CONTOH SKRIPSI TERBARU 2018
CHAPTER I
INTRODUCTION
A.Background of
the Study.
Look at the developing science and technology, language has an
important rule for human life, by using language the people will express their
ideas, emotion, and desires, and it is used as a medium to interact with one
another, to fulfil their daily need. English has been the most important
language in international communication. The people all over the world speak
the language when they meet one another in every international meeting,
workshop, or conference. All countries in the world have set the language as
one of the compulsory subject studied at school.
English has many functions, one of them as stated in the 2004
curriculum that English is means for the students to develop science,
technology, culture and art, and the final objective of teaching and learning
process is the students are expected to master the four skills of language:
listening, speaking, reading, and writing. Teaching and learning will be
success if they are supported by some factors such as the method that is used
in teaching English, completeness of teaching facilitation, interesting media,
and condition of school environment.
Indonesia as one of the developing countries has also set its
educational curriculum to include English as a foreign language which is
studied from junior high school up to the university level. Being successful
students are not easy, this fact can be seen mostly at eight grader of SMP
ISLAM 01 Talang Sari Jember, although they have been studying English for more
than a year, but they are still unable to use English in interacting with their
teacher in the classroom.
Speaking is important for them to practice their capability and
their understanding, how to send idea, and how to spell word well; in this case
the students’ motivation and interest are very needed to make the process of
their understanding more easily.
Because of the material of English subject is very variety, so the
teachers are obligated to choose the suitable approach, strategy, and method in
order to achieve the teaching purposes easily, and the media will make the
students to be more motivated to study. The teacher who is able to present the
material easily will be students’ idol. The teacher can use some methods in
teaching learning process to help the students’ understanding about the
material that is explained. In applying method, the teachers have to prepare
many things like; teaching material, classroom management, and many other
aspects because using inappropriate technique can make the students get difficulties
in understanding the teacher’s explanation and it means that the teacher may be
failed in teaching them.
To make the students have strong interest in teaching and learning
process especially in learning speaking, the teacher should take the best
approach, method, and strategies. Then, the teacher can use media in teaching
of English language, method are used to help the students for speaking to make
interaction between the teacher and students. Furthermore, the teacher has to
prepare the interested aids before teaching learning process done. In this
case, the researcher used board game as method in teaching learning processes.
The teacher can use board game as method in teaching and learning
processes. According to (Hornby; 1995, p. 486) game is an activity that you do
to have some fun. Board game can be defined as something or an instrument that
is used to attract students’ motivation to follow the teaching and learning
process because board game can make the students more focus in learning, because
they do not feel that they are forced to learn. They also enable learners to
acquire new experiences within a foreign language which are not always possible
during a typical lesson. Board game can be method that will give many
advantages for teacher and the students either.
Method must be able to increase the students’ motivation in
learning English, especially in speaking English. And, method has to be able to
manipulate, see able, listenable, and readable. At last the teacher hopes that
method can motivate his students to speak English to communicate their need
especially in the classroom and in their daily need in general.
Board game as a method of intertwinement can build up the students’
motivation and reinforce any language skill as speaking and listening. The
students playing board game in the classroom only for language learning and
help them to increase their speaking skill which they can apply it outside of
the classroom.
Communication is one of the implementation of language function in
society as a means of carrying out the affairs. Students are not easy to speak
English fluently if they only study at school generally, they will get it in
real life listening to the native speaker. But, if the school has certain rule
and has good condition of school environment, so the students can speak English
as well.
Speaking is one of four language skills, which is basic function of
language as communication instrument. Students who study at the school which
use certain language will be a good speaker, different from students who study
at the other school. They will get difficulties in using English to speak each
other; it is caused by condition of school environment and media that is used
in teaching them.
B.Focus of the
Study
Based on the background of the study above, this study is limited
to find out the increasing of students’ speaking ability through board game.
The subject of the study is the eighth graders of SMP ISLAM 01 Talang Sari
Jember in the school year 2012/2013.
