CHAPTER I
INTRODUCTION
A. BACKGROUND OF THE STUDY
English is an international language, the ability to communicate in English is very important in global area. English takes up a very important position in almost any sectors of use such as business, commerce, the academic field, technology, the diplomatic circle and etc.
In Indonesia, English is as the foreign language that is not used everyday. They may only acquire English from the formal school with the big class. The short and limited frequency of the meeting, leak of teaching learning English instrument is a compulsory subject which should be mastered by students. They are expected to be able to read, speak, listen, and write in English around which have been selected based their development and interest. They are also expected to comprehend oral and written expression to achieve this objective; the teacher should develop the four language skills; listening, reading, speaking and writing.
By using English for many purpose and postural context students, can develop their skills for expressing their thoughts, feeling and experiences using spoken or written English fix in order to explore their relationship between individual in the international access faced knowledge’s word, ideas and value in English.
Based on the statement above, the writer concludes that speaking is useful skill for students, for example students can do many things such as getting a good job, creating job by themselves such as being a guide an interpreter or teaching in course.
Most of junior high school has a low social economy, especially in English subject, they seem uninterested, they think it is difficult and make bored. Besides, the situation of their social didn’t support. They are more interested in parochial school. This makes the result of English teaching learning process becomes poor. More over in speaking class, student always feels afraid to express their ideas, suggestion or their feeling. They are afraid to be laughed if they make mistakes in their speaking.
Based on the condition an unsupported environment at the student above, the writer has an imagination about the way to develop their motivation and awareness, of how important English especially speaking, for their social, study and future of live.
As a result according to this situation, how can the teacher make them more interest in studying English?, Simulation game can be used as an alternative to motivate speaking learning. By Simulation game, the players practice to discuss and express their idea. Sociologically, simulation game is a real description of human living miniature. The roles of this game are suitable with education messages.
In relation to this observation, the purpose of this study is to improve the student interest in learning English, especially for ninth year students of junior high school. The writers hope the simulation game can be use as a daily life, for their future.
From this thesis, the written hope this technique is useful for student, teachers and for the school. The advantages of the study for students with this game are the student can study in happiness situation and not feel that they are in learning process, they can practice to control them selves, especially about their being frightened to speak and to express.
SMPN 1 Mlarak is one of school in Ponorogo. At ninth year grade of SMPN 1 Mlarak consist of four classes. The ability in speaking in SMPN 1 Mlarak is poor, so by this simulation game hope the student can increase their ability in speaking.
B. STATEMENT OF THE PROBLEM
From the background of the study above, the writer can make statement of the problem such as:
Is there any influence of simulation game toward student speaking ability in teaching learning process at SMPN 1 Mlarak Ponorogo?
C. THE PURPOSE OF THE STUDY
According of the statement of the problem, the purpose of the study is: to know the influence of simulation game toward speaking ability that student is used to develop in teaching learning process at SMPN 1 Mlarak Ponorogo.
D. THE IMPORTANCE OF THE STUDY
By doing research and analyze, this way will be useful for:
- STUDENT
This research makes their study pleasure and makes them easy to understand the material and student will be active.
- THE TEACHER
This research is easy to motivation students’ speaking ability
- READER
This research is expected to give a contribution to readers, particularly the students of English Department of STAIN Ponorogo, in enriching references concerned with Simulation Game as one technique to develop students speaking ability.
E. HYPOTHESIS
In the study we can use two hypotheses are:
1. ALTERNATIVE HYPO (HA)
There is the influence of simulation game toward the student speaking ability at SMPN 1 Mlarak Ponorogo.
2. NULL HYPO (HO)
There is no influence of simulation game toward the student speaking ability at SMPN 1 Mlarak Ponorogo.
F. VARIABLE
This topic is consisting of two variables are:
1. Independent variable is Simulation Game.
2. Dependent variable is student speaking ability.
G. DEFINITION OF KEY TERMS
To make easier in understanding this Paper, some definitions are provide as follow:
SIMULATION : is according to Damson and Gordon 1918. p. 1995
“Simulation is simplified pattern of human interaction on social processes where the players participate in role”.
GAME : According to Wright help and encourage many learners to sustain their interest and work.
SPEAKING ABILITY : Describe as the ability to express oneself on life situation, or the ability to report acts or situations in precise words, or the ability to converse, or to express a sequence of ideas fluently.
H. ORGANIZATION OF STUDY
The writers will explained about the content of this thesis.
Chapter I : Will be explained about background of study, the important of study, definition of key terms, and organization of study.
Chapter II : Will be explained about review of related literature. It consists of English Teaching Learning, game for language teams, the teaching of speaking and influence of simulation game toward speaking ability.
