Thesis Delviana Revision.docx

8/17/2019 Thesis Delviana Revision.docx

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CHAPTER 1

INTRODUCTION

A. Background

Language plays an important role in the society. It has a function as a

communication tool among people. People can share and express their ideas,

feelings and emotions through language. The primary function of language is to

impart factual information and to convey essential commands. It helps

transferring knowledge and thoughts to build an understanding among people.

English is one of the languages in the world and becomes the

international language that has spoken by millions of people all over the world. It

helps people who come from different countries easily making interaction and

communication each other. English also plays an important role in all aspects of

life today such as in medicine, pharmacy, finances, industry, military and also in

education. Indonesia is one of the countries that put English into the educational

curriculum and become one of the compulsory subects to be taught from !unior

"igh #chool to $niversity level.

%ccording to &'() curriculum, there are four skills to be mastered by

students namely listening, speaking, reading and writing. %mong the four skills,

speaking plays an important role because without it, communication cannot take

place directly between people. *rown +(- states that speaking is a skill in

producing oral language.It is not only an utterance but also a tool of

communication. It occurs when two or more people interact with each other

aiming at maintaining social relationship between them.

In Indonesia, students still find the difficulty in speaking. %ccording to

/ichards and /enandya +&''&, speaking in a foreign language is difficult for

foreign language learners because effective oral communication re0uires the

ability to use the language appropriately in social interaction. In line with

/ichards and /enandya, a research which was conducted by !ondeya +&'((

shows that many complaints are being raised by teachers regarding students ’ low

1


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level of English. This proves that English is really difficult for a lot of E1L

students who try to use and understand it.

*ased on the researcher2s observation at #3P *abussalamPekanbaru,

there were a number of factors causing the students not active in using the

language. These factors caused themhave insufficient ability in interacting using

the language each other. 4ne of the factors may come from students, such as the

students2 lack of vocabulary. It made them tends to keep silent when teacher ask

them to speak or invite them to interact in English. They re0uired too much time

to construct their ideas and also they were afraid ofmaking mistakes when

speaking. The students had low motivation to express their ability in speaking that

makes them rather ashamed and not having confidence to speak. 5hereas, they

tended to use their mother tongue mostly in class.

The other factors may also come from the teacher . Teacher teaches the

students traditionally rather than apply any techni0ues and teaching media.

Teachers let the students memori6e the vocabulary, instead of using it. If the

teacher applies inappropriate teaching techni0ue, the students will not engage with

the learning material. It makes the students were not feeling confident enough to

express their ideas orally. *esides, the teacher rarely uses ay teaching media in

classroom. It makes students less enthusiatic in learning English.

1rom the problems mentioned earlier, the writerwill applya teaching

media to minimi6e the problems. In this case, one of the teaching media is 71ind

the 8ifference9 game. This teaching media motivate and give students

opportunities to be active in building interaction among them by using English

orally.1urthermore,5right, et al +&'':state that games can be found to give

practice in all the skills, in all the stages of the teaching and learning and for many

types of communication. In addition, games may help and encourage many

learners to support their interest and work +5right &'':. ;ame can increase

students2 motivation and confidence because they are amusing and interesting.

;ibbons +&''& in #almiati +&''


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different pictures. #tudents in pairs discuss the differences between the two

pictures. 1urthermore, ;ibbons +&''& in #almiati +&''ear #tudents of #3P *abussalamPekanbaru2.

B. Research Question

The problem of this research is formulated as in the following

0uestion?"ow effective is 71ind the 8ifference9 gameon speaking ability of the

second year studentsof #3P *abussalamPekanbaru@

C. The Purose o! the Research

In line with the obectice of the research, the purpose of this research is to

know the effectiveness of71ind the 8ifference9 game onspeaking ability of the

second year studentsof #3P *abussalamPekanbaru.

D. The Need !or the Research

*y doing this research, the writer expects to give valuable contributions

to the following?


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1. Teachers

To help them in teaching speaking by using 71ind the 8ifference9 game.

%s an additional reference that may be useful for the teacher that game is

one of the interesting techni0ues in teaching speaking.

". #tudents

To create students2 braveness and confident in speaking English.*esides,

students will have opportunities to share their ideas, message, and opinion

by using English orally.1urthermore, game may motivate them in learning

English since they will find out that speaking is not always difficult to

learn.

$. The %riterTo increase and improve writer2s experience in doing research. %nd also to

widen writer2s knowledge about using games especially 71ind the

8ifference9 game to improve students2 ability in speaking.

&. Ne't researcher

To give valuable insight that using games is effective in teaching speaking.

Then, it is suggested to use other kinds of game in teaching speaking.

E. The Oerationa( De!inition

In order to avoid misunderstanding and misinterpretation in this research,

some definitions of the terms used will be described as follows?