C.Statement of
the Problem
Based on the background above, the problem can be formulated as
follows: “How can board game increase the students’ speaking ability at the
eighth graders of SMP ISLAM 01 Talang Sari Jember in the school year
2012/2013?’’
D.Purpose of
the Study
This study is aimed at finding out the role of board game
in increasing students’ speaking ability for the eighth graders of SMP
ISLAM 01 Talang Sari Jember in the school year 2012/2013.
E.Significances
of the Study
The
results of this study are expected to give both theoretical and practical
benefits as follows:
1.Theoretically
The result of this study is expected to find out strategy of
increasing students’ speaking ability through board game.
2.Practically
a.Teacher
1)Teacher
can use the material easier and she/he will have a new method to
teach speaking by using board game.
2)The
teacher can make this method to be an interesting method in other the students
easy to understand in learning english speaking.
b.Students
1)The
students will be easy to understand about how to say something.
2)It will improve the student’s
ability in speaking.
c.Researcher
1)Can use the result of this study
to be reference.
2)Can search the same variable.
CHAPTER II
REVIEW OF LITERATURE AND ATION HYPOTHESIS
A.Speaking Ability
In this chapter will discuss about the nature of speaking, the
meaning of speaking, the function of speaking, the aspect of speaking ability,
and macro and micro skill of speaking ability.
1.The Nature of Speaking Ability
Brown (in Islamiyah, 2007, p. 14) states that speaking is a
productive skill that can be directly and empirically observed, those
observations are invariably collared by the accuracy and fluency. While, he
also states that speaking is the product of creative construction of linguistic
strings, the speakers make choices of lexicon, structure, and discourse.
Poerdarminta (in Islamiyah, 2007, p. 14) states that the classical
meaning of speaking is the ability to talk, and to speak. The main purpose of
speaking is to send the message for the other one or to be able to communicate
about something in language and understood by someone who becomes a listener.
Tarigan (in Islamiyah, 2007, p. 14) states that speaking is one of
the language skills in oral form to express the speakers’ ideas to everybody
else. While, speaking is the informal interchange of thought and information by
spoken words.
2.The Meaning of Speaking Ability.
Speaking ability consists of two words are speaking and ability. To
avoid misunderstanding about the meaning of speaking ability, it will clarify
one by one. According to Poerwadarminta (1985, p. 109). It is also stated by
Hornby (1990, p. 51) that ability’s potential capacity of power to do something
physically or mentally. Those description may concluded that ability is capability
of human which identical with ability. According to Djiwandono (in Munir, 2005,
p. 16) speaking is the activity to express thought and feeling orally.
Speaking is an articulation of sound to express thought. Tarigan
(1990, p.15), says that speaking is the capability in pronouncing sound or word
to express or convey though, idea or feeling” opinion and wish. Another expert
says that speaking is talk or speaks (Haryanto in Sunardi, 2004, p. 13). If
both speaking and ability are combined, so it means a capability to utter the
articulation of sound to express or to deliver thought, opinion and wish to the
other person.
3.The Function of Speaking Ability
Brown and Yule in Fauzi (2012, p. 4) also describe a useful
distinction between two basic language function. These are the transactional
function, which is primarily concerned with the transfer of information, and
the interactional function, in which the primary purpose of speech is the
maintenance of social relationship.
Another basic distinction when considering the development of
speaking ability is between monologue and dialogue. They ability to give an
uninterrupted oral presentation is very clear from interacting one people and
another speakers for transactional and intersectional purpose, while, all
native speakers can and do use language interaction, not all native speaker
have the ability to be extempore on a given subject to group of listeners.
Furthermore, Brown and Yule in Fauzi (2012, p. 4) suggest that most language
teaching is concerned with developing skills in short intersectional exchanges
in which the learner is only required to make one or two utterance at a time.
Based on the above statement, Bygate in Fauzi (2012, p. 5)
distinguishes that “between motor-perceptive skill, which are concerned with
correctly using the sound and structures of language, and interactional skill,
which involves motor perceptive skill for the purpose of communication” motor
perceptive skill are developed in the language classroom through activities
such as model dialogues, patterns practice, oral drills and so on, until
relatively recently, it was assumed that the mastery of motor perceptive skill
was that needed all one, in order to communicated successfully.
