Documentos de Académico
Documentos de Profesional
Documentos de Cultura
id
digilib.uns.ac.id
Arranged by:
Sita Nurlaeli
X2206051
THESIS
Submitted to the Teacher Training and Education Faculty of
Sebelas Maret University as a partial fulfillment of the Requirement for
Achieving the Undergraduate Degree of Education in English
ENGLISH DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2011
commit to user
i
perpustakaan.uns.ac.id
digilib.uns.ac.id
Arranged by:
Sita Nurlaeli
X2206051
ENGLISH DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2011
commit to user
ii
perpustakaan.uns.ac.id
digilib.uns.ac.id
ABSTRACT
Sita Nurlaeli. X2206051. IMPROVING STUDENTS SPEAKING SKILL
THROUGH CARD GAMES (A CLASSROOM ACTION RESEARCH OF
THE EIGHTH GRADE STUDENTS OF SMP MUHAMMADIYAH 4
SURAKARTA IN 2010/2011 ACADEMIC YEAR). A Thesis. Surakarta.
Teacher Training and Education Faculty, Sebelas Maret University. 2011.
This thesis is written 1) to identify the improvement of students speaking
skill and 2) to identify the situation when games are implemented in the speaking
class at the eight grade students of SMP Muhammadiyah 4 Surakarta.
The method used in this research was an action research. The research was
conducted in two cycles from October 21st until November 10th 2010 at the eighth
grade students of SMP Muhammadiyah 4 Surakarta. The research data were
collected by some techniques: observation, interview, document and test (pre-test
and post-test). The data were analyzed through qualitative data and descriptive
statistics.
The research findings prove that card games could improve the students
speaking skill. The improvement of students speaking skill includes: a) the
students could make description based on the material in simple sentences b) the
students could construct some sentences into good grammatical arrangement of
short description c) the students enjoyed and were interested in the classroom
situation d) the students were good enough to pronounce some words e) the mean
score is improved from 5,7 for pre-test, 6,7 for first-post test, to 7,1 for second
post-test. The improvement of classroom situation includes: a) the students were
not noisy during the teaching learning activities b) the students tended to be active
learners c) the students were willing to speak in English in the classroom d) the
students paid attention to their teachers explanation e) the students were diligent
to do homework. The result of the research implies that English teachers need to
choose the appropriate media in teaching speaking. The appropriate media to
teaching speaking is card games.
commit to user
iii
perpustakaan.uns.ac.id
digilib.uns.ac.id
ABSTRAK
Sita Nurlaeli. X2206051. Meningkatkan kemampuan speaking siswa dengan
menggunakan kartu permainan (penelitian tindakan kelas di kelas VIII C
SMP Muhammadiyah 4 Surakarta tahun ajaran 2010/2011). Skripsi.
Fakultas keguruan dan Ilmu Pendidikan. Universitas Sebelas Maret. 2011.
Penelitian ini bertujuan 1) untuk mengidentifikasi peningkatan
kemampuan speaking siswa and 2) untuk mengidentifikasi ketika kartu permainan
di implementasikan di kelas speaking siswa kelas VIII C SMP Muhammadiyah 4
Surakarta.
commit to user
iv
perpustakaan.uns.ac.id
digilib.uns.ac.id
commit to user
v
perpustakaan.uns.ac.id
digilib.uns.ac.id
vi
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
MOTTO
Man Shabara Zhafira
Siapa yang bersabar akan beruntung
Dia-lah yang menghidupkan dan mematikan dan hanya kepada-Nya lah kamu di
kembalikan (QS. Yunus: 56)
commit to user
vii
perpustakaan.uns.ac.id
digilib.uns.ac.id
ACKNOWLEDGEMENT
ALHAMDULILLAH. Praise to Allah the Almighty, the Merciful, for his Blessing
that the writer can finally complete her thesis. This thesis cannot be separated
from other peoples help and guidance. Therefore, the writer would like to express
her special gratitude to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for his permission to write the thesis.
2. Prof. Dr. Joko Nurkamto, M.Pd and Drs. Muh. Asrori, M.pd as the
consultants,
who
have
patiently
given
the
guidance,
advice,
commit to user
viii
perpustakaan.uns.ac.id
digilib.uns.ac.id
8. Her beloved friend mz gun for his love, care, time, and support. Love
you.
9. Her unforgettable friends, ira, uus, umu, yuli, lilih for untranslatable
memories theyve made together.
10. Her friends in English Department X 06 Crew who cannot be
mentioned one by one, our friendship never die. Love you all. Keep
Spiritt!!!!!
Sheta
commit to user
ix
perpustakaan.uns.ac.id
digilib.uns.ac.id
TABLE OF CONTENTS
CHAPTER I INTRODUCTION
A. The Background of the Study
11
11
13
16
16
17
1. Speaking Activities ..
17
22
23
24
25
30
E. Hypothesis... 32
CHAPTER III RESEARCH METHODOLOGY
A. Setting and Time of the Research.......................................................
33
33
34
commit to user
x
perpustakaan.uns.ac.id
digilib.uns.ac.id
xi
35
37
39
39
42
45
47
a. Planning .
47
b. Acting . 49
c. Observing ...
52
d. Reflecting ...
55
3. Cycle 2 .
57
57
62
65
66
1. Research finding ..
66
2. Discussion
73
76
B. Implication .
78
C. Suggestion ..
78
BIBLIOGRAPHY ..
81
APPENDICES ..
83
commit to user
xi
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF APPENDICES
1. Research schedule
84
85
86
87
89
96
104
114
9. Field Notes
123
137
138
139
142
14. Photograph
143
commit to user
xii
perpustakaan.uns.ac.id
digilib.uns.ac.id
CHAPTER 1
INTRODUCTION
commit to user
1
perpustakaan.uns.ac.id
digilib.uns.ac.id
2
difficulties in this stage. For examples some learners who are able to pronounce,
master grammar and vocabularies well can speak fluently because they worry
about making mistakes in their speech. Other learners are nervous or dont feel
comfortable to talk because of the environment such as many spectators, strange
people, etc. Other reasons why students are not able to speak without hesitation
are they lack information of the topic or theme, lack opportunity of using the
language.
The problems which the learners have at production stage may be viewed
under three headings.
1) Linguistic. It has already been pointed out that they must be given
opportunities to try out language for themselves and to make the best use
of what they know in a variety of situations.
2) Psychological. There are two main problems to note here. In the first
place, although many students are happy to speak in chorus or under
your guidance when doing some kind of drill, they are inhibited when
they are asked to express themselves freely in the presence of the whole
class. This may be because they have never been encouraged sufficiently
to have a go without worrying about mistakes. The second problem is
that of motivation.
3) Cognitive. Here we must consider the question of providing the learners
with something to talk about: a topic, a theme a problem of some kind.
