THE IMPROVEMENT STUDENTS’ SPEAKING SKILL

THROUGH GUESSING GAMES TECHNIQUE

( A Classroom Action Research at SDN Kelapa Dua -Tangerang )

THESIS

Submitted As the Fulfillment of the Degree of Sarjana Pandidikan

Written
--------------------------------------

ENGLISH DEPARTEMENT
SCHOOL OF TEACHER TRAINING AND EDUCATION
KUSUMA NEGARA
JAKARTA
2009

1
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CHAPTER I

INTRODUCTION

A. Background of the Study

As a professional teachers in the language teaching, especially the

teaching of English a foreign language, teachers mostly spend much of time on

appropriate teaching methodologist for greater effectiveness in students

acquisitions on English, designing and implementing materials, test, and practice

Teacher are responsible to educate the students from little or no knowledge to

sufficient English speaking environment.

Mostly of the teaching method before the past few decades, found the

teacher tend to carry out the teaching process in the classroom by applying

traditional and monolingual principle ways of teaching with unsatisfactory. This

shows that teachers need enrichments with appropriate ways of teaching

atmosphere, that why in teaching English as the second language by applying new

and modified fashions in order that the result of the teaching learning process

would contribute more input to reach satisfied learning outcome. Whole around

the world recently, where the people encourage that English as their target or

second language used based on whole interactions and communication holding

the dominant role of very aspects of their life. English is most widely used in

teaching learning process of broader Educational occasions either formal or

informal environment.
3

It is reasonable that English is progemmed as the first foreign or second

language in many countries on this earth, furthermore in present global era. That

is why experts on language and language teaching range must invent today

English teaching and learning environment.

According to the 2006 English Curriculum and its supplement, the

emphasis of the curriculum is that the students are able to communicate in English

by mastering the whole skills.1 However, it is not easy to master all the skills;

there must be one important skill that covers the whole skills. Based on the

statement above speaking is the most important skill that should be mastered by

students in order to communicate in English fluently.

In this case, the students must study hard to master it and the teacher

should create a good atmosphere in class. However, it is contrary to the real

situation in class. Speaking activities do not work in class because many factors

prevent students from speaking English with their friends. They are afraid of

making mistakes, of being laughed at by his or her friends and of having lack of

confidence in their ability.

Considering problem, relating to speaking activities in class and helping

students to improve their speaking skill is part of the teacher’s job. He or she is

expected to have right teaching techniques to provide students with appropriate

teaching materials and to create a positive classroom environment. Therefore, the

students will have opportunity to use English among themselves. The teaching –

1
Curriculum
4

learning process should not only happen between teacher and students but also

between students and students.

Speaking is an activity used by someone to communicate with other. It

takes place very where and has become part of our daily activities. When

someone speaks, he or she interacts and uses the language to express his or her

ideas, feeling and thought. He or she also shares information to other trough

communication.

In the classroom, the teacher must create the situation that can encourage

real communication, many activities can be designed to make majors’ element

lively. Games is one of the techniques that can be applied in teaching speaking

because games in one of potential activity that gives students feeling of freedom

to express themselves. Games are also potentially useful to encourage students of

interact with each other orally.

In this research, the researcher focuses on the guessing games. The reason

for using guessing games is you give more opportunities to students to make

turns in speaking during the times allocated. The researcher assumes that

guessing games are combination between language practice and fun. They can

express their ideas freely because they do activities with their friends. This game

is also easy to admiser and flexible in terms of subject matter and design.

B. The Identification of the Problem

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Based on the background of the study mentioned above, the identification

of the problem of the research are:

1. How far the effectiveness of speaking through games

technique?

2. How The English by games more interested to teach speaking

trough games technique

3. How the teachers more interested to teach speaking trough

games technique

4. How to make students confident to talk in learning speaking?

5. How English play game more interesting for student to learn

English.

6. Why games suitable to teach speaking at fourth grade?

C. The Limitation of the Problem

The researcher limits the discussing of the study about, “The Improvement

Student’s Speaking Skill through Guessing Games Technique”.Because the

researcher find, the effective method to teach using this games. Especially for

elementary students for fourth grade.

D. The Formulation of the Problem

6

Based on limitation of problem mentioned above, the problem of the

research can be formulated as follows; How to improvement student is speaking

skill through guessing games to the fourth grade of SDN Kelapa Dua II?

E. Benefit of Research

The researcher hopes that this thesis can develop education institution to

perform a language laboratory, teacher to use the approach and method properly

in teaching speaking to their students; it can be refer for English teacher in

studying which pursuant and guide liner of the better ways to achieve the

successful English Study.

The benefit of this research for elementary in SDN Kelapa Dua II that the

headmaster of the school knows actually teaching and teaching speaking are

really acceded by the teacher. The students of course the headmaster tries

provide the equipment of speaking so that, the students speaking can be

improved by practicing actively.

The students of STKIP Kusuma Negara can have a good reference for

their knowledge and someday they will make tries connected with learning

speaking. Then they may make some references of this thesis because this thesis

can be put in the library of STKIP Kusuma Negara and every body can read it.

By using guessing games in teaching speaking skill to the fourth grade

students of SDN Kelapa Dua II Tangerang. It motivates and encourages students

of SDN Kelapa Dua II; it motivates and encourages students to practice

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speaking English. It makes them enjoy expressing their feeling, ideas, opinion

and even in messages and suggestions. Since it is fun activity, it helps students

to take port in practice.

 CHAPTER II

THEORETICAL FRAMEWORK

A. Definition of Teaching

Teaching is a process to give guidance the students to reach the goals.

Teaching known as “Instruction” it means process that makes someone do

learning. Teaching is a media for learning process includes behavior individual

changes through pre- planned.

Teaching is an exiting job. Today, many references help teachers to get

some solutions of problems in teaching learning process. The teachers can use

some references to find out some techniques of teaching in their classroom. On

the other hand, teaching is not easy to do. The teacher should do much of his

work before entering the classroom. According to Brown,

Teaching is a superior job, is the demanding job. Among the demanding

tasks are modifying the approaches, Syllabus, technique, and exercises to
adopt and maximize the learning of a class as well as of most of its
individual members.2

It can be stated from the definition above that teaching is not just

presenting information or knowledge to students, but it needs strategies and

2
James Dean Brown, The Elements of Language Curriculum: A Systematic Approach to
Program Development, ( Boston : Heinle & Heinle Publisher, 1995 )

8
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tactics. The teacher must decide what goals it would be best to teach and what

strategies and tactics are best suited for teaching these goals.

According to Patricia, “It is important for teacher to include as many techniques

as possible to enhance student learning”3.The knowledge gives the intelligence

concerning to import, as a knowledge before unknown, or rules for practice to

inculcate as true or important to exhibits impressively as, to teach arithmetic,

dancing, music, or the like to teach morals.

The objective of language is to encourage effective communication in

daily life, by practicing effective expression, increasing vocabulary, give sample

opportunities that use language to describe, to compare and relate experiences,

thoughts and felling, creating stories dramas, song, poems, etc. Language should

be embedded throughout all activities.

Moreover, young learner can learn easily many languages. Young learner

are equipped by language acquisition device, therefore, they will not have any

difficulty to learn two or three different language at the same time.

B. Definition of Speaking

Speaking is one of the skills that have to be mastered by students in

learning English. It is important for students to known definition first. Many

experts define speaking in different ways. Brown and Yule stated in their book.

3
Patricia J. Wentz, The Student Teaching Experience, ( T.tp.: Merrill Prentice Hall, t.t )
10

“Speaking is to express the needs–request, information, service, etc.”4 The

speakers say words to the listener not only to express what in her mind but also

to express what he needs whether information service. Most people might spend

of their everyday life in communicating with other. Revell defines

communication as follow: “Communication, of ideas, of opinions, of feeling.”5

Therefore, communication involves at least two people where both sender and

receiver need to communicate to exchange information, ideas, opinions, views,

or feelings.

Meanwhile, Jones stated, “Speaking is a form of communication.”6 We can say

that the speaker must consider the person they are talking to as listeners. The

activity that the person does primary based on particular goal. So, it is important

that everything we wants to say is conveyed in an effective way, because

speaking is not only producing sounds but also a process of achieving goals that

involves transferring messages across. Jone said, “How you say something can

be important as what you say in getting your meaning across.”7 Therefore,

speaking process should pay attention to want and how to say as well as to

whom appropriately.

4
Gillian Brown and George Yule, Teaching the Spoken Language : Approach Based on the
Analysis of Conversational English (Australia : Cambridge University Press, 1989), p. 14
5
Jane Revell, Teaching Technique for Commutative English (London Macmillan : Pres Ltd).
P. 27
6
Rhodi Jones, Speaking and Listening (London : The Bath Press, 1989), p. 14
7
ibid. Rhodi Jones
11

In expression one’s need-request, information, service, we must consider

some points about speaking. Jones stated, “Some point should be considered

about speaking, they are clarity, variety, audience and tone.”8

Albert Valdman said, “The ability to speak a foreign language is without doubt

the most highly prized language skills, and rightly. So, because he was can

speak the language well can also understand it and can learn to read it with

relative case an also the ability to speak a language will greatly expedite and

facilitate learning to write it.”9 According to M. Solahudin in his book speaking

is, “Kemampuan berbicara dengan bahasa Inggris dan pembicaraan kita

dipahami oleh orang lain.”10 In order to express his or her needs, ideas, feeling

and thought in real communication, one must be able to ask as well as answer

questions.

