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CHAPTER I
INTODUCTION
A. Background of the Research
Speaking skill is one of productive skill and basic skill in
communication which has to be considered as the vital learning in learning a
language. In Speaking students can communicate with other people, find
information gap, sharing idea and having conversation whether transactional
or interpersonal action. Except that, we can acquire and assess the students
progress in expression of their success in spoken communication. Another
word we can say that speaking is one of oral communication that is learned
by student. Speaking is a process of communication between at least two
people and speaking is a way to express someones idea. Nunan (2005:2)
asserted that Speaking is such fundamental human behavior that we do not
stop to analyze it unless there is something noticeable about it.
Motivation is a behavior that is instigated based on experiences,
goals, and the effort necessary to complete an activity (Robison, 2010). Its
mean that motivation influenza the activity of human or student. So,
motivation is important for student in teaching and learning process
especially in speaking skill. Student will learn and get good result if they are
has high motivation for leaning. But, to be motivated to learn speaking skill
are not easy. According the researcher experience, speaking was scary lesson
for student in my classes. When speaking class all of student will be silent
and tense atmosphere. It because the student felt that they were nervous to
speak, didnt how to pronounces or lack vocabulary, the first caused was
student afraid to make mistake because another student will laugh. It make
shy to speak again for the next class. The teacher also never giving
motivation or appreciate for student. Unfortunately, student in SMPN 2
Bungkal Ponorogo also have a same case above in speaking skill. The student
was less motivation in speaking skill.
The related research with this research is a thesis by Sarah Paskalia
(2014) with title Improving Students Motivation in Speaking Skills through
Songs for the Seventh Grade of SMPN 7 Wonogiri in the Academic Year of
2012/2013. In Sarahs research was categorized as an action research. The
subject in that research was 32 students of class VII A of SMPN 7 Wonogiri
in the academic year of 2012/2013 and English teacher as the research
collaborator. To collect the data Sarah used data instrument: interview,
observation, and documentation. The technique to analyzed data used
qualitative and quantitative data. The research findings showed that through
songs as the teaching media combined with speaking activities in the English
classroom was proven to be effective to improve the students motivation in
speaking skills. So, the result of this research was a there was improvement
students motivation in speaking skill by using song.
According explanation above, the researcher makes decision to use
catch a theme games as way to solve improve students motivation in
speaking skill. So, In this research the researcher give the title Improving
students motivation in speaking skill by using Catch a Theme Games at
seventh Grade SMPN 2 Bungkal, Ponorogo in academic years 2014/1015.
B. Problem Identification
In line with the background of the research, researcher shows the
problem which can be identified as follows:
1.
2.
3.
4.
5.
Game?
6. How is the students response when learning using Catch a Theme
Game?
7. Is there any improving of using Catch a Theme Game for students
motivation in speaking skill?
C. Problem Limitation
This research is focused on knowing whether there is an improving
of students motivation in speaking skill using of catch a theme games.
CHAPTER II
REVIEW OF RELATED LITERATURE, FRAME OF THOUGHT,
AND HYPOTHESIS
A. Review of Related Literature
1. Speaking skill
a. Definition of Speaking
Speaking is one skill in English language teaching. As we know
that speaking is considered in productive skill. Definition of speaking in
Bailey (2005:2) is an interactive process of constructing meaning that
involves production and receiving and processing information. It is often
spontaneous, open-ended, evolving, but it is not completely
unpredictable. Speaking is an ability to pronounce, to convey thoughts,
ideas and feelings. Advances learners will able to satisfy the requirement
of every day situation and routine school and work requirement, handle
with confidence such elaborating, complaining, and apologizing, narrate
and describe with some details, linking sentences together smoothly,
communicate facts, and talk casually about topics of current public and
personal interest, and using general vocabulary (Nunan, 2005:120).
