0778/PEND. BAHASA INGGRIS/STKIP.

PAS/CMI/SI/2010

IMPROVING THE SIX GRADERS SPEAKING ABILITY BY USING GAMES

(A True-Experimental Study done in the Sixth Grade of SDN Kebon Kawung Kota Sukabumi)

A PAPER
Submitted to the English Education Study Program of STKIP Pasundan Cimahi in Partial Fulfilment for the Educational Scholar Degree

By: Edwin Roni Gumay 06510192

ENGLISH EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ART EDUCATION STKIP PASUNDAN CIMAHI 2010

STATEMENT

I hereby certify that this paper titled Improving the Six Graders Speaking Ability by Using Games in SDN Kebon Kawung Kota Sukabumi is completely my own work. I am fully aware that I have quoted some statements and ideas from many sources. All quotations are properly acknowledged.

Sukabumi,

September 2010

Edwin Roni Gumay

Title : Improving the Six Graders Speaking Ability by Using Games in SDN Kebon Kawung Kota Sukabumi Name : Edwin Roni Gumay NPM : 06510192 APPROVED BY

Supervisor I,

Supervisor II,

Drs. H. Moch. Aman NIPY. 1814031

Dra. Hj. Tien S. Turna, M. Pd NIPY. 1814180

Head of Department of Language and Art Education The Study Program of English Education

Novandi Adhitya, S. Pd NIPY. 1814026

The Dean of STKIP Pasundan Cimahi

Drs. H. Edi Komarudin, MM NIPY. 1814036

You Will Be Stronger When You Stand For Someone Else

Dedicated to them who always have a will to stand for the writer.

ABSTRACT Speaking offers a significant oral practice to the learners of language. Speaking responses should be made spontaneously as the learners receive any information, command, questions and so on. It needs a lot of practical performance which requires courage, confidence, times, and good teaching techniques. On the other hand many learners get bored because of those. That is why speaking activity becomes a rare subject in the classroom, especially in elementary level. Game would be one of many tools that can help both teachers and learners. Games have elements that are fun, interesting, entertaining and educated. Games are also adding variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many children between four and twelve years old, especially the youngest, language learning will not be the key motivational factor. Games provide this stimulus. The main focus of this study is to find out whether or not games can improve students speaking ability. The population and sample of this research is the sixth graders of SDN Kebon Kawung Sukabumi. They consist of 50 students. The method used in this research is True-Experimental method. It focused on pretest-posttest control group design. Pretest was given firstly to the experimental and control group then followed by treatments to the experimental group and finally posttest was given for both groups. The result of computation shows the average of experimental groups pretest is 6.14 and the posttest is 8.88, whereas the results in the other group are 5.36 for the pretest and 6.6 for the posttest. That result proves that teaching speaking using games can improve childrens speaking ability. The teacher must be able to bring interest and fun so the students have a great motivation in their English language learning. The final computation brings the writer to conclude that teaching using games can improve students speaking ability and seems very effective.

PREFACE

Bismillaahirrahmaanirrohim, Praise be to Allah, and may His love, grace and mercy be upon His people. It has been such a great happiness for the writer that by the grace of Allah SWT, he has finally succeeded in completing the paper. The title of the paper is Improving the Six Graders Speaking Ability by Using Games. The paper is written to fulfill one of the requirements for achieving Educational Scholar Degree in the English Department of STKIP Pasundan Cimahi. The writer encourages himself to submit the paper although he realizes that it is far from being perfect. Criticisms and suggestions that can support this paper will be happily accepted. Finally, the writer hopes that what has been written can be useful. The writer hopes, it can provide some informative input to conduct other investigation in the future which stands on the same field with certain interest for other researchers.

Sukabumi, The Writer

September 2010

ACKNOWLEDGEMENT

The writer would like to express his gratitude to all people who have given assistance, guidance, motivation and encouragement throughout the process of the writing. It is with his deep appreciation that he recognizes their contributions. His sincere gratitude and respect are extended to: 1. H. Edi komarudin, Drs, Dean of STKIP Pasundan Cimahi. 2. Novandi Adhitya, M. Pd, head of English Study Program. 3. His mother Ratna Ningrum, S. Pd, for having supported and prayed daily for him. 4. H. Moch. Aman, Drs, the first supervisor who has given great valuable guidance, corrections, help and advise to the writer during the process of writing. 5. Hj. Tien S. Turna, Dra, M. Pd, the second supervisor who has given great valuable guidance, corrections, help and advise to the writer during the process of writing. 6. All the lecturers and staff of STKIP Pasundan Cimahi, especially in English Department. 7. All the Sixth grader students for letting him to get information of the valuable data in SDN Kebon Kawung Sukabumi.

8. His beloved wife, Teni who has given great support, motivation and encouragement, for her willing to be always there in his side, and also become his LTP. 9. His big family in Sukaraja and Kaum Tengah Sukabumi his parents in law, Yusuf Hidayat and Nimah Ardini Rachman, his big brother Edward Umar Gumay, and his little brother, Willy Ramadhan, Fauzihan, and Zaldy Ardhia Indrawan. 10. His best fiends at the works place and college, Mr. Dudung Komarudin, Mr. Fahmi Zaini, Mr. Aam, Mr. Ridwan, Mr. Lalan, Mr. Firman, Mr. Diki, Mr. Hendra and the others who he could not mention all one by one. 11. A group of people names Sejati who have been considered as his brothers to share the joy of live together and dont forget about the Kitab. 12. All of my students, in and out side the school. They all are his inspirations for getting better and better.

TABLE OF CONTENTS

Page ABSTRACT ...... PREFACE .. ACKNOWLEDGEMENT... TABLE OF CONTENTS ...... CHAPTER I INTRODUCTION 1.1 Background. 1 1.2 Statement of Problem 1.3 Aim of The Research .... 1.4 Benefit of The Research 1.5 Limitation .. 1.6 Hypothesis . 1.7 Research Methodology .. 1.8 The Clarification of The Terms.. 1.9 Paper Organization CHAPTER II THEORETICAL FOUNDATION 2.1 The Understanding of Speaking. 2.3 The Kinds of Speaking .. 2.5 Why Use Games In The Class ... 2.6 When Use Games .. 2.7 How to Choose Games .. 2.8 General Benefit of Games . 14 20 23 24 24 25 2.2 The Function of Speaking .. 15 2.4 The Understanding of Game .. 23 3 3 4 5 5 6 10 11 i ii iii v

2.9 Games Use In This Research . 26

CHAPTER III

RESEARCH METHODOLOGY 3.1 Research Method .. 3.2 Subject of Research .. 3.3 The Object of Research . 3.4 The Instruments .... 3.5 The Research Design . 3.6 Data Collecting .. 29 29 30 31 37 38

3.7 Analyzing The Data ... 39 CHAPTER IV DATA ANALYZING AND FINDING 4.1 Analyzing The Data ... 41 4.2 The Process of Computation .. 42 CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 5.2 Suggestions BIBLIOGRAPHY APPENDICES . . 56 57

CHAPTER 1 INTRODUCTION

1.1 Background English language is an international communication tool in the world. In many aspects English language is used by the world such as in international trade, education, economics, technology, cultures and so on. Therefore, English becomes the most desired and the most important language to be learned by other countries that have different languages. Almost all of them put English language as the second language for their countries, especially in Asia.

