CHAPTER I

INTRODUCTION

A. Backgorund of the Problem

Speaking is the ability of human express their ideas, feeling and thoughts by

using oral speech in which it usually involves speaker and interlocutor. Speaking is

not only used in conversation, we can speak for interction, transaction, performance,

persuading other people, and sharing information, knowledge, and our ideas each

other it is very useful in our association, socia context and many other.

Speaking is one of the four important components in learning English skills

that should be mastered by students besides reading, writing and listening. Speaking

is one of the language art of talk as communication interaction with someone, and it

is very difficult to master it.

Speaking skill is have a closely relationship with listening skill, in speaking

act, the students must be listening and then speak up, because speaking is not only

remembering and memorizing the sentences in written but speaking is spontaneous to

show the students idea by orally. Speaking is the process of building and sharing

meaning through the use of verbal and non verbal symbols in a variety of contexts.

The ability to speak English is the most complex and difficult thing to master

not only among informal but formal people too. in this case the difficulties were also

faced by the seventh grader of SMP Swasta Sariputra Padangsidimpuan. It can be

seen from the observation of the writer who gave the pretest to the students. The

pretest was about descriptive text. Descriptive text is one type of text from the long

1
functional text where in this text we describe an object how its nature, shape and

characteristics. in this research the writer asked students to describe their favorite pets

in front of the class. When students performance , the writer find several common

mistakes made by them. These mistakes are in the form of lack of fluency in speaking

English so they often stop when talking, poor of vocabulary so they don't know what

they have to say, weak of pronunciation so that there is a misunderstanding and

finally the lack grammar mastering when speaking English.

This is evident from the results of the pretest who gave by the writer, for

example; the first mistake is the pronunciation when the researcher observes some

students making a lot of mistakes in their pronunciation they are; most students say

"because" with /bikaus/ when the right pronunciation is /bi’koz/, Another mistakes

are; “fish” with /fis/ when the right pronunciation is /fiʃ/, “brown” with /broun/ when

the right pronunciation is /braun/, “favorite” with /feivori/ when the right is /feivərit/,

“animal” with /enimol/ when the right is /ᴂniməl/, “everyone” with /epriwan/ when

the right pronunciation is /evriwᴧn/, “friend” with /prend/ when the right

pronunciation is /frend/, and the last is “thank” with /teng/ when the right

pronunciation is /ɵᴂɳk/.

The second mistake is the grammar. Most students lack understanding in

grammar, so they are difficult to determine which is plural and singular nouns, for

example; some students say “it like banana” when the right grammar is “it likes

banana”, “I have two dog” when the right grammar is “I have two dogs”, “I love cat

because my cute” when the right grammar is “I love cat because it is cute”, “I want to

my describe my animal” when the right grammar is “I want to describe my animal”,

2
“Kitty color black and white” when the right grammar is “Kitty has black and white”,

“ the color is black and white” when the right grammar is “the color are black and

white” and the last is “I want to description” when the right grammar is “I want to

describe”.

Next is their mistake in fluency. When the writer observe some the students

have problem to say the words fluently. Some students usually repeat same words and

sentences, such as; “I want to tell, I want to tell”. “I have a rabbit, I have a rabbit” for

many times. They are also usually change their speak with “e..e” or “eh”, for

exampel; today I want to tell you e...e... my favorite eh my favorite animal, my

favorie animal is cat, I like cat because e...e... and so on.

And the last mistake is vocabulary. The poor of vocabulary who writer see is

is when one of the students asks the other students about the vocabulary that he or she

does not understand, because she does not get the answer so she replaces what she

wants to say before the new sentence for example "I have a dog, the dog can...“ she

replaces with “I have a dog, my dog is cute". Another example when one of the

students also usually stop their speak even though she had just started for example

"today I want to describe my animal, my animal is dog, my dog is .. my dog is.. thank

you". It means that they poor of vocabulary in speaking English, so they are difficult

to express what is on their mind.

If this problem is not solved as soon as possible, the result their learning is

still dissatisfied. Therefore, the students will be borned, unactive, and they do not

participate in teaching learning process in class. The students will think that English

is difficult lesson. They will not interest to follow English subject.

3
 Meanwhile, many ways have done by the teachers to reach the competence,

such as providing the suitable descriptive textbook, varying method, completed the

school facilities, giving motivations, stimulate students’ skill including their motor

skill, intelligences, creativity, technique and interest by giving good learning

activities that make them have challenging and be active to practice the language

especially in speaking orally in front of the class. The teacher of SMP Swasta

Sariputra Padangsidimpuan found the most influenced factors in teacher’s teaching

method. The teacher have taught by using many teaching method, such as; mind

mapping, clustering method, role play method, cooperative learning, storytelling and

suggestopedia.

In addition, the writer tries to do a research about the effect of minggle game

on students speaking descriptive text ability to see whether that method is a suitable

method to teach speaking descripive text. Minggle game is a learning model for

speaking skills where students learn by mingling with around, so that they can learn

while playing which makes learning more enjoyable. This implementation model can

be by itself, small or large groups. It means by using minggle game able to affected

the score of speaking ability. In the mingle game, the teacher tries to draw students'

abilities to the material by describing the material through telling them what they

believe in from the material verbally. Writer should expect students to speak verbally,

descriptive text and get high scores.

Based on expalanation above the researcher is interest to conduct a research

about “ The effect of Minggle Game on Students’ Speaking Descrptive Text Ability

(a study at the seventh grade students of SMP Swasta Sariputra Padangsidimpuan)”.

4
B. Idenification of the Problem

As the writer has described in the background previously, it can be seen that

the students have problem in speaking include describe something. Actually the

problem in above can be affected by some factors of the reason. Those are the

internal factor and external factor.

Internal factors are the factors which come from students’ themselves. Such

as: the lack of students’ interest, poor of vocabulary, low of pronunciation , weak of

grammar mastering and lack of understanding comprehension.

Meanwhile, the external factors is found from students outside, such as;

method or technique is not suitable and not interest, teaching media, background of

students family, environment, or society, cultural and teacher competence.

C. Limitation of the Problem

Based on the explanation of the identification, it can be seen there are many

factors which influence in speaking ability. But, for the case from identification the

writer just discuss one of them that is mingle game that will be focused in speaking

descriptive text ability. The reason is the writer has limitation in many aspect, like;

reference’s book, time, fund, and so fort. Thus, it can be said that the research discuss

about the effect of minggle game on students’ speaking ability at the seventh grade

students of SMP Swasta Sariputra Padangsidimpuan.

Furthermore, the writer limited the problem about discussion the indicators of

mingle game they are; 1) Definition of mingle game, 2) Steps of minggle game, 3)

Advantages of mingle game, 4) Disadvantages of mingle game. While on sudents’

speaking descriptive text ability the indicators are; 1) Definition of Speaking, 2)

5
Indicators of speaking, 3) Definition of Descriptive text, 4) Social function of

descriptive text, 5) Generic structures of descripive text, 6) Language features of

descriptive text.

The reason of the researcher to limit this problem based on mingle game,

writer thinks this game is effective in order to make the students to be can speak

englis in descriptive text.

D. Formulation of the Problem

One of the important aspects in a research is the formulation of the problem.

In order to make clear the problem in this research, the problem are formulated as

follows:

1. To what extent the application of mingle game in teaching speaking

descriptive text at the seventh grade students of SMP Swasta Sariputra

Padangsidimpuan?

2. To what extent of students’ speaking descriptive text ability before and after

using mingle game a study at seventh grade students of SMP Swasta Sariputra

Padangsidimpuan?

3. Is there any significant effect of mingle game on students’ speaking

descriptive text ability a study at seventh grade students of SMP Swasta

Sariputra Padangsidimpuan?

6
E. Objectives and Significances of the Research

1. Objectives of the Research

Based on the limitation and the formulation of the problem, the objectives of

the research are to find out :

a) To know the extent the application of mingle game in teaching speaking

descriptive text at the seventh grade students of SMP Swasta Sariputra

Padangsidimpuan.

b) To know the extent of students’ speaking descriptive text ability before and

after using mingle game a study at seventh grade students of SMP Swasta

Sariputra Padangsidimpuan.

c) To find out whether there is a significant effect of mingle game on students’

speaking descriptive text ability a study at seventh grade students of SMP

Swasta Sariputra Padangsidimpuan.

