THE EFFECTIVENESS OF USING TABOO GAME TO INCREASE

STUDENTS’ SPEAKING SKILLS

THESIS

BY:

NURAIDA SALLO

201610100311078

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2020

ii

THE EFFECTIVENESS OF USING TABOO GAME TO INCREASE

STUDENTS’ SPEAKING SKILLS

THESIS

BY:

NURAIDA SALLO

201610100311078

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2020

iii

iv

APPROVAL

This thesis was defended in front of the examiners of the Faculty of Teacher

Training and Education of University of Muhammadiyah Malang

and accepted as one of the requirements to achieve

Sarjana Degree in English Language Education

On October 22, 2020

Approved by:

Faculty of Teacher Training and Education

University of Muhammadiyah Malang

Dean,

Examiners: Signatures:

1. Adityo, S.S., M.A. 1.

2. Aninda Nidhomil Hima, M.Pd. 2.

3. Dr. Hartono, M.Pd. 3.

4. Masyhud, M.Pd. 4.

v

MOTTOS AND DEDOCATIONS

Mottos

“Less speak, do more, and dream big”

-Aida-

Dedications:

I dedicated this thesis to:

My awesome mother, Father, Sister, Brother,

All of my family and all of my friends

vi

vii

ABSTRACT

Based on the interview and preliminary study, the students who were in eight grades in

SMPN 01 Kalabahi had some problems in the class. The problem was the students did

not confident to speak in the class and they were got a bad score in speaking skill.

Accordingly, there were some students who refused to come forward when the teacher

asked them. They could not speak in English because when the teacher spoke in

English, they just silent but when the teacher spoke in Indonesia they could respond it.

Therefore, the teacher implemented taboo game as the media in the class. Taboo game

is a game about guessing word. This game will force the students automatically to

speak in the class because they have to guess the correct word in the players head.

Classroom Action Research (CAR) was used by the researcher in this research. There

were two cycles in implementing the media in the class and every cycle had three

meetings. There were some stages in every cycle such as planning, action, observation,

and reflection. The teacher arranged some strategies in cycle one to accompany taboo

game; defied the students into three groups, and asked the students to make sentence

from the word that had been presents in a game. The teacher also arranged some

strategies to accompany taboo game in cycle two; modified the groups into four, asked

the students to play the game outside the class, make a sentence from the word that had

been presents in a game. The changing strategies that were arranged by the teacher was

proven to be able to improve students’ speaking test scores and make them confident

to speak in the class. In the pre-test, the mean score was 64.7, the mean score in cycle

one was 72.9, and the mean score in cycle two was 81. The students also could

communicate with their friends in English and respond to the teacher in English. The

students increase their speaking skill by their performance in cycle two. All the students

were involved in all the activities and they were active in responding to what the teacher

said

Keywords: Speaking, game, taboo game.

Advisor 1 The researcher

Dr. Hartono, M.Pd. Nuraida Sallo

viii

ACKNOWLEDGEMENTS

The researcher expresses her highest gratitude to Allah SWT for love, health,

grace, and mercy to finish this undergraduate thesis and the researcher does not forget

to precise her highest gratitude to Prophet of Muhammad for bringing us light from the

darkness. Thesis undergraduate thesis untitled “ The Effectiveness of Using Taboo

Game to Increase Students’ Speaking skill” is submitted as the final requirement in

accomplishing undergraduate degree at English Language Education Department of

Teacher Training and Education Faculty of Muhammadiyah Malang University.

In conducting this thesis, many people have provided motivation, advice, and

support for the researcher. In this cherished chance, the researcher intended to express

his gratitude to all of them:

1. Her father, Lukman Sallo, for the phone call every day in order to remind her

to carrying on and never giving in and Her mother, Wahida Prasong, for the

endless love, endless pray, and support.

2. Her sister Kusumawati Sallo and her brother Muhammad Ijul Sallo that always

give supports and make her laugh in doing a thesis.

3. For help, support, and patience of her first advisor, Dr. Hartono, M.Pd for his

supervision, advice, and guidance, from very early stage of this research as

well as astonishing experience throughout the past few years.

ix

4. Her second advisor, Masyhud, M.Pd who has helped her patiently is finishing

the undergraduate thesis by giving suggestion, guidance, and correction until

completion of this thesis.

5. Her best friends M. Solihin Nenu, Nandar Gorang, Sahrul Kinanggi, Pratama

Djadi, Moh. Zakly Kamahi, and Miftah Asriani Sella who always love, care,

never leave her alone, and give her supports in doing a thesis.

` Finally, the researcher would like to thank everybody who has importance to

the successful realization of this undergraduate thesis. This undergraduate thesis is far

from perfection, but it is expected that it will be useful not only for the researcher, but

also for the readers. For this reason, constructive thoughtful suggestion and critics are

welcomed.

