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
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.
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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
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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
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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.
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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
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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
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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
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LIST OF TABLES
3.1 Figure Classroom Action Research Stages
4.3 Table Reflection in Cycle One
4.5 Table Reflections in Cycle two
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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.
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