(Byrne, 1997: 75)
If the students cant speak fluently, they will get problems during
communication to other people. The bad effect of this problem is the messages
delivered probably wont be understood by the listeners, and there will be
misunderstanding between the speaker and listener.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
3
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
4
Besides that, their vocabulary is also limited, for example, several of them do not
know the English of ekor and sarang. In pronouncing the words, they often
miss-pronounced words, for example, they pronounce tail as /tail / which often
actually should be /tel/. From the problems above the biggest problem is
pronouncing the word, because several of them pronounce the word is always
based on the word. The other example: they pronounce animal as /animal/
which often actually should be /niml/, they pronounce live as /lv/ which often
actually should be /lav /.
Other indicators are shown in the classroom during the speaking lesson, the
teacher asks the students to do their exercise in the worksheet (LKS). They just
rely on the task in the worksheet. And the problem from the teacher themselves
she use the old method in teaching speaking. If there is a dialogue, the teacher
asks them to complete and practice it in the classroom. This activity is making
students to cheat other students and copy it. This activity cant enhance their
speaking skill.
For the condition above the learner have some homework. To make teaching
learning process be an active, creative, and innovative, the teacher is a person who
can choose method to motivate and facilitate in learning English Actually there
are many methods and approaches that can be used by the teacher to present the
lesson materials, particularly speaking. Many new methods and approaches have
been invented in the recent years and each proposed the most effective way of
teaching. It is really important that the teacher knows and applies the most
effective method in teaching learning process. A good teacher should have an
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
5
ability to select and choose the most appropriate method to make the pupils
adventurous in the learning of the language.
Communicative Language Teaching (CLT) is an approach that develops
based on comprehension input. It emphasizes on comprehensible and meaningful
practice activities. Richards and Rodgers (2001: 168) states that Communicative
Language Teaching (CLT) procedures often require teachers to acquire less
teacher-centered classroom management skills. It is the teachers responsibility to
organize the classroom as a setting for communication and communicative
activities. According to Nunan (1991: 279) he offers five features to characterize
CLT. They are (a) an emphasis on learning to communicate trough interaction in
the target language, (b) the introduction of authentic texts into the learning
situation, (c) the provision to opportunities for learners to focus, not only on
language but also on the learning process itself. (d) an enhancement of learners
own personal experiences as important contributing elements to classroom
learning. (e) an attempt to link classroom language learning with language
activation outside the classroom. Based on the definitions above we can know that
the use of CLT is very useful.
Communicative language teaching makes use of real-life situations that
necessitate communication. The teacher sets up a situation that students are likely
to encounter in real life. The real-life simulations change from day to day.
Students' motivation to learn comes from their desire to communicate in
meaningful ways about meaningful topics.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
6
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
7
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
8
anxiety and motivate learners in using language. Second, it makes learners learn
easily. Third, it can be received by every range of age. Fourth, it is easy to do. It
can also be used in language learning and teaching. It will be a powerful aid to
help teachers in creating a fun learning and teaching atmosphere.
Where more complicated card games are played in small groups, it is
suggested that teachers hand out a photocopied rules sheet to each group of
students together with the cards. Working in group is to make students confident
to talk about something. In fact, students will express their feeling if they talk with
their friends, because they feel confident if they are talking something with their
friends. Besides that working in group is to make students work in team, they can
share their feeling to each other, and for the teacher it can make easy to control the
class. Card games is to make students speak spontaneously, express their feeling
and to make students active in teaching learning process.
Based on the statements, the writer intends to make a research about how the
English Speaking is increasing under the title Improving Students Speaking
Skill through Card Games at Eighth Grade Students of SMP Muhammadiyah 4
Surakarta (an Action Research).
B. Problem Limitation
The research focuses on the improvement of students speaking skill by using
card games. The problems are limited as the following:
1. The speaking improvement here includes speaking without too much
hesitation, using grammar and pronouncing the word correctly.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
9
2. The games used in this research are limited on the card games that are used to
practice the topics in the text-book.
C. Problem Statements
The problems in this research are formulated as follows:
1. Can the use of card games improve the students speaking skill at the eighth
grade students of SMP Muhammadiyah 4 Surakarta?
2. How is the situation when card games are implemented in the speaking class?
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
10
cooperate with each other. This result of this study will help the teacher
identify the students difficulties in speaking and try to overcome the problem
by developed the technique used in teaching speaking.
2) The Students
Students are expected to get better learning in their school. Through card
games, the students will not feel bored in speaking class. Beside that the
students will be more active and they will express their feeling based on the
picture card that the teacher gives to them.
3) The Researcher
The researcher gets invaluable experience which can be used to improve
speaking and learning quality in other situation and provide information also
starting point for other researcher in improving the other technique in helping
students on their speaking skill.
4) The School
The result of this study can be transmitted to other teachers so that they get
clearness in the use of technique and it can improve the quality of teaching
speaking at school.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
CHAPTER II
LITERATURE REVIEW
commit to user
11
perpustakaan.uns.ac.id
digilib.uns.ac.id
12
According to Skehan (in Ellis, 2003: 108) speaking is possible because of the way
language is represented. It means that speaking is the one way to apply the
language so by speaking the speaker can represent what they are saying.
Lewis and Hill (1993: 54) argue that speaking is process that covers many
things in addition to the pronunciation of individual sounds. While, Tarigan
(1990: 3) defines speaking as a language skill that is developed in child life, which
is preceded by listening skill, and at that period the speaking skill is learned. It
means that speaking is the basis of language. The process of speaking happens or
is preceded by listening skill. From Oxford Advance Learners Dictionary,
speaking is making use of ordinary voice, uttering words, knowing and being able
to use language; expressing oneself in word, making speech, while skill is the
ability to do something well.
Levelt (995: 1) reveals that speaking is one of mans most complex skills. It is
a skill which is unique to our species. Briendly (1995: 19) makes specification
about oral skill. He believes that oral is to:
a) Express oneself intelligibly
b) Convey intended meaning accurately with sufficient command of
vocabulary
c) Use language appropriate to context
d) Interact with other speakers fluently
He also separates oral skill into four areas that are interactive communication
for fluency or effect on listeners, intelligibly for pronunciation or prosodic
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
13
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
14
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
15
amount of time remaining for positive, useful oral practice is still likely to be
far more than in the full-class set-up.
b. Base the activity on easy language
In general, the level of language needed for discussion should be lower
than the use in intensive language-learning activities in the same class: it
should be easily recalled and produced by the participants, so that they can
speak fluently with the minimum hesitation. It is a good idea to teach or
review essential vocabulary before the activity starts.
c. Make a careful choice of topic and task to stimulate interest
On the whole, the clearer the purpose of the discussion the more motivated
participants will be. A good topic is one which students can relate using ideas
from their own experience and knowledge. It should also represent a genuine
controversy. Some questions or suggested lines of thought can help to
stimulate discussion. A task is essentially goal-oriented. It requires the group,
or pair, to achieve an objective that is usually expressed by an observable
result such as brief notes or lists, a rearrangement of jumbled items, a drawing,
and a spoken summary.
d. Give some instruction or training in discussion skills
If the task is based in group discussion then include instruction about
participation when introducing it. For example, tell learners to make sure that
everyone in the group contributes the discussion; appoint a chairperson to each
group who will regulate participation.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
16
4) Speaking Accuracy
Accuracy in speaking is one of the main goals targeted by he learner in the
process of teaching and learning a language. Brown (1994: 254) defines accurate
as clear, articulate, grammatically and phonologically correct language. He adds
that in a language teaching accuracy is achieved o some extent by allowing
students to focus on elements of phonology, grammar, and discourse in their
speaking output.