4.The Aspect of Speaking Ability
Darmodihardjo in Fauzi (2012, p. 7) states about the aspects of
speaking that is “the requirements of effective speaking such as: intonation,
phonetic transcription and environment expression”
The opinion above describes that, to able communicate effectively,
it must be considered that situation of sound utterance, pronunciation and
physical. On the other hand, Valetto in Fauzi (2012, p. 7) says that “The
elements which are in speaking cover phonetic transcription, grammar,
vocabulary, the effective and speaking”
Meanwhile, Haris in Fauzi (2012, p.
7) clarifies as follows:
“Like
writing speaking is complex skill requiring the simultaneous use of number of
the different abilities which often developed of different rates either four of
five components are generally recognized in analyze of the speak process: (a)
pronunciation concluding the segmental features vowel, and consonants,
vocabulary, stress and intonation pattern the flow speech, (b) grammar, (c)
vocabulary, (d) fluency (the case and speed of the flow speech). The solve
probably be added, (e) comprehension for oral communication certainly requires
a subject the response to speak as well as imitation.
Based on the statement above, it can be concluded that the aspects
of the speaking ability in this research are: (a) pronunciation competence, (b)
grammatical ability, (c) vocabulary mastery, (d) the fluently of speaking, and
(e) the understanding of the topic of speaking.
5. Macro and Micro Skill of
Speaking Ability
a)Macro Skills of Speaking
(Sharma, 2010, P. 5). Here are the skills that should be
implemented in speaking activities: Appropriately
accomplish communicative functions according to situations, participants, and
goals.
Use appropriate styles, registers, implicative, redundancies,
pragmatic conventions, conversion rules, floor keeping and yielding,
interrupting, and other sociolinguistic features in face-to-face conversations.
Convey links and connections between events and communicate such
relations as focal and peripheral ideas, events and feeling, new information
and given information, generalisation and exemplification.
Convey facial features, kinesics, body language, and other
nonverbal cues along with verbal language.
Develop and use a battery of speaking strategies, such as
emphasizing key words, rephrasing, providing a context for interpreting the
meaning of words, appealing for help, and accurately assessing how well
your interlocutor is understanding you.
b)Micro Skill of Speaking
Here
are some of the micro skills involved in speaking. The speaker has to:
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Pronounce
the distinctive sounds of a language clearly enough so that people can
distinguish them. This includes making tonal distinctions.
Use stress and rhythmic patterns,
and intonation patterns of the language clearly enough so that people can
understand what is said.
Use the correct forms of words.
This may mean, for example, changes in the tense, case, or gender.
Put words together in correct word
order.
Use vocabulary appropriately.
Use the register or language
variety that is appropriate to the situation and the relationship to the
conversation partner.
Make clear to the listener the
main sentence constituents, such as subject, verb, object, by whatever means
the language uses.
Make the main ideas stand out from
supporting ideas or information.
Make the discourse hang together
so that people can follow what you are saying. (Carol
J. Orwig 1999, P. 23).
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B.Board Game
This
chapter discuses about the meaning of board game, the concept of board game,
the advantages of board game, the disadvantages of board game, and teaching
speaking by using board game.
1.The Meaning of Board Game.
To increase the speaking skill we need method to be used. One of
them is game. The definition of game is an activity that you do to have some
fun (Hornby, 1995, p. 486). Therefore, board game can be defined as something
or an instrument that is used to attract students’ motivation to follow the
teaching and learning process because board game can make the students more
focus in learning, because they do not feel that they are forced to learn. They
also enable learners to acquire new experiences within a foreign language which
are not always possible during a typical lesson. Board game can be method that
will give many advantages for teacher and the students either. Buckby (1994, P.
