IMPROVING STUDENTS’ SPEAKING PROFICIENCY USING …

1 IMPROVING STUDENTS SPEAKING PROFICIENCY USING GAMES(A Classroom Action Research on the Eight Grade Students of SMP Negeri 2 Baki Sukoharjo 2008/2009 Academic Year)Written By:DWI NURUL FAJARIYAHK2204023 THESISS ubmitted to Teacher Trainingand Education Faculty of Sebelas Maret University to Fulfill one of the Requirements for Achieving the Undergraduate Degree of English Education TEACHER TRAINING AND EDUCATION FACULTYSEBELAS MARET UNIVERSITYSURAKARTA2009brought to you by COREView metadata, citation and similar papers at by Sebelas Maret Institutional RepositoryiiABSTRACTDwi Nurul Fajariyah. K Students SPEAKING PROFICIENCY USING Games (AClassroom Action Research on the Eight Grade Students of SMP N 2 Baki Sukoharjo in 2008/2009 Academic Year). A Thesis.

2 Teacher Training and Education Faculty, Sebelas Maret University. Surakarta. action research study is designed to improve students SPEAKING PROFICIENCY by implementing games. The aims of this research are: 1) to describe whether or not and to what extent games improve SPEAKING PROFICIENCY ; 2) to identify the situation when games are implemented in the SPEAKING research is conducted from 3rdApril to 8thMay 2009. The subject of the study isthe students of class 8E of SMP Negeri 2 Baki, Sukoharjo. The researchiscarried out in two cycles; each cycle consists of two classroom cycle consist of a series of step. They are identifying the problem, planning the action, implementing the action, observing the action, reflecting the action and revising the plan.

3 Data arecollected throughsurvey,observation and interview. The observation was reflected in field notes, research diary, audio-recording and photograph. The researcher analyzed both qualitative data and quantitative data. Qualitative data are analyzed by USING constant comparativemethod that consist of four steps namely comparing incidents applicable to each category, integrating categories and their properties, delimiting the theory and writing the theory. The quantitative data are analyzed by USING descriptive data, which are collected by conducting pre test and post test, are analyzed to know the improvement of students SPEAKING PROFICIENCY . The mean score of pre-test is This score improved to in post- test 1 and even higher in post test 2 thatis From the qualitative data, the researcher finds that the implementation of games improve the students SPEAKING PROFICIENCY and the classroom research finding shows that students SPEAKING PROFICIENCY improved in the termof ability in: 1) answering the teacher s questions orally2) identifying the words and grammar used in the expression3) makingsentences USING appropriate grammar and vocabulary4) expressing their idea.

4 Besides, the classroom situation is also more alive in terms of the students activeness in: 1)joining the activities2) asking the teacher about their difficulties 3) discussing the task with their friend4) increasing their motivation to study of conducting action research is invaluable and inspiring experience that gives the researcher new knowledge. It is hoped that action research can be implemented by other researchers to achieve a better teaching and learning thesis has been approved by the consultants to be examined by the board of thesis examiners of the English Department of Teacher Training and Education Faculty, Sebelas Maret University : By: First Consultant, Second Consultant,Dra. Hj.

5 Dewi Rochsantiningsih, , 19600918 198702 2 001 Drs. Siswantoro, 195410009 198503 1 001ivvMOTTO Baikkan hati, hebatkan impian, sederhanakan apa yang terjadi (Mario Teguh)viDEDICATIONWith deep profound love, this research is devoted to:1. My beloved father and mother2. My beloved sisters and brotherviiACKNOWLEDGEMENTA lhamdulillahirobbil alamin. All praise and thanks be only for Allah SWT, the Almighty God that gives His blessing and His help so the writer can finish her thesis. In the process of her study, she received support, contribution, and assistance from many people. Thus, there are honorable people that are important to the writer to whomshe can only express her Dean of Teacher Training and Education Faculty for approving this Head of English Department of Teacher Training and Education Faculty for giving the writer permission to write the Hj.

