Pengguna Facebook yang masih sekolah berhati-hatilah! Menurut studi yang dilakukan oleh Ohio State University, semakin sering Anda menggunakan Facebook, semakin sedikit waktu Anda belajar dan semakin buruklah nilai-nilai mata pelajaran Anda.

Begitu tertulis dalam laporan studi yang mengambil sampel 219 mahasiswa Ohio State University tersebut. Namun penulis laporan mengatakan, laporannya hanya memperlihatkan kemungkinan hubungan antara penggunaan Facebook dan menurunnya nilai-nilai yang Anda peroleh di sekolah.

Faktanya, jika Anda pengguna Facebook, kemungkinan besar Anda selalu ingin mengetahui status yang dikabarkan oleh teman-teman Anda. Kenikmatan semangkuk baso, asyiknya irama jazz, foto-foto pesta teman-teman dekat Anda, dan pertanyaan-pertanyaan yang berharap mendapatkan komentar karena Anda ingin memastikan seseorang di jaringan pertemanan Anda sedang membaca tulisan Anda memang sangat menggoda hati dan juga menyita waktu Anda. Akhirnya, Anda mungkin terpicu untuk menulis hal-hal tak penting, membaca hal-hal sepele, dan juga berpikir secara tak cerdas.

Untunglah bukan itu yang dilaporkan oleh peneliti Ohio State University. Namun disebutkan bahwa 65% mahasiswa setiap hari mengakses Facebook minimal satu kali dan menghabiskan setidaknya satu jam di laman tersebut. Yang menarik, 79% dari pengguna Facebook merasa bahwa menggunakan laman tersebut tidak mempengaruhi kualitas pekerjaan mereka. Namun yang terpengaruh adalah nilai ujian.

?Ini ibarat perbedaan antara dapat nilai A dan B,? kata Aryn Karpinski, peneliti Ohio State yang menanyai 219 mahasiswa untuk penelitiannya.

Sumber: Kompas.Com

Suatu penelitian yang pada dasarnya menggunakan pendekatan deduktif-induktif. Pendekatan ini berangkat dari suatu kerangka teori, gagasan para ahli, ataupun pemahaman peneliti berdasarkan pengalamannya, kemudian dikembangkan menjadi permasalahan-permasalahan beserta pemecahan-pemecahannya yang diajukan untuk memperoleh pembenaran (verifikasi) dalam bentuk dukungan data empiris di lapangan.

Format Proposal Penelitian Kuantitatif
1. Latar Belakang Masalah
Di dalam bagian ini dikemukakan adanya kesenjangan antara harapan dan kenyataan, baik kesenjangan teoretik ataupun kesenjangan praktis yang melatarbelakangi masalah yang diteliti. Di dalam latar belakang masalah ini dipaparkan secara ringkas teori, hasil-hasil penelitian, kesimpulan seminar dan diskusi ilmiah ataupun pengalaman/pengamatan pribadi yang terkait erat dengan pokok masalah yang diteliti. Dengan demikian, masalah yang dipilih untuk diteliti mendapat landasan berpijak yang lebih kokoh.

2. Rumusan Masalah
Perumusan masalah merupakan upaya untuk menyatakan secara tersurat pertanyaan-pertanyaan yang hendak dicarikan jawabannya. Perumusan masalah merupakan pernyataan yang lengkap dan rinci mengenai ruang lingkup masalah yang akan diteliti berdasarkan identifikasi dan pembatasan masalah. Rumusan masalah hendaknya disusun secara singkat, padat, jelas, dan dituangkan dalam bentuk kalimat tanya. Rumusan masalah yang baik akan menampakkan variabel-variabel yang diteliti, jenis atau sifat hubungan antara variabel-variabel tersebut, dan subjek penelitian. Selain itu, rumusan masalah hendaknya dapat diuji secara empiris, dalam arti memungkinkan dikumpulkannya data untuk menjawab pertanyaan yang diajukan. Contoh: Apakah terdapat hubungan antara tingkat kecerdasan siswa SMP dengan prestasi belajar mereka dalam matapelajaran Matematika?.

3. Tujuan Penelitian
Tujuan penelitian mengungkapkan sasaran yang ingin dicapai dalam penelitian. Isi dan rumusan tujuan penelitian mengacu pada isi dan rumusan masalah penelitian. Perbedaannya terletak pada cara merumuskannya. Masalah penelitian dirumuskan dengan menggunakan kalimat tanya, sedangkan rumusan tujuan penelitian dituangkan dalam bentuk kalimat pernyataan. Contoh: Tujuan penelitian ini adalah untuk mengetahui besarnya hubungan antara tingkat kecerdasan siswa SMP dengan prestasi belajar mereka dalam matapelajaran Matematika.

4. Hipotesis Penelitian (jika ada)
Tidak semua penelitian kuantitatif memerlukan hipotesis penelitian. Penelitian kluantitatif yang bersifat eksploratoris dan deskriptif tidak membutuhkan hipotesis. Oleh karena itu subbab hipotesis penelitian tidak harus ada dalam skripsi, tesis, atau disertasi hasil penelitian kuantitatif. Secara prosedural hipotesis penelitian diajukan setelah peneliti melakukan kajian pustaka, karena hipotesis penelitian adalah rangkuman dari kesimpulan-kesimpulan teoretis yang diperoleh dari kajian pustaka. Hipotesis merupakan jawaban sementara terhadap masalah penelitian yang secara teoretis dianggap paling mungkin dan paling tinggi tingkat kebenarannya. Namun secara teknis, hipotesis penelitian dicantumkan dalam Bab I (Bab Pendahuluan) agar hubungan antara masalah yang diteliti dan kemungkinan jawabannya menjadi lebih jelas. Atas dasar inilah, maka di dalam latar belakang masalah sudah harus ada paparan tentang kajian pustaka yang relevan dalam bentuknya yang ringkas.
Rumusan hipotesis hendaknya bersifat definitif atau direksional. Artinya, dalam rumusan hipotesis tidak hanya disebutkan adanya hubungan atau perbedaan antarvariabel, melainkan telah ditunjukan sifat hubungan atau keadaan perbedaan itu. Contoh: Ada hubungan positif antara tingkat kecerdasan siswa SMP dengan prestasi belajar mereka dalam matapelajaran Matematika.
Jika dirumuskan dalam bentuk perbedaan menjadi: Siswa SMP yang tingkat kecerdasannya tinggi memiliki prestasi belajar yang lebih tinggi dalam matapelajaran Matematika dibandingkan dengan yang tingkat kecerdasannya sedang. Rumusan hipotesis yang baik hendaknya: (a) menyatakan pertautan antara dua variabel atau lebih, (b) dituangkan dalam bentuk kalimat pertanyaan, (c) dirumuskan secara singkat, padat, dan jelas, serta (d) dapat diuji secara empiris.

5. Kegunaan Penelitian
Pada bagian ini ditunjukkan kegunaan atau pentingnya penelitian terutama bagi pengembangan ilmu atau pelaksanaan pembangunan dalam arti luas. Dengan kata lain, uraian dalam subbab kegunaan penelitian berisi alasan kelayakan atas masalah yang diteliti. Dari uraian dalam bagian ini diharapkan dapat disimpulkan bahwa penelitian terhadap masalah yang dipilih memang layak untuk dilakukan.

