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 subjects to be taught from Junior
High School to University level.
According to 2013 curriculum, there are four skills to be mastered by
students namely listening, speaking, reading and writing. Among the four skills,
speaking plays an important role because without it, communication cannot take
place directly between people. Brown (1994) 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. According to
Richards and Renandya (2002), speaking in a foreign language is difficult for
foreign language learners because effective oral communication requires the
ability to use the language appropriately in social interaction. In line with
Richards and Renandya, a research which was conducted by Jondeya (2011)
shows that many complaints are being raised by teachers regarding students low

level of English. This proves that English is really difficult for a lot of EFL
students who try to use and understand it.
Based on the researchers observation at SMP BabussalamPekanbaru,
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. One of the factors may come from students, such as the
students lack of vocabulary. It made them tends to keep silent when teacher ask
them to speak or invite them to interact in English. They required 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. Whereas, 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 techniques and teaching media.
Teachers let the students memorize the vocabulary, instead of using it. If the
teacher applies inappropriate teaching technique, the students will not engage with
the learning material. It makes the students were not feeling confident enough to
express their ideas orally. Besides, the teacher rarely uses ay teaching media in
classroom. It makes students less enthusiatic in learning English.
From the problems mentioned earlier, the writerwill applya teaching
media to minimize the problems. In this case, one of the teaching media is Find
the Difference game. This teaching media motivate and give students
opportunities to be active in building interaction among them by using English
orally.Furthermore,Wright, et al (2006)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 (Wright 2006). Game can increase
students motivation and confidence because they are amusing and interesting.
Gibbons (2002) in Salmiati (2008) states that find the difference game is
a kind of game that uses two pictures which are slightly different from each other.
For this activity, students can work in pairs in which each pair is given two

different pictures. Students in pairs discuss the differences between the two
pictures. Furthermore, Gibbons (2002) in Salmiati (2008) states that in find the
difference game, the students should know the number of differences they are
looking for, and know what they must name them. In order to be able to describe
something, the students need to use relevant vocabulary. According to Reschny
(2004), the goal of Find the Difference game is to ask and answer questions,
and give information, thus improve listening and speaking skills, while increase
understanding of the target language. In this game, the students are able to
describe something, express their ideas and share it to the other students.
Based on the explanation above, the writeris interested in conducting a
researchentitledThe Effectiveness of Find the Difference game on speaking
ability of the Second Year Students of SMP BabussalamPekanbaru.

B. Research Question
The problem of this research is formulated as in the following
question:How effective is Find the Difference gameon speaking ability of the
second year studentsof SMP BabussalamPekanbaru?

C. The Purpose of the Research

In line with the objectice of the research, the purpose of this research is to
know the effectiveness ofFind the Difference game onspeaking ability of the
second year studentsof SMP BabussalamPekanbaru.

D. The Need for the Research

By doing this research, the writer expects to give valuable contributions
to the following:

1. Teachers
To help them in teaching speaking by using Find the Difference game.
As an additional reference that may be useful for the teacher that game is
one of the interesting techniques in teaching speaking.
2. Students
To create students braveness and confident in speaking English.Besides,
students will have opportunities to share their ideas, message, and opinion
by using English orally.Furthermore, game may motivate them in learning
English since they will find out that speaking is not always difficult to
learn.
3. The writer
To increase and improve writers experience in doing research. And also to
widen writers knowledge about using games especially Find the
Difference game to improve students ability in speaking.
4. Next 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 Operational Definition

In order to avoid misunderstanding and misinterpretation in this research,
some definitions of the terms used will be described as follows:
1. Effectivenessis the capability of producing a desired result (Longman
English Dictionary Online, 2011). Effectiveness in this research means the
result of students speaking ability after applying Find the Difference
game. in teaching and learning process.
2. Find the Difference Game is a kind of game that uses two pictures which
are slightly different from each other (Gibbons, 2002 in Salmiati 2008). In
this research, Find the Difference game is as a teaching media used in
teaching speaking at SMP BabussalamPekanbaru.
3. Speaking, according Hornby (2000) speaking is making use of words in
an ordinary voice; uttering words; knowing and being able to use a
language; expressing oneself in words; making a speech. In this research,

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

and opinion by using English language directly.
4. Speaking ability, according to Harmer (2001) Speaking ability is
students ability to communicate and to express their intention, ideas,
facial expression, emotion, and information by saying utterances. In this
research, speaking ability means the students ability to describe the
differences of the pictures given to them.

