thesis delviana revision.docx
TRANSCRIPT
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CHAPTER 1
INTRODUCTION
A. Background
Language plays an important role in the society. It has a function as a
communication tool among people. People can share and express their ideas,
feelings and emotions through language. The primary function of language is to
impart factual information and to convey essential commands. It helps
transferring knowledge and thoughts to build an understanding among people.
English is one of the languages in the world and becomes the
international language that has spoken by millions of people all over the world. It
helps people who come from different countries easily making interaction and
communication each other. English also plays an important role in all aspects of
life today such as in medicine, pharmacy, finances, industry, military and also in
education. Indonesia is one of the countries that put English into the educational
curriculum and become one of the compulsory subects to be taught from !unior
"igh #chool to $niversity level.
%ccording to &'() curriculum, there are four skills to be mastered by
students namely listening, speaking, reading and writing. %mong the four skills,
speaking plays an important role because without it, communication cannot take
place directly between people. *rown +(- states that speaking is a skill in
producing oral language.It is not only an utterance but also a tool of
communication. It occurs when two or more people interact with each other
aiming at maintaining social relationship between them.
In Indonesia, students still find the difficulty in speaking. %ccording to
/ichards and /enandya +&''&, speaking in a foreign language is difficult for
foreign language learners because effective oral communication re0uires the
ability to use the language appropriately in social interaction. In line with
/ichards and /enandya, a research which was conducted by !ondeya +&'((
shows that many complaints are being raised by teachers regarding students ’ low
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level of English. This proves that English is really difficult for a lot of E1L
students who try to use and understand it.
*ased on the researcher2s observation at #3P *abussalamPekanbaru,
there were a number of factors causing the students not active in using the
language. These factors caused themhave insufficient ability in interacting using
the language each other. 4ne of the factors may come from students, such as the
students2 lack of vocabulary. It made them tends to keep silent when teacher ask
them to speak or invite them to interact in English. They re0uired too much time
to construct their ideas and also they were afraid ofmaking mistakes when
speaking. The students had low motivation to express their ability in speaking that
makes them rather ashamed and not having confidence to speak. 5hereas, they
tended to use their mother tongue mostly in class.
The other factors may also come from the teacher . Teacher teaches the
students traditionally rather than apply any techni0ues and teaching media.
Teachers let the students memori6e the vocabulary, instead of using it. If the
teacher applies inappropriate teaching techni0ue, the students will not engage with
the learning material. It makes the students were not feeling confident enough to
express their ideas orally. *esides, the teacher rarely uses ay teaching media in
classroom. It makes students less enthusiatic in learning English.
1rom the problems mentioned earlier, the writerwill applya teaching
media to minimi6e the problems. In this case, one of the teaching media is 71ind
the 8ifference9 game. This teaching media motivate and give students
opportunities to be active in building interaction among them by using English
orally.1urthermore,5right, et al +&'':state that games can be found to give
practice in all the skills, in all the stages of the teaching and learning and for many
types of communication. In addition, games may help and encourage many
learners to support their interest and work +5right &'':. ;ame can increase
students2 motivation and confidence because they are amusing and interesting.
;ibbons +&''& in #almiati +&''
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different pictures. #tudents in pairs discuss the differences between the two
pictures. 1urthermore, ;ibbons +&''& in #almiati +&''ear #tudents of #3P *abussalamPekanbaru2.
B. Research Question
The problem of this research is formulated as in the following
0uestion?"ow effective is 71ind the 8ifference9 gameon speaking ability of the
second year studentsof #3P *abussalamPekanbaru@
C. The Purose o! the Research
In line with the obectice of the research, the purpose of this research is to
know the effectiveness of71ind the 8ifference9 game onspeaking ability of the
second year studentsof #3P *abussalamPekanbaru.
D. The Need !or the Research
*y doing this research, the writer expects to give valuable contributions
to the following?
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1. Teachers
To help them in teaching speaking by using 71ind the 8ifference9 game.
%s an additional reference that may be useful for the teacher that game is
one of the interesting techni0ues in teaching speaking.
". #tudents
To create students2 braveness and confident in speaking English.*esides,
students will have opportunities to share their ideas, message, and opinion
by using English orally.1urthermore, game may motivate them in learning
English since they will find out that speaking is not always difficult to
learn.
$. The %riterTo increase and improve writer2s experience in doing research. %nd also to
widen writer2s knowledge about using games especially 71ind the
8ifference9 game to improve students2 ability in speaking.
&. Ne't researcher
To give valuable insight that using games is effective in teaching speaking.
Then, it is suggested to use other kinds of game in teaching speaking.
E. The Oerationa( De!inition
In order to avoid misunderstanding and misinterpretation in this research,
some definitions of the terms used will be described as follows?