6. Asumsi Penelitian (jika diperlukan)
Asumsi penelitian adalah anggapan-anggapan dasar tentang suatu hal yang dijadikan pijakan berfikir dan bertindak dalam melaksanakan penelitian. Misalnya, peneliti mengajukan asumsi bahwa sikap seseorang dapat diukur dengan menggunakan skala sikap. Dalam hal ini ia tidak perlu membuktikan kebenaran hal yang diasumsikannya itu, tetapi dapat langsung memanfaatkan hasil pengukuran sikap yang diperolehnya. Asumsi dapat bersifat substantif atau metodologis. Asumsi substantif berhubungan dengan permasalahan penelitian, sedangkan asumsi metodologis berkenaan dengan metodologi penelitian.

7. Ruang Lingkup dan Keterbatasan Penelitian
Yang dikemukakan pada bagian ruang lingkup adalah variabel-variabel yang diteliti, populasi atau subjek penelitian, dan lokasi penelitian. Dalam bagian ini dapat juga dipaparkan penjabaran variabel menjadi subvariabel beserta indikator-indikatornya. Keterbatasan penelitian tidak harus ada dalam skripsi, tesis, dan disertasi. Namun, keterbatasan seringkali diperlukan agar pembaca dapat menyikapi temuan penelitian sesuai dengan kondisi yang ada. Keterbatasan penelitian menunjuk kepada suatu keadaan yang tidak bisa dihindari dalam penelitian. Keterbatasan yang sering dihadapi menyangkut dua hal. Pertama, keterbatasan ruang lingkup kajian yang terpaksa dilakukan karena alasan-alasan prosedural, teknik penelitian, ataupun karena faktor logistik. Kedua, keterbatasan penelitian berupa kendala yang bersumber dari adat, tradisi, etika dan kepercayaan yang tidak memungkinkan bagi peneliti untuk mencari data yang diinginkan.

8. Definisi Istilah atau Definisi Operasional
Definisi istilah atau definisi operasional diperlukan apabila diperkirakan akan timbul perbedaan pengertian atau kekurangjelasan makna seandainya penegasan istilah tidak diberikan. Istilah yang perlu diberi penegasan adalah istilah-istilah yang berhubungan dengan konsep-konsep pokok yang terdapat di dalam skripsi, tesis, atau disertasi. Kriteria bahwa suatu istilah mengandung konsep pokok adalah jika istilah tersebut terkait erat dengan masalah yang diteliti atau variabel penelitian. Definisi istilah disampaikan secara langsung, dalam arti tidak diuraikan asal-usulnya. Definisi istilah lebih dititikberatkan pada pengertian yang diberikan oleh peneliti.
Definisi istilah dapat berbentuk definisi operasional variabel yang akan diteliti. Definisi operasional adalah definisi yang didasarkan atas sifat-sifat hal yang didefinisikan yang dapat diamati. Secara tidak langsung definisi operasional itu akan menunjuk alat pengambil data yang cocok digunakan atau mengacu pada bagaimana mengukur suatui variabel. Contoh definisi operasional dari variabel “prestasi aritmatika” adalah kompetensi dalam bidang aritmatika yang meliputi menambah, mengurangi, mengalikan, membagi, dan menggunakan desimal. Penyusunan definisi operasional perlu dilakukan karena teramatinya konsep atau konstruk yang diselidiki akan memudahkan pengukurannya. Di samping itu, penyusunan definisi operasional memungkinkan orang lain melakukan hal yang serupa sehingga apa yang dilakukan oleh peneliti terbuka untuk diuji kembali oleh orang lain.

9. Metode Penelitian
Pokok-pokok bahasan yang terdapat dalam bab metode penelitian paling tidak mencakup aspek (1) rancangan penelitian, (2) populasi dan sampel, (3) instrumen penelitian, (4) pengumpulan data, dan (5) analisis data.

a. Rancangan Penelitian
Penjelasan mengenai rancangan atau desain penelitian yang digunakan perlu diberikan untuk setiap jenis penelitian, terutama penelitian eksperimental. Rancangan penelitian diartikan sebagai strategi mengatur latar penelitian agar peneliti memperoleh data yang valid sesuai dengan karakteristik variabel dan tujuan penelitian. Dalam penelitian eksperimental, rancangan penelitian yang dipilih adalah yang paling memungkinkkan peneliti untuk mengendalikan variabel-variabel lain yang diduga ikut berpengaruh terhadap variabel-variabel terikat. Pemilihan rancangan penelitian dalam penelitian eksperimental selalu mengacu pada hipotesis yang akan diuji. Pada penelitian noneksperimental, bahasan dalam subbab rancangan penelitian berisi penjelasan tentang jenis penelitian yang dilakukan ditinjau dari tujuan dan sifatnya; apakah penelitian eksploratoris, deskriptif, eksplanatoris, survai, atau penelitian historis, korelasional, dan komparasi kausal. Di samping itu, dalam bagian ini dijelaskan pula variabel-variabel yang dilibatkan dalam penelitian serta sifat hubungan antara variabel-variabel tersebut.
b. Populasi dan Sampel
Istilah populasi dan sampel tepat digunakan jika penelitian yang dilakukan mengambil sampel sebagai subjek penelitian. Akan tetapi jika sasaran penelitiannya adalah seluruh anggota populasi, akan lebih cocok digunakan istilah subjek penelitian, terutama dalam penelitian eksperimental. Dalam survai, sumber data lazim disebut responden dan dalam penelitian kualitatif disebut informan atau subjek tergantung pada cara pengambilan datanya. Penjelasan yang akurat tentang karakteristik populasi penelitian perlu diberikan agar besarnya sampel dan cara pengambilannya dapat ditentukan secara tepat. Tujuannya adalah agar sampel yang dipilih benar-benar representatif, dalam arti dapat mencerminkan keadaan populasinya secara cermat. Kerepresentatifan sampel merupakan kriteria terpenting dalam pemilihan sampel dalam kaitannya dengan maksud menggeneralisasikan hasil-hasil penelitian sampel terhadap populasinya. Jika keadaan sampel semakin berbeda dengan kakarteristik populasinya, maka semakin besar kemungkinan kekeliruan dalam generalisasinya. Jadi, hal-hal yang dibahas dalam bagian Populasi dan sampel adalah (a) identifikasi dan batasan-batasan tentang populasi atau subjek penelitian, (b) prosedur dan teknik pengambilan sampel, serta (c) besarnya sampel.