CHAPTER II
THEORETICAL FRAMEWORK

A. The Nature of Speaking

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 (1995), speaking is to utter
words orally, talk: to communicate as by talking; to make a request; 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 others mean clearly.
Speaking plays an important role because without it, communication
cannot take place directly between people. Brown (1994) 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.
Speaking is considered as a complex skill. Abbs and Fibrain (2000) 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. He or she should know the vocabulary, the
structure and the sounds.
Harris (1979) also states that speaking is a complex skill requiring 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. Speaking in Junior High School

According to Curriculum 2013, English become the compulsory subject
in junior high school. There are some material taught to2ndgrade students of Junior

High School such as expression of asking attention, checking understanding,

asking and giving opinion, ability, instruction, greeting card, adverb of quantity,
present tense, present continuous tense, cause and effect. Teaching English at
Junior high school is to train and familiarize the students to use English orally in
simple form. Learning speaking at junior high school can be done with many
technique to help students in speaking skill such as: pictures, cards, paper sheet
and games.
Students at second grade of junior high school cannot learn too serious
and too focus on the material all of the time. They will get bored easily. To teach
speaking in this stage, the teacher should select the effective technique which
interesting and makes them enjoy in class. Find the Difference game with
various objects 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 Way How to Teach Speaking

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. Based on the main purpose of speaking that is improving students
communication skills, teachers should find and create a technique in planning
speaking activities. In teaching speaking teacher can use many ways to make
students speak up in speaking class. According to Harmer (2007) there are three
reasons for getting students to speak in the classroom :
a. Speaking activities provide rehearsal opportunities, chances to
practice real life speaking in the safety of classroom.
b. Speaking 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

use of these elements becomes. As 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. According to Harmer (2001), when considering organizing
groupwork and pairwork in relation to various communicative and precommunicative speaking activities, there are three stages before, during, and
after.
1. Pre-teaching
Pre-teaching 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:

- Greeting
By doing greeting, the students seem like has been given the alarm to
-

start their activities in their class or their school.

Checking attendance list
This activity is also an important thing for the teacher to do before they
start teaching learning process. The teacher calls the students name

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

Give motivation
Giving motivation is really important in this time because there are so
many students need to encourage before they start their class.
Motivation is the major aspect that is suggested by the experts for the
teacher giving for their students. The teacher can give the motivation
through the story or wise words.

Preview
After giving some motivation, teachers need to preview their lesson.
They ask their students or tell the important information about their

last topic.
Introduce material

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

a reflection of their lesson for their daily life.

2. While 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. Find the difference
game needs some picture in the teaching learning process. The teacher
should prepare the material well. While teaching, teachers give the
pictures to the students, ask them to describe the picture and then find the
difference between the two pictures
3. Post-teaching
The last step of teaching process is post-teaching. In this step teacher
should do some activities, such as:
- Summarizing
In this term, teachers ask the students to summarize 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. Also, it will grow up them to be critic.
When they can describe their idea, they absolutely do improvement in
-

their speaking skills.

Repetition
Repetition 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

10

them to give a simple example. From the students answering teacher

will also know what should she/he do next and what things must be
-

prepared.
Feedback
Feed back is an activity to create a continued step for the students. In
this step teachers need to see the students lacks. For example, a
student still has problem with his/her pronounce that make him/her be
afraid and unconfident in speaking. In this case the teachers need to
give the student some exercises and practices in his/her home. In short,
the teachers need to give additional material to the student.

a) Principles of Teaching Speaking

Some other principles are related to the speaking technique, in which
Brown (2001) suggest some principles of teaching speaking as follow:
1.
2.
3.
4.
5.
6.

Use technique that covers the learners need.

Provide intrinsically motivating technique.
Encourage the use of authentic language in meaningful context.
Provide appropriate feedback and correction.
Integrate natural link between speaking and listening.
Give students opportunities to initiate oral communication.

7. Encourage development of speaking strategies.

b) Some Activities in Teaching Speaking

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. Here are
some activities that can be done in the speaking class to promote speaking
according to Kayi (2006):
1. Discussions
For efficient group discussions, it is always better not to form large
groups, because quiet students may avoid contributing in large

11

groups.In class or group discussions, whatever the aim is, the students
should always be encouraged to ask questions, paraphrase ideas,
express support, check for clarification, and so on.
2. Role Play
One other way of getting students to speak is role-playing. Students
pretend they are in various social contexts and have a variety of social
roles. In role-play activities, the teacher gives information to the
learners such as who they are and what they think or feel.
3. Simulations
Simulations are very similar to role-plays 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.
For instance, if a student is acting as a singer, she brings a microphone
to sing and so on.
4. Information Gap
In this activity, students are supposed to be working in pairs. One
student will have the information that other partner does not have and
the partners will share their information. Also, each partner plays an
important role because the task cannot be completed if the partners do
not provide the information the others need.