Malang, October 19, 2020

Nuraida Sallo

x

TABLE OF CONTENTS

Table of Contents

APPROVAL ............................................................................................................................... IV

MOTTOS AND DEDOCATION ……………………………………………………………………………………….……..V

AUTHOR’S DECLARATION OF ORIGINALITY …………………………………………………………..……..……VI

ABSTRACT …………………………………………………………………………………………………………….………..…VII

ACKNOWLADGEMENTS …………………………………………………………………………………….…….……..…VII

TABLE OF CONTENTS ……………………………………………………………………………………………..…………..IX

LIST OF TABLES …………………………………………………………………………………………………….…………..XIII

LIST OF APPENDICES …………………………………………………………………………………………….………..XIV

REFERENCES …………………………………………………………………………………………………………………….XV

LEMBAR CEK PLAGIASI ………………………………………………………………………………………………….XVII

CHAPTER I ……………………………………………………………………………………………………………………….1

INTRODUCTION ………………………………………………………………………………………………………………1

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

1.2 Statement of the Problem …………………………………………………………………………………………4

1.3 Purpose of the Study ……………………………………………………………………………….………………..4

1.4 Significance of the Study ……………………………………………………………………………..…………….4

1.5 Scope and Limitation ……………………………………………………………………………………..………….5

1.6 Definition of the Key Terms ……………………………………………………………………………………….5

CHAPTER II ………………………………………………………………………………………………………………………..6

REVIEW OF RELATED LITERATURE …………………………………………………………………………………….6

2.1 The Teaching of Speaking …………………………………………………………………………….……………6

2.1.1 Definition of Speaking ……………………………………………………………………….……………6

2.1.2 The Purpose of Speaking …………………………………………………………………….………….7

2.1.3 Problem of Teaching Speaking ……………………………………………………………….………7

2.2 Teaching Media …………………………………………………………………………………………….……….9

2.3 Teaching Media for Teaching Speaking …………………………………………………………………11

2.4 Taboo Game …………………………………………………………………………………………………………13

xi

2.4.1 The Concept of Taboo Game ………………………………………………………………………..13

2.4.2 The Steps in Applying Taboo Game …………………………………………………………14

2.4.3 The Weaknesses and Activeness of Taboo Game ……………………………………15

CHAPTER III ............................................................................................................................. 16

RESEARCH METHOD ………………………………………………………………………………………………………..16

3.1 Design of the Study ....................................................................................................... 16

3.2 Research Subject …………………………………………………………………………………………………….16

3.3 Research Instrument to Collect the Data ………………………………………………………………..17

3.4 Stage of Action Research ……………………………………………………………………….……………….17

CHAPTER IV …………………………………………………………………………………………………..………………….23.

RESEARCH FINDINGS AND DISCUSSION …………………………………………………………………..……..23

4.1 Research Findings ..................................................................................................... 23

4.1.1 The Result of the Pre-test ……………………………………………………………………………..23

4.1.2 The Result of the Post-test of the First and Second Cycle ……………………………..23

4.1.2.1 The First Meeting in the First Cycle …………………………………………….……24

4.1.2.2 The Second Meeting in the Second Cycle ………………………………….…….28

4.1.2.3 Post-test in the First Cycle …………………………………………………….………..31

4.1.2.4 The First Meeting in the Second Cycle ……………………………………..…….34

4.1.2.5 The Second Meeting in the Second Cycle ……………………………………….39

4.1.2.6 Post-test in the Second Cycle ………………………………………………….………42

4.2 Discussion …………………………………………………………………….…………………………………….44

CHAPTER V ……………………………………………………………………………………..……………………………….48

CONCLUSION AND SUGGETION ………………………………………………………...…………………..……….48

5.1 Conclusion ………………………………………………………………………………………………..………48

5.2 Suggestion ………………………………………………………………………………………………..………49

xii

LIST OF TABLES

3.1 Figure Classroom Action Research Stages

4.3 Table Reflection in Cycle One

4.5 Table Reflections in Cycle two

xiii

LIST OF APPENDICES

Appendix 1 : Rencana Pelaksanaan Pembelajaran

Appendix 2 : Students’ Score in Pre-test. Post-test in First Cycle, and Post-test in

Second Cycles

Appendix 3 : Observation Field Note

Appendix 4 : Interview Guide

Appendix 5 : The student’s score in the midterm test.

xiv

REFERENCES

Lai-Mei, L. (2017). An Analysis of Factors Influencing Learners’ English Speaking

Skill.International Journal of Research in English Education, 36.

Azzahroh, R.A. (2015). The Effectiveness of Using Board Games Towards Students’

Speaking skill. UIN Jakarta, 12.

Al-Hosni, S. (2014). Speaking Difficulties Encountered by Young EFL Learners.

Indiana University Bloomington. 23.

Zirawaga, V.C.S. (2017). Gaming in Education: Using Games as a Support Tool to

Teach History. Journal of Education and Practice, 8 (15), 58.

Yulianti, D.L. (2017). The Effectiveness of Scrabble and Wordsearch Games to Teach

Vocabullary to Students with Different Interest. English Education Journal,

263.

Bewata, Sakilah. (2015). Developing Teaching Media of Kangaroo Smart Frieze to

Enrich Elementary School Students’ Vocabulary. Journal of English

Language Teaching, 4 (1), 5.

Alfi, I. (2015). Improving the Students’ Speaking Skills Through Communicative

Games for the Grade VIII Students of MTS N Ngemplak. Yogyakarta State

Universirty, 16.

Al Abri, K. (2008). Teachers’ evaluation of EFL textbooks used in the Omani basic

education schools (Unpublished master’s thesis). ELT Curriculum and

Methodology, Collage of Education. Sultan Qaboos University.

Sari, M.Y. (2018). The Implementation of Using Picture Media on Teaching Present

Continuous Tense Journal of Language and Literature, 13(1), 3-4.

Musliadi. (2016).The problems of teaching speaking with respect to the teaching

methodology: task-based language teaching. Journal of Ethical Lingua, 3(1),

77-78.

xv

Baidawi, (2016).Using visual media in teaching speaking.OKARA Journal of

Language and Literature, 10, (1), 57-58.

xvi

LEMBAR CEK PLAGIASI

17