PENGARUH PENGGUNAAN MODEL PEMBELAJARAN INSIDE DAN OUTSIDE

CIRCLE TERHADAP PEMAHAMAN SISWA PADA MATA PELAJARAN PAI

(Studi di )


PROPOSAL SKRIPSI
Diajukan Sebagai Salah Satu Syarat Penyusunan Skripsi Pada Program Studi Pendidikan Agama
Islam (PAI) Jurusan Tarbiyah STAIKHA
Disusun Oleh :



SEKOLAH TINGGI AGAMA ISLAM
..
2012

KATA PENGANTAR

Segala puji bagi Allah SWT, atas rahmat dan hidayah-Nya sehingga penulis dapat menyusun
proposal skripsi dengan judul Upaya Meningkatkan Pemahaman Pelajaran Pai Dengan
Menerapkan Model Pembelajaran Inside Outside Circle Pada Siswa Kelas Vii Smp Tahun
Pelajaran 2012/2013 (Studi di SMPN 1 Jawilan).

Adapun penyusunan proposal skripsi ini dilakukan Sebagai Salah Satu Syarat Penyusunan
Skripsi Program Studi Pendidikan Agama Islam (PAI) Pada Program S1 Tarbiyah di Sekolah
Tinggi Agama Islam K.H. Abdul Kabier (STAIKHA) Kubang Petir Serang dan selanjutnya
proposal ini sebagai pertimbangan pihak terkait untuk dilanjutkan kebentuk skripsi.

Penulis menyadari akan kekurangan dalam penyusunan proposal skripsi ini, oleh karena itu
bimbingan dan arahan dari berbagai pihak sangat peneliti harapkan demi hasil penelitian yang
lebih baik.

Akhirnya penulis ucapkan terima kasih kepada ketua dan civitas akademika Sekolah Tinggi
Agama Islam K.H. Abdul Kabier (STAIKHA) yang senantiasa memberikan arahan dan
bimbingan kepada penulis. Semoga hasil penelitian ini dapat bermanfaat khususnya bagi penulis
umumnya bagi pembaca.


Kubang, Juni 2012
Penyusun,


MASTUROH

DAFTAR ISI

KATA PENGANTAR .. ii

DAFTAR ISI .... iii

A. Latar Belakang Masalah .. 1

B. Rumusan Masalah ... 4

C. Tujuan Penelitian ... 4

D. Kerangka Pemikiran . 5

E. Hipoptesis Penelitian . 8

F. Sistematika Penelitian 8

DAFTAR PUSTAKA 17


PROPOSAL SKRIPSI

PENGARUH PENGGUNAAN MODEL PEMBELAJARAN INSIDE DAN OUTSIDE
CIRCLE TERHADAP PEMAHAMAN SISWA PADA MATA PELAJARAN PAI

A. Latar Belakang Masalah

Pelajaran Pendidikan Agama Islam (PAI) merupakan salah satu ilmu pengetahuan yang sangat
penting bagi kehidupan sehari-hari. Pendidikan Agama Islam (PAI) merupakan berisikan
tuntunan bagi siswa dalam menjalani kehidupan agar memiliki pribadi yang soleh atau solehah.
Dengan adanya tuntutan inilah pendidik harus lebih kreatif dan inovatif dalam mengembangkan
dan menerapkan ilmu Pendidikan Agama Islam (PAI), sehingga dapat meningkatkan kualitas
pembelajaran yang berakibat pada peningkatan mutu pendidikan. Adanya berbagai jenis
hambatan dalam diri guru maupun siswa, proses belajar mengajar sering tidak efektif dan tidak
efisien.

Suasana belajar Pendidikan Agama Islam (PAI) sangat berpengaruh dalam peningkatan kualitas
belajar mengajar. Apabila pembelajaran menyenangkan dapat menimbulkan minat dan motivasi
dalam mengikuti kegiatan belajar mengajar. Dalam hal ini guru harus dapat memfasilitasi siswa
agar dapat meningkatkan potensi yang dimiliki oleh siswa dan membuat siswa aktif dalam
belajar sehingga tujuan pembelajaran Pendidikan Agama Islam (PAI) dapat tercapai.

Pelajaran Pendidikan Agama Islam (PAI) selalu dipandang sebagai pelajaran yang sangat sulit,
sehingga kurang diminati oleh banyak siswa. Pelajaran Pendidikan Agama Islam (PAI) yang
diperoleh siswa selalu monoton dan disajikan kurang menarik oleh guru. Dalam pembelajaran
konvensional siswa selalu mengantuk dan perhatiannya kurang karena membosankan, sehingga
pemahaman belajar menurun.

Penggunaan Metode yang kurang tepat dapat menimbulkan kebosanan, kurang dipahami, dan
monoton sehingga siswa kurang termotivasi untuk belajar. Pembelajaran Pendidikan Agama
Islam (PAI) yang biasanya menggunakan metode konvensional memang sudah membuat siswa
aktif, namun kurang dapat mengembangkan keterampilan sosial siswa yang kelak dapat berguna
dalam kehidupan sosial.

Upaya peningkatan pemahaman belajar sangatlah tidak mudah, karena pembelajaran
konvensional sekarang ini kurang cocok lagi untuk mentransfer ilmu ke peserta didik. Jadi perlu
adanya strategi pembelajaran yang dapat menarik bagi siswa untuk belajar Pendidikan Agama
Islam (PAI). dalam pembelajaran, stategi pembelajaran mempunyai peranan yang sangat penting
untuk meningkatkan pemahaman belajar.

Salah satu Metode pembelajaran yang menuntut aktivitas siswa adalah pembelajaran kooperatif.
Metode pembelajaran kooperatif selain membantu siswa memahami konsep-konsep yang sulit
juga berguna untuk membantu siswa menumbuhkan keterampilan kerjasama dalam
kelompoknya dan melatih siswa dalam berpikir kritis sehingga kemampuan siswa dalam
memahami materi pelajaran yang disampaikan dapat meningkat.

Hal lain yang penting dalam pembelajaran kooperatif adalah dapat meningkatkan aktivitas
belajar siswa dan sikap yang positif, menambah motivasi belajar dan rasa percaya diri bagi
siswa, menambah rasa senang berada di sekolah dan rasa sayang terhadap teman-teman
sekelasnya.

Metode Inside-Outside Circle adalah salah satu metode pembelajaran kooperatif. Dalam metode
ini siswa dituntut untuk bekerja kelompok, sehingga dapat memperkuat hubungan antar individu.
Selain itu metode pendekatan ini memerlukan ketrampilan berkomunikasi dan proses kelompok
yang baik.

Selain pemilihan strategi yang tepat, hal lain yang dapat mempengaruhi pemahaman belajar
adalah aktivitas belajar siswa. Siswa yang aktivitas belajarnya tinggi akan lebih cepat dalam
bertindak untuk melakukan hal-hal yang dapat meningkatkan pemahaman belajar siswa. Dan
sebaliknya, siswa yang aktivitas belajarnya rendah merasa malas untuk belajar.

Untuk siswa kelas VII SMP semester 1 pembelajaran Pendidikan Agama Islam (PAI) akan lebih
efektif bila disampaikan melalui strategi yang tepat. Dalam hal ini, metode pembelajaran Inside-
Outside Circlesangatlah tepat untuk pembelajaran. Pada pembelajarn Inside-Outside Circlesiswa
dalam kelas dibagi dalam 2 kelompok besar. Tiap-tiap kelompok besar terdiri dari 2 kelompok
lingkaran dalam dan kelompok lingkaran luar.

Dari permasalahan tersebut diatas, peneliti akan mengadakan penelitian dengan judul
PENGARUH PENGGUNAAN MODEL PEMBELAJARAN INSIDE DAN OUTSIDE
CIRCLE TERHADAP PEMAHAMAN SISWA PADA MATA PELAJARAN PAI (Studi
di SMPN 1 Jawilan).

B. Rumusan Masalah

Berdasarkan latar belakang masalah yang telah diuraikan, maka dirumuskan permasalahn
sebagai berikut:

1. Bagaimana penggunaan metode pembelajaran Inside-Outside Circle di SMPN 1 Jawilan?
2. Bagaimana pemahaman siswa pada mata pelajaran PAI di SMPN 1 Jawilan?
3. Bagaimana penggunaan model pembelajaran Inside-Outside Circle dan aktivitas belajar
siswa terhadap pemahaman belajar siswa pada mata pelajaran PAI di SMPN 1 Jawilan?
C. Tujuan Penelitian

Adapun tujuan dari penelitian ini antara lain:

1. Untuk mengetahui penggunaan metode pembelajaran Inside-Outside Circletehadap
pemahaman belajar siswa di SMPN 1 Jawilan.
2. Untuk mengetahui pengaruh aktivitas belajar siswa terhadap pemahaman belajar siswa.
3. Untuk mengetahui interaksi antara metode pembelajaran Inside-Outside Circledan
aktivitas belajar siswa terhadap pemahaman belajar.
D. Kerangka Pemikiran

Pendidikan Agama Islam adalah usaha sadar untuk menyiapkan siswa agar memahami ajaran
Islam (knowing), terampil melakukan ajaran Islam (doing), dan melakukan ajaran Islam dalam
kehidupan sehari-hari (being). Adapun tujuan pendidikan agama Islam di sekolah umum adalah
untuk meningkatkan pemahaman, keterampilan melakukan, dan pengamalan ajaran Islam dalam
kehidupan sehari-hari. Tujuan utama pendidikan agama Islam di sekolah ialah keberagamaan,
yaitu menjadi muslim yang sebenarnya. Keberagamaan inilah yang selama ini kurang di
perhatikan.

Pendidikan agama dapat didefenisikan sebagai upaya untuk mengaktualkan sifat-sifat
kesempurnaan yang telah dianugerahkan oleh Allah Swt kepada manusia, upaya tersebut
dilaksanakan tanpa pamrih apapun kecuali untuk semata-mata beribadah kepada Allah.

Ahli lain juga menyebutkan bahwa pendidikan agama adalah sebagai proses penyampaian
informasi dalam rangka pembentukan insan yang beriman dan bertakwa agar manusia menyadari
kedudukannya, tugas dan fungsinya di dunia dengan selalu memelihara hubungannya dengan
Allah, dirinya sendiri, masyarakat dan alam sekitarnya serta tanggung jawab kepada Tuhan Yang
Maha Esa (termasuk dirinya sendiri dan lingkungan hidupnya).

