improving students' speaking ability through communication games

143 Pages·2011·3.82 MB·English

IMPROVING STUDENTS’ SPEAKING ABILITY
THROUGH COMMUNICATION GAMES
(A Classroom Action Research in the Seventh Grade Students of YMJ (Yayasan
Miftahul Jannah) Junior High School, Ciputat)

A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial
Fulfillment of the Requirements for the Degree of Strata 1 (S. Pd) in English
Language Education

By:
Musripatul Khoiriyah
106014000409

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
IMPROVING STUDENTS’ SPEAKING ABILITY
THROUGH COMMUNICATION GAMES
(A Classroom Action Research in the Seventh Grade Junior High School of SMP
YMJ (Yayasan Miftahul Jannah) Ciputat)

A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial
Fulfillment of the Requirements for the Degree of Strata 1 (S. Pd) in English
Language Education

By:
MUSRIPATUL KHOIRIYAH
106014000409

Approved by the Advisor

Drs. Sunardi Kartowisastro, Dipl Ed.
NIP. 19440719 196510 2 001

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiya and Teachers’ Training
certifies that the Paper entitled, “Improving Students’ Speaking Ability
Through Communication Games” (A Classroom Action Research in the
Seventh Grade of YMJ (Yayasan Miftahul Jannah) Junior High School
Ciputat) written by Musrifatul Khairiyah, student’s registration number :
106014000409, was examined by the Committee on Wednesday June 28th, 2011
and was declared to have passed and, therefore, fulfilled one of the requirements
for the academic title of S.Pd. (S. Pd) in English Language Education at The
Department of English Education.

Jakarta, 29 June 2011

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki M.Pd. (__________________)
NIP. 19641212 199103 1 002

SECRETARY : Neneng Sunengsih, S.Pd. (__________________)
NIP. 19730625 199903 2 001

EXAMINERS : 1. Drs. Nasrun Mahmud, M.Pd (__________________)
NIP.

2. Dr. M. Farkhan, M.Pd (__________________)
NIP. 19650919 200003 1 002

Acknowledged by:
Dean of Tarbiya and Teachers’ Training Faculty

Prof. Dr. Dede Rosyada, MA.
NIP. 19571005 198703 1 003
i
ii

ABSTRACT

Musrifatul Khairiyah, (106014000409). Improving Students’ Speaking Ability
through Communication Games (A Classroom Action Research in the Seventh
Grade Students of YMJ (Yayasan Miftahul Jannah) Juniuor High School,
Ciputat), “Skripsi”, Department of English Education, the Faculty of Tarbiya and
Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2011.

This study was designed to improve the students’ speaking ability by using
communication games. The objectives of the study was to find out whether
communication games can improve students’ speaking ability and how
communication games improve students’ speaking ability in the seventh grade
students’ of YMJ (Yayasan Miftahul Jannah) Junior High School Ciputat.

The method used in this study was Classroom Action Research (CAR). This study
was applied by collaborative classroom action research. The researcher acted as
the teacher whiles the English teacher of SMP YMJ Ciputat as an observer and
collaborator. This study was done based on Kurt Lewin’s model with the
following procedures: planning, acting, observing, and reflecting. It was carried
out in two cycles. Each cycle consisted of three meetings. The data of the study
were gathered through the following instruments– interview, observation notes,
questionnaire and test. The subjects of this study were 45 students’ seventh grade
of SMP YMJ (Yayasan Miftahul Jannah) Junior High School Ciputat of the
2010/2011 academic year.

The result of this study showed using communication games in teaching speaking
was very effective to help the students improve their speaking ability. Most of the
students gradually gained good scores at the end of each cycle. The score of
Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) of English
lesson was 65 (sixty seven). The students’ mean score in pretest was 50.76, in the
posttest I was 61.1 and in the posttest II was 70.84. On the other hand, the
students who passed KKM were 9 students or 20% in the pretest, whereas in the
posttest I there were 19 students or 42.2%, and in the posttest II there were 37
students or 82.2%, so the criteria of success was achieved. Then, from the result
of questionnaire, it showed that 76.45% students were motivated during the
implemented Communication games in learning Speaking. Moreover, the results
of observation notes and interview showed that the students participated
enthusiastically and communicatively. The class condition during teaching
learning process was also good. In addition there was a positive response from the
students and the English teacher about implementing the action. In conclusion
Communication games can improve students’ speaking ability and it also can
increase students’ motivation and participation.

