FINAL PROJECT PROPOSAL

THE EFFECTIVENESS OF SAY YOUR WORD GAME IN IMPROVING

STUDENTS SPEAKING SKILL OF ELEVENTH GRADE OF SENIOR

HIGH SCHOOL STUDENTS IN SMA 1 BAE: A CASE STUDY

A Final Project Proposal

submitted as a final assignment of Research in Linguistics Course

Lecturer: Sri Wuli Fitriati, S.Pd., M.Pd., Ph.D.

by

Soni Hepi Wijaya

2201414057

303-304

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

SEMARANG STATE UNIVERSITY

2017

1
 TABLE OF CONTENT

Table of Content ...................................................................................................... ii

CHAPTER 1 INTRODUCTION ......................................................................... 1

1.1. Background of the Study.......................................................................... 1

1.2. Reason for Choosing the Topic ................................................................ 2

1.3. Research Questions .................................................................................. 4

1.4. Objectives of the Study ............................................................................ 4

1.5. Significance of the Study ......................................................................... 4

1.6. Limitation of the Study ............................................................................ 5

1.7. Definitions of Key Terms......................................................................... 5

1.8. Outline of the Report ................................................................................ 6

CHAPTER 2 REVIEW OF RELATED LITERATURE .................................. 8

2.1. Review of Previous Study ........................................................................ 8

2.2. Theoretical Background ......................................................................... 11

2.2.1. Speaking ................................................................................................. 11

2.2.2. Games ..................................................................................................... 12

2.2.3. Say Your Word Game ........................................................................ 13

2.2.4. High School Students ............................................................................. 14

2.3. Framework of Present Studies ............................................................... 14

ii
2.4. Hypothesis .............................................................................................. 20

CHAPTER 3 RESEARCH METHODOLOGY ............................................... 21

3.1. Research Design ..................................................................................... 21

3.2. Research Site .......................................................................................... 21

3.3. Subject of the Study ............................................................................... 22

3.3.1 Population .............................................................................................. 22

3.3.2 Sample .................................................................................................... 22

3.4. Object of the Study................................................................................. 22

3.5. Variables ................................................................................................ 22

3.5.1 Independent Variable ............................................................................. 23

3.5.2 Dependent Variable ................................................................................ 23

3.6. Procedures of Data Collection: Instruments of Collecting the Data ...... 24

3.6.1 Procedures of Data Collection ............................................................... 24

3.6.2 Instruments of Collecting the Data ........................................................ 25

3.7. Procedures of Data Analysis .................................................................. 25

3.7.1 Data Analysis of Tests ........................................................................... 25

3.7.2 Data Analysis of Questionnaire ............................................................. 26

3.8. Triangulation .......................................................................................... 26

References ............................................................................................................ 29

iii
 CHAPTER 1

INTRODUCTION

1.1. Background of the Study

Speaking is one of the four basic competences that the students

should gain well. It has an important role in communication. According to

(Nunan,2001) speaking is an important skill in learning English as a

foreign language (EFL), since learners need it for communication. It is

important for students to have good speaking skill in order to be able to

communicate foreign language fluently.

An understanding of language as open, dynamic, energetic,

constantly evolving and personal encompasses the rich complexities of

communication (Liddicoat, Scarino, 2009) Language is at the heart of

language teaching and learning (Liddicoat, Scarino, 2009). Teaching

language is need to be given, since it takes important role as communicating

tool. Students in formal education is surely should be given language as one

of the most important subject.

Martin Bygate (1998:7) acquaints that interaction skill involves the

ability to use language in order to satisfy particular demands. First, it is

related to the internal conditions of speech. Second, it involves the

dimension of interpersonal interaction in conversation. One is said to be a

1
 good speaker provided he manages to deliver what is in his mind well and

to make his audience understand him.

It seems to be difficult for the students to develop their speaking

skill. Students' low level of speaking ability and their inability to speak

confidently and fluently it is normal for individuals to experience an anxiety

of making mistakes in the language classroom such as when meeting new

people, speaking in public, having errors corrected and subjecting

themselves to continuous oral.

