DELAPAN SMP
CHAPTER I
INTRODUCTION
B. Fokus Penelitian Berdasarkan latar belakang penelitian di atas, penelitian ini dibatasi untuk
mengetahui peningkatan kemampuan berbicara siswa melalui board game. Subjek penelitian
ini adalah siswa kelas VIII MTs NW Majidi tahun ajaran 2012/2013.
C. Rumusan Masalah Berdasarkan latar belakang di atas, maka dapat dirumuskan masalah
sebagai berikut: “Bagaimana board game dapat meningkatkan kemampuan berbicara siswa
pada siswa kelas VIII MTs NW Majidi tahun ajaran 2012/2013?''
D. Tujuan Penelitian Penelitian ini bertujuan untuk mengetahui peran board game dalam
meningkatkan kemampuan berbicara siswa kelas VIII MTs NW Majidi tahun ajaran 2012/2013.
E. Signifikansi Penelitian Hasil penelitian ini diharapkan dapat memberikan manfaat teoritis dan
praktis sebagai berikut:
1. Secara teoritis Hasil penelitian ini diharapkan dapat mengetahui strategi peningkatan
kemampuan berbicara siswa melalui board game. 2. Praktis a. Guru 1) Guru dapat
menggunakan materi lebih mudah dan dia akan memiliki metode baru untuk mengajar
berbicara dengan menggunakan permainan papan. 2) Guru dapat menjadikan metode ini
sebagai metode yang menarik agar siswa mudah memahaminya dalam belajar berbicara
bahasa Inggris. b. Siswa 1) Siswa akan mudah memahami tentang cara mengatakan sesuatu.
2) Ini akan meningkatkan kemampuan siswa dalam berbicara. c. Peneliti 1) Dapat
menggunakan hasil penelitian ini sebagai referensi. 2) Dapat mencari variabel yang sama.
CHAPTER II
REVIEW OF LITERATURE AND ATION HYPOTHESIS
A. Kemampuan Berbicara Dalam bab ini akan dibahas tentang hakikat berbicara, pengertian
berbicara, fungsi berbicara, aspek kemampuan berbicara, dan keterampilan makro dan mikro
kemampuan berbicara.
1. Sifat Kemampuan Berbicara
Brown (dalam Islamiyah, 2007, hlm. 14) menyatakan bahwa berbicara adalah keterampilan
produktif yang dapat diamati secara langsung dan empiris, pengamatan tersebut selalu
dibatasi oleh ketepatan dan kelancaran. Sementara, ia juga menyatakan bahwa berbicara
adalah produk konstruksi kreatif dari string linguistik, pembicara membuat pilihan leksikon,
struktur, dan wacana.
Poerdarminta (dalam Islamiyah, 2007, hlm. 14) menyatakan bahwa makna klasik berbicara
adalah kemampuan berbicara, dan berbicara. Tujuan utama berbicara adalah untuk menyampaikan
pesan kepada lawan bicara atau untuk dapat mengomunikasikan sesuatu dalam bahasa dan
dipahami oleh seseorang yang menjadi pendengar.
Tarigan (dalam Islamiyah, 2007, hlm. 14) menyatakan bahwa berbicara adalah salah satu
keterampilan berbahasa dalam bentuk lisan untuk mengungkapkan gagasan penutur kepada orang
lain. Sedangkan, berbicara adalah pertukaran informal pemikiran dan informasi dengan kata-kata
yang diucapkan.
2. Pengertian Kemampuan Berbicara.
Kemampuan berbicara terdiri dari dua kata yaitu berbicara dan kemampuan. Untuk
menghindari kesalahpahaman tentang pengertian kemampuan berbicara, maka akan
dijelaskan satu persatu. Menurut Poerwadarminta (1985, hlm. 109). Disebutkan pula oleh
Hornby (1990, hlm. 51) bahwa ability's potential capacity of power untuk melakukan sesuatu
secara fisik atau mental. Uraian tersebut dapat menyimpulkan bahwa kemampuan adalah
kemampuan manusia yang identik dengan kemampuan. Menurut Djiwandono (dalam Munir,
2005, hlm. 16) berbicara adalah kegiatan mengungkapkan pikiran dan perasaan secara lisan.
Berbicara adalah artikulasi suara untuk mengungkapkan pikiran. Tarigan (1990, p.15),
mengatakan bahwa berbicara adalah kemampuan mengucapkan bunyi atau kata untuk
mengungkapkan atau menyampaikan pikiran, gagasan, atau perasaan” pendapat dan
keinginan. Ahli lain mengatakan bahwa berbicara adalah berbicara atau berbicara (Haryanto
dalam Sunardi, 2004, hlm. 13). Jika berbicara dan kemampuan digabungkan, maka itu berarti
kemampuan mengucapkan artikulasi suara untuk mengungkapkan atau menyampaikan
pikiran, pendapat, dan keinginan kepada orang lain.