1. E!!ecti)enessis the capability of producing a desired result +Longman

English 8ictionary 4nline, &'((. Effectiveness in this research means the

result of students2 speaking ability after applying 71ind the 8ifference9

game. in teaching and learning process.

". *ind the Di!!erence +a,e is a kind of game that uses two pictures which

are slightly different from each other +;ibbons, &''& in #almiati &''


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speaking means the students2 performance in sharing their ideas, message,

and opinion by using English language directly.

&. #eaking a-i(it/ according to "armer +&''( #peaking ability is

students2 ability to communicate and to express their intention, ideas,

facial expression, emotion, and information by saying utterances. In this

research, speaking ability means the students2 ability to describe the

differences of the pictures given to them.

CHAPTER II

THEORETICA0 *RAE2OR3


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A. The Nature o! #eaking

In teaching English, there are four skills? listening, speaking, reading and

writing that called language skills. Therefore, speaking and writing are said as

beactive or productive skills, whereas listening and reading are said to be passive

orreceptive skills.In Webster New World Dictionary +(B, speaking is to utter

words orally, talk? to communicate as by talkingA to make a re0uestA to make a

speech. It means that speaking is always used by people in their life, because

without speaking they will not understand what the other2s mean clearly.

#peaking plays an important role because without it, communication

cannot take place directly between people. *rown +(- states that speaking is a

skill in producing oral language. It is not only an utterance but also a tool

ofcommunication. It occurs when two or more people interact with each other

aiming at maintaining social relationship between them.

#peaking is considered as a complex skill. %bbs and 1ibrain +&''' states

that speaking is a complex skill to be learned by students because the speaker

must form the idea he or she wishes to express. In speaking, we are not only speak

what we want to express, but also we should figure out the form to express the

ideas to make people understand. "e or she should know the vocabulary, the

structure and the sounds.

"arris +(C also states that speaking is a complex skill re0uiring the

simultaneous use of number in different abilities which often develop in different

rates. It is not only involved the messages or the idea but also the knowledge of

the sound, structures, vocabulary, and culture of system language. It means that

the speaking skill is demand skill for people life.

B. #eaking in 4unior High #choo(

%ccording to Durriculum &'(), English become the compulsory subect

in unior high school. There are some material taught to&ndgrade students of !unior


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"igh #chool such as expression of asking attention, checking understanding,

asking and giving opinion, ability, instruction, greeting card, adverb of 0uantity,

present tense, present continuous tense, cause and effect. Teaching English at

!unior high school is to train and familiari6e the students to use English orally in

simple form. Learning speaking at unior high school can be done with many

techni0ue to help students in speaking skill such as? pictures, cards, paper sheet

and games.

#tudents at second grade of unior high school cannot learn too serious

and too focus on the material all of the time. They will get bored easily. To teachspeaking in this stage, the teacher should select the effective techni0ue which

interesting and makes them enoy in class. 71ind the 8ifference9 game with

various obects can avoid boredom in class. They are able to describe something

on different aspects, to express their ideas and to put their opinions.

C. The 2a Ho% to Teach #eaking

Teaching is an activity in which the teacher guides the students in term of

mastering the lesson. Teaching speaking is a very important part of language

learning. *ased on the main purpose of speaking that is improving students2

communication skills, teachers should find and create a techni0ue in planning

speaking activities. In teaching speaking teacher can use many ways to make

students speak up in speaking class. %ccording to "armer +&''C there are three

reasons for getting students to speak in the classroom ?

a. #peaking activities provide rehearsal opportunities, chances to

practice real life speaking in the safety of classroom.

b. #peaking task in which students try to use any or all of the language

they know provide feedback for both teacher and students. Everyone

can see how well they are doing? both how success they are and also

what language problems they are experience.

c. The more students have opportunities to activate the various elements

of language they have stored in their brain, the more automatic their


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use of these elements becomes. %s a result, students gradually become

autonomous language users. This meant that they will be able to use

words and phrase fluently without very much conscious thought.

Teaching speaking should be done in attractive and communicative

activities. In teaching speaking, teacher can divide the students in group, pairs or

individually. %ccording to "armer +&''(, when considering organi6ing

groupwork and pairwork in relation to various communicative and pre

communicative speaking activities, there are three stages F before, during, and

after.

(. Preteaching

Preteaching means a complex activity before teacher explain the material

to the students. In this time, teacher does some activities that can

encourage students to start the lesson. The activities such as?

;reeting

*y doing greeting, the students seem like has been given the alarm to

start their activities in their class or their school.

Dhecking attendance listThis activity is also an important thing for the teacher to do before they

start teaching learning process. The teacher calls the students2 name

one by one and make short conversation to ask students2 condition.

;ive motivation

;iving motivation is really important in this time because there are so

many students need to encourage before they start their class.

3otivation is the maor aspect that is suggested by the experts for the

teacher giving for their students. The teacher can give the motivationthrough the story or wise words.