5. Brainstorming
On a given topic, students can produce ideas in a limited time.
Depending on the context, either individual or group brainstorming is
effective and learners generate ideas quickly and freely. The good
characteristic of brainstorming is that the students are not criticized for
their ideas so students will be open to sharing new ideas.
6. Storytelling
Students can briefly summarize a tale or story they heard from
somebody beforehand, or they may create their own stories to tell their

12

classmates. Story 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.
7. Interviews
Students 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 questions they can ask or what path to
follow, but students should prepare their own interview questions.
After interviews, each student can present his or her study to the class.
8. Story Completion
This is a very enjoyable, whole-class, free-speaking activity for which
students sit in a circle. For this activity, a teacher starts to tell a story,
but after a few sentences he or she stops narrating. Then, each student
starts to narrate from the point where the previous one stopped. Each
student is supposed to add from four to ten sentences. Students can
add new characters, events, descriptions and so on.
9. Reporting
Before coming to class, students are asked to read a newspaper or
magazine and, in class, they report to their friends what they find as
the most interesting news. Students can also talk about whether they
have experienced anything worth telling their friends in their daily
lives before class.
10. Playing Cards
In this game, students should form groups of four. Each suit will
represent a topic. For instance:
Diamonds: Earning money
Hearts: Love and relationships
Spades: An unforgettable memory
Clubs: Best teacher

13

Each student in a group will choose a card. Then, each student will
write 4-5 questions about that topic to ask the other people in the
group. For example:
If the topic "Diamonds: Earning Money" is selected, here are some
possible questions:
Is money important in your life? Why?
What is the easiest way of earning money?
11. Picture Narrating
This activity is based on several sequential pictures. Students are
asked to tell the story taking place in the sequential pictures by paying
attention to the criteria provided by the teacher as a rubric. Rubrics
can include the vocabulary or structures they need to use while
narrating.
12. Picture Describing
Another way to make use of pictures in a speaking activity is to give
students just one picture and having them describe what it is in the
picture. For this activity students can form groups and each group is
given a different picture. Students 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.
13. Find the Difference
For 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. Students in pairs discuss
the similarities and/or differences in the pictures.
In this research, the speaking activity used in teaching and learning
proses is Find the Difference game.

D. How to Assess Speaking

14

In teaching learning assessment, teachers focus on some points like

performance, attitude, the ideas of the students, etc. According to Brown, there are
six types of classroom speaking performance (2001):
1. Imitative
A very limited portion of classroom speaking time may legitimately be
spent generating human tape recorder 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.
2. 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 self-initiated or it can even
form part of some pair work activity where learners are going over
certain forms of language.
3. Responsive
A good deal of student speech in the classroom is responsive: short replies
to teacher or student-initiated questions or comments. These replies are
usually sufficient and do not extend into dialogues.
4. Transactional
Transactional language, carried out for the purpose of conveying or
exchanging specific information, is an extended form of responsive
language. Conversations, for example, may have more of a negoitative
nature to them than does responsive speech.
5. Interpersonal (dialogue)
Conversation is carried out more for the purpose of maintaining social
relationships than for the transmission of facts and information.
6. Extensive (monologue)
Finally, students at intermediate to advanced levels are called on to give
extended monologues in the form of oral reports, summaries or perhaps
short speeches. Here the register is more formal and deliberative.
Speaking is one of the language aspects that used by all people around
the world. Speaking is a very complex skill. In speaking, the speaker not only

15

focused to send the message or the ideas to the listener but also focused on some
components. According to Harris (1974), 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. Wrong pronunciation may cause misunderstanding or people
involved in a conversation are offended.
b. Grammar
The grammar that the students use in speaking also can be assessed.
Grammar is how to combine words to be a good sentence. Grammar is
needed for students to arrange a correct sentence in conversation, or the
students 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. Vocabulary
Another thing in speaking that can be assessed is vocabulary. Vocabulary
is important in produce the sentences. Vocabulary is the total number of
words in a language. Having varied vocabulary, people can express their
ideas or opinions very well and also can express with some flexibility and
appropriacy on a variety of topics such as family, hobbies, work, travel and
current events.Vocabulary means the appropriate diction which is used in
communication.
d. Fluency
People need fluency in speaking to make the message that they want to
convey is clearly.Harris (1974) states that fluency refers to the ease and
speed of the flow of the speech.Fluency is the smoothness of flow with
which sounds, syllables, words and phrases are joined together when