82) The useful of board game are attract the students to learn English because
it is fun and make them want to have experiment, discover and interact with
their environment are:
a).Board
game adds variation to a lesson and increase motivation by providing a
plausible incentive to use the target language. For many children between four
and twelve years old, especially the youngest, language learning will not be
the key motivation factor. Board game can provide this stimulus. Buckby (1994,
P. 82).
b). The
game context makes the foreign language immediately useful to the children. It
brings the target language to life. Buckby (1994, P. 82).the board game makes
the reason for speaking plausible even to reluctant children.
c). Through
playing board game, students can learn English they way children learn their
mother tongue without being aware they are studying; thus without stress, they
can learn a lot.
d) . Even shy students can
participate positively.
e). Make
your classroom a lively place through the use of attractive wall displays,
displays of pupils’ work, etc. language classroom is noisy with the language
(English) is good because it will make the classroom more live in English
(practice)
f). Motivate
pupils to want to learn English by using interesting and enjoyable learning
activities. E.g., project work, board game, drama. It means learning by
playing.
g). Create
warm and happy atmosphere where teacher and pupil enjoy working together.
Teacher arranges good atmosphere in classroom and make the students interested.
h). Help
pupils to develop personal reasons for learning English. For example by
encouraging out-of –school class activities, e.g. pen friends, project, reading
story books.
i). Make
learning English enjoyable and fun-remember you are influencing their attitude
to language learning. (Lower as affective filter). It means teacher has to try
in order to students are having fun in learning (learning by playing). Remember
teacher is influencing their attitude to language learning
j). Do
not worry about mistakes. Be encouraging – make sure children feel comfortable,
and not afraid to take part. It means teacher does not blame directly to
students, teacher must give support to students while repair their mistakes.
k). Use
a lot of gestures, actions, pictures to demonstrate what you mean. It means
teacher has to try to accompany her explanation with method in order to
students understand easily. Don’t force the students to use the language
directly, just give them examples by gestures
l). Talk
a lot to them in English, especially about things they can see. Teacher must
teach them by using English, especially about anything in their surroundings.
m). Play
board game, singsongs, say rhymes and chants together. It means teacher has
skills in playing board game, singsong etc to make them enjoy and interest in
learning.
n). Tell
simple theories in English, using pictures, acting with different voices.
o). Do
not worry when they use their mother tongue. You can answer a mother tongue
question in English, and sometimes recast in English what they say in their
mother tongue. It means if the students use their mother tongue, the teacher
translate to English and repeat again, again and again to make them always
remember what teacher means.
p). Constantly
recycle new language but do not be afraid to add new things or to use words
they will not know. Teacher gives new language while remember the last topic.
q). Plan
lesson with varied activities, some quiet, some noisy, some sitting, some standing
and moving, it means teacher must demonstrate his teaching with several
activities (moiling teaching), sometimes teacher sit, stand up in front of or
behind the students.
2. The Concept of Board
Game
Hammond (2011,
P. 1). While the concept of a board game is not new, the playing
of board games is timeless. Many of us enjoy playing a good board game now
and then. Perhaps some of us have a regular "game night."
Whether you go for the traditional Monopoly or Yates or prefer more unique
games like Gator Golf and Bolkus, board games can be very
entertaining. A lot of companies are making educational board games that
teach things such as adding or phonics. While these are obviously
educational, any type of board game can teach kids many important
concepts.
This article will address 5 important concepts that playing board
games can teach children. 1. Taking Turns and Having Patience, 2. Playing
Fair, 3. Reasoning and Strategy Skills, 4. Good Sportsmanship, 5. Friendships
and Working Together.
Taking Turns and Having Patience: In board games, kids are taught
to wait for their turn. Sometimes this can be hard as kids tend to
get anxious. However, as this skill is practiced, it will get easier for
them in board games and in playing with friends and siblings in general.
Playing Fair: It is so easy for kids to get upset when they lose a
turn or things don't go the way they planned, but it is important for them to
learn that cheating is not fair. In a way it follows the golden rule
because they wouldn't want someone else to cheat so they need to not
cheat. Learning this concept will help kids as they grow older and have
different disappointments when things don't turn out as planned. It will also
teach them to be honest in school and, later on, the workplace.