Preview

%fter giving some motivation, teachers need to preview their lesson.

They ask their students or tell the important information about their

last topic.

Introduce material


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%fter previewing the lesson, the teacher introduces the material to the

students. In this step, teachers tell the students what they will study at

that time. Teachers are expected can make good introduction so the

students not only interested but also have clear assumptions about the

material. Teachers tell about the topic and sub topics that they need to

learn.

Tell the purpose of the topic

Teachers tell the purpose of the topic so the students will know and

reali6e about the topic. This activity is supposed to make students have

a reflection of their lesson for their daily life.&. 5hile Teaching

In this step teachers explain the topic by using certain method, in this case

teachers use find the difference game. The teachers teach the topic by

using that game and they have to have good preparations. This means

much in order to create an effective and active class. 1ind the difference

game needs some picture in the teaching learning process. The teacher

should prepare the material well. 5hile teaching, teachers give the

pictures to the students, ask them to describe the picture and then find the

difference between the two pictures

). Postteaching

The last step of teaching process is postteaching. In this step teacher

should do some activities, such as?

#ummari6ing

In this term, teachers ask the students to summari6e their topic based

on the teachers explanation and class activities. The teachers need to

state that the students allow to describe and to explain their opinion as

much as they can. This way will encourage them to be creative and

active in expressing their idea. %lso, it will grow up them to be critic.

5hen they can describe their idea, they absolutely do improvement in

their speaking skills.

/epetition

/epetition is important to do in order to make sure that the students

have their points in terms of teaching learning process. Teachers

encourage students to link their lesson to their daily life by asking


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them to give a simple example. 1rom the students2 answering teacher

will also know what should sheGhe do next and what things must be

prepared.

1eedback

1eed back is an activity to create a continued step for the students. In

this step teachers need to see the students2 lacks. 1or example, a

student still has problem with hisGher pronounce that make himGher be

afraid and unconfident in speaking. In this case the teachers need to

give the student some exercises and practices in hisGher home. In short,the teachers need to give additional material to the student.

a5 Princi(es o! Teaching #eaking

#ome other principles are related to the speaking techni0ue, in which

*rown +&''( suggest some principles of teaching speaking as follow?

(. $se techni0ue that covers the learner2s need.

&. Provide intrinsically motivating techni0ue.

). Encourage the use of authentic language in meaningful context.-. Provide appropriate feedback and correction.

B. Integrate natural link between speaking and listening.

:. ;ive students opportunities to initiate oral communication.

C. Encourage development of speaking strategies.

-5 #o,e Acti)ities in Teaching #eaking

To create classroom speaking activities that will develop

communicative competence, teachers need to incoorporate a purpose and

an information gap and allow for multiple forms of expression. "ere are

some activities that can be done in the speaking class to promote speaking

according to Hayi +&'':?

(. 8iscussions

1or efficient group discussions, it is always better not to form large

groups, because 0uiet students may avoid contributing in large


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groups.In class or group discussions, whatever the aim is, the students

should always be encouraged to ask 0uestions, paraphrase ideas,

express support, check for clarification, and so on.

&. /ole Play

4ne other way of getting students to speak is roleplaying. #tudents

pretend they are in various social contexts and have a variety of social

roles. In roleplay activities, the teacher gives information to the

learners such as who they are and what they think or feel.

). #imulations

#imulations are very similar to roleplays but what makes simulations

different than role plays is that they are more elaborate. In simulations,

students can bring items to the class to create a realistic environment.

1or instance, if a student is acting as a singer, she brings a microphone

to sing and so on.

-. Information ;ap

In this activity, students are supposed to be working in pairs. 4ne

student will have the information that other partner does not have and

the partners will share their information. %lso, each partner plays an

important role because the task cannot be completed if the partners do

not provide the information the others need.

B. *rainstorming

4n a given topic, students can produce ideas in a limited time.

8epending on the context, either individual or group brainstorming is

effective and learners generate ideas 0uickly and freely. The good

characteristic of brainstorming is that the students are not critici6ed for

their ideas so students will be open to sharing new ideas.

:. #torytelling

#tudents can briefly summari6e a tale or story they heard from

somebody beforehand, or they may create their own stories to tell their


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classmates. #tory telling fosters creative thinking. It also helps

students express ideas in the format of beginning, development, and

ending, including the characters and setting a story has to have.

C. Interviews

#tudents can conduct interviews on selected topics with various

people. It is a good idea that the teacher provides a rubric to students

so that they know what type of 0uestions they can ask or what path to

follow, but students should prepare their own interview 0uestions.

%fter interviews, each student can present his or her study to the class.


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Each student in a group will choose a card. Then, each student will

write -B 0uestions about that topic to ask the other people in the

group. 1or example?