16

speaking. Besides that it refers to the one who express a language quickly
and easily without any difficulty.
e. Comprehension
Speaking 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 he/she
comprehends or understand well.
E. Using Game
Teaching English as a foreign language should be interesting and
entertaining. One of the ways is by using game. Game is an interesting and
entertaining activitywhich both teacher and students can enjoy it. Through game
students can engage with the material, because the concept of game is fun and
enjoyable. As Wright, et al(2006) say, game to mean an activity which is
entertaining and engaging, oftenchallenging, and an activity in which the learners
play and usually interact with others. Game is an activity with rules, a goal and an
element of fun. Brown (1994) in Salmiati (2008) states that a game could be any
activities that formalize a technique into units that can be scored in some way.
Using games is a good way to improve students' various skills, as Wright,
et al (2006) say, "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 line
with this, Littlewood (1991) proposed that through games, teachers should help
learners go beyond the mastery of structures, to the point where they can use them
to communicate meaning in real situations.
In addition, games may help and encourage many learners to support
their interest and work (Wright 2006). Games can increase motivation to learn the
language as students, especially the weaker ones, feel a real sense of achievement
when they manipulate a game (Hubbard 1987).Games are highly motivating
because they are amusing and interesting. They can be used to give practice in all
language skills and be used to practice many types of communication. (Ersoz,
2000)

17

There are many kinds of games that can be used in teaching English
especially speaking. Hadfield (1999) explains two ways in classifying language
games. First, she divides the language games into two types: linguistic games and
communicative games. Linguistic games focused on accuracy, such as supplying
the correct antonym. On 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.

F. The Nature of Find the Difference Game

Find the difference game is a kind of game that uses two pictures which
are slightly different from each other (Gibbons, 1999 in Salmiati, 2008). In this
game, the students will work in pair or group and they will get the different
pictures and they must find the differences between the two pictures. Before
students find the differences, the students may ask a question relate to the picture
or describe their own picture. According to Reschny (2004), the goal of find the
difference are to ask and answer questions, and give information, thus improving
listening and speaking skills, while increasing understanding of the target
language.
Through find the difference game students must communicate with each
other to understand the differences between the pictures. Based on Kayi (2006) in
find the difference game the students discuss the activity by finding the
similarities or the differences in the picture. This activity will make the students
more enjoyable and also make the classroom more interesting.

G. The Procedures of Applying Find the Difference Game

Find the difference game is an activity that uses pictures as the media.
According to Heaton (1975) in Salmiati (2008), pictures, maps, and diagrams can
be used in oral production test and careful selection of the picture used for

18

examination will help in controlling the basic vocabulary required 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 quantity,
present tense, preposition, so on.
Before presenting the game, there are some preparations the teacher
should do. For each pairs or groups, they will need two pictures which are similar
but contain several differences which the students will be able to describe. Wright,
et al (2006) states some possible sources and types of picture:
a) Magazine or catalogue pictures: for example, two picture of different
though similar bathrooms, or houses, or articles of clothing.
b) A line drawing, perhaps from magazine. Photocopy the drawing, and then
white out some parts. You 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. And 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 A4.
d) Of 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, Wright, et al (2006) also states the procedure in applying
Find the Difference game.
1) Divide the class into pairs.
2) Provide each player with one picture and warn everyone not to look at
their partners picture.
3) Tell learners that both players should describe their own picture and/or ask
questions about their partners picture, with the aim of finding the
differences between the two pictures.
4) Finally, let the learners look at each others picture and compare and
discuss further.

19

The writer was adaptedthe procedure mention by Wright,

etal (2006) in applying Find the Difference game in this
research. Therefore, the writer conducted the teaching and
learning process of Find the Difference game in the class
through the following procedures:
a. Teacher divides students in pairs.
b. Teacher explains about Find the Difference game and the
procedure.
c. Teacher distributes two pictures which are similar to each pair.
d. Teacher asks students not to look at their partners picture.
e. Teacher asks students to describe their own picture or ask about their
partners picture.

how many trees are there in the picture?

in picture A: There is only a tree in the picture.
in picture B: There is only a tree in the picture.
where is the tree in the picture?
in picture A: The tree is between the building and the car.
in picture B: The tree is beside the building.
where is the car in the picture?
in picture A: The car is beside the tree.
in picture B: The car is beside the building.
is there a triangle in the picture?
in picture A: There is no triangle in the picture.
in picture B: 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. Related Research
The first related research that the writer found is the research conducted
by Salmiati in 2009. The title of her research is An Application of Find the
Difference Game in Improving Speaking Ability of the First Year Students of
SMAN 1 PangkalanKerinci. The research design in this study was a classroom