Games are effective teaching tools and save many positive aspects,

including the creation of opportunities for students to communicate in a

relaxed, friendly, and cooperative environment. Games are effective

because they provide motivation, lower students' stress, and give them the

opportunity for real communication. Not only that, Games can involve all

the basic language skills, i.e., listening, speaking, reading, and writing, and

a number of skills are often involved in the same game.

1.2. Reason for Choosing the Topic

According to Ladouse (in Nunan, 1991: 23) speaking is described as

the activity as the ability to express oneself in the situation, or the activity

to report acts, or situation in precise words or the ability to converse or to

express a sequence of ideas fluently. It is important elements in English

language in real communication. Speaking takes an important part of daily

life granted.

2
 Since Indonesia is not an English speaking country, when

attempting to speak, learners must combine all other elements their thoughts

and encode those ideas of the target language. However, most students face

some difficulties, one of them is about anxiety. In fact, most of students get

struggle to speak even they have a lot of vocabularies, good in all elements

and have written the materials well. The problem is afraid of making

mistakes that makes them stutter and their speaking skill is not developed

very well.

Games is one of effective ways to improve speaking skill. Games

provide fun and entertaining environment that reduce students anxiety.

Games also give positive effect on the students interest and motivation in

studying English as well as to increase their speaking ability. Not only that,

games provide competitive and teamwork atmosphere, so that make it

challenging for students. According to Kuzu and Ural findings (as cited in

Donmus, 2010, p.1499) "when games and education are combined, it can be

educative and education environments can be entertaining. The learners

who learned with the use of games, gain positive attitudes and can be more

motivated while learning".

Based on the explanation above, the writer is interested in doing a

research in knowing and getting clearer description about The

Effectiveness of Say Your Word Game in Improving Students Speaking

Skill. Through Say Your Word Game, the students may be able to speak

fluently without getting nervous.

3
1.3. Research Questions

The problems will be discussed in this study are as follows:

(1) How is the effectiveness of Say Your Word game in improving

speaking skill?

(2) How is the students response toward the application of Say Your

Word' game in improving speaking skill?

1.4. Objectives of the Study

The purposes of the study are:

(1) To describe to what extent the effectiveness of the application of Say

Your Word game in improving speaking skill.

(2) To discuss the students' opinions and responses to the teaching and

learning process using Say Your World game.

1.5. Significance of the Study

The significance of the study can be stated as follows:

First, for the teachers this research will be very useful to improve

their teaching performance in class. They will get better insight using game

technique especially Say Your Word game and finally they will realize

that it is also worth trying in teaching to improve speaking skill.

Second, for the students the process of this research will give new

and good insight into learning process since Say Your Word game

4
 technique is a new alternative fun learning in teaching and learning process

for them, especially in speaking activity.

Third, for the writer the process of observing this research will

inspire to create and explore the innovative process of teaching and learning

English.

1.6. Limitation of the Study

Based on the research question above, the researcher will limit the

discussion of improving students speak skill at the eleventh grade of SMA

1 Bae. The research itself will focus to answer of research questions.

This researcher only focuses on the use of Say Your Word game

in improving speaking skill, especially in describing a thing in a simple

statements.

In this research, the researcher will focus on how the members

describing a thing in grammatical correct, since grammar played an

important role in speaking. For scoring process, the researcher would score

the all aspect in speaking (grammar, vocabulary, pronunciation,

comprehension, and fluency), because every aspect is impossible to be

isolated.

1.7. Definitions of Key Terms

1. Game is an agreeable and fun way of getting a class to use its initiative

in English and as it is gently competitive, it increases motivation.

5
 2. Say Your Word game is a game that makes the player to spontaneously

describe a word that will be given in a certain time.

3. Improving speaking skill refers to the effort to improve speaking skill

in the process of teaching and learning.

4. Student: a person who studies a particular academic subject.

1.8. Outline of the Report

This study proposal will be divided into three parts. The first

chapter is introduction. It covers the background of the study, reasons for

choosing the topic, research questions, objectives of the study, significance

of the study, limitation of the study, definitions of key terms and the

outline of the study.