c. Instrumen penelitian
Pada bagian ini dikemukakan instrumen yang digunakan untuk mengukur variabel yang diteliti. Sesudah itu barulah dipaparkan prosedur pengembangan instrumen pengumpulan data atau pemilihan alat dan bahan yang digunakan dalam penelitian. Dengan cara ini akan terlihat apakah instrumen yang digunakan sesuai dengan variabel yang diukur, paling tidak ditinjau dari segi isinya. Sebuah instrumen yang baik juag harus memenuhi persyaratan reliabilitas. Dalam tesis, terutama disertasi, harus ada bagian yang menjelaskan proses validasi instrumen. Apabila instrumen yang digunakan tidak dibuat sendiri oleh peneliti, tetap ada kewajiban untuk melaporkan tingkat validitas dan reliabilitas instrumen yang digunakan. Hal lain yang perlu diungkapkan dalam instrumen penelitian adalah cara pemberian skor atau kode terhadap masing-masing butir pertanyaan/pernyataan. Untuk alat dan bahan harus disebutkan secara cermat spesifikasi teknis dari alat yang digunakan dan karakteristik bahan yang dipakai.
Dalam ilmu eksakta istilah instrumen penelitian kadangkala dipandang kurang tepat karena belum mencakup keseluruhan hal yang digunakan dalam penelitian. Oleh karena itu, subbab instrumen penelitian dapat diganti dengan Alat dan Bahan.

d. Pengumpulan Data
Bagian ini menguraikan (a) langkah-langkah yang ditempuh dab teknik yang digunakan untuk mengumpulkan data, (b) kualifikasi dan jumlah petugas yang terlibat dalam proses pengumpulan data, serta (c) jadwal waktu pelaksanaan pengumpulan data. Jika peneliti menggunakan orang lain sebagai pelaksana pengumpulan data, perlu dijelaskan cara pemilihan serta upaya mempersiapkan mereka untuk menjalankan tugas. Proses mendapatkan ijin penelitian, menemui pejabat yang berwenang, dan hal lain yang sejenis tidak perlu dilaporkan, walaupun tidak dapat dilewatkan dalam proses pelaksanaan penelitian.

e. Analisis Data
Pada bagian ini diuraikan jenis analisis statistik yang digunakan. Dilihat dari metodenya, ada dua jenis statistik yang dapat dipilih, yaitu statistik deskriptif dan statistik inferensial. Dalam statistik inferensial terdapat statistik parametrikdan statistik nonparametrik. Pemilihan jenis analisis data sangat ditentukan oleh jenis data yang dikumpulkan dengan tetap berorientasi pada tujuan yang hendak dicapai atau hipotesis yang hendak diuji. Oleh karena itu, yang pokok untuk diperhatikan dalam analisis data adalah ketepatan teknik analisisnya, bukan kecanggihannya. Beberapa teknik analisis statistik parametrik memang lebih canggih dan karenanya mampu memberikan informasi yang lebih akurat jika dibandingkan dengan teknik analisis sejenis dalam statistik nonparametrik. Penerapan statistik parametrik secara tepat harus memenuhi beberapa persyaratan (asumsi), sedangkan penerapan statistik nonparametrik tidak menuntut persyaratan tertentu.
Di samping penjelasan tentang jenis atau teknik analisis data yang digunakan, perlu juga dijelaskan alasan pemilihannya. Apabila teknik analisis data yang dipilih sudah cukup dikenal, maka pembahasannya tidak perlu dilakukan secara panjang lebar. Sebaliknya, jika teknik analisis data yang digunakan tidak sering digunakan (kurang populer), maka uraian tentang analisis ini perlu diberikan secara lebih rinci. Apabila dalam analisis ini digunakan komputer perlu disebutkan programnya, misalnya SPSS for Windows.

10. Landasan
Teori Dalam kegiatan ilmiah, dugaan atau jawaban sementara terhadap suatu masalah haruslah menggunakan pengetahuan ilmiah (ilmu) sebagai dasar argumentasi dalam mengkaji persoalan. Hal ini dimaksudkan agar diperoleh jawaban yang dapat diandalkan. Sebelum mengajukan hipotesis peneliti wajib mengkaji teori-teori dan hasil-hasil penelitian yang relevan dengan masalah yang diteliti yang dipaparkan dalam Landasan Teori atau Kajian Pustaka. Untuk tesis dan disertasi, teori yang dikaji tidak hanya teori yang mendukung, tetapi juga teori yang bertentangan dengan kerangka berpikir peneliti. Kajian pustaka memuat dua hal pokok, yaitu deskripsi teoritis tentang objek (variabel) yang diteliti dan kesimpulan tentang kajian yang antara lain berupa argumentasi atas hipotesis yang telah diajukan Bab I.
Untuk dapat memberikan deskripsi teoritis terhadap variabel yang diteliti, maka diperlukan adanya kajian teori yang mendalam. Selanjutnya, argumentasi atas hipotesis yang diajukan menuntut peneliti untuk mengintegrasikan teori yang dipilih sebagai landasan penelitian dengan hasil kajian mengenai temuan penelitian yang relevan. Pembahasan terhadap hasil penelitian tidak dilakukan secara terpisah dalam satu subbab tersendiri. Bahan-bahan kajian pustaka dapat diangkat dari berbagai sumber seperti jurnal penelitian, disertasi, tesis, skripsi, laporan penelitian, buku teks, makalah, laporan seminar dan diskusi ilmiah, terbitan-terbitan resmi pemerintah dan lembaga-lembaga lain. Akan lebih baik jika kajian teoretis dan telaah terhadap temuan-temuan penelitian didasarkan pada sumber kepustakaan primer yaitu bahan pustaka yang isinya bersumber pada temuan penelitian. Sumber kepustakaan primer dapat dipergunakan sebagai penunjang. Untuk disertasi, berdasarkan kajian pustaka dapatlah diidentifikasi posisi dan peranan penelitian yang sedang dilakukan dalam konteks permasalahan yang lebih luas serta sumbangan yang mungkin dapat diberikan kepada perkembangan ilmu pengetahuan terkait. Pada bagian akhir kajian pustaka dalam tesis dan disertasi perlu ada bagian tersendiri yang berisi penjelasan tentang pandangan atau kerangka berpikir yang digunakan peneliti berdasarkan teori-teori yang dikaji. Pemilihan bahan pustaka yang akan dikaji didasarkan pada dua kriteria, yakni (1) prinsip kemutakhiran (kecuali untuk penelitian historis) dan (2) prinsip relevansi. Prinsip kemutakhiran penting karena ilmu berkembang dengan cepat. Sebuah teori yang efektif pada suatu periode mungkin sudah ditinggalkan pada periode berikutnya. Dengan prinsip kemutakhiran, peneliti dapat berargumentasi berdasar teori-teori yang pada waktu itu dipandang paling representatif. Hal serupa berlaku juga terhadap telaah laporan-laporan penelitian. Prinsip relevansi diperlukan untuk menghasilkan kajian pustaka yang erat kaitannya dengan masalah yang diteliti.

11. Daftar Rujukan
Bahan pustaka yang dimasukkan dalam daftar rujukan harus sudah disebutkan dalam teks. Artinya, bahan pustaka yang hanya digunakan sebagai bahan bacaan tetapi tidak dirujuk dalam teks tidak dimasukkan dalam daftar rujukan. Sebaliknya, semua bahan pustaka yang disebutkan dalam skripsi, tesis, dan disertasi harus dicantumkan dalam daftar rujukan. Tatacara penulisan daftar rujukan. Unsur yang ditulis secara berurutan meliputi: 1. nama penulis ditulis dengan urutan: nama akhir, nama awal, nama tengah, tanpa gelar akademik, 2. tahun penerbitan 3. judul, termasuk subjudul 4. kota tempat penerbitan, dan 5. nama penerbit.