Reasoning and Strategy Skills: Playing board games will help kids
reason and strategize about the best way to "play their cards" to
their best advantage. This is an important concept in making everyday life
decisions throughout.
Good Sportsmanship: Many kids get so worked up about having to win
the game and boast if they do. Then if they don't win they may be bitter
or say hurtful things. Kids need to know that having fun is the most
important part of playing the game and to be humble and have good sportsmanship
no matter who wins. Learning this concept can help them in any friendships
they have as well as to be happy about others achievements.
3.The Advantages of Board Game
Carly (2010, P. 21). There are many advantages of using
board game in the classroom they are:
1.They
are motivating and challenging.
2.Learning
a language requires a great deal of effort.
3.Board
game helps students to make and sustain the effort of learning.
4.Board
game provides language practice in the various skills- speaking, writing,
listening and reading.
5.They
encourage students to interact and communicate.
6.They
create a meaningful context for language use.
7.Speaking
skill board game bring real world context into the classroom, and increase
students’ use of English in a flexible, meaningful and communicative way.
8.Board
games usually involve friendly competition and they keep students interested in
learning the language.
9.Board
game can help them (children) learn and hang on to new words more easily.
The reasons of the writer in choosing board game as educational
method for teaching speaking to the children are:
1.Board
game makes learning fun so your class and children are willing participants and
not just there because they have to be.
2.Playing
a game has a purpose to it, an outcome, and in order to play students have to
say things – they have a reason to communicate rather than just repeat things
back mindlessly. Therefore, they want to know and learn more.
3.Students
get to use the language all the time during the board game
4.They
involve a lot of repetition, and repetition is the mother of skill, it can be
boring, but thanks to this board game, it is fun.
5.How
do you expect your class or children to apply speaking skill if they never use
it? Repetition is the mother of skill.
6.The
board game lends themselves perfectly to quick bursts of revision. Using some
of the board game, you can revise a massive amount of speaking skill and
grammar in a few minutes.
7.If
you use board game to revise two or three topics every lesson, as well as teach
the new language, imagine how well your kids will do at exam time, and how
proud you will feel.
8.Children
have a short attention span (even more so these days with the style and pace of
the method, and computer board game), so injecting lively varied board game
into your classes to practice the language you are teaching will keep your
children alert and enjoying themselves
9.The
philosophy of encouragement incorporated into this board game allows all
students, including the less good ones, to gain in confidence. Usually this
doesn't just mean they get better at your subject, but in all subjects. This
makes everybody, including you, more motivated and optimistic, and you can
really make a difference by helping your pupils have more self-esteem so they
succeed in all areas of life.
10.You
do not need many materials to play these board game (in some cases you need
only your regular black board or classroom props). Once you have used the board
game once you will need virtually no preparation time at all!
11.You
will be able to give stimulating fun classes while keeping your evenings free
for yourself and your own hobbies, family and friends, based on the above
description, can be therefore it can be summarized that:
a).Board
games are often used as short warm-up activities or when there is some time
left at the end of a lesson. In this case, a game should not be regarded as a
marginal activity filling in odd moments when the teacher and class have
nothing better to do. Board game ought to be at the heart of teaching (foreign)
languages.
b).Board
game can be used at all stages of the lesson. But teachers must be sure that
board game provided, are suitable and carefully selected by the teachers.
c).Before
playing a game teachers should give attention to the number of students,
proficiency level, cultural context, timing, learning topic, and the classroom
settings.
4.The
Disadvantages of Board Game
Dewar (2009, p. 15). There are many disadvantages of using board
game in the classroom:
1.Most
people play with house rules (ex. money under free parking, not using the
auctions, etc) that cause the game to last much longer than it should.
2.Player
elimination. Players can get knocked out of the game early. Who wants to watch
other people play a game?
3.Too
dependent on luck. Once all the properties are bought & traded, the game is
just rolling the dice until everybody goes bankrupt.
4.Doesn't
scale well to the number of players. 4 players seem to be ideal.
5.Players
takes too long and 2 players is completely pointless (without trades, it's all
luck).