Byrne (1997: 5) states that accuracy is the use of language which depends on
mastery of the language system. He adds that language system includes grammar,
vocabulary and phonology.
5) Speaking Fluency
Fluency in speaking is one of the competencies targeted by many language
learners. Signs of fluency include a reasonably fast speed of speaking and only a
small number of pauses and fillers.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
17
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
18
furthermore, it will help him to plan and phrase his ideas as he speaks,
a valuable skill in all speaking situation.
b) Extemporaneous Speaking
It is speaking which is to be known before hand about the subject
on which the learner may be called to speak. It is one which the teacher
selects or given a topic which he investigates thoroughly. Usually he
thinks carefully about his subject, takes notes and organized his
material. The speech is to be planned but to be memorized, so the
speaking will seem to be spontaneous and natural.
b. Types of Speaking
Effective teacher teaches students speaking activities that they can use to
help themselves expand their knowledge of language and their confidence
using it. There are many activities that can be used. Harmer (1998: 88) gives
some examples of speaking activities. There are as follows:
a) Information gaps
One type of speaking activity is called information gaps where
two speakers have different parts of information in making up a whole.
There is a gap between them because they have different information.
One popular information gap activity is called Describe ad Draw.
In this activity one student has s picture which he or she must not show
to his or her partner. The partner has to draw the picture without
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
19
looking at the original, so the one with the picture will give
instructions and descriptions, and the other will ask questions.
b) Discussion
Most of the teachers hope that they will be able to organize the
discussion session in their classroom. One thing to remember is that
people need time to assemble their thought before any discussion. The
ability to give spontaneous and articulate opinions is challenging in our
own language.
There are many discussion possibilities. The important thing is that
students need to be engaged with the topic. Then they might do some
study and more quickly to active stages which include the
discussion itself. Almost certainty, here will be feedback after the
discussion is over.
c) Role Play
Role play activities are those where the students are asked to
imagine that they are in different situations and act accordingly. He
teacher may tell the students to role play being guest as a party, travel
agents, answering customer questions or participations in a public
meeting about a road-building project. The class can be divided into
several groups and each group is given a role card.
In conducting the role play, the teacher should set a time limit for
activities. While the activity is going on, the teacher goes around the
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
20
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
21
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
22
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
23
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
24
1990: vi). It will be found that the idea of the game is probably easier for students
to grasp from seeing the cards than from a verbal explanation, and that as they
become more familiar with the idea of games and technique used, any initial
problems caused by unfamiliarity will quickly disappear.
For the language classroom, a dash of luck in a game can make it more exiting
and give the less able students a chance to catch up with their fellows for once, but
a game that depends too much on luck and too little on use of language will waste
students time. The ideal combination is a game in which students have to react,
by using language, to some challenge which may be decided by the lack of
drawing a card or throwing a die.
Where more complicated card games are played in small groups, it is
suggested that teachers hand out a photocopied together with the card(s)
(Haldfield, 1990: vii). It means that kind of card game can be used in language
learning in small group. But card games not only can be played in small group,
but also can be played in a whole class or individual. Playing card games with
small group has benefits for the teacher and the students. For the teacher playing
games with small group makes her easy to control the class and to the students
playing games in groups can make them more active in teaching learning process
because if they have problems their friend in their group can help them.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
25
a game. Cards, of course, also give students something to talk about. The most
important thing to decide is how big the cards should be (Rixon, 1981: 101). They
should be convenient to hold but large enough for the words or pictures on them
to be seen by several people at one time if necessary.
Cards that belong to the same pack should if possible be the same color to
indicate that they belong together, and they should have an identification mark on
the back to indicate which game they belong to. The aim is often to get students
talking to one another rather than always addressing their remarks to the teacher
or having him mediate what they say to another.
The other reason for using card games is simply that they are immensely
enjoyable for both teacher and students. For the students card game can make
students happy and fun in the class. It can make students express their idea based
on the card. With card the teacher also can produce variety of game which can
make students active in speaking class. For the teacher by using card games the
teacher can handle the class, because she can know the ability of the students one
by one.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
26
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
27
d. Ship or Sheep
In this game the caller says one of a pair of words distinguished by
only one sound, e.g. ship or sheep bin or pin. Players indicate
which word they think he said, one point for each correct answer. There
should be visual cues so that this can be easily done. Two pictures or cards
with the two words should be shown as the caller says the word. Players
could point to the card they think is correct, or else make a signal to show
which sound they think they heard, e.g. Hands on heads for / /, hands on
desk for / /.
The other kinds of card games which can be used in teaching learning process
are described by Hadfield (1997: xiii-xxi). There are as follows:
a. Good news, bad news
In this game the cards should be dealt out equally to all players in
the group. The first player should produce a good news (GN) card and
lay it on the table, describing what happened, beginning the good news
is.. (For example: The good news is, I decided to ask her to marry me).
The other players should try to find the corresponding bad news
(BN) picture. The player who has the picture should lay it on the table,
describing the bad news, for example: The bad news is, She refused.
b. Guess what Ive been doing
This game may be played in groups. Copy and cut up one set of
cards for ach group. Place them face down in the middle of the group. The
first player takes one card, but must not show it to the rest of the group.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
28
He/she should imagine they are the person depicted on the card and
describe their appearance to the rest of the group, for example: Im crying.
The rest of the group must guess what activity the first player has been
engaged in, for example: Youve been quarreling, youve been watching a
sad film, and youve been peeling onions. The player who guesses
correctly is allowed to keep the card.
c. Detective work
This game may be played in groups of three or four, and give each
group one set of cards. Ask them to shuffle them and place them face
down in the middle of the group. Give them a problem like an accident or
robbery. For example: A murder was committed last night. An old lady
was found dead in her living room. She had been hit on the head with a
frying pan. One of the principle suspects is Annie Hudson, the district
nurse, who has the key to the old ladys house, and who lives ten minutes
walk away.