If the topic 8iamonds? Earning 3oney is selected, here are some

possible 0uestions?

Is money important in your life@ 5hy@

5hat is the easiest way of earning money@

((. Picture Jarrating

This activity is based on several se0uential pictures. #tudents are

asked to tell the story taking place in the se0uential pictures by paying

attention to the criteria provided by the teacher as a rubric. /ubrics

can include the vocabulary or structures they need to use while

narrating.

(&. Picture 8escribing

%nother way to make use of pictures in a speaking activity is to give

students ust one picture and having them describe what it is in the

picture. 1or this activity students can form groups and each group is

given a different picture. #tudents discuss the picture with their

groups, then a spokesperson for each group describes the picture to the

whole class. This activity fosters the creativity and imagination of the

learners as well as their public speaking skills.

(). 1ind the 8ifference

1or this activity students can work in pairs and each couple is given

two different pictures, for example, picture of boys playing football

and another picture of girls playing tennis. #tudents in pairs discuss

the similarities andGor differences in the pictures.

In this research, the speaking activity used in teaching and learning

proses is 71ind the 8ifference9 game.

D. Ho% to Assess #eaking


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In teaching learning assessment, teachers focus on some points like

performance, attitude, the ideas of the students, etc. %ccording to *rown, there are

six types of classroom speaking performance +&''(?

(. Imitative

% very limited portion of classroom speaking time may legitimately be

spent generating 7human tape recorder9 speech, where, for example

learners practice an intonation contour or try to pinpoint a certain vowel

sound. Imitation of this kind is carried out not for the purpose of

meaningful interaction, but for focusing on some particular element of

language form.

&. Intensive

Intensive speaking goes one step beyond imitative to include any speaking

performance, that is designed to practice some phonological or grammatical

aspect of language. Intensive speaking can be selfinitiated or it can even

form part of some pair work activity where learners are 7going over9

certain forms of language.

). /esponsive

% good deal of student speech in the classroom is responsive? short replies

to teacher or studentinitiated 0uestions or comments. These replies are

usually sufficient and do not extend into dialogues.

-. Transactional

Transactional language, carried out for the purpose of conveying or

exchanging specific information, is an extended form of responsive

language. Donversations, for example, may have more of a negoitative

nature to them than does responsive speech.

B. Interpersonal +dialogueDonversation is carried out more for the purpose of maintaining social

relationships than for the transmission of facts and information.

:. Extensive +monologue

1inally, students at intermediate to advanced levels are called on to give

extended monologues in the form of oral reports, summaries or perhaps

short speeches. "ere the register is more formal and deliberative.

#peaking is one of the language aspects that used by all people around

the world. #peaking is a very complex skill. In speaking, the speaker not only


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focused to send the message or the ideas to the listener but also focused on some

components. %ccording to "arris +(C-, there are at least five components of

speaking skill, they are? comprehension, pronunciation, grammar, vocabulary and

fluency.

a. Pronunciation

Pronunciation is one of the components that can be assessed in speaking.

Pronunciation is included the segmental feature like vowels, consonant,

stress and intonation patterns. Pronunciation is the way for students to

produce clearer language when they speak. It deals with the phonological

process that determine how sounds vary and pattern in a language.

Pronunciation becomes important because it gives meaning to what is

being said. 5rong pronunciation may cause misunderstanding or people

involved in a conversation are offended.

-. +ra,,ar

The grammar that the students use in speaking also can be assessed.

;rammar is how to combine words to be a good sentence. ;rammar is

needed for students to arrange a correct sentence in conversation, or the

student2s ability to manipulate structure and to distinguish appropriate

grammatical form in appropriate ones. It is needed for students to arrange

the correct sentence to make the sentences meaningful in conversation.

c. 6oca-u(ar

%nother thing in speaking that can be assessed is vocabulary. Kocabulary

is important in produce the sentences. Kocabulary is the total number of

words in a language. "aving varied vocabulary, people can express their

ideas or opinions very well and also can express with some flexibility andappropriacy on a variety of topics such as family, hobbies, work, travel and

current events.Kocabulary means the appropriate diction which is used in

communication.

d. *(uenc

People need fluency in speaking to make the message that they want to

convey is clearly."arris +(C- states that fluency refers to the ease and

speed of the flow of the speech.1luency is the smoothness of flow with

which sounds, syllables, words and phrases are oined together when


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speaking. *esides that it refers to the one who express a language 0uickly

and easily without any difficulty.

e. Co,rehension

#peaking does not only know how to produce the word well, to use the

structure well but also know how to express and answer well. It means that

if a person can answer or express well and correctly, it shows that heGshe

comprehends or understand well.

