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ABSTRACT_SITI_IDAWATI _120221401490
No full textABSTRACT Idawati, Siti. 2016. Using Semantic Mapping as a Tool to Improve Vocabulary Mastery of Seventh Graders at SMPN 15 Malang. Thesis, English Department, Faculty of Letters, State University of Malang. Advisors; (1) Dr. Enny Irawati, M.Pd (2) Dr. E.D. Laksmi, M.Pd, M.A Keywords: Semantic mapping, vocabulary mastery, students' involvement This research is a Classroom Action Research (CAR) aimed to solve a problem in a class. In the preliminary study, the researcher found out that 7A students at SMPN Malang lacked vocabulary and often made spelling mistakes. Only 6 out of 32 students, or 18.75% of the students, could reach the score above 75 on their vocabulary test. The treatment was done in four meetings. The subjects were 7A class that consisted of 32 students. The instruments to collect the data were achievement test, observation checklist, field notes, and questionnaire. The researcher decided that the semantic mapping strategy is successful if 80% of the students could achieve score above 75 and 75% of them were involved in the teaching and learning process. The researcher implemented semantic mapping strategy to increase the students' vocabulary mastery in terms of meaning and spelling. The research focused on noun since at that time the lesson was about things around the students. The students were asked to write a group of vocabulary on a topic by writing things in the classroom, school yard, and house. The result showed that only 3 out of 32 students got the scores below 75, which means that 90.62% of the students had significant improvement on their vocabulary mastery. Also, the students' involvement was better; more than 80% of the students were involved in the teaching and learning process on the third and fourth meetings. In addition, most students said that the semantic mapping is a very good strategy. There are some steps to implement the semantic mapping strategy. First, the teacher divides the class in groups. Then, the students observe the media which was provided by the teacher. During the observation the students are also asked to fill the worksheet for the observation stage. Next, the students are motivated to ask questions. Then, the students are asked to make semantic mapping strategy toward the lesson. After that, the students are asked to fill in gap filling questions. It follows by concluding the lesson. Therefore, the researcher suggests that English teachers use semantic mapping as an alternative strategy to help students to improve vocabulary mastery. Then, the researcher suggests that the headmaster provide LCD projector to help the teachers in implementing the semantic mapping strategy. In addition, future researchers can use this research as a reference to conduct their research related to semantic mapping strategy. Also, further researchers are suggested that they conduct semantic mapping research to improve vocabulary mastery in terms of the pronunciation, the vocabulary behavior, how to use the vocabulary, and the connotation and denotation. ABSTRAK Idawati, Siti. 2016. Using Semantic Mapping as a Tool to Improve Vocabulary Mastery of Seventh Graders at SMPN 15 Malang. Thesis, English Department, Faculty of Letters, State University of Malang. Advisors; (1) Dr. Enny Irawati, M.Pd (2) Dr. E.D. Laksmi, M.Pd, M.A Kata Kunci: penguasaan kosakata, keterlibatan siswa, semantic mapping. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk membantu guru mengatasi masalah di dalam kelas. Peneliti menemukan bahwa siswa kelas 7A pada SMPN 15 Malang memiliki masalah dalam menerjamahkan dan menulis ejaan kosakata bahasa Inggris. Hanya ada 6 dari 32 siswa yakni 18,75% dari siswa mampu mendapatkan nilai di atas 75. Oleh karena itu, peneliti merencanakan strategi peta semantik untuk mengatasi masalah tersebut. Penelitian ini dilaksanakan dalam empat pertemuan. Subjek pada penelitian ini adalah kelas 7A yang terdiri dari 32 siswa. Instrumen yang digunakan untuk mengumpulkan data dalam penelitian yaitu tes hasil pembelajaran, lembar observasi, catatan lapangan, dan kuisioner. Strategi peta semantik dikatakan berhasil jika 80% siswa mampu mendapatkan nilai di atas 75 dan 75% siswa terlibat dalam pembelajaran. Peneliti menerapkan peta semantik memfokuskan pada arti dan pengejaanya. Penelitian ini fokus pada kata benda dikarenakan materi pelajaran adalah benda-benda di sekitar siswa. Siswa diminta untuk menulis kata-kata benda yang bersangkutan tentang sebuah tema, misalnya, menulis tentang benda-benda di dalam kelas, halaman sekolah, dan rumah. Hasil dari penelitian menunjukkan hanya 3 dari 32 siswa yang mendapatkan nilai di bawah 75, artinya 90,62% siswa mengalami peningkatan yang signifikan pada penguasaan kosakata bahasa Inggrisnya. Selain itu, keterlibatan siswa dalam kegiatan pembelajaran mengalami peningkatan setiap pertemuan. Lebih dari 80% siswa terlibat pada pertemuan ke-3 dan ke-4. Penerapan peta semantik strategi terdiri dari beberapa tahap. Pertama yang harus dilakukan adalah membagi siswa ke dalam beberapa kelompok. Kemudian siswa diminta untuk mengamati media yang telah disediakan oleh guru. Setelah itu, siswa diminta untuk mengisi lembar kerja yang telah dibagikan oleh guru. Kemudian, siswa dimotivasi untuk mengajukan pertanyaan. Selanjutnya, siswa diminta untuk membuat peta semantik sesuai materi pembelajaran. Setelah itu siswa diminta untuk mengisi kalimat rumpang. Pembelajaran diakhiri dengan menyimpulkan materi pembelajaran. Peneliti menyarankan guru bahasa Inggris untuk menerapkan peta semantik sebagai salah satu alternatf strategi untuk membantu siswa meningkatkan penguasaan kosakata. Selanjutnya, peneliti menyarankan kepala sekolah untuk menyediakan LCD proyektor untuk membantu guru dalam menerapkan strategi. Peneliti juga menyarankan kepada peneliti yang akan datang untuk menggunakan penelitian ini sebagai bahan pustaka. Selain itu, untuk para peneliti yang lebih luas, disarankan untuk menggunakan peta semantik dalam meningkatkan penguasaan kosakata dalam segi pelafalan, penggunaan dan konotasi denotasinya
Using Crossword Puzzles to Improve narrative – passage – based vocabulary learning of tenth grade students of SMKN 4 Malang.