1. E!!ecti)enessis the capability of producing a desired result +Longman
English 8ictionary 4nline, &'((. Effectiveness in this research means the
result of students2 speaking ability after applying 71ind the 8ifference9
game. in teaching and learning process.
". *ind the Di!!erence +a,e is a kind of game that uses two pictures which
are slightly different from each other +;ibbons, &''& in #almiati &''
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speaking means the students2 performance in sharing their ideas, message,
and opinion by using English language directly.
&. #eaking a-i(it/ according to "armer +&''( #peaking ability is
students2 ability to communicate and to express their intention, ideas,
facial expression, emotion, and information by saying utterances. In this
research, speaking ability means the students2 ability to describe the
differences of the pictures given to them.
CHAPTER II
THEORETICA0 *RAE2OR3
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A. The Nature o! #eaking
In teaching English, there are four skills? listening, speaking, reading and
writing that called language skills. Therefore, speaking and writing are said as
beactive or productive skills, whereas listening and reading are said to be passive
orreceptive skills.In Webster New World Dictionary +(B, speaking is to utter
words orally, talk? to communicate as by talkingA to make a re0uestA to make a
speech. It means that speaking is always used by people in their life, because
without speaking they will not understand what the other2s mean clearly.
#peaking plays an important role because without it, communication
cannot take place directly between people. *rown +(- states that speaking is a
skill in producing oral language. It is not only an utterance but also a tool
ofcommunication. It occurs when two or more people interact with each other
aiming at maintaining social relationship between them.
#peaking is considered as a complex skill. %bbs and 1ibrain +&''' states
that speaking is a complex skill to be learned by students because the speaker
must form the idea he or she wishes to express. In speaking, we are not only speak
what we want to express, but also we should figure out the form to express the
ideas to make people understand. "e or she should know the vocabulary, the
structure and the sounds.
"arris +(C also states that speaking is a complex skill re0uiring the
simultaneous use of number in different abilities which often develop in different
rates. It is not only involved the messages or the idea but also the knowledge of
the sound, structures, vocabulary, and culture of system language. It means that
the speaking skill is demand skill for people life.
B. #eaking in 4unior High #choo(
%ccording to Durriculum &'(), English become the compulsory subect
in unior high school. There are some material taught to&ndgrade students of !unior
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"igh #chool such as expression of asking attention, checking understanding,
asking and giving opinion, ability, instruction, greeting card, adverb of 0uantity,
present tense, present continuous tense, cause and effect. Teaching English at
!unior high school is to train and familiari6e the students to use English orally in
simple form. Learning speaking at unior high school can be done with many
techni0ue to help students in speaking skill such as? pictures, cards, paper sheet
and games.
#tudents at second grade of unior high school cannot learn too serious
and too focus on the material all of the time. They will get bored easily. To teachspeaking in this stage, the teacher should select the effective techni0ue which
interesting and makes them enoy in class. 71ind the 8ifference9 game with
various obects can avoid boredom in class. They are able to describe something
on different aspects, to express their ideas and to put their opinions.
C. The 2a Ho% to Teach #eaking
Teaching is an activity in which the teacher guides the students in term of
mastering the lesson. Teaching speaking is a very important part of language
learning. *ased on the main purpose of speaking that is improving students2
communication skills, teachers should find and create a techni0ue in planning
speaking activities. In teaching speaking teacher can use many ways to make
students speak up in speaking class. %ccording to "armer +&''C there are three
reasons for getting students to speak in the classroom ?
a. #peaking activities provide rehearsal opportunities, chances to
practice real life speaking in the safety of classroom.
b. #peaking task in which students try to use any or all of the language
they know provide feedback for both teacher and students. Everyone
can see how well they are doing? both how success they are and also
what language problems they are experience.
c. The more students have opportunities to activate the various elements
of language they have stored in their brain, the more automatic their
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use of these elements becomes. %s a result, students gradually become
autonomous language users. This meant that they will be able to use
words and phrase fluently without very much conscious thought.
Teaching speaking should be done in attractive and communicative
activities. In teaching speaking, teacher can divide the students in group, pairs or
individually. %ccording to "armer +&''(, when considering organi6ing
groupwork and pairwork in relation to various communicative and pre
communicative speaking activities, there are three stages F before, during, and
after.
(. Preteaching
Preteaching means a complex activity before teacher explain the material
to the students. In this time, teacher does some activities that can
encourage students to start the lesson. The activities such as?
;reeting
*y doing greeting, the students seem like has been given the alarm to
start their activities in their class or their school.
Dhecking attendance listThis activity is also an important thing for the teacher to do before they
start teaching learning process. The teacher calls the students2 name
one by one and make short conversation to ask students2 condition.
;ive motivation
;iving motivation is really important in this time because there are so
many students need to encourage before they start their class.
3otivation is the maor aspect that is suggested by the experts for the
teacher giving for their students. The teacher can give the motivationthrough the story or wise words.