                                                    CHAPTER I

INTRODUCTION

1.1     The Background of the Study

English as a foreign language is taught in many levels of Indonesian schools, from elementary to university. Based on the (school based curriculum) the purpose of English teaching is to develop the student’s ability in four language skills. They are listening, reading, speaking, and writing. Among these four language skills, speaking is one of skills that should be developed by the student in learning English. Based on the curriculum of senior high school, the purposes of learning English are to develop the communicative skills that are in spoken and written forms, to be skillful users of English, to access variety of existing information properties in communications, and to be well competitors in the global competitive era. In speaking teacher can measure the student’s English ability.

The competency of speaking is indicated by the capability of the student to communicate using English. This condition seems far from minimal score expectation, because in general speaking competency, especially the students of SMA Sudirman Kaliangkrik, is not satisfactory. It can be seen from the average score of the speaking English in Mid Semester tests, which is 5,2. As we know that is less than standard score of 6,5 It indicates that the degree of speaking skill of the majority of the students is low. The students at the SMA Sudirman Kaliangkrik thought, they have been learning English since elementary school, but they are still unable to communicate in English and use it properly.

When the writer asked the teacher of SMA Sudirman Kaliangkrik she said that the students feel less confident with English words.  They feel it because the words are unfamiliar, difficult to pronounce and they are also rarely practice English to communicate with others. Besides that, the student got difficulties in expressing their idea orally. They are also got difficulties to speak accurately and to use correct grammar. The problem is caused by their limited knowledge about sentence. And we know if Indonesian and English have different sentence pattern, so it will make the students difficult to speak English. The students usually also translate directly Indonesian sentences into English. It makes them construct wrong sentences when they speak. The writer found if the problem here not come from the student but also come from the teacher.

The teacher does not use various techniques in teaching speaking. So teaching learning process was monotonous and do not run well. As the result, the students do not learn the English better.

From the above problems, therefore the writer uses foreign island game to improve the students’ speaking skill. Foreign island game is a strategy for improving speaking skills. By using this technique, the students are expected to be able to express their ideas in speaking.

Based on the above explanation, the writer proposes the paper entitle “Improving Speaking Skill Using Foreign Island Game in Teaching Speaking to The Tenth Grade Students of SMA Sudirman Kaliangkrik in The School Year 2010/2011.”

1.2     The Identification of the Problems

Based on the background of the study, the writer identifies the problems as follows:

1. The students feel less confident with English words.
2. The students rarely practice English to communicate with others.
3. The students afraid to express their ideas orally.
4. The students have difficulties how to speak accurately and to use correct grammar.
5. The students construct wrong sentences when they speak.
6. Boring class activity because class situation are monotonous.
7. The students’ knowledge about sentence is limited.

1.3     The Limitation of the Problems

The writer realizes that it is impossible to conduct a research based on all above factors. Therefore the writer makes a limitation of the problems in how to Improve Speaking Skill.

1.4     The Formulation of the Problem

Based on the above limitation of the problems, the writer formulates the problem of this research as follows:

1. Can foreign island game improve the students’ speaking skill?
2. How significant is the improvement of students’ speaking who was taught using foreign island game.

1.5     The Objectives of the Study

The objectives of this research are;

1. To know that foreign island game can improve the students’ speaking skill.
2. To know how significant is the improvement of the students speaking skill who was taught using foreign island game.

1.6     The Significance of the Study

The result of this research is expected to give benefit to the writer, the teacher, and the student’s:

1. The writer

The writer can apply his knowledge, which has been learned in the university to be a professional teacher.

1. The teacher

The teacher will give support to apply this technique in teaching speaking.

1. The students

The students have more attention and interest in practicing speaking because they are given interesting way to practice.

CHAPTER II

REVIEW OF RELATED LITERATURE

1. Theoretical Background

2.1        Speaking

2.1.1     The Definition of Speaking

Speaking is one of the basic language skills. It is an activity to use language to communicate among members of society as manifestation of the language competence. As stated by Murcia and Olshtain (2000:451) the basic assumption in any oral instruction is that the speaker wants to communicate ideas, feelings, attitudes, and information to the hearer or wants to employ speech that relates to the situation.

Based on Burn and Joyce (http://www.cal.org/ncle.htm) speaking is one of constructing meaning that involves producing, receiving, and processing information. Its form and meaning are depending on the context in which it occurs, including the participant themselves, their collective experiences, the physical environment, and the purposes of speaking. It is often spontaneous, open, and involving (Brown: http://www.cal.org/ncle. htm).

Allen and Widdowson (1981:6) stated that speaking in the usage sense involves the manifestation either of the phonological system or the grammatical system of the language or both. Speaking is simply the physical embodiment of abstract system. Harmer (1991:8) stated that speaking happens when two people are engaged in talking to each other. It can be fairly sure that they are doing so far so good reason. Their reasons may be that they want to say something, they have some communication purpose and they select from their language store.

To supporting that idea, Canale (1981:2-27) proposed an integrative view of communicative with major components as follows:

1. Grammatical Competence

It refers to the degree to which the language user has mastered the linguistic code. It includes knowledge of vocabulary, rules of pronunciation, spelling, word formation, and sentence structure

1. Sociolinguistics Competence

It addresses the extent to which grammatical forms can be used or understood appropriately in various contexts to convey specific communicative functions, such as persuading, describing, narrating, and giving commands.

1. Discourse Competence

It involves the ability to combine the ideas to achieve cohesion in form and coherence in thought.

1. Strategic Competence

It involves the use of verbal and non verbal communication strategies to compensate for gaps in the languages user’s knowledge of the code or for breakdown in communication for other reasons.

2.1.2 The Factor that Influence the Speaking Skills

Harris (2002:31) explained that there are many factors that influence speaking ability. Five components are generally recognized in analyzing the speech process, they are:

1. Pronunciation

It involves the recognition of sounds as well as the producing of sounds, practice of oral perception which should be given before the practice an oral production

1. Vocabulary

Vocabulary is the total number of language. It is also the collection of words a person knows and uses in speaking or writing.

1. Grammar

Grammar is the application of forming grammatical structure and the systematic patterns. To control forms and syntactic pattern effective written expressions depend on the writer’s lexical resources.

1. Fluency

It is the quality or condition of being fluent. Fluency in English is also the accuracy with good pronunciation, not speed.

1. Comprehension

It is understanding of what both the speaker and the listener are talking about or the ability to respond to speech as well to initiate it.

The first step before having speaking activity someone should master some components to become skillful in speaking. Naturally, there are four important competences to develop:

1. Competence in using intention, stress, rhythm, length, tone and pitch.
2. Competence in using vocabulary and structure.
3. Competence in forming the sentence from various vocabularies.
4. Competence to speak fluently.