Yusnaini Lubis says, “Question and answer, major elements in natural

conversation sessions.”11 Beside on that statement we conclude that one of

important aspects in speaking is there is a communication or interacting

between the speaker and listener. So it will make the good attraction /

understanding about the object of topic.

a. Clarity
8
ibid. Rhodi Jones
9
Albert Valdman, Trend in Language Teaching, Mc Graw : Hill Book Co, 1996. P. 194
10
M. Solahudin, Kiat-Kiat Praktis Belajar Speaking. Diva Press, 2008, p. 16
11
Yusnaini Lubis, Developing Communicate Proficiency in the English As A Foreign Language
(EFL) Class. (Jakarta. DepDikBud. 1988). P. 25
12

It means that the words that the speakers use, must be clear, so that

listeners can understand what the speaker says. Here, the speaker must

consider speed and volume. The speed at which you speak is relevant her.

If you speak quickly, listeners may have difficulty. The volume with

which you speak can also have a bearing. Speak out and do not mumble.

Your words have to be loud enough to reach all your listeners.

b. Variety

Here the speakers must try to vary way of speaking such as pitch

(rise and fall of voice), emphasis, speed, variation, volume and pause. The

speaker is expected to fine variation in saying words do not speak

monotonously.

c. Audience and Tone

The way you speak and the tone you use will be affected by

audience to whom you are speaking. If you are discussing something with

your friends. You are likely to use informal conversational tone. If you are

giving a talk to a group of thirty people. It likely that you would speak more

formally and would raise the pitch and the volume of your voice in order to

make sure that what you say reaches all of your listeners. If you were telling
13

a comic story, you would speak differently from way you would if you were

putting a point of view about which you felt strongly.

C. Definition of Guessing Games

According to Klippel, “The basic rule of guessing games is eminently

simple; one person knows something that another one wants to find out.”12

Wright and Buck say, “Essentially, in guessing and speculating games, some

one knows something and the others must find out what it is.”13 In addition,

according to Merriem Webster, “Guessing games is game in which the

participates compete individually or team in the identification of something

indicate obscurely (as in riddles or charades).”14

Based on the definition, it can be conclude that guessing games is a game in

which a person or participant knows something and competes individually or in

a team to identify or to find out it.

There are many concepts of guessing games, which can be applied in

teaching speaking. According to Lee:

Among them are numbers guessing games that can be played at various levels:

1. Guess what is it? Is it…?

2. Guess Who I am? What is my name?

12
Friederike Klippel, Keep Talking (USA : Cambridge University Press, 1994). P. 13
13
David Betteridge and Michael Buckby, Games for Language Learning, New Edition (Sidney
Cambridge University Press, 1990), p. 169
14
Merriem Webster, Webster’s Third New International Dictionary (USA : Merriem Webster
inc, 1986), p. 1008
14

3. Guess what is there in my bag today?

4. Guess where is it?

Then the description ofc each concept is a s follow:

a. Guess What is it? Is it……….?

The students’ things of an object or a person the class knoes the

name of, and the other ask question, putting up their hand waiting to be

called on :

1. Is a green” Is it Marty’s desk.

2. Is it my face?

3. Is it the pond?

4. Is it Billy and Peter?

5. Is it the cinema?

6. Is it my mother who came this evening?

7. It is your book. Etc

The first guess correctly takes the thinker’s place. After such a game has

been successfully played by the class as a whole, it can be played in groups

or even in pairs. The learner who has thought of something may be

questioned by member of another, to keep the whole class active.

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b. Guess Who I am? What is my name?

Everybody imagines him self to be some body else – a living well

known locally, nationally or internationally or an historical figures such as

Napoleon, Ghandy, Julius Caesar, Galileo, Etc. Each makes up sentences

about him self, e.g.

1. I lived…..about…..years ago.

2. I was a king / poet / general / scientist, Etc.

There is not much difficulty in guessing, but it should not to be made too

easy (e.g. one should not say, if one is Shakespeare. I lived in Stratford-on-

Avon and wrote Hamlet).

c. Guess what is there in my bag today?

Alternatively:

1. What is in my bag today?

2. What have I got in my bag today?

(This can be teachers or anybody’ bag, not doubt specially prepared). The

students guess, for instance, there’s an apple / photograph / a mirror / a

handkerchief / a ticket / a doll, etc. And the owner of the bag says, No,

there’s no a…… or Yes, there’s a…….and brings it out and perhaps ask what

colors is it? Or is it a bag… or small….? At an appropriate level plurals

come in naturally here, e.g. There some…..in my bag.

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d. Guess Where is it?

Students turn round the close their eyes while a small object or several

object suh as coin, a ring, a sweet, a doll, is hidden. Question:

1. Is it behind the cupboard

2. Is it in Mr. Claus’s bag

3. Is it mam’s desk

4. In your shoe

5. Under those books / etc.

Each student makes at least one guess. Statements can be made instead of

question: it is behind the cupboard / in Mr. Claus’s pocket, etc.

D. Guessing Games in Teaching Speaking

There is common perception that all learning should be serious and

solemn in nature and that if ones is having fun and there is hilarity and laughter,

then it is not learning. This is a misconception. It is possible to learn a language

as well as enjoy oneself the some time. One best way of doing this trough

games.

Games can be applied in teaching – learning English. This idea is

supported by Andrew Wright, Betteridge and Buckby. “Games can be found to

give practice in all skills (Reading, speaking, listening, and speaking) in all
17

stages on teaching – learning sequences…..”15 Beside on the statements above,

it is clear that all skill can be applied in teaching, one of them is speaking.

There are many reasons a teacher uses games in teaching speaking.

Games give students chance to use English orally, it means that students can

practice and develop their ability to speak English. Games provide fun and

relax while remaining very much within the framework of language learning. It

is expected for shy or slow learners can be active participants to show their

ability and find their confidence in communicating in the foreign language.

Among many techniques of guessing in teaching speaking, guessing

games can be applied in the teaching of speaking. This assumption is beside on

some experts’ comments. In fact, there are many categories of guessing games.

Patricia and Amato say: Although the categories can overlap, the games here

offered her are dividend into the following types depending on their emphasis:

non-verbal games, board-advancing games, treasure hunt and guessing games.16

According to Richard – Amato, “Guessing games can be used to

develop or reinforce concept, to add diversion to regular activities, or just to

break the ice. However, their must important function is to give practice in

communication.”17 It says that guessing games give students do mot feel bored
15
Andrew Wright, David Betteridge and Michael Buckby, Games for Language Learning
(Sidney : Cambridge University Press, 1989), p. 2
16
Patricia , Richard – Amato, Making it Happened : Interaction in The Second Language
Classroom, (New York and London : Longman, 1988), p. 156
17
Patricia A. Richard – Amato, Making in Happen : Interaction; the Second Language
Classroom (New York and London : Longman, 1988), p. 155
18

during learning process. Nevertheless, the most important thing is to give the

students in practicing their English. They also add that:

Guessing games can be painless to develop or reinforce any number

concepts. “Guessing what I am,” Guess who I am” for example, can be used

teach about animals profession or people in different age groups (baby, child,

teenager, young adult, elderly person).18 Those statements say that by given

some concepts of guessing games like “Guess What I am” or “Guess Who I

am”. The teacher can teach many kinds of topics such as about animals,

profession or people.

Silver says, “Real guessing games provide the students with much

needed practice in formulating questions, an essential skill that does not always

receive sufficient attention.”19 Based on the statement above, we can conclude

that guessing games give students more chance in formulating question. But we

know that language classes are spent answering questions puts forth by the

teacher or text book. This idea is also supported by Silver : “Language classes

are often inadvertently structured so that most of the students speaking time is

spent answering questions put forth by teacher or text book: as a result the

students often have difficultly in forming own question.”20

18
Ibid. Patricia A. Richard - Amato
19
Stephen M. Silver, Guessing for the Classroom and The English Speaking Club. Selected
Articles from the English Teaching Forum. 1980 – 1983, p. 244
20
Ibid. Stephen M. Silver
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So, by using this game students are asked to practice in formulating

questions. Here the students can apply their ability in using question – word

(W H) question. Lee says, “Among them are number of guessing games which

can be applied at various age level in general, the challenge to guess arouses

considerable interest and encourages the learners to communicate….”21 That

statement says that guessing games can be applied at various age levels. It has

the same idea Klippel, he says, “Every body knows guessing games it is not

only children that like guessing games; adults like guessing too, as shown by

many popular TV programmer.”22

In addition, he adds, “Guessing are true communicative situation and

such are very important for foreign language practice with fun and

excitement.”23 From the three theories, it is enough clear that guessing games

are liked by students all of ages from children until adult, it arouses

considerable interest and encourages the learners to communicate because it is

combination between language practice with fun and excitement.