The cards contain details of Annies movements that evening. The
students should read them together, and try to work out if she could have
committed the murder or not. Since the cards have been shuffled, the
events will be in a muddled order. Students should turn up one card at a
time from the pile, and discuss the probable sequence of events together.
d. Archaeologists
This game can be played in groups of three or four. Copy and cut up one
set or picture cards for each group. Give out the cards and ask each group to
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
29
lay them face down in a pile in the middle of the table. Ask the students to
imagine they are archaeologists in the year 5000 and the pile of pictures
represent object they have dug up. The objects are no longer used, so they may
not know what they are.
The first archaeologist should turn up the first card and look at it, without
showing it to the others. He/she should describe its appearance in detail to the
others, without mentioning the name, and tell them what is probably used for
(according to the description on the card). The other archaeologist should, if
they recognize the object from the description, say what, in their learned
opinions, it was used for. The player who states the correct use may keep the
card and take the next turn. If no one guesses correctly, the first player may
keep the card.
In this research the researcher use card games which one is it. This game
can be played in teams and it can make the researcher control the class easily.
In this game the researcher give the students picture card to be described in
front of the class and the other students in same group try to guess kinds of
animal that their friend describe. If their friend in the same group cant answer
the question the other group can answer it. In the end of the lesson the group
who get more card than the other group is the winner.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
30
learner is to have suffient oral practice in the use of language. Wright (1997: 5)
said that there are many ways to play games, namely:
a. Pair work
This is fast and easy to organize; it provides opportunities for intensive
listening and speaking practice. Pair work is better than group work if there
are discipline problems. Indeed, for all the reasons we often prefer to organize
games in pair or general class work.
b. Group work
Some games require four or six players, in these cases group work is
essential. Membership of groups should be constant for he shake of goodwill
and efficiency. Many teachers consider it advisable to have a group leader.
However, there is much be said for encouraging not active learner by giving
the responsibility to him or her. The leaders role is to ensure that game or
activity is properly organized and to intermediate between learners and
teachers.
D. Rational
In learning English Speaking, there are difficulties that might be faced by
the learners. The students speaking skill of SMP Muhammadiyah 4 Surakarta in
the academic year of 2010/2011 is still low. It can be seen from some indicators
that are shown by the students as follows: firstly, the students are less interested in
teaching learning process. It is caused by the teachers material which is not
appropriate on their level. Most of the students do not have full concentration on
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
31
the lesson and doing something useless during the process of teaching learning.
Secondly, the students get difficulties to pronounce some words when the teacher
asks them to pronounce some words. Thirdly, the students get difficulties in
making sentences into the grammatical correct. It can be seen when they do the
exercises. They could not do the exercises perfectly. Most of their marks are still
lower than the passing grade.
In this era there are many methods which can use the teacher in teaching
English. In reality, some of teachers are not professional in teaching speaking.
They teach without method, so they do not know whether their way in teaching
English is right or know. As the result, the students are not interested in learning
English, because they do not enjoy learning English.
Communicative Language Teaching (CLT) is kind of method that can
apply in teaching speaking. Communicative language teaching makes use of reallife situations that necessitate communication. The teacher sets up a situation that
students are likely to encounter in real life. In this method the students can work
in pairs or groups. It can make students enjoy with the learning because they can
express their feeling with their friends. Besides that, as compared with activities
for the whole class, group work enables students to talk a lot because it increases
the time for each student to practise speaking in one lesson. Group work help
students avoid losing their face in front of a whole class, and thus it can makes
students courageous to speak.
By using this method the teacher can make variety of activities in teaching
learning process. Kind of activities that can be used is teaching speaking using
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
32
card games. Card games is kind of games by using card. The reason why card
games are used in speaking activities is that card games can make students talking
something about and it can make students be an active in teaching learning
process. By using card the teacher can make variety of games in teaching
speaking. The games is like whats the word, find your partner, and which one is
it. These activities can make students active in the class.
D. Hypotheses
It is hypothesised in this study that use of Card Games can improve the
students speaking skill.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
CHAPTER III
RESEARCH METHODOLOGY
B. Research Subject
The subject of the research is the second grade of SMP Muhammadiyah 4
Surakarta. This class consists of 35 students. They are 19 boys and 16 girls. The
researcher chooses this class because based on the observation, they are very
enthusiastic in study English, especially encounter new thing, for example when
they know that they will be taught by the researcher in speaking class. Most of
them seem to be eager to study. Besides that, the number of the students is not too
big in which it is effective for language class.
commit to user
33
perpustakaan.uns.ac.id
digilib.uns.ac.id
34
Moreover, Nunan (1997: 18) argues that action research has distinctive
feature that is those affected by planned changes have the primary responsibility
for deciding on courses of critically informed action which seems likely to lead to
improvement, for evaluating the results of strategies tried out in practice. Burns
(1999: 30) makes some characteristics of action research taken from some
experts definition as follows:
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
35
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
36
After preparing the lesson plan, the material and the evaluation, the
researcher was implemented the plan. In this study the researcher will
implements card games in teaching speaking, the card games was doing in
the group. She also give pretest, the material and the end of the study she
do the post test.
3. Observation
The researcher observes the effects of the critically informed action in the
context in which it occurs. Beside that the researcher also makes the
observation sheet about the process in teaching learning process,
4. Reflecting
After doing the observation, the researcher continue to the next step
namely reflection. In this step the researcher reflect how the teaching
learning process runs. The function of reflecting is to know the
weaknesses and the strengths of the action. She also prepares the other
planning if the action was not improved the students speaking skill.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
37
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
38
3) Action
In this step the researcher was implemented the plan.
4) Reflection
After doing the action the researcher will know whiling the action is
successful or not. In this step the researcher must found the other method that can
be used if the action is not perfect.
The grade of accuracy and fluency is taken from criteria of assessment of
speaking test (Ur, 1996: 135) as follows:
Accuracy
Little or no language
Score
Fluency
Score
Little or no communication
produced
Poor vocabulary, mistake
in basic grammar, may
utterances, sometimes
difficult to understand
accent
Adequate but not rich
Effective communication in
short turns
appropriately used,
victually no grammar
turns
mistakes, native-like or
slight foreign accent
TOTAL SCORE: 1
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
39
F.
In his research the writer collected the data by using qualitative and
quantitative method. The qualitative methods are got from the observation done
by the teacher during the teaching learning process about the whole activities and
students behavior. The observation is done by making notes about the activities
during the teaching learning process. Besides that, the observation is also
supported by taking a photograph during the teaching learning process and the
interviews is done after the teaching learning process.
The data in the form of quantitative method are got from the test. The tests
are given in the beginning of the teaching learning process and the end of each
cycle to measure the students improvement. The test result is compared to the
students score before the actions are implemented. After the data are taken from
the field notes, and it is supported by the mean score that is found from the tests,
the writer can find the improvement of the students speaking after they use card
games.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
40
In addition McKernan (1996) in Burns (1999: 156) states that there are
five stages in analyzing the data:
1. Assembling the Data
The first step is to assemble the data that the researcher has collected over the
period of the research: field-notes, journal entries, questionnaires and so on.
