| dc.description.abstract | Games seem as activities that can give us enjoyment and pleasure. That
is why, most people like to play many kinds of games in their lives. Games also
can be implemented in the field of education. Therefore, applying games in
English teaching and learning process can be seen as a good idea since English
is considered as a foreign language that must be mastered by students as a means
of being competitive in facing the modern era.
In the context of English as a foreign language, Adler et al. (in Gareis,
2006:3) state that oral communication rank the highest. However, it is often
considered to be one of the most difficult aspects of language learning for the
students (Brown and Yule, 1983:25). In this case, the use of games was
considered to be useful because teaching speaking using games can be more
interesting. In this research, the researcher used one kind of games, that is,
Board Games. Board Games are believed to be helpful because they provide a
non-threatening, playful, and competitive environment in applying learning.
This research was conducted to investigate the effect of using Board
Games on the eighth grade students’ speaking achievement in telling experience
at SMPN 4 Jember in the 2014/2015 academic year. The design used in this
research was quasi experimental research with post-test only design. The
research respondents were the eighth grade students of VIII A and VIII F at
SMPN 4 Jember. The total number of the research respondents was 72. The
respondents of the experimental group (VIII A) were 36 students, while the
respondents of the control group (VIII F) were 36 students. In this research, the
experimental group was taught speaking by using media, that is, Board Games
while the control group was taught speaking without media.
There were two kinds of data collection methods in this research,
primary and secondary data collection methods. The primary data was got by
conducting a speaking test as the post-test to the research respondents.
Meanwhile, the results of the secondary data of the research were obtained from
the result of documentation with the school administration staff and the
interview with the English teacher of the eighth grade students. Since the
approval to conduct the research was obtained, the researcher did a homegeneity
analysis first. The homogeneity analysis was analyzed using ANOVA on SPSS
based on the eighth grade students’ speaking scores from the English teacher.
The output showed that the value of significance was 0.974 which was higher
than 0.05 (p>0.05). The result implied that the population was homogeneous.
Thus, two classes were taken randomly by using lottery. Soon after the treatment
to the experimental group was conducted, the primary data gained from post-test
given on both the experimental and the control groups were analyzed by using
Independent Sample t-test on SPSS.
The result of the data analysis showed that Board Games had a
significant effect on the eighth grade students’ speaking achievement. It was
proved that there was significance mean difference between the experimental
and the control group. It was also verified by the value of Lavene’s test was
0.031 that was lower than 0.05 (confidence interval 95%). It means that the
variability for the experimental group and the control group was assumed not to
be equal. Thus, the second row as the one to read showed that the value of
significance column (2-tailed) was 0.000, which was lower than 0.05 (p<0.05).
Further, the value of t-computation was higher than that of t-table
(3.836>1.994). Consequently, the formulated null hypothesis (H0) was rejected.
On the contrary, the formulated alternative hypothesis (Ha) “there is a significant
effect of using Board Games on the eighth grade students’ speaking achievement
in telling experience at SMPN 4 Jember in the 2014/2015 academic year” was
accepted. Based on the explanation, it was concluded that there was a significant
effect of using Board Games on the eighth grade students’ speaking achievement
in telling experience at SMPN 4 Jember in the 2014/2015 academic year. | en_US |