20

action research. The sample of this research was 34 students. The researcher found
a significant improvement of teaching speaking using Find the Difference
Game. The average score of pre-test was 50.49 while the average score of posttest is 70.95. It means that using Find the Difference Game is effective in
increasing students ability in speaking.
The research seems similar to the writers research, because of using
Find the Difference Game as kind of technique of teaching. But, there are the
differences between this study and the previous research. Firstly, in conducting the
research, Salmiati used a classroom action research, whereas the writer uses a preexperimental design. Secondly, Salmiati used Find the Difference Game to
measure speaking ability of the first year students of SMAN 1 pangkalankerinci,
whereas the writer uses Find the Difference Game to measure speaking ability
of the second year students of SMP BabussalamPekanbaru.
The second related study conducted by Ayu and Murdibjono in 2009
entitled The Use of Games in Teaching English at SMAN 2 Pare. The research
design of this study is descriptive research. The Subjects of this research were
three English teachers and four classes of student grades X and XI. This study was
aimed to (1) describe games are used in Teaching English, (2) describe the
problems faced by teachers in using games, (3) describe the students opinion
toward the use of games.
According to their research, there were five games used by the English
teachers at SMAN 2 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: (1) time management, (2) assessment, (3) lacked
motivated students, (4) place, and (5) finding suitable material for games. From
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.

21

The third related research that the writer found is the research conducted
by Hardianty in 2013. The title of her research is Improving Speaking Skill
through the Use of Simulation Technique. It was pre-experimental research
design. The samples of the research were the eleventh grade students of SMA
Alkhairaat Kalukubula. According to her research, the hypothesis accepted by
regarding to the analysis that t-counted 5.4 were higher than the t-table 1.761. The
degree of freedom (df) of the1 table is 15 1 = 14. The level of significance
counted is set up at 0.05. It means that the use of simulation technique
significantly improves the students speaking skill of SMA Alkhairaat Kalukubula.
The similarity between the research and the writers research is the use of
pre-experimental design as the research design. There are the differences between this
research and the writers research. The first is the technique. Hardianty used
simulation technique, whereas the writer used Find the Difference Game. The
second is the sample of the research. The samples of the previous research were the
eleventh grade students of SMA Alkhairaat Kalukubula, whereas the samples of the
writers research were the second year students of SMP BabussalamPekanbaru.

I. Hypothesis
The hypothesis of the research are the following:
1. Null Hypothesis (H0): There is no significant effect of using Find the
Difference Game on speaking ability of the second year students of
SMP BabussalamPekanbaru.
2. Alternative Hypothesis (H1): There is a significant effect of using Find
the Difference Game on speaking ability of the second year students of
SMP BabussalamPekanbaru.

22

CHAPTER III
RESEARCH METHODOLOGY

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 technique and the data analysis technique.

A. Place and Time

This research conducted at SMP BabussalamPekanbaru which is located
on Jalan HR. Soebrantas KM.9 Pekanbaru. The data were collected in
November 2015.The sum total of the research is eight meetings.

B. The Research Design

The research design of this study was pre-experimental design which is
one-group pretest-posttest design applied. According to Gay, Mills, and
Airasian (2009), the one-group pretest-posttest design involves a single group
that is pretested (O1), exposed to a treatment (X), and then tested again (O2).
Therefore, there is no control group in the research (Hatch and
Farhady,1982). The activity in performing this research can be shown in this
schema:

(O1

O2)

23

C. Population and Sample

The population of this research was the first semester of eighth grade
students of SMP Babussalamin the academic year 2015/2016. There
weresixclasses of this grade with148 students.The population of the second
year students can be shown on the following table.
Table 3.1 Population
No

Class

Number

8.1

25

8.2

25

8.3

26

8.4

23

8.5

25

8.6

24

Total

148

The sample was selected by cluster sampling technique. Gay (2000)

stated that cluster sampling means that sampling in which groups, not
individual, is randomly selected. All classes had a chance to be chosen. The
writer wrote the name of the classes on small pieces paper, then rolled the
small papers and put them into a bottle. She then, shook the bottle and let one
rolled paper out. By using this technique, class 8.4 was selected to be the
sample class in which the treatment would be given.

D. Data and Instrument of the Research

The research used quantitative data. Quantitative data is basically data
measured on a numerical scale. In this research, the data was collected from
students score in pre-test and post-test. The instrument that used in this

24

research was a speaking test in form of picture describing. It was given to the
students in both of pre-test and post-test. 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. (Appendix 6)
E. The Data Collection Technique
The data of this research was based on the result of the speaking test in
pre-test and post-test. The following are the procedures of collecting the data:
a. Pre-Test
Pre-test was given to the students before the treatment in order to know
how the students ability is. The pre-test 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 Find the
Difference Game. The writer divided students in pairs. Each pairs got two
picture which slightly similar. The students asked some questions about
their partners picture in order to know the differences of the pictures. The
questions were about the things in the picture, the color and the position of
the things. After that, the writer called the name of students one by one to
describe the differences of their pictures.
c. Post-Test
Post-test held after all treatments conducted. It was also in the form of
picture describing. The writer gave the same picture as the pre-test. The
students needed to describe the differences of the pictures individually.
The scoring method used is adopted from Harris (1974) with some
modification to the description of score. It was modified to make the
description of the score more clearly and suitable with the samples ability. The
modified table can be seen as follows:
Table 3.2Score of speaking aspect
Aspects