So, it can conclude that speaking skill is the ability to pronounce
the result of her/him idea or feeling in orally communication. The main
of communication itself is the students speaking skill is successful if
they can communicate with others and they understand each others.
b. Elements of Speaking
According to Harmer (2001:269) speaking skill is the ability to
speak fluently supposes not only knowledge of language features, but
also the ability to process information and language in the spot. It
means that in speaking there are elements that support the ability of
speaking.
Language Features. They are two elements of speaking that
describe by Harmer:
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1) Language Features
a)
b)
c)
d)
2) Mental/Social Processing
The success of speaking process not only depends on the
language features. It also depends on the rapid processing skill that
talking necessity. They are:
a) Language processing
b) Interacting with others
c) (On-the-spot) information processing (2001:269).
c. Principle of Teaching Speaking
Based on Nunan, the principle for teaching speaking as follow:
1)
2)
3)
4)
5)
2. Motivation
Motivation an important role in teaching and learning process. It
determines to become a successful student or not. When the students are
motivated to learn they will engage in learning and influence their
performance. Drnyei (Karina, 2013) defines motivation is the choice of
particular actions, the effort expended on it and persistence with it.
Schunk, Pintrich, & Meece (Karina, 2013) also suggested that the choice of
task, effort, and persistence as the relevant indexes of motivation that
1) Players all stand in a circle and one person is selected the thrower.
He/she has to think of a particular theme, i.e. colors, weather, capital
cities, modes of transport etc. He/she then throws the ball to a player
standing in the circle at the same time shouting out the theme upon
which the catcher must immediately give an answer within 5 seconds.
Example: Thrower tosses the ball to a player and shouts out, Color
so, player catches the ball and immediately has to answer: Blue.
2) The ball is returned to the thrower.
3) The thrower then tosses the ball to another player and shouts out
Weather. If they reply, snow, rain or sunshine they are still in the
game. If the player, thinking it is the same theme as before replies,
Red, they are out of the game.
4) It is up to the thrower to decide the theme.
c. Ruler of implementation of catch a theme
The rule of catch a themes game is
players are eliminated from the game if:
1) They cant think of an answer within the 5
seconds.
2) They repeat what has already been said.
3) They give a wrong answer.
4) The winner is the last one remaining.
B. Frame of Thought
Based on reviews literature above, we have already known that
speaking is important in social life. By using speaking as means of
communication, we can also maintain social interaction. English speaking
skill also considered as the international language which can support us in
facing globalization era.
But, in learning and teaching in speaking process student must have
high motivation to mastery it. So, teacher must facilitate students to learn
speaking in enjoyable and meaningful to make them motivated in speaking
skill. As the implication, a teacher must be creative in choosing technique or
method and material are suitable to make teaching learning result successful.
CHAPTER III
RESEARCH METHOD
A. Research Design
1.
Method of Research
The type of this research is Classroom Action Research (CAR). Burns
(In Karina, 2013) said, The central idea of classroom action research is to
intervene in a deliberate way in the problematic situation in order to bring
about changes and, even better, improvements in practice (p. 2). In addition,
Class room Action Research is the research designed to help a teacher find out
what is happening in his or her own classroom, and to use that information to
take action for future improvement (Heru, bitono, 2008: 1). In this research the
researcher will be use qualitative data.
2.
Model Classroom Action Research
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3. Cycle
The cycle of the classroom action research will be carry out in two
cycles to get the accurate data. Every cycle consist of two meeting periods.
One meeting is 40 minutes. In cycle 1, the researcher will be implementing
the catch a theme game with authentic material which will be choosing.
The steps in cycle 1 are as follow:
a.
Planning
In this step, the researcher indenified the issud that happened in the
Acting
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Observation
The researcher observes the teaching and learning process in the
class from beginning until end of teaching and learning process, records
d.
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Interview
Interview is an activity asking and answering something by face to
face. By interviewing the researcher will know how students motivation
or interest in speaking skill exactly is.
Data
Reduce
Data
Display
Conclusion: drawing/verifying