The second chapter presents review of related literature. It contains

review of the previous studies, review of the theoretical studies and the

framework of analysis.

The third chapter discusses the method of investigation which

contains research design, subjects of the study, object of the study,

variables, procedures of data collection, procedures of data analyzing data,

and triangulation.

The fourth chapter is about the data analysis and discussion of

the research. It provides the overall explanation as a result of conducting

the research done by the researcher.

6
 The fifth chapter deals with conclusions and suggestions of the

research. It is to sum up the research conducted by the researcher in the

study.

7
 CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1. Review of Previous Study

Several studies have proved that games could improve students

speaking and communicative skills. One of research is entitled Improving

Students Speaking Skill through Communication Game, Recorded Role

Play and Peer Feedback (Arismayang, 2016) aims to improve students

speaking skills using the combined strategies of communication game,

recorded role play and peer feedback activities.

Students may feel unmotivated during the learning processes. This

also happens to students learning English in non-formal education. Another

obstacle is the students in one class may have different level of speaking

ability. Therefore, providing them with more exciting and fun way of

teaching speaking may bring a good impact for them.

After conducted the research, the result shows that communication

game, recorded role play and peer feedback activities can improve students

speaking skills. This has been shown during learning processes. Some

students with a low speaking ability can speak English in the average level,

or at least good enough to speak English even though sometimes some of

them still need more time to think of what sentence they should produce.

The idea of providing them with more exciting and fun way of teaching

8
speaking brings good impact for them. They felt enthusiastic and motivated

enough to join.

The next research is Improving Students' Motivation and Speaking

Skill Using Magic Roller Game. (Harniningsih L. M, 2013) Most students'

speaking skill especially for 7th grade have lack motivation and low

achievement of English speaking practices. It caused by the fact that the

students have limited grammar, vocabulary mastery, fluency,

pronunciation, content, and lack motivation.

It made an improvement of students' motivation in teaching learning

process. Using Magic Roller Game in teaching speaking could improve

students' in speaking English and students also had good motivation.

Rama, Ying, Lee & Luei Lueis (2008) conducted an action research

study on the hypothesis of using language games to improve speech skills

during English classes in a primary school called Jurong in Singapore.

The participants in this study were 78 students. The researchers used two

different methods for two different groups; they divided students into

experimental group in which was implemented a communicative method

where were implemented language games to improve speaking skills, and a

control group which was focused in a teacher-centred method in which

teachers used real- life activities including the essential vocabulary to

perform a conversation. The study shows that the participants expressed that

games allow more than a half of students to improve communication in a

second language; there were involved an experimental group and a control

9
group, in the first one 21% of the students considered that they were not

able to speak better, but in the second group only 11% although in

experimental group learners enjoyed more games activities.

Encouraging Teenagers to Improve Speaking Skills through Games

in a Colombian Public School (William & Esperanza. 2010) aims develop

activities that involved oral interaction mainly because students were afraid

of criticism and jokes about what they said. The students of English at the

Federico Garca Lorca School had the ability to communicate their ideas in

writing, able to understand commands and simple instructions through

listening exercises, and could read and comprehend basic texts. However,

we saw that they had difficulties with their speaking production.

This research uses three kinds of games: caring and sharing,

guessing speculating, and story games. The results showed that students

felt better, free and confident when they participated in oral tasks,

particularly during games. They saw collaboration, solidarity and

interaction among them. In addition, they were relaxed and happy at the

time they had to perform in small groups.

Hamzah & Ting (2009) conducted a qualitative and action research

study on success of using group work in teaching speaking in English

classroom in a school called SMK Damai Jaya in Malaysia. The

participants in this study were 33 students and 3 English teachers. The

researchers conducted three oral activities where students were observed

then they received questionnaires and three experienced teachers where

10
 observed as well. Questionnaires, observations and interviews were used as

data collection instruments.

The result was the participants expressed enthusiasm in group work

activities and proficiency in spoken language because they were secure of

expressing themselves in small groups which avoided anxiety to speak in

another language.