2. Coding the Data
In this stage, once there has been some overall examination of the data,
categories or codes can be developed to identify patterns more specifically.
3. Comparing the Data
At this stage, comparison can be made to see whether themes or pattern are
repeated or developed across different data gathering techniques.
4. Building Interpretations
This is the point where moving beyond describing, categorising, coding and
comparing to make some sense of the meaning of the data.
5. Reporting the Outcomes
The final stage involves presenting an account of the research for others.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
41
To support the data taken from the observation result, the writer also
conducts the test in the end of each cycle during the actions. In computing the
students test score, the writer uses the computation as follows:
The mean of the students score in the pre test and post test can be calculated
with the formula as follows:
X=
X
N
and Y =
Y
N
in which:
X
: Number of subject
: The sum of pre test score
: The sum of post test score
Finally, by analyzing the observation result and test result, the writer can
make a conclusion whether card games can improve students speaking or not.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter discusses the result of the research. This chapter describes
some findings and discussions about the use of card games in teaching speaking
skill especially on descriptive text. This chapter covers research implementation
and discussion. Each cycle of the research implementation which consists of
planning, acting, observing and reflecting activities is described in this chapter.
This chapter also describes the improvement of students speaking skill through
card games.
A. INTRODUCTION
Speaking is a kind of very important skill in daily life activity. Speaking is
the way to communicate with other people. With communication people can
exchange the information with the other person. Communication can make people
give and get more information. To identify students skill in speaking, the
researcher conducted a pre observation in a form of speaking test when she did
her job training in SMP Muhammadiyah 4 Surakarta. She taught the students of
class 8C directly through descriptive text. The test was about making a
description about animals. The result of the pre observation showed that that the
students had low ability in speaking. The low ability could be seen from the low
achievement of speaking test. Before conducted the pre observation the researcher
has speaking score from the post test in the last semester that they have score 6, 5.
commit to user
42
perpustakaan.uns.ac.id
digilib.uns.ac.id
43
But, the mean of speaking scores in pre test was low, namely 5,7. It can be seen
that their speaking skill was very low.
From the observation conducts by the researcher, she got some problem in
speaking skill. It included grammar, vocabulary and pronunciation. The problem
in grammar is like the used of verb, for example they said: cat is a cute animal. It
have four legs. Besides that in their vocabulary is also limited, for example when
the researcher asks the students to describe about cow, some of them asked to the
researcher the English of ekor. When they want to describe about bird some of
them also asked the English of sarang and bertelur. The other problem is
pronunciation. It was the biggest problem in their speaking skill. It can be shown
when they pronounced tail as /tail/ which often actually should be /tel/. The
other example: they pronounce animal as /animal / which often actually should
be / niml/.
Besides the problem above, the other problem is from the teacher
themselves. Based on the observation the researcher could found the problem in
teaching speaking, that is the teacher used old method in the class. It can make
students feel bored and couldnt accept the material, because they didnt enjoy
their speaking class. The other problem is in teaching learning process is that the
teacher asks the students to do their exercise in the worksheet (LKS) without any
additional material from other resource and teaching aids. It cant enhance their
speaking skill. Therefore, the management of the class was not managed; the
situation in the class was crowded.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
44
The result of pre observation showed that the classroom situation was not
alive, because the students could not speak English. When the teacher gave them
the chances of doing speaking turn, the students tried to avoid the turn by some
expression o avoid the turns. It was because the students were not ready to speak
or answer the teachers question. The situation was worsening by teachers
domination of the speaking activities. Teachers activities such as translating the
text and explaining vocabularies, the result is there was limited time to speaking
practice. Beside that the problem in grammar, vocabulary, and pronunciation was
make them shy and felt worry if the teacher asked them to describe kind of animal
in front of he class. Because, they worry make wrong to describe an animal.
Based on the interview and questionnaire done from the some students of 8C, the
problem is about their pronunciation. They couldnt pronounce some words well
because less in practicing.
Based on the condition above the researcher intends to use games especially
card games in teaching speaking. Games can overcome the speaking problems.
The competition of games gives students a natural opportunity to work together
and communicate English with each other. First, it is able to reduce anxiety and
motivate learners in using language. Second, it makes learners learn easily. Third,
it can be received by every range of age. Fourth, it is easy to do. It can also be
used in language learning and teaching. It will be a powerful aid to help teachers
in creating a fun learning and teaching atmosphere.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
45
b. Pre Test
process.
c. Interview
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
46
II.Research Implementation
Cycle 1
a. Planning
a. Action
a) Meeting 1
b)Meeting 2
c) Post-test 1
b.Observation
c.Reflection
- Positive result: improvement of students speaking
skill
- Weaknesses: some students spoke loudly, some
students were passive, some students were still
d.Revising Plan
Cycle 2
a. Planning
Preparing lesson plan, picture card games, text and
b. Action
a) Meeting1
b)Meeting 2
speaking class.
c) Post-test 2
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
47
e. Final Reflection
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
48
the curriculum that was about descriptive text. She chooses descriptive text
about animals. She chooses appropriate technique to teach about animal in
speaking class. The technique was implemented by using games. The
game was doing in the group work. It can make researcher easy to control
the class.
The researcher taught 80 minutes in every meeting. The researcher
planned to use 10 minutes to greet the students and stated the topic. The
researcher told the students that they were going to learn speaking by
using card games that day. It was to get the students attention and interest.
The researcher also gave a lot of time to drill the students. The students
could drill every word until five times. The students could ask questions
whenever they found problems. The researcher allocated 60 minutes to
give the students a chance to learn the material by doing the worksheet and
to practice the pronunciation of the words that they have learned. The last
five up to ten minutes was to review and close the lesson.
The teaching process of cycle one divided into 3 meetings.
Table 2. The schedule of cycle 1
Tuesday, October 26th 10.25-11.50 a.m.
First Meeting
2010
Wednesday,
Second Meeting
27th 2010
Tuesday,
02nd 2010
commit to user
Post Test
perpustakaan.uns.ac.id
digilib.uns.ac.id
49
b. Acting
After doing pre test the researcher was doing the action. It was to
implement the planning.