Most of Asian Countries chose English language as the second language. The society are demanded to learn or improve English language in their daily live. Therefore, English language becomes a subject of material that has to be taught in every grade of schools. Including Indonesia, now English language has been taught even in the first grade of elementary school or furthermore in the kindergarten.

The problem is that English language is not too favorite subject for the students, especially for elementary school student. One of the hardest subjects for them is speaking. Speaking is different from the others. It needs not only to be learnt by answering some questions or do the homework but it needs to be

practiced a lot. The basic key for doing speaking activity is the vocabulary mastery. But how can we teach them? In order to motivate the students to have a will toward English learning, first of all we should give them what they want. We should introduce English as a fun subject to learn. Many of them thought that English language is hard to understand and it becomes a bored subject if the teachers just teach grammar or structures only. Therefore the teachers need to add any technique which could cover the situation of learning and enjoyable class. One of the methods which suitable for it is using games as a supplement. Andrew Wright (Games for Language Learning: 1984) says Language learning is hard work ... Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.

Using games in learning English could make the student easier to learn, motivate the students and many more advantages. Denise Gagn Williamson (2005), says Over the years, I have seen firsthand how much easier it is for children to learn a second language when vocabulary is presented through song and games. I have also witnessed childrens enthusiasm for learning blossom when singing is incorporated into the lesson plan." Aydan Ersoz (2000) says 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. It means games could help the teacher to create a fun

learning hour. The students will learn with or without realizing that they are learning. According to the statements above, finally the writer took the title connected that is IMPROVING THE SIX GRADERS SPEAKING ABILITY BY USING GAMES IN SDN KEBON KAWUNG KOTA SUKABUMI.

1.2 Statement Of Problem Nowadays English has been studied since the elementary school. One of the keys to be able to speak English is vocabulary mastery. But there are so many problems that appear in the process of learning it. In this case the writer would like to analyze the following problems: Do games improve students speaking ability at the six graders of SDN Kebon Kawung Kota Sukabumi? 1.3 Aim of The Research This research is formulated in the effort of finding whether games improve students speaking ability or not?

1.4 Benefit of The Research 1.4.1 For the Teaching of English Language The teaching of English language will be more effective and meaningful in motivating and increasing the students speaking ability. 1.4.2 For the Teachers Games help the teacher as a welcome back break from the usual routine of the language class. It also has a role in motivating the students to learn English. 1.4.3 For the Students a. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning. b. Games encourage students to interact and speak. c. To improve the students speaking ability. 1.4.4 For Other Researcher This research contains one of many ways that could be done to improve speaking skill. It can be used as a reference for other researchers in their different research of student speaking ability in the future.

1.5 Limitation

In this paper, the writer limits the subject matters to discuss the improving students speaking ability by using games at the six graders of SDN Kebon Kawung Kota Sukabumi.
The research will be conducted at SDN Kebon Kawung Sukabumi West Java. The sample of his research is the sixth grade pupils divided into two classes, one class is given some games in teaching learning process and another is given regular teaching learning without any game.

The materials are adopted from English book for SD, based on the KTSP English Curriculum which covers expressing an opinion, pleasure and plan in the future.

There are a lot of games that can be used for teaching speaking, but the writer limits only to some games namely: The Yes Games, Very Simple Role Plays, and One Lie.

1.6 Hypothesis The writer puts forward his hypothesis as follows: there is a positive effect on improving students speaking ability after they have been taught using games. They get significantly better scores than those who are taught without using it.

1.7 Research Methodology 1.7.1 Research Method According to Abrahams, 1999, true experimental design is probably the most common design is the Pretest-Posttest Group Design with random assignment. This design is used so often that it is frequently referred to by its popular name: the "classic" experimental design. In a true experimental design, the proper test of a hypothesis is the comparison of the posttests between the treatment group and the control group. Experimental group Control group :ROXO :RO O

This design utilizes a control group, using random assignment to equalize the comparison groups, which eliminates all the threats to internal validity except mortality. Because of this, we can have considerable confidence that any differences between treatment group and control group are due to the treatment The writer gave the similar pre-test in writing skill to both of them (experimental group and control group) and after that, they get a different treatment. The writer used PPP (presentation-practice-production) technique as a treatment for the control group, but for the experimental group the writer games.

1.7.2 Population and sample of the research The population of this research is the sixth year of SDN Kebon Kawung Sukabumi West Java. There are two classes of grade students. Each class has more than twenty five students. One class is taken as experimental group that is VI.a and another one as a control group VI.b.

1.7.3 Research Instruments In collecting the data, the researcher applies techniques as follows: a. Pre-test The writer gives a pre-test to the experimental group and control group in order to know their basic knowledge or their basic speaking ability as they had been taught through anyway of teaching before. In administering the pre-test, the writer will provide a topic to both groups and let them create the conversation based on the topic provided.

b. Treatments After giving the pre-test, the researcher presents the material for treatments to the experimental group. The researcher gives three lesson plans for treatment. The materials are based on the KTSP English Curriculum.

c. Post-test The post-test is also held in order to know whether the students speaking ability are improving after they master the vocabulary which is taught by using games. The post-test is done after the treatment in order to know whether the vocabulary mastery gives improving the students speaking ability significantly better than those who are taught without receiving the experimental treatments. The students recorded result of the test will be scored by 1 rater, which is the research himself.

d. Questionnaires The researcher gives the questionnaires to the experimental group after presenting the materials in each treatment to get the additional data for authentic assessment. In addition, to evaluate the students speaking score the writer use the oral rating sheet proposed by Harris (1974:84). Based on the oral rating sheet, there are five components that are going to be tested, namely; Pronunciation, Vocabulary, Grammar, Fluency and Comprehension

1.7.4 Data processing To know the students average score on the pre-test and post-test, the researcher computes by using the formula as follows : X = x n ( Hatch and Farhady, 1982 : 55 )

X x n

: Refers to the means the sample. : Refers to the total number of all the individual sample. : Refers to the total number of sample.

For computing the standard deviation, the formula used is :

SD =

D 2 ( 1 / n ) (D )2 n1 ( Hatch and Farhady, 1982 : 116 )

SD D

: Refers to the standard deviation. : Refers to the total difference between pre-test and posttest results.

: Refers to number of fairs.

In computing the standard error of differences between two means, the writer used the formula : SD = SD n ( Hatch and Farhady, 1982 : 118 )

SD

: Refers to the standard error of differences between two means.

SD n

: Refers to standard deviation. : Refers to the total of observation.

For the t test the writer used the formula: t = X1 - X2 SD ( Hatch and Farhady, 1982 : 116 )

X1 X2 SD

: The means of pre-test. : The means of post-test. : Refers to the standard error of differences between two means.