No full textABSTRAK Pramayogo, D. H. 2015. Using Crossword Puzzles to Improve narrative – passage – based vocabulary learning of tenth grade students of SMKN 4 Malang. Undergraduate Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: (I) Dr.Furaidah, M.A., (II) Dr. Gunadi Harry Sulistyo, M.A. Keywords: crossword puzzles, students’ vocabulary learning Vocabulary is one of the essential language components that influence language skills mastery. It is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. It is needed by the students to form a sentence and understand teaching and learning materials. However, during an internship program in SMKN 4 Malang, it was found that X – TKJ B had a problem related to vocabulary learning. In addition, the students were lack of eagerness in learning vocabulary. In this case, crossword puzzles offer an opportunity for the students to learn vocabulary while having fun to build their eagerness in learning vocabulary. Therefore, crossword puzzles were chosen to overcome this problem. Based on the problems found in the class, this study used classroom action research (CAR) to improve the students’ narrative – passage – based vocabulary learning. This research was conducted in one cycle. The subjects of this study were the students of X – TKJ B of SMKN 4 Malang of 2014/2015. The focus of this study was on students’ vocabulary learning, students’ involvement during the implementation of crossword puzzles, and the students’ response toward the implementation of the strategy. The instruments of this study were vocabulary test, observation sheet, and students’ questionnaires. This study used crossword puzzles developed based on reading passage. The data obtained from the observation were analyzed based on the criteria of success. The implementation of using crossword puzzles in SMKN 4 Malang reached the criteria of success. None of the students scored below 75. The participation and involvement of the students during the implementation of crossword puzzles were good. They obtained score 6 from the scale 1 – 8 in the observation sheet. In addition, the implementation of crossword puzzles got positive responses from the students. Therefore, it could be concluded that the implementation of crossword puzzles was successful to improve the students’ vocabulary learning related to the reading passages discussed. The steps that can make the implementation of crossword puzzles succed in improving the students’ vocabulary learning related to the passages discussed were grouping the students, reading and comprehending the text, solving the puzzles, discussing the answer of the puzzles, practising pronunciation of the words and the meaning, using the words and reviewing the materials discussed. Based on the result of this research, it is suggested that English teacher use crossword puzzles as an alternative strategy in teaching and learning process. Crossword puzzles can be a variation in teaching English to avoid students’ boredom, since this strategy could provide the students’ learning while having fun at the same time. Other researchers are also suggested that they conduct further research dealing with the use of crossword puzzles in order to develop the strategy. Although the use of crossword puzzles to improve the students’ narrative – passage – based vocabulary learning were successful in this study, there were still some weakness in the implementation of the strategy. This study only proceeded in one cycle and the instruments had not been tried out yet
Studi Psikoanalisis Pada Karakter Mariam di Novel A Thousand Splendid Suns
No full textABSTRACT Fitri, Fidelia. 2015. a Psychoanalytical Study on the Personality of the Character Mariam in the Novel A Thousand Splendid Suns. Skripsi. Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: Drs. Kukuh Prayitno Subagyo, M.A.Kata Kunci: A Thousand Splendid Suns, kepribadian, psikoanalisis, id-ego-superegoBerkembangnya gerakan feminisme dan munculnya wacana terkait subordinasi kaum perempuan ke permukaan telah menarik perhatian banyak pihak termasuk dari golongan para seniman di seluruh belahan dunia. Hal ini dapat dilihat dari maraknya karya-karya sastra yang mengangkat topik terkait terlepas dari latar belakang geografis maupun budaya yang beragam. Salah satu dari karya-karya sastra tersebut adalah A Thousand Splendid Suns, sebuah novel karya Khaled Hosseini, seorang penulis Afganistan-Amerika, yang ditulis pada tahun 2007, mengikuti debut dari karya sebelumnya, The Kite Runner pada tahun 2003. Penelitian mengenai isu-isu subordinasi wanita pada novel ini juga telah banyak dilakukan dan sebagian besar berujung pada temuan kesimpulan bahwa tokoh utama Mariam dan Laila adalah merupakan representasi dari wanita Afghanistan pada abad 20 yang berada di bawah bayang-bayang dominasi masyarakat yang patriarkis dan konservatif. Meskipun hal ini benar, peneliti merasa bahwa menarik untuk menyadari bahwa kepribadian unik dari sebuah karakter cerita, dalam tesis ini adalah Mariam, masih sangat terkait pada pengalaman masa kecilnya.Untuk dapat menganalisis hubungan antara masa kecil dari karakter Mariam dan kepribadiannya ketika dewasa, peneliti mengemukakan beberapa aspek yang menonjol dari masa kecil karakter dan kemudian menjelaskan, dengan menggunakan teori psikoanalisis, dalam hal apa saja aspek-aspek ini mempengaruhi kepribadiannya ketika dewasa. Selain itu, peneliti juga menggunakan gagasan Freud mengenai tiga aparat-aparat psikis yaitu id, ego, dan superego dalam proses analisis. Gagasan tersebut terbukti efektif dalam upaya memahami keunikan dari kepribadian karakter Mariam, khususnya dalam memahami mengapa karakter tersebut menunjukkan perilaku-perilaku tertentu. Dalam skripsi ini dapat ditarik kesimpulan bahwa masa kecil dari karakter Mariam memang sangat terkait dengan kepribadiannya semasa dewasa, dan merupakan hal yang sangat potensial bagi masa kecil karakter untuk menjadi penyebab utama dari kepribadian karakter yang tertutup dan penurut, serta kecendurungan karakter untuk menghukum diri sendiri. Temuan ini membuktikan bahwa meskipun karakter Mariam merupakan representasi dari para wanita Afganistan, pengalaman pribadi dari masa kecil karakter juga sangat berperan dalam membentuk kepribadian serta individualitasnya sebagai karakter cerita
The Implementation of PLAN (Predict, Locate,Add, and Note) to Improve Reading Comprehension Skills of Eleventh Grade Students of MAN Tambakberas Jombang
No full textABSTRACT Rizqiana, Annisa. 2016. The Implementation of PLAN (Predict, Locate, Add, Note) to Improve Reading Comprehension Skill of Eleventh Grade Students of MAN Tambakberas Jombang. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Prof. Dr. Gunadi Harry Sulistyo M.A., (II) Dr. Suharmanto M.Pd. Key words: reading comprehension, report texts, PLAN Strategy This Classroom Action Research is performed to solve the problems experienced by the students of XI MIPA 1 of MAN Tambakberas Jombang. Based on the results of the preliminary study, it was found that XI MIPA 1 students had reading comprehension problems. To solve these problems, it was decided to implement PLAN Strategy to enhance the teaching and learning of reading in the classroom to improve the students’ reading comprehension on report texts. The study was conducted in the cycle which consisted of four stages namely planning the action, implementing the action, observing the action, and reflecting the action. The subjects of the study are eleventh grade students of MAN Tambakberas Jombang, class XI MIPA 1 comprising 24 students. In this study, the collected data were the students’ reading score to identify whether the students make a progress in reading comprehension, interview guide, students’ questionnaire, observation checklist toward the teacher’s and students’ activities and performance during the implementation of the PLAN Strategy teaching and learning process, and