Improving
students’ speaking ability through spelling game
Rahmat Olii
NIM: 321 410 073
English
Department
Gorontalo State
University
December/2012
Introduction
A.
Background
Now
days, the development of English language is better than before. In Modern Era,
every country has to learn about the International language, because the
International language becomes the connection to all of country in this world.
Besides the mother language and first language in each country, there is a
foreign language. As a beginner, absolutely people have a problem for example
speaking skill.
Most
of people in the world have a problem with the English language, for example
speaking ability. The problem commonly occurs to every student in speaking or
English language learning, especially elementary student in Indonesia. Children
or students who learn English at the early age is really difficult. It is for
the reason that considering their memories are quite slowly to comprehend.
There
are some ways to help or improve speaking ability for students. One of the ways
is using games. All of people absolutely like a game. It makes them feel fun
and happy. Game also can help the people to improve their knowledge or skill.
In this case, there are lots of vehicle for improving the students speaking
through game. For example role-play game, telling story, and the others.
Sometimes, at the age of children, they hardly to say something in English
language, similarly when they learn Indonesia language for the first time. So,
they need to spell all of the word then say the word.
Some
researches which found lots of ways to improve students’ speaking ability. Sri
Endang Kusmaryati (2009) did a research about how to improve speaking ability
using discussion, and found the result is the way can be useful and effective
for students to improving their speaking ability. Irene Y. Huang (2008) did a
research about improving students’ speaking ability through role-play. She
found the result is useful for the children. But most of the research for
improving students’ speaking ability is only through role play, discussion, and
telling story, whereas it is hardly to do especially for children as a beginner
in English learning.
Based
on the problem above, in this research is possible to identify the problem
through alternative way that is spelling game. This game is compatible with the
children especially for the beginner in English learning. Most of children or
students who beginner in English learning, certainly they need this game to
improve their speaking, but is not only for improving students’ speaking but
also to increase or develop students’ vocabulary and pronunciation, especially
to increase students’ self confidence in order that they can be brave when they
will doing public speaking later. This game also aims to develop students’
vocabulary, pronunciation, and speaking. The way of this game is only spelling
but all of the games have been note in literature review clearly.
B. Research questions
1. Could
the spelling games to improve students’ speaking ability?
C. Hypotheses
Based
on the literature review later, this research hypothesized that spelling games
is the good way to help elementary students for improving their speaking
ability and this game also can make the students fun and enjoy with English.
D. Research Purpose
1. To
give an information about spelling games for elementary students
2. To
determine the relation between speaking ability and spelling games
3. To
determine the spelling game as a game for improving students’ speaking ability
E. Significances
There
are some benefits of this research to society especially elementary students or
children. The first one is in this research make them can improve their
speaking ability through spelling game. The second is through this research,
the students feel enjoy and fun when they are improving their speaking ability.
If there are more than words that they get from the game it will help them not
only for improving the students’ speaking ability but also vocabulary and it
makes the students to find or know about definition of the words. The other
benefit for teacher, it can be their solution to the students when all of them
feel bored.
F. Delimitation
This
research has delimitation focused on sixth grade in elementary school for
improving students’ speaking ability using spelling game, because they are
hardly to understand and remember the words in English language. There are two
classes will be the participants. The first class will get the treatment or the
game, while the other class will not get the game.
G. Literature Review
In
literature review, this research will discuss about the effectiveness of using
game in learning, the effectiveness of spelling game and the implementation of spelling
game.
G.1
The effectiveness of using game in learning
Mc
Callum as cited in Yolageldili & Arikan (2011) State that there are many
advantages of game in learning process, the first one is game can be students
focus or attention on specific structures, grammatical patterns, and also
vocabulary items. Second is game has function as reinforcement, review and
enrichment. The third, involve equal participation based on slow and fast
learners. Next is game can be familiar to suit the individual age and language
levels of the students. The fifth is supply to an atmosphere of healthy
competition, providing an outlet for the imaginative use of natural language in
a non-stressful condition. Sixth, game can be used in any language teaching
situations and with all skill areas (reading, writing, speaking or listening).
The seventh, game afford immediate response for the teacher. Last is game also
ensuring maximum student participation for a minimum of teacher provision.