Score

Description

25

Vocabulary

5
4

2
1
Pronunciation

5
4
3

1
Structure

5
4

3
2

1
Comprehension

5
4

Use of vocabulary and idioms appropriate to

the topic.
Sometime uses inappropriate terms and/or
must rephrase the idea because of lexical
inadequate
Frequently uses the wrong words;
conversation somewhat limited because of
inadequate vocabulary
Misuse of word and very limited vocabulary
make comprehension quite difficult.
Vocabulary limitations so extreme as
to make conversation virtually impossible.
Speaks clearly and imitates accurate
pronunciation.
Always intelligible, though one is conscious
of a definite accent
Pronunciation problem necessitate
concentrated listening and occasionally lead
to misunderstanding
Very hard to understand because of
pronunciation problems, must frequently be
asked to repeat.
Pronunciation problems so severe as
to make speech virtually unintelligible.
Makes few (if any) noticeable errors of
grammar and word order.
Occasionally makes grammatical and/or
word order errors which do not, however
obscure the meaning.
Make frequent errors of grammar and word
order which occasionally obscure meaning.
Grammar and word order errors make
comprehension difficult. Must often
rephrase sentences and/or restrict himself to
basic patterns
Errors in grammar and word order so severe
as to make speech virtually unintelligible.
Appears to understand everything without
difficulty.
Understand nearly everything at normal
speed, although occasional repetition may
be necessary.

26

Understand most of what is said at slower

than normal speed with repetition.
Has great difficulty following what is said.
Can comprehend only social conversation
spoken slowly with frequently repetitions.
Cannot be said to understand even simple
conversation virtually impossible.
Speak fluently, without hesitant.
Speed of the speech seems to be slightly
affected by language problem.
Speed and fluency are rather strongly
affected by language problems.
Usually hesitant; often forced into silent by
language limitations.
Speech is so halting and fragmentary as to
make conversation virtually impossible.

1
Fluency

5
4
3
2
1

F. Data Analyzing Technique

Scoring system and classification of students score by Harris (1974) were
used to score students work and classify students score in pre test and post
test.
Table 3.3The Classification of Students Scores

No

Test Score

Level of Ability

1.

80-100

Good to Excellent

2.

60-79

Average to Good

3.

50-59

Poor to Average

4.

0-49

Poor
Harris (1974)

27

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:
RS=

TS
25

x 100

RS= real score of each individual

TS= total score of speaking aspects (P+G+V+F+C)

To find out the average scores of the students in speaking, the following
formula was applied.
X
X =
N
X

= the students average score

X= the students score

N = the number of students
(Hatch &Farhady, 1982)
The statistical analysis was used to analyze the results of pre-test and
post-test. In order to compare the different results of students speaking ability in
pre test and post test, the t-test technique was used in SPSS 18.0. The researcher
discovered the complete results in SPSS including mean, the correlation
coefficient, t-test score.

28

CHAPTER IV
RESULTS AND DISCUSSION
A. Result

29

The objective of the research is to know the effectiveness of Find the

Difference Game on the students 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 T-test table in comparing the differentresults of
students speaking ability in pre test and post test which was calculated by
SPSS 18.0.
The data of this research was analyzed by obtaining the score from the
three raters. The raters are Khusaini, S.Pd, Yulia, S.Pd and Afrini, S.Pd. To be
more specific, Khusaini is a brilliant teacher. He has been teaching English for
12 years. He has a very good speaking ability proven by his speaking is
understandable. Yulia is also a brilliant teacher. She also has a very good
speaking ability. She speaks very clear and understandable for her friends and
her students. She has been teaching English since 2005. The last is Afrini.
Although her teaching experience is not long as the two others, she is also a
competence teacher.
1. Result of Pre-test
As mentioned previously, before using Find the Difference Game in
the learning process, the researcher conducted a pretest to see the entry
behavior before Find the Difference Game was applied. The assesment was
done by obtaining the score from the three raters. It was found out that the
average score of the students speaking ability in the pre-test was 45,26. For
students score in pre-test can be seen in Appendix 1.

The percentage of students ability level can be seen in the table 4.1.
Table 4.1 Students Ability Level in the Pretest
No
1.
2.

Range
80 100
60 79

Ability Level
Good to excellent
Average to good

Frequency
0
0

Percentage %
0%
0%

30

3.
4.

50 59
0 - 49
Total

Poor to average
Poor

5
18
23

21.74%
78.26%
100%

Need to revise as suggested in your last seminar..