E. The Technique of English Teaching

Teaching of English for young learner using many ways for example

though reading, picture, plays or games etc. Many parents and administrators
21
W. R. Language Teaching Games and Contest (Toronto: Oxford University Press, 1994), p.
13
22
Klippel. Loc. Cit.
23
Ibid. Klippel, p. 32
20

are familiar with statement that “Play is Children’ work”, but they still make

distinction between work and play. The work is defined as structure task such

as work sheets that children complete in order to learn the alphabet and

numbers.

During their playtime children often and spontaneously begin, object

play, fantasy play, and sociodramatic play. Object play is reality based and

involves manipulation of and reference to the object them.

Speaking by using games method English learning for young learner

is fun and enjoyable. Speaking pleasure by using combining word and picture

cards students are ready and interested in seeing the written forms of the

language.

M. Solahudin said, “Speaking berkaitan dengan listening. Artinya apa

yang kita bicarakan adalah pengulangan dari apa yang pernah kita dengar

sebelumnya.”24 From the theories above, it is clear enough that guessing games

are liked. Learning by games is suitable for young learner, games are easily

adaptable to English language classrooms, give the student opportunity to

expand their language experience through fun and play.

This probably the most challenging time in teaching preparation that

the teacher experienced. It is completely different kind of technique, which

24
M. Solahudin, Kiat-kiat Praktis Belajar Speaking. Diva Press. PT. Gramedia Pustaka Utama,
2008, p. 18
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requires a new approach to teaching. The teacher has to make more conducive

in the classroom. Eventually that the changes on the technique of English

teaching will be baneful for the students and for the teacher.

There is the technique of English teaching:

1. Begin with a positive message

If you put a new message in the same place every time-on an

overhead or on the board-students will learn to look for it when

they come into the room. Music serves the same purpose it set a

positive mood for the session.

2. Write three important goals for the class so that students can

see them.

Three goals are manageable for one class session. When they are

visible, they keep us all on track. At the end of the class, referring

to the goals gives everyone a sense of progress and closure for the

day.

3. Arrange for model test to be taken in a lab or at home on the honor

system.

Your time with the students is too valuable for you to spend four

hours proctoring each model test. That would add up to twelve

hour of class time for all the model tests.

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4. Ask students to write their question a note card and bring them to

class.

5. Use class time to teach and practice academic skill

6. Focus on speaking and writing in class

7. Provide counseling and encouragement as part of the class routine

A habit is pattern of behavior that is acquired through repetition.

Researches indicate that following study habits are characteristic of successful

students. The teacher must make motivation to the students not only by

technique of the teaching but we can improvement by positive habits from

students.

F. Definition Action Research

Action research has different meaning and thing when used by different

another. For example, Hopkin treats action research and classroom research by

teachers as synonymous.25 Brown and Robinson suggest that any action

undertaken by teachers to collect data and evaluate their own teaching can be

termed action research, and some highlights the participatory insider nature of

action research.26

25
Hopkins, D. (1985) A Teacher’s Guide to Classroom Research. Milton Keynes : Open
University Press
26
Brown, H.D. (1994) Teaching by Principles : An Interactive Approach to Language
Pedagogy. Englewood Cliffs, NJ: Prentice Hall
23

Hodgkinson has definition of action research as follows: “Action

research is a direct and logical out come of the progressive position. “After

showing children how to work together to solve their problems, the next step

was for teachers to adopt the methods they had been teaching their children,

and learn to solve their own problems co-operatively”.27

Put simply, action research is “learning by doing “it is conducted by the

teacher as classroom participant. As teacher, he/she needs to know what is

actually happening in classroom, collecting data and evaluating her/his own

teaching, do something to solve it, see how successful his/her effort were, and

if not satisfied, try again until showing the increasing of changing.

Nunan sees the important defining aspect of action research as the

controlling role of the teacher: “For me the salient distinction between AR and

other form of research process is initiated and carried out by practitioner.”28

Stephen Kemmis has developed a simple model of cyclical of the typical action

research process (figure I) each cycle has four steps; they are, planning, acting,

observing and reflecting.29

a) Planning is we prepare the material that we will teach, making

lesson plan, syllabus and making evaluation that the will examine.
27
Burns, Anne. 2007. Collaborative Action Research for English Language Teachers. Cambridge.
Cambridge University Press, p.5
28
Nunan, D. (1993) Action Research in Language Education. In Edge, J. and Richards, K. (eds)
Teacher Developed Teacher Research: Paper on Classroom Research and Teacher Development.
Oxford: Heinemann. Pp. 44
29
Resouce : http://www.web.net/~robrien/Papers/arfinal. 3. html/ 25/11/2008
24

b) Acting is we teach the students based on our plan, the material and

the method we are going to teach and give the evaluation as the result.

c) Observing are we observing the result of the acting is it satisfied

or not?

d) Reflecting is we analyze the weaknesses of the students.

Strickland outlines the following steps in an AR cycle:

1. identify an issue, interest or problem

2. seek knowledge

3. plan an action

4. implement the action

5. reflect on your observations

6. revise the plan

Based on the steps of Action Research above, it can be concluded that teacher

as researcher has to prepare teaching process as good as possible. Every step

has to be followed in continuous and integrated.

There are cycles within cycles. Some extend across an entire study.

Others occupy only minutes or less. The result can be a very flexible and

responsive process. When each cycle includes a vigorous seeking out of

disconfirming evidence the flexibility is also accompanied by research rig our.

25

The people affected by the change are involved in the action and the

critical reflection. Understanding is widely shared, and so is commitment to

any planned change. Action research certainly is not the only research process

for researching change. However, it is process well suited to situations where

you wish to achieve change (the “action”) and understanding (the “research “ )

at some time.

Action research for development, teacher can become more

autonomous, responsible, and answerable through action research, teachers

themselves can take a so decisions concerning change.30

G. Teaching Speaking at Elementary School

Every student who studies English will study about all components,

which in that subject. Those components are reading, listening, writing and

speaking. All components have great correlation and support each other; one of

those items will be discussed by researcher is teaching speaking.

As one of the language skills, speaking can be complex process. The first

speaking has some points to show speaking and productions are related in the

30
Day, C. (1987) Professional Learning Through Collaborative in Service Activity. In Smyth, J.
(ed.) Educating Teacher: Changing the Nature of Pedagogical Knowledge. London: The Falmer
Press. Pp. 207-222
26

mind of individual for the learners. The learners also need production to get

interaction in receiving messages, result according to Hymes, “Communication

competence”31.

Penny Ur says, “Of all four skills (listening, speaking, reading and

writing) speaking seem intuitively the most important.”32 Based on the statement

above speaking is the most important skill that should be mastered by students

in order to communicate in English fluently. Speaking is essential to all

interaction and his is an ability to understand and master about what an active

process of constructing a message, especially for student elementary school. It is

true that they need to concentrate to what listening for every question. It is

suggested that learning of a new language which is not associated with visual,

action or some intellectual exercises to help identification of meaning because if

it is done it become boring and will not necessary lead to advantageous. Sami

Alrabaa says: “Why speaking activities do not work: the classes are too big for

speaking activities; the students have too little time to speak. Speaking

section of textbooks gives very few students the chance to talk, while the rest of

31
Hymes, Communication Competence, (Cambridge Press, 1976), p. 16
32
Penny Ur, A Course in Language Teaching : Practice an Theory (Great Britain : Cambridge
University Press, 1966), p. 120
27

classes remain listeners, often inattentive ones.”33 Brown and Yule say,

“Speaking is to express the needs – request information, services, etc.”34

H. The Curriculum of Teaching

Curriculum must build new experiences on existing knowledge and

gradually extend that knowledge since children naturally integrate new

information into their previous experiences. The education experiences must

integrate to all components of children development are physical, social

emotional, and intellectual.

Complex activities with many dimension naturally lend themselves to the

multiple out comes that are characteristic of learning this age. Finally, program

must anticipate that there is wide variation in the rate development of individual

children, especially during the transition stages of Elementary School.

According to the 2006 English Curriculum: Pengembangan

kemampuan siswa dalam berbahasa Inggris yaitu dengan memiliki empat
ketrampilan dalam berbahasa Inggris (speaking, listening, reading,
writing). Yang bertujuan untuk mengembangkan kompetensi
berkomunikasi secara lisan secara terbatas untuk mengiringi tindakan
(language accompanying action).35
SDN Kelapa Dua II by using Curriculum of 2006.