1.8 The Clarification of The Terms In this paper the writer explains some terms as follows: a. The term of improving. 1: to enhance in value or quality: make better b. The term of speaking. Term of speaking: 1: that speaks: capable of speech 2: having a population that speaks a specified language usually used in

combination <English-speaking countries> 3: that involves talking or giving speeches c. The term of ability. 1: the quality or state of being able <ability of the soil to hold water>; especially: physical, mental, or legal power to perform. d. The term of games. 1 a (1) : activity engaged in for diversion or amusement: play (2) : the equipment for a game b: often derisive or mocking jesting: fun, sport <make game of a nervous player> 2 a: a procedure or strategy for gaining an end: tactic b: an illegal or shady scheme or maneuver : racket

1.9 Paper organization Chapter I 1. Introduction In this paper, the researcher explains & formulates the points as follows: a. b. c. d. e. The background or the problem The problem statement The purpose of research The benefit of research Limitation

Chapter II 2. Review Of Related Literature In this chapter, the review of related literature contains some statements of experts relating to the concept and theory of speaking, and games.

Chapter III 3. Research Methodology In this chapter, the research methodology will cover the point as follow: a. Research Method b. Population and sample of the research c. Research Instrument d. Data Processing

Chapter IV 4. Result of True Experimental Research After doing the quasi experimental research, the writer will formulate the result containing as follows: a. Reliability of the test b. Result of the pre-test c. Result of the post-test

Chapter V 5. Conclusion And Suggestion REFERENCES APPENDICES

CHAPTER II THEORETICAL FOUNDATION

2.1 The Understanding of Speaking Speaking is significant for individual living processes and experiences are the ability of seeing and walking. Speaking is also the most natural way to communicate. Without speaking, people must remain in almost total isolation from any kind of society. For most people, the ability to speak a language is the same with knowing a language since the speech is the most basic means of human communication. When we speak, a great deal more than just mouth is involved such as nose, pharynx, epiglottis, trachea, lungs and more. But, speaking isnt just making sound. Birds, animals, babies make sound and though it may be communication of sorts, it is not speaking (Sandra Cornbleet and Ronald Carter : 2001, P.17). Actually, what is the meaning of speaking? In the process of writing this paper, the writer has tried to find out the meaning of speaking as one of the skills in English language. He has finally found several resources that explain speaking as follows:

According to Noah Webster (1980), speaking has a variety of meanings: To tell, to say, to make known or as by speaking, to declare; to announce, to proclaim; to celebrate, to use or be able to use (a given language) in speaking, to address. In addition, Oxford Dictionary states that "speaking is to make use of language in an ordinary, not singing, to state view, wishes etc or an act of spokesman (Hornby, 1987). Meanwhile, Henry G. Tarigan (1981:15) defines that, ..speaking is a skill of conveying words or sounds of articulation to express or to deliver ideas, opinions, or Don Bryne (1998:8) states that, oral communication (or speaking) is a two way process between speaker and listener and involves the productive skill of speaking and the receptive skill of understanding. Based on the previous four definitions, it can be synthesized that speaking is the process of sharing with another person, or with other persons, ones knowledge, interests, attitudes, opinions or ideas. Delivery of ideas, opinions, or feelings is some important aspects of the process of speaking which a speakers idea become real to him and his listeners.

2.2 The Function of Speaking Several language experts have attempted to categorize the functions of speaking in human interaction. According to Brown and Yule,

as quoted by Jack C. Richards, (2007:2) The functions of speaking are classified into three: they are talk as interaction, talk as transaction and talk as performance. Each of these speech activities is quite distinct in term of form and function and requires different teaching approaches. Below are the explanations of the functions of speaking: a. Talk as Interaction Being able to interact in a language is essential. In fact, much of our daily communication remains interactional. This refers to what we normally mean by conversation. The primary intention in talk as interaction is to maintain social relationship. Some of the skills (involved in using talk as interaction) are: Opening and closing conversation Choosing topics Making small-talk Recounting personal incidents and experiences Turn-taking Using adjacency pairs Interrupting Reacting to others (Jack C Richard, 2007:2-3). Mastering the art of talk as interaction is difficult and may not be a priority for all learners. In talk as interaction, the ability to speak in natural way is required in order to create a good communication.

b. Talk as Transaction This type of talk or speaking refers to situations where the focus is on what is said or done. The message is the central focus here and making oneself understood clearly and accurately, rather than the participants and how they interact socially with each other. In transaction, talk is associated with other activities. For example, student may be engaged in hand-on activities (e.g. in language lesson) to explore concept associated with tenses and derivations. Anne Burns, as cited in Jack C. Richards, distinguishes talk as transaction into two different types. One is a situation where the focus is on giving and receiving information and where the participants focus primarily on what is said or achieved. Accuracy may not be a priority as long as information is successfully communicated or understood. The second type is transactions which focus on obtaining goods or services, such as checking into a hotel. In this type of spoken language, students and teachers usually focus on meaning or on talking their way to understanding. Some of the skills involved in using talk for transactions are: Explaining a need or intention Describing something Asking questioning Confirming information

Justifying an opinion Making suggestions Clarifying understanding Making comparisons Compared with talk as interaction, talk as transaction is easier for some student because it only focuses on messages delivered to the others. Also, talk as interaction is more easily planned since current communicative materials are a rich resource of group activities, information-gap activities and role plays. It can provide a source for practicing how to use talk fro sharing and obtaining information as well as for carrying out the real-world transactions. c. Talk as Performance This refers to public talk or public speaking, that is, talk which transmits information before an audience such as morning talks, public announcements, and speeches. Talk as performance tends to be in the form of monolog rather than dialog. Often follows a recognizable format and is closer to written language than conversational language. Similarly it is often evaluated according to its effectiveness or impact on the listener, something which is unlikely to happen with talk as interaction or transaction. Examples of talk as performance are giving a class report about a school trip, conducting a class debate, making a sales presentation, and giving a lecture.

Some of the skills involved in using talk as performance are: Using an appropriate format Presenting information in an appropriate sequence Maintaining audience engagement Using correct pronunciation and grammar Creating an effect on the audience Using appropriate vocabulary Using appropriate opening and closing It is clearly seen from the features and skill involved in using talk as performance that initially talk as performance needs to be prepared in much the same way as written text. Therefore, this kind of talk requires a different teaching strategy. This involves providing examples or models of speeches or oral presentation. Therefore, question such as the following are needed in order to guide this process: What is the speaker purpose? Who is the audience? What kind of information does the audience expect Is any special language used?