field notes to note the data beyond the coverage of the observation checklist. The research shows that the implementation of the PLAN Strategy in the teaching learning of reading comprehension can improve the students’ comprehension skill. The researcher, together with the English teacher determined the criteria of success. It can be identified that after the implementation of the action there is an improvement in the number of students who got the score greater or equal to 75 in the cycle were 21 out of 24 students or 87, 5%. It fulfilled the criterion of the success in terms of the score improvement that is 80% students passed the minimum passing grade 75. Moreover, the students gave the positive responses toward the implementation of the PLAN Strategy in the teaching and learning reading. This study provides an alternative medium for teaching reading the text. During the implementation of the strategy, the students are assigned to work in groups. Based on the findings, it is suggested that English teachers implement the PLAN Strategy as an alternative teaching technique especially in teaching reading in the classroom in order to improve the students’ reading comprehension skill. For other researchers, this study can be a reference to conduct the same or even different settings and subjects.ABSTRACT The Implementation of PLAN (Predict, Locate,Add, and Note) to Improve Reading Comprehension Skills of Eleventh Grade Students of MAN Tambakberas JombangRizqiana, Annisa. 2016. The Implementation of PLAN (Predict, Locate, Add, Note) to Improve Reading Comprehension Skill of Eleventh Grade Students of MAN Tambakberas Jombang. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisors: (I) Prof. Dr. Gunadi Harry Sulistyo M.A., (II) Dr. Suharmanto M.Pd.Key words: reading comprehension, report texts, PLAN StrategyThis Classroom Action Research is performed to solve the problems experienced by the students of XI MIPA 1 of MAN Tambakberas Jombang. Based on the results of the preliminary study, it was found that XI MIPA 1 students had reading comprehension problems. To solve these problems, it was decided to implement PLAN Strategy to enhance the teaching and learning of reading in the classroom to improve the students’ reading comprehension on report texts.The study was conducted in the cycle which consisted of four stages namely planning the action, implementing the action, observing the action, and reflecting the action. The subjects of the study are eleventh grade students of MAN Tambakberas Jombang, class XI MIPA 1 comprising 24 students. In this study, the collected data were the students’ reading score to identify whether the students make a progress in reading comprehension, interview guide, students’ questionnaire, observation checklist toward the teacher’s and students’ activities and performance during the implementation of the PLAN Strategy teaching and learning process, and field notes to note the data beyond the coverage of the observation checklist.The research shows that the implementation of the PLAN Strategy in the teaching learning of reading comprehension can improve the students’ comprehension skill. The researcher, together with the English teacher determined the criteria of success. It can be identified that after the implementation of the action there is an improvement in the number of students who got the score greater or equal to 75 in the cycle were 21 out of 24 students or 87, 5%. It fulfilled the criterion of the success in terms of the score improvement that is 80% students passed the minimum passing grade 75. Moreover, the students gave the positive responses toward the implementation of the PLAN Strategy in the teaching and learning reading. This study provides an alternative medium for teaching reading the text. During the implementation of the strategy, the students are assigned to work in groups. Based on the findings, it is suggested that English teachers implement the PLAN Strategy as an alternative teaching technique especially in teaching reading in the classroom in order to improve the students’ reading comprehension skill. For other researchers, this study can be a reference to conduct the same or even different settings and subjects
Developing Digital Comic As Supplementary Reading Materials On Narrative Texts For Eighth Graders Of Junior High Schools
No full textABSTRACT Mahmuda, Hafidatul. 2016. Developing Digital Comic as Supplementary Reading Materials on Narrative Texts for Eighth Graders of Junior High Schools. Thesis, English Department, Faculty of Letters, State University of Malang. Advisors: (I) Nunung Suryati, M.Ed., Ph.D., (II) Prof. H. Moh. Adnan Latief, M.A., Ph.D.Keywords: digital comic, supplementary materials, reading comprehension, computer-basedReading is one of skills that should be mastered by junior high school students. However, the students’ ability in reading comprehension is still low since there are some problems regarding several aspects like lack of vocabulary, and lack of interest and motivation which were caused by lack of interesting materials and media for reading. The aim of the study was to develop supplementary reading materials in the form of digital comic for the eighth graders of junior high school. The digital comic was created in order to be the aids of the students to improve their reading comprehension and increase their motivation in reading English texts.This study adapted a research design by Borg & Gall (1983) and was conducted in six steps: (1) needs analysis, (2) materials development, (3) product development, (4) theoretical validation, (5) empirical validation, and (6) final product. The digital comic application was validated by two experts on media and materials: a lecturer of State University of Malang and an English teacher of SMPN 1 Kalisat. Then, the product was tried out to 12 students of VIII F SMPN 1 Kalisat as the sample. The product was revised based on the experts’ judgements and the students’ feedback. The final product of this study is a digital comic named DIGICOM in the form of an application. It has 100 MB of size and it is compatible with all types of computers. The application provides four kinds of narrative texts i.e. two legends, one fable, and one fairy tale. Each story consists of three stages: (1) Warm-up, (2) Story, and (3) Mini-quizzes. The additional features provided in the product are the audio, the glossary, and the pop-up words related to the use of past simple verbs. In addition, there is “Read me” part as the guidance for the users to know the learning objectives and how to operate the product. “Read me” part includes 5 aspects: (1) About DIGICOM, (2) Basic Competence, (3) Objectives, (4) Direction of Icons, and (5) Bibliography.The result of the study was obtained from the experts’ judgement and the students’ attitudes toward the product. According to the experts’ judgement, the application is considered feasible to be used as supplementary reading materials for eighth graders. In addition to that, the students gave positive feedback by stating that the application was very interesting. They also stated that the application could increase their interest and motivation in reading English texts. The product is recommended to be used for the students as self-study materials outside the class. In helping to create joyful teaching and learning process, teacher can also use the product inside the class since the materials were already adjusted to the materials recommended in KTSP 2006. Future researchers can develop similar product by changing and adding more sophisticated features that can help the students feel pleasant while learning English
IMPLEMENTING STAD TECHNIQUE TO IMPROVE 7TH GRADE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT AT SMP NEGERI 13 MALANG