2. Significant of the Research

The Significant of the Research as follow :

a) As an input for the headmaster ungilding English teacher of SMP Swasta

Sariputra to improve the quality of teaching and learning process especially in

teaching speaking ability

b) For English teacher as a tool to increase the teaching English teacher in

teaching descriptive text.

c) For enriching the readers the scientific in speaking descriptive text, especially

English students at Institut Pendidikan Tapanuli Selatan.

7
d) As one of references for next researchers in the same problem.

8
 CHAPTER II
THEORETICAL DESCRIPTION

A. Theoretical Description

1. The Nature of Speaking Ability

In this research, the writer discusses speaking ability in mingle game.

Speaking ability is mastery or convey a words, ideas, in the mind, and can

develop it. It can showed from the mark that has given by the teacher.

a. Definition of Speaking

Speaking language consist of four skills. They are listening, speaking,

reading and writing. One of the language skill is speaking. Speaking is an

interactive process of constructing meaning that involves producing and

receiving and processing information. Thus, teaching speaking also should be

related to the genre, such as speaking in Descriptive text.

According to Tarigan in Utami (2017: 10), speaking is the ability to

produce articulation , sounds or words to express, to say, to show and to think

about ideas, thaught and feeling. Ur in Sayuri (2016: 48-49), says speaking is

the most important skill of the four skill aside from listening, reading, writing.

Furthemore, she said people who know a language are referred to as

‘speakers’ of that language, as if speaking include all other kinds of knowing

and many if not most foreign language learners are primarily intersted in

learning to speak.

9
 Next, Welty in Utami (2017: 10), says speaking is the main skill in

comunication. Based on explanation of experts above, the writer concludes

that speaking is ability to produce articulation , sounds or words to express, to

say, and to think about ideas and emotion to other oral language. In speaking

there is an interactive process in which an individual alternaely takes roles of

speakers and listener used to communicate information.

b. Indicators of Speaking

To be success in English speaking, learners should master the

linguistic aspect and process the non-linguistic aspect. They both correlate

each other. So, English speaking ability here not only focuses on the

knowledge of language that the learners have, but also focuses on the

personality dimension that will affect them in presenting their knowledge of

English and they know how and when to present it.

According to Harris in Utami (2017: 10– 12), there are five aspect that

must be fulfilled in speaking they are: pronunciation, fluency, grammar,

vocabulary, and comprehension. Meanwhile Nunan in Rahmawati and Ertin

(2014: 3), and Brown and Abeywickrama (2010: 199), say there are six

indicators of speaking Pronounciation, grammar, vocabulary, fluency,

comprehension and task.

Based on opinion above, the writer concludes there are five indicators

of speaking, they are; pronunciation, grammar, vocabulary, fluency and

comprehension.

10
1. Pronunciation

Pronunciation refers to features of speaking which gives identify the

speakers related to individual sounds, pitch, volume, speed, pausing,

intonation, and so forth. Others, pronunciation is facility in communication

in order the speaker have understanding each other.

According to Hornby in Mulatsih (2015: 2), pronunciation is the

way in which a language is spoken,the way in which a word is pronunced

the way a person speaks the words a language.

Next pronunciation as the production of English sounds.

Pronunciation is learnt by repeating sounds and correcting them when

produced inaccurately. When learners start learning pronunciation they

make new habits and overcome the difficulties resulting from the first

language (cook in Gilakjani, 2016: 2).

Morever Paulston & Burder in Gilakjai (2016: 2), say pronunciation

is the production of a sound system which doesn't interfere with

communication either from the speakers’ or the listeners’ viewpoint.

Based on explanation above the writer concludes pronunciation is

the way in which a language is spoken, When learners start learning

pronunciation they make new habits and overcome the difficulties resulting

from the first language.

11
2. Grammar

Grammar is the rule in language for changing the form of words

and joining them into sentence. It is needed by the students to arrange a

correct sentence inconversation. And also grammar is one of aspect in

language learning and it has central position because grammar has action to

use the language.

According to Heaton in Utami (2017: 12), grammar is the structure

of the language tha explains grammar s the students’ ability to manipulate

structure and to distunguish inapropriate grammatical from in appropriate

ones.

Next, Murcia and Freemen in Widianto (2011: 2), say grammar as a

way that accounts the structure of the target language and its

communicative use. They also add that we will need to take into

consideration how grammar operates at three levels; the subsential or

morphological level, the sentential or syntactic level, and the suprasential

or discourse level. Moreover, grammar has an important role in daily

conversation.

Heaton in Utami (2017: 12), says, grammar is about the structure

of the language. that explains grammar as the students’ ability to

manipulate structure and to distinguish inappropriate grammatical form in

appropriateones.

12
 After reading explanation above the writer concludes pronunciation

is the structure of the language tha explains grammar s the students’ ability

to manipulate structure and to distunguish inapropriate grammatical from

in appropriate ones. Where we we will need to take into consideration how

grammar operates at three levels; the subsential or morphological level, the

sentential or syntactic level, and the suprasential or discourse level.

Moreover, grammar has an important role in daily conversation.

3. Vocabulary

Vocabulary is a systematic knowledge which is refers to

phonological, morphological, syntactic and semantic system. Vocabulary

becomes a bridge of knowledge to comprehend the language both receptive

and productive language. Vocabularies decide as a measurement how deep

someone able to communicate in certain language. And vocabulary takes

the important rule in speaking. Without having a lot of vocabularies, it is

impossible to speak and understand the information.

According to Wilkins in Utami (2017: 12), vocabulary is refers to

the words used in language. Phrases, clauses, and sentence are built up by

vocabulary. In short vocabulary is very imporant because without we

cannot speak at all.

Next Ur in Nugroho (2012: 4), says vocabulary is the words we

teach in the foreign language. It means vocabulary is written or spoken unit

of language as symbol of idea in foreign language for the learners.

13
Furthermore Hatch and Brown (2012: 1-2), say vocabulary is the

foundation to build languages, which plays a fundamental role in

communication.

Based on explanation above the writer concludes vocabulary refers

to words used in language. Phrases, clauses, and sentences are constructed

by vocabulary where vocabulary plays a fundamental role in

communication. It is means the vocabulary is written or pronounced unit

language as a symbol of ideas in foreign languages for students. Without

mastering our vocabulary it is difficult to convey what is in our mind.

4. Fluency

Fluency is indicates spead in speaking, slow in complete sentence,

smoot of speak like narrative speakers. Brown in Utami (2017: 11), says

fluency is the ability to use a langage spontaneously and confidently and

without undue pauses a hesitation. Fluency is aspect that influences very

much the students’ ability in speaking English.

Next, Simon and Schuster in Utami (2017: 11), define fluency as

the quality of flowing, freedom, expressively, readness or smoothness of

speech. Furthermore Luoma in Mairi (2016: 2), says that fluency is about

the flow, smoothness, the rate of speech, the length of utterances, the

connectedness of ideas, the absence of excessive pausing, and also the

absence of disturbing hesitation markers.

14
 Based on explanation above the writer conludes fluency is about

readiness, flow, smoothness, pace speech, length of speech, idea of

connectedness, no excessive pauses, and no sign of doubt that exists when

someone speaks English. This fluency is an aspect that affects many

students' abilities in speaking English.

5. Comprehension

According to Syakur in Rahman and Deviyanti (2012: 5), defines

comprehension for oral communication that requires a subject to respond to

speech as well as to initiate it. Next, comprehensibility denotes the ability

of understanding the speakers’ intension and general meaning Heaton in

Rahman and Deviyanti (2012: 5).

Furthermore Hornby in Mulya (2016: 5) defines comprehension as

the ability to understand something. In speaking, comprehension is

certainly required so that the speaker can initiate the communication and

the listener can respond it. It is important to avoid misunderstanding

between a speaker and a listener. Indeed, communication can go smoothly.

Based on explanation above he writer concludes comprehension is

Understand the ability to understand spoken language. In speaking,

Understanding is required so that the speaker to begin and listeners can

respond. It is important to avoid misunderstandings between speakers and

listeners. Indeed, communication can run smoothly.

15
2. Descriptive Text

a. Definition of Descriptive Text

According to Amarain (2009: 28), “Descriptive text is used in all forms of

writing to create a vivid impression of a person, place, objec or event. Next,

Pardiyono (2007: 34), “Descriptive text is type of written, which has the specific

function to give description about an object (human or non human)”.

Furthermore Kane in Hermenia and Tiarina (2013: 3), say descripive text is

description about sensory experience how someting look, sound, tastes. Mostly it

is about visual experience, but description also deals with other kinds of

perception.