Preview
%fter giving some motivation, teachers need to preview their lesson.
They ask their students or tell the important information about their
last topic.
Introduce material
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%fter previewing the lesson, the teacher introduces the material to the
students. In this step, teachers tell the students what they will study at
that time. Teachers are expected can make good introduction so the
students not only interested but also have clear assumptions about the
material. Teachers tell about the topic and sub topics that they need to
learn.
Tell the purpose of the topic
Teachers tell the purpose of the topic so the students will know and
reali6e about the topic. This activity is supposed to make students have
a reflection of their lesson for their daily life.&. 5hile Teaching
In this step teachers explain the topic by using certain method, in this case
teachers use find the difference game. The teachers teach the topic by
using that game and they have to have good preparations. This means
much in order to create an effective and active class. 1ind the difference
game needs some picture in the teaching learning process. The teacher
should prepare the material well. 5hile teaching, teachers give the
pictures to the students, ask them to describe the picture and then find the
difference between the two pictures
). Postteaching
The last step of teaching process is postteaching. In this step teacher
should do some activities, such as?
#ummari6ing
In this term, teachers ask the students to summari6e their topic based
on the teachers explanation and class activities. The teachers need to
state that the students allow to describe and to explain their opinion as
much as they can. This way will encourage them to be creative and
active in expressing their idea. %lso, it will grow up them to be critic.
5hen they can describe their idea, they absolutely do improvement in
their speaking skills.
/epetition
/epetition is important to do in order to make sure that the students
have their points in terms of teaching learning process. Teachers
encourage students to link their lesson to their daily life by asking
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them to give a simple example. 1rom the students2 answering teacher
will also know what should sheGhe do next and what things must be
prepared.
1eedback
1eed back is an activity to create a continued step for the students. In
this step teachers need to see the students2 lacks. 1or example, a
student still has problem with hisGher pronounce that make himGher be
afraid and unconfident in speaking. In this case the teachers need to
give the student some exercises and practices in hisGher home. In short,the teachers need to give additional material to the student.
a5 Princi(es o! Teaching #eaking
#ome other principles are related to the speaking techni0ue, in which
*rown +&''( suggest some principles of teaching speaking as follow?
(. $se techni0ue that covers the learner2s need.
&. Provide intrinsically motivating techni0ue.
). Encourage the use of authentic language in meaningful context.-. Provide appropriate feedback and correction.
B. Integrate natural link between speaking and listening.
:. ;ive students opportunities to initiate oral communication.
C. Encourage development of speaking strategies.
-5 #o,e Acti)ities in Teaching #eaking
To create classroom speaking activities that will develop
communicative competence, teachers need to incoorporate a purpose and
an information gap and allow for multiple forms of expression. "ere are
some activities that can be done in the speaking class to promote speaking
according to Hayi +&'':?
(. 8iscussions
1or efficient group discussions, it is always better not to form large
groups, because 0uiet students may avoid contributing in large
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groups.In class or group discussions, whatever the aim is, the students
should always be encouraged to ask 0uestions, paraphrase ideas,
express support, check for clarification, and so on.
&. /ole Play
4ne other way of getting students to speak is roleplaying. #tudents
pretend they are in various social contexts and have a variety of social
roles. In roleplay activities, the teacher gives information to the
learners such as who they are and what they think or feel.
). #imulations
#imulations are very similar to roleplays but what makes simulations
different than role plays is that they are more elaborate. In simulations,
students can bring items to the class to create a realistic environment.
1or instance, if a student is acting as a singer, she brings a microphone
to sing and so on.
-. Information ;ap
In this activity, students are supposed to be working in pairs. 4ne
student will have the information that other partner does not have and
the partners will share their information. %lso, each partner plays an
important role because the task cannot be completed if the partners do
not provide the information the others need.
B. *rainstorming
4n a given topic, students can produce ideas in a limited time.
8epending on the context, either individual or group brainstorming is
effective and learners generate ideas 0uickly and freely. The good
characteristic of brainstorming is that the students are not critici6ed for
their ideas so students will be open to sharing new ideas.
:. #torytelling
#tudents can briefly summari6e a tale or story they heard from
somebody beforehand, or they may create their own stories to tell their
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classmates. #tory telling fosters creative thinking. It also helps
students express ideas in the format of beginning, development, and
ending, including the characters and setting a story has to have.
C. Interviews
#tudents can conduct interviews on selected topics with various
people. It is a good idea that the teacher provides a rubric to students
so that they know what type of 0uestions they can ask or what path to
follow, but students should prepare their own interview 0uestions.
%fter interviews, each student can present his or her study to the class.
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Each student in a group will choose a card. Then, each student will
write -B 0uestions about that topic to ask the other people in the
group. 1or example?
If the topic 8iamonds? Earning 3oney is selected, here are some
possible 0uestions?