Mengingat begitu pentingnya pemahaman akan materi pendidikan agama Islam, maka tingkat
pemahaman siswa harus menjadi prioritas diantara mata pelajaran lain. Maka dari itu tenaga
pendidik harus mampu menentukan metode pembelajaran yang tepat dalam penyampaian materi
Pendidikan Agama Islam ini.

Metode mengajar merupakan salah satu komponen yang harus ada dalam kegiatan pembelajaran,
yang pada dasarnya metode mengajar ini merupakan teknik yang digunakan di dalam melakukan
interaksi dengan siswa disaat proses kegiatan belajar mengajar berlangsung.

Ada bebarapa prinsip yang ahrus kita perhatikan dalam pengguanaan metode mengajar, terutama
yang berkaitan langsung dengan faktor perkembangan kemampuan siswa, diantaranya :

1. Harus dapat membangkitkan rasa keingintahuan siswa terhadap materi pelajaran, atau
yang biasa deseburt dengan curriosity.
2. Metode mengajar harus dapat memberikan peluang untuk berekspresi dalam aspek seni
yang kreatif.
3. Metode mengajar harus dapat memungkinkan siswa belajar untuk memecahkan masalah.
4. Memungkinkan siswa untuk selalu menguji kebenaran akan sesuatu, atau disebut sikap
skeptis.
5. Metode mengajar harus dapat membuat siswa untuk melakukan penemuan terhadap
suatu topik atau berinkuiri.
6. Harus memungkinkan siswa untuk menyimak.
7. Independent study, memungkinkan siswa untuk mampu belajar secara mandiri .
8. Cooperatif learning, metode harus dapat memungkinkan siswa untuk belajar secara
kelompok.
9. Harus dapat membuat siswa termotivasi dalam belajar.
Berdasarkan beberapa prinsip penggunaan metode mengajar diatas, maka peneliti memilih
metode inside outside circle ini. Inside outside circle adalah mode pembelajaran dengan sistim
lingkaran kecil dan lingkaran besar (Spencer Kagan, 1993) di mana siswa saling membagi
informasi pada saat yang bersamaan dengan pasangan yang berbeda dengan singkat dan teratur.
Sintaksnya adalah: Separuh dari sejumlah siswa membentuk lingkaran kecil menghadap keluar,
separuhnya lagi membentuk lingkaran besar menghadap ke dalam, siswa yang berhadapan
berbagi informasi secara bersamaan, siswa yang berada di lingkaran luar berputar kemudian
berbagi informasi kepada teman (baru) di depannya, dan seterusnya.

PENGGUNAAN MODEL
PEMBELAJARAN INSIDE
DAN OUTSIDE CIRCLE

(VARIABEL X
PEMAHAMAN SISWA
PADA MATA PELAJARAN PAI



(VARIABEL Y)

E. Hipoptesis Penelitian

Hipotesis penelitian adalah jawan sementara terhadap masalah penelitian yang secara teoritis
yang dianggap paling mungkin atau paling tinggi tingkat kebenarannya.

Dari suatu penelitian yang harus diuji kebenarannya melalui jalan riset. Dengan kata lain
hipotesisi merupakan dugaan yang mungkin benar atau mungkin salah yang membutuhkan
pembuktian atau diuji kebenarannya.

Dari gambaran diatas dapat diajukan hipotesisnya sebagai berikut :

H
0
: Diduga dapat meningkatkan pemahaman pelajaran PAI dengan menerapkan model
pembelajaran inside outside circle pada siswa kelas vii smp tahun pelajaran 2012/2013

H
1
: Diduga tidak dapat meningkatkan pemahaman pelajaran PAI dengan menerapkan model
pembelajaran inside outside circle pada siswa kelas vii smp tahun pelajaran 2012/2013

F. Sistematika Penelitian

Sistematika pembahasan dalam penelitian ini terbagi kedalam lima bab, sebagai berikut :

Bab I adalah Pendahuluan ; terdiri atas Latar Belakang Masalah,Identifikasi Masalah, Perumusan
Masalah, Pemecahan Masalah, TujuanPenelitian, Manfaat Penelitian, dan Sistematika Penelitian.

Bab II adalah Kajian Pustaka; terdiri atas Melafalkan Huruf Hijaiyah, Media Lagu, dan Mata
Pelajaran Al-Quran Hadits.

Bab III adalah Metode Penelitian; terdiri atas Pendekatan Penelitian, Kancah Penelitian, Metode
Penelitian dan Rancangan Siklus Penelitian, Subyek Penelitian, Prosedur Penelitian, Teknik
Pengumpulan Data, Instrumen Pengumpulan data, Teknik Pengumpulan data, dan Analisis Data.

Bab IV adalah Hasil Dan Pembahasan Penelitian ; terdiri atas Deskripsi Hasil Penelitian, dan
Pembahasan.

Bab IV adalah Kesimpulan Dan Saran-Saran; terdiri atas Kesimpulan, dan Saran-saran.

DAFTAR PUSTAKA

Akbar, Reni dan Hawadi. 2001. Psikologi Perkembangan Anak. Jakarta : Grasindo.

Bahari, Abdullah dkk. 2000. Metode Belajar Anak Kreatif. Bandung : Dwi Pasha Press.

B. Adam. Macam-macam metode pembelajaran. Diakses dari www.addwin.net Pada tanggal 30
Mei 2012

Drajat, Zakiah, 1992. Ilmu Pendidikan Islam, Jakarta : Bumi Aksara

Maarif, Samsoel. 1993. Peran Pendidikan Moral dan Agama. Yogyakarta : Mitra Pustaka.

Markus, Alim. 1995. Manajemen Pendidikan Sekolah Terbuka; Representasi Sistem Pendidikan
De-Birokratisasi. Yogyakarta : Mitra Pustaka.

Purwandaru, Setyawan, dan Esther Wahyudi Salim. Belajar Reaktif. Jakarta : Gramedia Pustaka
Utama.
Rachmat Widodo. Model Pembelajaran Inside-Outside-Circle (Spencer Kagan). Diakses dari
www.addwin.net. Pada tanggal 30 Mei 2012

Riyanto, Yatim. 2006. Pengembangan Kurikulum dan Seputar Kurikulum Tingkat Satuan
Pendidikan (KTSP), IKAPI : Universiti Press.

Shaleh, Abdul, Rahman, 2005. Pendidikan Agama dan Pembangunan Untuk Bangsa.Jakarta :
PT. Raja Grafindo Persada.

Sukuco, Padmo. 2002. Penleitian Kualitatif : Metodologi, Aplikasi, dan Evaluasi. Jakarta :
Gunung Agung.

Suriah. N. 2003. Penelitian Tindakan. Malang : Bayu Media Publishing.

Suryaman, Maman. 1990. Kerangka Acuan Peningkatan Prestasi Belajar Siswa. Bandung :
Angkasa.
Starawaji. Pengertian Pendidikan Agama Islam Menurut Berbagai Pakar. Diakses dari
www.addwin.net Pada tanggal 31 Mei 2012.

Margono, S. Drs. 2001, Metodologi Pendidikan. PT. Rineka Cipta, cet.01 Press.cet 9.

Tafsir, Ahmad, 2005. Ilmu Pendidikan Dalam Persfektif Islam, Bandung : PT. Remaja
Rosdakarya
Wibawa, B. 2003. Penelitian Tindakan Kelas. Jakarta : Dirjen Dikdasmen Direktorat Tenaga
Pendidikan.
Zuhaerini, 1983. Metodik Khusus Pendidikan Agama. Surabaya : Usaha Nasional.


1. Drajat, Zakiah, Ilmu Pendidikan Islam, Jakarta : Bumi Aksara. 1992. Hal.57.
2. B. Adam. Macam-macam metode pembelajaran. Diakses dari www.addwin.net Pada
tanggal 30 Mei 2012. Pukul 13:00 wib.
3. ibid
4. Off cit
5. Margono, S. Drs. 2001, Metodologi Pendidikan. PT. Rineka Cipta, cet.01 Press.cet 9.




























PENGARUH PENGGUNAAN MEDIA AUDIO KASET TERHADAP PENINGKATAN
KETERAMPILAN BERBICARA BAHASA INGGRIS PADA SISWA KELAS 1 SLTP
NEGERI I PETARUKAN KABUPATEN PEMALANG JAWA TENGAH

