying t-test formula. After analyzing the data, the result of
the study showed that t-observed (5.16) was higher than t-table (1.684) (tobserved ˃ t-table) at the level of significance of α = 0.05 and at the degree of
freedom (df) = 48. It can be concluded that applying Guessing and Speculating
Game with Pictures significantly affects on the students’ achievement in speaking
or in other words the hypothesis is accepted.
Keyword: Guessing and Speculating Game with Pictures, Speaking Achievement,
i
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to Allah
SWT who has been sending a great blessing, opportunity and strength to the
writer during her study and in completing this thesis which entitled: The effect of
using Guessing and Speculating Game with Pictures on students’ achievement in
speaking. This thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan of the English Department, Faculty of Languages and Arts,
State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Masitowarni Siregar, M.Ed., the Head of English Education
Study Program, who took the role of being her reviewer and examiner.
Drs. Bachtiar, M.Pd., her Thesis Advisor, who has given his valuable
advice, guidance and spent his precious time in the process of completing
this thesis.
Dra. Sri Juriati Ownie, M.A., her Academic Advisor, who has
supported her throughout the academic years.
All the Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
Mam Euis, the administration staff of English Department, for her
attention, assistance, and information in completing it.
Drs. H. Rajo Batubara, M.Pd., the Headmaster of SMP Negeri 10
Medan, for his permission and opportunities in allowing the writer to do
observation and to collect data.
U. Simamora, S.Pd., the Vice Headmaster of SMP Negeri 10 Medan, for
his permission and opportunities in allowing the writer to do observation
and to collect data.
i
Tomu Sitorus, S.Pd., the English teacher of SMP Negeri 10 Medan, for
the assistance, guidance, suggestions and comments in the process of
completing this thesis. And all the teachers and students at the school for
the good cooperation.
Her beloved parents, Riswan Tarigan and Nulhelmi Ginting S.Pd, her
lovely sister and brother, Annisa Fadilah Tarigan and Mhd. Ali
Marwan Tarigan, and all her families for their endless love, pray,
inspiration, motivation, mental and everything that they have given to the
writer.
Her friends in Reguler Dik. B’ 2010, especially for Linda and Fatin,
her great class for the love and togetherness throughout four years; her
friends in PPLT SMA Negeri 1 Air Putih Batubara 2013 for many
experiencies and togetherness.
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
Agustus 2014
The writer,
Maulidia Rismi Br. Tarigan
Reg. No. 2101121023
ii
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................i
ACKNOWLEDGMENT .............................................................................. ii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLES ........................................................................................vi
LIST OF FIGURE ........................................................................................vi
LIST OF PICTURE ......................................................................................vi
LIST OF APPENDIXES ............................................................................. vii
CHAPTER I INTRODUCTION.................................................................. 1
A. The Background of the Study ............................................................. 1
B. The Problem of the Study ................................................................... 5
C. The Objective of the Study ................................................................. 5
D. The Scope of the Study ...................................................................... 5
E. The Significance of the Study ............................................................ 5
CHAPTER II REVIEW OF LITERATURE ............................................. 6
A. Theoretical Framework ...................................................................... 6
1. Students’ Achievement ............................................................... 6
2. Speaking ...................................................................................... 7
3. Game .......................................................................................... 12
4. Guessing and Speculating Game with Pictures ........................... 14
5. Make a Match .............................................................................. 16
6. The Procedures How to Play
Guessing and Speculating Game with Pictures .......................... 17
7. The advantages of Guessing and Speculating Game
with Pictures in teaching speaking .............................................. 18
B. Conceptual Framework ..................................................................... 19
C. Hypothesis ......................................................................................... 20
CHAPTER III RESEARCH METHOD ................................................... 21
A. Research Design ................................................................................ 21
iv
B. Population and Sample ...................................................................... 21
1.
Population ................................................................................... 21
2.