2.3 The Kinds of Speaking To help students develop communicative efficiency in speaking, there are some activities are used in the classroom to promote the development of speaking skills in our learners. The discussions below centers on the major types of speaking activities that can be implemented as follows: a) Discussion According to Marianne Celce-Murcia (2001:107), there are several steps that should be done by the teacher before starting the discussion activity, that are: first, planned (versus random) grouping or pairing of students may be necessary to ensure a successful discussion outcome. Second, students need to be reminded that each person should have a specific responsibility in the discussion, whether it is kept on time, take note or report results. And finally, students need to be clear about what they are to discuss, why they are discussing it, and what outcome is expected. In order to manage a good discussion activity, the writer concludes that the steps above are really important to do because most teachers hope that they will be able to organize discussion session in their classroom, particularly if the exchanges of opinions provoke spontaneous fluent language use.

b) Information gap/problem solving One type of speaking activity involves the so-called information gap.-where two speakers have different parts of information making up a whole. Because they have different information, there is a gap between them (Jeremy, 1990:91). 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. Information gap activities serve many purposes such as solving a problem or collecting 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. An example of an information gap principle is using the jigsaw material.

c) Speeches Another common activity in the oral skills class is the prepared speech. Topics for speeches will very depending on the level of the students and the focus of the class, but in any case, students should be given some leeway in determining the content of their talks (Marianne Celce-Murcia, 2001:107). In order words, the teacher can provide the structure for the speech-its theoretical genre and its time restrictions. For example asking students to tell us about an unforgettable

experience you had. Allow them to talk about something that is personally meaningful while at the same time encourages narration and description. Speeches can be frightening for the speaker and after while boring for the listeners, so it is a good idea to assign the listeners some responsibilities during the speeches. It is an excellent time to require peer evaluation of classmates speech. d) Role plays One way of getting student to speak in different social context and to assume varied social roles is to use role-play activities in the classroom. Role plays can be performed from prepared scripts, created from a set of prompt and expression or written using and consolidation knowledge gained from instruction or discussion of the speech act and its variations prior to the role plays themselves (Marianne CelceMurcia, 2001:107).

e) Conversations One of the recent trends in oral skills pedagogy is the emphasis on having students analyze and evaluate the language that they or others produce. In other words, it is not adequate to have students produce lots of language; they must become more linguistically aware of many features of language in order to become competent speakers and interlocutors in English. One speaking activity which is

particularly suited to this kind of analysis is conversation, the most fundamental form of oral communication (Marianne Celce-Murcia, 2001:91).

2.4 The Understanding of Games Game is one of the tools that have rules, player, and method. Game has also elements that are fun, interesting, entertaining, and educated. Many of them have education element which could be used as a tool in learning English or other language. Especially in teaching vocabulary and learning at the class.

2.5 Why use games in the class a. Games are fun and children like to play them. Through games children experiment, discover, and interact with their environment. (Lewis, 1999) b. Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many children between four and twelve years old, especially the youngest, language learning will not be the key motivational factor. Games can provide this stimulus. (Lewis, 1999) c. The game context makes the foreign language immediately useful to the children. It brings the target language to life. (Lewis, 1999)

d. The game makes the reasons for speaking plausible even to reluctant children. (Lewis, 1999) e. Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot. f. Even shy students can participate positively.

2.6 When to use games Games are often used as short warm-up activities or when there is some time left at the end of a lesson. Yet, as Agnieszka Uberman observes, a game "should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do" (1979:3). Games ought to be at the heart of teaching foreign languages. Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen.

2.7 How to choose games (Tyson, 2000) a. A game must be more than just fun. b. A game should involve "friendly" competition. c. A game should keep all of the students involved and interested.

d. A game should encourage students to focus on the use of language rather than on the language itself. e. A game should give students a chance to learn, practice, or review specific language material.

2.8 General benefits of games Affective: a. lowers affective filter b. encourages creative and spontaneous use of language c. promotes communicative competence d. motivates e. fun Cognitive: a. reinforces b. reviews and extends c. focuses on grammar communicatively Class Dynamics: a. student centered b. teacher acts only as facilitator c. builds class cohesion d. fosters whole class participation e. promotes healthy competition

Adaptability: a. easily adjusted for age, level, and interests b. utilizes all four skills c. requires minimum preparation after development

2.9 Games That Is Used In This Research According to Alex Case (2009) these following games are easy to explain and play games that can be used with the very limited amount of language that the beginner (elementary students) have. 1. The Yes game Students get one point for each question they ask that we truthfully answer Yes to, e.g. Are you British? Are you a teacher? and Are you sitting down? They can then ask each other questions in the same way. We can also move onto getting points for each No answer, e.g. Are you a dog? We can also make this more intensive language practice by telling them they must get a particular short answer from you, e.g. Yes, I am or Yes, I have

2. Questions Chains This game is good for making a challenge out of tedious questions like How old are you? and Where are you from? Ask the student sitting at the end of the row a simple question such as What is your

name? and pass them something to represent the question, e.g. a magnetic number 1 or a board pen. Gesture that they should ask the same question to you and pass the thing back to us. Answer the question, go to the other end of the class and ask the same question to the student sitting there, passing the same object. Then pass them another (different) object while asking another question, e.g. How are you (today)? After they have answered that question, demonstrate and explain that they should pass the same two objects in the same order to the person next to them, asking the same question each time. After they have done that, give them a third object and get them to make up their own question to ask the same person. When that person has answered, they should pass the same three objects while asking the same three questions, and then add their own fourth question. Continue, increasing the number of questions each time. The game can finish when we reach a nice round number (e.g. ten objects and numbers), goes all round the class, or reaches such a large number that they give up. We can also play the same game in groups.

3. Very Simple Role Play This is another way of livening up revising the same old personal questions yet again. Ask students to give imaginary answers to all the questions that they have asked, giving them one or two prompts such

as a name or job to get them started. While this on its own is fun, we may find that the person asking the question will have no real reason to listen to the answers. One way of taking away this problem is to ask the person who asked to questions to report back to the class, and then for everyone to find similarities between peoples stories, e.g. how many answered I am Spanish when they were given the role play card saying Your name is Esteban

CHAPTER III RESEARCH METHODOLOGY

3.1

Research Method The method which is used in this research is True-Experimental method. This method is used to investigate whether or not the Game can enrich speaking ability of the students. The writer has chosen the pre-testposttest control group design based on the statement of the problem of research, the group of samples were given pretest. After pretest has been given, the writer gave treatment to the experimental group (the game). Then he gave both groups the second test (posttest). The items of pretest and posttest were the same. Before giving pretest, the writer gave questionnaires and talking about his research at their class. The questions were very important because their answer can influence his research.

3.2

Subject of Research The writer conducted the research to the sixth graders of SDN Kebon Kawung 2010. There are two classes that each class consisted of 25 children.

a. Population of the Research The population of this research is the sixth year of SDN Kebon Kawung Sukabumi West Java. There are two classes of grade children. Each class has more than twenty five students. One class was taken as experimental group that is VI.a and another one, class VI.b was as a control group VI.b. . b. Sample Burns (1993:63) says A sample is any part of population regardless of whether it representative or not and research sample is part of population that become the object of the study. The writer took 50 students from population for the samples. In selecting samples, the writer used random technique.

3. 3

The Object of Research The objects of research which are used in this paper are: 1. The language material is speaking 2. The method and technique is Games

3.4

The Instruments 1. Questionnaires According to Brown and Dowling (1998:66-69) questionnaires hold a number of attractions for the researcher who whishes to collect information from a large number of people but has limited time and resources. They also state that questionnaires are particularly useful for gathering simple information on what people do or have done (although care must be taken to allow limitation of memory in the questions asked) and what people know alternative. Meanwhile, Arikunto (2002 : 128) states that questionnaires is a number of written questions which are used to gain information from the respondents about themselves or their knowledge, beliefs etc. From the assumption above, the writer choose questionnaire as his instrument for the following reason. Questionnaires could collect information from a large number of students, and on the other side; the students are respondents who can complete and return it in certain period.