According
to Maja Pivec as cited in elearning europa state that, games give some
advantages or effectiveness in learning. First is give students motivation and
positive competition. Games also give secure and contextual environment which
developing their different skill acquisition. The crucial ability level starts
with eye-hand coordination abilities and continues to more multifaceted
abilities, for example problem solving skill, communication and collaboration
skills, strategic thinking skills, social skills. In game such as learning
environment, learning by doing, active learning and experimental learning step
in foreground.
According
to Erin Schreiner as cited in ehow (n.d) state that there are some
effectiveness of using game in learning process. Those are engage students,
promote teamwork, build good sportsmanship, practice problem – solving skills.
Based
on the experts above, this research conclude that the game make it the students
feel fun and enjoy, so it can be effective for using it in learning process to
avoid students bored.
G.2
The effectiveness of spelling game
Arn Goldman (n.d.) as
cited in ehow state “one of the most exciting ways to participate as an
elementary or middle school student is in a spelling bee. If you're not
athletically inclined (or even if you are), spelling bees provide both a
worthwhile educational experience and a notable adrenaline rush. Succeed in
area competitions and you'll be on your way up the ladder to compete at the
highest rungs of the spelling bee circuit”.
According to Ernesto
Aryo as cited in Chandra Michael (n.d) the benefits of spelling bee is the
braveness of students, so it so useful for improving speaking ability.
Based
on Spellit (n.d) state that spelling competition help students improve their
spelling, increase their vocabularies, learn the thoughts and expand the
sufficient use of right English. As a result, children are able to read and
write more efficiently and score greater on standardized test and college prep
tests and outer the impact lasts a lifetime. Children of all ages, beliefs and
schools can participate on an equal, competitive basis. Spelling bees help
teachers, because the game improves spelling and inspire interest among the
students. This game makes it easy to interaction with the other students from
the other schools. It helps stretch out to schools crossways the country.
Spelling competition creates friendly, sportsmanlike rivalry among the schools.
Spelling bees help to support literacy by provided that children with an
optimistic goal to work toward, and give them a discussion to display the
fruits of their hard work. But they also do much more, additionally to improve
students spelling ability. The bees also support children in learning concepts,
improving understanding and developing study skills. The effectiveness of
spelling bees increase beyond language, since children are required to spell
words while on stage, kids also develop self-confidence, communication and also
public speaking skills, and the ability to succeed under pressure. It helps
students become more affianced in their own education. Then, the games also
help the student excellent in public relations for participating schools. The
last is teachers become more involved in school life seeing students outside
the classroom environment. Sponsor’s rewards (scholarships, etc.)
According to Vancouver sun (2006),
Spelling bees assist to promote literacy by providing children with a helpful
goal to work in the direction of and give them a forum to put on show the
fruits of their hard work. But they also do much more. In addition to improving
spelling, the bees also give support to children in learning concepts,
improving intellectual capacity and developing study skills. The profit of
spelling bees make longer beyond language. Since children are required to spell
words while on period kids also build up self-confidence, communication and
public speaking skills, and the ability to succeed under pressure. The lessons
learned by participating in a spelling bee can therefore last a lifetime, and
can benefit even those who don't outlast all competitors. That will surely
spell success for their futures.
So, based on the experts this
research gets a conclusion that the spelling game can be effective to improve
students’ speaking ability.
G.3
Implementation of spelling game
Based on ESL desk (n.d) the
implementation of spelling game, firstly the students learn about spelling,
then their will be fail or can not to continue the game till their can spell of
the word correctly.
According to Busy Teacher (n.d)
implementation of spelling bee game, first divide your class into two groups
and each group will be stand up an opposite wall of the classroom. Give them
one word at the same time to each student, alternating groups. If the students
can be spell it correctly, they go to the end of the line till their chance
come again but if their can not spell it correctly, they will be back to their
chair. The last groups who have many students standing at the place will be the
winner.
Based on the experts about
implementation of spelling game, some their ways will be apply in this
research.
Methodology
H.
Method
The
study was aimed at investigating the effectiveness of the spelling game
strategy in increasing the students of elementary school speaking ability. It
is an experimental study and the purpose is to explore the relative
effectiveness of instructional methodology (independent variable) on student’s
achievement in speaking (dependent variables). This study is based on Slavin’s
(1987, 1994) components of Direct instruction.
The method that is being used in this research
is quantitative method. In this method, the researcher attempts to give a
treatment “X” to find and figure out how to increase speaking ability of each
student, especially the elementary school students. According to John W.