Sample ........................................................................................ 22
C. Instrument of Collecting Data ........................................................... 22
D. Assessment and Scoring Speaking ..................................................... 23
E. The Procedure of Research ................................................................ 25
1.
Pre-test ........................................................................................ 25
2.
Treatment ................................................................................... 25
3.
Post-test ...................................................................................... 29
F. The Validity and Reliability of the Test ............................................ 29
1.
Validity ....................................................................................... 29
2.
Reliability ................................................................................... 29
G. The Technique of Analyzing Data ..................................................... 31
CHAPTER IV THE DATA AND DATA ANALYSIS ............................. 32
A. The Data ............................................................................................ 32
B. Data Analysis .................................................................................... 35
C. Testing Hypothesis ............................................................................ 37
D. Research Finding ............................................................................... 38
CHAPTER V CONCLUSION AND SUGGESTIONS ............................ 40
A. Conclusion ........................................................................................ 40
B. Suggestions ....................................................................................... 41
REFERENCES ............................................................................................ 42
APPENDIXES .............................................................................................. 44
v
LIST OF FIGURE
Figure 2.1 The Illustration of Guessing and Speculating Game
with Pictures ................................................................................ 15
vii
LIST OF PICTURE
Picture 2.1 The Illustration of picture in Guessing and
Speculating Game with Pictures ................................................. 16
viii
LIST OF APPENDIXES
Page
APPENDIX A. Teaching Procedures in Experimental Group and
Control Group ................................................................... 42
APPENDIX B. The Description of Pre-test and Post-test of
Experimental Group and Control Group .......................... 46
APPENDIX C. The Calculation of T-Test ................................................. 50
APPENDIX D. The Reliability of the Test ................................................ 53
APPENDIX E.
Lesson Plan ........................................................................ 55
APPENDIX F.
Students’ Speaking Script about “Pet Description” ........... 88
ix
CHAPTER I
INTRODUCTION
A. Background of the Study
In this globalization era, English is almost used for every aspects of
humans’ life. We can find English in every where we stand. Almost all people
around the world are able to speak English. In fact, almost all of the schools also
incorporate English lessons in their subject that are important to learn. There are
four basic skills which are learned in English, they are listening, speaking,
writing, and reading. All of skills must be mastered by students because it
becomes the standard competencies which have to be reached by students. From
those skills, speaking is the important one of four skills which has been mastered
by the students. Because speaking is important for them to practice their capability
and their understanding, how to send idea, and how to spell word well, in this case
the students’ motivation and interest are very needed to make the process of their
understanding more easily.
Speaking is one of the languages that should be achieved by the learners of
English. On the average, most the students have difficulties in speaking even
though they have learned it for many years. They do not know how to speak
fluently. There are many factors that influence the learners’ competence in
speaking the language as most learners have limited practicing. Consequently, the
learners become slow down and find difficulties in communicating with others in
English. Therefore, speaking is in fact not as easy as some people think. Most
1
2
people speak without giving much thought on how they do it since they assume
speaking is not very important. For them, speaking is a question a little concern.
The Indonesia government curriculum has informed that all schools in
Indonesia have to teach English. Additionally, English has to be mastered by
students and it causes government of Indonesia makes English is not only a lesson
which must be learnt by students of Indonesia but it is also as one of the subject in
state examination in Indonesia. In order to make teaching speaking be successful
and competent, the teachers have to provide some indicators in their lesson plan.
These indicators are developed by teachers themselves base on School-based
Curriculum. According to Maggino (2009) Indicator is a measure that naturally
connected to a conceptual model that aimed to know the different aspect of
reality.