Is money important in your life@ 5hy@
5hat is the easiest way of earning money@
((. Picture Jarrating
This activity is based on several se0uential pictures. #tudents are
asked to tell the story taking place in the se0uential pictures by paying
attention to the criteria provided by the teacher as a rubric. /ubrics
can include the vocabulary or structures they need to use while
narrating.
(&. Picture 8escribing
%nother way to make use of pictures in a speaking activity is to give
students ust one picture and having them describe what it is in the
picture. 1or this activity students can form groups and each group is
given a different picture. #tudents discuss the picture with their
groups, then a spokesperson for each group describes the picture to the
whole class. This activity fosters the creativity and imagination of the
learners as well as their public speaking skills.
(). 1ind the 8ifference
1or this activity students can work in pairs and each couple is given
two different pictures, for example, picture of boys playing football
and another picture of girls playing tennis. #tudents in pairs discuss
the similarities andGor differences in the pictures.
In this research, the speaking activity used in teaching and learning
proses is 71ind the 8ifference9 game.
D. Ho% to Assess #eaking
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In teaching learning assessment, teachers focus on some points like
performance, attitude, the ideas of the students, etc. %ccording to *rown, there are
six types of classroom speaking performance +&''(?
(. Imitative
% very limited portion of classroom speaking time may legitimately be
spent generating 7human tape recorder9 speech, where, for example
learners practice an intonation contour or try to pinpoint a certain vowel
sound. Imitation of this kind is carried out not for the purpose of
meaningful interaction, but for focusing on some particular element of
language form.
&. Intensive
Intensive speaking goes one step beyond imitative to include any speaking
performance, that is designed to practice some phonological or grammatical
aspect of language. Intensive speaking can be selfinitiated or it can even
form part of some pair work activity where learners are 7going over9
certain forms of language.
). /esponsive
% good deal of student speech in the classroom is responsive? short replies
to teacher or studentinitiated 0uestions or comments. These replies are
usually sufficient and do not extend into dialogues.
-. Transactional
Transactional language, carried out for the purpose of conveying or
exchanging specific information, is an extended form of responsive
language. Donversations, for example, may have more of a negoitative
nature to them than does responsive speech.
B. Interpersonal +dialogueDonversation is carried out more for the purpose of maintaining social
relationships than for the transmission of facts and information.
:. Extensive +monologue
1inally, students at intermediate to advanced levels are called on to give
extended monologues in the form of oral reports, summaries or perhaps
short speeches. "ere the register is more formal and deliberative.
#peaking is one of the language aspects that used by all people around
the world. #peaking is a very complex skill. In speaking, the speaker not only
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focused to send the message or the ideas to the listener but also focused on some
components. %ccording to "arris +(C-, there are at least five components of
speaking skill, they are? comprehension, pronunciation, grammar, vocabulary and
fluency.
a. Pronunciation
Pronunciation is one of the components that can be assessed in speaking.
Pronunciation is included the segmental feature like vowels, consonant,
stress and intonation patterns. Pronunciation is the way for students to
produce clearer language when they speak. It deals with the phonological
process that determine how sounds vary and pattern in a language.
Pronunciation becomes important because it gives meaning to what is
being said. 5rong pronunciation may cause misunderstanding or people
involved in a conversation are offended.
-. +ra,,ar
The grammar that the students use in speaking also can be assessed.
;rammar is how to combine words to be a good sentence. ;rammar is
needed for students to arrange a correct sentence in conversation, or the
student2s ability to manipulate structure and to distinguish appropriate
grammatical form in appropriate ones. It is needed for students to arrange
the correct sentence to make the sentences meaningful in conversation.
c. 6oca-u(ar
%nother thing in speaking that can be assessed is vocabulary. Kocabulary
is important in produce the sentences. Kocabulary is the total number of
words in a language. "aving varied vocabulary, people can express their
ideas or opinions very well and also can express with some flexibility andappropriacy on a variety of topics such as family, hobbies, work, travel and
current events.Kocabulary means the appropriate diction which is used in
communication.
d. *(uenc
People need fluency in speaking to make the message that they want to
convey is clearly."arris +(C- states that fluency refers to the ease and
speed of the flow of the speech.1luency is the smoothness of flow with
which sounds, syllables, words and phrases are oined together when
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speaking. *esides that it refers to the one who express a language 0uickly
and easily without any difficulty.
e. Co,rehension
#peaking does not only know how to produce the word well, to use the
structure well but also know how to express and answer well. It means that
if a person can answer or express well and correctly, it shows that heGshe
comprehends or understand well.