2. Speaking Test In this study, the writer used oral test as the instruments for collecting the data. According to the statement above, the writer assumed that in this research, he would like to conduct an achievement

test. Rebecca M. Valette, (1996 : 4) says that the achievement test is similar to the progress test in that it measures how much the students have learned it of the first foreign language interaction The achievement test is appropriate to measure that students progress in learning. (Tuti, 2005) Achievement test can be designed to measure a variety of learning outcomes, such as knowledge of particular facts, the ability to apply facts and principle, and various thinking skills. The first aim in constructing an achievement test is to identify the learning outcomes that are measured. It was based on the speaking mastery of the students after conducting the teaching learning process by using Dialogues. Students were asked to memorize the dialogues and then performed the dialogues in front of the class.

3. The Criteria for Evaluation Students Speaking In evaluation the students speaking score, the writer used oral English rating sheet they are:

Pronunciation

1 2 3 4 5

Pronunciation problems to severe as to make speech virtually unintelligible. Very hard to understand because of pronunciation problems must frequently be asked to repeated. Pronunciation problems need concentrated listening and sometimes lead to misunderstanding. Can be understood and sometimes use a certain accent. Have few traces of foreign accent.

Grammar

1 2 3 4 5

Frequent errors of grammar and words order so much as to make speech quite hard to understand. Grammar and word orders make comprehension difficult must often rephrase sentences and / or restrict him basic patterns. Make frequent errors of grammar and word order, which obscure meaning. Occasionally make grammatical and / or word order errors which do not, however, obscure meaning. Make few ( if any ) noticeable errors of grammar or word other.

Vocabulary

1 2 3 4 5

The use of vocabulary is limited so much as to make conversation is impossible. Misuses of words and very limited vocabulary make comprehension quite difficult. Frequently uses the wrong words, conversation some what limited because of inadequate vocabulary. Sometimes uses inappropriate term and / or must rephrase ideas because of lexical inadequate. Use of vocabulary and idioms is as well as native speaker.

Fluency 1 2 3 4 5 Speech is halting and fragmentary as to make conversation virtually impossible. Usually hesitant, often forced into silence by language problems. Speed and fluency are rather strong effected by language problems. Speed of speech seems to be slightly affected by language problems. Speech as fluent and effortless as that of native speaker problems.

Comprehension 1 2 3 4 Cannot be said to understand even simple conversation of English. Has great difficulty following what is said. Can comprehend only social conversation spoken with frequent repetition. Understand most of what is said at low than normal speed repetition. Understand nearly everything at normal speed although occasionally repetition may be necessary.

Appears to understand everything without difficulty.

The score of each point is multiplied by four, so the highest score is 100. The score of speaking based on the five components can be seen in this percentage.

Reliability In ensuring the reliability of the score, the writer used inters rater reliability that is by taking the scores from two scores. So, there are two scores on each students draft.

Vocabula ry Score 1 Score 2 12 16

Grammar 16 16

Fluency 20 16

Comprehen sion 20 20

Pronunciation 12 12

Total 80 80

160 :2 So the students score is = 80

Here is the sample of taking one of two scores from the first score. If the student gets 3, then 3 X 4 = 12 4, then 4 X 4 = 16 5, then 5 X 4 = 20

5, then 5 X 4 = 20 3, then 3 X 4 = 12

Next, the identification of sample above goes as follows: Student gets 3 in grammar, 4 in vocabulary, 5 in fluency, 5 in comprehension, 3 in pronunciation, so the students score will be: Grammar Vocabulary Fluency Comprehension Pronunciation Total : 12 : 16 : 20 : 20 : 12 : 80

It means he / she gets 80 for speaking.

4. The Steps in This Research a. Pretest The writer gives a pre-test to the experimental group and control group in order to know their basic knowledge or their basic speaking ability as they had been taught through anyway of teaching before. In administering the pre-test, the writer will provide a topic to both groups and let them create the conversation based on the topic provided.

b.

Treatments After giving the pre-test, the researcher presented the material for treatments to the experimental group. The researcher gave three lesson plans for treatment. The materials were based on the KTSP English Curriculum.

c. Post test The post-test was also held in order to know whether the childrens speaking ability were improving after they mastered the vocabulary which was taught by using games. The post-test was done after the treatment in order to know whether the vocabulary mastery gives improvement of the childrens speaking ability significantly better than those who were taught without receiving the experimental treatments.The childrens recorded result of the test will be scored by one rater that was the research himself.

3.5 The Research Design According to Abrahams, 1999, true experimental design is probably the most common design is the Pretest-Posttest Group Design with random assignment. This design is used so often that it is frequently referred to by its popular name: the "classic" experimental design. In a true

experimental design, the proper test of a hypothesis is the comparison of the posttests between the treatment group and the control group. Experimental group Control group :ROXO :RO O

This design utilizes a control group, using random assignment to equalize the comparison groups, which eliminates all the threats to internal validity except mortality. Because of this, we can have considerable confidence that any differences between treatment group and control group are due to the treatment The writer gave the similar pre-test in writing skill to both of them (experimental group and control group) and after that, they get a different treatment. The writer used PPP (presentation-practice-production) technique as a treatment for the control group, but for the experimental group the writer games.

. 3.6 The Data Collecting. In collecting the data, the writer has taken several steps to make the process easier as follows: 1. Collecting the data, name, the number of populating of study from the sixth grade of SDN Kebon Kawung Sukabumi 2. Distributing the questionnaire to experimental group. 3. Distributing the pretest to experimental group and control group.

4. Collecting the score of the pretest from the two groups. 5. Contributing the teaching English using Games for experimental group, the Games representation of the selected topic. during three time meeting 6. Distributing the posttest to experiment group and control group. 7. Collecting the score of posttest from two groups. 8. Analyzing score of pretest and posttest from two groups.

3.7 Analyzing the Data To compute the mean scores from the pre- test and post-test the writer used the formula as follows: X = x n ( Hatch and Farhady, 1982 : 55 )

X x n

: Refers to the means the sample. : Refers to the total number of all the individual sample. : Refers to the total number of sample.

For computing the standard deviation, the formula used is:

SD =

D 2 ( 1 / n ) (D )2 n1 ( Hatch and Farhady, 1982 : 116 )

SD

: Refers to the standard deviation.

: Refers to the total difference between pre-test and posttest results.

: Refers to number of fairs.

In computing the standard error of differences between two means, the Writer used the formula:

SD = SD n ( Hatch and Farhady, 1982 : 118 ) SD : Refers to the standard error of differences between two means. SD n : Refers to standard deviation. : Refers to the total of observation.