E. Using +a,e

Teaching English as a foreign language should be interesting and

entertaining. 4ne of the ways is by using game. ;ame is an interesting and

entertaining activitywhich both teacher and students can enoy it. Through game

students can engage with the material, because the concept of game is fun and

enoyable. %s 5right, et al +&'': say, =game2 to mean an activity which is

entertaining and engaging, oftenchallenging, and an activity in which the learners

play and usually interact with others. ;ame is an activity with rules, a goal and an

element of fun. *rown +(- in #almiati +&''


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There are many kinds of games that can be used in teaching English

especially speaking. "adfield +( explains two ways in classifying language

games. 1irst, she divides the language games into two types? linguistic games and

communicative games. Linguistic games focused on accuracy, such as supplying

the correct antonym. 4n the other hand, communicative games focused on

successful exchange of information and ideas, such as two people identifying the

differences between two pictures which are similar to one another but not exactly

alike.

*. The Nature o! 7*ind the Di!!erence8 +a,e

1ind the difference game is a kind of game that uses two pictures which

are slightly different from each other +;ibbons, ( in #almiati, &''


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examination will help in controlling the basic vocabulary re0uired and may help

to some extent. The picture used depending on the material and purposes. In this

research, the purposes are to make students understand the use of adverb 0uantity,

present tense, preposition, so on.

*efore presenting the game, there are some preparations the teacher

should do. 1or each pairs or groups, they will need two pictures which are similar

but contain several differences which the students will be able to describe. 5right,

et al +&'': states some possible sources and types of picture?

a 3aga6ine or catalogue pictures? for example, two picture of different

though similar bathrooms, or houses, or articles of clothing.

b % line drawing, perhaps from maga6ine. Photocopy the drawing, and then

white out some parts. >ou can draw in alternative bits if you wish. Then

photocopy the altered photocopy. In this way you will have two very

similar drawings but with interesting small differences.

c Instead of one pair of drawings, you can have a lot of them. %nd instead of

being, for example, naturalistic representations, they can be very simple or

even abstract designs. Ten such pictures fit on to one sheet of %-.

d 4f course any information which is similar, though not identical, may be

used. The information may be verbal or numerical instead of pictorial. It

could be all three.

In addition, 5right, et al +&'': also states the procedure in applying

71ind the 8ifference9 game.

( 8ivide the class into pairs.

& Provide each player with one picture and warn everyone not to look at

their partner2s picture.

) Tell learners that both players should describe their own picture andGor ask

0uestions about their partner2s picture, with the aim of finding the

differences between the two pictures.

- 1inally, let the learners look at each other2s picture and compare and

discuss further.


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The writer was adaptedthe procedure mention by Wright

etal !2006" in app#ying $%ind the &i'erence( game in this

research) There*ore the writer conducted the teaching and

#earning process o* $%ind the &i'erence( game in the c#ass

through the *o##owing procedures+

a. Teacher divides students in pairs.

b. Teacher explains about 71ind the 8ifference9 game and the

procedure.

c. Teacher distributes two pictures which are similar to each pair.

d. Teacher asks students not to look at their partner2s picture.e. Teacher asks students to describe their own picture or ask about their

partner2s picture.

how many trees are there in the picture@in picture %? There is only a tree in the picture.

in picture *? There is only a tree in the picture.

where is the tree in the picture@

in picture %? The tree is between the building and the car.

in picture *? The tree is beside the building.

where is the car in the picture@

in picture %? The car is beside the tree.

in picture *? The car is beside the building.

is there a triangle in the picture@

in picture %? There is no triangle in the picture.in picture *? There is a triangle in the picture.

f. The students find the differences of the picture.

g. Then, the students state the differences of the picture.

H. Re(ated Research

The first related research that the writer found is the research conducted

by #almiati in &''. The title of her research is 7%n %pplication of 71ind the

8ifference9 ;ame in Improving #peaking %bility of the 1irst >ear #tudents of

#3%J ( PangkalanHerinci9. The research design in this study was a classroom


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action research. The sample of this research was )- students. The researcher found

a significant improvement of teaching speaking using 71ind the 8ifference

;ame9. The average score of pretest was B'.- while the average score of post

test is C'.B. It means that using 71ind the 8ifference ;ame9 is effective in

increasing students2 ability in speaking.

The research seems similar to the writer2s research, because of using

71ind the 8ifference9 ;ame as kind of techni0ue of teaching. *ut, there are the

differences between this study and the previous research. 1irstly, in conducting the

research, #almiati used a classroom action research, whereas the writer uses a preexperimental design. #econdly, #almiati used 71ind the 8ifference9 ;ame to

measure speaking ability of the first year students of #3%J ( pangkalankerinci,

whereas the writer uses 71ind the 8ifference9 ;ame to measure speaking ability

of the second year students of #3P *abussalamPekanbaru.

The second related study conducted by %yu and 3urdibono in &''

entitled 7The $se of ;ames in Teaching English at #3%J & Pare9. The research

design of this study is descriptive research. The #ubects of this research were

three English teachers and four classes of student grades M and MI. This study was

aimed to +( describe games are used in Teaching English, +& describe the

problems faced by teachers in using games, +) describe the students2 opinion

toward the use of games.