E. Using +a,e
Teaching English as a foreign language should be interesting and
entertaining. 4ne of the ways is by using game. ;ame is an interesting and
entertaining activitywhich both teacher and students can enoy it. Through game
students can engage with the material, because the concept of game is fun and
enoyable. %s 5right, et al +&'': say, =game2 to mean an activity which is
entertaining and engaging, oftenchallenging, and an activity in which the learners
play and usually interact with others. ;ame is an activity with rules, a goal and an
element of fun. *rown +(- in #almiati +&''
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There are many kinds of games that can be used in teaching English
especially speaking. "adfield +( explains two ways in classifying language
games. 1irst, she divides the language games into two types? linguistic games and
communicative games. Linguistic games focused on accuracy, such as supplying
the correct antonym. 4n the other hand, communicative games focused on
successful exchange of information and ideas, such as two people identifying the
differences between two pictures which are similar to one another but not exactly
alike.
*. The Nature o! 7*ind the Di!!erence8 +a,e
1ind the difference game is a kind of game that uses two pictures which
are slightly different from each other +;ibbons, ( in #almiati, &''
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examination will help in controlling the basic vocabulary re0uired and may help
to some extent. The picture used depending on the material and purposes. In this
research, the purposes are to make students understand the use of adverb 0uantity,
present tense, preposition, so on.
*efore presenting the game, there are some preparations the teacher
should do. 1or each pairs or groups, they will need two pictures which are similar
but contain several differences which the students will be able to describe. 5right,
et al +&'': states some possible sources and types of picture?
a 3aga6ine or catalogue pictures? for example, two picture of different
though similar bathrooms, or houses, or articles of clothing.
b % line drawing, perhaps from maga6ine. Photocopy the drawing, and then
white out some parts. >ou can draw in alternative bits if you wish. Then
photocopy the altered photocopy. In this way you will have two very
similar drawings but with interesting small differences.
c Instead of one pair of drawings, you can have a lot of them. %nd instead of
being, for example, naturalistic representations, they can be very simple or
even abstract designs. Ten such pictures fit on to one sheet of %-.
d 4f course any information which is similar, though not identical, may be
used. The information may be verbal or numerical instead of pictorial. It
could be all three.
In addition, 5right, et al +&'': also states the procedure in applying
71ind the 8ifference9 game.
( 8ivide the class into pairs.
& Provide each player with one picture and warn everyone not to look at
their partner2s picture.
) Tell learners that both players should describe their own picture andGor ask
0uestions about their partner2s picture, with the aim of finding the
differences between the two pictures.
- 1inally, let the learners look at each other2s picture and compare and
discuss further.
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The writer was adaptedthe procedure mention by Wright
etal !2006" in app#ying $%ind the &i'erence( game in this
research) There*ore the writer conducted the teaching and
#earning process o* $%ind the &i'erence( game in the c#ass
through the *o##owing procedures+
a. Teacher divides students in pairs.
b. Teacher explains about 71ind the 8ifference9 game and the
procedure.
c. Teacher distributes two pictures which are similar to each pair.
d. Teacher asks students not to look at their partner2s picture.e. Teacher asks students to describe their own picture or ask about their
partner2s picture.
how many trees are there in the picture@in picture %? There is only a tree in the picture.
in picture *? There is only a tree in the picture.
where is the tree in the picture@
in picture %? The tree is between the building and the car.
in picture *? The tree is beside the building.
where is the car in the picture@
in picture %? The car is beside the tree.
in picture *? The car is beside the building.
is there a triangle in the picture@
in picture %? There is no triangle in the picture.in picture *? There is a triangle in the picture.
f. The students find the differences of the picture.
g. Then, the students state the differences of the picture.
H. Re(ated Research
The first related research that the writer found is the research conducted
by #almiati in &''. The title of her research is 7%n %pplication of 71ind the
8ifference9 ;ame in Improving #peaking %bility of the 1irst >ear #tudents of
#3%J ( PangkalanHerinci9. The research design in this study was a classroom
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action research. The sample of this research was )- students. The researcher found
a significant improvement of teaching speaking using 71ind the 8ifference
;ame9. The average score of pretest was B'.- while the average score of post
test is C'.B. It means that using 71ind the 8ifference ;ame9 is effective in
increasing students2 ability in speaking.
The research seems similar to the writer2s research, because of using
71ind the 8ifference9 ;ame as kind of techni0ue of teaching. *ut, there are the
differences between this study and the previous research. 1irstly, in conducting the
research, #almiati used a classroom action research, whereas the writer uses a preexperimental design. #econdly, #almiati used 71ind the 8ifference9 ;ame to
measure speaking ability of the first year students of #3%J ( pangkalankerinci,
whereas the writer uses 71ind the 8ifference9 ;ame to measure speaking ability
of the second year students of #3P *abussalamPekanbaru.
The second related study conducted by %yu and 3urdibono in &''
entitled 7The $se of ;ames in Teaching English at #3%J & Pare9. The research
design of this study is descriptive research. The #ubects of this research were
three English teachers and four classes of student grades M and MI. This study was
aimed to +( describe games are used in Teaching English, +& describe the
problems faced by teachers in using games, +) describe the students2 opinion
toward the use of games.