6 Dewi Rochsantiningsih, , , the writer s first consultant forher patience, guidance, and suggestions. Siswantoro, , the writer s second consultant for his patience, guidance, and Juwardi as the headmaster of SMPN 2 Baki Sukoharjo for facilitating the writer in collecting the Handayani, as the English teacher of the eighth class who has helped the writer in doing the students of the eighth class for the cooperation during the research. beloved parents for their love, supports, helps, prayers, understandings, and everything that they give to the writer realizes that this thesis still has many mistakes and inaccuracies. Therefore, she accepts gratefully every suggestions, criticisms and comments from those who concern to this thesis.

7 Hopefully, this thesis will be able to give contribution and be useful for the readers especially for those who are interested in the similar study. Surakarta, August 2009 Dwi NurulviiiTABLE OF CONTENTTITLE OF iABSTRACT PAGE .. iiAPPROVAL PAGE .. iiiLEGITIMATION PAGE .. ivMOTTO PAGE ..vDEDICATION PAGE .. viACKNOWLEDGEMENT .. viiTABLE OF CONTENT .. viiiLIST OF xiLIAT OF GRAPHS ..xiiLIST OF APPENDICES .. xiiiCHAPTER IINTRODUCTION .. of the Study .. Statement .. of the Study .. of the Study ..6 CHAPTER IITHEORITICAL REVIEW .. PROFICIENCY .. Definition of SPEAKING PROFICIENCY .. Level of SPEAKING PROFICIENCY .. Accuracy and SPEAKING Concept of Teaching Teacher Characteristics of Successful SPEAKING Problem with SPEAKING Activities.

8 15d. Solutions for the Problem of SPEAKING Activities .. The Definition of Games ..182. Characteristic of Games in Language Learning ..204. Kinds of Games .. Relationship between Games and SPEAKING Games in the SPEAKING in SPEAKING to Play IIIRESEARCH METHOD .. Research Method of the Research .. Model of Action Research .. Procedure of Action Research .. Technique of Collecting of Analyzing of the IVRESEARCH FINDINGS AND DISCUSSION .. Prior to the Implementation .. 1 ..471.)Planning the Action ..472.)Implementing the Action ..473.)Observing the Action ..514.)Reflecting the Action )Revising the Plan .. 2 ..541.)Planning the Action ..542.)Implementing the Action ..553.)Observing the Action ..584.)Reflecting the Action )Revising the Plan.

9 Findings .. Discussion ..63 CHAPTERVCONCLUSION, IMPLICATION, AND SUGGESTION ..71 BIBLIOGRAPHY ..73 APPENDICES ..75xiLIST OF TABLEST able of the Research ..36 Table of Collecting Priorto the of Research of Situation Before and After OF GRAPH Graph Result of SPEAKING OF APPENDIXESA ppendix Research Schedule ..75 Appendix 2. The List of the Students ..76 Appendix 3. The Students Pre-Test and Post-Test ..77 Appendix 4. Lesson Plans ..81 Appendix 5. Field Notes ..94 Appendix 6. The Research Diary ..114 Appendix 7. The Draft ofInterview to the 8. The Students Diary ..121 Appendix 9. The Photograph ..124 Appendix Material Pre-Test and Post-Test ..126 Appendix 11. the Curriculum of SMP N 2 Baki sukoharjo ..134 Appendix 12. Permits ..140xivCHAPTER IINTRODUCTIONA.

10 The Background of the StudyKnowing Englishinvolves not only producingthelanguage correctly, but also USING it for particular purposes. Fraser (in Richards, 1983:30) states that when people use language, they characteristically do three things: they say something, they indicate how they intend the hearer to take what they said, and they have definite effects on the hearer results. In this context, it can be said that language means something spoken. People usually speak or share their opinion with one another by USING it. Students learning language is considered to be successful if they can communicate effectively in their second or foreign language. Hadfiels (1999:7) says that SPEAKING is a kind of bridge for learners between classroom and the world outside.