2.1.3 Kinds of Speaking Skills.

There are two types of speaking skills; (Bygate and Nunan, 2002:28):

1. Interaction skill

Interaction skills involve motor – perceptive skill for the purpose of the communication. In fact, learners need to develop skills in the management of interaction and also in the negotiation of meaning. The management of interaction involves such things as knowing when and how to take the floor, when to introduce a topic or change the subject, how to invite someone else to speak, how to keep a conversation and so on. Negotiation of meaning refers to the skill of making sure the person you are speaking to has correctly understood and you have correctly understood them.

1. Motor – Perceptive skill

Motor – perceptive skills emphasize with correctly using the sounds and structure of the language. There are can be developed in the language classroom thought activities such as model dialogues, pattern practice, oral drills, and so on. Its purpose hammering at speaking accuracy, learning materials are planned before and teacher train students to learn them in repetition. It is assumed that mastery of motor perspective skills are all that one needs in order to communicate successfully.

There are several kinds of speaking skills function concerning with speaking.

1. Concerning with its use, there are two kinds of speaking. They are formal and informal speaking. Formal speaking generally occurs in formal event such as: meeting, seminars, discussion, debates, and news report on television or radio. Informal speaking, however, occurs on daily communication activities at any places such as: at the market, at home, at the restaurant, at the bus station etc.
2. Concerning with its function as a means of oral communication, speaking is divided into two kinds. They are direct and indirect speaking. Direct speaking occurs when the speaker and the listener have oral communication interaction each other. Indirect speaking, however, occurs when the speaker and the listeners cannot directly have oral communication each other. For example: a broadcaster who is speaking on the radio or television.
3. Concerning with teaching learning process. There are two major division of speaking. They are controlled speaking and free speaking. Controlled speaking occurs when the teacher give a large control over the learner say. Besides, the teacher still dominates more in learner’ speaking activities. Then, free speaking occurs when the teacher gives the learners a great deal of choice regarding the sentences they use.
4. In term of drama, there are several kinds of speaking. They are prologue, monologue, dialogue, and epilogue.

1)            Prologue is opening talks that are presented by the director or the main player before the play begins. It consists of information about the story which is going to be performed.

2)            Monologue is self-talks which is presented by a player in a play.

3)            Dialogue is oral communication or conversation among the player in a play.

4)            Epilogue is closing talks which are presented by the director or the main player. It consists of the summary and the conclusion of the whole story in a play.

2.1.4 Speaking Activities in Teaching Learning Process

There are two kinds of speaking activities in the process of teaching learning. They are control speaking and free speaking. Speaking activities in the control speaking are:

1. Pattern practice exercise
2. Completing picture. The activities should include a lot of commands, questions, and answers orally
3. Short dialogues
4. Games.
5. Plays.
6. Puppets.
7. Poems and songs

Speaking activities that can be presented in the free speaking

1. Conversation practice like speaking and debate
2. Prepare a talk
3. Unprepared talk like participating in TV program
4. Speech
5. Problem solving
6. Interview
7. Role play
8. Telling the stories

After we know the kinds of speaking activities in the process of teaching learning, it is better for us to know the characteristic of successful speaking activity, they are ;

1)      Learners talk a lot

As much as possible of the period of time allotted to the activity is in fact occupy by all learners talk actively

2)      Participation

Speaking is not dominated by a minority of talk active participants; all get chance to speak and contribution are fairly evenly distributed.

3)      Motivation is high

Learners are eager to speak, because they are interested in the topic.

4)      Language is of an acceptable level

Learners express themselves in utterances that relevant, easily comprehensible to each other of an acceptable level of language accuracy.

Meanwhile, Nunan (1989:57) in analyzing language skill stated that the successful of oral communication involves developing:

-              The mastery of stress, rhythm, and intonation pattern.

-              The ability or articulate phonological feature of the language comprehensibly

-              an acceptable degree of fluency

-              transactional and interpersonal skills

-              skills in taking sort and long speaking terms

-              skills in management of interaction

-              skills in the negotiating meaning

-              Conversational listening skills (successful conversations require good listeners as well as good speakers)

-              Skills knowing about and negotiating purpose for conversation

2.1.5        The Principle of Language Teaching Concerning with Speaking

The teaching of a language should be stressed in term of communicative function rather than in term in its structure. “Language is not only in term of its structure (grammar-vocabulary), but also in term of communicative function that is performed.” (Wood.1983:9). The principle of language teaching is that the target language should be taught communicatively as a means of communication. “The principle of the approach we propose and then that the language should be presented in such a way as to reveal its character as communication” (Allen and Widdowson, 1974: 6).

At the level of language theory, communicative language teaching has a rich theoretical base. Some of the characteristics of this communicative view of language stated by (Richards and Rodgers 1992:120) are:

1. Language is a system for expressing of meaning.
2. Primary Function of language is for interaction and communication.
3. The structure of language reflects its functional and communication uses.
4. The primary units of language are not merely its grammatical and structural features, but categories on functional and communicative meaning.

The American linguist (Multon 1999:47), in a report prepared for the ninth International Congress of linguists, proclaimed the linguistic principle on which language teaching methodology should be based on: “Language is speech, not writing… a language is a set of habit…Teach the language not about the language… A language is what its native speaker’s say, not what someone thinks they ought to say… Language is different”. The statement may describe that language should be taught through speech or communicatively more rather than writing. It is also taught continuously so that it becomes habit. Teaching language means teaching how to master it communicatively not how to master the knowledge and the rules of its language.

2.1.6        The Possibility of Teaching Speaking Integrated in Other Processes of Teaching

As a matter of fact, there are still some teachers who present the material in the processes of teaching learning by focusing on one of the language skills. They present them separately from one another. It happens because the teaching learning material stated in package books and others are presented separately.

Integrated teaching that is recommended in the curriculum is aimed at the developing the four language skills in the processes of teaching learning balanced. In relation with it, teacher of English are expected to be able to develop at least two of the four language skills in presenting a certain topic or sub-topic. While presents all the four language skills at once in the processes of teaching learning will be very difficult for all teachers of English.

Here are the possibilities of teaching speaking integrated in other processes of teaching.

1. Teaching speaking integrated with teaching reading.
2. Teaching speaking integrated with teaching listening.
3. Teaching speaking integrated with teaching speaking itself.
4. Teaching speaking integrated with teaching writing.
5. Teaching speaking integrated with teaching language component.

2.1.7 The Major Problems in Measuring Speaking Ability

Ur (1996:23) explained that there are some problems in getting learners to talk in the classroom:

1. Inhibition

Unlike reading, listening, writing, and speaking requires some degree of real – time exposure to an audience. Learners are often inhibitive about trying to say things in a foreign language in the classroom: worried about making mistakes, fearful of critics or losing face, or simply shy of the attention that their speech attracts.

1. Nothing to say

Even if they not in habited, teachers often hear learners complain that they cannot think of anything to say: “they have no motive to express themselves beyond the guilty feeling that they should be speaking”.