C. Relevant Study
The studies that have relevant with this study are: first this study which has relevance with
this research was conducted by Nugroho Noto Susanto (2007 / 2008) on the Contribution of
Speaking Practice with The Native Speaker Toward Students’ Speaking Capability: A Case Study
at Second Year of SMAN 7 Mataram in Academic Year of 2007 / 2008.
The problem of his study, those were: What Contributions can the Native Speaker Provide
to the Students’ Speaking Capability through Study Tour Program in the Second Year Students of
SMAN 7 Mataram?
The researcher used in his study was Experimental design in which his divided the sample
into two groups that is Experimental group and Control group with a test formula and the result of his
research showed that the mean scores of critical value test equals to 2.851, this critical value is
higher than that of degrees of freedom 400-60 at confidence level 0.05 (95 %) with 1.67 and at
confidence level 0.01 (99 %) equal to 2.39.
Furthermore, the difference of his research can be seen on the design used. He used
Experimental Design and the Present researcher used class room action research.Meanwhile, the
similarity of this research is the reseacher same discuses about Speaking Ability.
Second. Nurul Hidayah (2008/2009) on the Effect of English Speaking Club (ESC) towards
the Students’ Speaking Ability for the Second Year Students of SMA NW Pancor in the School Year
of 2008/2009.
The problem of her study, those were: Does the of English Speaking Club (ESC)towards the
Students’ Speaking Ability for the Second Year of SMA NW Pancor in the School Year of 2008-
2009? To what extent English Speaking Club (ESC) as the best program to optimize Teaching
Speaking Ability for the second year of SMA NW Pancor in the school year 2008/2009.
The research used in her study was Quantitative design by using Ex-post FactoResearch. The
result of his study shown in testing the hypothesis the researcher used t-test 3.55 on significance
level 0.05 (df=38) was 0.320 (3.55>0.320) it means that Ha (Alternative Hypothesis) was accepted.
Furthermore, the differences of her research can be seen on the design used. She
used Quantitative design by using Ex-Post Facto and the Present researcher used class room
action research. Meanwhile, the similarity of this research is the researcher the methodin teaching
and learning process.
D. Theoretical Framework
Based on the relevant studies result can be proposed the theoretical framework of the
research, that may used as a basic of hypothesis formulation and to comprehend the inter variable
relation.
Speaking is one of language component that is function to express feeling, opinion, ideas,
and emotion. One of strategy to increase speaking is discussion. By board game is one method in
teaching speaking which encourage students to speak as much as possible.
According to (Hornby, 1995, p. 486). The definition of game is an activity that you do to have
some fun. Therefore, board game can be defined as something or an instrument that is used to
attract students’ motivation to follow the teaching and learning process because board game can
make the students more focus in learning, because they do not feel that they are forced to learn.
They also enable learners to acquire new experiences within a foreign language which are not
always possible during a typical lesson. Board game can be method that will give many advantages
for teacher and the students either.
Based on the statement above, board game is as method may help the students in learning
English especially in speaking ability. Likewise, the writer wants to investigate increasing students’
speaking ability through board game.
E. Action Hypothesis
The hypothesis of the result study is formulated as follows:” the implementation of board
game can increase students’ ability in speaking for the eighth graders of MTs NW Majidi in the
school year 2012 / 2013.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The present researcher categorized into a classroom action research. Classroom action
research design to help a teacher to find out what is happening in his or her classroom, and to use
that information to make the wise decisions for the future. The approach used in the classroom
action research can be qualitative or quantitative, descriptive or experimental. According to Kurt
Lewin (in suharsimi, 2002), there are four components of action research, they are, planning, acting,
observing, and reflecting. Action research is categorized, as qualitative research although the data
collect can be in a form of quantitative. Meanwhile, Kemmis (in suharsimi, 2002, p. 84). States that
action research is a form of self-reflective inquiry under taken by participants in a social (including
education) situation in order to improve the rationality and of (a), their own social or educational
practices justice, (b) their understanding of their practice, and (c) situations on which practice are
carried out. Because this study is an action research, than this study focuses on practical, not
statistical significance and present raw data
Reflection
Planning
Acting & Observing
Planning
Reflection
Acting & Observing
Research is design as the attempt to plan and de term ne all of the possibilities and the
material that be need in a qualitative research. Research design is used in this research is the
classroom action research. According to suharsimi, (2002, p. 82) that action research is a solving
problem strategy which is use the real action in form of innovative development process in detecting
and solving problem.