%ccording to their research, there were five games used by the English

teachers at #3%J & Pare. These games were used to deliver the material, to

assess the student skill in understanding the text, and to revise previous material,such as grammar. It also found that there were several problems faced by the

teacher. The problems were? +( time management, +& assessment, +) lacked

motivated students, +- place, and +B finding suitable material for games. 1rom

the study, it also found that almost all of the students gave positive respond toward

the use of games in teaching English. The students thought that games helped

them to understand the material easier and games could reduce boredom.


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The third related research that the writer found is the research conducted

by "ardianty in &'(). The title of her research is 7Improving #peaking #kill

through the $se of #imulation Techni0ue9. It was preexperimental research

design. The samples of the research were the eleventh grade students of #3%

%lkhairaat Halukubula. %ccording to her research, the hypothesis accepted by

regarding to the analysis that tcounted B.- were higher than the ttable (.C:(. The

degree of freedom +df of the( table is (B F ( N (-. The level of significance

counted is set up at '.'B. It means that the use of simulation techni0ue

significantly improves the students2 speaking skill of #3% %lkhairaat Halukubula.

The similarity between the research and the writer2s research is the use of

preexperimental design as the research design. There are the differences between this

research and the writer2s research. The first is the techni0ue. "ardianty used

simulation techni0ue, whereas the writer used 71ind the 8ifference9 ;ame. The

second is the sample of the research. The samples of the previous research were the

eleventh grade students of #3% %lkhairaat Halukubula, whereas the samples of the

writer2s research were the second year students of #3P *abussalamPekanbaru.

I. Hothesis

The hypothesis of the research are the following?

(. Jull "ypothesis + H '? There is no significant effect of using 71ind the

8ifference9 ;ame on speaking ability of the second year students of

#3P *abussalamPekanbaru.

&. %lternative "ypothesis + H (? There is a significant effect of using 71ind

the 8ifference9 ;ame on speaking ability of the second year students of

#3P *abussalamPekanbaru.


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CHAPTER III

RE#EARCH ETHODO0O+9

This section explains about place and time of the research, kind of

research design, population and sample of the research, instrument of the research,

the data collection techni0ue and the data analysis techni0ue.

A. P(ace and Ti,e

This research conducted at #3P *abussalamPekanbaru which is locatedon !alan "/. #oebrantas H3. Pekanbaru. The data were collected in

Jovember &'(B.The sum total of the research is eight meetings.

B. The Research Design

The research design of this study was preexperimental design which is

onegroup pretestposttest design applied. %ccording to ;ay, 3ills, and

%irasian +&'', the onegroup pretestposttest design involves a single group

that is pretested +4(, exposed to a treatment +M, and then tested again +4&.

Therefore, there is no control group in the researchO9 +"atch and

1arhady,(


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C. Pou(ation and #a,(e

The population of this research was the first semester of eighth grade

students of #3P *abussalamin the academic year &'(BG&'(:. There

weresixclasses of this grade with(-< students.The population of the second

year students can be shown on the following table.

Ta-(e $.1 Pou(ation

No C(ass Nu,-er

1

"

$

&

:

;


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research was a speaking test in form of picture describing. It was given to the

students in both of pretest and posttest. The students needed to make a

description about the differences of two pictures based on the color, the

position and the things of the pictures. +%ppendix :

E. The Data Co((ection Techni=ue

The data of this research was based on the result of the speaking test in

pretest and posttest. The following are the procedures of collecting the data?

a. PreTest

Pretest was given to the students before the treatment in order to know

how the students2 ability is. The pretest was in the form of picture

describing, in which each students got two pictures which are slightly

similar and had to describe the differences between the pictures.

b. Treatment

In the treatment phase, the writer taught the students using 71ind the

8ifference9 ;ame. The writer divided students in pairs. Each pairs got two

picture which slightly similar. The students asked some 0uestions about

their partner2s picture in order to know the differences of the pictures. The

0uestions were about the things in the picture, the color and the position of

the things. %fter that, the writer called the name of students one by one to

describe the differences of their pictures.

c. PostTest

Posttest held after all treatments conducted. It was also in the form of

picture describing. The writer gave the same picture as the pretest. The

students needed to describe the differences of the pictures individually.

The scoring method used is adopted from "arris +(C- with some

modification to the description of score. It was modified to make the

description of the score more clearly and suitable with the sample2s ability. The

modified table can be seen as follows?

Ta-(e $."#core o! seaking asect

%spects #core 8escription


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Kocabulary B $se of vocabulary and idioms appropriate to

the topic.