1) First meeting
The first meeting was conducted on Tuesday, October 26th,
2010. The topic was about describing animals.
a) Opening
The researcher came to the class at 10.25 am and then greeted
the students. After greeting the students, the researcher checked the
students attendance. No one was absent that day. Before starting
the lesson, the researcher told the objective of the lesson. She said
that he students would like to learn about descriptive text, and the
title is describing animals. She also said to students that after the
lesson, the students are able to express their feeling to describe
kind of animals.
b) Main Activity
The researcher gave the students example of descriptive text
about animal crocodile. After giving them the text, the researcher
chooses the students to reading aloud the text. After that, the
researcher asked the students mention the difficult word that they
have found from the text. The researcher asked students to say the
word directly because she wanted that her students go revising
from the errors. Therefore the students could study from their
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
50
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
51
b) Main Activity
Before doing the games the researcher asked the students to
discuss their homework and gave them score from their exercise.
Then, the researcher divided the class into five groups. Every
group consists of seven students. Then the researcher gives one
envelope of picture cards to every group. Each group got different
picture. The researcher asked them to sit down together with their
group. After that the researcher explained how to play the game. in
this game one students from each group came in front of the class,
then the researcher put one of picture card and the student
explained the picture card to their friends. The students on their
group tried to guess the animals. If they couldnt answer the
question the other group could answer it. The groups who could
answer the question get the card. When the game is over, the group
who has got more cards is the winner.
c) Closing
In the end of the lesson the researcher asked the students to
discuss the material that they have learned and gave them question
based on the material. When the bell rang the researcher closed the
class and say good bye.
3) Third meeting
The third meeting was conducted on Tuesday, November 02nd
2010. In this section the researcher was doing the post-test.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
52
a) Opening
The researcher came to the class at 10.25 am. Before start the
lesson the researcher asked to the students that she would doing the
post test.
b) Main Activity
The researcher reviewed about the previous meeting that was
about describing animals. The researcher asked the students to give
an example how to describe animal. Then, she asked the students to
come in front of the class and gave them picture card about
animals. The researcher asked to the students to describe about
animal that they got. Every student didnt know which kind
animals that they got, because in this section the researcher was
given the picture card randomly.
c) Closing
After finishing the post test, the researcher gave comments
for the students in general and closed the lesson that day.
c. Observing
1) First Meeting
In the first meeting, the researcher only explained the material.
The researcher also gives them example how to describe kind of
animals. The students were asked to paid attention to the teacher. After
that, the researcher asks them to make a description about kind of
animal that they like. Firstly, the researcher got a problem because she
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
53
did not give the students example yet about how to describe animal.
Therefore, the students got difficulty in making a sentence because
they didnt know kinds of word to describing animals. miss, sarang
bahasa inggris nya apa? said the eighth grade student. Besides that
they also got difficulty in using grammatical sentence. miss, elephant
have long nose, benar gak? said the eighth grade students.
In this meeting the researcher still had a problem, because they
didnt ready follow the class yet. When the researcher asked them to
make description about animals, some of them refused and didnt make
description. Beside the problem above, the researcher found some
progress. Firstly, some of the students could make the description
quickly. When the researcher checks their work, some of the students
got fewer mistakes. Before the class finished the researcher gave them
word bank that they could use to describe kinds of animals. Then the
researcher asked them to make description of kinds of animals in their
home as homework. When the bell was rang, the researcher closed the
class and say good bye.
2) Second Meeting
In the second meeting the researcher was doing game. The
students looked happy to do that. When the researcher explained how
to play the game, the students give attention to the teacher. Before play
the game, the researcher reviews the material in the last meeting. The
researcher asked the students their homework about describing
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
54
animals. A lot of the students have finished their homework, but some
of them couldnt finish it. After giving them score, the researcher asks
the students to make a group. One group consists of 7 students. As
what had been by eight students kelompoknya terserah miss? said
one of them. When they play the game the class was noisy but active.
If one of them explained an animal, they always discuss with their
friends in one group what kind of animal that their friend explained. In
the end of the game, group 5 is the winner, because they got more
picture card game than the other group.
In monitoring the implementation of this cycle, the researcher
used observation to see the effects of conducting the cycle. The
observation was conducted simultaneously when teaching learning
process took place.
From the observation, she found that there was progress in
students speaking skill. This fact was supported by some indicators
that reduced their intensities. For example: students got less difficulty
to explore their idea to describe kind of animals. In organizing the
sentences they were good enough. They were not shy again if the
researcher asked them to come in front of the class or answered
teachers question. Besides that, they looked more active in speaking
class.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
55
3) Third Meeting
In the third meeting firstly the researcher reviews back the
material that they have been learning. Then the researcher asked the
students to come in front of the class one by one. In the first and
second meeting, the teacher asks them to make a description about
animal which they like or they choose, but in third meeting as we
called post test the picture card was given by the teacher, so they
didnt know what the animal that they got to be explained.
From the observation, the students looked more ready to follow
the test. Although the students didnt know which animal that they got
to be explained, the students still come in front the class when their
name were asked by the researcher. But, when they describe kinds of
animal, some of them still made mistakes. For example: one of them
pronounced snake as /snk / which often actually should be /snek/.
The other problems when they pronounced grass as /grs/ which
often actually should be /gr:s /. But a lot of the students were good
enough in pronouncing the word.
From the test the researcher found that by using card games there
was progress in students speaking skill. It could be seen from the
increased mean score from 5,7 in pre test become 6,7 in post test.
Besides the explanation of implementing the actions above, the
results of the observation of the teaching and learning process were
also supported by the interviews with the students about the use of card
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
56
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
57
The increased mean score from 5,7 in pre-test became 6,7 in post-test
1 supported the statement said that there was improvement in students
Speaking skill.
One indicator that had not been solved was about pronouncing the
word. Students still made mistakes in pronouncing some word to describe
kind of animals. Besides, they also found difficulty in applying the suitable
vocabulary to express their ideas. Only few of them who brought
dictionary, most of them did not bring tool to help them in finding the
vocabulary needed. As the result, the researcher during the lesson had to
walk around the class to answer students questions about the meaning of
some words.
Because the researcher still found some problems in the first cycle,
so she needed to conduct the second cycle. The problems in cycle one was
students difficulties in memorizing and pronouncing the vocabularies
which used the speaking activities should be solved. It seemed necessary
for her to use the same method but in different way. The researcher should
give more time for vocabulary activity and pronouncing words or
sentences. She should also lessen the activities but stimulate the students
to be more active.
In the second cycle the researcher still used games as the technique
in teaching speaking. The researcher also prepared the material that was
about descriptive text and the theme was about describing people. In this
cycle the researcher more active to drill the students some words that can
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
58
3. Cycle 2
a. Revising the plan
Based on the first cycle, it was found these were several remaining
problems which needed to be solved in the second cycle. These were some
students difficulties in memorizing and pronouncing the vocabularies
which used in the speaking activities.
In order to solve the problems, in the second cycle, the researcher
planned to have same method but different topic that is about describing
people.
Table 3. The schedule of Cycle 2
Wednesday,
First meeting
3rd, 2010
Tuesday, November 09th, 10.20 a.m.-11.50 a.m.
