Jamaludin (2010) Making use of secret topic game to improve the speaking ability of the third year students of MA Zainul Anwar Kraksaan Probolinggo / Jamaludin. Masters thesis, Universitas Negeri Malang.
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ABSTRACT Jamaludin. 2009. Making Use of Secret Topic Game to Improve the Speaking Ability of the Third Year Students MA Zainul Anwar Kraksaan Probolinggo. Thesis Graduate Program in English Education State University of Malang. Advisors (I) Dr. Arwijati Wahyudi Murdibjono M. Pd. Dip. TESL (II) Dr. Yazid Basthomi M.A Key Words secret topic game improve speaking ability The speaking ability of the third year students at MA Zainul Anwar still needed improvement. Based on the teacher s experience and the results of preliminary study it was revealed that the students were reluctant to express their ideas in English verbally. They lacked confidence to communicate in English because they were afraid of being underestimated when they made mistakes meaning that they could not make a spontaneous conversation therefore they were hardly involved actively in the teaching and learning process. A collaborative classroom action research was employed in this study and was done in three Cycles. The study used three instruments in the forms of observation form field notes and students self assessment to collect the data. The implementation of Secret Topic Game to teach speaking hopefully could overcome the problems stated above so that the students participation and the students speaking ability improved. Each Cycle consisted of four stages (1) planning (2) action (3) observation and (4) reflection. Cycle 1 and 2 took three meetings while Cycle 3 took two meetings. Secret Topic Game procedures that proved to be able to improve are as follows (1) Students are divided into groups done by the teacher randomly. Each group can consist of five or six students and two of the members of each group are as the conversation participants chosen by the other group. (2) The conversation participants agree on a topic given by the teacher without telling the other member what it is then the conversation participants start discussing their hidden topics without mentioning the topics. The topics used are different from the topics used in Cycle 1 and 2. If one member in each group could guess the secret topic the conversation participants are directly changed with different topic and so forth. (3) The others listen to the two conversation participants or topics they are talking about. (4) Anyone in the rest of the group who thinks s/he knows what they are talking about have to write it on a small piece of paper and show it to the two conversation participants before s/he is accepted. (5) The conversation participants look at her/his word(s) written on a small paper if her/his answer is right the conversation participants accept her/him to join in the conversation. However if her/his answer is wrong s/he is not accepted to join in the conversation and s/he have to listen again to the conversation. (6) When all of the members of each group have joined in the game is stopped. (7) Points are awarded according to the number of people who find out the secret topics. After conducting Cycle 3 the result of this study using Secret Topic game procedures indicated the fact that there was an increase in the number of the students participation up to 70 % for the group participation from 17% (4 students) in Cycle 1 to 87% (21 students) in Cycle 3. The students individual participation also gradually increased from 2 students (33%) out of 6 students in Cycle 1 to 4 students (67%) in Cycle 2 and 5 students (80%) in Cycle 3 for group 1 from 0 students (0%) out of 6 students in Cycle 1 to 2 students (33%) in Cycle 2 and 5 students (80%) in Cycle 3 for group 2 from 2 students (33%) out of 6 students in Cycle 1 to 3 students (50%) in Cycle 2 and 5 students (80%) in Cycle 3 for group 3 and from 0 student (0%) out of 6 students in Cycle 1 to 2 students (33%) in Cycle 2 and 6 students (100%) in Cycle 3 for group 4. From appendix 5a and appendix 9 we can see that there are a number of significant improvements of the students speaking scores assessed in Cycle 3. Applying Secret Topic Games is one of successful and interesting ways that can help teachers in overcoming speaking problem the students have. Games are used not only for fun but more notably for the useful practice and review of language lessons thus leading to the goal of improving learners communicative competence. Therefore it is recommended that the English teachers apply Secret Topic Game as an alternative in teaching speaking to make students actively involved and for the future researcher it will be a reference and a proof that such game can improve students participation and speaking ability.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 26 Apr 2010 04:29 |
| Last Modified: | 09 Sep 2010 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58451 |
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