Based on explanation above the wrtiter conclude descriptive text is

descriptive text is one type of text in English where the type of writing, which

has a special function to provide a clear description of an object for example;

objects, animals, man or something. Something this can be seen, heard and felt.

b. Social Function of Descriptive Text

According to Amarain (2009: 28), says “Social function of descriptive

text is to describe a particular person, place or thing”. In addition Kane in

Hermenita and Tiarina (2013:3), say social function descriptive text is to describe

and reveal a particular person, place or thing in details or specific to make the

reader be able to visualize the description.

Furthermore Juhari (2007: 24), say “Social function of descriptive text is

untuk menggambarkan seseorang, sesuatu, suatu tempat, seekor binatang”. It

16
means social function of descriptive text is to describe someone, something,

place, an animal.

Based on explanation above the writer conclude social function of

descriptive text is to describe particular person, place or thing in details or

specific to make the reader be able to visualize the decription.

c. Generic Structures of Descriptive Text

According to Amarain (2009: 9), “There are two generic structures they

are; 1) Identification is identify phenomenon to be describe, 2) Description is

describers parts, gualities, characterisic”.

In addition Pardiyono (2007: 34), say “There are two generic structures of

descriptive text, such as; 1) Identification adalah statement yang berisi satu topik

objek bahasan yang akan dideskripsikan. 2) Description adalah berisi detail

deskripsi tentang objek yang dimaksud dalam identification”. It means that

identification is statement consisting of one topic of the subject to be described.

Description is detailed description of the object referred to in identification.

Next, Juhari (2007: 24), too say “Descriptive text has two generic

structures, they are; 1) Identification adalah pengenalan subjek atau hal yang

akan dideskripsikan. 2) Description adalah penginformasian ciri-ciri subjek

misalnya, sifat-sifat psikologis, perilaku, tampilan fisik, fitur-fitur khas, kualitas

dan sejenisnya”.

It means that identification is the introduction of the subject or thing that

will be described. Description is informing the characteristics of the subject for

17
example, psychological characteristics, behavior, physical appearance, distinctive

features, qualities and the like.

Based on explanation above he writer conclude there are two generic

structures of descriptive text, they are:

1) Identification is the introduction of subject, phenomenon or thing that

will be described. In descriptive text just to diescribe one topic.

2) Description is informing the characteristics of the subject for example,

psychological characteristics, behavior, physical appearance, distinctive

features, qualities and the like, where those refered to in identification..

d. Language Features of Descriptive Text

According Pardiyono (2007: 34), “Language feature of descriptive text

are; 1)Present tense, present perfect tense. 2) Kata kerja; be (is, are), have,

lingking verb (seems, looks, sounds, like). 3) Penggunaan kata sifat ( adjective)

yang berfungsi untuk menggambarkan atau mengilustrasikan kondisi objek”. It

is mean the use of adjectives to describe or illustrate the condition of an object.

Next, Amarain (2009: 28),

“language features of descriptive text are ; 1) Using noun phrase.

2) Using adjective. 3) Using simple present tense. 4) Focus on
specific participants. 4) Using atributive and identifiying
processes. 5) Frequent use of epithets (adjective or adjecive
pharase) and classifier in nominal group. 6) Linking verb. 7) To
set a mood or create an atmosphere. 8) To bring writing to life. 9)
Aims to show rather than tell the reader hat something/someone is
like. 10) Relies on precisely chosen vocabulary with carefully
chosen adjectives and adverbs. 11) Is focused and concentrates
only on he aspects that add something to the main purpose of the
description. 12) Sensory description- what is heard, seen, smelt,
felt, tasted. 13) Strong development of the experience that “puts

18
 he reader there” focused on key details, powerful verbs and
precise nouns”.

Furthermore Juhari (2007: 24), says

“Social function of descriptive text are; 1) Noun yang spesific,

misalnya ; Father, school, my dog, dll. 2) Simple present tense3)
Detailed noun phrase, kata benda yang mendapatkan peraian kata
sifat. 4) Beragam jenis adjective yang besrdifat describing,
numbering, calssifiying. 5) Realational pharase, menggunakan
kata kerja yang dapat menggambarkan keadaan participant, dan
atau mengisayaratkan kepimilikan. 6) Figurative language,
menggunakan bahasa figurative seperti smile atau metapor
sebagai cara untuk memberi ilustrasi perbandingan. 7) Specific
Noun, for example; Father, school, my dog, etc. 8) Simple present
tense. 8) Detailed noun phrase, noun that gets an adjective
statement. 9) The kinds of adjective types that are describing,
numbering, calcifying. 10) Realational pharase, using verbs that
can describe the participant's situation, and / or claim ownership.
11) Figurative language, using figurative languages such as smile
or metapor as a way to illustrate comparisons”.

Based on explanation above the writer concludes social functions of

descriptive text are; 1) Using noun phrase, 2) Using adjective, 3) Using simple

present tense, 4) Focus on specific participants, 5) Using atributive and

identifiying processes, 6) Frequent use of epithets (adjective or adjecive pharase)

and classifier in nominal group, 7) Linking verb, 8) To set a mood or create an

atmosphere, 9) To bring writing to life, 10) Aims to show rather than tell the

reader hat something/someone is like, 11) Relies on precisely chosen vocabulary

with carefully chosen adjectives and adverbs, 12) Is focused and concentrates

only on he aspects that add something to the main purpose of the description, 13)

Sensory description- what is heard, seen, smelt, felt, tasted, 14) Strong

19
 development of the experience that “puts he reader there” focused on key details,

powerful verbs and precise nouns.

3. The Nature of Mingle Game

a. Defini.tion of Mingle Game

We are already familiar with the term game, even all circles from small

children to parents must know this term. Nowadays there are many various

games that have been circulating widely out there. Even the game is now familiar

in the teaching and learning process so students feel more interested in learning,

because learning while playing makes students not feel bored. The game is a play

activity that is purely looking for fun without looking for win or lose. The game

is also interpreted as a play activity carried out in order to find pleasure and

satisfaction, but is marked as winning or losing.

The game in the teaching and learning process is a series of learning

systems playing with individuals or forming group members from different races,

cultures, tribes. Games in the teaching and learning process prioritize

collaboration in solving problems to apply knowledge and skills in order to

achieve learning goals.

According to Crawford in Martono (2015: 1), game pada intinya adalah

sebuah interaktif, aktivitas yang berpusat pada sebuah pencapaian, ada pelaku

aktif, ada lawan anda. It is mean game is game is essentially an interactive,

activity centered on an achievement, there are active actors and your enemy.

Furthermore Costikyand in Martono (2015: 1), game adalah sebentuk

karya seni di mana peserta, yang disebut Pemain, membuat keputusan untuk

20
mengelola sumberdaya yang dimilikinya melalui benda di dalam game demi

mencapai tujuan. It is mean that game is Game is a form of art in which

participants, called Players, make a decision to manage the resources they have

through objects in the game in order to achieve goals.

Next, lestari in Pratama (2015: 5), game diartikan sebagai permainan.

Permainan adalah kegiatan kompleks yang didalamnya terdapat peraturan, play

dan budaya. Sebuah permainan adalah sistem dimana pemain terlibat konflik

buatan, disini pemain berinteraksi dengan sistem dan konflik dalam permainan

merupakan rekayasa atau buatan. It is mean game is as a game. The game is a

complex activity in which there are rules, games and culture. A game that

involves players involved in artificial conflicts, here the players are involved

with the system and conflicts in the game are engineering or artificial.

Based on explanation above the writer includes game is the game is

interpreted as a game. The game is a complex activity in which there are rules,

play and culture. A game is a system in which players engage in artificial

conflicts, here players interact with the system and conflicts in the game are

engineering or artificial. In this game there are active actors and enemy. The

game has now become one of the strategies in the teaching and learning process

so that it attracts students' interest in learning as hard as they can. Because during

the learning process students can learn while playing. Many games can be used

to improve student learning. One is a mingle game, mingle games can improve

students' speaking skills.

21
 According to Pollard and Hess in Nita sari (2017: 26), mingle game is

activiy or technique in which the students stand up and circulate with one

another, and talk to people especially at a social event various topics. Mingle

game as an activity in which students move around and talk to each other get

some information needed (Yates in Utami, 2017: 16). Furthermore Borzova in

utami (2017:16), stated that mingle is an activity where a students approaches a

classmate, talks for a while, and then moves on to speak to anoher classmate.

