DISERTASI dan TESIS Program Pascasarjana UM, 2009

Ukuran Huruf:  Kecil  Sedang  Besar

Improving the EFL Speaking Skill of the Second Grade Students of MTs Tarbiyah Takalar through Language Games. (Thesis)

Herman Herman


On the basis of the result of preliminary study and the researcher's experience, the students of MTs Tarbiyah Takalar were not able to speak English well, particularly Class VIII C as the subjects of this study. The average score they got in speaking English was the lowest score among the four skills. There were some factors behind the failure of the students, namely fear of making mistakes, low motivation, monotonous technique of the teacher, and lack of vocabulary. Of the factors, the monotonous technique was the focus of this study. Since a variety of techniques in classroom is very important for the students' success, the teacher provided an interesting technique in the teaching of English speaking that is language game technique. The research problem was "How can language games improve the speaking skill of the second grade students at MTs Tarbiyah Takalar?"

            The study employed a classroom action research design in which the procedure covered four main stages: planning, implementing, observing, and reflecting. The study was conducted in two cycles with three meeting each. The instruments for collecting data were observation sheets, field notes, tape-recorder, students' self-assessment sheets, and questionnaires.

            The findings showed that the effective procedures of language games for teaching speaking involved different procedures. In the "Trainee Reporter" game, the procedures are as follows: (1) modeling the way to play the game with a help of two students, (2) grouping the students, (3) asking a group to re-model the game, (4) distributing different situational pictures to each group as a base thinking of possible questions to ask by the Trainee Reporter, (5) asking each group to determine their Trainee Reporter, (6) exchanging picture with other group as base of the interview, (7) asking each group to choose two actors in the picture to act and provide any information related to the event in the picture for the interview, (8) asking the Trainee Reporter of each group to interview the group which she/he has exchanged picture with, (9) asking the Trainee Reporters to return to their own groups and discuss the result of he interview for oral report, (10) asking the Trainee Reporter to perform oral report by turns and rest to pay attention on the content, ill - grammatical utterances, and mispronunciation, (11) asking the rest students a  few questions after one Trainee Reporter performed to check their attention, (12) asking the students' feedback on the Trainee Reporters' mistakes and  mispronunciation and their problems during the teaching and learning process, (13) assigning each group to revise their report and submitted in the written form. Meanwhile, in the "Be Someone Else" game, the procedures follow these steps: (1) modeling the game by being "a new self" and telling them few information about his "new self" (i.e. I am Herman, I catch criminals because I am a policeman), (2) encouraging the students to as many questions as possible about his "new self", (3) asking the students to decide their own "imaginary selves" and think any information as many as possible about their new selves, (4) grouping the students into two groups (A and B), (5) asking the students of group A to interview the students of group B in pairs, (6) telling them to exchange roles but with different pairs, (7) inviting each students to report orally his/her own result of interview by turns and tell the rest to pay attention on the content, ill-grammatical utterances, and mispronunciation, (8) asking few questions to the remaining students after one report presented to check their attention, (9) asking the students' feedback on the mistakes, mispronunciation, and problems they have during the teaching and learning process, (10) assigning each student to revise their reports and submitted in a written form.

The final findings of Cycle Two revealed a significant improvement in both the students' involvement and the students' speaking performance. There were 86% of the students on the average actively involving in the teaching and learning process. Whereas, the average scores of the students in performing simple dialogue was 76 and in presenting oral reports was 74. It means that the findings in Cycle Two had met the three criteria of success set.

            Therefore, it is suggested that English teachers implement this technique in their speaking class with students of low motivation and heterogeneous proficiency and share the idea in a subject-matters of teachers' forum (MGMP), workshop, or training. In addition, it is suggested that other researchers carry out a similar study on similar problems in different settings. They may also conduct an experimental study on the same skill and the similar problems to verify or to strengthen the present findings.