Chapter III : Explain about research methodology and consist of research design, population and sample, data collection and data analysis.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. TEACHING AND LANGUAGE LEARNING ENGLISH
1. THE TEACHING OF FOREIGN LANGUAGE
According to Gunter, ester and Schwab in Lestari (2005:7) these to major problem why the students are difficult to learn English:
a. Whatever the student learns from experience of memorizing word is mostly lost within a few hours or day of the test.
b. The student learns practically nothing about the system of English spelling and word meaning and spelling are connected.
2. DEFINITION OF GAME
Game helps and encourages many learners to sustain their interest and work. Game also helps the teacher to create contestant in whom the language is useful and meaningful.
Game is a system in which players engage in an artificial conflict, defined by rules, that result quantifiable outcome.
Game make the student fun and creative, game can also provide and enjoyable atmosphere and became an interesting way to help the student to acquire the language that is used to communicate.
Game is a form of recreation constituted by a set of rule that specify an object to be attained and the permissible means of attaining it.
However, student’s success in the game to get a valuable communication also cannot be separated from the teacher’s role in the classroom. In the case, during conduct the English speaking activity by using game. The teacher roles are as organizer, motivator, facilitator, observer, and evaluator.
As an organizer, teacher has to tell the student what they are going to talk about, give clear instruction about what exactly their task is, and conduct their activities and organized feedback when it is over.
As a motivator, teacher should motivate the students to communicate each in the form of oral language in order to beehive a particular purpose of the activity.
As a facilitator, teacher gives facilities to the student to do activate in the classroom.
As an evaluator, teacher has note series errors made by student and found the problem they have in communicating with each other and evaluate the students working in the classroom.
3. THE FUNCTION OF GAME
The function of game according to Andrew Wright (1993:1):
1. Game helps and encourages many learners to sustain their interest and work.
2. Game can be found to give practice in all the skill.
3. Game also helps the teacher to create contexts in which the language is useful and meaningful.
So, we hope that by Simulation game, the student will develop their speaking ability, then the student will increase their operability in English and the goal of education in Indonesia will be successful. Especially in English subject at SMPN 1 Mlarak Ponorogo.
4. SIMULATION GAME
Simulation, according to Davidson and Gordon in Klipple (1992:121) “Simulation is simplified pattern of human interaction or social processes where the players participate in role”. That simulation can be used as a media teaching.
Simulation is the game that uses cooperating learning method and discussion to make the student more active in teaching learning activity.
From the shape and its process, simulation game can be defined as the “monopoly” game. The process of the application is the same with “monopoly” game. The difference is in “monopoly” game, the player is practiced to think economically, and how to get advantages, while in.
By Simulation game, the players practice to discuss and express their idea. Sociologically, simulation game is a real description of human living miniature. The roles of this game are suitable with education messages.
To play simulation, there must be devices such as; the board made of paper of other thing that can be written or draw as we want such as in rectangle, circle, triangle, “s” shape, and so on; the card contain of education message, and the dice in order to point the steps.
The goal of simulation game are: it is a device to transfer the education message, making increasing the participation and creativity in learning process in their mind, family and their environment, as media which can change the players attitude such as frightener, unconfident and motivating the players to study diligently.
5. KINDS OF DISCUSSION TECHIQUE
According to Walton and Mallan in Endah (2005:11) said that of discussion technique or methods are:
1. Dramatic plat, involves the spontaneous acting out of real life situation.
2. Role playing, calls for small group of student to reach a human situation while the rest the class act as observer.
3. Simulation gaming.
a. Simulation, many of which involve playing to one degree or another are comparatively recent innovation in education.
b. Game, “which less often involve role playing has been around much longer teaming.
So we can’t conclude that in the game the student will get something free, because there are so many roles that possible by the relax situation.
6. DEFINITION OF SPEAKING
According to Windows (1978: 38) in Abidin (2008: 2006) says, speaking a productive rather than receptive and operates through the aural rather than the visual medium. Windows adds that speaking for the manifestation or language as usage and refers to the realization of language as use spoken interaction as talking.
Speaking knows teacher and student have tied reading translation and analysis as way to enter language, there are partial experience the student does not knows sentence until they speak it. When students red aloud they have manipulated only part of language, according to Jackson Hanna in Maula (1996: 59).
According to Murcia in Abidin (2001: 103) says that speaking in activity requiring the integration sub system. There entire factors combine to make speaking second or foreign language learners. Yet many people, speaking are seen as central skills. On the other word, speaking is integrated from pronunciation, complex structure and vocabulary.
7. THE TEACHING OF SPEAKING
Language is social phenomenon. It is means of communication between individuals. It also brings them into relationship with their environment. Language therefore socially learned behavior, a skill that is acquired as grow up in society (boey/1975: 3).
