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CHAPTER I INTRODUCTION

A. Background of the Study As a professional the teacher in the language teaching,

especially

teaching of English a foreign language, teachers mostly teaching methodologist for

spend much of time on a p p r o p r i a t e greater effectiveness in

students

acquisitions on English, designing and

implementing materials, test, and practice Teacher are responsible to educate the students from little or no knowledge to sufficient English speaking environment. Mostly of the teaching method before the past few decades, found the teacher tend to carry out the teaching process in the c l a s s r o o m b y a p p l y i n g traditional and monolingual principle ways of teaching with unsatisfactory. This shows that teachers need enrichments with

a p p r o p r i a t e w a y s o f t e a c h i n g atmosphere, that why in teaching English as the second language by applying new and modified fashions in order that the result of the teaching learning process would contribute more input to reach satisfied learning outcome. Whole around the world recentl y, where the people encourage that English as their target or second language used based on whole interactions and communication holding the dominant role of very aspects of their life. English is most widely used in t e a c h i n g l e a r n i n g p r o c e s s o f b r o a d e r E d u c a t i o n a l o c c a s i o n s e i t h e r f o r m a l o r informal environment It is reasonable that English is prog rammed as the first foreign or second language in many countries on this earth, furthermore in present global era. That i s w h y experts on language and language teaching range must invent today English teaching and learning environment. According to the 2006 English Curriculum and its

s u p p l e m e n t , t h e emphasis of the curriculum is that the students are able to communicate in English by mastering the whole skills. 1 However, it is not easy to master all the

Curriculum

skills; t h e r e m u s t b e o n e i m p o r t a n t s k i l l t h a t c o v e r s t h e w h o l e s k i l l s . B a s e d o n t h e statement above speaking is the most important skill that should be mastered by students in order to communicate in English fluently. In this case, the students must study hard to master it and the teacher should create a good atmosphere in class. However, it is c o n t r a r y t o t h e r e a l situation in class. Speaking activities do not work in class because many factors p r e v e n t s t u d e n t s f r o m s p e a k i n g E n g l i s h w i t h t h e i r f r i e n d s . T h e y a r e a f r a i d o f making mistakes, of being laughed at by his or her friends and of having lack of confidence in their ability. Considering problem, relating to speaking activities in class and helping students to improve their speaking skill i s part of the teachers job. He or she is expected to have right teaching techniques to provide students with appropriate teaching materials and to create a positive classroom environment. Therefore, the students will have opportunity to use English among themselves. The teaching learning process should not onl y happen between teacher and students but also between students and students. Speaking is an activit y used by someone to communicate with other. It takes place very where and has become part of our daily

a c t i v i t i e s . W h e n someone speaks, he or she interacts and uses the language to express his or her i d e a s , f e e l i n g a n d t h o u g h t . H e o r s h e a l s o s h a r e s i n f o r m a t i o n t o o t h e r t r o u g h communication. In the classroom, the teacher must create the situation that can encourage real communication, many activities can be designed to make majors element lively. Games is one of the techniques that can be applied in teaching speaking because games in one of potential activity that gives students feeling of freedom to express themselves. Games are also potentially useful to encourage students of interact with each other orally. In this research, the researcher focuses on the guessing games. The reason for using guessing games is you give more opportunities to students to make t u r n s i n speaking during the times allocated. The researcher assumes that guessing games are combination between language practice and fun. They can express their ideas freely because they do activities with their friends. This game is also easy to admires and flexible in terms of subject matter and design.

B. The Identification of the Problem Based on the background of the study mentioned above, the identification of the problem of the research is: 1. How far the effectiveness of speaking through games technique? 2. How the English by games more interested to teach speaking through games technique? 3. How the teachers more interested to teach speaking through games technique? 4. How to make students confident to talk in learning speaking? 5. How English play game more interesting for student to learn English? 6. Why games suitable to teach speaking at fourth grade?

C. T h e L i m i t a t i o n o f t h e P r o b l e m The researcher limits the discussing of the study about, The Improvement Students Speaking Skill through Guessing Games Technique. Because there searcher find, the effective method to teach using this games. Especially for elementary students for fourth

D. T h e F o r m u l a t i o n o f t h e P r o b l e m Based on limitation of problem mentioned above, the problem o f t h e research can be formulated as follows; How to improvement student is speaking skill through guessing games to the fourth grade of SDN Kelapa Dua II?