%ccording to their research, there were five games used by the English
teachers at #3%J & Pare. These games were used to deliver the material, to
assess the student skill in understanding the text, and to revise previous material,such as grammar. It also found that there were several problems faced by the
teacher. The problems were? +( time management, +& assessment, +) lacked
motivated students, +- place, and +B finding suitable material for games. 1rom
the study, it also found that almost all of the students gave positive respond toward
the use of games in teaching English. The students thought that games helped
them to understand the material easier and games could reduce boredom.
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The third related research that the writer found is the research conducted
by "ardianty in &'(). The title of her research is 7Improving #peaking #kill
through the $se of #imulation Techni0ue9. It was preexperimental research
design. The samples of the research were the eleventh grade students of #3%
%lkhairaat Halukubula. %ccording to her research, the hypothesis accepted by
regarding to the analysis that tcounted B.- were higher than the ttable (.C:(. The
degree of freedom +df of the( table is (B F ( N (-. The level of significance
counted is set up at '.'B. It means that the use of simulation techni0ue
significantly improves the students2 speaking skill of #3% %lkhairaat Halukubula.
The similarity between the research and the writer2s research is the use of
preexperimental design as the research design. There are the differences between this
research and the writer2s research. The first is the techni0ue. "ardianty used
simulation techni0ue, whereas the writer used 71ind the 8ifference9 ;ame. The
second is the sample of the research. The samples of the previous research were the
eleventh grade students of #3% %lkhairaat Halukubula, whereas the samples of the
writer2s research were the second year students of #3P *abussalamPekanbaru.
I. Hothesis
The hypothesis of the research are the following?
(. Jull "ypothesis + H '? There is no significant effect of using 71ind the
8ifference9 ;ame on speaking ability of the second year students of
#3P *abussalamPekanbaru.
&. %lternative "ypothesis + H (? There is a significant effect of using 71ind
the 8ifference9 ;ame on speaking ability of the second year students of
#3P *abussalamPekanbaru.
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CHAPTER III
RE#EARCH ETHODO0O+9
This section explains about place and time of the research, kind of
research design, population and sample of the research, instrument of the research,
the data collection techni0ue and the data analysis techni0ue.
A. P(ace and Ti,e
This research conducted at #3P *abussalamPekanbaru which is locatedon !alan "/. #oebrantas H3. Pekanbaru. The data were collected in
Jovember &'(B.The sum total of the research is eight meetings.
B. The Research Design
The research design of this study was preexperimental design which is
onegroup pretestposttest design applied. %ccording to ;ay, 3ills, and
%irasian +&'', the onegroup pretestposttest design involves a single group
that is pretested +4(, exposed to a treatment +M, and then tested again +4&.
Therefore, there is no control group in the researchO9 +"atch and
1arhady,(
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C. Pou(ation and #a,(e
The population of this research was the first semester of eighth grade
students of #3P *abussalamin the academic year &'(BG&'(:. There
weresixclasses of this grade with(-< students.The population of the second
year students can be shown on the following table.
Ta-(e $.1 Pou(ation
No C(ass Nu,-er
1
"
$
&
:
;
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research was a speaking test in form of picture describing. It was given to the
students in both of pretest and posttest. The students needed to make a
description about the differences of two pictures based on the color, the
position and the things of the pictures. +%ppendix :
E. The Data Co((ection Techni=ue
The data of this research was based on the result of the speaking test in
pretest and posttest. The following are the procedures of collecting the data?
a. PreTest
Pretest was given to the students before the treatment in order to know
how the students2 ability is. The pretest was in the form of picture
describing, in which each students got two pictures which are slightly
similar and had to describe the differences between the pictures.
b. Treatment
In the treatment phase, the writer taught the students using 71ind the
8ifference9 ;ame. The writer divided students in pairs. Each pairs got two
picture which slightly similar. The students asked some 0uestions about
their partner2s picture in order to know the differences of the pictures. The
0uestions were about the things in the picture, the color and the position of
the things. %fter that, the writer called the name of students one by one to
describe the differences of their pictures.
c. PostTest
Posttest held after all treatments conducted. It was also in the form of
picture describing. The writer gave the same picture as the pretest. The
students needed to describe the differences of the pictures individually.
The scoring method used is adopted from "arris +(C- with some
modification to the description of score. It was modified to make the
description of the score more clearly and suitable with the sample2s ability. The
modified table can be seen as follows?
Ta-(e $."#core o! seaking asect
%spects #core 8escription
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Kocabulary B $se of vocabulary and idioms appropriate to
the topic.
- #ometime uses inappropriate terms andGor
must rephrase the idea because of lexical
inade0uate
) 1re0uently uses the wrong wordsA
conversation somewhat limited because of
inade0uate vocabulary
& 3isuse of word and very limited vocabulary
make comprehension 0uite difficult.