Language according to Lado (1961: 2) is primarily an instrument of communication among human being, as in community. That is why the student who wants to develop their oral communication most practice must be in productive way.
In the post the language learning has concerned in written language that used the translation method. In feat, if cannot help the student in language learning activity. However, the essential of the language learning is opral language.
According to Marti in Oxford learner’s pocket dictionary (1983: 79) as quoted Anitasari (2004: 23) communication is ways of sending information and communicate it make known about information.
By speaking we can communicate with other and we can make relation of so, we will get more information and knowledge.
To improve student speaking ability and make the speaking class alive and pleased is not easy. Common complain among a conversation teacher today is in the target language. The student only listening to what their teacher says. Surely that it is not good for learners. Because the learners will be silent in speaking class and they can’t express themselves.
According to Boey (1975: 1) language is for communication. It’s mean that we will use language as communication in the class. So there is interaction between teacher and learners.
8. SPEAKING ABILITY
Speaking is the single most important aspect of learning English as second or foreign language. It is known speaking as to communication to another people and means communication.
Speaking ability is described as the ability to express one self in life situations. On the ability to report acts of situations in prose words, or the ability to converse or to express a sequence of ideas fluently, Lado (1961: 240), this is because most students want to be able to speak English after they have graduated from junior high school in order to communicate with a foreigner, or continuous their study.
Most students actually want to practice English. They will be reluctant to study English if they can not practice in daily life. In others words, they will be eager to study if they can use that language in the real communication. Keith and Morrow define:
“Speaking ability is an activity to produce utterances in oral communication, this activity is involving two or more people, in which the participants are both speaker and hearer have to react in what they hear and make their contribution of high speed, so that each participant has an intention or a set of intention that he want (1981: 70).
Speaking is one of the four inseparable language skills, listening, reading, and writing. In communicative and the goal of language, teaching is to develop communicative competence, according to Richard (1996: 6) in Setyaputri (2004: 12).
Drs. Maidar G. Arsjad and his friends (1984: 17) said that: “ Kemampuan berbicara adalah kemampuan mengungkapkan bunyi-bunyi artikulasi atau mengucapkan kata-kata untuk mengekspresikan, menyatakan pikiran, gagasan dan perasaan”.
To teach speaking well, a teacher is advised to remember the following:
1. Try to know the student interest, as privations, and how they learn knowing the student individually is much better.
2. A teacher has to know the students language level, except for beginners.
3. If is available; a native speaker can be used as a model.
4. Jenrich student’s experience with various concepts for speaking.
5. Give cultural background, pragmatism, and kinesis used in.
6. Give a sense of progress to the students.
7. Do not citizen too much on language and content.
8. Encourage spontaneity.
9. A teacher may change the sequence of topics from text books.
10. Group students based on their ability and interest.
11. Create relevant situation for practice.
9. THE SCORING OF SPEAKING TEST
The following rating scale is the result of considerable and careful research conducting is the scoring if compositions in the limited stated. Only a summary of the scale is shown here. According to Heiton (1989) state that there are scale order in rating scales. The rating scale as below:
Rating | Ability To Communicate Orally | Score |
6 | Excellent: on a par with an educated native speaker. Completely at ease in his use of English on all topics discussed. | 85 -100 |
5 | Very good: although he can’t speak like a native speaker, he expresses himself quite clearly. He experience little difficulty in understanding English, and there is no strain at all in communicating with him | 70 - 85 |
4 | Satisfactory verbal communication causing little difficulty for native speakers. He makes a limited number of errors grammar, lexis and pronunciation but he is still at ease in communicating on everyday subjects. He may hve to correct himself and re-pattern his utterance on occasions, but there is little difficulty in understanding him. | 55 – 70 |
3 | Although verbal communication is usually fairly satisfactory, the native speaker may occasionally experience some difficulty in communicating with him, repetition, re-phrasing and re-patterning are sometimes necessary, ordinary native speaker might find it difficult to communicate. | 40 - 55 |
2 | Much difficulty experienced by native speakers unaccustomed to “foreign” English. His own understanding is severally limited, but his communication in daily topics is possible. Large number of errors of phonology, grammar and lexis. | 25 – 40 |
1 | Extreme difficulty in communication on any subject, failure to understand adequately and to make understood himself. | 10 - 25 |
So the writer can conclude that speaking ability is described as the ability to express one self in life situations that convey thinking, and feeling.
10. TARGET OF SPEAKING ABILITY
According to Fachrurrazy (1993: 33) said that the target of speaking ability for foreign language teachers can be classified into three levels, namely:
- Minimal
This lowest target aims at an ability to talk on prepare topics to use common idioms. So, the language that used can be understood by native speakers.