Based on explanation above the writer conclude the mingle game is a

activity or technique where students stand up and ciculate with one another and

approaches a classmae, talks for a while, and then moves on to speak to another

classmate to get some information neededThis game can make students develop

their speaking skills, because in this game they can apply their ideas by

describing a topic or information they have obtained.

b. Steps of Mingle Game

According to Pollard and Hess in Utami (2017: 22), who introduce the

mingle game the step of mingle game was still not much extend. By taking a

name “talk with your classmte” as the titile of he mingle game activity, he

explained the steps as follow:

1) Talk with your classmate (a mingle)

2) Write about yourself : I eat________________

3) Stand up, tell your sentence to one classmate.

4) Talk with other classmate. Say the same thing, and listen to them.

22
 Furhermore, the steps of mingle game are further elaborated Hall Houston

in Utami (2017: 22), as the following:

Before the mingle:

Make sure that teacher have everything they need before they
start the activity. If the classroom contains a large number of
tables and desk, move them to one side of the room, or evenn
outsie the classroom. If this not feasible, consider moving to an
empty room or a space outside. Teachers also plan how they will
present he activity to your students. The might be particular
challenging if the students has never done one before. In this case,
present these basic rules; 1) Stand up. No one sis down during a
mingle. 2)Walk around untill you find someone to talk to. 3)
Speak english to do the activity. 4) When you are finished, move
and find another student. 5) Speak in group of 2 only. 6) Move
around freely. Don’t alk in line behind other student. 7) Try to
speak with students you don’t know. 8) Talk to as many people as
you can.
Note: with low-level classes, teacher may needed to demonstrate
with a sudent before they begin. In monolingual classes, teachers
can provide the rules in the students’ first language.
During the mingle; 1) Teachers join in the mingle. This give
students a chance to get to know their teacher, abd provides them
with another demontration of the activity. 2) Teacher stay alert.
Look for signs that things are not ging properly walk around and
encourage students to talk to each others. If the mingle is
becoming a muddle, get the students’ attention and explain again.
3) Teacher can end a mingle when students’ enthusiasm starts to
flag. Another option is to give them strict time limit (8 minutes
then everyone sit down). Alternatively, teacher can ask students to
stop at a pre – determined number of interactions(talk to 7 people
then stop).
After mingle; 1) When the mingle is over, it’s best not to launch
in to another activity immediately. A report phase and a feedback
phase to give a sense of closure are recommended. 2) For the
report phaese, call on several students to tell the class something
another students told him or her. Teachers can make this more
interacive by calling on one students and asking him or her to
choose another student. The first students then asks the student te
second one for something funny or interesting hat he or she
heared, and adds a few follo-up questions to get more
information. Repeat several times. 3) For the feedback stage,
teacher tell the class how they think everything went, and what
could have made it eve better. Teacher point out some problems

23
 noticed, but avoid critiing any student directly if the teachers fell i
could be embarrassing. Ask studentd what hey thught of the
mingle and if they’d like to do it again.

In addition, According to Case in Dianah (2017: 14), the steps of mingle

game are:

1) Structured Mingle. Prepare a list of discussion topics or

questions ahead of time. After students find a partner in the
first round of mingling, they should freeze and listen to one
topic or question that you pose. All pairs answer the same
question. Then, after students mingle to find another partner, a
new topic or question is posed. Do as many mingle rounds as
you have questions or topics.
2) On the activity of Mingle, the students do the following
activities: a) The students were given the card by the teacher,
b) The students read the information in the card, c) The
students do the conversation through moving and walking
down, d) The writer controls and facilitates the students, e) On
the presentation, the students do the following activities, f) The
students present the result of mingle, g) The writer gives
reward to the winner, h) Hall Houston (2013) states Basic
Rules during mingle games Stand up. No one sits down during
a mingle, i) Walk around until you find someone to talk to, j)
Speak English to do the activity, k) When you are finished,
move and find another student, l) Speak in groups of 2 only,
m) Move around freely. Don’t walk in line behind other
students, n) Try to speak with students you don’t know, o)
Talk to as many people as you can.

Based on explanation above, the writer concludes the steps f mingle game

are:

1) They students forming their own groups.

2) The students talk with their classmate (a mingle).

3) The students tell about theirselves to their friends. Example; hooby,

favorite food or their true statement or word.

24
 4) The teacher gives the students a piece of paper.

5) The teacher instructs the students to write the true statment or word

on the paper.

6) The teacher asks the students to put the paper in the bottle or glass.

7) The teacher asks the students to take the paper one by one.

8) The student guess who wrote that statement.

9) The students describe what is the statement on the paper in front of

the class.

10) The teacher gives reword to sudents higher score.

c. Advantages of Mingle Game

Darmeyanti in Utami (2017: 28-29), there are three advantages of mingle

game, they are:

1) Mingle game brings in relaxation and fun for students.

2) Mingle game usually involves friendly competition and keeps
learners interested. These activities create the motivation for
learners of English to get involved and participate actively in
the learning activities. Every student is involved to do
interaction, including shy students. They are guided to start to
speak.
3) Bringing real world context into the classroom, and enhances
students' use of English in a flexible, communicative way.

Nitasari (2017: 32), some advantages of mingle game, such as:

1) The students were motivated to express their ideas in a group

activity.

2) The students became competitive.

3) Students learned without realizing that they are learning.

25
 4) Improving students’ proficiency.

Ririnnurfazirin (2018:3), advantages of mingle game are:

1) Mingle technique to develop speaking skill have many

advantages. It will make the students can help each others to
speak English and motivate their friends in learning the
material and they can support one another to be brave and
confident as well.
2) They can work together to improve their vocabulary and
pronunciation.
3) They have partners to practice speaking and get feedback from
their friends.
4) The students have more chances to speak because Mingle
Technique requires and enhances the students’ communication
skill.

d. Disadvantages of Mingle Game

Darmeyanti in Utami (2017: 28-29), there are two disadvantages of

mingle game, they are:

1) The teacher cannot monitor every student in the class carefully

because the mingle game activity is noisy. Students will be
noisy for preparing their speaking performance and doing the
activity.
2) It spends much of time during the teaching learning process.
Mingle game can be time consuming since students have to
walk around and make an interaction with every student in the
classroom.

Nitasari (2017: 32), some disadvantages of mingle game, such as:

1) The mingle game must in large group.

2) This game needed many participants.

26
B. Review of Related Findings

Teachers are suggested to apply good strategy in teaching speaking ability.

They may increase their students’ ability of speaking by focusing on pronunciation,

grammar, vocabulary, fluency and comprehension. And in the descriptive text, the

students need to master the generic structure, social function and lexicogrammatical.

Some researcher have done dealing to the topic about speaking achievement.

The researcher found some research are Darmeyanti (2015), in her research “Mingle

Model for Teaching English Speaking skill for College Students of Islamic studies

Imam Bonjol Padang, West Sumater”. She found that afer giving treatment with

mingle model, the students’ achievement on speaking skill was 3.70 or 74%. It is

meant that the students’ skill on speaking got improvement. The result of reatement

of mingle model gave 30.4% improvement toward students’ skill on speaking.

Then, Nurfazirin (2018), in her research “The Use of Mingle Technique to

Develop Students’ Speaking Skill at the Seventh Grade of SMP Negeri 12 Palu”. She

found that the mean score of post-test of experimental group was 72.52 while control

group was 69.95. By using the 0.05 level of significance and 42 as the degree of

freedom (df) = Nx + Ny – 2 = 23 + 21 – 2 = 42. After analysing the data, it is found

that the value of the t-counted (4.96) is higher than the t-table (2.018). It means that

the hypothesis is accepted. In other words, using mingle technique can develop the

students’ speaking skill at the seventh grade of SMP Negeri 12 Palu.

Next, Idamurni (2018), in her research “The effect of Mingle Model to

Improve Reading Skills for Sudents with Dyslexia in Primary School”. She found

27
that the students obtained 30 as lowest score and 70 as the highest score in the pretest.

Meanwhile, the students scored 60 the lowest and 82 the highest in post-test. This

confirmed a significant improvement in their reading skills. At the same time, the

subjects’ reading skills remain under category frustration reading, which means the

percentage is below 90, as many subjects are unable to connect syllables into word.

The improvement may not very high, nonetheless, the result is positive as the data

analysis found that mingle model is proved to be influential to improve reading skills

of dyslexic students in the primary grade.

Based on related finding above, the writer more interested to conduct a

research about speaking ability. Although this research same with other that have

done, but the writer want to see is there a significant effect of mingle game on

students speaking descrptive text.