For the t test the writer used the formula : t = X1 - X2 SD ( Hatch and Farhady, 1982 : 116 )

X1 X2

: The means of pre-test. : The means of post-test.

SD

: Refers to the standard error of differences between two means.

CHAPTER IV DATA ANALYSIS AND FINDING

4.1 Analyzing the Data To compute the mean scores from the pre- test and post-test the writer used the formula as follows: X = x n ( Hatch and Farhady, 1982 : 55 )

X x n

: Refers to the means the sample. : Refers to the total number of all the individual sample. : Refers to the total number of sample.

For computing the standard deviation, the formula used is :

SD =

D 2 ( 1 / n ) (D )2 n1

( Hatch and Farhady, 1982 : 116 )

SD D

: Refers to the standard deviation. : Refers to the total difference between pre-test and posttest results.

: Refers to number of fairs.

In computing the standard error of differences between two means, the writer used the formula :

SD = SD n ( Hatch and Farhady, 1982 : 118 ) SD : Refers to the standard error of differences between two means. SD n : Refers to standard deviation. : Refers to the total of observation.

For the t test the writer used the formula : t = X1 - X2 SD ( Hatch and Farhady, 1982 : 116 ) X1 X2 SD : The means of pre-test. : The means of post-test. : Refers to the standard error of differences between two means.

4.2 The Process of Computation 4.2.1 Computing Data From Pre-test and the Post-test Here the writer listed the table and gave the students scores of the pre-test and the post-test of the first group (Experimental Group) and the second group (Control Group). The writer then made the computation of the data as follows:

The Result of Pre-test and Post-test Of the Experimental Group No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Student
X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1 X1

N = 25

Pre-test x1 7 8 6.5 5 5 4.5 8 6 6.5 4.5 7.5 7 8 7 6 5 6.5 4 4 7 6 7 4 7 6.5 x1 = 153.5

Post-test x2 10 10 8 9 8 8 10 9 9.5 9 9 9 10 8.5 8 8 9 7.5 8 8 8.5 10 8 10 10 x2 = 222

D 3 2 1.5 4 3 3.5 2 3 3 4.5 1.5 2 2 1.5 2 3 2.5 3.5 4 1 2.5 3 4 3 3.5 D = 68.5

D2 9 4 2.25 16 9 12.25 4 9 9 20.25 2.25 4 4 2.25 4 9 6.25 12.25 16 1 6.25 9 16 9 12.25 D2 = 208.25

The mean of the pre-test: X1 = = X1 n 153. 5 25

= 6. 14 The mean of the post-test: X2 = X2 n

= 222 25 = 8. 88 After getting the pre-test and the pos-test of the first group, the writer computes the standard deviation. The formula is: SD = D2 (1/ n) ( D)2 n-1 208.25 (1/ 25) (68.5)2 25 1 208.25 187.6 24 20.5 24 0.85 0.92

= =

Then the writer calculates the standard error of difference (SD) with a formula as follows: SD = SD n 0.92 25

= 0.92 5 = 0.184

Finally, applies the formula of t test

x1 x2 SD 6.14 8.88 0.184 - 2.74 0.184

= - 14.8

The value of accounted t is 14.8, where as at the level of significance of 0.5 the value of the table t is 2.021, from the comparison between the two values, the value accounted t is greater than that of the table t. It means there is significant difference between the two groups.

The Result of Pre-test and Post-test Of the Control Group No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Student X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 X2 N = 25 Pre-test x1 4 6 4 6 6 6.5 7 8 3.5 4 2.5 5 5 6.5 6 6 7 4.5 6 4 5 5.5 5 6 5 x1 = 134 Post-test x2 7 7 6.5 7.5 5 7 8 7 7 7.5 6 6 6.5 7 7.5 7.5 5.5 6.5 5 6.5 4 7.5 7 7.5 7 x2 = 166.5 D 1 2.5 1.5 -1 0.5 1 -1 3.5 3.5 3.5 1 1.5 0.5 1.5 1.5 -1.5 2 -1 2.5 -1 2 2 1.5 2 1 D = 32.5 D2 1 6.25 2.25 1 0.25 1 1 12.25 12.25 12.25 1 2.25 0.25 2.25 2.25 2.25 4 1 6.25 1 4 4 2.25 4 1 2 D = 95.25

The mean of the pre-test: X1 = = X1 n 134 25

= 5. 36 The mean of the post-test: X2 = X2 n

= 166.5 25 = 6. 66 After getting the pre-test and the pos-test of the first group, the writer computes the standard deviation. The formula is: SD = D2 (1/ n) ( D)2 n-1 95.25 (1/ 25) (32.5)2 25 1 92.25 42.25 24 50 24 2.08 1.44

= =

Then the writer calculates the standard error of difference (SD) with a formula as follows: SD = SD n 1.44 25

= 1.44 5 = 0.28

Finally, the applies the formula of t test

x1 x2 SD 5.36 6.66 0.28 - 1.3 0.28

= - 4.64 Each group has 25 samples, each group has 24 d.f as there are two group, the total of d. f = (n1-1 + n2-1) = (25-1 + 25-1) = 24 + 24 = 48

After consulting the table of Critical values of t, df 48 is not represented one the table and the writer took the next lowest figure, that is df 40. the t-table with df 40 at the 0.5 level (two-tailed test) with 40 degrees of freedom is 2.021 (Burns, 1995:142). The value of accounted t0 is 4.46, where as at the level of significance of 0.5 the value of the t table is 2.021, from the comparison between the two values, the value accounted t0 is greater than that of the table t. It means there is significant difference between the two groups and alternative hypothesis saying there is a positive effect on Improving Childrens Speaking ability by using games is accepted and the null hypothesis is rejected. After the first group or the Experimental Group has gotten the treatment, the result of pre-test and post-test from the first group (Experimental Group) is greater than the result of pre-test and post-test of the second group (Control Group). The writer concludes that there is a great tendency that teaching speaking using games is very effective. In the other words, students who were taught speaking using games get better score than those who were not taught using it.

4.2.2

Computing Data From Questionnaire In this part the writer has analyzed, computed and interpreted the result of the questionnaires that have been given to

the students. The questionnaires have ten items and the data have been investigated as follows: Item number one The response of the children to the question Apakah kamu suka bahasa Inggris? Number Amount Of Percentage Students (%) 1 YES 20 80 2 NO 5 20 Total 25 100 Based on the data above, there were 20 students or 80 % of Alternative Answers

students have chosen answer yes and 5 students or 20 % have chosen no. It shows that most of the students like English subject.

Item number two The response of the children to the question Apakah kamu belajar bahasa Inggris di tempat lain? Number Amount Of Percentage Students (%) 1 YES 13 52 2 NO 12 48 Total 25 100 Based on the data above, there were 13 students or 52 % of Alternative Answers

students have chosen answer yes and 12 students or 20 % have chosen no. It indicates that half of the students have a good attention to their lesson.

Item number three The response of the children to the question Apakah kamu suka jika belajar bahasa Inggris menggunakan permainan? Number Amount Of Percentage Students (%) 1 YES 21 84 2 NO 4 16 Total 25 100 Based on the data above, there were 21 students or 84 % of Alternative Answers

students have chosen answer yes and 4 students or 16 % have chosen no. It means that most of the students like learning English using games.