1. Low or uneven participation

Only one participant can talk at time if he or she is heard, and in large group this means that each one will have only very little talking time. This problem is closed by the tendency of some learners to dominate, while others speak very little or not at all

1. Mother – Tongue use

In classes where all, or number of learners share the same mother tongue, they may tend to use it. Because it is easier, it is felt unnatural to speak to one another is a foreign language, and because they feel less ‘exposed’ if they are speaking their mother tongue. If they are talking a small group it can be difficult to get some classes-particularly the less disciplined or motivated ones to keep to the target language.

2.1.8 The Assessment of Speaking Skill

There are some problems in measuring speaking skill that have been explained in the statement above. So the writer wants to show some ways to in assessing speaking itself. It is obvious that testing the ability to speak is an important aspect of language testing. However, it is considered as an uneasy job. It is often difficult to be objective and consistent when testing a large number of students. One of the reasons is there is no precise scale for testing it. (Heaton 1991:324) discussed some possible types of oral tests, such as reading aloud, conversation exchanges, using picture, oral interview, group discussion, and some other techniques for oral tests. Some of the exercises have proved very useful in many tests, nevertheless, in spite of its high subjectivity; an extremely good test is the oral interview. As argued by (Haris 1969:134) said that the scored interview, though not so reliable a measure as we would wish for, is still probably the best technique of oral testing device.

In this section Presentation is the practice of showing and explaining the content of a topic to an audience or learner. A presentation program is often used to generate the presentation content. In scoring presentation, teacher can conclude some components which generally recognized in analyses the speech processes, such as fluency, grammar, vocabulary, pronunciation, and communicativeness.

2.2        Foreign Island Game

2.2.1           Interpretation of foreign island game

Game is a structured activity, usually undertaken for enjoyment and sometimes used as an educational tool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more concerned with the expression of ideas. http://en.wikipedia.org/wiki/Game “game theory is a sort of umbrella or ‘unified field’ theory for the rational side of social science, where ‘social’ is interpreted broadly, to include human as well as non-human players (computers, animals, plants)” (Aumann 1987).

According to Hadfield’s (1990:5) opinion game is a rule, a goal and element of fun. It can achieve a great variety of results and it potential and has only lately been understood. Game are identical with children, it is known that children love playing game very much in language learning, games can active pupils in acquiring the language.

Game can be played in the classroom individually, a pairs or in small group or term. A teacher can choose how She does the game, depending on the size of the class and type of activities (Herd: 1995:5).so; the kind of game is group game. Each of them has different rule and purpose. Students can learn to be tolerant to their friends and they can express what they want to do freely.

Gary Kroener (1999) stated it seen as if trainers are always after way breaking large groups down to smaller group. This is one way of sorting participant out.

Buckby (1984:98) defined a Foreign Island game was one of simulation game. Which were this game defined as someone run aground in the foreign island with a box contain of axe, a bottle of whisky, matches, tend, blanket, string, transistor radio, knife, spoon, fork, pan, and towel.

In particular, game not only enable the testing and exposition of theories, but they also could create artificial market situations that can be used in the classroom to examine alternative economic structures of the market economy (Maier and Keenan, 1994). Games make it possible to convey difficult concepts in an interesting and effective manner beyond the “chalk and talk” methods that still dominate our classrooms (Becker and Watts, 2001). What was the impetus to move beyond ‘chalk and talk”. (Becker and watts, 2001). Also stated it best, “Given some preparation and a modicum of sensitively to student response, instructors may expect their student rating to go up, along with what students learn, when students are actively involved in the classroom learning experience.”

We provide a general format for developing games, because games are active learning instrument that can be used to improve active teaching learning. The instruments that can be used to improve teaching speaking are through promotion of active and effective information gathering and organizations followed by comprehension, applications, and evaluation. These entire elements contribute to an effective process of learning where cognitive thinking skills are developed and practiced. The writer hope that the presented process use games in the classroom will be helpful to them teaching learning process Ultimately, the writer hopes that this paper gives contribution to enhance learning in classrooms.

2.2.2        The goal of foreign island game

1. To  help the students more active in speaking lessons
2. To help the students develop the habit of reflecting on their learner.
3. To help the students to be lifelong learners.
4. To learn how to learn on their own to learn how to gain meaning from experience after they life school.
5. To encourage communication
6. Make the students more comfortable with English
7. To have fun

2.2.3 The advantages foreign island game

There are many advantages that we can take from this technique, there are

1. Foreign island game encourage learning the new thing when studying English speaking.
2. Help the student in the class vary greatly in their talent in speaking.
3. Give more provide mental felling on speaking mastery.
4. Give more chance to express the student ides to speak take initiative on their language.
5. This game can be used to change the atmosphere more conductive.
6. This game reduces the strange situation.
7. This game easy to use in high school
8. Require short time for the preparation

2.2.4 The disadvantages foreign island game

1. Its time consuming
2. The teacher will fine difficulties in handling the class
3. It make the students may not fine it easy to act something or they own language in the class.

2.2.5 The Description of processes in foreign island game

Buckby (1984:98) The teacher makes group with six or seven member. The member of group selected by randomly based on number. After that the teacher explains the purpose of the lesson, and explains about foreign island game. In the same time she also writes tools residing in box. Then she gives example how to playing foreign island game.

The rule of this game is the students have to choose seven tools among twelve tools residing in box from the most to at least important based on their mind, than the students have to explain why he or she chooses that. The member of their group also able to give questions if disagree with the explanation that has been explained by presenter.

2.2.6 Conceptual Framework

In process of learning speaking, there are many factors which influence students. the fact, the teacher find a lot of problems in teaching English such as lack of motivation, less attention and often bored while the teacher giving materials. The very possible thing to solve that problem is just through some techniques of communication, like game. It is obvious that as much as possible the students have chances to practice English as daily communication can help them improving their capability in speaking skills.

Based on the review of literature, learning speaking will be more successful if the teacher should be creative to improve the techniques, so the student can solve the problems. In the research the writer will use foreign island game in teaching speaking.

Foreign island game is one of the techniques in teaching speaking. First the teacher explains the description of foreign island game and gives the example. Second the teacher should be creative to improve the technique, so the student can solve the problems. In this research the writer will use foreign island game in teaching learning process.

2.2.7 Action Hypotheses

Based on the above conceptual frame work the hypotheses of this research are:

1. The use of foreign island game can improve the students’ speaking mastery.
2. 2.            There was a significant improvement of speaking skill taught by using foreign island game to the tenth grade students of SMA Sudirman Kaliangkrik in the school year 2010/2011.

CHAPTER III

METHODOLOGY

1. 3.       

3.1     Type of The Research

The type of this research is classroom action research. The writer carries out this research to know whether using foreign island game can improve the students’ ability in speaking or not.

This research was divided into two cycles; they were Cycle I and Cycle II. Firstly the writer gave oral test in Pre-cycle test to know the students’ ability in mastering English speaking. Then, the writer gave action in Cycle I by using foreign island game. It continued in cycle II if the result of oral tests in the previous cycle is disappointing. Every cycle consisted of four phases; they are planning, action, observation and reflection.