Based on the table 4.1, none of the students got good to excellent and
average to good level. From the total students, there are 18 students
(78.26%) reach poor level. The others left, 5 students (21.74%), are in poor
to average level. Therefore, the result of pre-test was in the poor level.
2. Result of Post-test
Post-test was conducted after doing the pre-test and treatment. The posttest used the same test with the pre-test in order to measure the difference
before and after the treatment. The assesment was also done by obtaining the
score from the three raters. It was found out that the average score of the
students speaking ability in the post-test was 73.04. For students score in
post-test can be seen in Appendix 2.
The percentage of students ability level can be seen in the table 4.2.
Table 4.2 Students Ability Level in the Post-test
No
1.
2.
3.
4.

Range
80 100
60 79
50 59
0 - 49
Total

Ability Level
Good to excellent
Average to good
Poor to average
Poor

Frequency
4
18
1
0
23

Percentage %
17.39%
78.26%
4.35%
0%
100%

You need to revise this part: 80 100 : excellent and so forth

After the pre-test, the writer gave the treatment then took post-test for the
students in speaking test. Based on the table 4.2, there are an improvement on
the post-test. From 21.74% students become 4.35% who are categorized in the

31

poor to average level. There are 18 students (78.26%) who are in average to
good level while 4 students (17.39%) in good to excellent level. Comparing
with the pre-test result, overall the result is improved after doing treatment and
had a good result.
3. Result of T-Test Table
To know the difference of pre-test and post-test, it was calculated by
using SPSS program and the result test could be seen based on the table 4.3.
Table 4.3 Paired Samples Statistics

Pair 1

Mean

Std. Deviation

Post-test

73.0404

23

6.61785

Std. Error
Mean
1.37992

Pre-test

45.6200

23

5.56872

1.16116

According to the table 4.3, the mean score in pre-test is 45.62. There is
an improvement in the post-test, because the mean score in post test increase
to 73.04. Thus, the difference of the mean score between pre-test and post test
is 27.42. It shows an improvement on students speaking ability after the
treatment.
Standard deviation is a spread of values in the sample while standard
error mean is an estimate of that standard deviation, derived from a particular
sample used to compute to estimate. So, the spread of values in the sample of
pre-test was 5.56while standard error of mean was 1.16. Besides that, standard
deviation and standard error for post test was 6.61 and 1.37.
Table 4.4 Paired Samples Correlations
N
Pair 1

Post-test & pre-test

Correlation
23

.584

Sig.
.003

32

After knowing the mean, standard deviation and standard error score,
there was paired samples correlation table that explained the correlation of
pre-test and post-test. According to the table 4.4, correlation coefficient was
0.584. The classification of the correlation can be shown on table 4.5 below:
Table 4.5 Classification of Correlation Coefficient
N

The Value of r

Product Moment (rxy)

0.00 0.20

Interpretation
There is such correlation between variable x and y.
However, the correlation is very weak and therefore that

2
3
4
5

correlation can be ignored

The correlation between variable x and y is weak
The correlation between variable x and y is mediocre
The correlation between variable x and y is strong
The correlation between variable x and y is very strong

0.20 0.40
0.40 0.70
0.70 0.90
0.90 1.00

(Adopted from Anas Sudijono, 2009)

Based on the table 4.5, the correlation score of 0.584 had meaning that
the correlation between variable x and y is mediocre in order to know the
effectiveness of Find the Difference Game on students speaking ability.The
probability of (Sig.) 0.003 is smaller than 0.05 also shows a high correlation of
Find the Difference Game for the students speaking ability.
Table 4.6 Paired Sample Test
Paired Differences
95% Confidence
Interval of the
Difference
Lower
Upper
Pair
1

Post-test pretest

24.98193

29.85894

t
23.32
0

t table = n-1 (5%)

= 23 1 (5%)

df
22

Sig. (2-tailed)
.000

33

= 22 (5%)
= 2,074
Considering the data shown on the table 4.6, the t-test is 23.320,
meanwhile the t-table is 2,074. Because the t-test is bigger than t table, it
concludes that there is a significant difference between pre-test and post-test. It
means that the alternative hypothesis of this research, There is a significant
effect of Find the Difference Game on speaking ability of the second year
students of SMP BabussalamPekanbaru isaccepted and null hypothesis is
rejected.
4. The Difference of Students Average Score in Each Aspect of Speaking
The research had positive result using Find the Difference Game for
students speaking ability. It could be seen from the average score in pre-test
and post-test. The score of students pre test and post test was collected based
on five aspects of speaking, they are pronunciation, structure, vocabulary,
fluency and comprehension.The interpretation of students average score in
each aspect of speaking can be seen on table 4.7.
Table 4.7 Students Average Score in Each Aspect of Speaking
No