Key words: Speaking Skill, Communication Games
iii

ABSTRACT

Musripatul Khoiriyah, (106014000409). Meningkatkan Kemampuan Berbicara
Siswa melalui Metode Permainan Komunikasi (Penelitian Tindakan Kelas di
kelas VII SMP YMJ (Yayasan Miftahul Jannah) Ciputat), Skripsi, Jurusan
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Islam Negeri Syarif Hidayatullah Jakarta.

Penelitian ini dirancang untuk meningkatkan kemampuan berbicara siswa dengan
menggunakan metode permainan komunikasi. Tujuan dari penelitian ini adalah
untuk mengetahui apakah metode permainan komunikasi dapat meningkatkan
kemampuan berbicara siswa dan bagaimana metode permainan komunikasi
meningkatkan kemampuan berbicara siswa kelas VII di SMP YMJ (Yayasan
Miftahul Jannah) Ciputat.

Metode yang digunakan pada penelitian ini adalah Penelitian Tindakan Kelas
(PTK). Penelitian ini diterapkan dengan menggunakan penelitian tindakan kelas
yang bersifat kolaboratif. Penulis berperan sebagai pengajar sedangkan guru
bahasa Inggris di SMP YMJ sebagai pengamat dan kolaborator. Penelitian ini
dilaksanakan berdasarkan model Kurt Lewin dengan diikuti prosedur-prosedur
yaitu, perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini
dilaksanakn sebanyak dua siklus, tiap siklus terdiri dari tiga pertemuan. Data
penelitian dikumpulkan melalui beberapa instrumen yaitu wawancara, catatan
pengamatan, angket, dan hasil tes yang diberikan pada siswa. Subyek penelitian
ini adalah 45 siswa kelas VII SMP YMJ Ciputat pada tahun ajaran 2010/2011.

Hasil penelitian ini menunjukkan bahwa permainan komunikasi dalam mengajar
bahasa inggris sangat efektif untuk membantu siswa dalam meningkatkan
kemampuan berbicara. Kebanyakan siswa mendapatkan nilai yang bagus secara
bertahap pada akhir siklus. Nilai kriteria Ketuntasan Minimal (KKM) dalam
pelajaran bahasa inggris adalah 65. Nilai rata-rata pada pretest adalah 50.76, pada
posttest I adalah 61.1 dan pada posttest II adalah 70.84. Dengan kata lain, siswa
yang lulus KKM adalah, 9 siswa atau 20% siswa pada pretest, sedangkan dalam
posttest I sebanayk 19 siswa atau 42.2%, dan di posttest II sebanyak 37 siswa atau
82.2, dengan demikian kriteria keberhasilan telah dicapai. Kemudian dari data
hasil angket diketahui bahwa 76.45% siswa termotivasi selama penerapan metode
permainan komunikasi dalam belajar berbicara bahasa inggris. Lebih dari itu,
hasil dari catatan pengamatan dan wawancara menunjukan bahwa siswa
berpartisipasi dengan antusias dan komunikatif. Kondisi kelas selama kegiatan
belajar mengajar tergolong baik. Selain itu ada tanggapan positif dari siswa dan
guru bahasa inggris mengenai penerapan tindakan. Kesimpulannya, permainan
komunikasi dapat meningkatkan kemampuan siswa dalam berbicara serta dapat
meningkatkan motivasi dan partsipasi mereka.

Kata Kunci: Kemampuan Berbicara, Permainan Komunikasi.
iv

ACKNOWLEDGEMENTS

All praise be to Allah, Lord of the worlds, who has given the writer His
Mercies, Blesses and permission to accomplish this research paper “Skripsi”.
Peace and salutation be upon the last prophet Muhammad SAW, his family, his
friends and his followers.
This research paper is presented to the Department of English Education,
the Faculty of Tarbiya and Teachers Training State Islamic University Syarif
Hidayatullah Jakarta as a partial fulfillment of the requirements for the degree of
Strata 1 (Bachelor of Art) in English Language Education.
The writer would like to express her special great honor and deepest
gratitude to her beloved parents, her mother (Hj. Gogoy Lugoyah, S. Ag) and her
father, (Bpk H. Encep Saepullah, S. Ag) for their love which always warmed her
heart, then for their help, support, motivation and moral encouragement to finish
her study.
Next, the writer would like to express her great gratitude and appreciation
to her advisor, Drs. H. Sunardi Kartowisastro, Dipl Ed. for his valuable guidance,
motivation, attention, correction and suggestion for the completion of this
research paper.
The writer would also like to express her gratitude to:
1. All lecturers in English Education Department who have taught the
writer useful knowledge and skills.
2. Drs. Syauki, M. Pd. The head of English Education Department.
3. Neneng Sunengsih, S.Pd. The Secretary of English Education
Department.
4. Prof. Dr. Dede Rosyada, M.A. The Dean of the Faculty of Tarbiyah
and Teachers’ Training.
5. Drs. Trisno Yulianto, M. Pd. The headmaster of SMP YMJ Ciputat.
v