BAB I
PENDAHULUAN
A. Latar Belakang Masalah
Salah satu ciri kehidupuan masyarakat modern adalah adanya perkembangan ilmu pengetahuan
dan tekonologi secara cepat, yang menuntut setiap orang untuk cermat dan cepat tanggap dalam
menafsirkan setiap informasi yang diterima, baik yang berasal dari negara sendiri maupun yang
datang dari negara lain. Dengan banyaknya informasi yang masuk dari negara lain dan sebagian
besar informai tersebut menggunakan bahasa asing maka masyarakat modern menyadari
perlunya menguasai bahasa asing. Penguasaan bahasa asing sangat penting dan perlu
ditingkatkan untuk membantu memperlancar komunikasi dengan msyarakat dari negara lain.
Sebagaimana dinyatakan dalam GBHN tahun 1993 bahwa kemampuan penguasaan bahasa asing
perlu ditingkatkan dan dikembangkan untuk memperlancar komunikasi dengan bangsa lain
disegala aspek kehidupan terutama penyerapan informasi ilmu pengetahuan dan teknologi
disamping memperluas cakrawala pandang bangsa sejalan dengan kebutuhan pembangunan.
Untuk memperoleh informasi mengenai ilmu pengetahuan dan teknologi tidak hanya melalu
membaca tetapi bisa juga dalam kegiatan komunikasi secara lisan. Dengan memiliki kemampuan
berbahasa asing terutama bahasa inggris terutama bahasa inggris sebagai bahasa komunikasi
internasional maka akan lebih mudah untuk mendapatkan informasi yang lebih jelas.
Bahasa Inggris sebagai salah satu bahasa asing di Indonesia ternyata mendapat tempat yang
cukup baik jika dibandingkan dengan bahasa asing yang lain. Hal ini dapat dilihat dari kenyataan
bahwa bahasa Inggris dimasukkan sebagai salah satu mata pelajaran yang wajib ditempuh oleh
siswa baik di SLTP maupun SLTA. Mata pelajaran bahasa Inggris di Sekolah Lanjutan Tingkat
Pertama berfungsi sebagai alat pengembangan diri siswa dalam bidang ilmu pengetahuan,
teknologi dan seni budaya. Bahasa Inggris sangat perlu dikuasai oleh siswa khususnya dalam
kemampuan berkomunikasi baik secara lisan maupun tertulis. Hal ini karena bahasa Inggris
merupakan bahasa internasional dan dianggap penting untuk tujuan penyerapan dan
pengembangan ilmu pengetahuan, teknologi dan seni budaya serta pembinaan hubungan dengan
bangsa-bangsa lain.
Dewasa ini pengajaran bahasa Inggris lebih ditujukan pada kemampuan lisan. Siswa tidak hanya
dilatih membaca dan mengerti teks, melainkan dilatih menggunakan bahasa secara aktif dan
mengungkapkan diri secara lisan. Siswa juga dituntut untuk mampu menguasai keterampilan
berbicara dalam bahasa inggris atau bahasa asing lainnya, karena pada hakekatnya mempelajari
bahasa adalah belajar untuk berkomunikasi dengan bahasa yang dipelajari baik secara lisan
maupun tertulis (GBPP, 1993 : 2). Jadi, salah satu prinsip pengajaran bahasa asing adalah
pengembangan kemampuan berbahasa oral secara aktif bersama-sama dengan pengembangan
kemampuan oral secara aktif disertai dengan pengembangan kemampuan mambaca dan menulis.
Oleh karena itu dalam kegiatan belajar mengajar bahasa Inggris guru dituntut mampu
mengembangkan materi pelajaran yang sesuai dengan situasi dan kebutuhan yang diperlukan
siswa dimasa yang akan datang. Pengembangan materi untuk pembelajaran ketarmpilan
berbicara perlu diberi penekanan, mengingat keterampilan berbicara merupakan keterampilan
berbicara merupakan keterampilan yang paling sulit dikuasai dibandingkan dengan keterampilan
berbahasa yang lain seperti keterampilan menyimak, membaca dan menulis.
Pengajaran keterampilan berbahasa yang diajarkan di Sekolah Lanjutan Tingkat Pertama saat ini
lebih menekankan pada keterampilan membaca. Dalam pelaksanaan kegiatan belajar mengajar
bahasa inggris, guru berpedoman pada buku pegangan wajib dan siswa juga belajar dengan buku
pegangan wajib untuk siswa, yang memuat tema-tema dan disertai latihan-latihan dalam setiap
unitnya. Jadi, kegiatan belajar mengajar bahasa Inggris lebih menekankan pada pemahaman
terhadap suatu bacaan mengenai tema tertentu. Sementara kegiatan pembelajaran untuk
mengembangkan keterampilan berbicara siswa masih belum dilaksanakan sepenuhnya oleh guru.
Kegiatan pembelajaran untuk mengembangkan keterampilan berbicara yang dilakukan oleh guru
pada saat ini lebih banyak menggunakan teknik pengajaran berbicara dengan menggunakan
metode ulang ucap yaitu guru membacakan contoh-contoh percakapan pendek kemudian siswa
menirukan bersama-sama (Taringa, 1988 : 35). Dengan metode seperti itu pengalaman
penggunaan bahasa yang diperoleh siswa hanya bersifat hafalan, karena siswa tidak diberi
kesempatan untuk mempraktekkan langsung. Hal seperti inilah yang kadang menyebabkan siswa
mengalami kesulitan untuk menguasai keterampilan berbicara bahasa Inggris. Quin (1972 : 12)
dalam hasil penelitiannya mengemukakan bahwa penguasaan kosa kata sebagian besar lulusan
SLTP masih sangat rendah yaitu sekitar 500 600 kosa kata dari yagn ditargetkan yaitu kurang
lebih 1000 kosa kata, sehingga sebagian besar lulusan SLTP mengalami kesulitan atau bahkan
tidak bisa menguasai komunikasi secara lisan maupun tertulis. Dalam mempelajari keterampilan
berbicara, penguasaan kosa kata sangat diperlukan karena dengan memiliki pembendaharaan
kosa kata yang cukup banyak akan mempermudah siswa dalam menguasai keterampilan
berbicara dalam bahasa Inggris.
Menurut Subiyati (1989 : 31) rendahnya penguasaan kosa kata bahasa asing disebabkan belum
digunakannya metode dan media pengajaran yang mampu membangkitkan minat dan motivasi
belajar siswa. Khususnya metode dan media pengajaran yang mengarah pada penguasaan
struktur-struktur dasar secara lisan yang merupakan landasan untuk mengembangkan
kemampuan pasif maupun aktif dalam berkomunikasi lisaan. Untuk itulah dalam kegiatan belajar
mengajar bahasa Inggris, khususnya pengajaran keterampilan berbicara guru harus mampu
memilih secara cermat metode dan media pengajaran yang akan digunakan sehingga materi
pelajaran yang sudah ada dapat dikembangkan.
Dewasa ini sudah banyak dikembangkan berbagai media pengajaran untuk pengajaran bahasa.
Namun secara garis besar media pengajaran dilihat dari jenisnya dibagi menjadi media audio,
media visual dan media audio visual. Media audio adalah media yang berkaitan dengan indera
pendengaran. Ada beberapa jenis media audio seperti dikemukakan oleh Arief S. Sadiman 1990 :
52) yaitu radio, alat perekam pita magnetik, piringan hitam dan laboratorium bahasa. Alat
perekam pita magnetik atua yang lebih dikenal dengan cassette tape recorder sudah sejak lama
digunakan oleh orang baik untuk hiburan, penyimpanan data atau keperluan lainnya. Namun
dalam dunia pendidikan cassette tape recorder dapat dimanfaatkan untuk merekam materi
pelajaran yang akan disajikan kepada siswa.
Berkaitan dengan kegunaan cassette tape recorder dalam kegiatan belajar mengajar seperti telah
dikemukakan diatas, maka penggunaan cassette tape recorder untuk kegiatan keterampilan
berbicara dirasa sangat tepat terutama untuk mengajarkan bagaimana cara mengucapkan kata-
kata dalam bahasa Inggris secara benar, mengingat bahwa cassette tape recorder memiliki
beberapa kelebihan diantaranya dapat diputar secara berulang-ulang sehingga memberi
kesempatan pada siswa untuk mendengarkan materi lebih sering. Dengan demikian kegiatan
belajar mengajar akan lebih efektif dan bervariasi karena siswa terlibat secara aktif. Penggunaan
media audio kaset yang dipersiapkan secara tepat dan digunakan dengan baik dalam pengajaran
bahasa Inggris diharapkan dapat membantu meningkatkan minat dan motivasi siswa untuk
belajar bahasa Inggris, sehingga dapat menguasai semua keterampilan berbahasa yang diajarkan
dalam mata pelajaran bahasa Inggris di Sekolah Lanjutan Tingkat Pertama, khususnya
keterampilan berbicara.
Dengan memperhatikan permasalahan dan dipertimbangkan lain bahwa penelitian mengenai
media audio kaset yang berkaitan dengan keterampilan berbicara bahasa Inggris belum pernah
dilaksanakan, maka peneliti bermaksud untuk mengangkat pemasalahan ini dalam suatu
penelitian yang berjudul Pengaruh Penggunaan Media Audio Kaset Terhadap Peningkatan
Keterampilan Berbicara Bahasa Inggris Pada Siswa Kelas 1 SLTP Negeri I Patarukan Kabupaten
Pemalang Jawa Tengah
B. Batasan Masalah
Sehubungan dengan keterbatasan waktu, pikiran dan tenaga yang dapat dijangkau peneliti, maka
permasalahan dalam penelitian ini dibatasi pada penggunaan media audio kaset dan pengaruhnya
terhadap peningkatan keterampilan berbicara bahasa Inggris siswa kelas 1 SLTP.
C. Rumusan Masalah
Sesuai dengan batasan masalah diatas, maka peneliti merumuskan permasalahan sebagai berikut
:
Adakah pengaruh yang signifikan penggunaan media audio kaset terhadap peningkatan
ketrampilan berbicara bahasa Inggris siswa kelas I SLTP?
D. Tujuan Penelitian
Untuk mengetahui ada tidaknya pengaruh yang signifikan penggunaan media audio kaset
terhadap peningkatan keterampilan berbicara bahasa Inggris siswa kelas 1 SLTP.
E. Manfaat Penelitian
1.
1. Manfaat teoritis
Sebagai bahan masukan bagi para ahli media pendidikan untuk mengembangkan lebih lanjut
media audio kaset sebagai media pengajaran, terutama sebagai media pengajaran bahasa Inggris.
1. Manfaat praktis
1. Sebagai masukan bagi guru yang bersangkutan untuk menentukan strategi belajar
dan memilih media pengajaran yang tepat khususnya untuk pengajaran
keterampilan berbicara bahasa Inggris.
2. Sebagai masukan bagi pengelola sekolah untuk memperhatikan dan melengkapi
sarana dan prasarana belajar terutama media untuk pengajaran bahasa salah
satunya media audio kaset.












































REDUCING STUDENTS ANXIETY TO SPEAK ENGLISH
(Survey Study at the Eight Ggrade of MTS N 1 Rajadesa)




A RESEARCH PROPOSAL

Submitted to the English Education Program
Faculty of Teacher Training and Education Sciences of Galuh University






By
RIFKI NUR WAHYU
2109080300



ENGLISH DEPARTEMENT
FACULTY OF TEACHER TRINING AND EDUCATION SCIENCES
GALUH UNIVERSITY
CIAMIS
2011

I. Topic :
This Research will be entitiled Reducing Students Anxiety to Speak English. (Survey
Study at the eight grade of MTSN 1 Rajadesa).
II. INTRODUCTION
A. Background of the Study
Empirical research shows that anxious foreign language students are less willing to
participate in learning activities, and have lower performance than non-anxious students (Aida
1994, MacIntyre and Gardner 1991, in Tsiplakides, 2009:39). So. Students anxiety to speak
English very important to be solved. Because it can be influence their speaking ability. Beside
that, speaking English must be practice to be succes pronounciation and vocabulary, especially to
improve their speaking ability.
Anxiety can be described as a perceived notion of psychological distress which occurs
due to the expectation of a disconcerting and potentially threatening event. Although extensive
research has focused on the concept of anxiety, it cannot be defined by purely objective or
concrete means (Rachman, 2004, in Larson, 2007: 2 ). We define anxiety as an emotion
characterized by feelings of anticipated danger, tension, and distress and by sympathetic nervous
system arousal. (Davidoff, 1981: 356).
Many causes of students anxiety to speak English, its important for students to reduce
their anxiety to speak English, Because (Bailey, in Zhang, 2001:52) says: A contributing factor
to learners' success or failure to master second/foreign language is the manner that learners for
their worries, apprehension, and even dread when faced with a certain language
According to learning theory of Thorndike, As explained by Surya (1996:29) stated The
learning theory of Thorndike represents the original S-R framework of behavioral psychology:
Learning is the result of associations forming between stimuli and responses. Such associations
or "habits" become strengthened or weakened by the nature and frequency of the S-R pairings.
The paradigm for S-R theory was trial and error learning in which certain responses come to
dominate others due to rewards. The hallmark of connectionism (like all behavioral theory) was
that learning could be adequately explained without refering to any unobservable internal states.
Thorndike's theory consists of three primary laws: (1) law of effect - responses to a situation
which are followed by a rewarding state of affairs will be strengthened and become habitual
responses to that situation, (2) law of readiness - a series of responses can be chained together to
satisfy some goal which will result in annoyance if blocked, and (3) law of exercise -
connections become strengthened with practice and weakened when practice is discontinued. A
corollary of the law of effect was that responses that reduce the likelihood of achieving a
rewarding state (i.e. punishments, failures) will decrease in strength.
In this case, the writer intends to take up that problem, through his paper entitled:
REDUCING STUDENTS ANXIETY TO SPEAK ENGLISH (Survey study at the eight grade
of MTSN 1 Rajadesa).