E. B e n e f i t

o f

R e s e a r c h

The researcher hopes that this thesis can develop education institution to perform a language laboratory, teacher to use the approach and method properly i n teaching

speaking to their students; it can be refer for English teacher in studying which pursuant and guide line r of the better ways to a c h i e v e t h e successful English Study. The benefit of this research for elementary in SDN Kelapa Dua II that the headmaster of the school knows actually teaching and teaching speaking are r e a l l y a c c e d e d by the teacher. the The students of of course speaking the so headmaster that, the

tries p r o v i d e

equipment

s t u d e n t s s p e a k i n g c a n b e improved by practicing actively.


3

The students of STKIP Kusuma Negara can have a good reference for t h e i r knowledge and someday they will make tries connected with

l e a r n i n g speaking. Then they may make some references of this thesis because this thesis can be put in the library of STKIP Kusuma Negara and every body can read it. By using guessing games in teaching speaking s kill to the fourth grade students of SDN Kelapa Dua II Tangerang. It motivates and encourages students o f S D N Kelapa Dua II; it motivates and encourages students to

p r a c t i c e speaking English. It makes them enjoy expressing their feeling , ideas, opinion and even in messages and suggestions. Since it is fun activity, it helps students to take port in practice.

CHAPTER II THEORETICAL FRAME WORK

A. D e f i n i t i o n o f T e a c h i n g Teaching is a process to give guidance the students to reach the goals. Teaching known as Instruction it means process that makes

s o m e o n e d o learning. Teaching is a media for learning process includes behavior individual changes through pre- planned. Teaching is an exiting job. Today, many references help teachers to get some solutions of problems in teaching learning process. The teachers can use some references to find out some techniques of teaching in their classroom. On the other hand, teaching is not easy to do. The teacher should do much of his work before entering the classroom. According to Brown, Teaching is a superior job, is the demanding job. Among the demanding tasks are modifying the approaches, Syllabus, technique, and exercises to a d o p t individual members.2 It can be stated from the definition above that teaching is not j u s t presenting information or knowledge to students, but it needs and

maximize the learning of a class as well as of most of its

strategies and tactics. The teacher must decide what goals it would be best to teach and what strategies and tactics are best suited for teaching these goals. According to Patricia, It is important for teacher to include as many techniques as possible to enhance student learning. The knowledge gives the intelligence concerning to import, as a knowledge before unknown, or rules for practice to inculcate as true or important to exhibits impressivel y as, to teach arithmetic, dancing, music, or the like to teach morals. The objective of language is to encourage effective communication in daily life, by practicing effective expression, increasing vocabulary, give sample opportunities that use language to describe, to compare and relate experiences, thoughts and felling,,

James Dean Brown, The Elements of Language Curriculum: A Systematic Approach to Program Development, ( Boston : Heinle & Heinle Publisher, 1995 )

creating stories dramas, song, poems, etc. Language should be embedded throughout all activities. Moreover, young learner can learn easily many languages. Young learner are equipped by language acquisition device, therefore, they will not have any difficulty to learn two or three different language at the same time.

B. D e f i n i t i o n o f S p e a k i n g Speaking is one of the skills that have to be mastered by

s t u d e n t s i n learning English. It is important for students to known definition first. 3 Many experts define speaking in different ways. Brown and Yule stated in their book. Speaking is to express the needsrequest, information, service, e t c . 4 The speakers say words to the listener not only to express what in her mind but also to express what he needs whether information service. Most people might spend o f everyday defines life in communicating with other. their Revell

communication as follow: Communication, of ideas, of opinions, of feeling.5

Therefore, communication involves at least two people where both sender and receiver need to communicate to exchange information, ideas, opinions, views, or feelings. Meanwhile, Jones stated, Speaking is a form of communication.6 We can say that the speaker must consider the person they are talking to as listeners. The activity that the person does primary based on particular goal. So, it is important t h a t e v e r y t h i n g w e w a n t s t o s a y i s c o n v e y e d i n a n e f f e c t i v e w a y , b e c a u s e speaking is not only producing sounds but also a process of achieving goals that involves transferring messages across. Jone said, How you say something can b e i m p o r t a n t a s w h a t y o u s a y i n g e t t i n g y o u r m e a n i n g a c r o s s . 7 Therefore, s p e a k i n g p r o c e s s s h o u l d p a y a t t e n t i o n t o w a n t a n d h o w t o s a y a s w e l l a s t o whom appropriately