The research would be held at the tenth year students of SMA Sudirman Kaliangkrik Magelang of the academic year 2010/2011. There were 30 students (13 boys and 17 girls) used for the tryout of the research instrument.

SMA Sudirman Kaliangkrik Magelang is one of senior High school in Magelang with the students who come from the different background and characteristic. Which who have low motivation in studying English

3.2     Subject Of The Study

The writer chooses foreign island game as the subject, in improving speaking skill. In this game the students mind drive to the result which have been determined before. All the student are expected to be able to speak English with good grammar, accuracy, pronunciation, and fluently

3.3     Object of the research

The Object of the research is speaking that would entangle entire the students’ ability in speaking.

3.4     Techniques of collecting data

The writer uses test and non-test to collect the data, and uses four steps to collect it, there were:

1. Conducting unstructured interview to the other English teacher before observation in the classroom.
2. Observation in the classroom activity for two times.
3. Giving oral test in each cycle in order to know the improvement of students’ achievement.
4. Conducting unstructured interview with the students to know their responses toward this foreign island game

3.5     The instruments for assessing data for the students speaking skills

3.5.1 Test

The test that used by the writer was oral test and it would be done in pre cycle, cycle I cycle II. The assessment was using rating scale (using 0 – 5 points). They were fluency, grammar, vocabulary, pronunciation and communicativeness. After collecting the interview scores, the writer would calculate with the scores of pronunciation, grammar, vocabulary, fluency, and communicativeness. Below is the speaking assessment rating scale.

Fluency

Grammar

Vocabulary

Pronunciation

Communicativeness

3.5.2 Non test

Observation

This research used participant observation and two types of observation form. First observation sheet is used for the student that was aimed to collect the information about the implementation of the foreign island game in the real setting. This observation sheet recorded what happened during the implementation in terms of the subject performance. The purpose of recording the observation is to have the clear description of the existing condition in the classroom and as sources of reflection for the next action. The observation sheet has some indicators.

The indicators that become observation targeted are given checklist. Field note is made by the writer during the observation. The writer could make a note that note unwritten in observation sheet or interview such as the events that happened during the implementation of the foreign island game.

Interview

Interview is used to collect the data by using direct conversation to the respondent. The writer uses interview technique to collect the data because by using interview sheet, he able to knows the data directly. First, interview was conducted to the students to get information about students’ performance and achievement in speaking learning before implementing of foreign island game. Then, it was conducted to the students after they got oral test in each cycle as source of reflection in next action. The writer took sixteen students who has as informant and represented the whole class to collect the data about their responses. From their answer the writer makes reflection in each cycle.

3.6     Technique of analyzing data

The technique of analyzing data that will be used by the writer is qualitative measurement to find the result. The qualitative analysis was gathered through interview and observation sheets, whereas the data from the test were investigated through counting the total average of pre-cycle test, cycle I test, cycle II test, and discovering the difference between the two cycles

The writer used this formula to calculate the percentage of score as followed:

Explanation:

M       : Mean

SS      : Score is reached by students

R        : Respondent

The writer collaborated with the other English teacher to get the data.

3.7     Research design

The Pre-Cycle was conducted at the beginning of the research before the two cycles. The aim of this activity was to check the students’ ability in mastering English speaking whether the students were familiar or not with the material that would be presented. The writer used five items for measure student ability, which were fluency, grammar, vocabulary, pronunciation, and communicativeness.

3.7.1 Pre cycle

Planning

Planning was the first step of research procedure. It was the most important step in conducting action research as by knowing the problems, the writer could find a good solution to solve the problem.

Acting

Pre cycle test conducted by the writer to all the students to know how the improvement of the students’ speaking skill before they are given action in cycles I.

Observing

In this phase, the writer elaborated kinds of data, the procedure of collecting data, and the instrument (observation sheet, oral test and interview guide).

Reflecting

The writer could observe whether the acting activity has resulted any progress, what progress happened and also about the positives and negatives

3.7.2 Cycle I

Planning

At this cycle 1 phase, the writer made a lesson plan and the equipments in learning activity. This planning was collaboratively. The first step, the writer would identify and analyze the problem that was arisen in learning English of Tenth grade students at SMA Sudirman Kaliangkrik. After identified the problem he found the research problems, which was related with the technique that would be used by the writer, here the writer used foreign island game. The last, the writer and class teacher arranged collaboratively for determining subject that would be taught and making lesson plan.

In this stage, the writer also used preparation for evaluation. He planned process evaluation and result evaluation.

Acting

This action was adapted with lesson plan which have been made. Action in Cycle I covered pre-activity, learning process, and evaluation.

Observing

The writer observed the activity of the students in learning activity by using observation sheet. Besides using that, the writer also took photograph during learning process. The result of this photograph would be used as the image of immortalize student during learning process. Then, the writer gave oral test. This matter was used to improve the students’ ability in speaking whether good or not taught by using foreign island game.

Reflecting

At this phase, the writer analyzed the result of the cycle test. The result of this analysis would be used to know an action which was done by the writer during learning process. The result in cycle I continued to cycle II to get the improvement on the speaking skill.

3.7.3 Cycle II

Planning

The writer made lesson plan collaboratively with the teacher to repair the lackness in Cycle I. In this phase, the writer also made speaking test in cycle II more difficult than Cycle I, They were oral test and observation sheet. Then he went to the next learning activity.

Acting

This activity was the improvement of the previous cycle. Acting in Cycle I and cycle II would be different. Before conducting the lesson in this Cycle, the teacher reviewed what they have already learn in the previous Cycle. The procedures of activities in the second Cycle was almost similar to the activities in the first Cycle.

Observing

The writer observed the activity of the students in learning activity by using oral test. It observed both the teacher and students attitude in the teaching learning process. After the treatment process, the teacher gave oral test about the material in cycle two. She used five base competences in oral test. They were fluency, grammar vocabulary, pronunciation, communicativeness.

Reflections

In Cycle II, reflection was conducted to know the improvement of students’ speaking mastery using foreign island game, and changing of students’ behavior after the students followed learning activity. The writer also able to know whether foreign island game could improve the students’ speaking ability.

If the result in cycle II could not fulfill the performance indicator, the writer would continue her research to cycle III until the writer got the significant improvement on the speaking skill.

3.8     Performance indicator

Performance Indicators in this research as follows:

1. Minimally the students of being active in learning reaching 75%,
2. Minimally the students who get score 65 of oral test in SMA Sudirman Kaliangkrik reaching 75%.

CHAPTER IV

RESULT AND DISCUSSION

4.1     Result of the Research

The action research was conducted through a pre-cycle test and two cycles. Each cycle consist of two meeting. To find the degree of the students’ achievement in each activity; from the Pre-cycle test up to the two cycle, the score of each student was counted individually. The data of the pre-cycle test as follow :

4.1.1 The Result of Pre-Cycle Test

The pre-cycle test was conducted at the beginning of the research. The purpose of this test was to check to what extent the students were familiar with the material that would be presented in action research.

The Pre-cycle test has been conducted on July, 30^th 2011. There were thirty students who attended this oral test. They had to tell story that was given by the teacher. The story was snow white.