Second Meeting
2010
Wednesday,
10th, 2010
commit to user
Post test
perpustakaan.uns.ac.id
digilib.uns.ac.id
59
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
60
exercise, the researcher asked the students to come in front of the class
to write down on the white board and read their work. After that the
researcher discusses the exercise together with the students.
c) Closing
The researcher asked the students to discuss the material and
gave them question based on the material that they have been learned
that day. Before closing the class the researcher asked the students to
do the exercise on the LKS as homework. The bell rang the researcher
leaving the class.
2) Second Meeting
The second meting was conducted on Tuesday, November 09th
2010. In this meeting he researcher was doing games to make students
feel enthusiastic to follow the lesson.
a) Opening
The researcher came to the class at 10.00 a.m. because this
meeting was doing in the fifth time, the researcher didnt praying
before the lesson.
b) Main Activity
The researcher asked the students that this meeting the
researcher was doing the game. Before played the game, the
researcher discussed the last material that they had been learned.
Then, the researcher explained how to play the game and asked
them to make group. After that the researcher asked the captain of
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
61
the group to come in front of the class and chooses the card in the
envelope. Every group got different picture card. Then captain of
the group describe people based on the picture card that he chooses
and their friends in the same group try to guess it. If their friends in
same group couldnt answer it, the other group could try to answer
the question. In the end of the game, the group who got more
picture card than the other group is the winner.
c) Closing
After doing the game the researcher asked some students to
write down their homework in the white board and discuss together
with the students. Then the researcher submits their work and
asked the students to studying the last material because the next
meeting the researcher was doing test. When the bell rang the
researcher leaves the class and say good bye.
3) Third Meeting
The third meeting was doing on Wednesday, November 10th
2010. In this meeting the researcher was doing the final test and the
material was still about describing people.
a) Opening
The researcher came to the class at 07.00 a.m. after greeting
the researcher was asked he students to praying. After that, the
researcher checking the students attendance. Then gave them
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
62
some question conducted with the last material and drilled the
students some words which used o describing people.
b) Main Activity
The researcher asked the students how to do the test. Firstly
the researcher asked the students came in front of the class one by
one. Then the researcher gave them card games about picture some
actress or actor. After that, the students describe someones
personality based on the picture card that they got.
c) Closing
After doing the test the researcher give comment to the
students. Then the researcher closing the class because the bell was
rang.
c. Observing the action
1) First meeting
In the first meeting the researcher gave them text about
description people. When the researcher asked one of the students to
read a text, they still got mistakes. When the researcher asked them to
make description about people the students got problems. It will be
happen because the researcher did not gave the students the example
yet about how to describing people; it was due to check their ability
and she hoped that the students could learn from their mistakes. miss,
kalau hidungnya mancung bahasa inggrisnya apa? said eight students.
The other students miss, kalu keriting baha inggrisnya apa? said
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
63
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
64
game and the situation of the class was not crowded because they
concern with the game. In the end of the lesson, group 2 as the winner
because the got more picture card than the other group. Therefore, after
the game having finished, the researcher gave the revising of students
mistakes and gave rewards for the group winner.
In monitoring the implementation of this cycle, the researcher
used observation to see the effects of conducting the cycle. The
observation was conducted simultaneously when teaching learning
process took place.
From the observation, the students were active enough and
enthusiastic in joining the teaching learning process. This could be
seen from their participation in answering the researchers questions
dealing with describing people. The progress in their speaking skill can
be seen when they describing people, they got fewer mistakes in
pronouncing some words. Beside, in arranging the sentences they were
good enough.
After doing the game, the researcher asked some of the students
to write down their homework, and then asked the students to discuss
together with the researcher. Therefore, the students could answer the
exercise. Then the researcher wrote the other words which used to
describe people and drilled the students to pronounce some words.
Because the time having finished, the researcher asked the students to
submit their work and closing the class.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
65
3) Third meeting
In this meeting the researcher was doing the post test. Before
doing the test the researcher reviewing the material by gave them
question about describing people. After that the researcher asked the
students to come forward one by one. Then the researcher gave them
picture card about an artist and describing people based on the picture
card. Nearly, all of the students prepare their best performance
although some of students still made mistakes, especially in
pronouncing the word. However, all students were happy and
enthusiastic, because they more ready to follow the test. Different with
post test in cycle 1, in this cycle they looked more active and got less
the mistakes.
Besides the explanation of implementing the actions above, the
results of the observation of the teaching and learning process were
also supported by the interviews with the students and the teacher
about the use of card games in teaching speaking. From the teacher,
the researcher could make a conclusion that by using card games the
students looked more active and they were easier to describing
something. In pronouncing some words they got fewer mistakes and
they were good enough in arranging the sentences. From the students,
the researcher found that the students very enthusiastic to follow the
class. They more enjoy and felt happy when the lesson uses card
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
66
games. Besides that, they felt easier to make description, because they
could make description based on the picture card.
From the test, the researcher also found some improvement in
students speaking skill. It can be seen from the mean score in post test
1, it was 6,7 became 7,1 in post test 2. From the explanation above, it
can be conclude that there was improvement in students speaking skill
by using card games.
d. Reflecting the result
After implementing the second cycle, the researcher compared the
result of first cycle and the result of second cycle. There were some
differences here. It included the class situation and the students
comprehension.
The class situation was more relax. It was because the researcher
lessened the activities and gave more time to discuss. When the students
did the exercises, whether it was in groups or individual, sometimes the
researcher asked their difficulties and gave guidance in doing the
exercises. It made the students feel enjoy and no pressure in doing the
exercises. It also made the students feel closer with the researcher, so they
are not doubt in expressing their opinion. However, sometimes they still
used Indonesian.
Based on the second post-test result, the researcher concluded that
there were some improvements in some points. The first point is students
motivation in learning English especially in speaking. The students looked
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
67
1. Research finding
The findings of the research were gathered from several sources of data.
They include pre-observation report, field notes, interviews, questionnaires,
research diaries, photograph, lesson plans, and the score of pre-test and posttest. The findings answered the research questions stated in chapter 1. The
research findings were as follows: the improvement of students speaking skill
and the improvement of classroom situation in the English class when the
method was implemented. Besides, the researcher also found the other
findings happened during and after the research implementation by using Card
Games. The findings were summarized at the following table. They were
compared between before and after research
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
68
Point
Before AR
After AR
Students speaking
skill
low
Improved
a. The Students
test score
achievement
of
the
mean
score
test
score
improved
of b. The
mean
score
of
mean
score
of
b. The Students
speaking skill
students
was 7,1
f. The students could make
description based on the
good grammatical
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
69
arrangement of short
grammatical arrangement of
description
short description
The
situation
passive learner.
c. The students were not willing
active learners.
c. The students were willing to
classroom.
classroom.
explanation.
the TL activity.
e. The students were lazy to do
homework.