3 4

Patricia J. Wentz, The Student Teaching Experience, ( T.tp.: Merrill Prentice Hall, t.t ) Gillian Brown and George Yule, Teaching the Spoken Language: Approach Based on the Analysis of Conversational English (Australia: Cambridge University Press, 1989), p. 14 5 Jane Revell, Teaching Technique for Commutative English (London Macmillan: Pres Ltd). P. 6 Rhodi Jones, Speaking and Listening (London: The Bath Press, 1989), p. 14 7 ibid. Rhodi Jones

In expression ones need-request, information, service, we must consider some points about speaking. Jones stated, Some point should be considered about speaking, they are clarity, variety, audience and tone.8 Albert Valdman said, The ability to speak a foreign language is without doubt t h e m o s t highl y prized language skills, and rightl y. So, because he was can speak the language well can also understand it and can learn to read it w i t h relative case an also the ability to speak a language will greatly expedite and facilitate learning to write it.9 According to M. Solahudin in his book speaking i s , Kemampuan berbicara dengan bahasa Inggris dan pembicaraan k i t a dipahami oleh orang lain.10 In order to express his or her needs, ideas, feeling and thought in real communication, one must be able to ask as well as answer questions. Yusnaini Lubis says, Question and answer, major elements in natural conversation sessions.11 B e s i d e o n t h a t s t a t e m e n t w e c o n c l u d e t h a t o n e of important aspects in speaking speaker is there is a communication So it will or

interacting b e t w e e n t h e

and listener.

make

t h e g o o d a t t r a c t i o n / understanding about the object of topic. a. Clarity It means that the words that the speakers use, must be clear, so that listeners can understand what the speaker says. Here, the speaker must consider speed and volume. The speed at which you speak is relevant her. I f y o u s p e a k q u i c k l y , l i s t e n e r s m a y h a v e d i f f i c u l t y . T h e v o l u m e w i t h which you speak can also have a bearing. Speak out and do not mumble. Your words have to be loud enough to reach all your listeners. b. Variety Here the speakers must try to vary way of speaking such as pitch (rise and fall of voice), emphasis, speed, variation, volume and pause. The s p e a k e r i s e x p e c t e d t o f i n e v a r i a t i o n i n s a y i n g w o r d s d o n o t s p e a k monotonously.

8 9

Ibid. Rhodi Jones Albert Valdman, Trend in Language Teaching , Mc Graw : Hill Book Co, 1996. P. 194 10 M. Solahudin, Kiat-Kiat Praktis Belajar Speaking . Diva Press, 2008, p. 16 11 Yusnaini Lubis, Developing Communicate Proficiency in the English As A Foreign Language(EFL) Class.(Jakarta. DepDikBud. 1988). P. 25

c. Audience and Tone The way you speak and the tone you use will be affected by audience to whom you are speaking. If you are discussing something with your friends. You are likely to use informal conversational tone. If you are giving a talk to a group of thirty people. It likely that you would speak more formally and would raise the pitch and the volume of your voice in order to make sure that what you say reaches all of your listeners. If you were telling a comic story, you would speak differently from way you would if you were putting a point of view about which you felt strongly.

C. D e f i n i t i o n o f G u e s s i n g G a m e s According to Klippel, The basic rule of guessing games is eminentl y simple; one person knows something that another one wants to find o u t . 12 Wright and Buck say, Essentially, in guessing and speculating games, someo n e k n o w s s o m e t h i n g a n d t h e o t h e r s m u s t f i n d o u t w h a t i t i s . 13 In addition, a c c o r d i n g t o M e r r i e m W e b s t e r , G u e s s i n g g a m e s i s g a m e i n w h i c h t h e participates compete individuall y or team in the identification of something indicate obscurely (as in riddles or charades).14 Based on the definition, it can be conclude that guessing games is a game in which a person or participant knows something and competes individually or in a team to identify or to find out it. T h e r e a r e m a n y c o n c e p t s o f g u e s s i n g g a m e s , w h i c h c a n b e a p p l i e d i n teaching speaking. According to Lee: Among them are numbers guessing games that can be played at various levels: 1. 2. 3. 4. Guess what is it? Is it Guess Who I am? What is my name? Guess what is there in my bag today? Guess where is it

Then the description of c each concept is a s follow: 1. G u e s s w h a t i s i t ? I s i t . ?