No full textABSTRACT IMPLEMENTING STAD TECHNIQUE TO IMPROVE 7TH GRADE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT AT SMP NEGERI 13 MALANGSaputri, Fikri Atmi. 2016. Implementing STAD Technique to Improve 7TH Grade Students’ Ability in Writing Descriptive Text at SMP Negeri 13 Malang. Thesis, Department of English, Faculty of Letters, State University of Malang. Advisor: (I) Prof. H.M. Adnan Latief, M.A., Ph.D. (II) Dra. Nunung Suryati, M.Ed., Ph.D.Key Words: writing, descriptive text, STAD techniqueBased on the result of preliminary study that was conducted in VII grade of SMPN 13, the researcher found that there were 31 students (91.17%) of the students having low writing achievement. It happened because of many aspects. First, there was no clear explanation about how to write a descriptive text. Second, the students were confused about what to write. Besides, grade VII E was heterogeneous with high different performing level. Hence, to overcome this problem, the teacher should think of using certain strategy to improve the students’ writing ability.In response to the problem, this study was focused on solving problem related to how the students develop and organize the ideas to write certain topic then improve their writing ability. This study proposed STAD technique to improve the seventh year students’ ability in writing descriptive text. The research problem was “How can the use of STAD technique improve 7th grade students’ ability in writing descriptive text at SMP Negeri 13 Malang?” Thus the objective of this study was to know how STAD technique can improve the writing ability of the VII grade students of SMP Negeri 13 Malang.The design of this study was Classroom Acton Research. It consists of four steps: planning, implementing, observing, and reflecting. In conducting this study the English teacher helped the researcher by taking role as the observer. Both the researcher and the English teacher worked together in cyclic activities; planning, implementing, observing, and reflecting on the data gained from teaching and learning process which runs in two cycles. Cycle 1 contained 4 meetings, while Cycle 2 contained 3 meetings. The subjects of this study were VII E class students of SMPN 13 Malang. There were 34 students involved in this study. The sources of the data used in this study were interview guide, observation checklist, field notes, questionnaire, and students’ writing score.The procedures on this study including five components of STAD technique were as follows: First, the researcher explained about descriptive text and introduced STAD technique. Second, dividing students into some teams based on their base score. Students were doing discussion activity within their group and asked to complete the worksheet. There were two worksheets that should be done: team worksheet and individual worksheet. Third, the researcher conducted individual quizzes to know the students’ understanding toward the material. Fourth, the researcher conducted individual recognition. The students were showed their improvement score and three students with the highest score, got a present from the researcher. Last the researcher did team recognition. Three teams with the highest achiever got a present from the researcher.The research findings show that STAD technique successfully increased students’ writing ability in writing descriptive text. Students’ achievement had met the criteria of success which had been set for three different groups: lower, middle, and higher groups. All students (100%) in each group succeeded in achieving targeted score Moreover, the students’ participation toward the implementation of STAD technique was also good. They enthusiastically participated in the classroom’s activity and gave their positive feedback toward the technique. Finally, suggestions are provided for the teachers and future researchers. It is suggested that English teachers apply this STAD technique since this study proposes an alternative strategy for teachers who want to create a more joyful way for learning. For future researchers who want to conduct similar study, it is recommended that they use this technique in different level of education and it can be used to improve writing other text types, such as: narrative, recount, procedure or other.ABSTRAK Saputri, Fikri Atmi. 2016. Menerapkan Teknik STAD untuk Meningkatkan Kemampuan Menulis Teks Dekriptif Siswa Kelas 7 di SMP Negeri 13 Malang. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Prof. H.M. Adnan Latief, M.A., Ph.D. (II) Dra. Nunung Suryati, M.Ed., Ph.D.Kata Kunci: menulis, teks deskriptif, teknik STADBerdasarkan hasil dari studi pendahuluan yang dilakukan di kelas VII SMPN 13 Malang, peneliti menemukan bahwa 31 siswa (91.17%) dari jumlah siswa memiliki kemampuan menulis yang masih rendah. Hal ini terjadi karena berbagai macam hal. Pertama, tidak adanya penjelasan rinci tentang bagaimana menulis teks deskriptif. Kedua, siswa kesulitan untuk mengungkapkan apa yang harus mereka tuliskan. Di samping itu, kelas VII-E termasuk kedalam kelas yang heterogen, dimana tingkat kemampuan menulis yang sangat berbeda-beda antara satu dengan yang lain. Oleh karena itu, untuk mengatasi masalah ini, guru harus mulai berfikir untuk menggunakan strategi tertentu untuk meningkatkan kemampuan menulis siswa.Berdasarkan permasalahan yang telah diungkapkan di atas, penelitian ini difokuskan untuk menyelasaikan permasalahan terkait tentang bagaimana siswa mengembangkan and mengorganisasi tulisan mereka untuk menulis dengan topik tertentu dan mengembangkan kemampuan menulis mereka. Penelitin ini menawarkan teknik STAD untuk meningkatkan kemampuan menulis teks deskriptif siswa kelas tujuh. Adapun rumusan masalah yang diajukan adalah “Bagaimana penggunaaan teknik STAD dapat meningkatkan kemampuan menulis teks deskriptif kelas 7 di SMP Negeri 13 Malang?”. Kemudian tujuan dari penelitian ini adalah untuk mengetahui bagaimana teknik STAD dapat meningkatkan kemampuan menulis teks deskriptif kelas 7 di SMP Negeri 13.Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK). PTK sendiri terdiri dari empat langkah: perencanaan, pelaksaaan, observasi, dan refleksi. Dalam melaksanakan penelitian ini guru Bahasa Inggris membantu peneliti dengan menjadi pengamat selama pelaksanaan penelitian. Baik peneliti maupun guru Bahasa Inggris berkolaborasi dalam aktivitas setiap siklus. Siklus 1 terdiri dari 4 kali pertemuan, sedangkan Siklus 2 terdiri dari 3 kali pertemuan. Adapun subjek dari penelitian ini adalah siswa-siswi kelas VII-E SMPN 13 Malang. Terdapat 34 siswa yang menjadi bagian dari penelitian ini. Sumber data yang digunakan dalam penelitian ini adalah pedoman wawancara, observasi, catatan lapangan kuesioner, dan skor menulis siswa.Prosedur pelaksanaan penelitian ini mencakup lima komponen dari teknik STAD yaitu: Pertama, peneliti menjelaskan tentang teks deskripitf dan memperkenalkan teknik STAD. Kedua, membagi siswa kedalam beberapa tim berdasarkan skor awal mereka. Para siswa melakukan diskusi didalam kelompok mereka masing-masing dan diminta untuk mengerjakan lembar kerja. Terdapat dua macam lembar kerja yang harus diselesaikan yaitu lembar kerja kelompok dan lembar kerja individu. Ketiga, peneliti melaksanakan tes individu untuk mengetahui tingkat kemampuan siswa dalam memahami materi. Keempat, peneliti melaksanakan penghargaan individu. Disini siswa ditunjukan peningkatan skor mereka dan tiga siswa yang mendapatkan skor paling tinggi, mendapatkan sebuah hadiah dari peneliti. Terakhir peneliti melakukan penghargaan kelompok. Dimana tiga kelompok yang mendapatkan skor tertinggi mendapatkan sebuah hadiah dari peneliti.Temuan penelitian memperlihatkan bahwa teknik STAD berhasil meningkatkan kemampuan menulis siswa dalam menulis teks deskriptif. Kemampuan siswa telah memenuhi kriteria kesuksesan yang sebelumnya telah ditentukan untuk masing-masing kelompok: kelompok bawah, sedang, dan tinggi. Semua siswa (100%) di masing-masing kelompok berhasil dalam mencapai skor yang telah ditargetkan. Lebih lanjut, partisipasi siswa terhadap penerapan teknik STAD juga bagus. Mereka sangat antusias dalam mengikuti kegiatan di kelas dan juga memberikan respon yang positif terhadap teknik ini. Akhirnya, saran juga diberikan kepada guru dan peneliti yang lain. Disarankan untuk guru Bahasa Inggris untuk menerapkan teknik STAD. Dikarenakan penelitian ini menawarkan alternatif media untuk para guru yang ingin membuat suasana yang lebih menyenangkan untuk belajar. Untuk peneliti yang lain yang ingin melaksanakan penelitian yang sama, di anjurkan untuk menggunakan teknik ini dengan tingkat pendidikan yang berbeda dan menggunakan jenis teks yang lain seperti: narrative, recount, procedure dan lain sebagainya