28
C. Conceptual Framework

Speaking descriptive text ability is

low

Using mingle game

Steps of Mingle Game:

1. The students talk with their classmate (a mingle).
2. They talk by forming their own groups.
3. The students tell about theirselves to their friends.
Example; hooby, favorite food or their true statement
or word.
4. The teacher gives the students a piece of paper.
5. The teacher instructs the students to write the true
statment or word on the paper.
6. The teacher asks the students to put the paper in the
bottle or glass.
7. The teacher asks the students to take the paper one by
one.
8. The student guess who wrote that statement.
9. The students describe what is the statement on the
paper in front of the class.
10. The teacher gives reward to sudents higher score.

11.
12.

Speaking descriptive text ability is affected

29
 Based on a chart above, the writer found that speaking descriptive text ability

at the seventh grade of SMP Swasta Sariputra Padangsidimpuan is still low. The

writer had written before that speaking ability is before that speaking ability is

influenced by five indicators; they are pronunciation, grammar, fluency, vocabulary

and comprehension. Then the writer will try to solve the problem by giving the

treatement, it is mingle game. There are some steps to apply this game in teaching

speaking at the seventh grade of SMP Swasta Sariputra Padangsidimpuan, such as;

1)The students talk with their classmate(a mingle), 2) They talk by forming their own

groups, 3) The students tell about theirselves to their friends, example; hobby,

favorite food or their true statement or word, 4)The teacher gives the students a piece

of paper, 5)The teacher instructs the students to write the true statment or word on

the paper, 6) The teacher asks the students to put the paper in the bottle or glass, 7)

The teacher asks the students to take the paper one by one, 8) The student guess who

wrote that statement, 9) The students describe what is the statement on the paper in

front of the class. 10) The teacher gives reward to students higher score.

There are advantages of mingle game are; 1) Mingle game brings in

relaxation and fun for students, 2) Mingle game usually involves friendly

competition and keeps learners interested. These activities create the motivation for

learners of English to get involved and participate actively in the learning activities.

Every student is involved to do interaction, including shy students. They are guided

to start to speak, 3) Bringing real world context into the classroom, and enhances

students' use of English in a flexible, communicative way, 4) Improving students’

proficiency, 5) Mingle game will make the students can help each others to speak

30
English and motivate their friends in learning the material and they can support one

another to be brave and confident as well, 6) They can work together to improve

their vocabulary and pronunciation, 7) They have partners to practice speaking and

get feedback from their friends. After conducting the research mingle game, the

writer expects students’ speaking descriptive text ability will be affected.

D. Hyphotesis

The hypothesis is one important element of research, it is an ideas suggestion

answer to the problem or a case which is a fact would be proved by getting the result

of the study. Accoding to Sugiyono (2013: 64), says “Hipotesis merupakan jawaban

sementara terhadap masalah penelitian, dimana rumusan masalah penelitian telah

dinyatakan dalam bentuk kalimat pernyataan”. It means hypothesis is a temporary

answer to the problem of research, where the formulation of the research problem has

been stated in the form of statements.

Furthermore, Arikunto (2010: 43), says “Hipotesis merupakan sesuatu yang

sangat perlu dialami oleh setiap (calon) peneliti. Di dalam proses penelitiannya akan

menggunakan hipotesis ataukah tidak”. It means hypothesis is something that really

needs to be experienced by every (prospective) researcher. In the research process

will use a hypothesis or not.

In addition Priyono (2008:66), says “Hipotesis merupakan proposisi yang

akan diuji keberlakuannya atau merupkan jawaban sementara atas pertanyaan

peneliti”. It means hypothesis is a proposition that will be tested for its validity or is a

temporary answer to the question of the researcher.

31
 Based on explanation above the writer concludes hyphotesis is a temporary

answer to the problem of research that will be tasted for its validity. Where the

formulation of the research problem has been stated in the form of statements.

Correlating to the conceptual framework above, the writer comes to. So, the witer can

formulate the hypothesis of this research as follow :

Ha : “There is a significant effect of mingle game on students’ speaking text ability

to the seventh grade students of SMP Swasta Sariputra”.

Ho : “There is no a significant effect of mingle game on students’ speaking text

ability to the seventh grade students of SMP Swasta Sariputra”.

32
 CHAPTER III
METHODOLY OF THE RESEARCH

A. Location and Time of the Research

In order to get a clear description abu where the research takes place for the

research. It necessary to mention the location and time of the research as detail

possible. The research chose SMP Swasta Sariputra as the location for the research. It

is in Jl. Sudirman No 423 Padangsidimpuan. The headmaster is Rosintan Siregar

S.Pd.

The writer chose SMP Swasta Sariputra Padangsidimpuan because this

school has many students still low in English especially in speaking descriptive text,

so the writer thinks that the writer is easier to get the valid data.

B. Method of the Research

The method of the research is something which is very important in

conducting a research. Method of the research means the way that should be chosen

to solve problem of the research. According to Sugiyono (2013: 2) “Metode

penelitian adalah cara ilmiah untuk mendapatkan data dengan tujuan dan kegunaan

tertentu”. It means that method of the reearch is a natural way to get data with the

certain goal. Furthermore, Priyono (2008: 03) says that “Metodologi penelitian

adalah ilmu mengenai jalan yang dilewati untuk mencapai pemahaman. Jalan

tersebut harus ditetapkan secara bertanggungjawab ilmiah dan data yang dicari

untuk membangun/memperoleh pemahaman harus melalui syarat ketelitian. Artinya

harus dipercaya kebenarannya”. It means that study research is discussed the paths

33
that are being passed to gain understanding. The road must be defined as

scientifically responsible and the data sought to be constructed / obtained is

understood to be through precision requirements. The meaning must be trusted

truthfully.

Morever, Arikunto (2017: 203), says “Menyatakan bahwa metode penelitian

adalah cara yang digunakan seorang peneliti untuk mengumpulkan data dalam suatu

penelitian”. It means states that method of the research is the way that used a

researcher to collecting data in a research.

Based on explanation above the writer concludes method of the research is

that method of the reearch is a natural way to get data that used a researcher in a

research.There are some kinds of method of the research that can be used in a

research, they are:

Furthermore, Priyono (2013: 33) says that the types of research methods can

be classified :

“Klasifikasi penelitian bersadarkan manfaat penelitian yaitu, penelitian

murni dan penelitian terapan. Berdasarkan tujuan penelitian yaitu,
penelitian eksploratif, penelitian deskriptif, dan penelitian explanatif.
Berdasarkan dimensi waktu yaitu, penelitian Cross- sectional dan
penelitian longitudinal. Berdasarkan teknik pengumpulan data yaitu,
penelitian survey, penelitian experimen, analisis isi, penelitian
lapangan, analisis wacana, dan perbandingan sejarah”.

It means that research methods classification are based on the benefits of

research, namely, pure research and applied research. Based on the research

objectives, namely, exploratory research, descriptive research, and explanative

research. Based on time dimensions, namely, cross-sectional and longitudinal

research. Based on data collection techniques, namely, survey research, experimental

34
research, content analysis, field research, discourse analysis, and historical

comparison.

Next, According to Sugiyono (2013: 04),

“Jenis-jenis penelitian dapat diklasifikasikan berdasarkan tujuan, dan

tingkat kealamiahann (natural setting) objek yang diteliti. Berdasarkan
tujuan, metode penilitian dapat diklasifikasikan menjadi penelitian
dasar (basic research), penelitian terapan (applied research) dan
penelitian pengembangan (research and development). Selanjutnya
berdasarkan tingkat kealamiahan, metode penelitian dapat
dikelompokkan menjadi metode penelitian experiment, survey, dan
naturalistik”.
It means that the types of research methods can be classified based on the

purpose, and the level of natural (natural setting) the object under study. Based on the

objectives, research methods can be classified into basic research, applied research

and research and development. Furthermore, based on natural level, research methods

can be grouped into experimental, survey, and naturalistic research methods.

Furthermore, Arikunto (2009: 100), states that there are 4 kinds of research

method, namely:

1. Descriptive method is the research that aims to explain and find a

picture of these two variables and see the relationship between the
two variables.
2. Evaluation method is the research activities carried out in order to
determine the wise of first considering the values and benefits of a
program.
3. Historical method, it means that the research construction in past
with systematically and objective with collecting and evaluating the
prove to get conclusion.
4. Experimental method is the research to determine if there is a result
of an imposed on the subject.
From all of the kinds of the research methods have been mentioned

previously, the writer chooses experimental method as method of this research,

35
because it is very suitable to be applied since the aim of this research is to find out the

cause-effect relationship between two factors.