The result of the pre-cycle test can be seen in the table below:

Table 1.

Result of The Pre-cycle test

Mean of score:

The average of the students’ result of the Pre-cycle test was 55,73.  This result is much lower than the curriculum goal that was reached 75 %. So the writer assumed that the students not yet able to speak English with correct grammar, pronunciation, and vocabulary that are presented in this action research. Therefore, repairs in each cycle are important to improve the students’ result.

4.1.2 The Result of Cycle I

The first cycle was conducted on Augustus, 03^th 2011 for the first meeting, and Augustus, 05^th 2011 for the second meeting. It was followed by thirty students. In this activity, the foreign island game was introduced to the students.

This cycle was early action research by using foreign island game. It was used as an effort to repair and solve the problem in pre-cycle test. Learning in Cycle I consist of observation, interview and test. This result elaborated in detail as follows:

                                       i.              Observation

Observation was done during teaching learning process by the writer, and the class teacher of tenth SMA Sudirman Kaliangkrik. There were two behavioral types, they were active participation of students and the activeness of students to answer the speaking test. According to brown’s (2004) ideas, the result of observation in cycle I as follows:

Chart 1

The result of observation in cycle I

Based on chart 1 showed that the mean of score of the observation from 30 students of the tenth grade SMA Sudirman Kaliangkrikin cycle I was 65% it means that the activeness of students in foreign island game did not fulfill the indicator which has minimum percentage 75%. It can be explained that in the active participation in the foreign island game were as follows (1) Students’ attitude when they discuss reached 4 or 80%, (2) Students’ response to other group’ opinion reached 3 or 60%, (3) Students’ are choosing the right diction reached 2 0r 40%, (4) Students’ answer speaking test reached 4 or 80%.

1. b.             Interview

The writer took sixteen students who as informant and represented the whole class to collect the data about their responses toward this foreign island game. Relied on interview with sixteen students, they enjoyed this game. The student was also more attractive and interested in learning speaking so that they did not feel tired in learning process.

1. c.              Test

To check the students improvement in the first cycle, the writer evaluated by giving an oral test in this cycle. There were twelve items form of tools and the writer asked them to choose five items from the most and least important based on their mind.

The result of the oral test in the first cycle can be seen in the table below:

Table 2.

The Result of the Test in the Cycle I

Mean of score :

The average of the students’ achievement in the cycle I is 69,06.  It was not too bad, it still improve than before although the result was unsatisfactory as the curriculum goal. Therefore, it requires to be continued to next cycle to make the students’ in speaking ability better than before. When the writer held an evaluation, some students still confused when they performed foreign island game. The writer would make improvement in foreign island game outfit and teaching process by expecting that the speaking ability of the students will be better than before.

4.1.3 The Result of Cycle II

The research in cycle I was continued in cycle II to repair cycle I. cycle II still used foreign island game. The second cycle was conducted on Augustus, 10^th 2011 for the first meeting, and the second meeting was on Augustus, 12^th 2011. It was followed by thirty students. Based on cycle II, the writer got data of non-test and test as follows:

1. 1.        Observation

Both of cycle I and cycle II were used observation. It was done by the writer and the class teacher. The observation in cycle II has the same types of behavioral with the observation in cycle I. the result of observation in cycle II as follows:

Chart 2

The result of observation in cycle II

Chart 2 showed that the students have very good attitude to join learning process in speaking class using foreign island game. It can be known that in cycle II the result of observation mean of score was 85% at the observation focus (1) Students’ attitude when they discuss reached 5 or 100%, (2) Students’ response to other group’ opinion reached 4 or 80%, (3) Students’ are choosing the right diction reached 3 0r 60%, (4) Students’ answer speaking test reached 5 or 100%.

1. 2.        Interview

In addition, based on the interview with sixteen students, they said that using foreign island game in speaking learning made classroom activity was more attractive so they could enjoy and study speaking easily. The writer could also manage the time more effectively.

1. 3.        Test

After the teaching and learning process in cycle II, the writer gave oral test to evaluate the students. There were twelve items of tools and the writer asked the students to choose seven items from the most and the least important based on their mind.

The result of the cycle II can be seen in the table below:

Table 3.

The Result of the Test in the Cycle II

Mean of score:

The average of the students’ achievement in the cycle II is. This result indicated that the teaching process in Cycle II was more successful since the result was better than in the Pre-cycle test and Cycle I. It can be assumed that the students’ achievement in learning English speaking by applying foreign island game has a significant improvement.

The prove of this statement, can be seen from comparison result between pre-cycle test, test cycle I, test cycle in the table below:

through on table 4, the implementation of foreign island game in each cycle showing successfulness in improving the students’ speaking ability, because the students give positive response toward the foreign island game. They were more interested in studying English than before because with foreign island game they could speak easily. Besides, it has positive effects in their English score because most of them got high score. Shortly, foreign island game could improve the speaking ability of the tenth grade students of SMA Sudirman Kaliangkrik.

4.2     Discussions

4.2.1 The Improvement of Speaking Skill

The writer compare the result of Pre-cycle, Cycle I test, and Cycle II test, to know the improvement of speaking ability of the tenth grade students of SMA Sudirman Kaliangkrik. The improvement can be seen in the table as follows:

Table 5 showed if there was any improvement of oral test in Pre-cycle test until Cycle II test. For more explanation it can be seen at diagram 1 as follows;

Diagram 1.

The improvement of the test during action research

Diagram 1 showed in Pre-cycle test, students’ mean of score reached 55.73 in oral test. Cycle I students’ mean of score reached 69.06 in oral test. It meant that cycle I improve 13.33% from Pre-cycle test. Cycle II students’ mean of score reached 76.26 in oral test. It meant that Cycle II improve 8.8% from Cycle I. So, the tenth grade students of SMA Sudirman Kaliangkrik made improvement scores 22.13% in oral test and it needs not to continue to Cycle III.

From the explanation above that using foreign island game can improve speaking ability of the tenth grade students of SMA Sudirman Kaliangkrik.

4.2.2 Students’ Behavior Change

From the result of observation and interview to the students in Cycle I could be concluded that students were not ready to attend speaking class using foreign island game. The students have low enthusiastic to attend the speaking class using foreign island game. Some of students’ behavior showed unfavorable behavior.

The problem that happened in cycle I must be overcome by making the lesson plan better in cycle II. In cycle II, there is a change of students’ behavior. They had better participation and had spirit to follow learning activities. The student seemed interested in the foreign island game. They were mere active in giving their opinion about the main topic. So that, they can speak actively and answer the speaking test well. Furthermore it can be understood that there is a good change of the students’ behavior in speaking class by using foreign island game.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1     Conclusions

Based on the result of Pre-Cycle, Cycle I and Cycle II it can be concluded as follows:

1. The result shows that using foreign island game technique can improve students speaking skill of 22.13%.
2. Using foreign island game technique in teaching speaking make significant inprovement and change the students’ behavior in learning.

5.2     Suggestions

Based on the result of this action research:

1. It is better for English teacher to use foreign island game in teaching speaking for the tenth grade students.
2. The students should be more active and creative in learning activity.