Using KWL Chart to Improve Students’ Reading Comprehension
No full textABSTRAK USING KWL CHART TO IMPROVE STUDENTS’ READING COMPREHENSION Yunita Purnama Sari1 Utari Praba Astuti2 Ali Saukah3 State University of Malang E-mail: [email protected] ABSTRACT: This research aimed to find out how KWL chart can be used to improve reading comprehension of hortatory text on the eleventh graders of MA Unggulan Wahab Hasbulloh Tambakberas, Jombang. The research design is classroom action research. The data used are students’ observation checklist and students’ worksheet. They are analyzed using qualitative and quantitative technique. The result of this research shows that KWL chart can improve the students’ reading comprehension score because of several reasons: (1) KWL chart includes activating students’ background knowledge in the pre-reading activity, (2) KWL chart gives the opportunity to the students to predict what the text is about, (3) KWL chart requires the students to monitor their reading, (4) there is a discussion activity in pairs after completing KWL chart, (5) the topics of hortatory texts used are interesting enough for the students. Keywords: KWL Chart, Reading Comprehension There are four skills for students to master in English: listening, speaking, reading, and writing. Reading has an essential role in teaching and learning success at all education stages. It is due to the fact that there are many materials provided in the written form that requires students to improve their reading skills to understand it. Therefore, the students will gain a lot of information and knowledge through the reading process. Based on the standard competence of curriculum 2006 for Senior High School in reading, students are expected to be able to comprehend some text types such as explanatory, hortatory, discussion, descriptive, procedure, narrative, report, and review in the context of daily life. Comprehending or reading for meaning is the ultimate goal for every reading activity. 1 Yunita Purnama Sari is an English Department student in the State University of Malang. This Article is based on the thesis for the degree of Sarjana in English Language Education, 2016. 2Utari Praba Astuti is an English Department lecturer in the State University of Malang. 3Ali Saukah is an English Department lecturer in the State University of Malang. There are many definitions of reading comprehension that are proposed by the experts. According to Otto, Rude, & Spiegel (1979:151), reading comprehension is an interaction between thought and language. In addition, Snow (2002:11) explains that reading comprehension is a process of simultaneously extracting and constructing meaning through interaction with the written language. Another definition of reading comprehension comes from Turner (1988:160) who views reading comprehension as a process in which the readers interpret a text by building a bridge between prior knowledge and new information. In brief, the overall idea of comprehension is that intentional meaning and thoughtful thinking process of readers through interaction with text when they read. Regarding to the complexity of comprehension process, a suitable strategy is needed for teaching reading. The role of the teacher is also very important in creating effective teaching procedures to make students master in reading. The teacher must provide suitable texts and activities that will focus the students’ attention on the text, and make the students aware of what they are doing, and interested in doing it better (Simajuntak, 1988:36). In a preliminary study administered in XI IIA class of MA Unggulan Wahab Hasbulloh Tambakberas Jombang, the researcher found some problems related to the students learning. According to the result of the questionnaires completed by 29 students of XI IIA, 12 out of 29 students had difficulties in reading due to the limited knowledge of vocabulary. Furthermore, 4 students stated they could not comprehend the sentence structure easily and 3 other students stated that the provided topics were unfamiliar for them. There were only 29 students filling the questionnaires because 7 students were not in the class. The researcher also observed the learning process and interviewed the English teacher in the next day to validate the information which was already gained from the questionnaire result. During the observation and interview, the researcher found some students did not participate actively during English class. They were not so curious. They were afraid to make mistakes when they answered the questions. The teacher said that the students’ reading scores were below the passing standard score. Furthermore, the students were not exposed to learn more through interactive teaching strategies. They also did not encounter meaningful and varied materials. Simanjuntak (1998:2) mentions some factors that contribute to the students’ success in reading, such as students’ motivation, students’ confidence, and students’ own skills. Furthermore, tapping into background knowledge is also determined the students’ achievement. It becomes an important thing in the learning process. It is based on Tileston (2011:36) who states that when the teacher teaches new information, the brain will make sense of it sooner if there is a prior connection with it. The more the students are helped to make connections between what they already know and the new knowledge, the more they get positive learning experiences. In line with this, Sousa (in Tileston, 2011:37) explains that the connection between new information which is introduced to working memory and information in long-term memory for past learning will make great achievement. In addition, Marzano (in Tileston, 2011:39) says that building connections prior to the learning had a high effect size on the student learning. Simanjuntak (1988:12) assumes that students’ reading skills can be trained. Due to the fact that activating students’ background knowledge is very important, the researcher believes that one of the strategies that can be used to overcome the students’ problem in reading is using KWL chart. By using KWL chart, students have the opportunity to develop their reading skills. Moreover, they will have a good reading strategy to improve their reading comprehension. KWL chart is an instructional scheme that develops an active reading of texts by activating students’ background knowledge (Ogle, 1986:570). It consists of three columns that help to capture before, during, and after reading a text. KWL stands for determining what I Know, what I Want to know, and what I Learned. The first column is K which tells what students know about the topic before reading the text. In this part, the teacher tries to activate students’ background knowledge before they go to the text further. The next column is W in which the students write down some questions that they want to know about the topic they will read. As they generate questions for W column, they learn to set their own purposes for reading. Further, because they are reading to answer their own questions, students are more likely active to monitor their comprehension. The third column is L in which the students states everything