Skripsi

Using a creative story game to enhance eighth grade students\' active participation in speaking / Angela M. Shella A.K.

Abstrak
Shella Angela M. 2014. Using A Creative Story Game to Enhance Eighth Grade Students Active Participation in Speaking.Thesis English Department Faculty of Letters State University of Malang. Advisor Drs. Murdibjono M. A. Keywords a creative story game group work students active participation. This study assessed the effects of the implementation of a creative story game on the improvement of eight grade students active participation in speaking. Based on the preliminary study it found a problem dealing with the students involvement in teaching learning activity. The class consisted of 32 students yet only few students about 40% students who engaged in the activity. Only one or two students in the group who presented the work who were actively involved during the presentation session. Others were not interested in the presentation and they did not pay attention to the presentation. Referring to the problem this study proposed a creative story game which focused on the improvement of the eight grade students active participation in speaking. A creative story game was combined with a group work because a group work is one recommended techniques that can stimulate students active participation. The research problem of this study was formulated as follows How can a creative story game improve eight grade students active participation in speaking The research design of this study was classroom action research which consisted of four major stages planning implementing observing and reflecting. Students were divided into several groups and were asked to compose the narrative text in which the orientation had been set. The students were asked to discuss with their groups in composing the story. Next each groups presented their works. Finally the students voted the best story among the groups. The competitive element in this technique made this technique interesting for the students because it also stimulated the students to actively participate in the teaching learning activity. This study was conducted in two cycles. Cycle one was done in three meetings whereas cycle two was done in two meetings. The study was conducted in VIII-E class at SMPN 2 Pandaan in second semester year 2013/2014. The instruments used in this study were observation sheet field notes questionnaire and interview guide. The observation sheet was designed by modifying the six categories of student-active proposed by Flint of G. Moskowitz (1988 cited in Wulandari 2010) covering (1) Student answer the teacher s or other students question orally (2) Student asks the teacher if he/she does not understand about something (3) Student gives his/her opinion states his/her suggestion and expresses his/her feeling orally about something (4) Student comes in front of the class to perform something (5) Student is involved in-group activity and (6) Student supportively responds to the teacher s instructions. The field notes covered the data dealing with the implementation in the teaching learning process than could not be covered in observation sheet. The questionaiire was designed to kknow the students response on the implementation and the interview guide was designed as the guidance for the researcher when conducting the interview session. There were two types of interview guide that are (1) Interview guide in preliminary study and (2) Interview guide in the implementation. The findings of this study showed that the implementation was successful in cycle two. It was found that 64.3% of the students participated actively in class.

Informasi Detail

DDC

Rs 428.307 SHE u

Prodi

Universitas Negeri Malang. Program Studi Bahasa Inggris, 2014.

Deskripsi Fisik

xiii, 89 lembar : il., tab. ; 30 cm

Bahasa

No Reg

04530/KI/14

Edisi

Skripsi (Sarjana)-- Universitas Negeri Malang, 2014

Subjek

1. BAHASA INGGRIS - BERBICARA - MODEL PEMBELAJARAN

Pembimbing

1. Murdibjono

Lampiran Berkas