33
Sami Alrabaa, Games in Speaking “ English Teaching Forum, Vol XXXIX, No. 3 (July,
1991), p. 39
34
Gillian Brown and George Yule, Teaching the Spoken Language : An Approach Based on the
Analysis of Conversational English (Australia : Cambridge University Press, 1983, p. 27
35
Curriculum Bahasa Inngris 2006
28

Competency Based Curriculum constitutes a set of planning and

arrangement about competency and learning outcomes that must be achieved by

student. It also constitutes a set of evaluation activity, teaching learning

process, and using education resource efficiently in developing school

curriculum.
 CHAPTER III

RESEARCH METODOLOGY

A. Purpose of the Study

The purpose of research is to get the new theory, especially to know

teaching speaking by using games effective at fourth grade of elementary school

SDN Kelapa Dua II Tangerang. Teacher hopes them to active in practicing

English speaking in class. It is expected that the students can enjoy to expressing

their ideas opinion and feeling and can match dialogue with situation and

condition. Besides that, they can also get fun in learning English in school

especially for learning English speaking.

B. The Place and Time of Study

The place to research teaching speaking by using games for fourth grade

students of elementary school in SDN Kelapa Dua II Tangerang. This research

takes place during one semester about four months from June - November 2008.

C. Method of the Research

In this research, the researcher uses the qualitative research with

classroom action research. The qualitative method is the kinds of the data are the

descriptive data. From getting the data, the research wants to describe and explain

29
30

the problem that chosen in this researching. In the research, it does not used

questioner but using the work sheet to evaluate the result and using picture as a

material, because the research focused on classroom action research.

Classroom action research method tends to rules of speaking or how to

improve the speaking English trough games. It is true, that uses the three cycles,

and every cycle consists of four steps. On the other hands, of course, it uses the

collaboration method too, for example the role play and the answer question; the

answer question method and guessing games; or collaboration of three methods.

D. Subject of the Research

The subject of the research is the students from forth grade elementary

school SDN Kelapa Dua II, Kecamatan Kelapa Dua, Tangerang City. There are 20

(twenty) students on the class. The researches use the method and the technique

teaching speaking through guessing games.

E. Technique of Collecting Data

The collecting data that is the researcher get the data from the students

especially for 4th grade of elementary school. The researcher attends to the data,

which are the result of applying teaching speaking though guessing games.

In the following section, the researcher explains about procedure of

teaching, speaking using guessing games. The procedure is dividing into four
31

stages. They are socializing guessing games, individually or grouping,

distributing cards, and asking Question and asking giving answer. The researcher

gave speaking skill test before did the presentation of lessons material (pre-test).

After giving the treatment, give the some test (post-test) then made calculation of

result from both test. Trough the cycle I, cycle II, and cycle III. Each cycle

consist of:

1. Planning

2. Acting

3. Observing

4. Reflecting

This research can discuss or collaborate with English Teacher and the others.

The design is as follow:

1. Socializing Guessing Games

a. Teacher introduces guessing games

b. Teacher states the aims of guessing games

c. Teacher explains the definition of guessing games

d. Teacher explains the concept of guessing games

e. Teacher has the rules of guessing games

f. Teacher checks students’ understanding

32

2. Individually or Grouping

a. Teacher asks students to apply this games individually or

b. Teacher asks students to apply this games in a group

3. Distributing Cards

a. Teacher distributes cards as teaching material

b. Teacher explains the use of cards

4. Asking Questions and Giving Answer

a. Teacher asks to practice the games by asking question and giving

answer to each group

b. Teacher asks each group to perform once.

F. Analysis of the Research

There, the analysis of the research uses the descriptive analysis. Based on

this method there has some advantages and weaknesses.

Some of the advantages of using teaching speaking using guessing games are as

follows:

1. Using guessing games make students more pleasure from

regular activities in class. It creates a relaxed atmosphere in the classroom.

2. Using guessing games can encourage the students to

communicate in English because the games are combinations between

language practice with fun and excitement.

33

3. Guessing games can practice the students’ ability in

forming many kind of dialogues.

While the weaknesses are:

1. In applying guessing games, the teacher needs the students who are

skillful formulating question from dialogue.

2. In applying guessing games, the teacher needs the students more carefully

to make communication.

3. In applying guessing games, the teacher needs the students’ more

controlling how to make right pronunciation.

 CHAPTER IV

THE RESEARCH RESULT AND DISCUSSION

A. Description of SDN Kelapa Dua II - Tangerang

SDN Kelapa Dua II is located Jalan Cibogo Kulon, Kav. Kelapa Dua,

Kec. Kelapa Dua Tangerang Banten it has been since 1975. The headmaster is

Mr. H. Miftahudin, S. Pd. I. It consists 12 classes’ pararel and amount of 366

students, 16 Teacher and one English Teacher for all class. SDN Kelapa Dua II

has Visi : Membentuk siswa yang menguasai IPTEK dan IMTAQ di lingkungan

lembaga pendidikan formal berkualitas, and Misi: Pembenahan system

pendidikan pengajaran, pelatihan, bimbingan menuju system yang

berkompetensi.

Mostly the students were from the medium down family. The school

doesn’t give students the handbook, but only give the LKS (student work sheet).

They can borrow the books from library or school lends them but not to bring

home. So, for the English book. They were just doing home LKS at home and

lent textbook.

May be it become a problem for them to study at home. With limited

facilities, they can’t improve their lessons. They had low ability in English.

34
35

Especially in fourth grade. There for, I did research at this school to find out how

they learn English.

B. Teaching Speaking Through the Guessing Games

The researcher choose teaching speaking through Guessing Games for

fourth grade at SDN Kelapa Dua II, it is suitable for them they have just learned

English from Fourth grade, because they have little vocabulary knowledge and

little English Study knowledge.

The lesson plan was guidance for the researcher to teach. In planning speaking

process, teacher should find out potential to make simple question, decide what

aspect of speaking to focus on. The teacher has responsibility to create classroom

activities in such away that the instructional objectives that have been formulated

before can be achieved successfully.

Motivating students, managing classroom using good method and

techniques, and transferring knowledge or teaching material and evaluating to the

students are roles of the teacher.

In teaching speaking through Guessing Games, a teacher had to know

purpose of using this method, the procedures of teaching, the techniques will be

applied, and the evaluation accomplished.

The learning processes using Guessing Games give students chance to

use English orally, it means that students can practice and develop their ability to
36

speak English. Games provide fun and relax while remaining very much within

framework of language learning. It expected for shy or slow learners can be

active participants to show their ability and find their confidence in

communicating in the foreign language.

The speaking teaching that given at fourth grade according the

curriculum KTSP. That to purpose how to improve competent limited

communicates to follow by action (language accompanying action).

Such as focus on specific and usually individualized participants, time words

used to connect events, action words predominate in complication and

resolution, noun groups are very important in describing characters and setting.

1. Activities at Classroom

Cycle 1 at fourth grade class, June 1st day 2008

Reconnaisance

At the first time the reseacher entered the class. The students had low

motivation. And the situation was not condusive.

Planning : The researcher prepared the material a recount by picture

from the text book. Then introduce about the picture.

The researcher condition of student, took the absence of

student and say greeting. Then the researcher gave

explanation about greeting before giving the main of lesson

37

and make pre-test (invite student for reciprocating greeting)

by simple dialogue about greeting. It supposed to know and

measure the student’s achievement comprehending lesson of

English speaking. When done by is simple dialogue

concerning greeting, seen reaction of student not yet give

enthusiastic response. Out of twenty student only five people

that seem is active.

Acting : The researcher put the picture on the blackboard and read

loudly.The student were asked to answer the question aloud

about the picture one by one that called randomly , the

researcher define kinds of greetings utterances.

Researcher and student repeat articulate greeting utterance

and reciprocation from the greeting.

Then gives explanation concerning greeting utterance

function.

After that the students make partner to demonstrate simple

dialogue concerning greeting if they had wrong pronuciation

the researcher corrected and then students were asked to

translate the dialogue into Indonesian language, if they

couldn’t the reseacher called the other to translate and if he

38

or she couldn’t too, the researcher translated by herself .

Indecisive flavor and fear to do mistake when replying

question which in rising seen. Of students seen still be

covered by unconvinced and indecisive flavor of themselves

when replying question. Even they are not daring to say by

ear that firms [oppositely; also] heard by approximant

whisper. Researcher gives reinforcement and concludes,

Advice Lessons that will come and give homework to make

simple dialogue with their partner about greeting. Then the

students were asked to answer the work sheet (Execute

evaluation).

Researcher say greeting before class exit.

Observing : In this part the researcher observed that they had problem in

their pronounciation. From observation which got, almost

all student unable to answer and say truly. Even arise is each

other laughing. This thing result student is less

enthusiastically even class atmosphere become clamor. And

their equip the answer showed that they had a few self

confidence.
39

The result of average from the students in the first cycle, the

competention from the methode is not work properly well. Its

can see in appendix 10.

Reflecting : They had problems in bad pronounciation and have not

enough encourages to speak loudly. Even in intonation even

also of students, many doing mistake. Condition of class

rather less in control, probably because new situation and

they deal with instructor which less familiar, so that of front

students still for expression their selves in the form of

communications. The material would be equiped that had

simple thing that contents the easy dialogue.