that they learned after reading the text by matching columns what they know in advance, what they want to know. Some previous researches show that KWL chart strategy can enhance students’ reading comprehension. Therefore, the present researcher applies KWL chart strategy to improve students’ reading comprehension of hortatory text. The hortatory text is chosen due to several reasons. First, the KWL chart strategy is not used yet in comprehending hortatory text which presents opinions about certain things. Second, the text being learned while the researcher did the implementation of KWL chart strategy is hortatory text. It is based on standard competence of Curriculum 2006 for the eleventh graders. This research aimed to find out how KWL chart can be used to improve reading comprehension of the eleventh graders of MA Unggulan Wahab Hasbulloh Tambakberas, Jombang. The result of the study is expected to give practical contributions. It will be significant to enrich teachers with a useful learning strategy to improve the quality of teaching-learning process in the classroom. For students, this strategy hopefully can help students to have better reading comprehension by providing them a way to exploit their reading skill and strategy. Moreover, the findings of this study can be used as a reference for future researchers to conduct further studies in improving English reading comprehension. METHOD This is a collaborative action research consisting of one cycle. The cycle contains four stages: planning, implementing, observing, and reflecting. The subjects of this research are the students on XI IIA class of MA Unggulan Wahab Hasbulloh (MAUWH) Tambakberas Jombang in Academic Year 2015/2016 which consists of 36 students. The data sources used in obtaining the data in this research are students’ observation checklists and students’ worksheet. The data collected are qualitative and quantitative. The qualitative data is taken from students’ observation checklists during the implementation of the strategy. Besides, the quantitative data is taken from students’ score in evaluation test. There are 3 tests conducted in the second, third, and fourth meeting. The criterion of success is that all students should achieve improvement on their reading comprehension score. The students’ reading comprehension scores got from the second, third, and fourth worksheet were compared. It is aimed to see the students’ gain after being given the KWL chart strategy. If there is improvement on the students’ score, it can be considered that the KWL chart strategy can be used to improve the students’ reading comprehension of hortatory text. RESEARCH FINDINGS The results of the data in the observation stage were used to the basis of the reflection on cycle 1. Each student’s worksheet consisted of ten questions that require short answer. The answers were scored based on the total of correct answers. There were three reading comprehension scores that got from the first, second, and third students’ worksheet. Based on the calculation of the students’ worksheet scores, it could be seen that the students’ reading comprehension score was improved. It was shown by the increasing the students’ mean score in the class. Moreover, every student’s scores from the first, second, and third worksheet was improved. The improvement of students’ reading comprehension score through the use of KWL chart could be seen in the table 3.5. Table 3.5 Students’ Reading Comprehension Improvement Worksheet 1 Worksheet 2 Worksheet 3 Mean 76.29 94.19 94.24 Improvement 17.9 0.05 Based on table 3.5, it can be seen that there was improvement of students’ reading comprehension score from worksheet 1, 2, and 3. The improvement from worksheet 1 to worksheet 2 is 17.9. The improvement is quite much because the second students’ worksheet was made simpler than the first worksheet. The text used in the second worksheet is shorter than the first one. Then, the vocabulary used in the second worksheet is quite easy and familiar for the students. Moreover, the researcher showed the students’ mistakes from the first worksheet and explained what they have not understood yet about the previous lesson in the review stage. The researcher simplified the second worksheet to suit the students’ reading level. Meanwhile, the improvement from the second to the third worksheet is little because the text used is quite similar with the second worksheet. The vocabulary used in the text is not difficult enough for the students. The researcher made the third worksheet in such way to confirm that the students’ reading is on that level. The students’ improvement during the research can be seen in the chart 3.1. Chart 3.1 Chart of Students’ Mean Score Improvement Besides showing improvement on the students’ reading comprehension score, there was also improvement on the students’ participation in the classroom. It was based on the students’ observation checklist. Most of the students actively participated in all reading activity and showed positive response in its process. It was known from the situation of the class that became more active in comparison from the first, second, and third meeting. Based on the implementation result, it was found that there was an improvement on the students’ reading comprehension after the implementation of KWL chart strategy. Therefore, after having discussion with the English teacher and the advisor, the researcher decided to stop the actions. DISCUSSION Based on the research findings, the KWL chart strategy had successfully improved the students’ comprehension in reading hortatory text. The success of KWL chart strategy in improving the students’ reading comprehension was due to some factors as follows. First, during the implementation process, the researcher tried to activate the students’ prior knowledge about a certain topic before they were given the text. The activating students’ prior knowledge process were started from raising questions related to the topic, asking the students to write information they already know, and asking the students to generate some questions related to the topic. Those activities were done in the pre-reading activity and were done in the second and third meeting. The process of activating the students’ background knowledge took an important role in the learning process. It is beneficial in helping the students become more aware of what they know and do not know so they pay attention to contradictory and new information in the material they read (Afflerbach, 1990:14). In line with this, Anderson and Pearson (as cited in Afflerbach, 1990:10) state that prior knowledge is extremely important in influencing how the readers interpret what they read and what they learn from their reading. The students will get the idea about the text they will read when their prior knowledge was activated. Second, KWL chart strategy allowed the students to predict what the text is about. After completing K (What I know Column), the students were assigned to generate questions that they were most interested in having answered through reading the text. In this phase, the students set the purpose of their reading. This activity helps the students develop their own reason for reading (Ogle, 1986:566). The students will read the text to find answers for their questions that written in the W (what I want to know) column of their chart. Making prediction is an important part in reading which is used to monitor comprehension as the text is read (Collins, Brown, Newman, 1987:7). Moreover, Duke, Pearson, Strachan, & Billman (2011:56) states that good readers frequently make predictions about what is to come. As in the process of reading, the students will discover that their predictions were correct if they found the answer from the text. Third, KWL chart strategy required the students to monitor their reading. After reading the text, the students were directed