3
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
70
activity
learning process.
b. Only certain students who
were active
c. The students got difficulty in
make description something
situation.
b. All the students involved
activity in TL process.
c. The students solved the
problems by opening their
dictionary.
Based on the table.4 above, it can be seen that there are some findings
found in the research, which include:
a.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
71
Observation
Cycle 1
Cycle 2
Pre-test
Post-test 1
Post-test 2
5,7
6,7
7,1
1,0
0,4
score
Increase of the
students mean score
Based on the tables above, it can be concluded that the students had a
good achievement at the post-test 2. Their score increased from cycle 1 to
2.
S RM
S RA
S ATM
Pre-test
Post-test 1
Post-test 2
5,6
7,0
7,6
Mean Score
Note:
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
72
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
73
practice their speaking English while solving their problems without being
ashamed. The students who had some problems with their work can share
their problems o their friends.
c. The Students Behavior
Besides there was improvement in the classroom situation, there was
also improvement in the students behaviour outside the class. The
improvement was the students greeted and called the researchers name
when the students met her, as what had been said by one of them, Miss,
nanti ngajar lagi kan?. It can be concluded that the students gave positive
attitude towards the research. When it was time to end the research, the
students asked the researcher why she did not teach English at their school.
It can be concluded that Card Games did not only give positive
improvement inside the class but also outside the class.
d. The Teachers Behavior
By conducting the research, the teacher who used traditional method
to teach speaking before used Card Games attractively to teach the
students. By using card games the teacher could make some activities in
teaching learning process. It was like games. Besides, she got closer with
the students and the interaction between them increased too. It can be
concluded that the teachers behavior in teaching speaking improved.
Based on the analysis above, it can be interpreted that using Card
Games can improve the students speaking skill at the eighth grade
students of SMP Muhammadiyah 4 Surakarta in 2010-2011. It also makes
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
74
the speaking class situation becomes more interesting, interactive and not
boring.
2. Discussion
The last step of action research was discussing the result of the research
with the teacher R as a final reflection. Teacher R and the researcher
concluded that card Games in teaching descriptive text was an effective way
to improve the students speaking skill.
The research finding resulted the improvement of the students
competence and classroom situation. There were some improvements of
students speaking skill which could be seen from the speaking activities. The
students motivation to join the speaking activities increased. This is line with
one of the criteria of successful speaking activity according to Ur (1996: 120).
It could be seen from students participation in performing the task. Another
criterion of a successful speaking activity which was achieved is that students
talked a lot. Beside that the research found that the students did the homework,
the students paid attention and they tended to be active learners. According to
Wright (1989: 2) picture can contribute to interest and motivation, a sense of a
context of the language, and a specific reference points or stimulus. From the
theory it can be concluded that picture card games is useful for improving the
students motivation in speaking class. Ur (1998) explains that there are three
sources of young learners attention in class, namely pictures, story, and game.
It means that using games or picture made the students enjoy, more active and
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
75
enthusiastic to follow the teaching learning process. After the students were
given certain vocabulary, they could name and pronounce the vocabulary in
the following meeting. In addition, they were eager to answer the teachers
questions. They could also accomplish the exercises that the teacher gave.
From the analysis of the mean score of the speaking skill test, it can be
concluded the use of card games in speaking class does improve the students
speaking skill.
Tables 7 .The mean score of the test
Pre-test mean score
5,7
6,7
7,1
The situation in the class before implementing the action was described
as some students were busy with themselves, especially the students at the
back. They did some useless activities, such as talking with other students or
disturbing their friends. After implementing the action, the class situation
became more active and enthusiastic. They focused on the material which was
used through short text. The other differences after using card games in
speaking class could be seen when the researcher asked them to made
description about people and animals. Some of them tried to do their exercise
in pairs. It made the class was noise because they discuss with their friends if
they had problems. But this situation could make the class more alive. It is
supported by the theory from Littlewood (1998: 43) that the learners must pay
greater attention to the social as well as the functional meanings that language
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
76
conveys. It also means that the activities in the classroom tend to give students
with the kind of real communication situation. Then, the language which was
used by the other students to share their problems and give solutions of the
problems is in acceptable level.
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
This chapter is to conclude the result of this study, to imply this study and to
suggest others after conducting this study. Below are the conclusion, implication
and suggestion of the study.
A. Conclusion
The research has made some findings. It had been found that before the
action the students speaking skill was low. As identified from the result of preobservation and pre-test. The pre-research showed that the teacher did not use
appropriate method in presenting the materials. She taught the students by using
the old method. It couldnt give an opportunity for the students to show their
ability and potential. There was also no media used in teaching and learning
process. It made the students easily get bored and pay poor attention to the lesson.
Based on the discussion in the previous chapter, the writer draws
conclusion that the use of card games can improve the students speaking skill.
The first is about the answer of the research problem: can the use of card games
improve students speaking skill. After the writer analyzed the result of the action
research, it could be seen that the use of card can enhance the students speaking
skills.
From the research, it is shown that the use of card games can improves
students speaking skill. It could be seen during the teaching learning process.
commit to user
77
perpustakaan.uns.ac.id
digilib.uns.ac.id
78
Before conducting the researcher, the students had some problem is low in
vocabulary, they had difficulties to find the appropriate words to create sentence
and they couldnt pronounce some word with good pronouncing. After doing the
research, the students get some vocabularies to describe animals or person. It can
be done because during the lesson, the researcher also gave them many
vocabularies to describe person or animals. Besides that, after doing the research,
in pronouncing the words were good enough. It can be done, because when the
teaching learning process the researcher drill the students to pronounce some
appropriate words which can be used to describe person or animals.
Second is about the second research problem: how is the situation when card
games are implemented in speaking class. From the research, by using card games
could make the class more alive and active. It could be seen during the teaching
learning process, when the researcher gave them exercise some of them tried to
answer the question, although the researcher didnt asked them to answer the
question. It looked very differences with the situation before the card game was
implemented in teaching learning process, when the teacher gave them question
the students tend to be passive. Nobody wanted to answer the questions. When the
researcher asked them to make description about person or animals, a lot of them
tried to do their exercise in pairs, there was no problem of shy students. The
students did not feel reluctant to ask to their own friends. They worked together as
a team and there was also no domination of some students. The students were
more enthusiastic and active in joining the lesson. Besides, their achievement also
improved, as shown by the mean score of post-test (7,1) an increase of the
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
79
students achievement from pre-test (5,7). Based on the research finding above,
the researcher conclude that teaching speaking using card games can improve the
students speaking skill.
B. Implication
C. Suggestion
After concluding the result of the study, the researcher would like to give
some suggestions, as follows:
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
80
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
81
educational trainings more often. The trainings should be able to train English
teachers to be more creative in conducting instructional processes.
commit to user