12 13

Friederike Klippel, Keep Talking (USA: Cambridge University Press, 1994). P. 13 David Betteridge and Michael Buckby, Games for Language Learning , New Edition (SidneyCambridge University Press, 1990), p. 169 14 MerriemWebster, Websters Third New International Dictionary (USA: Merriem Webster inc, 1986), p. 1008

The students things of an object or a person the class knows the name of, and the other ask question, putting up their hand w a i t i n g t o b e called on: 1. I s a g r e e n I s i t M a r t y s d e s k 2. I s 3. I s i t i t m y t h e f a c e p o n d

4. I s i t B i l l y a n d P e t e r 5. I s i t t h e c i n e m a 6. I s i t m y m o t h e r w h o c a m e t h i s e v e n i n g 7. I t i s y o u r b o o k . E t c The first guess correctl y takes the thinkers place. After such a game has been successfully played by the class as a whole, it can be played in groups o r even in pairs. The learner who has thought of

s o m e t h i n g m a y b e questioned by member of another, to keep the whole class active

2. Guess Who I am? What is my name? Everybod y imagines him self to be some body else a living well known locally, nationally or internationally or an historical figures such as Napoleon, Ghandy, Julius Caesar, Galileo, Etc. Each makes up sentences about him self, e.g. 1. I l i v e d . . a b o u t . . y e a r s a g o . 2. I was a king / poet / general / scientist, Etc.

There is not much difficulty in guessing, but it should not to be made too easy (e.g. one should not say, if one is Shakespeare. I lived in Stratford-on-Avon and wrote Hamlet).

3. Guess what is there in my bag today? Alternatively: 1. W h a t i s i n m y b a g t o d a y ? 2. W h a t h a v e I g o t i n m y b a g t o d a y ?


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(This can be teachers or anybody bag, not doubt speciall y prepared). The students guess, for instance, t h e r e s an apple / photograph / a

mirror / a hand kerchief / a ticket / a doll, etc. A n d t h e o w n e r o f t h e b a g s a y s , No, theres no a or Yes, theres a.and brings it out and perhaps ask what c o l o r s i s i t ? O r i s i t a b a g o r s m a l l . ? At an appropriate level plurals come in naturally here, e.g. There some..in my bag

4. G u e s s w h e r e i s i t ? Students turn round the close their eyes while a small object or several object such as coin, a ring, a sweet, a doll, is hidden. Question: 1. I s i t b e h i n d t h e c u p b o a r d 2. I s i t i n M r . C l a u s s b a g 3. I s 4. I n it mother s s h o e s desk

y o u r

5. U n d e r t h o s e b o o k s / e t c . Each student makes at least one guess. Statements can be made instead of question: it is behind the cupboard / in Mr. Clauss pocket, etc.

D. G u e s s i n g G a m e s i n T e a c h i n g S p e a k i n g There is common perception that all learning should be serious and solemn in nature and that if ones is having fun and there is hilarity and laughter, then it is not learning. This is a misconception. It is possible to learn a language a s w e l l a s e n j o y o n e s e l f t h e s o m e t i m e . O n e b e s t w a y o f d o i n g t h i s t r o u g h games. Games can be applied in teaching learning English. This idea is supported by Andrew Wright, Betteridge and Buckby. Games can be found to give practice in all skills (Reading, speaking, listening, and speaking) in all stages on teaching learning sequences..15 Beside on the statements above, it is clear that all skill can be applied in teaching, one of them is speaking.
15

Andrew Wright, David Betteridge and Michael Buckby, Games for Language Learning (Sidney : Cambridge University Press, 1989), p. 2

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There are many reasons a teacher uses games in teaching speaking. Games give students chance to use English orally, it means that students can p r a c t i c e a n d d e v e l o p t h e i r a b i l i t y t o s p e a k E n g l i s h . G a m e s p r o v i d e f u n a n d relax while remaining very much within the framework of language learning. It is expected for shy or slow learners can be active participants to show their ability and find their confidence in communicating in the foreign language. Among many techniques of guessing in teaching speaking, guessing games can be applied in the teaching of speaking. This assumption is beside on some experts comments. In fact, there are many categories of guessing games. Patricia and Amato say: Although the categories can overlap, the games here offered her are dividend into the following types depending on their emphasis: non-verbal games, board-advancing games, treasure hunt and guessing games.16 According to Richard Amato, Guessing games can be used to develop or reinforce concept, to add diversion to regu lar activities, or just to b r e a k t h e i c e . H o w e v e r , t h e i r m u s t i m p o r t a n t f u n c t i o n i s t o g i v e p r a c t i c e i n communication.17 It says that guessing games give students do mot