to write down what they learned from their reading in the L (what I learned) column. They were asked to check their questions that written in their W (what I want to know) column to determine if the article dealt with their concern or not. Each student has the opportunity of having his/her question answered or at least addressed. This activity helps the students to develop more critical awareness of the limitation of all author-reader interactions (Ogle, 1986:567). Fourth, the improvement on students’ reading comprehension was also influenced by the discussion activity. This activity was done after the students completed their KWL chart. The students were assigned to discuss their chart result in pair. This activity enabled the students to share the information that they got from their reading and they wrote down on the KWL chart. It gave a chance to the students to compare information that they got with their friends and complete their own with the information that they already know. Thus, it made them understand more about the text they already read. Moreover, the discussion activity gave a chance to explore their ideas about the text they just read. Sulistyo (2011:48) states that discussion provides a chance to the readers with a challenge to see the issue in the text from different angles and learn to defend their ideas. During the discussion activity, the students shared the idea about the details of content in the text. Finally, the topics of hortatory texts used also influenced the students’ reading comprehension. The researcher provided some hortatory texts that were used in this research. The texts chosen were easy and interesting enough for the students. The texts were considered easy as the texts did not use many difficult words and the content was suitable with the students’ comprehension level, and interesting as the content of the text was various and close to the students’ daily life. By given the easy and interesting topic, the students will motivate to read the text. It suited with Duke, Pearson, Strachan, & Billman (2011:62) who state that motivation is highly correlated with learning in general and reading comprehension in particular. Based on the implementation process, the KWL chart strategy also had a weakness. It was quite time consuming. When the students were assigned to complete their chart, they need much time to think about information they had. In addition, some students needed much time to create better sentences and questions. They might be confused to translate information they know into English and write it down correctly. Furthermore, if the text used was long and the vocabulary were unfamiliar for the students, they would need much time to understand the content of the text. Furthermore, based on the students’ observation checklist, it was found that KWL chart strategy increased not only students’ reading comprehension score, but also the students’ participation in reading hortatory text. The implementation of KWL chart strategy received positive responses from the students. The students followed all the activities actively and enthusiastically. More students were not reluctant anymore to ask questions when they found difficulties in comprehending the text and complete the KWL chart. The students were already familiar with the KWL chart and its usage. They were not confused anymore and enjoy reading and completing KWL chart. Then, most of them also actively discussed the content of the text. The students showed good involvement and responsibility in pair discussion as well as in their own worksheet. Moreover, the students’ mistakes in creating sentences and questions were less. The students were shown their mistake made in the previous meeting. They were also taught how to fix it. Thus, they could learn from their own mistake and did not do the same mistake in the next meeting. It suited the constructivism theory which believes that the students construct their own understanding and knowledge through experiencing things and reflecting on those experiences. CONCLUSIONS & SUGGESTIONS The result of this research shows that KWL chart can improve the students’ reading comprehension score because of several reasons: (1) KWL chart includes activating students’ background knowledge in the pre-reading activity, (2) KWL chart gives the opportunity to the students to predict what the text is about, (3) KWL chart requires the students to monitor their reading comprehension, (4) there is a discussion activity in pairs after completing KWL chart, (5) the topics of hortatory texts used are interesting enough for the students. During the implementation of KWL chart strategy, it reveals that the strategy is time consuming. Thus, it is suggested to English teachers to be careful in choosing the materials and considering the time allocation when applying KWL chart strategy. Moreover, other researchers are expected to conduct the similar study in teaching other text types not only to improve students’ reading comprehension but also students’ vocabulary mastery. REFERENCES Afflerbach, P. 1990. The Influence of Prior Knowledge and Text Genre on Readers' Prediction Strategies. Journal of Reading Behavior, (Online), 22(2): 131-148, (http://jlr.sagepub.com/content/22/2/131.full.pdf), retrieved on May 10, 2016. Collin, A., Brown, J.S., & Newman, S.E. 1987. Cognitive Apprenticeship: Teaching the Craft of Reading, Writing, and Mathematics. Massachusetts: Palo Alto Research Center. Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K. 2011. What Research Has to Say about Reading Instruction (S. Jay Samuels and Alan E. Farstrup, Ed.). US: International Reading Association. Ogle, D. M. 1986. K-W-L: A Teaching Model That Develops Active Reading of Expository Text. International Reading Association, (Online), 39(6): 564-570, (http://www.jstor.org/stable/20199156), retrieved on October 20, 2015. Otto, W., Rude R., & Spiegel D.L. 1979. How to Teach Reading. America: Addison-Wesley Publishing Company. Simanjuntak, E.G. 1988. Developing Reading Skills for EFL Students. Jakarta: Dirjen DIKTI Departemen Pendidikan dan Kebudayaan. Snow, C. E. 2002. Reading for Understanding: Toward an R & D program in reading comprehension. Santa Monica, CA: RAND Education. Sulistyo, G. H. 2011. Reading for Meaning: Theories, Teaching Strategies, and Assessment. Malang: Pustaka Kaiswaran in cooperation with Faculty of Letters, State University of Malang. Tileston, D. W. 2011. Ten Best Teaching Practices: How Brain Research and Learning Styles Define Teaching. US: Corwin A SAGE Company. Turner, T. N. 1987. Teaching Reading Third Edition (Alexander, J. Estill, Ed.) London: Scott, Foresman
Using Modified Snake and Ladder Game to Improve the Vocabulary Mastery of the Fourth Graders of MIN Curah Jeru Situbondo