According to Sugiyono (2013: 72) “Penelitian eksperimen dapat diartikan

sebagai metode penelitian yang digunakan untuk mencari pengaruh perlakuan

tertentu terhadap yang lain dalam kondisi yang terkendali”. It means that

experimental method is as a research method used to find the effect of certain

treatments on others in controlled conditions".

In addition to Creswell (2009:12) says “Experimental method is seeks to

determine if a specific treatment influences an outcome. This impact is assessed by

providing a specific treatment to one group and withholding it from another and then

determining how both groups scored on an outcome”. Next, Arikunto (2018:207),

says “Penelitian eksperimental merupakan penelitian yang dimaksudkan untuk

mengetahui ada tidaknya akibat dari “sesuatu” yang dikenakan pada subjek selidik

sebab akibat”. It means that experimental method is the research to find out whether

there is a result of something that is imposed on the subject as probable as a result.

After reading explanation above the writer concludes that experimental

method in quantitative is a research method used to find the effect of certain

treatments on others in controlled conditions. This study applied the pre-experimental

design by using one-group pre-test and post-test design, the researcher wants to find

out is there a significant effect of mingle game on students’ speaking descriptive text.

To make this research effective, it needs to make research design that

Sugiyono opinion’s (2013: 110-111), as follow:

36
 Table 1
Research Design
One-Group Pretest – Posttest Design

O1 X O 2
Where :

O1 : Pre-test Experimental Group

X : Treatment

O2 : Post-test Experimental Group

Based on the pattern, experimental method focus on how to find out there is

cause effect relationship both of variables. With experimental method the researcher

want to find out whether was a significant effect of mingle game on students’

speaking descriptive text ability

C. Population and Sample

1. Population

In a research population can be meant as a group of unit or part that is made

as an object of the research. Population is the whole subjects that are used as the

subject of the research. Population contain of object or subject that has certain quality

and characteristic that stated by the writer to learn and get the conclusion.

According Arikunto (2013: 173), says “Populasi adalah keseluruhan subjek

penelitian. Apabila seorang ingin meneliti semua elemen yang ada dalam wilayah

penelitian, maka penelitiannya merupakan penelitian populasi”. It means that

Population is the subject of research. If one wants to examine all the elements in the

research area, then the research is population research.

37
 Furthermore, Sugiyono (2013: 80), says “Populasi adalah wilayah

generalisasi yang terdiri atas: objek/subjek yang mempunyai kualitas dan

karakteristik tertentu yang diterapkan oleh peneliti untuk dipelajari dan kemudian

ditarik kesimpulannya”. It means that population is a generalization area consisting

of: objects/subjects that have certain qualities and characteristics applied by

researchers to be studied and then drawn conclusions. In addition Priyono (2008:

104), says “Keseluruhan atau gejala satuan yang ingin diteliti”. It means that the

whole or symptoms of the unit you want to study.

Based on explanation above the writer concludes population is the subject of

research. Where the subject has certain qualities and characteristics applied by

researchers to be studied and then drawn conclusions. Can be seen from the table

below:

Table 2
The Population of the Seventh Grade Students of SMP Swasta Sariputra
in 2018 – 2019 Academic Year

No Class Male Female Total

1. VII – A 15 16 31
2. VII – B 15 16 31
Total 62

2. Sample

Sample is sub group taken from the population. Sample is part or vice of

population which should be choosen in the research. In other word, sample is part or

piece of the population.

According Sugiyiono (2013: 81), says “Sampel adalah bagian dari jumlah

dan karakteristik yang dimiliki oleh populasi tersebut”. It means that the sample is

38
part of the number and characteristics of the population.“Sampel adalah sebagian

atau wakil populasi yang diteliti” (Arikunto, 2010: 174). It means that The sample is

part or representative of the population studied. In addition, Priyono (2008: 104), says

“Sampel merupakan bagian dari populasi yang ingin diteliti” it means that the

sample is part of the population you want to study. After reading previos explantion,

the writer concludes sample is part of the number and characteristics of the

population.

To take sample in research, there are several technique sampling including

the following: According to Arikunto (2010 :95-98), technique sampling are:

1) Saling acak (random sampling) digunakan oleh peneliti apabila

populasi darimana sampel diambil merupakan populasi
homogen yang hanya mengandung sau ciri. Teknik acak dapat
dilakukan dengan beberapa cara; a) sampling acak sederhana
(simple random sampling) apabila peneliti mengambil sampel
dengan melaukan lotre terhadap semua populasi. b) Sampling
acak beraturan (ordinal sampling). Dalam hal ini peneliti
mengambil sampel dari nomor-nomor subjek dengan jarak yang
sama. c) Sampling acak dengan bilangan random, yaitu sebuah
tabel bilangan yang sudah disusun dalam urutan dan sebaran
tertentu.
2) Sampling kelompok (cluster sampling), digunakan oleh peneliti
apabila didalam populasi terdapat kelompk-kelompok yang
mempunyai ciri sendiri-sendiri.
3) Sampling berstrata atau sampling bertingkat (stratified
sampling), digunakan oleh peneliti apabila didalam populasi
terdapat kelompok-kelompok subjek dan antara satu kelompok
dengan kelompokyang lain tampak adanya srata atau tingkatan.
4) Sampling bertujuan (purposive sampling), yaitu teknik sampling
yang digunakan oleh peneliti jika peneliti mempunyai
pertimbangan-pertimbangan tertentu didalm pengambilan
sampelnya.
5) Sampling daerah atau sampling wilayah (area sampling), yakni
pengambilan anggota sampel dengan mempertimbangkan
wakil-wakil dari daerah-daerah geografis yang ada, misalny
dari tiap-tiap prvinsi, tiap-tiap daerah ingkat II, tiap-tiap desa,
dan sebagainya.

39
 6) Sampling kembar (double sampling), yaitu pengambilan sample
yang dilakukan peneliti dengan jumlah sebanyak dua kali
ukuran sampel yang dikehendaki.
7) Sampling berimbang (propotional sample), yaitu dimana
menentukan anggota sampel, peneliti mengambil wakil-wakil
dari tiap-tiap kelompok yang ada dalam populasi yang
jumlahnya disesuaikan dengan jumlahnya disesuaikan dengan
jumlah anggota subjek yang ada di dalam masing-masing
kelompok tersebut.
It means that technique sampling are :

1) Random sampling is used by researchers if the population from

which the sample is taken is a homogeneous population that only

contains or features. Random techniques can be done in several

ways; a) simple random sampling if the researcher takes a sample by

applying a lottery to all populations. b) Regular random sampling

(ordinal sampling). In this case the researcher takes samples from

subject numbers with the same distance. c) Random sampling with

random numbers, which is a table of numbers that have been

arranged in a certain sequence and distribution.

2) Cluster sampling ,used by researchers if in the population there are

groups that have their own characteristics.

3) Stratified sampling, used by researchers if in the population there are

subject groups and between groups with other groups there appear to

be levels or levels.

4) Purposive sampling, which is a sampling technique used by

researchers if researchers have certain considerations in the sampling.

40
 5) Area sampling ,which is taking sample members by considering

representatives from existing geographical regions, for example from

each province, each level II region, each village, etc.

6) Twin sampling, which is the sampling taken by the researcher in the

amount of twice the desired sample size.

7) Propotional sampling which is where determining sample members,

researchers take representatives from each group in the population

whose numbers are adjusted to the number adjusted to the number of

members of the subject in each of these groups.