Because of the material of English subject is very variety, so the teachers
are obligated to choose the suitable approach, strategy, and method in order to
achieve the teaching purposes easily, and the media will make the students to be
more motivated to study. The teacher who is able to present the material easily
will be students’ idol. The teacher can use some methods in teaching learning
process to help the students’ understanding about the material that is explained. In
applying method, the teachers have to prepare many things like; teaching material,
classroom management, and many other aspects because using inappropriate
technique can make the students get difficulties in understanding the teacher’s
explanation and it means that the teacher may be failed in teaching them. To make
the students have strong interest in teaching and learning process especially in
3
learning speaking, the teacher should take the best approach, method, and
strategies. Then, the teacher can use media in teaching of English language,
method are used to help the students for speaking to make interaction between the
teacher and students. Furthermore, the teacher has to prepare the interested aids
before teaching learning process done. In this case, the researcher used Guessing
and Speculating Game with Pictures in teaching learning processes.
The researcher observed of grade VIII L of SMP Negeri 10 Medan, by
asking the English teacher about the students' achievement in speaking, especially
description. The researcher obtains the information from teacher's statement that
the students are not able to share their ideas about a topic orally. They are also not
able to describe a topic that teacher provides and they still consider that speaking
in English is very difficult.
In the observation phase, the researcher asked the list of scores of students
in the subject of speaking description text from the teacher. From a list of scores
was found that, most of the students do not pass a minimum competency standard
scores that have been implemented by the school on English lessons. The
following is a list of scores of students that received by the researcher:
Table 1.1
The list of scores of students
Class
VIII L
Score
Students
Percentage
< 75
15 Students
62,5 %
≥ 75
9 Students
37,5 %
Mean
60,9
There are some issues that researcher found that, when teachers teach the
material in the classroom, students felt bored quickly. It is because of the methods
4
were used do not make students eager to learn the material that provided by the
teacher. Another problem that students face is they still think that English is not
important for their now a day’s life. There are some of the problems that were
found in English subject. According to teachers, many students do not like
English subject. Because they assume English is not fun. Therefore, all of the
material that has been given by the teacher is not absorbed well by the students. At
the time of teaching, the teacher also did not explore the knowledge of students,
so students only hear the material without participating in the teaching learning
process.
Thus, to solve these problems, every teacher should try out different
techniques and refine those that suit and the subject matter he is dealing with.
They also keep looking for more effective techniques to make learning speaking
easier and more pleasant. One of many techniques is by using game, because
game can motivate students to learn speaking in enjoyable situation so that they
will not feel bored until the end of the lesson.
Games can help the teacher to create contexts in which the language is
useful and meaningful. The students want to take part, and in order to do so must
understand what others are saying or writing, and they must speak or write in
order to express their own point of view or give information (Wright, Betteridge,
and Buckby, 2006).
5
B. Problem of the Study
The problem of study is formulated in the form of a question as stated
below: “Is there any significant of using Guessing and Speculating Game with
Pictures on students’ achievement in speaking?”
C. Objective of the Study
The objective of the study is to investigate whether Guessing and
Speculating Games with Pictures affect students’ achievement in speaking.
D. Scope of the Study
This study is primarily concern with the using of Guessing and
Speculating Game with Pictures in order to develop students’ achievement in
speaking, to study speaking more effectively.
E. Significant of the Study
The results of this study are expected:
a.
To be input for the teacher in teaching learning process.
b.
To increase the students’ motivation in learning speaking.
c.
To provide significant information for English teachers especially in
usage of Guessing and Speculating Game with Pictures.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis, it can be concluded that teaching by applying
Guessing and Speculating Game with Pictures affects on the students’
achievement in speaking. It can be seen from the data which had obtained in the
post-test of experimental group were: the to40tal score was 2013 and the mean
score was 80,52, while the data in control group were: the total score was 1541
and the mean score was 61,64. Thus, the students’ score in experimental group
was higher than the students’ score in control group. The calculation of the data in
the testing hypothesis showed that t-observed (5.16) was higher than t-table
(1.484), it means that the alternative hypothesis (Ha) is acceptable.
The result implies that teaching speaking to students by using “Guessing
and Speculating Game with Pictures” can improve the students’ speaking
proficiency than without using “Guessing and Speculating Game with Pictures”.