Cresswell (2008) in Penyelidikan Pendidikan Komputer state that quantitative is
a study which is inquiry education where the research decides what should their
knowledge, ask about something special, make a least of question, collect the
data which is intend knowledge from the students. Based on University of
Southern California (2012) state that emphasized on objective measurements and
numerical analysis of data collection
This research uses true experiments as kinds of
quantitative method. The true experiment in this research is using one static
group comparison or pretest-only with nonequivalent design. The researcher uses
static group comparison or pretest-only with nonequivalent where the researcher
groups the participants into two groups. The first group will be given a
treatment “X” and the second group will not be given the treatment. Both of the
groups then will be given the posttest in the end of the research.
I. Setting
This research will be made in SDN 2 Hulawa. SDN
2 Hulawa is located in Kec. Telaga, Desa Hulawa. There are 193 students in this
school. Those students are divided into six classes from the first grade
through the sixth grades. This school has no English teachers while the
students are very enthusiast and interested in learning English. Moreover, the
students that will be the sample in this school are the students of the sixth
grade. This school is chosen as the research site because this school is less
of English teacher. As the fact the students are less of ability in English,
especially they are less of ability in speaking. Thus, based on this situation,
the research believes that this school is appropriate to be the research place.
Since the characteristic of this school is appropriate to the research that
will be done by the researcher. The characteristics of the school are first,
the students or the participants are less of speaking ability. It is different
with several elementary schools that have owned a huge a number of students who
are capable in speaking ability. Based on this point, thus, the researcher
believes that this school is the right school to be done a research. The
second, this school is located in a strategy place. It is known that most of
the elementary schools that are located near to the town have been being the
international schools, hence the students have been being able to speak
English. This school is chosen since it is located near to the town, therefore,
it will make the researcher easier in conducting the research.
J. Population and sample
The students of the elementary school in SDN 2
Hulawa constituted as the target population of the study. The accessible
population is comprised of the ability of the students who are lack of
knowledge in speaking ability. Thus, these students are believed by the
researcher as the population of this research of improving students’ speaking
ability through the spelling game. There are 193 students in SDN 2 Hulawa that
consist as the total population of this research. These huge numbers of
students are considered as the population of this research since those students
are having less ability in speaking, hence this research is needed to be
conducted whether the treatment spelling game will be effectively works in
increasing their speaking ability. The total population of the students in SDN 2
Hulawa draws how the students are difficult in improving their speaking ability
through some strategies such as, conversation strategy, discussion strategy,
telling story and role plays.
The sample consisted of 32 students in the
sixth grade of the elementary school in SDN 2 Hulawa. The researcher attempts
to conduct this research to the sixth grade of the elementary school in SDN 2
Hulawa due to the students who are involved in this class are demanded to be
qualified in speaking ability. Based on this point of consideration, this class
is chosen as the sample of this experimental research. The 32 students then
will be divided into two groups or assigned to experimental and control group
by matching them on the basis of their pretest achievement scores. Each group
is comprised of 16 students. The students of this school are chosen firstly,
due to the cooperation of the head master, and availability of appropriate
time, secondly, because those students are met the required criteria for sample
of the study and comparison. There is no school indigenously meeting these
criteria. Thirdly, the headmaster of school facilitated the researcher to work
with her staff satisfactorily and fourthly, availability of both teachers of
experiment group and controlled group having almost same qualification and
experience.
K. Data Collection
K.1 Instrumentation
In order to measure the achievement of sample students before and
after the experiencing and acknowledging the students on how to improve their
speaking ability through the spelling game, they are given a Pretest in the
very first place and the giving Posttest at the end of the course. Those
pretest and posttest will be developed for the study. Achievement test whether
pretest or posttest consists of the assessment of their ability in introducing
their names in English and also how they can describe a thing or someone. The
pronunciation of those students will be the first aspect that will be assessed
by the researcher in conducting this research. The pretest will include the
ability of those students in introducing their name and describing things or
people based on previous knowledge of the students in speaking. However,
contradict to the pretest, the posttest will be related to how the students
introducing their names and describing people and things based on the teaching
treatment that are given during the experiment.
The pretest and posttest assessment aspect will be based on the 3
important elements of units taught to sample students. Those important elements
of units are pronunciation, the mastering of vocabularies and the intonation of
each student in speaking. The posttest is parallel to the pre-test in terms of
equal difficulty level of units that will be assessed from the students.