After the researcher did the research, she finds that:

1. The students were afraid to speak aloud because

they didn’t know how to pronounce the words.

2. They were motivated by the researcher that they

had to pronounce and intonation correctly because

if they were wrong in pronunciation they will get the

wrong meaning of the conversation

3. The students had not fun felling because the

class condition is not condusive.

40

4. They couldn’t equip in the correct sentence.

So how with teaching process hereinafter? What have to be

altered and added in process of teaching so that student can

increase the ability in conversing English?

Is that some weakness on technique of teaching, teaching

matter that too difficult to be received or linguistic in

submitting not accurate matter?

This thing will be evaluated at cycle of two

Cycle 2 at fourth grade class, June 2nd of day 2008

Reconaisance

At second time the researher entered the class. The students motivater was

rather higher. And the student more condusive. But they were still not

confidence in their pronunciation and dialogue.

Planning : Firsth the researcher ask 4-students tide for advance and

demonstrate their homework concerning greetings then

researchers introduce matter concerning introduction and say

how to introduce herself and invite student to repeat the

articulate give explanation concerning procedures introduce.

Student with him/her partner demonstrate simple dialogue.

41

Acting : The researcher choose the material about hobby same as

clycle 1 and about introduction. Then the researcher giving

pretest before the main of lesson gave. It supposed to know

and measure the student’s courages to speak. (Lesson from

cycle 1 to reminded). The researcher puts some pictures on

the blackboard and the students ask question of that person as

if they have just meet him. The students reconstruct the

conversation they have created.

The students were asked to choice a partner and make simple

dialogue about introduction and try to make dialogue in

front of the class. They create a new dialod using words they

have learned how to say during their conversation. The

researcher wacth the students and make sure that the

conversiation between students is rigth. The next was same

with cycle 1 and then they were asked to answer the work

sheet in oral and give statement about the dialogue. Activities

of End give reinforcement and conclude. Advise Lesson

which will come. Execute evaluation

Observing : In this part the researcher observed that they had over come

their problems, it prooves that they could speak in simple

42

dialogue even a lot of mistake about the pronounciation but

at least they almost show their courages and ability to speak

English.

The students are invited to talk about how they felt during the

conversation.

There was increasing from the student’s ability speaking skill

and answer the question in cycle 2.

Reflecting : The researcher must make savety felling for the students.

And make the atmosphere of the class being fun.There was a

little increasing in their pronounciation from the dialogue. As

far the tasks were given individually. In the cycle two the

researcher find there is a will to the students to overcome

their problems in pronunciation and speaking skill. Few

students showed increasing their speaking and they could

make simple dialogue with their partner .How is if they do in

group?

Cycle 3 at fourth grade class, June 3rd of day 2008

Reconaisance

At the third time the researcher entered the class. The students’ motivation

was still high the student had worked cooperatively with their teacher. The
43

problem was have they hard ability to speak? Because not all students have

good pronouciation and self confidence to speak.

Planning : The researcher choosed the material that contained three

themes about greeting, introduction and hobby and they had

to make dialogue . The researcher took the sample material

from the text book. The reseacher divided them into five

groups. Then make observation of the students activities and

make sure the students feel more comfortable with their

groups.

Acting : The researcher read loudly dialogue about hobby. The

students had to listen carefully to see if what the teacher say.

And then students folowing what the researcher say. Students

work together in groups of four. Each of groups were asked

to speak in front of the class. After that they were asked to

make more dialogue using three of themes. The researcher

corrects by repeating correctly the sentence the students have

created. And then the researcher gave them to prepare and

make dialogue in front of the class.

The researcher was being observer and conselor in the class

activities.
44

Observing : From these activities the reseacher observed that they could

improve they ability. Although they didn’t know all the

meaning of the words, they would do that best. In groups,

students can begin to feel sense of community and learn

from each other as well as the teacher. This was cooperation,

not only competition, and was encourage.

The researcher’s initial role is that of conselor. It means that

the researcher recognized how threatening a new learning

situation can be for fourth grade elementary school, so the

researcher can support the students in their struggle to master

the target language.There were a lot of different activities

that could occur with students working in a groups.

Researcher who use the groups activities believe students can

learn from each other and can get more practice. This could

lead to development of community among class members.

Reflecting : There was increasing in their speaking ability and the

responses showed that they had motivation in learning

speaking. Their anthussiasme were high when that reseacher

choosed simple conversation from the dialogue that they

make. The students again invited to talk in front of the class.

45

Developing a community among the class members builds

trust and can help to reduce treat of the speakig skill. And to

know the whole result from this research, the researcher gave

the students the evaluation.

Building relationship with among students was very

important. In trusting releationship, the threat that students

feel is reduced and therefore nondefensive learning in

promoted. Students can learn from their interaction with each

other as well as their interaction the teacher. A spirit of

cooperation, not competition, can prevail.

In cylcle 3 there the competition was held among the groups,

then the students were more interested when did the

conversation with their group. They were still to improve

their speaking ability to be more succesful and more

confident.

2. Result of Collaboration

In this research, the researcher was found one from twenty

students has a trouble to learn English study. There some factor that the

researcher find, they are the student from descendant of Chinese, the student
46

hard to comprehend Lesson. She from inability family, and nobody want to

close and work with her because her inability.

From that finding, the result of the finding that researcher make some

approach to the students by using discuss with the group. And the ability

students can be improvement with their group.

3. Analysis

In activities in the class, the researcher could see the progrees of

speaking ability from the students. The improvement process in teaching

speaking through Guessing Games is figured in this graphic design:

Graphic of Score

7.25
7.5 6.85
7 6.35
6.5
6
5.5
Cycle 1 Cycle 2 Cycle 3

There was increasing the average score from cycle 1, cycle 2 and

cycle 3- the researcher took their score from exercises that they have done. It

was indicated that teaching speaking through guessing games the students

reached better and better in speaking.

47

And as the result of the research, the researcher took the students’ score from

the evaluation that held at the end of the research. It is figured in this graphic

design:

GrapichofEvaluationScore

Score9
23% Score7
Score7
41%
Score8
Score9
Score8
36%

From graphic shows the result score evaluation are: 9 students got score 7
(63%), 7 students got score 8 (38%), 4 students got score 9 (23%). The
average score is 7.75 , it means that the method by games is make
improvement for Speaking English for the students

Grapich of Score's Each Group

9.0 8.3 8.3

8.0
7.7 7.7 7.7
8.0 7.3
7.0 7.0 7.0
6.7 6.7 6.7 6.7
7.0 6.3 6.3 6.3 6.3
6.0 6.0
6.0
5.0
4.0
3.0
2.0
1.0
0.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

From grapich above show the result score evaluation from each

group. The studendts more encourage and more confident to speak and

cooperative with their group.

48

From the facts and data that I accepted there are many factors why do

they have low ability and low motivation in speaking learning .

The factors are :

1. The Students are afraid to make mistake in pronounciation

2. The Students have little self confidence, and low motivation to

speak extensively

3. The Students are reasons why they can’t understand what they

speak

4. The Students didn’ t get message , feelings and experience

from the author, and the students have not

5. The students have not enough encourage to speak.

The problems above often arise in speaking learning, especially in the first

at fourth grade, these are some solutions to overcome:

1. They have to practice speaking aloud to develop their

pronounciation

2. Choose the suitable games to work on depending their

knowledge level

3. Choose effective guessing to make involve and participant

from students

4. Help the students to do extensive spaking practice

49

5. And make a group to improve they ability to speaking .

 CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusions and Suggestions

After analyzing some experts’ theories about improvement student’s

speaking skill through Guessing Games, now the researcher tries to make

conclusions from cycle 1 to cycle 3.

1. From the cycle 1, the researcher which got, almost all student unable

to answer and say truly. Even arise is each other laughing. This thing

result student is less enthusiastically even class atmosphere become

clamor. And their equip the answer showed that they had a few self

confidence.

2. From the cycle 2, the researcher must make savety felling for the

students. And make the atmosphere of the class being fun. There was

little increasing in their pronounciation from the dialogue. As far the

tasks were given individually. In the cycle two the researcher find

there was a will to the students to overcome their problems in

pronunciation and speaking skill. Few students showed increasing

their speaking and they could make simple dialogue with their partner.

50
51

3. There was increasing in their speaking ability and the responses

showed that they had motivation in learning speaking. Their

anthussiasme were high when that reseacher choosed simple

conversation from the dialogue that they make.

In cylcle 3 there the competition was held among the groups, then the

students were more interested when did the conversation with their

group. They were still to improve their speaking ability to be more

succesful and more confident. Make some group on the class can

improve the ability to speak.

The conclusion from three cycles that the process of the improvement

student’s speaking skill through guessing games, first that the researcher must

make situation of the classroom more conducive so that the students can fell

more safely. The researcher has to choose effective guessing to make involve

and participant from students.