No full textABSTRACT Using Modified Snake and Ladder Game to Improve the Vocabulary Mastery of the Fourth Graders of MIN Curah Jeru SitubondoKey words: elementary student, snake and ladder, vocabulary.Students have been introduced to learn English vocabulary since they are in the Elementary school. However, teaching English vocabulary to young learners is not easy.The common problem found is the students are not able to keep the vocabulary in their long-term memory. This study is addressed to overcome the problem that was faced by the fourth graders of MIN Curah JeruSitubondo. Based on the preliminary study that was conducted on 11th April 2015, it was found that almost all of the students lacked of English vocabulary. In order to solve the problem, the researcher applied “Snake and Ladder game”.The game was good for the students, not only for their academic achievement but also for their social interaction.The design of this study was Classroom Action Research (CAR). Therewere four stages done in this research, i.e. planning, implementing, observing, and reflecting. This research was aimed to help the students to improve their vocabulary mastery. The subject was the fourth graders of MIN Curah JeruSitubondo in the 2015/2016AcademicYear. There weresixteen students, ten male students and six female students. The data were collected from four instruments that isvocabulary test, observation checklist, field notes and questionnaire. The criterion of success was that the students should score sixty fiveas a minimum score.This study was conducted in two Cycles. Based on the result of the final test scores, the research was categorized as successful. The result showed that thirteen out of fifteen students had passed the minimum score. There were three students who got 100 and their average score also significantly increased. Then, the researcher compared the pre-test and final test by using t-test. The result showed that the students’ score in Cycle Two was significantly increased. Based on the findings above, it can be concluded that “Snake and Ladder game” can help the students to improve their vocabulary mastery. In addition, this game is interesting and suitable for the elementary graders. Therefore, it is expected that this “Snake and Ladder game” can be used as an alternative media to teach vocabulary by the teacher and for the school, the researcher hope the school can facilitate another interesting media to help the teacher during the teaching and learning process. The future researcher who is interested in implementing the same media is suggested to make the board from the material that is not easily broken and consider more about the time. In addition, the future researchers can use the game for speaking, reading and writing activity since the game is suitable to be implemented for another language skill
Developing Snake-and-Ladder-Based Board Game for the Speaking Activities of the Seventh Graders of Junior High School
No full textABSTRACT Hidayati, Lilis Nur. 2016. Developing Snake-and-Ladder-Based Board Game for the Speaking Activities of the Seventh Graders of Junior High School. Undergraduate Thesis. English Department, Faculty of Letters, State University of Malang. Advisors: (1) Francisca Maria Ivone, M.A., Ph.D., (II) Dr. Sri Rachmajanti, Dip. TESL, M.Pd.Keywords: board game, instructional medium, speaking activity, teaching medium, seventh gradersThis study aims to develop an educational product for the seventh graders of SMP Negeri 2 Malang. The product was developed as a supplementary medium for speaking activities. The final product of this study was a set of a board game entitled “ZOOMBA” that facilitates the students to speak. The board game was developed based on the basic competences of the second semester syllabus used for the seventh graders of SMP Negeri 2 Malang. The language functions of the selected basic competences are asking and answering question and describing animals in a simple way.This study was classified into Research and Development (R&D) research because the result was a product used for educational purposes. This study adapted R&D cycle by Borg and Gall (2003) to simplify the process that involved seven stages of development: needs analysis, product development, expert and teacher validation, revision, try-out, final revision, and producing the final product. From the needs analysis, the target students needed an instructional medium for speaking activities. In the developing material stage, the prototype of the product was developed. Some aspects of the products: the design and layout, content, skill, language, sudents’ interest, the board game materials and the pedagogy were validated by the experts: a lecturer and a teacher. A revision was conducted based on the feedback from the experts’ validation. In addition, the comprehensive data about the use of product were obtained from the try-out stage, students’ questionnaire and observation sheets of the teacher and the researcher, as the input for producing the final product. Based on the result of the try-out, the board game achieved the objective of the study. The board game helps the students gain their confidence and motivate them to speak by facilitating them with the attractive Question, Bonus, and ZOOMBA Cards. The questionnaire was distributed after the try-out showed that the students were really interested in the board game because of the attractiveness of the board game and contextual materials which were appropriate with their level. For the English teachers, the board game is expected to be useful as a supplementary medium for speaking activity. The board game, however, was only designed for the speaking activities of seventh graders of junior high school. Other researchers are suggested to integrate other English skills such as listening, reading, and writing or developed other games which are more attractive and addressed to different level of students
Developing Snake-and-Ladder-Based Board Game for the Speaking Activities of the Seventh Graders of Junior High School
No full textABSTRAK Hidayati, Lilis Nur. 2016. Developing Snake-and-Ladder-Based Board Game for the Speaking Activities of the Seventh Graders of Junior High School. Undergraduate Thesis. English Department, Faculty of Letters, State University of Malang. Advisors: (1) Francisca Maria Ivone, M.A., Ph.D., (II) Dr. Sri Rachmajanti, Dip. TESL, M.Pd. Keywords: board game, instructional medium, speaking activity, teaching medium, seventh graders This study aims to develop an educational product for the seventh graders of SMP Negeri 2 Malang. The product was developed as a supplementary medium for speaking activities. The final product of this study was a set of a board game entitled “ZOOMBA” that facilitates the students to speak. The board game was developed based on the basic competences of the second semester syllabus used for the seventh graders of SMP Negeri 2 Malang. The language functions of the selected basic competences are asking and answering question and describing animals in a simple way. This study was classified into Research and Development (R&D) research because the result was a product used for educational purposes. This study adapted R&D cycle by Borg and Gall (2003) to simplify the process that involved seven stages of development: needs analysis, product development, expert and teacher validation, revision, try-out, final revision, and producing the final product. From the needs analysis, the target students needed an instructional medium for speaking activities. In the developing material stage, the prototype of the product was developed. Some aspects of the products: the design and layout, content, skill, language, sudents’ interest, the board game materials and the pedagogy were validated by the experts: a lecturer and a teacher. A revision was conducted based on the feedback from the experts’ validation. In addition, the comprehensive data about the use of product were obtained from the try-out stage, students’ questionnaire and observation sheets of the teacher and the researcher, as the input for producing the final product. Based on the result of the try-out, the board game achieved the objective of the study. The board game helps the students gain their confidence and motivate them to speak by facilitating them with the attractive Question, Bonus, and ZOOMBA Cards. The questionnaire was distributed after the try-out showed that the students were really interested in the board game because of the attractiveness of the board game and contextual materials which were appropriate with their level. For the English teachers, the board game is expected to be useful as a supplementary medium for speaking activity. The board game, however, was only designed for the speaking activities of seventh graders of junior high school. Other researchers are suggested to integrate other English skills such as listening, reading, and writing or developed other games which are more attractive and addressed to different level of students