B. Reason for choosing the topic:
The writer choose the topic of his study based on the following reasons:
1. Students anxiety to speak English in the class is a problem commonly found in English study,
especially for speaking. Consequently, students cant improve their speaking ability. So the
writer choose this topics to give contribution in Reducing Students Anxiety to Speak English.
2. All teachers need a place to share about students problem, especially students anxiety to speak
english problem to find out best solution.
3. Anxiety is one of the wide varieties of emotional and behaviour disorders, it is a major predictor
for low academic performance among students. To this, anxiety should be taken seriously.
4. Anxiety is one of the fundamental sensations of humans. All human beings become little anxious
when faced to a perilous situation.
C. Research Question
1. What are the causes of students anxiety to speak English?
2. How the students anticipates to reduce their anxiety to speak english?
D. Purpose of the study
This research will be aimed at finding out:
1. The causes of students anxiety to speak English.
2. The students anticipates to reduce their anxiety to speak English.
E. Significance of the study
The result of the study are hoped to give benefits for teachers, the researcher, and the other
researchers:
1. For Teachers
Through this research, the teacher will be able to increase teaching speaking better, to know The
causes of Students anxiety to speak English. And how students anticipates to reduce their
anxiety to speak english.
2. For researcher
Through this study, the writer will be able to improve his knowledge in writing good paper, and
to improve his knowledge in students anxiety to speak English.
3. For other researcher
Other researchers can use the result of this research as a comparative study.
F. Limitation of the study
Based on the research question above, the writer will limit the discussion of reducing
students anxiety to speak english at the eight grade of MTSN 1 Rajadesa. The research itself
will focus to answer of research question.
G. Definition of Key Terms
1. Reducing : Overcome the students' anxiety to speak english.
2. Student: a person who studies a particular academic subject.
3. Anxiety: the problem in this study, anxiety is one of the psychophysiology difficulties (Roger,
2001. Cited in Vitasari, 2010: 89). According to Sarason that anxiety is a basic human emotion
consisting of fear and uncertainty that typically appears when an individual perceives an event as
being a threat to the ego or self esteem (Harris & Coy, 2003. Cited in Vitasari, et.al. 2010:89).
Anxiety and fear are sometimes distinguished from one another on two dimensions, 1. The
object of a fear is easy to specify, while the object of an anxiety is often unclear. 2. The intensity
of a fear is proportional to the magnitude of the danger. (Davidoff,1981:356).
4. Speak English: One of student lesson of junior high school at the eight grade of MTSN 1
Rajadesa as a foreign language.

III. RESEARCH METHODOLOGY
A. Design
According to Nunan and Bailey (2009:25) the overall purpose of a survey is to obtain a
snapshot of conditions, attitudes, and/or events of an entire population at a single point in time by
collecting data from a sample drawn from that population.
Relevant to the purpose and research question above, survey study design will be
employed to capture the details about Reducing Students anxiety to speak english. Survey study
involves systematically gathering enough information about a particular person, social setting,
event, to permit the research to effectively understand how the subject operate and how the
subject solve the problem.
B. Procedure
The writer will carry out the research comprising some steps as follows:
1. Asking for permission to the headmaster of MTSN 1 Rajadesa.
2. Giving the questionaire to the students at eight grade of MTSN 1 Rajadesa.
3. Conducting the interview.
4. Calculating the percentage from the data of questionaire.
5. Making the transcrift of interview.
6. Generalizing the data of interview.
7. Making Conclusion.
C. Population and Sample
As population, the writer will take the students at the eight grade of MTSN 1 Rajadesa. To
determine the sample, the researcher will use cluster sampling technique. because there are more
than one class in the school. There will only be one class which will be given treatment. cluster
sampling technique is Restrict one's selection to a particular subgroups. from within the
population. (Nunan and Bailey, 2009:128)
D. Setting of the Study
This study will be conducted in one of junior high school in Ciamis regency, West java, i.e.
MTS N 1 Rajadesa.
E. Data Collection Technique
It is impossible to collect the data from respondent without any instrument. There will be
several instruments used by writer to get the data from respondents, i.e, questionaire and
interview. Meanwhile, to discover the causes of students anxiety to speak english and the
students anticipate to reduce their anxiety to speak english, the researcher will use a questionaire
and interview. The interview will be conducted to validate data from the questionaire.
F. Data Analysis Technique
1. Data Analysis of Questionaire
To investigate the causes of students anxiety and the students anticipates or strategis to
anticipate the difficulties, the researcher will give a questionaire. the writer will use Closed items
on Questionaire method. According to Nunan and Bailey (2009:130) Closed items on
Questionaire which the range of possible responses is determined by the researcher and the
respondent select from or evaluate the option provided. The data from questionaire will be
analyzed by using Closed Items on Questionaire. And the percentage computation as suggested
by Hatch and Lazaraton (1991:136) as follows :

To interpret the obtained data from the percentage computation, the writer will use
percentage categories according to Ali (1985:184) as follows:
0% : none of the respondents
1%-25% : small number of respondents
26%-49% : almost half of respondents
50% : half of the respondents
51%-75% : most of the respondents
76%-99% : almost all of respondents
100% : all of the respondents

2. Data Analysis Interview
To obtain data of this study, the writer uses standardized open ended interviews. According
to Turner (2010:756) Standardized open ended interviews are likely the most popular form of
interviewing utilized in research studies because of the nature of the open ended questions,
allowing the participants to fully express their viewpoints and experiences. The data from
interview will be analyzed by generalizing of the data.


G. Time Schedule



NO.



Task
Desember January February March April May June
July
1. Writing
Research
proposal


2. Seminar of
Proposal


3. First
consultation
to
supervisor
and
collecting
book
resources


4. Consulates
to the
supervisor


5. Conducting
research


6. Collecting
data


7. Making
analysis of
data


8. Finishing
and
refinement
of the paper


9. Paper
Examination



IV. LITERATURE REVIEW
1. Three Stages of Language Learning
Language anxiety has been theorized to occur at all the three stages of language learning:
input, processing and output. The description of these three stages with relation to anxiety will
point out why Second/Foreign language learners make mistakes and the reasons of linguistic
difficulties Second language/Foreign learners face in learning and using the target language. This
can offer an insight to help understand anxiety experienced while communicating in the target
language.
This section discusses the psychological and linguistic reasons of language anxiety that
occurs at all the three stages of language learning: input, processing, and output.
a) Input
Input is the first stage of language learning. It activates Language Acquisition Device
(LAD) an innate language specific module in the brain (Tanveer, 2007: 20), which carries out
the further process of language learning. Anxiety at the input stage (input anxiety) refers to the
anxiety experienced by the learners when they encounter a new word or phrase in the target
language. Input anxiety is receivers apprehension when receiving information from auditory and
visual clues
Input anxiety is more likely to cause miscomprehension of the message sent by the
interlocutors, which may lead to the loss of successful communication and an increased level of
anxiety.
b) Processing
Anxiety at the processing stage, called processing anxiety, refers to the apprehension
students experience when performing cognitive operations on new information (Tranveer,
2007:21). working on the Information Processing Model have tried to explore how these
cognitive operations are performed in human brain and have explained the learners inability to
spontaneously use everything they know about a language at a given time.
The Cognitive Processing Model can also explain the difficulty learners feel in
remembering and retrieving vocabulary items while communicating in the target language
another important source of language anxiety for the EFL/ESL learners. (MacIntyre and Gardner,
1991,in Tranveer, 2007:22), found a significant negative correlation between language anxiety
and ability to repeat a short string of numbers and to recall vocabulary items.
c) Output
Anxiety while communicating in the target language is more likely to appear at the output
stage, which entirely depends upon the successful completion of the previous stages: input, and
processing. Anxiety at the output stage refers to learners nervousness or fear experienced when
required to demonstrate their ability to use previously learned material. ManIntyre and Gardner
asserted, High level of anxiety at this stage might hinder students ability to speak in the target
language (Tranveer, 2007:30).
2. Some of The Causes of Anxiety
According to Horwitz et al. (1986: 127) says considering language anxiety with relation to
performance evaluation within academic and social contexts, drew parallels between it and three
related performance anxieties: (1) communication apprehension (CA), (2) test anxiety, (3) fear of
negative evaluation.(Tanveer. 2007:11). This description will general for the causes of students
anxiety in speaking english (foreign language). providing an insight to comprehend the sources
or causes it can originate from.
(a). Communication Apprehension (CA)
Students personality traits such as shyness, quietness, and reticence are considered to
frequently precipitate CA. These feelings of shyness differential from individual to individual,
and from situation to situation. According to McCroskey and Bond (1980, 1984, in Tanveer,
2007:12) found seven factors that could result in students quiet. (1) low intellectual skills, (2)
low speech skill, (3) voluntary social introversion, (4) social alienation, (5) communication
anxiety, (6) low social self-esteem, (7) ethnic/cultural divergence in communication norms.
(b) Test Anxiety
Test is also relevant to the discussion of foreign language anxiety. Test anxiety, as
explained by Horwitz et al. (1986), refers to a type of performance anxiety stemming from a
fear of failure. (Tanveer, 2007: 13).
(c) Fear of Negative Evaluation
Fear of negative evaluation is an extension of the second component (test anxiety) of
second/foreign language anxiety because it is not limited to test taking situations, but, it may
occur in any social, evaluative situation, such as interviewing for a job or speaking in
second/foreign language class (Horwitz et al., 1986: 127. in Tranveer, 2007:14). It is also
broader in the sense that it pertains not only to the teachers evaluation of the students but also to
the perceived reaction of other students as well (Shams, 2006: 10. in Tanveer, 2007:14).
Where limited processing mental capacity may cause anxiety, conversely, anxiety may
restrict this operational capacity of the mind, and both together may cause impaired performance
or altered behaviour. Researchers have found a recursive or cyclical relationship among anxiety,
cognition and behaviour (Leary, 1990. Levitt, 1980. in Tanveer, 2007: 21-22).