2.2. Theoretical Background

2.2.1. Speaking

Cameron (2001: 40) says that speaking is the active use of

language to express meanings so that other people can make sense

of them. Moreover, it is recognized as an interactive, social and

contextualized communicative event. Speaking requires learners to

be possession of knowledge about how to produce not only

linguistically connect but also pragmatically appropriate utterances

(Martinez Flor, 2006: 139)

In other definition, speaking skill is the ability to produce

sounds articulation and to produce words, to express, to state, and

to deliver thought, ideas and feeling. In this case speaker not only

has to know what to be delivered but also knows how to deliver it.

(Maidar & Mukti, 1988:23).

Effective speakers need to be able to process language in their

own head and put it into coherent order, so that it comes out in forms

11
 that comprehensible and convey the meaning. (Jeremy Harmer,

2007)

2.2.2. Games

Byrne (1995) gave the definition to games as a form of play

governed by rules. They should be enjoyed and fun. They are not

just a break from routine activities, but make the learner to use the

language in the game.

Another definition of games is an agreeable way of getting a

class to use its initiative in English and as it is gently competitive, it

increases motivation. It is also a contrast to periods of intensive

study. (Haycraft, 1978:94)

Educational games are the games which are both designed for

learning and entertainment. Games need to encourage gameplay

or all the thinking, decision-making and actions that make a game

fun or not (Anders, Briggs, Hai-Jew, Caby and Werick, 2011).

Most of the researches agreed that a game is the best learning

medium for all ages if they are attentively selected, adapted and

applied. Games are effective because they provide motivation, lower

students' stress, and give them the opportunity for real

communication." According to Kapp (2012), games are interactive

because players interact with other players during the game, in

accordance to the game system and also with the context presented

during the game.

12
2.2.3. Say Your Word Game

Say Your Word Game or originally called Hot Streak is an

American television game show that aired on ABC from January 6

to April 4, 1986. In Indonesia, it was called Komunikata and it

was famous in 2000s.

2 Teams consist of five contestants, one of the team member

is given a word while other four team members wear headphones to

ensure they could not hear the word. Then, the one member team is

given times to describe or give a clue of the word to the second team

member without saying the word, who, after guessing the word, then

do the same thing to the third team member and so on. But, one clue

cannot be used twice. For instance, one member was given a word

car, so he/she tells second member like a vehicle with four

wheels. Next, the second team member explain with a

transportation with four doors, and so on.

Even though Say Your Word is an old game show, but this

game is still popular until now. This game has so much fun. It makes

students think to explain or describe something and also make them

think to understand what they hear. They can study while play a

game and not boring. This game also reduce students anxiety

because they play to have fun. It is also easy for teachers to apply it

in their class because teachers only have to find some words to be

13
 used in the game and pay attention to what students say. This can be

a consideration for teaching methodology.

2.2.4. High School Students

Senior high school (SHS) refers to children from 16 to 19 years

old who are in the grade 10 to 12. However, the age of children is

not necessarily an indicator of how mature they are. Philips (1993)

stated that there are several factors influencing the maturity of

children. These factors include their culture, sex, environment (city

or rural), and parents.

Senior high school students have many vocabularies and have

the ability to communicate their ideas in writing. Furthermore, they

were able to understand commands and simple instructions through

listening exercises. So, it is easy for them to understand the game

instruction and they could play the game without many problems

because they have enough ability and knowledge to explain and

describe a word into ideas.

2.3. Framework of Present Studies

Has mentioned before that speaking is difficult for most students. It

is because of anxiety, they afraid of making mistakes even they have

prepared well. Games is good and effective way to reduce anxiety that

impact in improving speaking skill.

14
 Teacher must know the characteristic and advantages of games, and

also how to implement games teaching style to get good result. The

implements of games are mentioned in the diagram below:

1. Characteristic of Games

Peter Hastie (2010) stated that all games have these four

characteristics.

a) All games have a goal.