- #ometime uses inappropriate terms andGor

must rephrase the idea because of lexical

inade0uate

) 1re0uently uses the wrong wordsA

conversation somewhat limited because of

inade0uate vocabulary

& 3isuse of word and very limited vocabulary

make comprehension 0uite difficult.

( Kocabulary limitations so extreme as

to make conversation virtually impossible.

Pronunciation B #peaks clearly and imitates accurate

pronunciation.

- %lways intelligible, though one is conscious

of a definite accent

) Pronunciation problem necessitate

concentrated listening and occasionally lead

to misunderstanding

& Kery hard to understand because of

pronunciation problems, must fre0uently be

asked to repeat.( Pronunciation problems so severe as

to make speech virtually unintelligible.

#tructure B 3akes few +if any noticeable errors of

grammar and word order.

- 4ccasionally makes grammatical andGor

word order errors which do not, however

obscure the meaning.

) 3ake fre0uent errors of grammar and word

order which occasionally obscure meaning.

& ;rammar and word order errors makecomprehension difficult. 3ust often

rephrase sentences andGor restrict himself to

basic patterns

( Errors in grammar and word order so severe

as to make speech virtually unintelligible.

Domprehension B %ppears to understand everything without

difficulty.

- $nderstand nearly everything at normal

speed, although occasional repetition may

be necessary.


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) $nderstand most of what is said at slower

than normal speed with repetition.

& "as great difficulty following what is said.

Dan comprehend only social conversation

spoken slowly with fre0uently repetitions.

( Dannot be said to understand even simple

conversation virtually impossible.

1luency B #peak fluently, without hesitant.

- #peed of the speech seems to be slightly

affected by language problem.

) #peed and fluency are rather strongly

affected by language problems.

& $sually hesitantA often forced into silent by

language limitations.

( #peech is so halting and fragmentary as to

make conversation virtually impossible.

*. Data Ana(>ing Techni=ue

#coring system and classification of students2 score by "arris +(C- were

used to score students2 work and classify students2 score in pre test and post

test.

Ta-(e $.$The C(assi!ication o! #tudents? #cores

Jo Test #core Level of %bility

(.


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To know the ability of the students, the researcher firstly computed the

individual score to find out the real score of the students from the each rater.

The formula used as follows?

/#NTS

25 x (''

/#N real score of each individual

T#N total score of speaking aspects +PQ;QKQ1QD

To find out the average scores of the students in speaking, the following

formula was applied.

´ X = Ʃ X

N

´ X N the students2 average score

MNƩ the students2 score

J N the number of students

+"atch R1arhady, (


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CHAPTER I6

RE#U0T# AND DI#CU##ION

A. Resu(t


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The obective of the research is to know the effectiveness of 71ind the

8ifference9 ;ame on the students2 speaking ability. The data were collected

by giving a speaking test to the students individually. The test was to describe

the differences between two pictures. The result of this research was presented

by showing the result of Ttest table in comparing the differentresults of

students2 speaking ability in pre test and post test which was calculated by

#P## (


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). B' F B oor to aerage B &(.C-S-. 0 49 oor (< C


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=poor to average2 level. There are (< students +C


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%fter knowing the mean, standard deviation and standard error score,

there was paired samples correlation table that explained the correlation of

pretest and posttest. %ccording to the table -.-, correlation coefficient was

'.B


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N && +BS

N &,'C-

Donsidering the data shown on the table -.:, the ttest is &).)&',

meanwhile the ttable is &,'C-. *ecause the ttest is bigger than t table, it

concludes that there is a significant difference between pretest and posttest. It

means that the alternative hypothesis of this research, 7There is a significant

effect of 71ind the 8ifference9 ;ame on speaking ability of the second year

students of #3P *abussalamPekanbaru9 isaccepted and null hypothesis is

reected.

&. The Di!!erence o! #tudents? A)erage #core in Each Asect o! #eaking

The research had positive result using 71ind the 8ifference9 ;ame for

students2 speaking ability. It could be seen from the average score in pretest

and posttest. The score of students2 pre test and post test was collected based

on five aspects of speaking, they are pronunciation, structure, vocabulary,

fluency and comprehension.The interpretation of students2 average score in

each aspect of speaking can be seen on table -.C.

Ta-(e &. #tudents? A)erage #core in Each Asect o! #eaking

Jo #peaking %spect Pretest Posttest 8ifferent #core

1 Pronunciation B-.))


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comprehension increases to )(.)- point which is the average score in pretest

is BC.)) and in posttest is


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the students by using 71ind the 8ifference9 ;ame. It makes them easy to

comprehend and not feel bored with the material. This result was in line with

the result of the study that was conducted by %yu and 3urdibono +&'(&.

They stated that 7the games helped the students to understand and

comprehend the material easier and games could reduce boredom9. It can be

stated that students feel relax when learning English by using games

especially 71ind the 8ifference9 ;ame. "owever, there were strengths and

weaknesses points that researcher found during using 71ind the 8ifferences9

;ame for speaking activities.

