Improving students speaking proficiency using games

Oleh :
Dwi Nurul Fajariyah - K2204023 - Fak. KIP

Abstrak This action research study is designed to improve students’ speaking proficiency by implementing games. The aims of this research are: 1) to describe whether or not and to what extent games improve speaking proficiency; 2) to identify the situation when games are implemented in the speaking class. The research is conducted from 3rd April to 8th May 2009. The subject of the study is the students of class 8E of SMP Negeri 2 Baki, Sukoharjo. The research is carried out in two cycles; each cycle consists of two classroom meetings. Every cycle consist of a series of step. They are identifying the problem, planning the action, implementing the action, observing the action, reflecting the action and revising the plan. Data are collected through survey, observation and interview. The observation was reflected in field notes, research diary, audio-recording and photograph. The researcher analyzed both qualitative data and quantitative data. Qualitative data are analyzed by using constant comparative method that consist of four steps namely comparing incidents applicable to each category, integrating categories and their properties, delimiting the theory and writing the theory. The quantitative data are analyzed by using descriptive statistic. Quantitative data, which are collected by conducting pre test and post test, are analyzed to know the improvement of students’ speaking proficiency. The mean score of pre-test is 4.08. This score improved to 5.31 in post-test 1 and even higher in post test 2 that is 6.05. From the qualitative data, the researcher finds that the implementation of games improve the students’ speaking proficiency and the classroom situation. The research finding shows that students’ speaking proficiency improved in the term of ability in: 1) answering the teacher’s questions orally 2) identifying the words and grammar used in the expression 3) making sentences using appropriate grammar and vocabulary 4) expressing their idea. Besides, the classroom situation is also more alive in terms of the students’ activeness in: 1) joining the activities 2) asking the teacher about their difficulties 3) discussing the task with their friend 4) increasing their motivation to learn. The study of conducting action research is invaluable and inspiring experience that gives the researcher new knowledge. It is hoped that action research can be implemented by other researchers to achieve a better teaching and learning process.