feel bored during learning process. Nevertheless, the most important thing is to give the students in practicing their English. They also add that: Guessing games can be painless to develop or reinforce any number concepts. Guessing what I am, Guess who I am for example, can be used teach about animals profession or people in different age groups (baby, child, teenager, young adult, elderly person). 18 Those statements say that by given some concepts of guessing games like Guess What I am or Guess Who I a m . T h e t e a c h e r c a n t e a c h m a n y k i n d s o f t o p i c s s u c h a s a b o u t a n i m a l s , profession or people. Silver says, Real guessing games provide the students with much needed practice in formulating questions, an essential skill that does not always receive sufficient

16

Patricia , Richard Amato, Making it Happened : Interaction in The Second LanguageClassroom , (New York and London: Longman, 1988), p. 156 17 Patricia A. Richard Amato, Making in Happen: Interaction; the Second LanguageClassroom (New York and London: Longman, 1988), p. 155 18 Ibid, Patricia A. Richard - Amato

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attention.19 Based on the statement above, we can conclude that guessing games give students more chance in formulating question. But we know that language classes are spent answering questions puts forth by the teacher or text book. This idea is also supported by Silver : Language classes are often inadvertently structured so that most of the students speaking time is s p e n t a n s w e r i n g q u e s t i o n s p u t f o r t h b y t e a c h e r o r t e x t b o o k : a s a r e s u l t t h e students often have difficultly in forming own question20 So, by using this game students are asked to practice in formulating questions. Here the students can appl y their abilit y in using question word (W H) question. Lee says, Among them are number of guessing games which can be applied at various age level in general, the challenge to guess arouses considerable interest and encourages the learners to communicate. 21 That statement says that guessing games can be applied at various age levels. It has the same idea Klippel, he says, Every body knows guessing games it is not onl y children that like guessing games; adults like guessing too, as shown by many popular TV programmer.22 In addition, he adds, Guessing are true communicative situation and s u c h very fun important and for foreign language practice are with

excitement.23 From the three theories, it is enough clear that guessing liked it by students all of ages from children

games a r e until

adult,

arouses

considerable interest and encourages the learners to

communicate because it is combination between language practice with fun and excitement

E. T h e T e c h n i q u e o f E n g l i s h T e a c h i n g Teaching of English for young learner using many wa ys for example though reading, picture, plays or games etc. Many parent s and administrator share familiar with statement that Play is Children work, but they still make distinction between work and play. The wo rk is defined as structure task such a s

19

Stephen M. Silver , Guessing for the Classroom and The English Speaking Club. Selected Articles from the English Teaching Forum. 1980 1983, p. 244 20 Ibid. Stephen M. Silver 21 W.R. Language Teaching Games and Contest (Toronto: Oxford University Press, 1994), p.13 22 Klippel. Loc. Cit. 23 Ibid. Klippel, p. 32

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work

sheets

that

children

complete

in

order

to

learn

the

a l p h a b e t a n d numbers. During their playtime children often and spontaneousl y begin, object play, fantas y pla y, and socio dramatic play. Object play is reality based and involves manipulation of and reference to the object them. Speaking by using games method English learning for young learner is fun and enjoyable. Speaking pleasure by using combining word and picture c a r d s students are ready and interested in seeing the written forms of the language. M. Solahudin said, Speaking berkaitan dengan listening. Artinya apa yang kita bicarakan adalah pengulangan dari apa yang pernah kita dengar sebelumnya.24 From the theories above, it is clear enough that guessing gamesare liked. Learning b y games is suitable for young learner, games are easil y a d a p t a b l e to English

l a n g u a g e c l a s s r o o m s , g i v e t h e s t u d e n t o p p o r t u n i t y t o expand their language experience through fun and play. This probably the most challenging time in te aching preparation that the teacher experienced. It is completel y different kind of technique, which requires a new approach to teaching. The teacher has to make more conducive i n t h e classroom. Eventually that the changes on the technique of English teaching will be baneful for the students and for the teacher. There is the technique of English teaching: 1. B e g i n with a positive message. If you put a new