The students more encourages and more active when the researcher gives the

materials by group, they more confidence to improve their ability speaking skill

and to make conversation by their group.

Nevertheless, many factors hamper students to speak English,

sometimes it comes from lack of teacher’s technique teaching. The students

need to learn more speaking of the target language. Guessing games is one of
52

the techniques that have a positive effect on students speaking knowledge to

make confidence and encourage.

B. Suggestion

After did the research the researcher has some suggestions for the

students, English teacher and the institution as follow :

a. The recommendation as follow for teacher :

1. The teacher should make condusive and make comfortable in

the class.

2. It is good for teacher to use technique to introduce guessing

games to students

3. Before teaching, teacher should stucture and plan this

technique carefully

4. Teacher must be able to manage the class and the time in order

to make students be more active and involved to the activity and

make it runs well.

5. The teacher should keep monitoring during the stages

b. For the students :

1. If student find difficulties in understanding the games, they

should ask the teacher for clearer explanation.

53

2. The students should be active in participating during the lesson

3. The students should remind their friends to keep speaking

English

c. For the institution:

1. Provide facilities that support the students activities in learning

English

2. Maximize the function of the library as a medium for learning

3. Provide the teachers that qualified based on their background

education.

4. Create the good relationship among the students, teachers, staffs, and

the headmaster.
 BIBLIOGRAPHY

Alrabaa Sami, Games in Speaking “ English Teaching Forum, Vol XXXIX, No. 3
(July, 1991).

Arifin Zaenal, Dasar-dasar Penulisan Karya Ilmiah. (Jakarta : P.T Grasindo, 2003)

Betteridge David and Michael Buckby, Games for Language Learning, New Edition

Brown, H.D. (1994) Teaching by Principles: An Interactive Approach to Language

Pedagogy. Englewood Cliffs, NJ: Prentice Hall

Brown Gillian and George Yule, Teaching the Spoken Language : Approach Based on
the Analysis of Conversational English (Australia : Cambridge University
Press, 1989), p. 14

Burns, Anne. 2007. Collaborative Action Research for English Language Teachers.
Cambridge. Cambridge University Press.

Day, C. (1987) Professional Learning Through Collaborative in Service Activity. In

Smyth, J. (ed.) Educating Teacher: Changing the Nature of Pedagogical
Knowledge. London: The Falmer Press.

Dean Brown James, The Elements of Language Curriculum: A Systematic Approach

to Program Development, (Boston : Heinle & Heinle Publisher, 1995 )

Hopkins, D. (1985) A Teacher’s Guide to Classroom Research. Milton Keynes : Open

University Press

Hymes, Communication Competence, (Cambridge Press, 1976).

J.Patricia ,Wentz, The Student Teaching Experience, ( T.tp.: Merrill Prentice Hall, t.t )

JhonRhodi, Speaking and Listening (London:: The Bath Press, 1989)

Klippel Friederike, Keep Talking (USA : Cambridge University Press, 1994).

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55

Kountur Ronny, Metode Penelitian Untuk Penulisan Skripsi dan Tesis.(Jakarta: Buana
Printing, 2007)

Lubis, Yusnaini, Developing Communicate Profiency In The English as A foreign

Languange. (EFL) Class, (Jakarta Depdikbud. 1988)

M. Silver Stephen, Guessing for the Classroom and the English-Speaking Club.
Selected Articles from the English Teaching Forum. 1980 – 1983.

Nunan, D. (1993) Action Research in Language Education. In Edge, J. and Richards,

K. (eds) Teacher Developed Teacher Reseach : Paper on Classroom Research
and Teacher Development. Oxford: Heinemann.

Patricia, Richard – Amato, Making it Happened: Interaction in The Second Language

Classroom, (New York and London : Longman, 1988).

Resources: http://www.web.net/~robrien/Papers/arfinal. 3. html/ 25/11/2008

Revell Jane, Teaching Technique for Commutative English (London Macmillan : Pres
Ltd).

Solahudin M., Kiat-kiat Praktis Belajar Speking. Diva Press. PT. Gramedia Pustaka
Utama, 2008.

Ur Penny, A Course in Language Teaching : Practice an Theory (Great Britain :

Cambridge University Press, 1966).

Valdman Albert, Trend in Language Teaching, Mc Graw : Hill Book Co, 1996.

Webster Merriem, Webster’s Third New International Dictionary (USA : Merriem

Webster inc, 1986).

Wright Andrew, David Betteridge and Michael Buckby, games for Language Learning
(Sidney : Cambridge University Press, 1989).
56
 Apendix 1
Silabus 1
Sekolah : SDN Kelapa Dua II
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IV / I
Alokasi : 2 x pertemuan (4 x 35 menit)
Standar Kompetensi : Siswa dapat melakukan fungsi bahasa secara lisan dengan hafalan yang benar dalam konteks
tentang greeting
Alokasi Sumber
Penilaian
Materi Kegiatan Waktu Belajar
No Kompetensi Dasar Indikator
Pokok/Pembelajaran Pembelajaran Bentuk Contoh
Tehnik
Instrumen Instrumen
1 2 3 4 5 6 7 8 9 10
Greeting Kegiatan Awal • Siswa Mengucapkan 2x 35 Buku
1. Bercakap-cakap untuk • Guru mengkondisikan dapat dengan keras Menit Paket
menyertai tindakan siswa mengulang/m Menghapalkan dan
secara berterima yang • Guru mengabsen siswa enirukan Gamb
melibatkan tindak tutur: • Menanyakan kabar percakapan ar
Mengenalkan diri, • Melakukan tanya dalam
memberi salam atau jawab tentang salam konteks
sapaan, memberi salam dialog
• Pre-test
perpisahan dan sederhana
memberi aba-aba. • Siswa
Kegiatan Inti
dapat Lisan Mengucap-
• Guru mengenalkan Tulisan kan dengan
mencocokan
macam-macam ucapan nyaring
kalimat suatu
salam
percakapan
• Guru dan siswa sederhana
mengulang-ulang dengan
melafalkan ucapan gambar
salam serta balasan

57
 58

dari salam tersebut

• Guru memberikan
penjelasan tentang
fungsi ucapan salam.
• Siswa secara
berpasangan
mendemonstrasikan
dialog sederhana
tentang salam

Kegiatan Akhir

Knowing,
The Head Master Researcher

(H. Miftahudin, S. Pd. I) (Jubaedah)

Apendix 2
Silabus 2
Sekolah : SDN Kelapa Dua II
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IV / I
Alokasi : 2 x pertemuan (4 x 35 menit) Kedua
Standar Kompetensi : Siswa dapat melakukan fungsi bahasa secara lisan dengan hafalan yang benar dalam konteks
Memperkenalkan diri
Alokasi Sumber
Penilaian
Materi Kegiatan Waktu Belajar
No Kompetensi Dasar Indikator
Pokok/Pembelajaran Pembelajaran Bentuk Contoh
Tehnik
Instrumen Instrumen
1 2 3 4 5 6 7 8 9 10
Introduction Kegiatan Awal Mengucapkan 2x 35 Buku
1. Bercakap-cakap untuk • Guru 1. Siswa dengan keras Menit Paket
menyertai tindakan mengkondisikan siswa dapat Menghapalkan dan
secara berterima yang • Guru mengabsen memperken Gambar
melibatkan tindak tutur: siswa alkan
Mengenalkan diri, • Menanyakan kabar dirinya
memberi salam atau • Melakukan tanya 2. Siswa
sapaan, memberi salam jawab tentang dapat
perpisahan dan pelajaran sebelumnya melengkapi
memberi aba-aba. percakapan
• Pre-test
sederhana Mengucap-
tentang tata kan dengan
Kegiatan Inti
cara nyaring
• Guru memperken Lisan
mengucapkan bagai alkan diri Tulisan
cara memperkenalkan 3. Siswa
diri dapat
• Guru dan siswa mencocokan

59
 60

mengulang-ulang kalimat
melafalkan percakapan
• Guru memberikan bahasa Inggris
penjelasan tentang tata sederhana ke
cara memperkenalkan bahasa
diri Indonesia
• Siswa secara
berpasangan
mendemonstrasikan
dialog sederhana

Kegiatan Akhir

Knowing,
The Head Master Researcher
 61

(H. Miftahudin, S. Pd. I) (Jubaedah)

Apendix 3
Silabus 3
Sekolah : SDN Kelapa Dua II
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IV / I
Alokasi : 2 x pertemuan (4 x 35 menit) Ketiga
Standar Kompetensi : Siswa dapat melakukan fungsi bahasa secara lisan dengan hafalan yang benar dalam konteks
Tentang greeting, introduction, dan hobby
 62
Kompetensi Dasar Alokasi Sumber
Penilaian
Materi Kegiatan Waktu Belajar
No Indikator
Pokok/Pembelajaran Pembelajaran Bentuk Contoh
Tehnik
Instrumen Instrumen
1 2 3 4 5 6 7 8 9 10
Kegiatan Awal
• Guru mengkondisikan
siswa
• Guru mengabsen siswa
• Menanyakan kabar
• Melakukan tanya
jawab tentang benda
yang diketahui
• Pre-test