Figure 1: relations between, cognition and behaviour
Source: MacIntyre 1995, p. 93,

Figure1: shows that anxiety, behaviour and cognition are mutually inter-related.
MacIntyre (1995) explains this relationship as follow: For example, a demand to answer
a question in a second language class may cause a student to become anxious; anxiety leads to
worry and rumination. Cognition performance is diminished because of the divided attention and
therefore performance suffers, leading to negative self-evaluations and more self deprecating
cognition which further impairs performance, and so on. (Tanveer, 2007:22).

2. Strategies to Reduce Students Anxiety
Language anxiety, being a student psychological construct, has been found to make a huge
difference in learning to speak a foreign language. Many studies on language anxiety have
suggested a variety of strategies to successfully reducing students anxiety. Interestingly, all the
subjects who have been involved in the process of English language learning and teaching for
many years seemed to have given enough thought to the ways of reducing students anxiety.
As explained by Surya, The most frequent suggestion participants made was to make the
language classroom environment less formal and more friendly, one where students can make
mistakes without looking mistake ( Surya, 1996:28-31).
A way forward to create less stressful classroom environment, as suggested by ESL/EFL
teacher, is that the instructors should create situations where students can feel successful in
using English and avoid setting up the activities that increase the chances for the students to
fail. (Tranveer, 2007:55).


It was also asserted that students self-related cognitions and beliefs should be taken into
account in order to successfully cope with language anxiety. As a first step, it was generally
maintained that teachers should take time to discuss or initiate discussion in the class by pointing
out that it is very common for students to feel uncomfortable, uneasy and anxious while speaking
English, thus inviting their thoughts about its possible reasons as well as solutions. The
discussion, it was assumed, would heighten their awareness that the feelings of anxiety are
common in most of the learners and are not associated with any particular individual. Thus, it
would also help them to take away the feeling of competition or comparison that others are all
smarter and more confident. (Price, 1991:107. in Tranveer, 2007:56).

Students should be encouraged to think about their positive personality traits and thus
gather their own strengths and build upon them. (Tranveer, 2007:58) This way, instructors can
build students confidence and self-esteem in their second/foreign language ability via
encouragement, reassurance, positive reinforcement, and empathy (Onwuegbuzie et al., 1999:
232, in Tranveer, 2007:58). Furthermore, the teachers should identify the signs of perfectionism
in the learners and should work to explore their earlier belief systems in order to help them to
step down from the set standards at the early stages and then work patiently to achieve the
desired standards gradually, stated the Pakistani participant. (Tranveer, 2007:58)
In spite of the variety of techniques found in this study, as well as those reported in
previous studies, language anxiety seems to continue to flourish in the language classrooms. It
suggests that these strategies are just a guideline for the teachers, as well as for the ESL/EFL
learners, rather than a treatment of language anxiety This also confirms the view that language
anxiety is a complex psychological phenomenon, one which requires special attention by the
language instructors if it is to be adequately dealt with. However, it can be postulated that apt
implication of these strategies can reduce language anxiety to a considerable extent, even if they
cannot completely alleviate it.
V. BIBLIOGHRAPHY
Davidoff, L.L. 1981. Introduction To Psychology. Mc Graw-Hill International book company.

Hatch, E. And Lazaraton, A.1991. The Research Manual: Design and Statistics for Applied
Linguistics. Massachusetts: Heinle and Heinle Publishers.

Larson, H.A. 2007. Reducing Test Anxiety Among Third Grade Students Through the Implementation
of Relaxation Techniques. Eastern Illinois University.

Nunan, D. And Bailey, K.M. 2009. Exploring Second Language Classroom Research. Sherrise Roehr.

Rohmatika, Rina. 2007. The Rule of Teacher Training Program in the Development of English
Teaching Profesionalism at Elementary School. Galuh University. unpublished.

Surya, Muhammad. 1996. Psikologi Pembelajaran Dan Pengajaran. Brunei Darussalam University.

Tanveer, Muhammad. 2007. Investigation of the factors that cause language anxiety for ESL/EFL
learners in learning speaking skills and the influence it casts on communication in the target
language. University of Glasgow.

Tsiplakidess, L. 2009. Helping Students Overcome Foreign Language Speaking Anxiety in the English
Classroom: Theoretical Issues and Practical Recommendations. MEd in TESOL, Greek Open
University.

Turner, D.W. 2010. Qualitative Interview Design: A Practical Guide for Novice Investigators. Nova
Southeastern University, Fort Lauderdale, Florida USA.

Vitasari, Prima. 2010. The Use of Study Anxiety Intervention in Reducing Anxiety to Improve Academic
Performance among University Students. Universiti Malaysia Pahang, Malaysia.

Zhang, L.J. 2001. ESL Students' Classroom Anxiety. Institute of Education (Singapore).

(www.ccsnet.org/journal.html) Acessed on Tuesday, December 07th 2010.

(http://tip.psychology.org.html) Accessed on Tuesday, December 07th 2010.


VI. APPENDICES
Appendix I
ANGKET SIKAP SISWA
Anda dimohon kesediaannya untuk memberikan pendapat terhadap pernyataan mengenai
sikap anda dalam pembelajaran berbicara (bahasa inggris). Angket ini bukan merupakan tes. Tak
ada jawaban yang benar atau salah tentang pernyataan tersebut, jawaban anda tidak akan
mempengaruhi nilai pelajaran anda. Namun, informasi yang anda berikan akan sangat berharga
untuk perbaikan pembelajaran dalam pembelajaran (Bahasa inggris). Setelah anda membaca
dengan seksama suatu pernyataan, putuskanlah bagaimana pendapat anda tentang pernyataan itu
dengan seksama suatu pernyataan, putuskanlah bagaimana pendapat anda tentang pernyataan itu
dengan menuliskan checklist pada pernyataan yang sesuai dengan pendapat anda, yaitu:
SS : Sangat Setuju
S : Setuju
NT : Netral
TS : Tidak Setuju
TS : Sangat Tidak Setuju
Selamat bekerja dan jawablah dengan sejujur-jujurnya. Tidak lupa saya ucapkan terimakasih.

No. Pernyataan SS S NT TS STS
1 Saya ragu untuk berbicara Bahasa
Inggris karena Saya tidak mengetahui
susunan kata yang benar, baik dalam
susunan kata (grammar), kosa kata
(Vocabulary), dan cara pengucapan
nya (pronounciation).

2 Saya sering diejek atau di tertawakan
teman ketika mencoba berbicara
Bahasa Inggris.

3 Saya suka ditegur guru karena salah
dalam berbicara Bahasa Inggris yang
benar, jadi saya memilih diam.

4 Saya malu untuk berbicara Bahasa
Inggris.

5 Saya mempunyai teman yang bisa
diajak berbicara Bahasa Inggris. Jadi
saya terbiasa berbicara bahasa
inggris.

6 Saya selalu gerogi jika berbicara
Bahasa Inggris.

7 Saya Ragu berbicara Bahasa Inggris
karena saya jarang belajar/latihan
berbicara dalam Bahasa Inggris.

8. Saya menyukai pelajaran Bahasa
Inggris.

9. Saya pikir bisa berbicara Bahasa
Inggris begitu penting.

10. Saya ingin bisa berbicara Bahasa
Inggris dengan baik dan benar.

11. Saya tidak ragu untuk berbicara
Bahasa Inggris, walaupun saya kurang
menguasai Bahasa Inggris yang baik
dan benar.

12. Saya pikir siswa lain lebih baik Bahasa
Inggris nya daripada saya.

13. Saya takut resiko dari kesalahan dalam
berbicara Bahasa Inggris.

14. Saya merasa begitu percaya diri ketika
menggunakan Bahasa Inggris di depan
siswa lain.

15. Saya akan berusaha lebih santai/rilex
untuk berbicara Bahasa Inggris.
16. Saya ingin private Bahasa Inggris agar
bisa berbicara Bahasa Inggris dengan
baik dan benar.

17. Saya suka membaca tentang
dialog2/percakapan dalam bahasa
inggris.

18. Saya suka bertanya kepada teman jika
ada pembicaraan bahasa inggris yang
tidak diketahui.

19. Saya suka mendengarkan
dialog/percakapan dalam bahasa
inggris, baik di TV atau di kaset.

20. Saya memang siswa yang pendiam.

Appendix 2
For interview :
1. Apakah kamu ragu untuk berbicara bahasa inggris?
2. Faktor apa yang menyebabkan kamu ragu untuk berbicara dalam bahasa inggris?
3. Bagaimana kamu mengantisipasi keragu-raguan kamu untuk berbicara bahasa inggris?