In addition teaching speaking by using “Guessing and Speculating Game with
Pictures” encourages, motivates, and gives the more opportunity to the students to
speak freely.
B. Suggestion
Since using “Guessing and Speculating Game with Pictures” had a
significant result to improve students’ speaking proficiency, it is suggested for the
teachers to use this technique for students of junior high school in English
40
41
speaking class. Because “Guessing and Speculating Game with Pictures” can
make the students enjoy their English class. And it also makes students proficient
in speaking. In teaching English, especially in speaking class, English teacher are
suggested to do the following:
1.
The English teacher should apply Guessing and Speculating Game with
Pictures in improving students speaking achievement so that they could
be helped in expressing their ideas.
2.
The English teacher should be more careful in choosing a suitable
technique in teaching speaking process make the students to practice in
English.
To English learners are suggested to do the following:
3.
To English learners to be considerably more active and creative in
improving and exploring their ability in speaking by the application of
Guessing and Speculating Game with Pictures.
REFERENCES
Algeo, J. 2010. The Origins and Development of The English Language. USA :
Michael Rosenberg - 6th edition.
Arikunto, Suharsimi.2010. Procedure Penelitian Suatu Pendekatan Praktik, Edisi
Revisi. Jakarta: Rineka Cipta.
Ary, D., Jacobs. L.C., and Razavieh, A. 2002. Introduction to Research in
Education Sixth Edition. USA : Wadsworth.
Bailey, K.M., & Savage, L. (1994). New ways in teaching speaking. Alexandria,
VA: Teachers of English to Speakers of Other Languages.
Borsboom, B. 2012. Guess Who?: A game to crowd source the labeling of
affective facial Expressions is comparable to expert ratings. Leiden
University Media Technology Department, June 2012.
Brown, H. D. 2004. Language Assessment Principles and Classroom Practices.
USA : Longman.
Brown, H.D. (1994). Teaching by principles: an interactive approach to language
pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.
Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney: National Center for
English Language Teaching and Research.
Carmines, E. G. and Zeller, R. A. 1979. Reliability and Validity Assessment. USA
: Sage University Papers.
Cunningham, Josh. 2012. Student Achievement. Washington D.C.: National
Conference of State Legislatures.
Dalton, E. 2006. Language Learning games: Why, When, and How. Southern
New Hampshire: Southern New Hampshire University
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Ferrari, T. M., & Turner, C. L. (2006). An Exploratory Study of Adolescents’
Motivations for Joining and Continued Participation in a 4-H Afterschool
Program. Journal of Extension, 44(4). Retrieved from http://www.joe.org/
joe/2006august/rb3.shtml
Imroh, F. 2011. The Effect of Using Guessing And Speculating Games With
Pictures on Vocabulary Achievement of Grade 8 Students At Smp Negeri 1
Rowokangkung Lumajang. The Faculty of Teacher Training And Education
Jember University 2011.
Klippel, F. 1984. Keep Talking: Communicative Fluency Activities for Language
Teaching. Cambridge: Cambridge University Press.
Linn, Robert. 1987. Student Learning, Student Achievement: how do teachers
measure up?. Arlington: NBPTS
Marian, Z, Coman, C, and Attila, B. 2011. Learning to Play The Guessing Game.
Studia Univ. Babes-Bolyai, informatica, Vol.LVI, No.2, April 2011.
Merriem Webster Online, http://www.m-w.com/help/faq.htm
Munir, Ahmad. 2005. Communication Strategies Toward Students’ Speaking
Ability.Selong STKIP Hamzanwdi. Thesis S-1. Unpublished.
Nurhadi. 1987. Bahasa dan Sastra. Malang: Kapita Selekta. YA-3
Roth, J. L., & Brooks-Gunn, J. (2003). What Exactly is a Youth Development
Program? Answers From Research and Practice. Applied Developmental
Science, 7(2), 94-111.