K.2 Procedures
In conducting this research, the researcher needs do several
procedures. The following procedure is adopted to conduct the experiment: The
first, the researcher needs to ask the permission the headmaster of SDN 2
Hulawa, Mrs. Salma Harun. The researcher also needs to ask the permission of
the class teacher who directed handle the students in the class, Mrs. Farida
Unti S.Pd. The researcher meets the class teacher with the request to provide
information about the speaking ability that has been achieved by the students
and what content they had to study in the next few weeks.
In the light of the above, it is then decided that all topics that
will be taught to the students should be easily understood during the period of
the study span. The achievement test for pre testing and post testing purposes
will be designed accordingly. The pre testing of the sample students are
carried out in their classrooms who are informed that the test had nothing to
do with their school exam, yet it is important to find how far their speaking
ability in order to teach them well in subsequent classes. Each lesson will be
taught to the experimental group in the light of lesson plans prepared by the
experimenter, using the format and the procedure of direct instruction which is
followed by guided practice through worksheets. Guided practice is ensured
during the last fifteen minutes of each period. Guidance is provided to the
students during supervision. The posttest is the culminating activity. It is
administered in the same room used for pre testing of the students. The test
will be according to the three components that have been explained previously.
The same posttest is also used as the retention test after a time interval of
six weeks. In order to provide relevant instruction to the subjects during the
experiment, the researcher is present in the class for supervision and guidance
of the teachers.
L. Data
Analysis
SPSS or Statistical Package for the Social Sciences is a data
management and analysis product produced by IBM SPSS Inc. in Chicago Inc. in Chicago, Illinois. SPSS is particularly well-suited to
survey research, though by no means is it limited to just this topic of
exploration. Then in this research will analyze by SPSS type of paired-samples
t test. Based on Wijaya (2012) that the paired-samples t test generally apply
in experimental research. The process using the paired-samples t test:
- Fill in the column about students’ post-test and give credit
- Click analyze then choose compare mean → paired sample t test
- Block the variable post-test of control and experiment group that inform the post test result after the treatment. After that, enter both of them into paired variables.
- Click option type the interval in 95% and then click continue and ok.
M.
Validity
Content validity of the pretest and the posttest will be ensured
through developing chart of specification before constructing the units that
will be assessed by the researcher, experienced class teacher’s comments on the
pre-test, researcher’s experience in teaching English and the supervisor’s
critical guidance. In this research, the test makes use of product
moment correlation formula that is on hand by Pearson as cited in Arikunto
(2010).
Notes:
∑X = Score
total points matter
∑X2 = Squares
total score of each
item
∑Y =
Total score
of respondents
∑Y2 = Total score
Squares
∑XY = Correlation
of scores with
the total score of each item
N = The number of respondents
In this research, the
result of 
will be connected with r
value of product moment by in view of the total of respondent is 32 and the significant
standard is 5%. Based on the respondent and
significant standard, the r value of product moment designed for validity is
0,349. The
instrument of the test will be valid if 
0,349 and it will be not valid if 
0,349.
will be connected with r
value of product moment by in view of the total of respondent is 32 and the significant
standard is 5%. Based on the respondent and
significant standard, the r value of product moment designed for validity is
0,349. The
instrument of the test will be valid if 0,349 and it will be not valid if 0,349.
N.
Reliability
Content that will be assessed by the researcher must be reliable.
Reliable in this case means that, the assessment or the measurement must be
accurate and objective. It is aimed, in order the result can be accepted as
well based on the qualification that has been provided by the researcher and
the research guidance. In this research
will be using Alpha Cronbach Formula (Noor, 2011) to test the reliability
itself.
where:
Note:
: Instrument
reliability
k : the total item of test
:
the variants total of test items
: the
total of variants
The result of will be connected with r
value of product moment in consider of the total of respondent or sample is 32
and the significant standard is 1%. Based on the result, the r value of product moment for
reliability is 0,449. The instrument of the test it self will be reliable if ≥ 0,449 and it can not be reliable of ≤ 0,449.
will be connected with r
value of product moment in consider of the total of respondent or sample is 32
and the significant standard is 1%. Based on the result, the r value of product moment for
reliability is 0,449. The instrument of the test it self will be reliable if ≥ 0,449 and it can not be reliable of ≤ 0,449.
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