NCREASING STUDENTS SPEAKING ABILITY THROUGH BOARD GAME FOR THE EIGHTH GRADERS OF
SMP

CHAPTER I

INTRODUCTION

A. Background of the Study.
Look at the developing science and technology, language has an important rule for human life, by using
language the people will express their ideas, emotion, and desires, and it is used as a medium to interact
with one another, to fulfil their daily need. English has been the most important language in
international communication. The people all over the world speak the language when they meet one
another in every international meeting, workshop, or conference. All countries in the world have set the
language as one of the compulsory subject studied at school.
English has many functions, one of them as stated in the 2004 curriculum that English is means for the
students to develop science, technology, culture and art, and the final objective of teaching and learning
process is the students are expected to master the four skills of language: listening, speaking, reading,
and writing. Teaching and learning will be success if they are supported by some factors such as the
method that is used in teaching English, completeness of teaching facilitation, interesting media, and
condition of school environment.
Indonesia as one of the developing countries has also set its educational curriculum to include English as
a foreign language which is studied from junior high school up to the university level. Being successful
students are not easy, this fact can be seen mostly at eight grader of MTs NW Majidi, although they
have been studying English for more than a year, but they are still unable to use English in interacting
with their teacher in the classroom.
Speaking is important for them to practice their capability and their understanding, how to send idea,
and how to spell word well; in this case the students motivation and interest are very needed to make
the process of their understanding more easily.
Because of the material of English subject is very variety, so the teachers are obligated to choose the
suitable approach, strategy, and method in order to achieve the teaching purposes easily, and the media
will make the students to be more motivated to study. The teacher who is able to present the material
easily will be students idol. The teacher can use some methods in teaching learning process to help the
students understanding about the material that is explained. In applying method, the teachers have to
prepare many things like; teaching material, classroom management, and many other aspects because
using inappropriate technique can make the students get difficulties in understanding the teachers
explanation and it means that the teacher may be failed in teaching them.
To make the students have strong interest in teaching and learning process especially in learning
speaking, the teacher should take the best approach, method, and strategies. Then, the teacher can use
media in teaching of English language, method are used to help the students for speaking to make
interaction between the teacher and students. Furthermore, the teacher has to prepare the interested
aids before teaching learning process done. In this case, the researcher used board game as method in
teaching learning processes.
The teacher can use board game as method in teaching and learning processes. According to (Hornby;
1995, p. 486) game is an activity that you do to have some fun. Board game can be defined as something
or an instrument that is used to attract students motivation to follow the teaching and learning process
because board game can make the students more focus in learning, because they do not feel that they
are forced to learn. They also enable learners to acquire new experiences within a foreign language
which are not always possible during a typical lesson. Board game can be method that will give many
advantages for teacher and the students either.
Method must be able to increase the students motivation in learning English, especially in speaking
English. And, method has to be able to manipulate, see able, listenable, and readable. At last the teacher
hopes that method can motivate his students to speak English to communicate their need especially in
the classroom and in their daily need in general.
Board game as a method of intertwinement can build up the students motivation and reinforce any
language skill as speaking and listening. The students playing board game in the classroom only for
language learning and help them to increase their speaking skill which they can apply it outside of the
classroom.
Communication is one of the implementation of language function in society as a means of carrying out
the affairs. Students are not easy to speak English fluently if they only study at school generally, they will
get it in real life listening to the native speaker. But, if the school has certain rule and has good condition
of school environment, so the students can speak English as well.
Speaking is one of four language skills, which is basic function of language as communication
instrument. Students who study at the school which use certain language will be a good speaker,
different from students who study at the other school. They will get difficulties in using English to speak
each other; it is caused by condition of school environment and media that is used in teaching them.
B. Focus of the Study
Based on the background of the study above, this study is limited to find out the increasing of students
speaking ability through board game. The subject of the study is the eighth graders of MTs NW Majidi in
the school year 2012/2013.
C. Statement of the Problem
Based on the background above, the problem can be formulated as follows: How can board
game increase the students speaking ability at the eighth graders of MTs NW Majidi in the school year
2012/2013?
D. Purpose of the Study
This study is aimed at finding out the role of board game in increasing students speaking ability for the
eighth graders of MTs NW Majidi in the school year 2012/2013.
E. Significances of the Study
The results of this study are expected to give both theoretical and practical benefits as follows:
1. Theoretically
The result of this study is expected to find out strategy of increasing students speaking ability through
board game.
2. Practically
a. Teacher
1) Teacher can use the material easier and she/he will have a new method to teach speaking by using
board game.
2) The teacher can make this method to be an interesting method in other the students easy to
understand in learning english speaking.
b. Students
1) The students will be easy to understand about how to say something.
2) It will improve the students ability in speaking.
c. Researcher
1) Can use the result of this study to be reference.
2) Can search the same variable.
CHAPTER II
REVIEW OF LITERATURE AND ATION HYPOTHESIS
A. Speaking Ability
In this chapter will discuss about the nature of speaking, the meaning of speaking, the function of
speaking, the aspect of speaking ability, and macro and micro skill of speaking ability.
1. The Nature of Speaking Ability
Brown (in Islamiyah, 2007, p. 14) states that speaking is a productive skill that can be directly and
empirically observed, those observations are invariably collared by the accuracy and fluency. While, he
also states that speaking is the product of creative construction of linguistic strings, the speakers make
choices of lexicon, structure, and discourse.
Poerdarminta (in Islamiyah, 2007, p. 14) states that the classical meaning of speaking is the ability to
talk, and to speak. The main purpose of speaking is to send the message for the other one or to be able
to communicate about something in language and understood by someone who becomes a listener.
Tarigan (in Islamiyah, 2007, p. 14) states that speaking is one of the language skills in oral form to
express the speakers ideas to everybody else. While, speaking is the informal interchange of thought
and information by spoken words.
2. The Meaning of Speaking Ability.
Speaking ability consists of two words are speaking and ability. To avoid misunderstanding about the
meaning of speaking ability, it will clarify one by one. According to Poerwadarminta (1985, p. 109). It is
also stated by Hornby (1990, p. 51) that abilitys potential capacity of power to do something physically
or mentally. Those description may concluded that ability is capability of human which identical with
ability. According to Djiwandono (in Munir, 2005, p. 16) speaking is the activity to express thought and
feeling orally.
Speaking is an articulation of sound to express thought. Tarigan (1990, p.15), says that speaking is the
capability in pronouncing sound or word to express or convey though, idea or feeling opinion and wish.
Another expert says that speaking is talk or speaks (Haryanto in Sunardi, 2004, p. 13). If both speaking
and ability are combined, so it means a capability to utter the articulation of sound to express or to
deliver thought, opinion and wish to the other person.
3. The Function of Speaking Ability
Brown and Yule in Fauzi (2012, p. 4) also describe a useful distinction between two basic language
function. These are the transactional function, which is primarily concerned with the transfer of
information, and the interactional function, in which the primary purpose of speech is the maintenance
of social relationship.
Another basic distinction when considering the development of speaking ability is between monologue
and dialogue. They ability to give an uninterrupted oral presentation is very clear from interacting one
people and another speakers for transactional and intersectional purpose, while, all native speakers can
and do use language interaction, not all native speaker have the ability to be extempore on a given
subject to group of listeners. Furthermore, Brown and Yule in Fauzi (2012, p. 4) suggest that most
language teaching is concerned with developing skills in short intersectional exchanges in which the
learner is only required to make one or two utterance at a time.
Based on the above statement, Bygate in Fauzi (2012, p. 5) distinguishes that between motor-
perceptive skill, which are concerned with correctly using the sound and structures of language, and
interactional skill, which involves motor perceptive skill for the purpose of communication motor
perceptive skill are developed in the language classroom through activities such as model dialogues,
patterns practice, oral drills and so on, until relatively recently, it was assumed that the mastery of
motor perceptive skill was that needed all one, in order to communicated successfully.
4. The Aspect of Speaking Ability
Darmodihardjo in Fauzi (2012, p. 7) states about the aspects of speaking that is the requirements of
effective speaking such as: intonation, phonetic transcription and environment expression
The opinion above describes that, to able communicate effectively, it must be considered that situation
of sound utterance, pronunciation and physical. On the other hand, Valetto in Fauzi (2012, p. 7) says
that The elements which are in speaking cover phonetic transcription, grammar, vocabulary, the
effective and speaking
Meanwhile, Haris in Fauzi (2012, p. 7) clarifies as follows:
Like writing speaking is complex skill requiring the simultaneous use of number of the different abilities
which often developed of different rates either four of five components are generally recognized in
analyze of the speak process: (a) pronunciation concluding the segmental features vowel, and
consonants, vocabulary, stress and intonation pattern the flow speech, (b) grammar, (c) vocabulary, (d)
fluency (the case and speed of the flow speech). The solve probably be added, (e) comprehension for
oral communication certainly requires a subject the response to speak as well as imitation.
Based on the statement above, it can be concluded that the aspects of the speaking ability in this
research are: (a) pronunciation competence, (b) grammatical ability, (c) vocabulary mastery, (d) the
fluently of speaking, and (e) the understanding of the topic of speaking.
5. Macro and Micro Skill of Speaking Ability
a) Macro Skills of Speaking
(Sharma, 2010, P. 5). Here are the skills that should be implemented in speaking activities:
1. Appropriately accomplish communicative functions according to situations, participants, and
goals.
2. Use appropriate styles, registers, implicative, redundancies, pragmatic conventions, conversion
rules, floor keeping and yielding, interrupting, and other sociolinguistic features in face-to-face
conversations.
3. Convey links and connections between events and communicate such relations as focal and
peripheral ideas, events and feeling, new information and given information, generalisation and
exemplification.
4. Convey facial features, kinesics, body language, and other nonverbal cues along with verbal
language.
5. Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing,
providing a context for interpreting the meaning of words, appealing for help, and accurately
assessing how well your interlocutor is understanding you.
b) Micro Skill of Speaking
Here are some of the micro skills involved in speaking. The speaker has to:
Pronounce the distinctive sounds of a language clearly enough so that people can distinguish
them. This includes making tonal distinctions.
Use stress and rhythmic patterns, and intonation patterns of the language clearly enough so
that people can understand what is said.
Use the correct forms of words. This may mean, for example, changes in the tense, case, or
gender.
Put words together in correct word order.
Use vocabulary appropriately.
Use the register or language variety that is appropriate to the situation and the relationship to
the conversation partner.
Make clear to the listener the main sentence constituents, such as subject, verb, object, by
whatever means the language uses.
Make the main ideas stand out from supporting ideas or information.
Make the discourse hang together so that people can follow what you are saying. (Carol J. Orwig
1999, P. 23).
B. Board Game
This chapter discuses about the meaning of board game, the concept of board game, the advantages of
board game, the disadvantages of board game, and teaching speaking by using board game.
1. The Meaning of Board Game.
To increase the speaking skill we need method to be used. One of them is game. The definition
of game is an activity that you do to have some fun (Hornby, 1995, p. 486). Therefore, board game can
be defined as something or an instrument that is used to attract students motivation to follow the
teaching and learning process because board game can make the students more focus in learning,
because they do not feel that they are forced to learn. They also enable learners to acquire new
experiences within a foreign language which are not always possible during a typical lesson. Board game
can be method that will give many advantages for teacher and the students either. Buckby (1994, P. 82)
The useful of board game are attract the students to learn English because it is fun and make them want
to have experiment, discover and interact with their environment are:
a) Board game adds variation to a lesson and increase motivation by providing a plausible
incentive to use the target language. For many children between four and twelve years old, especially
the youngest, language learning will not be the key motivation factor. Board game can provide this
stimulus. Buckby (1994, P. 82).
b) The game context makes the foreign language immediately useful to the children. It brings
the target language to life. Buckby (1994, P. 82).the board game makes the reason for speaking plausible
even to reluctant children.
c) Through playing board game, students can learn English they way children learn their
mother tongue without being aware they are studying; thus without stress, they can learn a lot.
d) Even shy students can participate positively.
e) Make your classroom a lively place through the use of attractive wall displays, displays of
pupils work, etc. language classroom is noisy with the language (English) is good because it will make