The procedure of the classroom action research consists of cycles. The cycle is administrated
based on the progress being achieved. To identify the students’ ability in English pronunciation, the
students were given diagnostic test functioning as initial evaluation. This initial observation is
conducted in order to determine appropriate action in increasing English. Form evaluation and the
observation, it is determine in the reflection that to increase students English pronunciation in
reading aloud focusing on the narrative text.
In classroom action research design, there are four components that will be done, there are
planning, action, observing and reflecting (Lewin in suharsimi 2002, p. 83), in the same page,
Kammis and Mc Teggart united the second and third component, those are acting and observing.
Then the components show cycles or the ongoing activities that can be seen in this component
below:
1. Planning
Before beginning the first cycle, however at the very beginning step as the preliminary, a
diagnostic evaluation was done to investigate the degree of the students’ English pronunciation in
reading aloud focusing on the narrative text. It is done by applying a pre-test to the students. The
result of pre-test is telling the researcher how far the students’ ability.
The details of the research planning can be describe as follows; before implementing the
determined action, the teacher will prepare all need and supportive material as well as the steps
applied. They are:
a. Making the lesson plan i, e, the step of presenting the teacher material based on the there-phase
technique and the activity as done by the students.
b. Preparing all facilities and supportive material in presenting the teaching materials, such as; English
pronunciation in reading aloud focusing on the narrative text.
c. Designing a test to find out the increase implementation of English pronunciation in reading aloud
focusing on the narrative text.
The research will be using analytic scoring rubric to score students work. The students can be at
“pass” level if their score have achieved equal or more that 6 of the range that lays from 0 to 10. The
students result will be analyzed using following formula.
No October November
Activities
1 2 3 4 1 2 3 4 5
1 Research preparation
Making lesson plan √
Preparing material √
Writing instrument √
2 Research action √
Teaching and learning √
Observation √
Evaluation and reflection √
Data analysis √
3 Reporting √
4 Writing √
D. Data Collection
1. Indikator Kinerja Tindakan serta penelitian yang dilakukan dapat dikatakan berhasil
apabila prestasi belajar siswa kelas VIIA MTs NW Majidi tahun pelajaran 2012/2013 minimal
70 secara individual dan 80% secara klasikal. Persentase ditentukan berdasarkan kriteria
ketuntasan belajar yang ditetapkan di sekolah. Dapat dikatakan bahwa jika seorang siswa
memperoleh 70 prestasi belajar, maka ia mencapai ketuntasan belajar. Kemudian, jika 80%
siswa dalam kelas mendapat 70, berarti kelas tersebut mencapai ketuntasan belajar dan
peneliti tidak akan melanjutkan ke siklus berikutnya, berdasarkan tindakan yang
direncanakan di atas.
2. Teknik Pengumpulan Data Seorang peneliti akan menggunakan berbagai macam
pengumpulan data seperti angket, wawancara, atau tes. Perlu dicatat, bahwa semua metode
pengumpulan data harus objektif. Jenis data yang digunakan dalam penelitian tindakan kelas
adalah data kuantitatif: Dalam hal ini, penelitian ini hanya menggunakan hasil peningkatan
kemampuan berbicara siswa melalui permainan papan.
3. Instrumen Dalam penelitian ini instrumen yang digunakan adalah (1) tes evaluasi pertama,
(2) tes akhir, dan (3) kertas observasi. 1) Tes evaluasi pertama Evaluasi ini dilakukan untuk
mengetahui kemampuan dasar siswa dalam memahami pengertian dan ciri-ciri teks naratif.
2) Tes akhir Tes ini diberikan dalam bentuk permainan acak-acakan yang disusun dengan
aturan-aturan tertentu. Skor maksimum adalah 100 dan skor minimum adalah nol jika tidak
ada jawaban yang benar. Dilakukan oleh seluruh siswa yang dibagi menjadi enam kelompok.
3) Kertas Observasi Kertas observasi adalah alat observasi yang terdiri dari nama-nama
subjek dan faktor-faktor yang diamati. Dalam penelitian ini digunakan untuk memperoleh
data proses pembelajaran.
E. Analisis Data Setelah data terkumpul maka data tersebut diklasifikasikan kembali untuk
dilakukan identifikasi. Hasil identifikasi data diklasifikasi berdasarkan kemampuan berbicara
siswa. Untuk menganalisis data melalui metode wawancara dan observasi yaitu
menggunakan metode deskriptif, Dalam hal ini penulis menggunakan teknik observasi,
wawancara dan tes pidato sebagai teknik analisis data. .
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