m e s s a g e i n t h e s a m e p l a c e e v e r y t i m e - o n a n overhead or on the board -students will learn to look for it when they come into the room. Music serves the same purpose it set a positive mood for the session. 2. W r i t e t h r e e i m p o r t a n t g o a l s f o r t h e c l a s s s o t h a t s t u d e n t s c a n see them. Three goals are manageable for one class session. When they are visible, they keep us all on track. At the end of the class, referring to the goals gives everyone a sense of progress and closure for the day. 3. Arrange for model test to be taken in a lab or at home on the honor system. Your time with the students is too valuable for yo u to
24

M. Solahudin, Kiat-kiat Praktis Belajar Speaking Diva Press. PT. Gramedia Pustaka Utama,2008, p. 18

13

spend four h o u r s p r o c t o r i n g e a c h m o d e l t e s t . T h a t w o u l d a d d u p t o t w e l v e hour of class time for all the model tests. 4. A s k s t u d e n t s t o w r i t e t h e i r q u e s t i o n a n o t e c a r d a n d b r i n g t h e m t o class. 5. Use class time to teach and practice academic skill 6. Focus on speaking and writing in class. 7. Provide counseling and encouragement as part of the class routine

habit

is

pattern

of

behavior

that

is

acquired

through

r e p e t i t i o n . Researches indicate that following study habits are characteristic of successful students. The teacher must make motivation to the students n o t o n l y b y technique of the teaching but we can improvement by p o s i t i v e h a b i t s f r o m students.

F. D e f i n i t i o n

A c t i o n

R e s e a r c h

Action research has different meaning and thing when used by different another. For example, Hopkin treats action research and classroom research by teachers as synonymous. 25 Brown and Robinson suggest that any action undertaken by

teachers to collect data and evaluate their own teaching can be termed action research, and some highlights the participatory insider nature of action research.26 Hodgkinson has definition of action research as follows: A c t i o n research is a direct and logical out come of the progressive position. After showing children how to work together to solve t heir problems, the next step was for teachers to adopt the methods they had been teaching their children, and learn to solve their own problems co-operatively.27 Put simply, action research is learning by doing it is conducted by the teacher as classroom participant. As teacher, he/she needs to know what is actually happening in classroom, collecting data and evaluating her/his own teaching, do

25 26

Hopkins, D. (1985) A Teachers Guide to Classroom Research. Milton Keynes: OpenUniversity Press Brown, H.D. (1994)Teaching by Principles : An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall 27 Hopkins, D. (1985) A Teachers Guide to Classroom Research. Milton Keynes: OpenUniversity Press

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something to solve it, see how successful his/her effort were, and if not satisfied, try again until showing the increasing of changing. Nunan sees the important defining aspect of action research as t h e controlling role of the teacher: For me the salient distinction between AR and other form of research process is initiated and carried out by practitioner. 28 Stephen Kemmis has developed a simple model of cyclical of the typical action research process (figure I) each cycle has four steps; they are, planning, acting, observing and reflecting.29 a) P l a n n i n g w e w i l l i s w e p r e p a r e m a k i n g t h e m a t e r i a l t h a t

t e a c h ,

lesson plan, syllabus and making

evaluation that the will examine b) A c t i n g i s w e t e a c h t h e s t u d e n t s b a s e d o n o u r p l a n , t h e m a t e r i a l a n d the method we are going to teach and give the evaluation as the result. c) O b s e r v i n g are we observing the result of the

a c t i n g i s i t s a t i s f i e d or not? d) R e f l e c t i n g students is we analyze the weaknesses of the

Strickland outlines the following steps in an AR cycle: 1. I d e n t i f y 2. s 3. P e l e a k n a n k a n n i s s u e , o w a l c e t i n t e r e s t d i g o e n o r p r o b l e m

4. I m p l e m e n t 5. R e f l e c t 6. R e v i s o n e t

t h e y o u r h e

a c t i o n o b s e r v a t i o n s p l a n

Based on the steps of Actio n Research above, it can be concluded that teacher as researcher has to prepare teaching process as good as possible. Every step has to be followed in continuous and integrated.