- Good
The target of this level is an ability to talk with a normal speech to native speakers without making glaring mistakes grammar and vocabulary.
- Excellent
The highest target of speaking ability is when the learners can achieve near native speakers.
B. THE INFLUENCE OF SIMULATION GAME TOWARDS SPEAKING ABILITY
Simulation game can be used as a media in speaking activity in the class. According to Morrow in freeman (1981: 138) game is truly communicative, by using this game, it is expected that student will came into comfortable and enjoyable situation which they can actively interact with their friends using the target language without worrying making mistakes.
The purpose of this game, speaking learning process does not mainly find a true answer but it makes student have courage and little bit force to speak. Therefore, sometimes the members are not satisfied that the answer might completely disapprove. But, at least they can use English in the situational communication as if were a free man in free society.
By using the simulation game, student can do this activity happily, enjoyable and freely. By understanding of the instruction in the boxes student can express their opinion, their feeling and suggestion orally without fear or ridicule from the class or chastisement from the teacher. Some fun instruction can support student to do this game actively. In fact, by using this game in speaking activity, students get their self-confidence and they can improve their speaking ability.
Students who have done the simulation game known that actually English is fun, and it is not frighten anymore. They can express their opinions and feelings without getting any difficulties anymore. They can increase their motivation to speak English without a shame and afraid making mistakes. They can chat with their friends and their teacher. They are not worried anymore whether they will be laughed by someone else or not about their speaking
CHAPTER III
RESEARCH METHODOLOGY
A. RESEARCH DESIGN
The researcher uses the experiment method. In this method researcher divides the student into two groups. Groups are experiment, while control is without given a treatment, the treatment given to the first group is the researcher gives or shows them the simulation game, the groups are given a test. The result of the test will show whether or not the treatment influence the student’s speaking ability.
Research design is potties planning in research according to Donald Ary in Anitasari (2004: 25) “Research design constitutes the blue print for the collection measurement and analysis of data”. In addition, the research can determine what approach used in collecting and analyzing the data in according to study of the research.
B. POPULATION AND SAMPLING
1. POPULATION
According to Ary at all, (in Sukardi; 1985: 138), said “Population is all numbers of well defined class of people event or object”.
Based on the definition above, the researcher use the population of his research all students at the third grade of SMPN 1 Mlarak Ponorogo in academic years 2009/2010. The totality of the population is 152 students.
2. SAMPLE
According to Arikunto (2002:19) the definition of the sample is “Sebagian atau wakil populasi yang teliti”.
As the sample of the researcher, the writer take IX D Class, the number of the sample is 38 students. The third grade student chosen because:
1. The third students have ability in speaking, reading, writing and listening.
2. The third students have enough vocabulary.
C. DATA COLLECTION
Instrument is need in order to get the data in research according to Suharsimi Arikunto (2005:135) there are five ways to collect the data in research. Those are test questioner, interview, observation, test and document in the study. In this research the writer uses interview in collecting data.
According to Arikunto (2002: 127) “Tes adalah digunakan serentetan pertanyaan atau latihan atau alat lain yang digunakan mengukur ketrampilan, pengetahuan, intelegensi, kemampuan atau bakat yang dimiliki oleh individu atau kelompok.
Testing the speaking ability is highly prize in language skill and is a most important aspect of language testing. The most effective type for speaking ability with simulation game is using oral examination (Heaton 1984: 94). To know the student ability in speaking, the researcher made a test. The test given by the researcher was oral product test.
D. PROCEDURE OF DATA COLLECTION
Test is given after the student get simulation game and it is to know the ability of the student about speaking. The test is oral. The student gets the question from the board of simulation game, and the student must answer with oral too. The steps of simulation game are:
1.Prepare some simulation board.
2.Explain to the student how to apply this game.
3.Divide the student into several (in this case the writer divide into 6 groups).
4.Each group is given one simulation board and one dice.
By having a group the student participation will be increased student who are shy of saying something in front of whole a class, or the teacher often find it much easier to express them selves in front of small group of their friends.
E. DATA ANALYSIS
This data was analyzed to get the conclusion. The research uses pre test, post test design. The purpose of researcher is comparing two rates with present question whether is there is there differences between both rates in significant. “Pengujian perbedaan nilai hanya dilakukan terhadap rata-rata kedua nilai saja dan untuk keperluan itu digunakan teknik yang disebut uji t (t test).” Arikunto (2002:275) said that the formulation is as follow:
t = Md 
2d N (N-1)
Md = Mean of the difference between pre test and post test.
d = Deviation of each number.
X2 = Number of subject. N = Subject of sample.
Db = N-1
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