Siregar, Rizki Bita. (2013). The Effect of Student Team Achievement Division
Method on Students Speaking Achievement at SMP Negeri Perbaungan 1
Perbaungan. Medan: State University of Medan.
Suprijono, Agus. 2009. Cooperative Learrning. Yogyakarta: Pustaka pelajar.
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Tarigan, Henry Guntur. 1985. Prinsip-Prinsip Dasar Sastra. Bandung: PT.
Aksara.
Tarmizi.
2008.
The
advantage
of
make
a
match
method.
http://www.Tarmizi.wordpress.com/2008/12/03/.
Wright, A, Batteridge, D. and Buckby, A. 1996. Games for Language Learning.
Cambridge: Cambridge University Press.
Wright, A. Betteridge D. and Buckby, M. 2006. Games for Language Learning
Third Edition. UK : Cambridge University Press.
GAME WITH PICTURES ON STUDENTS’ ACHIEVEMENT
IN SPEAKING
A THESIS
Submitted to the English Department, Faculty of Language and Arts,
State University of Medan in Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan
By:
MAULIDIA RISMI BR. TARIGAN
Registration Number: 2101121028
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
Except where appropriately acknowledged, this thesis is my own work, has been
expressed in my own words and has not previously been submitted for
assessment. I understand that this thesis may be screened electronically or
otherwise for plagiarism.
Medan,
Agustus 2014
Maulidia Rismi Br. Tarigan
Reg. No. 2101121028
ABSTRACT
Tarigan, Maulidia Rismi. 2101121028. The Effect of Using Guessing and
Speculating Game with Pictures on Students’ Achievement in Speaking. A
Thesis. Faculty of Languages and Arts, State University of Medan. 2015.
This study deals with the effect of using Guessing and Speculating Game with
Pictures on students’ achievement in speaking. The objective of the study is to
find out whether Guessing and Speculating Game with Pictures significantly
affects the students’ achievement in speaking. This study was conducted by using
experimental design. The population of the study was the students of grade VIII of
SMP Negeri 10 Medan in the academic year 2014/2015, where there were 13
classes of VIII and there were two classes were selected as the sample by applying
random sampling. The sample was divided into two groups. The Experimental
group (VIII D) was taught by applying Guessing and Speculating Game with
Pictures, while the control group (VIII C) was taught by applying Make a Match
method. The data of the study were obtained from the students’ score of writing
test. To determine the reliability of the test, the writer used inter-rater formula.
Based on the data calculation showed that the coefficient of reliability of the test
was 0.81. It showed that the test was reliable and the reliability was very high.
There were two data used in this study. They were pre-test and post-test. The data
were analyzed by applying t-test formula. After analyzing the data, the result of
the study showed that t-observed (5.16) was higher than t-table (1.684) (tobserved ˃ t-table) at the level of significance of α = 0.05 and at the degree of
freedom (df) = 48. It can be concluded that applying Guessing and Speculating
Game with Pictures significantly affects on the students’ achievement in speaking
or in other words the hypothesis is accepted.
Keyword: Guessing and Speculating Game with Pictures, Speaking Achievement,
i
ACKNOWLEDGMENT
First of all, the writer would like to express her deepest gratitude to Allah
SWT who has been sending a great blessing, opportunity and strength to the
writer during her study and in completing this thesis which entitled: The effect of
using Guessing and Speculating Game with Pictures on students’ achievement in
speaking. This thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan of the English Department, Faculty of Languages and Arts,
State University of Medan (UNIMED).
In completing this thesis, the writer realized that she faced some problems
and she had received the academic guidance, suggestions, and comments and got
a lot of assistance and moral support from many people. Therefore, the writer
would like to express her gratitude and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Masitowarni Siregar, M.Ed., the Head of English Education
Study Program, who took the role of being her reviewer and examiner.
Drs. Bachtiar, M.Pd., her Thesis Advisor, who has given his valuable
advice, guidance and spent his precious time in the process of completing
this thesis.