6.The
game is almost 100 years old. Much better designed games have been released
since then (Acquire, Power Grid, Settlers of Catan, Railroad Tycoon).
5.Teaching
Speaking By Using Board Game
One of game in teaching speaking English is Board Game. The effort
of the linguist has strong basic because the learner entertained with their
everyday life, give chances to the student to more creatively because Board
Game as method in teaching speaking English is very effective and more
interested because the students will be memorized the vocabulary and, the
enjoying the picture in the board. So that using Board Game in teaching
speaking will give achievement acquiring English.
Board Game can increase motivation to learn the English for the
students. They also have to add advantage of being memorable the words much
less likely that the students will forget the words, and therefore the language
practice in it, whereas language practice in even well constructed drill is
usually very quickly forgotten and finally, Board Game which helps to bring the
students memorize more words.
The teachers begin to explain the materials, the teachers use Board
Game in order to make the students have more interests, attention and
understand about the material. There are five steps that can be applied when
the teacher use Board Game: (1) take pictures in front of the class (2 try to
attract the students’ understanding about Board Game (3) the teachers begin to
explain what does the Board Game talk about; (4) in order to know the
achievement of the students, the teachers ask one of the students to repeat
again what does the teachers do before and, (5) after the teachers feel that
all the students have understood of the material, the teacher continue to
another topic.
C.Relevant
Study
The studies that have relevant with this study are: first this
study which has relevance with this research was conducted by Nugroho Noto
Susanto (2007 / 2008) on the Contribution of Speaking Practice with The Native
Speaker Toward Students’ Speaking Capability: A Case Study at Second
Year of SMAN 7 Mataram in Academic Year of 2007 / 2008.
The problem of his study, those were: What Contributions can the Native
Speaker Provide to the Students’ Speaking Capability through Study Tour Program
in the Second Year Students of SMAN 7 Mataram?
The researcher used in his study was Experimental design in
which his divided the sample into two groups that is Experimental group and
Control group with a test formula and the result of his research showed
that the mean scores of critical value test equals to 2.851, this critical
value is higher than that of degrees of freedom 400-60 at confidence level 0.05
(95 %) with 1.67 and at confidence level 0.01 (99 %) equal to 2.39.
Furthermore, the difference of his research can be seen on the
design used. He used Experimental Design and the Present researcher used class
room action research.Meanwhile, the similarity of this research is the
reseacher same discuses aboutSpeaking Ability.
Second. Nurul Hidayah (2008/2009) on the Effect of English
Speaking Club (ESC) towards the Students’ Speaking Ability for the
Second Year Students of SMA NW Pancor in the School Year of 2008/2009.
The problem of her study, those were: Does the of
English Speaking Club (ESC)towards the Students’ Speaking Ability for
the Second Year of SMA NW Pancor in the School Year of 2008-2009? To what
extent English Speaking Club (ESC) as the best program to optimize Teaching
Speaking Ability for the second year of SMA NW Pancor in the school year 2008/2009.
The research used in her study was Quantitative design by
using Ex-post FactoResearch. The result of his study shown in
testing the hypothesis the researcher used t-test 3.55 on significance level
0.05 (df=38) was 0.320 (3.55>0.320) it means that Ha (Alternative
Hypothesis) was accepted.
Furthermore, the differences of her research can be seen on the
design used. She used Quantitative design by using Ex-Post Facto and the
Present researcher used class room action research. Meanwhile, the
similarity of this research is the researcher the method in teaching
and learning process.
D.Theoretical
Framework
Based on the relevant studies result can be proposed the
theoretical framework of the research, that may used as a basic of hypothesis
formulation and to comprehend the inter variable relation.
Speaking is one of language component that is function to express
feeling, opinion, ideas, and emotion. One of strategy to increase speaking is
discussion. By board game is one method in teaching speaking which encourage
students to speak as much as possible.
According to (Hornby, 1995, p. 486). The definition of game is an
activity that you do to have some fun. Therefore, board game can be defined as
something or an instrument that is used to attract students’ motivation to
follow the teaching and learning process because board game can make the
students more focus in learning, because they do not feel that they are forced
to learn. They also enable learners to acquire new experiences within a foreign
language which are not always possible during a typical lesson. Board game can
be method that will give many advantages for teacher and the students either.
