USING GAMES TO IMPROVING SPEAKING AND MOTIVATION

TO SIX SEMESTER IN ACADEMIC,STKIP Taman Siswa ,YEAR 2017/

2018

INTRODUCTION

CHAPTER 1

1. Background of the study

 Teaching English should be oriented to vocational purpose in six
semester at STKIP taman siswa in reality many students get problem to
speak English and get low learning motivation. The researcher hope
are this technique can makes them useful to get proper jobs. The
purpose of this research was to test whether the game can improve
student speaking skill and their learning motivation in six semester and
find out factors influence the improvement the speaking skill and
leaning motivation . This research is classified in to classroom action
research

Data will collected though assesment,observation,and interview. The

assessment have used. For assessing the speaking: the observation
sheet have for assessing student’s learning motivation and then
interview and field note were used for having the furtherer in
formation. The findings This technique has collected by research
before, then has answered. That way the research choose this
technique . That will doing by me . This technique must be applied at
SIX semsester at STKIP taman siswa.

Games is any activity that is executed only for pleasure and without
a conscious goal. In this definition every activity that brings pleasure
is game for example people dance play musical instrument .act in
dramas , and play with dolls and model trains. It same when learning
when we doing same with learning it wiil be a fun . Learning fun that
will give mood to student themselves, so indirectly they will become
eager to learn then feedback it in the talking is the student will try to
learn hard to speak English, because of important things in game is
also our voice or talk us especialy English.

2. Identification of the study

1.how student effects on the use of games?

2. what the use games can give effect positive of student leaning?

3. limitation of study
 1.aspects of teacher

Lack of methods in use so as to make leaners become bored can

Also be caused inadequate facilitas ,as well as tolls used for playing

2. aspect learners student less eager in learning how else to talk because
speaking is need of much vocabulary ,and practice ,learner less get
motivation of learning.

4.formulation of the study

1. what is the student can be understand the study with eazly after doing
on?

2. what the student can accept ,and student have changing after, doing
this action?

5. objective of the study

The purpose of this method ,expeacily used game is.

 1. to help improve the spirit of learners learn.

2. to operational objective of this research it to know what the

constrains to eksis the current the survey systems.

3. functional objectives of this research is that the result of the research

can be used by higher education of schools as a basic reference to
take policy step related to teaching in schools , so that it can
accerelated the process take in surveys education any times and
procedure data accurate .

4. individual goals is increase knowledge introduction and observation

of method of using game survey at schools .So that researcher do
research to finish preparation of proposal .

6 significant of the study

The purpose of this method , used game is.

1 .to help improve the spirit of learners learn.

2. to operational objective of this research it to know what the

constrains exsist in the current the survey systems.

3. functional objectives of this research is that the result of the research

can be used by higher education of schools as a basic reference to take
policy step related to teaching in schools , so that it can accerelated the
process take in surveys education any times and procedure data accurate
and afficienty.

4. individual goals is to increase knowledge, experience introduction and

observation of a method of using games survey at schools. So that
researcher do research to finish preparetion of proposal.
 CHAPTER II
REVIEW OF RELATED STUDY
1 Theory

 According by to carrer(1990) teacher should first consider the level

of games to fit their students language level. They should choose
the games that fits the purpose of class or the content.More ever,
teachers ,charachteristic: whether they are old or young serious-
minded or light-hearted and highly motivated to learn or not .they
should also consider when the game should be use.
 According to Richard-amato (1996), even thought game are often
associated with fun, we should not lose sight of their pedagogical
values , particularly in second language teaching . Games are
affective because their provide motivation, lower students ,stress
and give them the opportunity for real communication .

2 relevance study.
useful strategy to encourage learning a foreign language is using
language games. When using games in the classroom, it is beneficial
for teachers to have a complete understanding of the definitions of
game which usually are defined as a form of play concerning
rules,competition, and an element of fun. Teachers should also consider
the advantages of games: the ability to capture students' attention;
lower students' stress; and give students the chance for real
communication. Lastly teachers need to assess how to use games
appropriately in the classroom. It is important to choose an appropriate
time and integrate of games them into the regular syllabus and
curriculum. However because of the limitations of the syllabus.
Games often cannot be used, as much as they should be. Therefore,it
may be challengin for teachers to try to add some games in class in
order to develop students'
English proficiency of the target language.
Some teachers think that language games are a waste of time and prefer
not to use them in classroom since games sometimes have been considered
only for its one element that is fun. In fact, games can provide English as a
foreign language (EFL) and English as a second language ( ESL) students
more than that. Among several strategies used to improve students'
proficiency such as visual aids, CALL (Computer Assisted Language
Learning), drama, role-play, and so on, games are another useful strategy
to promote students' language proficiency (Richard - Amato, 1996). This
paper aims to give a clear understanding of what games are and why and
how games are used in the classroom.
Language learning is a hard task which can sometimes be frustrating.
Constant effort is required to understand, produce and manipulate the
target Language. Well-Chosen games are invaluable as they give students a
break and at the same time allow students to practice language skills.
Games are highly motivating.

3 Conceptual framework
 SIX SEMESTER
STKIP TSB

4 hypothesis

*The use of games in teaching English has increased the student's attention
and motivation and it is very useful to use games.
* Games create a rich environment full with interaction and stimulations
for the students
Recommendations:
It is recommended to use games since they are very effective especially for
the primary stages in teaching a second language and games are helpful for
the teacher as a procedure for language acquisition.

Definition of key terms:

1. Achievement the quality and quantity of a student.
2.Educational: the game which are used in teaching English.
3. Language acquisition : is the process by which by the language
capability .
4.Students: the student of third grade girls in salma al farisi School..
5 Revision cards : A game that instead of writing topics on the board.

CHAPTER III

RESEARCH METODOLOGY

1.research design

Search Approach
This research uses quantitative approach with survey type to know the
resilience of foster children SIX SEMESTER

2 time and place

I am do research just one day in 20,4 ,2018,at six semester, and I am
just take two students as sample of my research.

3 population and sample

Student of six semester in STKIP TSB whit member 30 people the

researcher 2 student as a sample of the research

4 variable the research

Dependent variable: achievement of the students.

 5 technique, and instrument of data collection

Instrument

 Test
 Interview

Technique

 Interview
 test

7 technique of data analysis

 student low to speaking and not have motivation of their

learn
 student when the researcher give test( many student not
confidence ,about the student answer)