6. Misbahuddin, S. Pd. The English Teacher of SMP YMJ and all of his
students in the eleventh grade of Yunior High School at SMP YMJ
Ciputat.
7. Irfan Prabudiansyah, M.Sc. Her beloved brother. Riza Tazkiyah and
Wilda Sholihaturrabbi’ah. Her beloved sisters. And her friends in
Department of English Education, especially: Syifa, Mumut, Fifi, Nur,
Rina, Ulfa, Nia, T’ Eni, Ina, Dila, Evan, Ufi. Thanks for the kindness,
attentions, and cheerfulness.
May Allah bless all of them.
The writer realizes that this paper is far from being perfect. Therefore, the
writer would highly welcome any suggestions or critiques to make this paper
better. Then, the writer hopes that this paper will give advantages for all.

Jakarta, 28 June 2011

The Writer
vi

TABLE OF CONTENTS

Page

ENDORSEMENT SHEET ........................................................................... i
ABSTRACT .................................................................................................. ii
ABSTRAK ..................................................................................................... iii
ACKNOWLEDGMENTS ............................................................................. iv
TABLE OF CONTENTS .............................................................................. vi
LIST OF TABLES ....................................................................................... ix
LIST OF FIGURES ....................................................................................... x
LIST OF APPENDICES ... ........................................................................... xi

CHAPTER I INTRODUCTION
A. The Background of the Study ......................................... 1
B. The Problem of the Study ................................................ 5
C. The Objective of the Study ............................................... 5
D. The Significance of the Study........................................... 5
E. Scope of the Study .......................................................... 6
F. The Definition of Key Terms .......................................... 6

CHAPTER II THEORETICAL FRAMEWORK
A. Speaking ......................................................................... 7
1. The Understanding of Speaking… ............................. 7
2. The Elements of Speaking ....................................... 10
3. The Function of the Speaking .................................. 11
4. The purpose of Teaching Speaking .......................... 13
5. Kinds of Speaking Activities .................................... 16
B. Communication Games .................................................. 18
1. The Understanding of Communication Games ........ 18
2. The Significance of Communication Games ............. 20
3. Types of Communication Games ............................ 22
vii

C. Teaching Speaking by using Communication Games …. 25

CHAPTER III RESEARCH METHODOLOGY
A. The Research Design...................................................... 27
B. The Research Setting and Subject .................................. 30
C. Research Procedure ........................................................ 30
1. Planning the Action .................................................. 31
2. Implementing the Action .......................................... 33
3. Observing the Action ............................................... 34
4. Reflecting the Action .............................................. 34
D. Data and Data Sources .................................................. 37
E. Instruments and Technique of Data Collection .............. 37
F. Technique of Data Analysis .......................................... 40

CHAPTER IV RESEARCH FINDINGS
A. Findings before Implementing the CAR ......................... 43
1. The Result of Pre Observation .................................. 44
2. The Result of Pre Interview ..................................... 44
3. The Result of Pre Questionnaire ............................... 46
4. The Result of Pre Test .............................................. 48
B. Findings during Implementing the CAR ........................ 49
1. First Cycle ................................................................ 49
a. Planning ............................................................. 49
b. Acting ................................................................ 49
c. Observing........................................................... 52
d. Reflecting........................................................... 53
2. Second Cycle .......................................................... 54
a. Planning ............................................................. 54
b. Acting ................................................................ 55
c. Observing........................................................... 58
d. Reflecting........................................................... 59
viii

C. Findings after Implementing CAR .................................. 60
1. The Result of Post Observation ................................. 60
2. The Result of Post Interview ..................................... 60
3. The Result of Post Questionnaire .............................. 61
4. The Result of Post Test ............................................. 63
a. The Result of Post Test I ...................................... 65
b. The Result of Post Test I ...................................... 65

CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .................................................................... 67
B. Suggestion ..................................................................... 68

BIBLIOGRAPHY ......................................................................................... 70
APPENDICES ............................................................................................... 74