Dra. Sri Juriati Ownie, M.A., her Academic Advisor, who has
supported her throughout the academic years.
All the Lecturers of English Department who have taught, guided, and
advised her throughout the academic years.
Mam Euis, the administration staff of English Department, for her
attention, assistance, and information in completing it.
Drs. H. Rajo Batubara, M.Pd., the Headmaster of SMP Negeri 10
Medan, for his permission and opportunities in allowing the writer to do
observation and to collect data.
U. Simamora, S.Pd., the Vice Headmaster of SMP Negeri 10 Medan, for
his permission and opportunities in allowing the writer to do observation
and to collect data.
i
Tomu Sitorus, S.Pd., the English teacher of SMP Negeri 10 Medan, for
the assistance, guidance, suggestions and comments in the process of
completing this thesis. And all the teachers and students at the school for
the good cooperation.
Her beloved parents, Riswan Tarigan and Nulhelmi Ginting S.Pd, her
lovely sister and brother, Annisa Fadilah Tarigan and Mhd. Ali
Marwan Tarigan, and all her families for their endless love, pray,
inspiration, motivation, mental and everything that they have given to the
writer.
Her friends in Reguler Dik. B’ 2010, especially for Linda and Fatin,
her great class for the love and togetherness throughout four years; her
friends in PPLT SMA Negeri 1 Air Putih Batubara 2013 for many
experiencies and togetherness.
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
Agustus 2014
The writer,
Maulidia Rismi Br. Tarigan
Reg. No. 2101121023
ii
TABLE OF CONTENTS
Page
ABSTRACT ....................................................................................................i
ACKNOWLEDGMENT .............................................................................. ii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLES ........................................................................................vi
LIST OF FIGURE ........................................................................................vi
LIST OF PICTURE ......................................................................................vi
LIST OF APPENDIXES ............................................................................. vii
CHAPTER I INTRODUCTION.................................................................. 1
A. The Background of the Study ............................................................. 1
B. The Problem of the Study ................................................................... 5
C. The Objective of the Study ................................................................. 5
D. The Scope of the Study ...................................................................... 5
E. The Significance of the Study ............................................................ 5
CHAPTER II REVIEW OF LITERATURE ............................................. 6
A. Theoretical Framework ...................................................................... 6
1. Students’ Achievement ............................................................... 6
2. Speaking ...................................................................................... 7
3. Game .......................................................................................... 12
4. Guessing and Speculating Game with Pictures ........................... 14
5. Make a Match .............................................................................. 16
6. The Procedures How to Play
Guessing and Speculating Game with Pictures .......................... 17
7. The advantages of Guessing and Speculating Game
with Pictures in teaching speaking .............................................. 18
B. Conceptual Framework ..................................................................... 19
C. Hypothesis ......................................................................................... 20
CHAPTER III RESEARCH METHOD ................................................... 21
A. Research Design ................................................................................ 21
iv
B. Population and Sample ...................................................................... 21
1.
Population ................................................................................... 21
2.
Sample ........................................................................................ 22
C. Instrument of Collecting Data ........................................................... 22
D. Assessment and Scoring Speaking ..................................................... 23
E. The Procedure of Research ................................................................ 25
1.
Pre-test ........................................................................................ 25
2.
Treatment ................................................................................... 25
3.
Post-test ...................................................................................... 29
F. The Validity and Reliability of the Test ............................................ 29
1.
Validity ....................................................................................... 29
2.