When Suits speaks of a specific state of affairs, he is referring to

the goal of the games. The goal here is not winning, per se, but it

relates more to a situation where players use their skills to achieve a

particular end point.

b) All games have rules.

The second necessary condition is that a game must have rules, and

these rules provide both descriptive and defining frameworks for

how the goal is to be achieved. The descriptive framework describes

stipulates what means of play is required and permitted. The

descriptive and defining frameworks (i.e., rules) also serve to

differentiate between different games.

c) All games have restrictions.

Games will also include rules about what is not allowed in the course

of play. Nearly all games include rules that flavour less efficient over

more efficient ways to achieve the goal. Indeed, sometimes the most

logical and easiest solution is not available. And so these limits are

put in games in order to make them fun and challenging.

d) Games require the acceptance of rules by the players.

The fourth necessary condition to legitimize a game is the

acceptance of the constitutive rules. Unless all players are operating

from the same set of rules and agree to these, the game cannot exist.

Although fair play is defined as conduct that adheres to the rules, it

is still preceded by the acceptance of these rules in spirit so as to

make the game possible.

2. Advantages of games

a) Games add interest to what students might not find very interesting.

Sustaining interest can mean sustaining effort. After all, learning a

language involves long-term effort.

b) Games provide a context for meaningful communication. Even if the

game involves discrete language items, such as a spelling game,

16
 meaningful communication takes place as students seek to

understand how to play the game and as they communicate about the

game: before, during, and after the game (Wright, Betteridge, &

Buckby, 2005).

c) This meaningful communication provides the basis for

comprehensible input (Krashen, 1985), i.e., what students

understand as they listen and read, interaction to enhance

comprehensibility, e.g., asking for repetition or giving examples,

and comprehensible output, speaking and writing so that others can

understand.

d) The variety and intensity that games offer may lower anxiety

(Richard-Amato, 1988) and encourage shyer learners to take part

(Uberman, 1998), especially when games are played in small

groups.

e) Games can involve all the basic language skills, i.e., listening,

speaking, reading, and writing, and a number of skills are often

involved in the same game (Lee, 1995).

f) Games are student-centered in that students are active in playing the

games, and games can often be organized such that students have

the leading roles, with teachers as facilitators.

g) Many games can be played in small groups, thereby providing a

venue for students to develop their skills in working with others,

17
 such as the skill of disagreeing politely and the skill of asking for

help (Jacobs & Kline Liu, 1996).

h) Although many games involve competition, this is not necessarily

the case (Orlick, 2006).

i) In most games, everyone has a turn, encouraging everyone to take a

turn, rather than letting others do all the talking and other actions,

and discouraging one or two people from shutting out others.

j) Games can connect to a variety of intelligences (Gardner, 1999)

3. Games Teaching Technique

Speaking teaching purposes are produce the English speech

sounds and sound patterns, use word and sentences stress, intonation

patterns and the rhythm of the second language, select appropriate words

and sentences according to the proper social setting, audience, situation

and subject matter, organize their thoughts in a meaningful and logical

sequence, use language as a means of expressing values and judgments,

use the language quickly and confidently with few unnatural pauses,

which are called as fluency. (Nunan, 2003)

High school students refers to children from 16 to 19 years old, so it

means that they are teenagers. Teens are in between childhood and

adulthood, and therefore a very special set of considerations applies to

teaching them.

18
 They have enough knowledge and ability to express their ideas, but

they are nervous. By using game, their anxiety would be reduced

because of fun and entertaining atmosphere.

Although, teach speaking skill using games is different with

traditional techniques. There are some steps to acquire games. The

following elementary-level example demonstrates this procedure

proposed by Harmer (2007: 80-81):

a) Presentation: the teacher shows the students a picture and asks them

whether the people in it are at work or on holiday to elicit the fact

that are on holiday.

b) Practice: the teacher gets the students to repeat the sentence in

chorus. She may then nominate certain students to repeat the

sentence individually, and she corrects any mistakes she hears. Now

she goes back and models sentences from the picture, getting choral

and individual repetition where she thinks this is necessary. Usually

the teacher puts the students in pairs to practice the sentences a bit

more before listening to a few examples just to check that the

learning has been effective.

c) Production: the end point of the PPP cycle is production, which

some trainers have called immediate creativity. Here the students

are asked to use the new language (in this case the present

continuous) in sentences of their own.