Speaking Aspect

Pre-test

Post-test

Different Score

1
2

Pronunciation
Structure

54.33
49.00

84.33
86.67

30.00
37.67

Vocabulary

55.67

84.33

28.66

Fluency

46.33

75.67

29.34

Comprehension

57.33

88.67

31.34

According to the table 4.7, average score of these aspects increase in the
post test. There are two aspects that have significant different score in post-test
and pre-test, structure and comprehension. Structure increase to 37.67 point
which is the average score in pre-test is 49.00 and in post-test is 86.67. While,

34

comprehension increases to 31.34 point which is the average score in pre-test

is 57.33 and in post-test is 88.67.
In contrast, the different scores of pronunciation, vocabulary and fluency
are lower than structure and comprehension. The different score of
pronunciation is 30.00 point. It increased from 54.33 to 84.33. While,
vocabulary increases to 28.66 point which is the score in pre-test is 55.67 and
in post-test is 84.33. The last is the different score of fluency is 29.34 point. It
increased from 46.33 to 75.67. It can be concluded that applying Find the
Difference Game on for speaking activity give significant different on
students average score in each aspect of speaking.
B. Discussion
The result of T-test table and students average score in each aspects of
speaking showed enhancement of students speaking ability after applying
Find the Difference Game in speaking activity. It also showed that the
correlation of using Find the Difference Game for the students speaking
ability was mediocre. It was connected with the research that has been
conducted bySalmiati in 2009. Her research also showed that students
speaking ability increased by applying Find the Difference Game. The
students average score was increased from 50.49 to 70.95. It is because the
game trains and gives students opportunity to use language orally.
According to the result, the lowest score of aspects of speaking in pre
test and post test was fluency. In this case, students need much time to
construct their ideas spontaneously. It made them often do repetition or silence
for a second in sharing their ideas. The highest score in pre test and post test
was comprehension. The students were easy to comprehend the material and
the ideas even they made a mistakes by saying the incorect sentences.
In addition, the aspects that have significant different in post test are
structure and comprehension. The students could comprehend the material
and the ideas easily. In learning activities, the writer explains the material to

35

the students by using Find the Difference Game. 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 Ayu and Murdibjono (2012).
They stated that the games helped the students to understand and
comprehend the material easier and games could reduce boredom. It can be
stated that students feel relax when learning English by using games
especially Find the Difference Game. However, there were strengths and
weaknesses points that researcher found during using Find the Differences
Game for speaking activities.
The strengths were in the following:
1. Through Find the Difference Game, 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 students wrong when
they were speaking.
2. Using Find the Difference Game in speaking activity encourages
students interaction in classroom. Students practice to cooperate
and to speak with the others in order to get the information of the
picture.
3. Find the Difference Game is able to make students enjoy the class
and feel fun in class. Because they are enjoy and fun, students are
easy to understand and comprehend the material.
On other hand, the writer found the weakness when using Find the
Difference Game, such as:
1. It was quite difficult to find the picture that related to the material.
So, it made the writer need much time to find the picture that related
to the material.
2. The time for applying this game was quite long. The game needed
too much time. Consequently, the writer had to manage the lesson
plan and the time properly.

36

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

English subject, asking and stating. The indicators were applied by the teacher in
the learning and teaching process. Meanwhile the writer did not apply the
indicator asking in the pre-test and post-test. 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.

37

CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions
After analyzing the data of this research, some conclusion can be
drawn. According to the result, it showed that there was an improvement of
students mean score on post-test after taught by using Find the Difference
Game. It also showed that there was mediocre correlation between Find the
Difference Game and speaking ability in order to know the effectiveness of
Find the Difference Game on speaking ability.
Based on the interpretation of students average score in each aspect of
speaking, all of the aspects are increased. It showed that applying Find the
Difference Game for speaking activity gave significant different on students
average score in each aspect of speaking. Overall, it was found that the value
of t-test was larger than the t-table, the alternative hypothesis was accepted
and Null hypothesis was rejected. This research answered the research
question that applying Find the Difference Game is effective on speaking
ability of the second year studentsof SMP BabussalamPekanbaru.

B. Recommendations

38

According to the conclusions above and some weaknesses, there are

several recommendations that useful for teaching speaking through game,
especially Find the Difference Game. The recommendations are:
1. Find the Difference Game 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 students
motivation. This game gives students opportunity to use the language
freely without any pressure.
2. In applying Find the Difference Game, it is suggested that the
teachershave 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. Because, this game needs much time.
3. This game is also needed to apply in teaching speaking and/or teaching
and learning process, because the students are more active in using the
language. They are not feeling bored in teaching and learning process.
4. For the next research, all indicators in the lesson plan must be applying
both in pre-test post-test and in teaching and learning process.

39

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