28

Nunan, D. (1993) Action Research in Language Education.In Edge, J. and Richards, K. (eds)Teacher Developed Teacher Research: Paper on Classroom Research and Teacher Development.Oxford: Heinemann. Pp. 44 29 Resouce : http://www.web.net/~robrien/Papers/arfinal. 3. html/ 25/11/2008

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There are cycles within cycles. Some extend across an entire study. O t h e r s occupy only minutes or less. The result can be a very flexible and responsive process. When each cyc le includ es a vigorous seekin g out o f disconfirming evidence the flexibility is also accompanied by research rig our The people affected by the change are involved in the action and the critical reflection. Understanding is widel y shared, and so is commitment to any planned change. Action research certainly is not the only research process for researching change. However, it is process well suited to situations where you wish to achieve change (the action) and understanding (the research ) at some time. A c t i o n c a n b e c o m e r e s e a r c h m o r e f o r d e v e l o p m e n t , t e a c h e r

autonomous, responsible, and answerable through

action research, teachers themselves can take a so decisions concerning change.30

G. T e a c h i n g S p e a k i n g a t E l e m e n t a r y S c h o o l Every student who studies English will study about all

components, which in that subject. Those components are reading, l i s t e n i n g , w r i t i n g a n d speaking. All components have great correlation and support each other; one of those items will be discussed by researcher is teaching speaking. As one of the language skills, speaking can be complex

p r o c e s s . T h e f i r s t speaking has some points to show spea king and productions are related in the mind of individual for the learners. The learners also need production to get interaction in receiving messages, result according to Hymes, Communication competence.31 Penny Ur says, Of all four skills (listening, speaking, reading and writing) speaking seem intuitively the most important.32 Based on the statement above speaking is the most important skill that should be mastered by st udents i n fluently. Speaking is order to to communicate all in English

essential

interaction and his is an

abilit y to understand and master about what an active process of constructing a


30

Dayy, C. (1987) Professional Learning Through Collaborative in Service Activity In Smyth, J.(ed.) Educating Teacher: Changing the Nature of Pedagogical Knowledge. London: The Falmer Press. Pp. 207-222
31 32

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message, especially for student elementary school. It is t r u e

that

they

need

to

c o n c e n t r a t e t o w h a t l i s t e n i n g f o r e v e r y q u e s t i o n . I t i s suggested that learning of a new language which is not associated with visual, action or some intellectual exercises to help identification of meaning because if it is done it become boring and will not necessary lead to advantageous. Sami Alrabaa says: Why speaking activities do not work: the classes are too big for speaking activities; the students have too little time to speak. Speaking section of textbooks gives very few students the chance to talk, while the rest of c l a s s e s r e m a i n l i s t e n e r s , o f t e n i n a t t e n t i v e o n e s . 33 Brown and Yule say, Speaking is to express the needs request information, services, etc.34 H. T h e C u r r i c u l u m o f T e a c h i n g Curriculum must build new experiences on existing knowledge and gradually extend that knowledge since children

n a t u r a l l y i n t e g r a t e n e w information into their previous experiences. The education experiences must i n t e g r a t e to all components of children

d e v e l o p m e n t a r e p h y s i c a l , s o c i a l emotional, and intellectual. Complex activities with many dimension naturally lend themselves to the multiple out comes that are characteristic of learning this age. Finally, program must anticipate that there is wide variation in the rate development of individual children, especially during the transition stages of Elementary School. A c c o r d i n g t o t h e 2 0 0 6 E n g l i s h

C u r r i c u l u m : Pengembangankemampuan siswa dalam berbahasa Inggris yaitu dengan memiliki empat k e t r a m p i l a n dalam berbahasa Inggris

(speaking, u n t u k secara

listening,

r e a d i n g , writing).

Y a n g

b e r t u j u a n

m e n g e m b a n g k a n lisan secara terbatas untuk

k o m p e t e n s i berkomunikasi mengiringi tindakan (language

accompanying action).35 SDN Kelapa Dua II by using Curriculum of 2006. Competency Based Curriculum constitutes a set of

p l a n n i n g a n d arrangement about competency and learning outcomes that must be achieved by s t u d e n t . I t a l s o c o n s t i t u t e s a s e t o f e v a l u a t i o n a c t i v i t y , t e a c h i n g


33 34 35

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learning p r o c e s s , a n d u s i n g e d u c a t i o n r e s o u r c e e f f i c i e n t l y i n d e v e l o p i n g s c h o o l curriculum.