Item number four The response of the children to the question Apakah kamu sering belajar mengenai kemampuan berbicara dalam bahasa Inggris? Number Amount Of Percentage Students (%) 1 YES 10 40 2 NO 15 60 Total 25 100 Based on the data above, there were 10 students or 40 % of Alternative Answers

students have chosen answer yes and 15 students or 60 % have chosen no. It shows that most of the students didnt learn about speaking activity often.

Item number five The response of the children to the question Apakah kamu meresa kemampuan berbicara bahasa Inggris kamu sudah cukup baik? Number Amount Of Percentage Students (%) 1 YES 5 20 2 NO 20 80 Total 25 100 Based on the data above, there were 5 students or 20 % of Alternative Answers

students have chosen answer yes and 20 students or 80 % have chosen no. It shows that most of the students still lack on their speaking skill.

Item number six The response of the children to the question Apakah kamu suka jika belajar berbicara bahasa Inggris dengan

menggunakan permainan? Number Amount Of Percentage Students (%) 1 YES 18 72 2 NO 7 28 Total 25 100 Based on the data above, there were 18 students or 72 % of Alternative Answers

students have chosen answer yes and 7 students or 28% have chosen no. It indicates that most of the students like learning speaking English using games.

Item number seven The response of the children to the question Apakah kamu merasa jika belajar bahasa Inggris menggunakan permainan kamu dapat berbicara lebih baik? Number Amount Of Percentage Students (%) 1 YES 20 80 2 NO 5 20 Total 25 100 Based on the data above, there were 20 students or 80 % of Alternative Answers

students have chosen answer yes and 5 students or 20 % have chosen no. It means that most of the students feel that games can improve their speaking skill.

Item number eight The response of the children to the question Apakah kamu merasa bosan jika setiap belajar bahasa Inggris menggunakan permainan?

Number

Amount Of Percentage Students (%) 1 YES 6 24 2 NO 19 76 Total 25 100 Based on the data above, there were 6 students or 24 % of Alternative Answers

students have chosen answer yes and 19 students or 76 % have

chosen no. It shows that most of the students do not feel bored when they learn English using games.

Item number nine The response of the children to the question Apakah kamu merasa permainan dapat meningkatkan motivasi untuk tampil lebih baik? Number Amount Of Percentage Students (%) 1 YES 17 68 2 NO 8 32 Total 25 100 Based on the data above, there were 17 students or 38 % of Alternative Answers

students have chosen answer yes and 7 students or 32 % have chosen no. It shows that most of the students feel games can motivated them to compete more with their friends.

Item number ten The response of the children to the question Apakah setelah balajar dengan menggunakan permainan kamu seringkali berbicara bahasa Inggris dalam kehidupan sehari-hari?

Number

Amount Of Percentage Students (%) 1 YES 10 40 2 NO 15 60 Total 25 100 Based on the data above, there were 10 students or 40 % of Alternative Answers

students have chosen answer yes and 15 students or 60 % have chosen no. It shows that most of the students still not be able to speak English in their daily life.

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1.

Conclusion In this research the writer used games in improving the six graders speaking ability which is hoped that the games would help them improve their speaking skill. After studying and analyzing the data the writer summarized as follows: a. Based on the result of pre-test and post-test, the marks of the experimental group who have got the treatment have a better scores than the control group. It can be seen from result of computation. The average score in experimental group are 6.14 for the pre-test and 8.88 for the post-test. On the other hand, the average score in control group are 5.36 for the pre-test and 6.66 for the post-test. b. It means that the hypothesis as stated in chapter one is accepted. There is a significant difference between teaching speaking using games and without games. The students who are taught speaking using games get better scores than those who are taught without games. c. From the result above, it can be concluded that, games can help the six graders improve their English speaking ability. Games also make the lesson more interesting, fun and easier.

5.2.

Suggestions The writer would like to put forward some suggestions as follows: 1. To make the children feel interested on English, the teacher must be creative to choose a method and teaching technique. 2. Games could provide a big help to improving childrens interest of English. 3. The teacher must be carefully and selective in choosing method or teaching technique, even for games. Not all games could give advantages for English learning. 4. It isnt wise to burden the children too much with reading and writing only. Because they are rare to give a fun or live atmosphere in the class which is needed for creating motivation of learning. 5. The four skills in language take an equal necessity, so teacher has to teach them all well, not only more to one part. 6. Speaking activity is crucial to be taught. It makes children more possibly using English in their daily life, so they do not only learn it but more to using it.

BIBLIOGRAPHY

Arikunto, Suharsimi, Prof, Dr, (1998), Prosedur Penelitian suatu Pendekatan Praktek. Jakarta: PT. Rineka Cipta Case, Alex.(2009, May 1) Speaking Games for (False) Beginners. Retrieved August, 25, 2010, from http:// edition. tefl. net/ ideas/ games/ speaking-gamesfalse-beginners.com Echols John, M. and Shadily Hasan. 1990, English Dictionary. Jakarta: PT. Gramedia Edward David, Allen and Rebecca M. Vaette. 1977, Classroom Techniques, Foreign Language and English as a second Language. Harcount Brace: Java novich, INC. Hacth evelyn and Farhady Hussein. 1982, Research Design and Statistic For Applied Linguistics. New Boury House Publisher: Rowley,

Massachusetts, INC. Kim Lee Su. 1995, Creative Games for Language Class. Retrieved August, 25, 2010, from http://www.ericdigests.com Nurhayati, Tuti. 2005. The Effectiveness of Teaching Vocabulary using Picture; at the Third Grade Students of SDN Cilame Ngamprah, A Paper English Submitted to the English Departement of STKIP Pasudan Cimahi in

Partial Fulfillment of The Requirements for Getting Bachelor Degree: Unpublished. Webster, Merriam. 2010, Online Dictionary. Retieved August, 25, 2010, from http://www.merriam webster.com/ dictionary/games. Thi Thanh Huyen Nguyen and Thi Thu Nga Khuat. 2003, Learning Vocabulary Through Games. Asian EFL Journal. Uberman Agnieszka. 1998, The Use of Games for Vocabulary Presentation and Revision.Vol 36 No 1.Forum.
Wijarwadi, Wendi. 2008, The Effectiveness of Contextual Teaching and Learning

in Teaching Speaking, A Paper English Submitted to the English Departement of Syarif Hidayatullah State Islamic University in Partial
Fulfillment of the Requirement for the Degree of S.Pd (Bachelor of Arts) in English Language Education: Unpublished.