Reliability ................................................................................... 29
G. The Technique of Analyzing Data ..................................................... 31
CHAPTER IV THE DATA AND DATA ANALYSIS ............................. 32
A. The Data ............................................................................................ 32
B. Data Analysis .................................................................................... 35
C. Testing Hypothesis ............................................................................ 37
D. Research Finding ............................................................................... 38
CHAPTER V CONCLUSION AND SUGGESTIONS ............................ 40
A. Conclusion ........................................................................................ 40
B. Suggestions ....................................................................................... 41
REFERENCES ............................................................................................ 42
APPENDIXES .............................................................................................. 44
v
LIST OF FIGURE
Figure 2.1 The Illustration of Guessing and Speculating Game
with Pictures ................................................................................ 15
vii
LIST OF PICTURE
Picture 2.1 The Illustration of picture in Guessing and
Speculating Game with Pictures ................................................. 16
viii
LIST OF APPENDIXES
Page
APPENDIX A. Teaching Procedures in Experimental Group and
Control Group ................................................................... 42
APPENDIX B. The Description of Pre-test and Post-test of
Experimental Group and Control Group .......................... 46
APPENDIX C. The Calculation of T-Test ................................................. 50
APPENDIX D. The Reliability of the Test ................................................ 53
APPENDIX E.
Lesson Plan ........................................................................ 55
APPENDIX F.
Students’ Speaking Script about “Pet Description” ........... 88
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CHAPTER I
INTRODUCTION
A. Background of the Study
In this globalization era, English is almost used for every aspects of
humans’ life. We can find English in every where we stand. Almost all people
around the world are able to speak English. In fact, almost all of the schools also
incorporate English lessons in their subject that are important to learn. There are
four basic skills which are learned in English, they are listening, speaking,
writing, and reading. All of skills must be mastered by students because it
becomes the standard competencies which have to be reached by students. From
those skills, speaking is the important one of four skills which has been mastered
by the students. Because speaking is important for them to practice their capability
and their understanding, how to send idea, and how to spell word well, in this case
the students’ motivation and interest are very needed to make the process of their
understanding more easily.
Speaking is one of the languages that should be achieved by the learners of
English. On the average, most the students have difficulties in speaking even
though they have learned it for many years. They do not know how to speak
fluently. There are many factors that influence the learners’ competence in
speaking the language as most learners have limited practicing. Consequently, the
learners become slow down and find difficulties in communicating with others in
English. Therefore, speaking is in fact not as easy as some people think. Most
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people speak without giving much thought on how they do it since they assume
speaking is not very important. For them, speaking is a question a little concern.
The Indonesia government curriculum has informed that all schools in
Indonesia have to teach English. Additionally, English has to be mastered by
students and it causes government of Indonesia makes English is not only a lesson
which must be learnt by students of Indonesia but it is also as one of the subject in
state examination in Indonesia. In order to make teaching speaking be successful
and competent, the teachers have to provide some indicators in their lesson plan.
These indicators are developed by teachers themselves base on School-based
Curriculum. According to Maggino (2009) Indicator is a measure that naturally
connected to a conceptual model that aimed to know the different aspect of
reality.
Because of the material of English subject is very variety, so the teachers
are obligated to choose the suitable approach, strategy, and method in order to
achieve the teaching purposes easily, and the media will make the students to be
more motivated to study. The teacher who is able to present the material easily
will be students’ idol. The teacher can use some methods in teaching learning
process to help the students’ understanding about the material that is explained. In
applying method, the teachers have to prepare many things like; teaching material,
classroom management, and many other aspects because using inappropriate
technique can make the students get difficulties in understanding the teacher’s
explanation and it means that the teacher may be failed in teaching them. To make
the students have strong interest in teaching and learning process especially in
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learning speaking, the teacher should take the best approach, method, and
strategies. Then, the teacher can use media in teaching of English language,
method are used to help the students for speaking to make interaction between the
teacher and students. Furthermore, the teacher has to prepare the interested aids
before teaching learning process done. In this case, the researcher used Guessing
and Speculating Game with Pictures in teaching learning processes.
The researcher observed of grade VIII L of SMP Negeri 10 Medan, by
asking the English teacher about the students' achievement in speaking, especially
description. The researcher obtains the information from teacher's statement that
the students are not able to share their ideas about a topic orally. They are also not
able to describe a topic that teacher provides and they still consider that speaking
in English is very difficult.