the classroom more live in English (practice)
f) Motivate pupils to want to learn English by using interesting and enjoyable learning
activities. E.g., project work, board game, drama. It means learning by playing.
g) Create warm and happy atmosphere where teacher and pupil enjoy working together.
Teacher arranges good atmosphere in classroom and make the students interested.
h) Help pupils to develop personal reasons for learning English. For example by encouraging
out-of school class activities, e.g. pen friends, project, reading story books.
i) Make learning English enjoyable and fun-remember you are influencing their attitude to
language learning. (Lower as affective filter). It means teacher has to try in order to students are having
fun in learning (learning by playing). Remember teacher is influencing their attitude to language learning
j) Do not worry about mistakes. Be encouraging make sure children feel comfortable, and
not afraid to take part. It means teacher does not blame directly to students, teacher must give support
to students while repair their mistakes.
k) Use a lot of gestures, actions, pictures to demonstrate what you mean. It means teacher has
to try to accompany her explanation with method in order to students understand easily. Dont force
the students to use the language directly, just give them examples by gestures
l) Talk a lot to them in English, especially about things they can see. Teacher must teach them
by using English, especially about anything in their surroundings.
m) Play board game, singsongs, say rhymes and chants together. It means teacher has skills in
playing board game, singsong etc to make them enjoy and interest in learning.
n) Tell simple theories in English, using pictures, acting with different voices.
o) Do not worry when they use their mother tongue. You can answer a mother tongue question
in English, and sometimes recast in English what they say in their mother tongue. It means if the
students use their mother tongue, the teacher translate to English and repeat again, again and again to
make them always remember what teacher means.
p) Constantly recycle new language but do not be afraid to add new things or to use words they
will not know. Teacher gives new language while remember the last topic.
q) Plan lesson with varied activities, some quiet, some noisy, some sitting, some standing and
moving, it means teacher must demonstrate his teaching with several activities (moiling teaching),
sometimes teacher sit, stand up in front of or behind the students.
2. The Concept of Board Game
Hammond (2011, P. 1). While the concept of a board game is not new, the playing of board games is
timeless. Many of us enjoy playing a good board game now and then. Perhaps some of us have a regular
"game night." Whether you go for the traditional Monopoly or Yates or prefer more unique games like
Gator Golf and Bolkus, board games can be very entertaining. A lot of companies are making educational
board games that teach things such as adding or phonics. While these are obviously educational, any
type of board game can teach kids many important concepts.
This article will address 5 important concepts that playing board games can teach children. 1. Taking
Turns and Having Patience, 2. Playing Fair, 3. Reasoning and Strategy Skills, 4. Good Sportsmanship, 5.
Friendships and Working Together.
1. Taking Turns and Having Patience: In board games, kids are taught to wait for their turn.
Sometimes this can be hard as kids tend to get anxious. However, as this skill is practiced, it will
get easier for them in board games and in playing with friends and siblings in general.
2. Playing Fair: It is so easy for kids to get upset when they lose a turn or things don't go the way
they planned, but it is important for them to learn that cheating is not fair. In a way it follows
the golden rule because they wouldn't want someone else to cheat so they need to not
cheat. Learning this concept will help kids as they grow older and have different
disappointments when things don't turn out as planned. It will also teach them to be honest in
school and, later on, the workplace.
3. Reasoning and Strategy Skills: Playing board games will help kids reason and strategize about
the best way to "play their cards" to their best advantage. This is an important concept in
making everyday life decisions throughout.
4. Good Sportsmanship: Many kids get so worked up about having to win the game and boast if
they do. Then if they don't win they may be bitter or say hurtful things. Kids need to know that
having fun is the most important part of playing the game and to be humble and have good
sportsmanship no matter who wins. Learning this concept can help them in any friendships they
have as well as to be happy about others achievements.
3. The Advantages of Board Game
Carly (2010, P. 21). There are many advantages of using board game in the classroom they are:
1. They are motivating and challenging.
2. Learning a language requires a great deal of effort.
3. Board game helps students to make and sustain the effort of learning.
4. Board game provides language practice in the various skills- speaking, writing, listening and
reading.
5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.
7. Speaking skill board game bring real world context into the classroom, and increase students
use of English in a flexible, meaningful and communicative way.
8. Board games usually involve friendly competition and they keep students interested in learning
the language.
9. Board game can help them (children) learn and hang on to new words more easily.
The reasons of the writer in choosing board game as educational method for teaching
speaking to the children are:
1. Board game makes learning fun so your class and children are willing participants and not just
there because they have to be.
2. Playing a game has a purpose to it, an outcome, and in order to play students have to say
things they have a reason to communicate rather than just repeat things back mindlessly. Therefore,
they want to know and learn more.
3. Students get to use the language all the time during the board game
4. They involve a lot of repetition, and repetition is the mother of skill, it can be boring, but thanks
to this board game, it is fun.
5. How do you expect your class or children to apply speaking skill if they never use it? Repetition
is the mother of skill.
6. The board game lends themselves perfectly to quick bursts of revision. Using some of the board
game, you can revise a massive amount of speaking skill and grammar in a few minutes.
7. If you use board game to revise two or three topics every lesson, as well as teach the new
language, imagine how well your kids will do at exam time, and how proud you will feel.
8. Children have a short attention span (even more so these days with the style and pace of the
method, and computer board game), so injecting lively varied board game into your classes to practice
the language you are teaching will keep your children alert and enjoying themselves
9. The philosophy of encouragement incorporated into this board game allows all students,
including the less good ones, to gain in confidence. Usually this doesn't just mean they get better at your
subject, but in all subjects. This makes everybody, including you, more motivated and optimistic, and
you can really make a difference by helping your pupils have more self-esteem so they succeed in all
areas of life.
10. You do not need many materials to play these board game (in some cases you need only your
regular black board or classroom props). Once you have used the board game once you will need
virtually no preparation time at all!
11. You will be able to give stimulating fun classes while keeping your evenings free for yourself and
your own hobbies, family and friends, based on the above description, can be therefore it can be
summarized that:
a) Board games are often used as short warm-up activities or when there is some time left at the
end of a lesson. In this case, a game should not be regarded as a marginal activity filling in odd moments
when the teacher and class have nothing better to do. Board game ought to be at the heart of teaching
(foreign) languages.
b) Board game can be used at all stages of the lesson. But teachers must be sure that board game
provided, are suitable and carefully selected by the teachers.
c) Before playing a game teachers should give attention to the number of students, proficiency level,
cultural context, timing, learning topic, and the classroom settings.
4. The Disadvantages of Board Game
Dewar (2009, p. 15). There are many disadvantages of using board game in the classroom:
1. Most people play with house rules (ex. money under free parking, not using the auctions, etc)
that cause the game to last much longer than it should.
2. Player elimination. Players can get knocked out of the game early. Who wants to watch other
people play a game?
3. Too dependent on luck. Once all the properties are bought & traded, the game is just rolling the
dice until everybody goes bankrupt.
4. Doesn't scale well to the number of players. 4 players seem to be ideal.
5. Players takes too long and 2 players is completely pointless (without trades, it's all luck).
6. The game is almost 100 years old. Much better designed games have been released since then
(Acquire, Power Grid, Settlers of Catan, Railroad Tycoon).
5. Teaching Speaking By Using Board Game
One of game in teaching speaking English is Board Game. The effort of the linguist has strong basic
because the learner entertained with their everyday life, give chances to the student to more creatively
because Board Game as method in teaching speaking English is very effective and more interested
because the students will be memorized the vocabulary and, the enjoying the picture in the board. So
that using Board Game in teaching speaking will give achievement acquiring English.
Board Game can increase motivation to learn the English for the students. They also have to add
advantage of being memorable the words much less likely that the students will forget the words, and
therefore the language practice in it, whereas language practice in even well constructed drill is usually
very quickly forgotten and finally, Board Game which helps to bring the students memorize more words.
The teachers begin to explain the materials, the teachers use Board Game in order to make the students
have more interests, attention and understand about the material. There are five steps that can be
applied when the teacher use Board Game: (1) take pictures in front of the class (2 try to attract the
students understanding about Board Game (3) the teachers begin to explain what does the Board Game
talk about; (4) in order to know the achievement of the students, the teachers ask one of the students
to repeat again what does the teachers do before and, (5) after the teachers feel that all the students
have understood of the material, the teacher continue to another topic.
C. Relevant Study
The studies that have relevant with this study are: first this study which has relevance with this
research was conducted by Nugroho Noto Susanto (2007 / 2008) on the Contribution of Speaking
Practice with The Native Speaker Toward Students Speaking Capability: A Case Study at Second Year of
SMAN 7 Mataram in Academic Year of 2007 / 2008.
The problem of his study, those were: What Contributions can the Native Speaker Provide to the
Students Speaking Capability through Study Tour Program in the Second Year Students of SMAN 7
Mataram?
The researcher used in his study was Experimental design in which his divided the sample into two
groups that is Experimental group and Control group with a test formula and the result of his research
showed that the mean scores of critical value test equals to 2.851, this critical value is higher than that
of degrees of freedom 400-60 at confidence level 0.05 (95 %) with 1.67 and at confidence level 0.01 (99
%) equal to 2.39.
Furthermore, the difference of his research can be seen on the design used. He used Experimental
Design and the Present researcher used class room action research. Meanwhile, the similarity of this
research is the reseacher same discuses about Speaking Ability.
Second. Nurul Hidayah (2008/2009) on the Effect of English Speaking Club (ESC) towards the
Students Speaking Ability for the Second Year Students of SMA NW Pancor in the School Year of
2008/2009.
The problem of her study, those were: Does the of English Speaking Club (ESC) towards the
Students Speaking Ability for the Second Year of SMA NW Pancor in the School Year of 2008-2009? To
what extent English Speaking Club (ESC) as the best program to optimize Teaching Speaking Ability for
the second year of SMA NW Pancor in the school year 2008/2009.
The research used in her study was Quantitative design by using Ex-post Facto Research. The result
of his study shown in testing the hypothesis the researcher used t-test 3.55 on significance level 0.05
(df=38) was 0.320 (3.55>0.320) it means that Ha (Alternative Hypothesis) was accepted.
Furthermore, the differences of her research can be seen on the design used. She used
Quantitative design by using Ex-Post Facto and the Present researcher used class room action research.
Meanwhile, the similarity of this research is the researcher the method in teaching and learning process.
D. Theoretical Framework
Based on the relevant studies result can be proposed the theoretical framework of the research, that
may used as a basic of hypothesis formulation and to comprehend the inter variable relation.
Speaking is one of language component that is function to express feeling, opinion, ideas, and emotion.
One of strategy to increase speaking is discussion. By board game is one method in teaching speaking
which encourage students to speak as much as possible.
According to (Hornby, 1995, p. 486). The definition of game is an activity that you do to have some fun.
Therefore, board game can be defined as something or an instrument that is used to attract students
motivation to follow the teaching and learning process because board game can make the students
more focus in learning, because they do not feel that they are forced to learn. They also enable learners
to acquire new experiences within a foreign language which are not always possible during a typical
lesson. Board game can be method that will give many advantages for teacher and the students either.
Based on the statement above, board game is as method may help the students in learning English
especially in speaking ability. Likewise, the writer wants to investigate increasing students speaking
ability through board game.
E. Action Hypothesis
The hypothesis of the result study is formulated as follows: the implementation of board game can
increase students ability in speaking for the eighth graders of MTs NW Majidi in the school year 2012 /
2013.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The present researcher categorized into a classroom action research. Classroom action research design
to help a teacher to find out what is happening in his or her classroom, and to use that information to
make the wise decisions for the future. The approach used in the classroom action research can be
qualitative or quantitative, descriptive or experimental. According to Kurt Lewin (in suharsimi, 2002),
there are four components of action research, they are, planning, acting, observing, and reflecting.
Action research is categorized, as qualitative research although the data collect can be in a form of
quantitative. Meanwhile, Kemmis (in suharsimi, 2002, p. 84). States that action research is a form of
self-reflective inquiry under taken by participants in a social (including education) situation in order to
improve the rationality and of (a), their own social or educational practices justice, (b) their
understanding of their practice, and (c) situations on which practice are carried out. Because this study
is an action research, than this study focuses on practical, not statistical significance and present raw
data