( Kocabulary limitations so extreme as
to make conversation virtually impossible.
Pronunciation B #peaks clearly and imitates accurate
pronunciation.
- %lways intelligible, though one is conscious
of a definite accent
) Pronunciation problem necessitate
concentrated listening and occasionally lead
to misunderstanding
& Kery hard to understand because of
pronunciation problems, must fre0uently be
asked to repeat.( Pronunciation problems so severe as
to make speech virtually unintelligible.
#tructure B 3akes few +if any noticeable errors of
grammar and word order.
- 4ccasionally makes grammatical andGor
word order errors which do not, however
obscure the meaning.
) 3ake fre0uent errors of grammar and word
order which occasionally obscure meaning.
& ;rammar and word order errors makecomprehension difficult. 3ust often
rephrase sentences andGor restrict himself to
basic patterns
( Errors in grammar and word order so severe
as to make speech virtually unintelligible.
Domprehension B %ppears to understand everything without
difficulty.
- $nderstand nearly everything at normal
speed, although occasional repetition may
be necessary.
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) $nderstand most of what is said at slower
than normal speed with repetition.
& "as great difficulty following what is said.
Dan comprehend only social conversation
spoken slowly with fre0uently repetitions.
( Dannot be said to understand even simple
conversation virtually impossible.
1luency B #peak fluently, without hesitant.
- #peed of the speech seems to be slightly
affected by language problem.
) #peed and fluency are rather strongly
affected by language problems.
& $sually hesitantA often forced into silent by
language limitations.
( #peech is so halting and fragmentary as to
make conversation virtually impossible.
*. Data Ana(>ing Techni=ue
#coring system and classification of students2 score by "arris +(C- were
used to score students2 work and classify students2 score in pre test and post
test.
Ta-(e $.$The C(assi!ication o! #tudents? #cores
Jo Test #core Level of %bility
(.
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To know the ability of the students, the researcher firstly computed the
individual score to find out the real score of the students from the each rater.
The formula used as follows?
/#NTS
25 x (''
/#N real score of each individual
T#N total score of speaking aspects +PQ;QKQ1QD
To find out the average scores of the students in speaking, the following
formula was applied.
´ X = Ʃ X
N
´ X N the students2 average score
MNƩ the students2 score
J N the number of students
+"atch R1arhady, (
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CHAPTER I6
RE#U0T# AND DI#CU##ION
A. Resu(t
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The obective of the research is to know the effectiveness of 71ind the
8ifference9 ;ame on the students2 speaking ability. The data were collected
by giving a speaking test to the students individually. The test was to describe
the differences between two pictures. The result of this research was presented
by showing the result of Ttest table in comparing the differentresults of
students2 speaking ability in pre test and post test which was calculated by
#P## (
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). B' F B oor to aerage B &(.C-S-. 0 49 oor (< C
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=poor to average2 level. There are (< students +C
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%fter knowing the mean, standard deviation and standard error score,
there was paired samples correlation table that explained the correlation of
pretest and posttest. %ccording to the table -.-, correlation coefficient was
'.B
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N && +BS
N &,'C-
Donsidering the data shown on the table -.:, the ttest is &).)&',
meanwhile the ttable is &,'C-. *ecause the ttest is bigger than t table, it
concludes that there is a significant difference between pretest and posttest. It
means that the alternative hypothesis of this research, 7There is a significant
effect of 71ind the 8ifference9 ;ame on speaking ability of the second year
students of #3P *abussalamPekanbaru9 isaccepted and null hypothesis is
reected.
&. The Di!!erence o! #tudents? A)erage #core in Each Asect o! #eaking
The research had positive result using 71ind the 8ifference9 ;ame for
students2 speaking ability. It could be seen from the average score in pretest
and posttest. The score of students2 pre test and post test was collected based
on five aspects of speaking, they are pronunciation, structure, vocabulary,
fluency and comprehension.The interpretation of students2 average score in
each aspect of speaking can be seen on table -.C.
Ta-(e &. #tudents? A)erage #core in Each Asect o! #eaking
Jo #peaking %spect Pretest Posttest 8ifferent #core
1 Pronunciation B-.))
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comprehension increases to )(.)- point which is the average score in pretest
is BC.)) and in posttest is
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the students by using 71ind the 8ifference9 ;ame. It makes them easy to
comprehend and not feel bored with the material. This result was in line with
the result of the study that was conducted by %yu and 3urdibono +&'(&.
They stated that 7the games helped the students to understand and
comprehend the material easier and games could reduce boredom9. It can be
stated that students feel relax when learning English by using games
especially 71ind the 8ifference9 ;ame. "owever, there were strengths and
weaknesses points that researcher found during using 71ind the 8ifferences9
;ame for speaking activities.
The strengths were in the following?