In the observation phase, the researcher asked the list of scores of students
in the subject of speaking description text from the teacher. From a list of scores
was found that, most of the students do not pass a minimum competency standard
scores that have been implemented by the school on English lessons. The
following is a list of scores of students that received by the researcher:
Table 1.1
The list of scores of students
Class
VIII L
Score
Students
Percentage
< 75
15 Students
62,5 %
≥ 75
9 Students
37,5 %
Mean
60,9
There are some issues that researcher found that, when teachers teach the
material in the classroom, students felt bored quickly. It is because of the methods
4
were used do not make students eager to learn the material that provided by the
teacher. Another problem that students face is they still think that English is not
important for their now a day’s life. There are some of the problems that were
found in English subject. According to teachers, many students do not like
English subject. Because they assume English is not fun. Therefore, all of the
material that has been given by the teacher is not absorbed well by the students. At
the time of teaching, the teacher also did not explore the knowledge of students,
so students only hear the material without participating in the teaching learning
process.
Thus, to solve these problems, every teacher should try out different
techniques and refine those that suit and the subject matter he is dealing with.
They also keep looking for more effective techniques to make learning speaking
easier and more pleasant. One of many techniques is by using game, because
game can motivate students to learn speaking in enjoyable situation so that they
will not feel bored until the end of the lesson.
Games can help the teacher to create contexts in which the language is
useful and meaningful. The students want to take part, and in order to do so must
understand what others are saying or writing, and they must speak or write in
order to express their own point of view or give information (Wright, Betteridge,
and Buckby, 2006).
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B. Problem of the Study
The problem of study is formulated in the form of a question as stated
below: “Is there any significant of using Guessing and Speculating Game with
Pictures on students’ achievement in speaking?”
C. Objective of the Study
The objective of the study is to investigate whether Guessing and
Speculating Games with Pictures affect students’ achievement in speaking.
D. Scope of the Study
This study is primarily concern with the using of Guessing and
Speculating Game with Pictures in order to develop students’ achievement in
speaking, to study speaking more effectively.
E. Significant of the Study
The results of this study are expected:
a.
To be input for the teacher in teaching learning process.
b.
To increase the students’ motivation in learning speaking.
c.
To provide significant information for English teachers especially in
usage of Guessing and Speculating Game with Pictures.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis, it can be concluded that teaching by applying
Guessing and Speculating Game with Pictures affects on the students’
achievement in speaking. It can be seen from the data which had obtained in the
post-test of experimental group were: the to40tal score was 2013 and the mean
score was 80,52, while the data in control group were: the total score was 1541
and the mean score was 61,64. Thus, the students’ score in experimental group
was higher than the students’ score in control group. The calculation of the data in
the testing hypothesis showed that t-observed (5.16) was higher than t-table
(1.484), it means that the alternative hypothesis (Ha) is acceptable.
The result implies that teaching speaking to students by using “Guessing
and Speculating Game with Pictures” can improve the students’ speaking
proficiency than without using “Guessing and Speculating Game with Pictures”.
In addition teaching speaking by using “Guessing and Speculating Game with
Pictures” encourages, motivates, and gives the more opportunity to the students to
speak freely.
B. Suggestion
Since using “Guessing and Speculating Game with Pictures” had a
significant result to improve students’ speaking proficiency, it is suggested for the
teachers to use this technique for students of junior high school in English
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speaking class. Because “Guessing and Speculating Game with Pictures” can
make the students enjoy their English class. And it also makes students proficient
in speaking. In teaching English, especially in speaking class, English teacher are
suggested to do the following:
1.
The English teacher should apply Guessing and Speculating Game with
Pictures in improving students speaking achievement so that they could
be helped in expressing their ideas.
2.
The English teacher should be more careful in choosing a suitable
technique in teaching speaking process make the students to practice in
English.
To English learners are suggested to do the following:
3.
To English learners to be considerably more active and creative in
improving and exploring their ability in speaking by the application of
Guessing and Speculating Game with Pictures.
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