Acting & Observing
Research is design as the attempt to plan and de term ne all of the possibilities and the material that be
need in a qualitative research. Research design is used in this research is the classroom action research.
According to suharsimi, (2002, p. 82) that action research is a solving problem strategy which is use the
real action in form of innovative development process in detecting and solving problem.
The procedure of the classroom action research consists of cycles. The cycle is administrated based on
the progress being achieved. To identify the students ability in English pronunciation, the students were
given diagnostic test functioning as initial evaluation. This initial observation is conducted in order to
determine appropriate action in increasing English. Form evaluation and the observation, it is determine
in the reflection that to increase students English pronunciation in reading aloud focusing on the
narrative text.
In classroom action research design, there are four components that will be done, there are planning,
action, observing and reflecting (Lewin in suharsimi 2002, p. 83), in the same page, Kammis and Mc
Teggart united the second and third component, those are acting and observing. Then the components
show cycles or the ongoing activities that can be seen in this component below:
1. Planning
Before beginning the first cycle, however at the very beginning step as the preliminary, a diagnostic
evaluation was done to investigate the degree of the students English pronunciation in reading aloud
focusing on the narrative text. It is done by applying a pre-test to the students. The result of pre-test is
telling the researcher how far the students ability.
The details of the research planning can be describe as follows; before implementing the determined
action, the teacher will prepare all need and supportive material as well as the steps applied. They are:
a. Making the lesson plan i, e, the step of presenting the teacher material based on the there-phase
technique and the activity as done by the students.
b. Preparing all facilities and supportive material in presenting the teaching materials, such as; English
pronunciation in reading aloud focusing on the narrative text.
c. Designing a test to find out the increase implementation of English pronunciation in reading aloud
focusing on the narrative text.
The research will be using analytic scoring rubric to score students work. The students can be at pass
level if their score have achieved equal or more that 6 of the range that lays from 0 to 10. The students
result will be analyzed using following formula.
The students score =
2. Acting
In implementing the action the research is assisted by his collaborator the research acted as the teacher
who is taught how the students increases English pronunciation in reading aloud focusing on the
narrative text.
The main stops in the students and learning activated were designed as follows;
a) Pre-activity
1) The teacher greets the students and checks the students attendance.
2) The teacher asking for the students attention by giving some questions about their last week
activities.
3) The teacher tells the students about the objective of the lesson.
b) While-activity
1) The teacher introduces some pronunciation in peaking ability to the students.
2) The teacher explanation how the way of speaking easily.
3) The teacher asks the students in difficulties to speaking easily.
c) Post-activity
1) The teacher makes reflection on the students activities.
2) Distributed the students test.
3) Check the students works.
3. Observing
Observing the action is the process of recording and gathering all relevant data about any aspects that
was happening during the teaching and learning process. In classroom action research, the observation
is focus on collecting what the data relating with the treatment activity this observation took an
important role in this research since what happens within the process of treatment may influence the
result of this research.
4. Reflection
Reflection is an activity to think what is has been done, how the result, and what is has not been
completely done. The result of this reflection will become the standard of determining the following
steps until the objectives of the research were achieved. The result of reflection may show either the
action is successful or not, then follow up can be plan after, if the reflection result tells the action is
successful, the cycle is over, but if is not, the next cycle must be plan with is any improvement.
B. Setting of the Study
The setting of the study refers to the place and time to conducting the study. This study will be
conducted at the first semester of the eighth graders of MTs NW Majidi in the school year 2012 / 2013.
The researcher did classroom action research during the months (October to November) in the school
year of 2012/2013. The following time table of the research was listed in detail to Table 3.1.
Table 3.1
















C. Subject of the Study
The subject of the study is all students of the eighth graders of MTs NW Majidi in the school year of
2012/2013. The number of the students consists of 3 classes, that are VIII
A
which consists of 27
students, VIII
B
which consists of 28 students, and VII
C
which consists of 25 students, So, the number of
subject is 80 students. The present researcher will take VII
A
as a subject of the study.
D. Data Collection
1. Performance Indicator
No
Activities
Months/weeks
October November
1 2 3 4 1 2 3 4 5
1 Research preparation
Making lesson plan
Preparing material
Writing instrument
2 Research action
Teaching and learning
Observation
Evaluation and reflection
Data analysis
3 Reporting
4 Writing
The action as well as the research carried out can be said to be successful when the learning
achievement of class VII
A
of MTs NW Majidi in the school year of 2012/2013 is at least 70 individually
and 80% classically. The percentage is decided based on the criteria of mastery learning set in the
school. It can be said that if a student get 70 of learning achievement, he or she reaches the mastery
learning. Then, if 80% of the students in the class get 70, means that, the class reaches the mastery
learning and the researcher will not go to the next cycle, it is based on the action planned above.
2. Technique of Data Collection
A researcher will be used many kinds of data collection like questioner, interview, or test. It will be
noted, that all methods of data collection should be objective. The kinds of data that use in classroom
action research are quantitative data:
In this case, the researches use only the result of the increasing students speaking ability through board
game.
3. Instrument
In this study, the instruments used were (1) first evaluation test, (2) final test, and (3)
observation paper.
1) First evaluation test
This evaluation was done to know the students basic ability in understanding the definition and the
characteristics of narrative text.
2) The final test
This test was given in the form of a jumbled sentences game which was arranged using certain rules.
Maximum score was 100 and minimum score was zero if there was no correct answer. It was done by all
students in which they were divided into six groups.
3) Observation paper
Observation paper was an observation device that consisted of names of subjects and factors that were
observed. In this study, it was used to obtain the data of the learning process.
E. Data Analysis
After the data are collected then the data are classified again to identification. The result of
identification of the data is to classified based on students ability in speaking. To analysis the data
through the interview method and observation is that using descriptive methods, In this case, the writer
used the observation, interview and speech test as the technique to analysis the data.

REFERENCES

Buckby, Michael. 1994. Games for Language Learning. Australia: Cambridge University Pres.
Carly, Schuna. 2010. The Advantages of Learning Games for Kids. Internet essol. http://w.w.w.
livestrong.com
Carol J, Orwig. 1999. Speaking Skill. Internet Tessol. http://w.w.w. Sil. org.

Dewar, Gwen. 2009. Board Game for Kids: Do they make kids smarter?. Internet Tessol. http:// w.w.w.
Board game for kids. html

Fauzi, Ahmad. 2012. Productive Vocabulary Mastery and Speaking Ability for the Ten Students of MA NW
Pancor in the School Year 2011/2012. STKIP Hamzanwadi Selong. Unpublished. S-1 Thesis
Hamond, Dan. 2011. Design Jurnal#01: The Concept of Board Game. Internet Tessol, http: //Board
Gamegek. Com.
Hornby A. S 1990. Oxford Advance Learners Dictionary of Current English. London: Oxford University
Pres.
Hornby A. S. 1995. Oxford Learners Dictionary of Current English. London: Oxford University Pres.

Islamiyah, Suaibatul. 2007. Teaching Speaking Through VCD for the Second Year Students of SMPN 1
Labuan Haji in the School Year 2006/2007. STKIP Hamzanwadi Selong. Unpublished. S-1 Thesis

Jones, Deborah.____. How to Teach English With Fun Learning Games. Internet Tessol, http://w.w.w.
Ehow. Com.

Kartono. 2012. Increasing Students Ability in Writing Descriptive Text by Using Students Photos for the
Seventh Graders of SMPN 1 Labuan Haji in the School Year 2011/2012. STKIP Hamzanwadi Selong.
Unpublished. S-1 Thesis
Munir, Ahmad. 2005. Communication Strategies Toward Students Speaking Ability: A Classroom Study
of Speaking. Selong STKIP Hamzanwadi. S-1 Thesis. Unpublished.

Nurgiyantoro, Burhan. 1995. Penelitian Dalam Pengajaran Bahasa dan Sastra. Yogyakarta: BPTE.

Poerwadarminta, WJS. 1985. Kamus Umum Bahasa Indonesia. Jakarta: Balai Pustaka.
Sharna, Robina.____. Macro Skill of Speaking. Intrenet Tessol, http://w.w.w. Ehow. Com.

Suharsimi Arikunto. (2002). Manajemen Penelitian. Yogyakarta: PT. Rineka Cipta.

Sunardi. 2004. Productive Vocabulary Mastery and Speaking Ability of The Second Year Students of MA
Muallimin NW Pancor. In the school year 2003/2004. Selong STKIP Hamzanwadi. S-1 Thesis.
Unpublished
Tarigan, Henry Guntur, 1990. Prinsip-Prinsip Dasar Sastra. Bandung: PT Aksara.

Tarigan, Henry Guntur. 1997. Menyimak Sebagai Suatu Keterampilan Berbahasa. Bandung. PT Angkasa
Bandung.