Furthermore, Sugiyono (2013: 81-85), says technique sampling are:

1) Probability sampling. Probability sampling adalah teknik

pengambilan sampel yang memberikan peluang yang sama
bagi setiap unsur (anggota) populasi untuk dipilih menjadi
anggota sampel. Eknik ini meliputi; a) simple random
sampling. Dikatakan simple (sederhana) karena pengambilan
anggota sampel dari populasi secara acak tanpa
memperhatikan strata yang ada dalam populasi itu. b)
Proportionate stratified random sampling. Teknik ini
digunakan bila populasi mempunyai anggota/unsur yang tidak
homogen dan berstrata secara proporsional. c)
Disproportionate stratified random sampling. Teknik ini
dugunakan untuk menentukn jumlah sampel, bila populasi
berstrta tetapi kurang proporsional. d) Cluseter sampling
(area sampling). Teknik sampling daerah digunakan untuk
menentukan sampel bila objek yang akan diteliti atau sumber
data sanga luas.
2) Non probability sampling. Non probability sampling adalah
teknik pengambilan sampel yang tidak memberi
peluang/kesempatan sama bagi setiap unsur atau anggota
populasi untuk dipilih menjadi sampel. Teknik sampel ini
meliputi; a) Sampling Sistematis. Sampiling sistematis adalah
teknik pengambilan sampel berdasarkan urutan dari anggota
populasi yang telah diberi no urut. b) Sampling kuota.
Sampling kuota adalah teknik untuk menentukan sampel dari
populasi yang mempunyai ciri-ciri tertentu sampai jumlah

41
 (kuota) yang diinginkan. c) sampling insidental. Sampling
insidental adalah teknik penentuan sampel berdasarkan
kebetulan. d) Sampling purpsive. Sampling purposive adalah
teknik penentuan sampel dengan pertimbangan tertentu. e)
Sampling jenuh. Sampling jenih adalah teknik penentuan
sampel bila semua anggota populasi digunakan sebagai
sampel. f) Snowball sampling. Snowball sampling adalah
penetuan sampel yang mula-mula jumlahnya kecil, kemudian
membesar.
It means that technique sampling are :

1) Probability sampling. Probability sampling is a sampling technique

that provides equal opportunities for each element (member) of the

population to be chosen as sample members. These techniques

include; a) simple random sampling. It is simple because it takes

random members of the population regardless of the strata in that

population. b) Proportionate stratified random sampling. This

technique is used if the population has members / elements that are

not homogeneous and have proportional strata. c) Disproportionate

stratified random sampling. This technique is used to determine the

number of samples, if the population is structured but not

proportional. d) Cluster sampling (sampling area). Regional sampling

technique is used to determine the sample if the object to be studied

or the data source is very wide.

2) Non probability sampling. Non probability sampling is a sampling

technique that does not provide the same opportunity / opportunity

for each element or member of the population to be selected as a

sample. This sample technique includes; a) Systematic Sampling.

42
 Systematic Sampiling is a sampling technique based on the sequence

of members of the population who have been given a sequence

number. b) Sampling quota. Quota sampling is a technique for

determining samples from populations that have certain

characteristics to the desired number (quota). c) incidental sampling.

Incidental sampling is a technique of determining samples based on

chance. d) Purposive sampling. Purposive sampling is a technique of

determining samples with certain considerations. e) Saturated

sampling. Clear sampling is a sampling technique if all members of

the population are used as samples. f) Snowball sampling. Snowball

sampling is the determination of samples that are initially small in

number, then enlarge.

In addition Priyono (2008: 107-119), says technique sampling are:

1) Teknik penarikan sampel probabilita they are; a) teknik acak

sederhana (simple random sampling). b) teknik acak sistematis
(sysematic random sampling). c) teknik acak terlapis
(stratified technique sampling). d) tehnik acak berkelompok
(cluster random sampling).
2) Teknik penarikan sampel non probablita they are; a) teknik
penarikan smpel aksidental. b) teknik penarikan sampel
purposive. c) teknik penarikan sampling kuota. d) teknik
penarikan sampel bola salju.

It means technique sampling are:

1) The sampling technique is probable they are; a) simple random

sampling. b) systematic random sampling. c) stratified technique

sampling. d) cluster random sampling.

43
 2) The non probablita sampling technique they are; a) accidental

smelting withdrawal techniques. b) purposive sampling technique. c)

quota sampling with drawal technique. d) snowball sampling

techniques.

Based on kinds of technique of sampling previous, the researcher takes

systematic sampling as the technique sampling in this research.

Ary (2010: 155) stated that the Systematic sampling is done by taking
element to n in population which is started by the element which is
chosen randomly. The steps that can be done to reach the sample are:
1) select total number of members in population (N); 2) divide N by n
and determine the sampling interval (K) to apply to the list; 3) Select
the first K member randomly from the first K members of the list and
then select every Kth member of the population for the sample; 4) k =
N/n = total sample.

Based on the explanation of the expert above, the researcher concludes that

N=62, n=31, and k=2 and the sample of this research is every sequence 2 until the

total sampling is 31 students.

D. Instrument of the Research

Instrument is something is used in forming an action in scientific action

instrument of the writer. Beside that, instrument means a tool or facility which is used

by the writer in collecting the data in order to make it easier to be concluded and

result of the research is more complete. According Sugiyono (2013: 102), says

“Instrument penelitian adalah suatu alat yang digunakan mengukur fenomena alam

maupun sosial yang diamati”. It means that research instrument is a tool used to

measure observed natural and social phenomena. Furthermore Arikunto (2013: 203)

44
says “Instrumen penelitian adalah suatu alat yang digunakan oleh peneliti dalam

mengumpulkan data, sehingga prosesnya menjadi lebih mudah dan lebih hati-hati,

lengkap dan sistematis. it means that Instrument of the research is a tool of activity

used by researcher in collecting data, so that the process becomes easier and better

more careful, complete and systematic”. In addition Colton and Covert in Firdaos

(2016:4), Instrument is a mechanism for measuring phenomena, which is used to

gather and record information for assessment, decision making, and ultimately

understanding.

Based on explanation above the writer concludes that instrument of the

research is is a tool of activity used by researcher in collecting data, so that the

process becomes easier and better more careful, complete and systematic.

1. Observation Sheet

According to Sutrisno Hadi in Sugiyono (2014: 235), mengemukakan

observasi merupakan suatu proses yang kompleks, suatu proses yang tersusun dari

berbagai proses biologis dan psikologis. It mean that observation is a complex

process, a process composed of various biological and psychological processes.

Furthermore, Larry Cristensen in Sugiyono (2014: 235), said that in

research, observaion is define as watching of behavioral patterns of people in certain

situation to obtain information about phenomenon of interest. Observation is an

important way of collecting information about people because people do not always

do what they say do. Meanwhile Creswell in Sugiyono (2014: 235), said that

45
observation is the process of gathering firsthand information by observing people and

places at research site.

Based on expanation above the writer concludes observation is a process

composed of various biological and psychological processes. Where in a process

gathrering gathering firsthand information by observing people and places at research

site.

Table 3
Instrument of using Mingle Game

No Aspect Steps score

1. Greetings 1 2 3 4
2. Pray to god 1 2 3 4
1. Pre - Activity
3. Giving information about 1 2 3 4
Descriptive text
3.Students forming their 1 2 3 4
own groups.

4. Students talk with their 1 2 3 4

classmate (a mingle).
5. Tell about theirselves to 1 2 3 4
their friends. Example;
hobby, favorite food or their
true statement or word.

6. Teacher gives the students 1 2 3 4

2. While - Activity a piece of paper.

7. Teacher instructs the 1 2 3 4

students to write the true
statment or word on the
paper.
8. Teacher asks the students 1 2 3 4
to put the paper in the bottle
or glass.

9. Teacher asks the students 1 2 3 4

to take the paper one by one.

46
 10. Student guess who wrote 1 2 3 4
that statement.

11. Students describe what 1 2 3 4

is the statement on the paper
in front of the class.
1. The writer and students 1 2 3 4
make a conclusion about
material that explained by
the writer (teacher)
3. Post- Activity
2. Teacher gives reword to 1 2 3 4
sudents higher score.
3.Pray to god 1 2 3 4
4. gretings 1 2 3 4

Where :

Score 1 : Bad

Score 2 : Enough

Score 3 : Good

Score 4 : Very good

2. Test

According Sudijono (2009: 65) says that test “adalah alat atau prosedur

yang dipergunakan dalam rangka pengukuran dan penilaian”. It means that test tools

or procedures used in the framework of measurement and assessment.

Furthermore, Arikunto (2013:193) “Tes adalah serentetan pertanyaan atau

latihan serta alat lain yang digunakan untuk mengukur keterampilan, pengetahuan

inteligensi, kemampuan atau bakat yang dimiliki oleh individu atau kelompok”. It

means that, test are a series of questions or exercises and other tools used to measure

skills, intelligence, abilities or talents possessed by individuals or groups.

47
 Meanwhile Azwar in Matondang (2009: 3), menyatakan bahwa tes adalah

prosedur yang sistematis, maksudnya (a) butir-butir dalam tes disusun menurut cara

dan aturan tertentu, (b) prosedur administrasi tes dan pemberian angka (scoring)

terhadap hasilnya harus jelas dan dispesifikasi secara terperinci, dan (c) setiap

orang yang mengambil tes itu harus mendapat butir-butir yang sama dalam kondisi

yang sebanding. It means that states that the test is a systematic procedure, meaning

(a) the items in the test are arranged in accordance with certain methods and rules, (b)

administrative procedures for testing and giving a number (assessment) to the results

must be clear and specified in detail, and the person receiving the test must get the

same items in comparable conditions.