Based on the statement above, board game is as method may help the
students in learning English especially in speaking ability. Likewise, the
writer wants to investigate increasing students’ speaking ability through board
game.
E.Action Hypothesis
The hypothesis of the result study is formulated as follows:” the
implementation of board game can increase students’ ability in speaking for the
eighth graders of SMP ISLAM 01 Talang Sari Jember in the school
year 2012 / 2013.
CHAPTER III
RESEARCH METHODOLOGY
A. Research
Design
The present researcher categorized into a classroom action
research. Classroom action research design to help a teacher to find out what
is happening in his or her classroom, and to use that information to make the
wise decisions for the future. The approach used in the classroom action
research can be qualitative or quantitative, descriptive or experimental.
According to Kurt Lewin (in suharsimi, 2002), there are four components of
action research, they are, planning, acting, observing, and reflecting. Action
research is categorized, as qualitative research although the data collect can
be in a form of quantitative. Meanwhile, Kemmis (in suharsimi, 2002, p. 84).
States that action research is a form of self-reflective inquiry under taken by
participants in a social (including education) situation in order to improve
the rationality and of (a), their own social or educational practices justice,
(b) their understanding of their practice, and (c) situations on which practice
are carried out. Because this study is an action research, than this study
focuses on practical, not statistical significance and present raw data
Acting & Observing
Research is design as the attempt to plan and de term ne all of the
possibilities and the material that be need in a qualitative research. Research
design is used in this research is the classroom action research. According to
suharsimi, (2002, p. 82) that action research is a solving problem strategy
which is use the real action in form of innovative development process in
detecting and solving problem.
The procedure of the classroom action research consists of cycles.
The cycle is administrated based on the progress being achieved. To identify
the students’ ability in English pronunciation, the students were given
diagnostic test functioning as initial evaluation. This initial observation is
conducted in order to determine appropriate action in increasing English. Form
evaluation and the observation, it is determine in the reflection that to
increase students English pronunciation in reading aloud focusing on the
narrative text.
In classroom action research design, there are four components that
will be done, there are planning, action, observing and reflecting (Lewin in
suharsimi 2002, p. 83), in the same page, Kammis and Mc Teggart united the
second and third component, those are acting and observing. Then the components
show cycles or the ongoing activities that can be seen in this component
below:
1. Planning
Before beginning the first cycle, however at the very beginning
step as the preliminary, a diagnostic evaluation was done to investigate the
degree of the students’ English pronunciation in reading aloud focusing on the
narrative text. It is done by applying a pre-test to the students. The result
of pre-test is telling the researcher how far the students’ ability.
The details of the research planning can be describe as follows;
before implementing the determined action, the teacher will prepare all need
and supportive material as well as the steps applied. They are:
a.Making
the lesson plan i, e, the step of presenting the teacher material based on the
there-phase technique and the activity as done by the students.
b.Preparing
all facilities and supportive material in presenting the teaching materials,
such as; English pronunciation in reading aloud focusing on the narrative text.
c.Designing
a test to find out the increase implementation of English pronunciation in
reading aloud focusing on the narrative text.
The research will be using analytic scoring rubric to score
students work. The students can be at “pass” level if their score have achieved
equal or more that 6 of the range that lays from 0 to 10. The students result
will be analyzed using following formula.
The students score =
2.Acting
In implementing the action the research is assisted by his
collaborator the research acted as the teacher who is taught how the students’
increases English pronunciation in reading aloud focusing on the narrative
text.
The main stops in the students and
learning activated were designed as follows;
a)Pre-activity
1)The teacher greets the students
and checks the students’ attendance.
2)The teacher asking for the
students’ attention by giving some questions about their last week activities.
3)The teacher tells the students
about the objective of the lesson.
b)While-activity
1)The teacher introduces some pronunciation
in peaking ability to the students’.