Kegiatan Inti
• Guru menyebutkan 1. Siswa
macam-macam hobi menyebutkan
• Guru dan siswa macam- Lisan
mengulang-ulang macam hobby Tulisa
Bercakap-cakap untuk
melafalkan macam- 2. Siswa n
menyertai tindakan
macam hobby dapat
secara berterima yang
• Siswa secara menuliskan Buku
melibatkan tindak tutur: Mengucapkan 2x 35
berkelompok percakapan Paket
Mengenalkan diri, My Hobby dengan keras Menit
1. mendemonstrasikan sederhana dan
memberi salam atau Menghapalkan
percakapan sederhana tentang hobbi Gambar
sapaan, memberi salam
tentang tema yang 3. Siswa
perpisahan dan
mereka kerjakan dapat
memberi aba-aba. Mengucap-
(greeting, intoduction, melakukan
kan dengan
hobby) percakan
nyaring
sederhana
Kegiatan Akhir secara
• Guru memberikan berkelompok
penguatan serta
menyimpulkan
• Memberitahukan
pelajaran yang akan
datang
• Melaksanakan
evaluasi
• Guru mengucapkan
salam sebelum keluar
kelas
 63

Knowing,
The Head Master Researcher

(H. Miftahudin, S. Pd. I) (Jubaedah)

64

Appendix 7
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IV / 1
Pertemuan Ke : 1 (satu)
Alokasi Waktu : 2 x 35 Menit

Standar Kompetensi
Speaking :
Mengungkapkan intruksi dan informasi sangat sederhana dalam konteks kelas

Kompetensi Dasar
Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak
tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan
memberi aba-aba.

Indikator
1. Siswa dapat mengulang/menirukan percakapan dalam konteks dialog sederhana
2. Siswa dapat mencocokan kalimat suatu percakapan sederhana dengan gambar

I. Tujuan Pembelajaran
1. Mengulang atau menirukan percakapan sederhana
2. Mencocokan kalimat suatu percakapan sederhana dengan gambar

II. Materi Pokok

Greeting

III. Metode Pembelajaran

Speaking, Tanya jawab

IV. Langkah-kangkah Pembelajaran

Pengorganisasian
No. Kegiatan Pembelajaran
Siswa Waktu
Kegiatan Awal
• Guru mengkondisikan siswa Klasikal
• Guru mengabsen siswa Individu
1.
• Mengucapkan salam Menanyakan kabar Klasikal 15 menit
• Pre-test (mengajak siswa untuk membalas salam) Klasikal
Individual
65

Pengorganisasian
No. Kegiatan Pembelajaran
Siswa Waktu
Kegiatan Inti
• Guru memperlihatkan gambar tentang waktu saat Klasikal
melakukan salam Klasikal 60 menit
• Guru menjelaskan tentang waktu melakukan salam
• Guru memperlihatkan gambar kedua tentang Klasikal
mengekpresikan saat mengucapkan salam Individu
• Guru memberikan penjelasan tentang fungsi serta cara
mengekspresikan salam
• Guru mengucapakan dialog sederhana
• Siswa menirukan/mengulang dialog yang diucapkan guru
2. Contoh dialog:
Mother : Good morning, Andy!
Andy : Good morning, Mom!
Mother : Good afternoon, Andy!
Andy : Good afternoon, Mom!
• Guru mengajak siswa untuk menebak gambar tentang
waktu saat melakukan salam
• Guru mengajak siswa melengkapi dialog dalam gambar
• Siswa secara berpasangan mendemonstrasikan percakapan
sederhana
• Latihan, mencocokan percakapan dengan gambar
(terlampir)
Kegiatan Akhir
• Guru memberikan penguatan serta menyimpulkan
3. • Memberitahukan pelajaran yang akan datang Klasikal 15 menit
• Melaksanakan evaluasi (post-test)
• Guru mengucapkan salam sebelum keluar kelas Individu

V. Alat / Bahan / Sumber

• Buku Speed Up English 4 dan Picture Card,
Karangan Dra. Rita Kurniawan. Dra. Naning Pratini (Yudisthira)

VI. Penilaian
66

Prosedur Penilaian
a. Tes proses
b. Tes akhir

Jenis Penilaian
a. Tes proses : Guru mengamati siswa melakukan percakapan
b. Tes akhir : Secara tertulis

Bentuk Penilaian
Pengamatan kegiatan siswa
Lisan (Pre-test)

Knowing, Researcher
The Head Master

(H. Miftahudin, S. Pd. I) (Jubaedah)

67

Appendix 8
Kisi-kisi soal
Mata Pelajaran : Bahasa Inngris
Kelas : IV
Kompetensi Dasar : Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur:
Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi aba-
aba.

No. Material Sub. Material Indicators Questioning Type of Question

1. Mengucapkan 1. Good morning

salam yang tepat 2. Good afternoon
2. Tanya jawab fungsi 3. Good evening
serta waktu di saat 4. Good night
mengucapkan salam 5. Good bye
1. Greeting Daily activities 3. Memahami makna 6. See you later Practice
serta 7. How are you?
mengekspresikan 8. I’m fine, thank
ucapan salam yang you
benar 9. Nice to meet
you
68

Appendix 9
Teaching-Learning Activities

I. Look at the pictures and repeat the dialogue!

Mother: Good morning, Andy!

Andy : Good morning, Mom!

Mother: Good afternoon, Andy!

Andy : Good afternoon, Mom!

Any : Good evening, Andy!

Andy : Good evening, Any!

Father: Good night, Andy!

Andy : Good night, Pa!
 69

II. The dialogue!

Good bye,
Doni !
Good-bye, Sir!
See you tomorrow!

Hello, how are

you today I am very
Maya? well, thanks.
And you?

I am fine, too.
Thank you.
Okay, I must go
now. Good-bye,
Maya! Nice to
see you
Bye-bye, Budi!
See you later!
70

Appendix 10
Exercise
Match the picture with the correct greetings!

A. Good bye, see you later! C. Good morning, students!

B. Good afternoon! D. Nice to meet you!
E. Good night.
Appendix 11
71

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IV / 1
Pertemuan Ke : 2 (dua)
Alokasi Waktu : 2 x 35 Menit

Standar Kompetensi
Speaking :
Mengungkapkan intruksi dan informasi sangat sederhana dalam konteks kelas

Kompetensi Dasar
Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak
tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan
memberi aba-aba.

Indikator
1. Siswa dapat memperkenalkan dirinya
2. Siswa dapat melengkapi percakapan sederhana tentang tata cara memperkenalkan
diri
3. Siswa dapat mencocokan kalimat percakapan bahasa Inggris sederhana ke bahasa
Indonesia

I. Tujuan Pembelajaran
1. Memperkenalkan dirinya
2. Melengkapi percakapan sederhana tentang tata cara memperkenalkan diri
3. Mencocokan kalimat percakapan bahasa Inggris sederhana ke bahasa Indonesia

II. Materi Pokok

Introduction

III. Metode Pembelajaran

Speaking, Tanya jawab

IV. Langkah-kangkah Pembelajaran

Pengorganisasian
No. Kegiatan Pembelajaran
Siswa Waktu
Kegiatan Awal
1. • Guru mengkondisikan siswa Klasikal
72

Pengorganisasian
No. Kegiatan Pembelajaran
Siswa Waktu
• Guru mengabsen siswa Klasikal 15 menit
• Menanyakan kabar Individu
Pre-test (Melakukan tanya jawab tentang pelajaran lalu)

Kegiatan Inti
•Guru memperlihatkan gambar tentang dialog sederhana
mengenai salam dan cara memperkenalkan diri
•Guru mengucapkan percakapan sederhana diikuti Klasikal
seluruh siswa Klasikal 60 menit
•Guru dan siswa mengulang-ulang melafalkan Klasikal
percakapan
Klasikal
2. •Guru memberikan kesempatan bagi siswa yang siap
Individu
untuk memperkenalkan diri
•Siswa secara berpasangan membuat percakapan
sederhana kemudian mendemonstrasikannya di depan
kelas.
•Latihan
Contoh soal:
Lengkapilah percakapan dibawah ini!
1. A : Good……………………
B : ………………………….
2. A : How……….you?
B : I………fine. Thank you

Kegiatan Akhir
• Guru memberikan penguatan serta menyimpulkan
3. • Memberitahukan pelajaran yang akan datang Klasikal 15 menit
• Melaksanakan evaluasi (post-test) Individu
• Guru mengucapkan salam sebelum keluar kelas

V. Alat / Bahan / Sumber

• Speed Up English 4 Kelas 4 dan Picture Card,
Karangan Dra. Rita Kurniawan. Dra. Naning Pratini (Yudisthira)
73

VI. Penilaian
Prosedur Penilaian
c. Tes proses
d. Tes akhir

Jenis Penilaian
a. Tes proses : Guru mengamati siswa dalam melakukan percakapan
b. Tes akhir : Secara tertulis

Bentuk Penilaian
Praktek pengamatan kegiatan siswa
Lisan (Pre-test)

Knowing, Researcher
The Head Master

(H. Miftahudin, S. Pd. I) (Jubaedah)

74

Appendix 12
Kisi-kisi soal
Mata Pelajaran : Bahasa Inngris
Kelas : IV
Kompetensi Dasar : Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur:
Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi aba-
aba.