Wright, Andrew. 1984, Games for Language Learning. London: Cambridge University Press. Yong Mei Yin and Yu-jing Jang. 2000, Using Games in an EFL Class for Children. Daejin University ELT Research Paper

APPENDICES

INSTRUMENT OF RESEARCH School C l a ss Subject Competence Material 1. Teacher Student 2. Teacher Student 3. Teacher Student 4. Teacher Student 5. Teacher Student 6. Teacher Student 7. Teacher Student 8. Teacher Student 9. Teacher Student 10. Teacher Student : : : : : SDN Kebon Kawung VI English Speaking Personal Identity : Hi, Good morning. How are you? : .. : May I know your name? : .. : Is that your first name? What is your last name? : .. : How old are you? : .. : What grade are you? : .. : Where do you live? : .. : Do have any sisters or brothers? : .. : What do like to do? : .. : I see. What you want to be in the future? : .. : Okay. Thats enough. Thank you : ..

INSTRUMENT OF RESEARCH School C l a ss Subject Competence Material 1. Teacher Student 2. Teacher Student 3. Teacher Student 4. Teacher Student 5. Teacher Student 6. Teacher Student 7. Teacher Student 8. Teacher Student 9. Teacher Student 10. Teacher Student : : : : : SDN Kebon Kawung VI English Speaking Nationality and Job : Hi, (name of the student) : .. : What is your full name? Could you spell it, please? : .. : Are you Japanese?(other nationality except Indonesian) : .. : So, where do you come from? : .. : I see. Could I know where the province and the city are? : .. : Good. Are you a ?(kind of jobs) : .. : What do you do in that job? : .. : What do you get from that job? : .. : Thats nice. Do you have a side job? : .. : Okay. Thats enough. Nice to talk with you : ..

QUETIONAIRE Nama Kelas : .. : ..

1. Apakah kamu suka belajar Bahasa Inggris? YA TIDAK 2. Apakah kamu belajar bahasa Inggris di tempat lain? YA TIDAK 3. Apakah kamu suka jika belajar bahasa Inggris menggunakan permainan? YA TIDAK 4. Apakah kamu sering belajar mengenai kemampuan berbicara dalam bahasa Inggris? YA TIDAK 5. Apakah kamu meresa kemampuan berbicara bahasa Inggris kamu sudah cukup baik? YA TIDAK 6. Apakah kamu suka jika belajar berbicara bahasa Inggris dengan menggunakan permainan? YA TIDAK 7. Apakah kamu merasa jika belajar bahasa Inggris menggunakan permainan kamu dapat berbicara lebih baik? YA TIDAK 8. Apakah kamu merasa bosan jika setiap belajar bahasa Inggris menggunakan permainan? YA TIDAK 9. Apakah kamu merasa permainan dapat meningkatkan motivasi untuk tampil lebih baik? YA TIDAK 10. Apakah setelah balajar dengan menggunakan permainan kamu seringkali berbicara bahasa Inggris dalam kehidupan sehari-hari? YA TIDAK

LESSON PLAN School Subject C l a ss I. : : : SDN Kebon Kawung English VI (six)

The Specific objective 1. Speaking Student should be able 1.1 To make a conversation about personal identity 1.2 To respond questions about personal identity 1.3 To ask questions about personal identity

II.

The material of study 1. Theme / Topic 2. Source of the material by Bumi Aksara 2006. English for Children, Page 39 40, published by Media Transformasi 2008. 3. Teaching Aids : Games. (the Yes Game and Questions Chains Game) : Personal Identity :

Basic English for elementary school class six, page 3 7, published

III. Time

: Two meetings. 4 x 35 minutes.

IV. Teaching Learning Activity The steps of activity 1. Pre Activity a. Greetings b. Check the absences

c. Motivate the student and explain about the activity for today 2. while activity a. Explain about the games. b. Start the games activity 3. post activity a. Teacher gives the confirmation about the materials that had been done. b. Teacher gives the opportunity for the student to ask about the materials. c. Teacher gives the student homework or assignment.

V.

Evaluation 1. Procedure 2. Assessment Instruments Oral test. The assignment that had been done by the students during teaching learning process can be made as assessments instrument. Approved by Principal of SDN Kebon Kawung Sukabumi, 2010 Teacher : Assessment of Learning Process :

Dadang Effendi, S. Pd NIP. 19590615 197912 1 005

Edwin Roni Gumay NPM. 06510192

LESSON PLAN School Subject C l a ss I. : : : SDN Kebon Kawung English VI (six)

The Specific objective 1. Speaking Student should be able 1.1 To make a conversation about nationality and job 1.2 To respond questions about nationality and job 1.3 To ask questions about nationality and job

II.

The material of study 1. Theme / Topic : nationality and job 2. Source of the material : Basic English for elementary school class six, page 17 20, published by Bumi Aksara 2006. English for Children, Page 17, published by Media Transformasi 2008. 3. Teaching Aids : Games. (Very Simple Role Play Game)

III. Time : One meeting. 2 x 35 minutes. IV. Teaching Learning Activity The steps of activity 1. Pre Activity a. Greetings b. Check the absences c. Motivate the student and explain about the activity for today

2. while activity a. Explain about the games. b. Start the games activity 3. post activity a. Teacher gives the confirmation about the materials that had been done. b. Teacher gives the opportunity for the student to ask about the materials. c. Teacher gives the student homework or assignment.

V.

Evaluation 1. Procedure 2. Assessment Instruments : Oral test. The assignment that had been done by the students during teaching learning process can be made as assessments instrument. : Assessment of Learning Process

Approved by Principal of SDN Kebon Kawung

Sukabumi, 2010 Teacher

Dadang Effendi, S. Pd NIP. 19590615 197912 1 005

Edwin Roni Gumay NPM. 06510192

THE GAMES 4. The Yes game Students get one point for each question they ask that we truthfully answer Yes to, e.g. Are you British? Are you a teacher? and Are you sitting down? They can then ask each other questions in the same way. We can also move onto getting points for each No answer, e.g. Are you a dog? We can also make this more intensive language practice by telling them they must get a particular short answer from you, e.g. Yes, I am or Yes, I have

5. Questions Chains This game is good for making a challenge out of tedious questions like How old are you? and Where are you from? Ask the student sitting at the end of the row a simple question such as What is your name? and pass them something to represent the question, e.g. a magnetic number 1 or a board pen. Gesture that they should ask the same question to you and pass the thing back to us. Answer the question, go to the other end of the class and ask the same question to the student sitting there, passing the same object. Then pass them another (different) object while asking another question, e.g. How are you (today)? After they have answered that question, demonstrate and explain that they should pass the same two objects in the same order to the person next to them, asking the same question each time. After they have done that, give them a third object and get them to make up their own question to ask the

same person. When that person has answered, they should pass the same three objects while asking the same three questions, and then add their own fourth question. Continue, increasing the number of questions each time. The game can finish when we reach a nice round number (e.g. ten objects and numbers), goes all round the class, or reaches such a large number that they give up. We can also play the same game in groups.

6. Very Simple Role Play This is another way of livening up revising the same old personal questions yet again. Ask students to give imaginary answers to all the questions that they have asked, giving them one or two prompts such as a name or job to get them started. While this on its own is fun, we may find that the person asking the question will have no real reason to listen to the answers. One way of taking away this problem is to ask the person who asked to questions to report back to the class, and then for everyone to find similarities between peoples stories, e.g. how many answered I am Spanish when they were given the role play card saying Your name is Esteban