2)The teacher explanation how the
way of speaking easily.
3)The teacher asks the students in
difficulties to speaking easily.
c)Post-activity
1)The teacher makes reflection on
the students’ activities.
2)Distributed the students test.
3)Check the students’ works.
3.Observing
Observing the action is the process of recording and gathering all
relevant data about any aspects that was happening during the teaching and
learning process. In classroom action research, the observation is focus on
collecting what the data relating with the treatment activity this observation
took an important role in this research since what happens within the process
of treatment may influence the result of this research.
4.Reflection
Reflection is an activity to think what is has been done, how the
result, and what is has not been completely done. The result of this reflection
will become the standard of determining the following steps until the objectives
of the research were achieved. The result of reflection may show either the
action is successful or not, then follow up can be plan after, if the
reflection result tells the action is successful, the cycle is over, but if is
not, the next cycle must be plan with is any improvement.
B.Setting of
the Study
The setting of the study refers to the place and time to conducting
the study. This study will be conducted at the first semester of the eighth
graders of SMP ISLAM 01 Talang Sari Jember in the school year 2012 /
2013. The researcher did classroom action research during the
months (October to November) in the school year of 2012/2013. The
following time table of the research was listed in detail to Table 3.1.
Table 3.1
No
|
Activities
|
Months/weeks
|
||||||||
October
|
November
|
|||||||||
1
|
2
|
3
|
4
|
1
|
2
|
3
|
4
|
5
|
||
1
|
Research
preparation
|
|||||||||
Making lesson
plan
|
√
|
|||||||||
Preparing
material
|
√
|
|||||||||
Writing
instrument
|
√
|
|||||||||
2
|
Research
action
|
√
|
||||||||
Teaching and
learning
|
√
|
|||||||||
Observation
|
√
|
|||||||||
Evaluation and
reflection
|
√
|
|||||||||
Data analysis
|
√
|
|||||||||
3
|
Reporting
|
√
|
||||||||
4
|
Writing
|
√
|
||||||||
C.Subject of the Study
The subject of the study is all students of the eighth graders of SMP
ISLAM 01 Talang Sari Jember in the school year of 2012/2013. The number of
the students consists of 3 classes, that are VIIIA which consists of
27 students, VIIIB which consists of 28 students, and VIICwhich consists
of 25 students, So, the number of subject is 80 students. The present
researcher will take VIIA as a subject of the study.
D.Data
Collection
1.Performance Indicator
The action as well as the research carried out can be said to be
successful when the learning achievement of class VIIA of SMP ISLAM
01 Talang Sari Jember in the school year of 2012/2013 is
at least 70 individually and 80% classically. The percentage is decided
based on the criteria of mastery learning set in the school. It can be said
that if a student get 70 of learning achievement, he or she reaches the mastery
learning. Then, if 80% of the students in the class get 70, means that,
the class reaches the mastery learning and the researcher will
not go to the next cycle, it is based on the action planned above.
2.Technique of Data Collection
A researcher will be used many kinds of data collection like questioner,
interview, or test. It will be noted, that all methods of data collection
should be objective. The kinds of data that use in classroom action research
are quantitative data:
In this case, the researches use only the result of the increasing
students’ speaking ability through board game.
3.Instrument
In this study, the instruments used were (1) first evaluation test,
(2) final test, and (3) observation paper.
1)First evaluation test
This evaluation was done to know the students’ basic ability in
understanding the definition and the characteristics of narrative text.
2).The final test
This test was given in the form of a jumbled sentences game which
was arranged using certain rules. Maximum score was 100 and minimum score was
zero if there was no correct answer. It was done by all students in which they
were divided into six groups.
3).Observation paper
Observation paper was an observation device that consisted of names
of subjects and factors
that were observed. In this study, it was used to
obtain the data of the learning process.
E.Data Analysis
After the data are collected then the data are classified again to
identification. The result of identification of the data is to classified based
on students ability in speaking. To analysis the data through the interview
method and observation is that using descriptive methods, In this case, the
writer used the observation, interview and speech test as the technique to
analysis the data.
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