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CHAPTER III RESEARCH METODOLOGY


A. P u r p o s e o f t h e S t u d y The purpose of research is to get the new theory, especiall y to know teaching speaking by using games effective at fourth grade of elementary school S D N K e l a p a D u a I I T a n g e r a n g . T e a c h e r h o p e s t h e m t o a c t i v e i n p r a c t i c i n g English speaking in class. It is expected that the students can enjoy to expressing t h e i r i d e a s o p i n i o n and feeling and can match dialogue with situation and condition.

Besides that, they can also get fun in learning English in school especially for learning English speaking.

B. T h e P l a c e a n d T i m e o f S t u d y The place to research teaching speaking by using games for fourth grades tudents of elementary school in SDN Kelapa Dua II Tangerang. This research takes place during one semester about four months from June - November 2008. C. M e t h o d o f t h e R e s e a r c h In this research, the researcher uses the qualitative research with classroom action research. The qualitative method is the kinds of the data are the

descriptive data. From getting the data, the research wants to describe and explain t h e p r o b l e m that chosen in this researching . In the research, it does not used questioner but using the work sheet to evaluate the result and using picture as a material, because the research focused on classroom action research. Classroom action research method tends to rules of speaking or how to improve the speaking English trough games. It is true, that uses the three cycles, and every cycle consists of four steps. On the other hands, of course, it uses the collaboration method too, for example the role play and the answer question; the answer question method and guessing games; or collaboration of three methods. D. S u b j e c t o f t h e R e s e a r c h The subject of the research is the students from forth grade elementary school SDN Kelapa Dua II, Kecamatan Kelapa Dua, Tangerang City. There are

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20( t w e n t y ) s t u d e n t s o n t h e c l a s s . T h e r e s e a r c h e s u s e t h e m e t h o d a n d t h e t e c h n i q u e teaching speaking through guessing games. E. T e c h n i q u e o f C o l l e c t i n g D a t a The collecting data that is the researcher get the data from the students especially for 4th grade of elementary school. The researcher attends to the data, which are the result of applying teaching speaking though guessing games. I n t h e f o l l o w i n g s e c t i o n , t h e r e s e a r c h e r e x p l a i n s a b o u t p r o c e d u r e o f teaching, speaking using guessing games. The procedure is dividing into four s t a g e s . T h e y a r e s o c i a l i z i n g guessing games, individually or grouping, distributing cards, and

asking Question and asking giving answer. The researcher gave speaking skill test before did the presentation of lessons material (pre-test).After giving the treatment, give the some test (post-test) then made calculation of r e s u l t f r o m b o t h t e s t . T r o u g h t h e c y c l e I , c y c l e I I , a n d c y c l e I I I . E a c h c y c l e consist of: 1. 2. 3. 4. Planning Acting Observing Reflecting

This research can discuss or collaborate with English Teacher and the others.The design is as follow: 1. Socializing Guessing Games a. Teacher introduces guessing games b. Teacher states the aims of guessing games c. Teacher explains the definition of guessing games d. Teacher explains the concept of guessing games e. Teacher has the rules of guessing games f. Teacher checks students understanding

2. Individually or Grouping a. Teacher asks students to apply this games individuall y or b. Teacher asks students to apply this games in a group

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3. D i s t r i b ut i n g C a r d s a. Teacher distributes cards as teaching material b. Teacher explains the use of cards

4 . Asking Questions and Giving Answer a. T e a c h e r a s k s t o p r a c t i c e t h e g a m e s b y a s k i n g q u e s t i o n a n d g i v i n g answer to each group b. Teacher asks each group to perform once.

F. A n a l y s i s o f t h e R e s e a r c h There, the analysis of the research uses the descriptive analysis. Based on this method there has some advantages and weaknesses. Some of the advantages of using teaching speaking using guessing games are as follows: 1. Using guess games make students more pleasure from regular activities in class. It creates a relaxed atmosphere in the classroom. 2. Using guess games can encourage the students to communicative in English because the games are combinations between language practice with fun and excitement 3. Guess games can practice the student ability in forming many kind of dialogue.

While the weaknesses are: 1. I n applying guessing games, the teacher needs the

s t u d e n t s w h o a r e skillful formulating question from dialogue. 2. In appl ying guessing games, the teacher needs the stud ents more carefull y to make communication. 3. I n applying guessing games, the teacher needs t h e s t u d e n t s m o r e controlling how to make right pronunciation

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