Based on Explanation above, the writer concludes that test is a tool used to

collecting data which is aimed to evaluate the result process or get the result

condition the first condition until to the last condition (Pre-Test and Post-Test).

Table 4
Instrument of Speaking Descriptive Text Ability

No Topic Item Times

1. Describe self Perform in 6 minutes
and others front of the
class
Total - -

E. Technique of Collecting Data

A research of course need data, without collecting data, it is impossible to do

the research. Every research always needs data valid because it is the one important

role. So, a researcher should be able to choose a suitable technique. Here, the writer

48
will collect data by using an instrument. According to Arikunto (2010 : 100), says

“Metode pengumpulan data adalah cara-cara yang dapat digunakan oleh peneliti

untuk mengumpulkan data”. It means that technique of collecting data is ways that

can be used by researchers to collect data.

Acording to Arikunto (2013:193-201) there are six techniques of collecting

data, they are:

1) Test is some of the test or training that is used to measuring the skill,
knowledge, capability or talent of someone or group.
2) Questionnaires is some questions in written form that is used to get
information, it means that the report about the individualism or the
points that he/she know.
3) Interview is a dialogue that is done by interviewer to get the
information.
4) Observation is the activity with paying attention to something to get the
data or information.
5) Crating scale is a subjective measuring that is made in scale.
6) Documentation is the technique that paying attention to get the
information from paper, place or people.

Furthermore Sugiyono (2013 : 135-145) “ada lima teknik pengumpulan data

yaitu; 1) wawancara, 2) kuesioner and 3) observasi”. It means that there are five

technique o collecting data are ; 1)interview, 2) questionnaires, 3) observation.

Meanwhile Arikunto (2010:102), “Ada lima teknik pengumpulan data yaitu;

1) Angket, 2) wawancara, 3) pengamatan, 4) test dan 5) dokumentasi”. It means that

there are technique of collecting data are; 1) questionnaire, 2) interview, 3)

observation, 4) test and documentation.

In this research the technique of collecting data that used by the researcher

is observation sheet and test. The writer took the data by giving the test to the

students with the form is oral test.

49
F. Technique of Analysis Data

To do data analysis, the researcher has prepared a test that will perform by

students. After that, all of the data that have been collected are analyzed by using

statistic. There are two kinds of data analyze in a research, namely: descriptive

analysis which is used to describe mean, median, mode, histogram and so forth and

inferential analysis which is used to test hypothesis. It could be seen score categories

of Syah (2010:151), says:

Table 5
The Evaluation Criterion of the Score Mingle Game

No Interval Criteria
1. 3,1 – 4 Vey Good
2. 2, 1 – 3 Good
3. 1,1 – 2 Enough
4. 1 Bad
5. 0 Fail

Meanwhile, according to Harris in Kurniati (2015:10), says:

Table 6
The Evaluation Criterion of the Score
Students’ Speaking Descriptive Text Ability

No Class of score Predicate

1. 80 - 100 Excellent
2. 60 -79 Good
3. 50 - 59 Average
4. 0 - 49 Poor

While in experimental analysis is using the statistical to test the hypothesis.

It means that all the data that had been collected were analyzed by using statistic.

50
Actually, in this research, to analyzed the data the writer used t-test formula as

Arikunto (2017: 349-350) said that the formula could be seen as follows:

Md
t=
x 2
d
N ( N  1)

Where:

Md = Mean dari perbedaan pre test dengan post test (post test - pre test).

Xd = Deviasi masing-masing subjek (d – Md)

∑x2d = Jumlah kuadrat deviasi

N = Subjek pada sampel

51
 REFERENCES

Amarain Shirin, Anakia dan Lapae Kanaya. 2009. Text Form and Features. Umbrella
Corperation.
Arikunto, Suharsimi.2006. ProsedurePenelitian. Jakarta: Rineka Cipta.
Brown, H. Doughlas, dan Abeywickrama Priyanvada. 2010. Language Assesment
Principles and Classroom Practice. United States of America: Person
Education.
Cohen, Louis, dkk.2015. Research Methods in Education. Taylor and Francis :
Roudledgefalmer.
Creswell, Jhon W. 2009. Research Design Qualitative, Quantitative and Mixed
Mehod Approach. Los Angles: Sage Publication.
Darmayenti dan Nofiandri Nofel. 2015. Mingle Model for Teaching English
Speaking Skill for College Students. Journal Faculty of Adab and Humanities
States Institute for Islamic Studies Imam Bonjol Padang West Sumatera.
Volume Tahun 2012; 1-9.
Diana, Hilya. 2015. Improving the Eight Grade Students’ Speaking Ability by Using
Mingle Game. Journal Education Program Faculty of Teacher Training and
Educaion Muhammadiyah University of Jember.
Djuharie, Otong setiawan. 2007. Genre. Bandung : CV. Yrama Widya.
Firdaous, Rijal, dkk. 2016. Metode Pengembangan Instrumen Pengukuran
Kecerdasan Spritual Mahasiswa. Journal IAIN Rden Intan Lampung.
Volume Number 2
Harries, D.P. 1994. Testing English as a second language. New York: MC. Grow
hill.
Hadijah, Siti.2013. Journal Investigation the Problem of English Speaking of the
Students of Islamic Boarding Scholl Program at STAIN Samarinda.
Idamurni, dkk. 2018. The Efect of Mingle Model to Improve Reading Skills for
Sudents With Dyslexia in Primary School. Journal of ICCAR Universitas
Negeri Padang Indonesia. Volume 2 Number 2.

52
Kurniawati, Azlina, dkk. 2015. A Study on the Speaking Ability of the Second Year
Students of SMK Telkom Pekanbaru. Journal Faculty of Teacher Training and
Education Riau University.
Louma, Sari. 2004. Assessing Speaking, Cambridge: University press.
Nation I. S. P dan Newton J. 2009. Teaching ESL/EFL Listening and Speaking.
Taylor & Farancis. Routledge.
Nitasari, Mei. 2017. The Influence of Using Game Strategy towards Students’
Speaking Performance at the Tenth Grade of SMA N 1 Punggur Central
Lampung. Thesis Tarbiyan and Teaching Training Faculty English Education
Department.
Nunan, David. 2000. Second Language Speaking and learning, Boston: Heine
Pabtioher.
Nurfazirin Ririn, Ferry Rita K dan Maf’ulah. 2018. The Use of Mingle Technique To
Develop Students’ Speaking Skill at the Seventh Grade of SMP Negeri 12
Palu. Journal English Education Study Program Tadaluko University.
Pardiyono. 2007. Pasti Bisa!Teaching Genre –Based Writing. Yogyakarta: C.V Andi
offset.
Priyono. 2008. Metode Penelitian Kuantitatif. Sidoarjo: Zifatama Publishing.
Sayuri. 2016. English Speaking Problems of EFL Learners of Mulawarmn
University. Journal of EFL and Linguistic Volume 1 Number 1.
Steven A. Stahl. 2005. Teaching word meanings, boston: Lawrence earbaum
associated. Inc
Sudijono, Anas. 2008. Pengantar Statistik Pendidikan. Jakarta: RajaGrafindo
Persada.

Sukardi. 2005. Metodologi Penelitian Pendidikan Kompetensi dan Praktiknya.

Jakarta: Bumi Aksara.
Syah, Muhibbin. 2010. Psikologi Pendidikan dengan Pendekatan Baru. Bandung:
PT. Remaja Rosdakarya Offset.

53
Tarigan, Guntur. 2000. Berbicara Suatu Keterampilan Berbahasa. Bandung:
Angkasa.

Teguh, Martono. 2015. Pengembangan Game dengan Menggunakan Game Engine

Games Make. Journal Sistem Komputer.
Retami Annesa J, dkk. 2015. Eror Analysis in Speaking English Education
Department Faculty of Education and Teacher Training Satate Islamic
University of Sultan Syarif Kasim.
Utami, Susan Rizki. 2017. The Use of Mingle Model to Improve Second Grade
Students’ Speaking Achievement at SMA N 1 Bandar Lampung. Skripsi
Family of Teacher Training and Education Universitas of Lampung Bandar
Lampung.
Zuhriyah, Mukminatus. 2017. Story Telling to Improve Students’ Speaking Skill.
Jurnal Tadris Bahasa Inggris. Volume 10.

54