19
 As with other learning activities, teachers need to pay careful

attention to the difficulty level of games. Part of the appeal of games lies

in the challenge, but if the challenge is too great, some students may

become discouraged.

2.4. Hypothesis

In studying the topic, here will be two hypotheses. The two

hypotheses are as follows:

1. Alternative Hypothesis (Ha): there is improvement in students

speaking skill by applying Say Your Word game at eleventh grade of

SMA 1 Bae Kudus.

2. The Null Hypothesis (Ho): there is no improvement in students

speaking skill by applying Say Your Word game at eleventh grade of

SMA 1 Bae Kudus.

20
 CHAPTER 3

RESEARCH METHODOLOGY

3.1. Research Design

The type of this research will be experimental research. One-group

pre-test and post-test model is used since this research will only use one

group which is the experimental group.

According to Sugiyono (2004), in one-group pre-test-post-test

design, the researcher needs to conduct pre-test before conducting

treatment. Then, after conducting the treatments, the researcher conducts

post-test. Ultimately, the researcher compares the score of the members

before and after receiving the treatment. The design for the research is

pictured as follows:

Group Pre-test Treatment Post-test

Experimental Group (EG) O1 X O2

O1= the score before receiving the treatment (Pre-test)

O2= the score after receiving the treatment (Post-test)

3.2. Research Site

The writer of the research will collect the data from eleventh grade students

of a Senior High School. The specific place to collect the data will be SMA

1 Bae in Kudus, Central Java

21
3.3. Subject of the Study

The subject of this study will be the students of SMA 1 Bae. Then

the writer categorized the subject of the study into population, sample, and

technique of sampling.

3.3.1 Population

The population is the whole members to which the writer gathered

information in order to generalize of the research result. The

population in this study will be the eleventh grade students at SMA 1

Bae.

3.3.2 Sample

Sample is a representative of the population on critical parameters at

an acceptable level of proficiency. Saleh (2001: 34) explains,

researcher can consider the suitable number of sample to represent the

population. In selecting the sample, the writer will use random

sampling.

3.4. Object of the Study

The object of this study is the effect of Say Your Word games

towards students speaking skill.

3.5. Variables

Christensen (2001: 40), elaborates that there are two types of

variable, the independent variable and dependent variable.

22
3.5.1 Independent Variable

Independent variables are variables selected by the researcher to

determine their effect on or relationship with the dependent variable.

In a simple way, independent variables is the variable which affects

the dependent variable. It is also defined as a stimulus or input which

is selected by the researcher to determine its relationship to an

observed phenomenon. Based on the definition above, the

independent variable in this study is the use of Say Your Word game

in improving speaking skill.

3.5.2 Dependent Variable

Dependent variable is the variable of focus the central variable on

which variables will act if there is any relationship. Thus, a dependent

variable cannot be identified in isolation. It makes sense only in the

context of the other variables in the study. A dependent variable is a

variable that is affected by the other variable, in this case, is

independent variable. It is a response variable or output which is

observed to determine the effect of the independent variable. Based

on the definition above, the dependent variable in this study is Senior

High School students achievement in speaking skill.

23
3.6. Procedures of Data Collection: Instruments of Collecting the Data

3.6.1 Procedures of Data Collection

The method of collecting data should be applied in conducting

the research in order to get the appropriate result of the research. The

method of collecting data in this research can be seen as follow:

First, the writer will conduct pre-test. The test will be given to

identify the students speaking achievement before giving the

treatment. In this test, the students will be asked to do speaking test in

front of the class.

Next, for experiment the students will be given a treatment by

using using Say Your Word game. This treatment will be conducted

in order to determine whether there is significant difference in

speaking achievement.

Then, data will be obtained from the post-test. It will be

conducted to know the improvement the students speaking

achievement after the treatments done. The test items were the same

with pre-test items. The students will be asked to describe something

related to the material given.