No. Material Sub. Material Indicators Questioning Type of Question

1. Siswa dapat 1. Go
memperkenalkan od morning
dirinya. 2. Go
2. Siswa dapat od afternoon
3. Wh
mengucapkan
at is yor name?
percakapan 4. See
sederhana tentang you later
1. Introduction Daily activities tata cara 5. Ho Practice
memperkenalkan w are you?
diri 6. I’m
fine, thank you
7. Nic
e to meet you
8. Wh
ere do you live?
9. See
you tommorow
75
 76

Appendix 13
The dialogue!

Hello, good
morning!
Hi, good morning! Where do you live?

My name is
Andre.
What is
your name? I live in Jl. Dago
I am Ronny

Nice to meet Good bye Ronny,

you, Ronny. Nice to meet see you tomorrow.
you too. See you
later.
 77

Appendix 14
Exercise
Name :…………………………….
Complete the dialog!

Hello, good
………….!
Hi, good morning! Where do you ……...……?

My name is
Andre.
What is
…………? I live in Jl. Dago
I am Ronny

…………….. Good bye Ronny,

you, Ronny. Nice to meet see you tomorrow.
you too. ……….
later.
 RENCANA PELAKSANAAN PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : IV / 1
Pertemuan Ke : 3 (tiga)
Alokasi Waktu : 2 x 35 Menit

Standar Kompetensi
Speaking :
Mengungkapkan intruksi dan informasi sangat sederhana dalam konteks kelas

Kompetensi Dasar
Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak
tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan
memberi aba-aba.

I. Indikator
1. Siswa menyebutkan macam-macam hobby
2. Siswa dapat menuliskan percakapan sederhana tentang hobbi
3. Siswa dapat melakukan percakan sederhana secara berkelompok

II. Tujuan Pembelajaran

1. Menyebutkan macam-macam hobby
2. Menuliskan percakapan sederhana
3. Melakukan percakan sederhna secara berkelompok

III. Materi Pokok

Hobby

IV. Metode Pembelajaran

Speaking, Tanya jawab
V. Langkah-kangkah Pembelajaran
Pengorganisasian
No. Kegiatan Pembelajaran
Siswa Waktu
Kegiatan Awal
• Guru mengkondisikan siswa Klasikal 15 menit
• Guru mengabsen siswa Klasikal
1 • Menanyakan kabar Individu
• Pre-test (Melakukan 79anya jawab tentang pelajaran Klasikal
sebelumnya )

Kegiatan Inti
• Guru memperlihatkan model dialog sederhana tentang
hobby Klasikal
• Guru bertanya tentang macam-macam hobby Klasikal
• Siswa menyebutkan macam-macam hobby 60 menit
• Guru mengucapkan percakapan sederhana Klasikal
• Siswa menirukan percakapan tentang hobbi yang Klasikal
diucapan guru
Klasikal
• Guru menjelaskan tentang hobby
Klasikal
2. • Guru menjelaskan masing-masing siswa untuk
membuat percakapan sederhana
• Guru membagi siswa menjadi 5 kelompok Klasikal
• Siswa secara berkelompok berdiskusi tentang
percakapan sederhana yang akan dibuat
• Siswa secara berkelompok mendemonstrasikan percakapan
sederhana
• Latihan Individu
Buatlah dialog sederhana tentang hobbi

Kegiatan Akhir
• Guru memberikan penguatan serta menyimpulkan
3. • Melaksanakan evaluasi Individu 15 menit
• Guru mengucapkan salam sebelum keluar kelas

VI. Alat / Bahan / Sumber

• Speed Up English 4 Kelas 4 dan Picture Card,
Karangan Dra. Rita Kurniawan. Dra. Naning Pratini (Yudisthira)
VII. Penilaian
Prosedur Penilaian
e. Tes proses
f. Tes akhir

Jenis Penilaian
a. Tes proses : Guru Mengamati siswa dalam melakukan percakapan
b. Tes akhir : Secara tertulis

Bentuk Penilaian
Lisan (Pre-test)

Knowing, Researcher
The Head Master

(H. Miftahudin, S. Pd. I) (Jubaedah)

Appendix 15

A Model Dialogue

Rahmat : Hallo, Susan.

What are you doing?
Susan : I make a painting.
Rahmat : Is that your hobby?
Susan : Yes, I am.
My hobby is painting
Rahmat : No wonder your painting is beautiful
Susan : Thank you and what are you hobby, Rahmat?
Rahmat : Oh, my hobby is playing football.

Your hobby

1. Playing football 6. Swimming

2. Painting 7. Dancing

3. Fishing 8. Cooking

4. Playing tennis 9. Reading

5. Singing 10. Writing

Appendix 16
Practice
For the group
Make the dialogue with your friends about greeting theme!
Make the dialogue with your friends about introduction theme!
Make the dialogue with your friends about hobby theme!

EVALUATION
For individual
Make the dialogue from three themes Greeting, Introduction, and Hobby!

Apendix 17
The result of data collection
The post-test and evaluation after research
Daily Daily Daily
No. Nama Test Test Test Evaluation
Cycle 1 Cycle 2 Cycle 3
1 AHMAD SURAJI 6 7 7 8
2 AMDIKA SARYANTI 5 6 7 7
3 DESI PRATIWI 5 6 7 7
4 HENDRA SANJAYA 6 6 7 7
5 RIDWAN HAKIKI 7 8 7 8
6 SITI MASITOH BAROKAH 6 6 7 8
7 ABDUL AZIZ 6 7 7 8
8 DEDE SHOLEHA 6 7 7 8
9 DEVI SUPRIYATI 7 7 7 7
10 ERI NUROKTAWIJAYA 6 6 6 7
11 FAJAR BAHARI 8 7 8 8
12 FIKRI ALAMSYAH 6 6 6 7
13 FIKRI HERMAWAN 7 7 8 7
14 HENDI SEPTIYANA 5 7 7 7
15 HERIYANTO 7 8 8 9
16 IBNU YUSUF 8 8 8 9
17 IMAM MULKHOIR 7 7 8 9
18 IMAM MUSTAQIM 6 7 7 8
19 ISMAWATI 5 6 7 7
20 MONICA AYU LESTARI 8 8 9 9
N AVERAGE 6.35 6.85 7.25 7.75

Apendix 18

The result of data collection from each group

 Kelompok Nama Aspek yang dinilai
No. Kerjasam
Siswa
a Inisiatif Keaktifan Jumlah Nilai
Kelompok 1
1. AHMAD SURAJI 7 7 6 20 6.7
2. AMDIKA SARYANTI 7 6 6 19 6.3
3. DESI PRATIWI 6 6 6 18 6.0
4. HENDRA SANJAYA 6 6 7 19 6.3
Kelompok 2
1. RIDWAN HAKIKI 7 8 8 23 7.7
2. SITI MASITOH BAROKAH 7 6 7 20 6.7
3. ABDUL AZIZ 8 7 7 22 7.3
4. DEDE SHOLEHA 7 7 7 21 7.0
Kelompok 3
1. DEVI SUPRIYATI 7 7 7 21 7.0
2. ERI NUROKTAWIJAYA 6 6 7 19 6.3
3. FAJAR BAHARI 7 8 8 23 7.7
4. FIKRI ALAMSYAH 6 7 7 20 6.7
Kelompok 4
1. FIKRI HERMAWAN 7 7 7 21 7.0
2. HENDI SEPTIYANA 7 6 6 19 6.3
3. HERIYANTO 7 8 8 23 7.7
4. IBNU YUSUF 8 9 8 25 8.3
Kelompok 5
1. IMAM MULKHOIR 8 8 8 24 8.0
2. IMAM MUSTAQIM 6 6 6 18 6.0
3. ISMAWATI 7 6 7 20 6.7
4. MONICA AYU LESTARI 9 8 8 25 8.3

Appendix 20
Kunci jawaban
Practice (Appendix 10)
I. Complete the sentence!

1. A :Good morning. B : Good morning

 B : Not so good.
2. A : How are you?
B : I am fine. Thank you 4. A : Nice to meet you.
B : Nice to meet you too.
3. A : How are you today?
5. A : Are you all right?
B : Yes, I am fine

II. Match the picture

C B
Good morning, students! Good afternoon!

D Good night! A Good bye, see you later!

Kunci Jawaban
Practice (Appendix 14)
1. D 6. B
2. F 7. H
3. E 8. C
4. G 9. A
5. J 10. I