The strengths were in the following?

(. Through 71ind the 8ifference9 ;ame, students are not afraid to

express their ideas and use the language features. The students use

the language freely without any pressure. It because the students

and the teacher was not allow to interrupt students2 wrong when

they were speaking.

&. $sing &'ind the Di""erence( ;ame in speaking activity encourages

students2 interaction in classroom. #tudents practice to cooperate

and to speak with the others in order to get the information of the

picture.

). 71ind the 8ifference9 ;ame is able to make students enoy the class

and feel fun in class. *ecause they are enoy and fun, students are

easy to understand and comprehend the material.

4n other hand, the writer found the weakness when using 71ind the

8ifference9 ;ame, such as?

(. It was 0uite difficult to find the picture that related to the material.

#o, it made the writer need much time to find the picture that related

to the material.

&. The time for applying this game was 0uite long. The game needed

too much time. Donse0uently, the writer had to manage the lesson

plan and the time properly.


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In conducting the research, there were two indicators in the syllabus of

English subect, asking and stating. The indicators were applied by the teacher in

the learning and teaching process. 3eanwhile the writer did not apply the

indicator =asking2 in the pretest and posttest. In conducting the tests, the writer

only asked the students to describe the differences of the pictures based on the

things, the color and the position of the things.


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37

CHAPTER 6

CONC0U#ION# AND RECOENDATION#

A. Conc(usions

%fter analy6ing the data of this research, some conclusion can be

drawn. %ccording to the result, it showed that there was an improvement of

students2 mean score on posttest after taught by using 71ind the 8ifference9

;ame. It also showed that there was mediocre correlation between 71ind the

8ifference9 ;ame and speaking ability in order to know the effectiveness of 71ind the 8ifference9 ;ame on speaking ability.

*ased on the interpretation of students2 average score in each aspect of

speaking, all of the aspects are increased. It showed that applying 71ind the

8ifference9 ;ame for speaking activity gave significant different on students2

average score in each aspect of speaking. 4verall, it was found that the value

of ttest was larger than the ttable, the alternative hypothesis was accepted

and Jull hypothesis was reected. This research answered the research

0uestion that applying 71ind the 8ifference9 ;ame is effective on speaking

ability of the second year studentsof #3P *abussalamPekanbaru.

B. Reco,,endations


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%ccording to the conclusions above and some weaknesses, there are

several recommendations that useful for teaching speaking through game,

especially 71ind the 8ifference9 ;ame. The recommendations are?

(. 71ind the 8ifference9 ;ame is suggested as one of the alternative teaching

media that can be used by English teachersbecause since this teaching

mediaeffectiveto use inteaching speaking and can generated the students2

motivation. This game gives students opportunity to use the language

freely without any pressure.

&. In applying 71ind the 8ifference9 ;ame, it is suggested that the

teacher shave to prepare the lesson plan well in order to cover games so the

problem such as material and time management could be reduced as much

as possible. *ecause, this game needs much time.

). This game is also needed to apply in teaching speaking andGor teaching

and learning process, because the students are more active in using the

language. They are not feeling bored in teaching and learning process.

-. 1or the next research, all indicators in the lesson plan must be applying

both in pretest posttest and in teaching and learning process.


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BIB0IO+RAPH9

/nasudiono) 2008) PengantarStatistikPendidikan) aarta+ T)aa ,randoersada

*rown, !.8., (


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*rown, 8. ". +(-. /rinciples o" ,an%ua%e ,earnin% and Teachin% . Englewood

Dliffs? Prentice "all /egent.

*rown, 8. &''(. Teachin% by /rinciples: -n nteractive -pproach to ,an%ua%e

/eda%o%y 2nd ed343 Jew >ork? Longman

Emma /osana1ebriyanti. &'('. Teaching #peaking of English as a 1oreign

Language? Problems and #olutions. Thesis published. Teacher2s Training

and Education 1aculty Lambung3angkurat $niversity. *anarmasin.

;ay, L./. et all, &''. 5ducational *esearch: 6o$petencies "or -nalysis and

-pplication Ninth 5ds43 Jew !ersey? Pearson Education, Inc.

"adfield, !. (. nter$ediate 7ocabulary .a$es3"arlow, Essex? Longman.

"arris, 8avid P. (C-. Testin% 5n%lish as - +econd ,an%ua%e. ;eorgetown

$niversity. 5ashington 8D.

"armer, !., &''(. The /ractice o" 5n%lish ,an%ua%e Teachin% rd 5d4.%ddison

5esley Publishing Dompany? Dambridge.

"armer, !., &''C. How to Teach 5n%lish. Pearson Education Limited? Dambridge.

"atch, E., and 1arhady, 1., (


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Thesis Delviana Revision.docx

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