Last, questionnaire will be given after doing post-test. It will

support the primary data in this research and to know how far the result

effects on the students. The result of treatments will be known by the

students achievement that got by comparing the result before (pre-

test) and after treatments (post-test) conducted.

24
 3.6.2 Instruments of Collecting the Data

3.6.2.1 Test

The researcher uses two kinds of test namely pre-test and

post-test. The tests were in the form of spoken test.

3.6.2.2 Questionnaire

Questionnaire is used to collect the data about students'

opinions and responses to the teaching and learning

process using Say Your World Game

3.7. Procedures of Data Analysis

3.7.1 Data Analysis of Tests

This researcher uses quantitative analysis. Quantitative analysis is

analysis of the research is demanded to use statistic (number), in

collecting of the data, analyzing the data, and the appearance of the

product. An analysis in this study is based on the result to find out the

score of each aspect. In this study use One group pretest-posttest

design, this formula adopted from Arikuntos design, as follow:

Md
t =
xd

N (N 1)

d
a. Md = ,used to determine mean difference of pre-test and post-
N

test.

Where:

25
 Md = mean from difference pre test with post test (post test - pre

test)

d = the sum of deviation of pre test and pro test

N = subject of sample

( d)
b. x 2 d = d ,used to determine the sum of
N

deviation quadrate.

Where:

xd = the sum of deviation quadrate

d = the sum of deviation gain pre test and post test

N = subject of sample

3.7.2 Data Analysis of Questionnaire

To investigate the students response in improving speaking skill

by applying Say Your Word game, the researcher will give a

questionnaire. the writer will use Closed items on Questionnaire

method. According to Nunan and Bailey (2009:130) Closed items on

Questionnaire which the range of possible responses is determined by

the researcher and the respondent select from or evaluate the option

provided. The data from questionnaire will be analyzed by using

Closed Items on Questionnaire.

3.8. Triangulation

Harles (2016) defines triangulation as a method used to determine

the location of fixed point based on the laws of trigonometry. These laws
26
that if one side and two angles of a triangle are known, the other two sides

and angle of that triangle can be calculated.

According to Hales (2016) there are four types in triangulation, they

are: data triangulation, method triangulation, investigation triangulation,

and theory triangulation.

Data triangulation is the use of a variety of data sources,

including time, space and persons, in a study. The approach has

been used in many sectors to strengthen conclusions about

findings and to reduce the risk of false interpretations.

Method triangulation is the use of multiple methods to study a

situation or phenomenon. The intention is to decrease the

deficiencies and biases that come from any single method.

Investigator triangulation is the use of more than one

investigator, interviewer, observer, researcher or data analyst in

a study. Investigator triangulation is particularly important for

decreasing bias in gathering, reporting and/or analysing study

data.

Theory triangulation is the use of multiple theories or hypotheses

when examining a situation or phenomenon.

Therefore, in this study, the researcher used data triangulation to strengthen

her findings. In her study, the researcher used several data collection, such

as observation, tests, and interview to reduce the risk of false interpretations.

27
 Observation

Interview Tests

28
References

Arikunto, S. 2010. Prosedur penelitian : Suatu Pendekatan Praktik. (Edisi. Revisi).

Jakarta : Rineka Cipta.

Anders, B.A., Briggs, D.J., Hai-Jew, S., Caby, Z.J., and Werick, M. (2011).

Creating an online global health course and game. Retrieved December 27,

2016 from http://er.educause.edu/articles/2011/12/creating-an-online-

global-health-course-and-game

Arismayang, Frisca. (2016). Improving Students Speaking Skill through

Communication Game, Recorded Role Play and Peer Feedback. Journal of

ELT Research, 1(2), 24-31.

Arsjad, Maidar. G. (1988) Pembinaan Kemampuan Berbicara. Jakarta: Erlangga.

Bruce Forsyth's Hot Streak. (2007) In Wikipedia, the free encyclopedia [Wiki].