(. Through 71ind the 8ifference9 ;ame, students are not afraid to
express their ideas and use the language features. The students use
the language freely without any pressure. It because the students
and the teacher was not allow to interrupt students2 wrong when
they were speaking.
&. $sing &'ind the Di""erence( ;ame in speaking activity encourages
students2 interaction in classroom. #tudents practice to cooperate
and to speak with the others in order to get the information of the
picture.
). 71ind the 8ifference9 ;ame is able to make students enoy the class
and feel fun in class. *ecause they are enoy and fun, students are
easy to understand and comprehend the material.
4n other hand, the writer found the weakness when using 71ind the
8ifference9 ;ame, such as?
(. It was 0uite difficult to find the picture that related to the material.
#o, it made the writer need much time to find the picture that related
to the material.
&. The time for applying this game was 0uite long. The game needed
too much time. Donse0uently, the writer had to manage the lesson
plan and the time properly.
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In conducting the research, there were two indicators in the syllabus of
English subect, asking and stating. The indicators were applied by the teacher in
the learning and teaching process. 3eanwhile the writer did not apply the
indicator =asking2 in the pretest and posttest. In conducting the tests, the writer
only asked the students to describe the differences of the pictures based on the
things, the color and the position of the things.
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CHAPTER 6
CONC0U#ION# AND RECOENDATION#
A. Conc(usions
%fter analy6ing the data of this research, some conclusion can be
drawn. %ccording to the result, it showed that there was an improvement of
students2 mean score on posttest after taught by using 71ind the 8ifference9
;ame. It also showed that there was mediocre correlation between 71ind the
8ifference9 ;ame and speaking ability in order to know the effectiveness of 71ind the 8ifference9 ;ame on speaking ability.
*ased on the interpretation of students2 average score in each aspect of
speaking, all of the aspects are increased. It showed that applying 71ind the
8ifference9 ;ame for speaking activity gave significant different on students2
average score in each aspect of speaking. 4verall, it was found that the value
of ttest was larger than the ttable, the alternative hypothesis was accepted
and Jull hypothesis was reected. This research answered the research
0uestion that applying 71ind the 8ifference9 ;ame is effective on speaking
ability of the second year studentsof #3P *abussalamPekanbaru.
B. Reco,,endations
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%ccording to the conclusions above and some weaknesses, there are
several recommendations that useful for teaching speaking through game,
especially 71ind the 8ifference9 ;ame. The recommendations are?
(. 71ind the 8ifference9 ;ame is suggested as one of the alternative teaching
media that can be used by English teachersbecause since this teaching
mediaeffectiveto use inteaching speaking and can generated the students2
motivation. This game gives students opportunity to use the language
freely without any pressure.
&. In applying 71ind the 8ifference9 ;ame, it is suggested that the
teacher shave to prepare the lesson plan well in order to cover games so the
problem such as material and time management could be reduced as much
as possible. *ecause, this game needs much time.
). This game is also needed to apply in teaching speaking andGor teaching
and learning process, because the students are more active in using the
language. They are not feeling bored in teaching and learning process.
-. 1or the next research, all indicators in the lesson plan must be applying
both in pretest posttest and in teaching and learning process.
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BIB0IO+RAPH9
/nasudiono) 2008) PengantarStatistikPendidikan) aarta+ T)aa ,randoersada
*rown, !.8., (
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*rown, 8. ". +(-. /rinciples o" ,an%ua%e ,earnin% and Teachin% . Englewood
Dliffs? Prentice "all /egent.
*rown, 8. &''(. Teachin% by /rinciples: -n nteractive -pproach to ,an%ua%e
/eda%o%y 2nd ed343 Jew >ork? Longman
Emma /osana1ebriyanti. &'('. Teaching #peaking of English as a 1oreign
Language? Problems and #olutions. Thesis published. Teacher2s Training
and Education 1aculty Lambung3angkurat $niversity. *anarmasin.
;ay, L./. et all, &''. 5ducational *esearch: 6o$petencies "or -nalysis and
-pplication Ninth 5ds43 Jew !ersey? Pearson Education, Inc.
"adfield, !. (. nter$ediate 7ocabulary .a$es3"arlow, Essex? Longman.
"arris, 8avid P. (C-. Testin% 5n%lish as - +econd ,an%ua%e. ;eorgetown
$niversity. 5ashington 8D.
"armer, !., &''(. The /ractice o" 5n%lish ,an%ua%e Teachin% rd 5d4.%ddison
5esley Publishing Dompany? Dambridge.
"armer, !., &''C. How to Teach 5n%lish. Pearson Education Limited? Dambridge.
"atch, E., and 1arhady, 1., (
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/etna 4ktaviani Uahra. &'('. *ahasa Inggris Itu Tidak #ulit.
http?GGbasindoa.blogspot.comG&'('G'(Gbahasainggrisitutidaksulit.html
+rectrieved on 4ct &)rd &'().
/ichards, !.D., &''