Retrieved December 27, 2016 from https://en.wikipedia.org/wiki/Bruce_

Forsyth's_Hot_Streak

Bygate, Martin. (2000). Teaching and Researching Speaking. London: Longman.

Byrne, D. (1995). Games. Teaching Oral English. Harlow: Longman Group UK

Limited: pp 101-103.

Cameron, L. (2001). Teaching Languages to Young Learners. New York:

Cambridge University Press.

Christensen, Larry.B. (2001). Experimental Methodology Fourth Edition.

Donmus,V.(2010). The use of social networks in educational computer-game based

foreign language learning. Social and Behavioral Sciences, 9, 14971503.

29
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st

century. New York, NY: Basic Books.

Hamzah, M. H., & Ting, L. Y. (2010). Teaching speaking skills through group work

activities (A case study at form 2ES1 SMK Damai Jaya Johor).

Harniningsih, L. S. (2013). Improving Students' Motivation and Speaking Skill

Using Magic Roller Game. Universitas Trunojoyo Journal 38, 248-269.

Hastie, Peter. A. (2010). Student-Designed Games. Auburn: Human Kinetics.

Haycraft, J. (1978). An introduction to English language teaching. Harlow.

Longman.

Harmer, Jeremy. (2007). How to teach English. Harlow: Pearson Education

Limited.

Jacobs, G. M., & Kline Liu, K. (1996). Integrating language functions and

collaborative skills in the second language classroom. TESL Reporter, 29, 21-

33.

Kapp, K.M. (2012). The Gamification of Learning and Instruction: Game-based

Methods and Strategies for Training and Education. Pfeiffer/ASTD Press.

Krashen, S.D. (1985). The input hypothesis: Issues and implications. New York:

Longman.

Komunikata. (2005) In Wikipedia, the free encyclopedia [Wiki]. Retrieved

December 27, 2016, from https://id.wikipedia.org/wiki/Komunikata

Lee, S. K. (1995, January-March). Creative games for the language class. Forum,

33(1), 35. Retrieved December 27, 2016 from

http://exchanges.state.gov/forum/vols/vol33/no1/P35.htm

30
Len, W. U,. Cely, E. V. (2010\\) Encouraging Teenagers to Improve Speaking

Skills through Games in a Colombian Public School. PROFILE Issues in

Teachers' Professional Development, 12, 11-31.

Nunan, D. (1991). Research Methods in Language Learning. Cambridge:

Cambridge University Press.

Phillips, S. (1993). Young learners. Oxford University Press: Oxford.

Nunan, D. (2001) Designing Tasks for the Communicative Classroom. Cambridge:

CUP.

Nunan, D. (2001). Second language teaching and learning. Boston: Heinle &

Heinle.

Nunan, D. (2003). Practical English Language Teaching. New York: Mc Graw-

Hill.

Orlick, T. (2006). Cooperative games and sports: Joyful activities for everyone.

Champaign, IL: Human Kinetics.

Rama, J., Ying, C., Lee, K., Luei, A. (2008). Using Games in English Language

Learning. Jurong.

Richard-Amato, P. A. (1988). Making it happen: Interaction in the second language

classroom: From theory to practice. New York: Longman.

Saleh, A. (2001). Brain Hemisphericity and Academic Majors: A Correlation

Study. College Student Journal. 7 9

Scarino, A & Liddicoat, A. (2009). Teaching and languages: A guide. Carlton

South, Victoria: Curriculum Corporation.

Sugiyono, (2013). Metode Penelitian Pendidikan. 1st editor. Bandung: Alfabeta.

31
Uberman, A. (1998). The use of games for vocabulary presentation and revision.

Forum, 36(1), 20-27. Retrieved December 27, 2016 from

http://exchanges.state.gov/forum/vols/vol36/no1/p20.htm

Us-Juan, E., Martinez-Flor, A. (2006). Current Trends in the Development and

Teaching of the Four Language Skills. Berlin: Walter de Gruyter GmbH &

Co.

Wright, A., Betteridge, D., & Buckby, M. (2005). Games for language learning (3rd

edition). New York: Cambridge University Press.

32